Today, with the rapid development, traditional teaching concepts and methods can no longer meet the needs of social development, and many problems are increasingly exposed. First of all, due to family planning, the number of rural students has decreased; Second, the class size is too large, which makes teachers unable to take care of every student and classroom teaching unable to adapt to the individual differences of students. Now the class size has shrunk, forming a "small class teaching".

Small class teaching aims at improving students' quality and ability and promoting their all-round development through the reform of teaching content, teaching methods, teaching means, teaching mode and teaching evaluation. Give different guidance and help to students with different learning levels and abilities, so that every student can actively participate in learning.

First, create a harmonious classroom teaching atmosphere

In class, teachers should boldly let students preview, try, operate, explore and summarize. Teachers should give students the opportunity to speak, the tasks they should do, the right to learn and the mission they should create. Encourage the expression of different opinions, give full play to students' autonomy in learning, enable students to acquire knowledge from passive acceptance of knowledge to independent exploration, and make themselves the masters of learning.

For example, when teaching "Understanding Plane Graphics", let students show their triangles on the physical projector, and show vivid and interesting combined graphics through multimedia computers to attract students' positive thinking, which can directly and vividly "catalyze" students' psychology, effectively stimulate students' interest in exploring new knowledge, and keep teaching and learning active.

"Learning is happy, thinking is happy". Einstein once said that it is more important to ask a problem than to solve it. In the teaching process, teachers should carefully design questions for students to discuss, and give students the opportunity to fully think and express their views. When students have different methods to solve problems and get different results, teachers should not immediately evaluate them, but should organize students to discuss them, so that students can truly experience the significance of independent exploration and the happiness of independent participation in the process of intelligent debate. I feel like the master of my class. Therefore, teachers in small classes should establish students' subjectivity, attach importance to students' interests and needs, and attach importance to students' spirit of seeking. We should look at the problem from the perspective of students and help children find their own value. Only by providing students with appropriate help and guidance, coordinating their learning situation and promoting their learning process can teaching activities be wonderful.

Second, break the "spoon-feeding" teaching method in traditional teaching and pay attention to the student-centered teaching mode.

In the traditional "spoon-feeding" teaching, students learn passively and the learning effect is not high. Suhomlinski said: "Everyone has a deep-rooted need to feel like a discoverer, researcher and explorer, especially in the spiritual world of middle school students."

Small-class teaching reduces the class size and the teacher-student ratio, thus providing students with more opportunities for practice, dialogue, thinking and cooperation, paying attention to students' subjectivity and providing a platform for their development.

When I teach mathematics in small classes, I always let students try to make use of existing knowledge to teach themselves and find problems by themselves, and then let students master knowledge through a series of learning exchange activities between teachers, students and students in class. Trying to teach mathematics has changed the traditional "teaching before learning, teaching before practicing, and speaking first" into "teaching before learning, practicing before learning, and practicing before practicing", which embodies the fundamental change of the guiding ideology of mathematics teaching, that is, from the mode of "presenting-inculcating-passive acceptance" to the mode of "guiding-trying-active acquisition", in which students' dominant position is obtained.

Third, the establishment of interactive learning teaching model

Interaction is an important means to deal with various contradictions in classroom teaching, and cooperation is an important way for people in modern society. Through interaction and cooperation, we can feel mathematical thoughts and methods, understand mathematical knowledge, cultivate the consciousness and attitude of cooperation with others, and get opportunities for self-reflection and correction. Let students learn to think independently in cooperation and communication. In cooperation and exchange, students learn to express and listen in the free space of democracy and equality, feel and experience in the dynamic process of debate and discussion, innovate in the collision of thoughts, merge in the exchange of emotions, and enlighten each other in the display of wisdom, so that interactive learning in cooperation and exchange becomes an important pillar of students' sustainable development. Learning is a process of ability construction. In the teaching process, we should actively cultivate students' confidence in their own abilities and make them active explorers. As the curriculum standard says, "independent inquiry" is an important way of mathematics learning. Emphasize independent inquiry, make mathematics learning into inquiry learning, and pay attention to providing students with time and space for independent inquiry, so that students can experience and explore relevant mathematical conclusions in rich research activities with realistic background from their own mathematics experience. Teachers should change the teaching methods based on examples, explanations and demonstrations, guide students into exploratory and challenging learning activities with an open and tolerant attitude and with expectation and trust, so that students can further develop and improve in independent exploration.

For example, there are many answers to such questions as □+□=- 12, 8-□=□ in the first semester of senior one. For students, they can quickly write two or three answers independently. Through group communication, almost every student can get another answer from other students in the same group, which not only expands students' thinking, but also improves their enthusiasm.

Fourthly, establish various evaluation methods and pay attention to students' learning process.

Learning depends on both the results and the process. In small class education, we have more opportunities for students to show their learning process, especially their thinking process. Teachers often ask students to say, "What do you think?" "How did you learn?" Wait, in math class, we should pay attention to let students explain their ideas, expose their thinking process and get timely guidance. The teaching evaluation of "small class education" is to promote students' vivid, lively and active development. There is a famous saying called "squat down to look after the children". Educators should kneel down, keep the same height as children, and look at problems and the world with children's eyes, so as to truly respect and understand children. In my opinion, in small class education, teachers should really go among students, create an equal atmosphere with children, and let children reveal everything more frankly in this environment. This is teaching students in accordance with their aptitude.

In teaching, students with similar academic qualifications are grouped into one class, and the method of "synchronous teaching and asynchronous learning" is adopted to teach at different levels. Class A students focus on guiding students to learn by themselves and improving their ability to acquire knowledge. The students in Class B focus on solving doubts and helping them finish what they have learned. The focus of class C students is to fill in the blanks. So that all kinds of students can develop. For another example, in the aspect of homework correction, small class teaching can implement face-to-face correction and individual guidance, which is more direct and timely and conducive to the development of students. The feelings between teachers and students are also more harmonious, and the teaching quality of "loving their teachers and believing in their ways" is obviously improved. Small class teaching should adopt group teaching and pay attention to the study of each student, each group of students and the whole class, so that these three forms can be organically integrated, give full play to their respective advantages and complement each other to achieve the effect of 1+ 1+1 > 3.

In short, teachers teach students not only knowledge and ability, but also independent exploration and development. Small class education has built such a wide and diverse autonomous learning environment, which is an effect that traditional mathematics teaching can not achieve.