The new curriculum standard stipulates that promoting students' development is the fundamental purpose of new curriculum teaching, and the primary task of teaching is to develop students' subjectivity. Therefore, the focus of teachers' lesson preparation must be shifted to the development of students. Teaching is always student-centered. According to the different situations of students, the purpose of preparing lessons is to design learning activities suitable for students at different levels, so that each student can get different degrees of development. As a teacher, we must fully understand the development of students' basic knowledge and ability, be aware of it, and make the teaching starting point conform to the actual situation of students. The starting point of teaching refers to the foundation of relevant knowledge and skills that students already have when learning specific subject content or tasks, and it is the most important factor that affects students' learning new knowledge. Therefore, when preparing lessons, teachers should have a clear understanding of the following questions: (1) Whether students have mastered the necessary knowledge and skills for new learning; (2) Whether students have mastered or partially mastered the knowledge and skills required by the teaching objectives; (3) What parts of the students have not mastered; (4) How many people can master it; (5) To what extent; (6) What knowledge can students teach themselves; (7) What knowledge needs teachers to guide and guide. Only by understanding students can teachers determine what knowledge should be emphasized, what knowledge can be talked about and what knowledge can't be talked about, thus grasping the starting point of teaching well, making the design of teaching process more reasonable, closer to reality and more targeted, making the teaching focus more prominent and improving the efficiency of classroom teaching.
Second, pay attention to the cultivation of students' interest in learning.
In the process of seeking knowledge, people often pay attention to results, grades and rankings, but seldom pay attention to students' strong interest in subjects, which is a powerful driving force leading to the peak of knowledge. Interest can stimulate brain tissue processing, which is beneficial for people to find new clues of things and explore and create. Interest is the best nutrient and catalyst for learning. If students are interested in learning and have the clearest reaction to learning materials, their thinking activities will be the most active and effective, and learning will get twice the result with half the effort. There are many ways to cultivate students' interest in learning mathematics in math class, such as preview before class, clever introduction, intuitive teaching, creating situations and positive evaluation. As a math teacher, we should know how to choose appropriate teaching methods. Only by making students love mathematics can they be interested in learning and learn mathematics well, because interest is the secret of learning success, the beginning of acquiring knowledge and the basis of their desire for knowledge.
Third, the teaching objectives should be moderate, which is conducive to students' knowledge.
The setting of teaching objectives is related to the design of the whole classroom. What kind of teaching objectives are designed, what kind of difficult topics are designed, and how to explain them? Therefore, the design of the goal should be moderate, not too high. Too high a goal will lead to too much teaching design content, too difficult for teachers to explain, and the more difficult it is for students to master, which will lead to the failure of most students to master and reach the expected goal, which will directly affect the teaching effect and the goal design is too low. It is not conducive to the cultivation of students' thinking and ability, and it is necessary to have clear goals to improve classroom efficiency. Only when the teaching objectives are clear can teachers know what to teach students to learn and master in this class, and then they can have clear goals in the classroom. If a teacher has no goal in class, he will talk big and miss the point. Teachers don't know what to teach and students don't know what to learn. How to improve classroom efficiency? At the same time, the setting of teaching objectives should proceed from the reality of students, neither too high nor too low. Teachers should grasp the objectives of this class before class, know the knowledge that students should master in this class, know the skills that students should master in this class, what kind of thinking ability to cultivate, and to what extent. Before designing teaching, these teachers should think clearly and think clearly when preparing lessons. Therefore, teachers should face the majority of students when designing goals, and make efforts to make the depth and progress of learning acceptable to most students. Establish teaching objectives reasonably and clearly, highlight teaching key points and highlight mathematics ontology, so that our classroom will be oriented, classroom teaching will be effective, and it will really be conducive to mastering mathematics knowledge.
Fourth, establish a harmonious relationship between teachers and students and create a good classroom atmosphere.
The new curriculum reform has changed the position of teachers and students in classroom teaching. With the progress of society, students have made great progress in both knowledge reserve and personal ability. The teacher's role has also changed from a teacher to a guide, so the relationship between teachers and students has become more subtle. Therefore, mutual understanding and respect is the premise of classroom teaching. Teachers with kind language and smiling faces will be welcomed by students and have a harmonious relationship. Your requirements for students will be better, and classroom efficiency will naturally improve the harmony between teachers and students. It is easier to create a relaxed, rigorous, comfortable and tense classroom atmosphere, in which students' thinking will be relaxed.