(A), dilute the prerequisite for effective teaching in formal mathematics classroom
After the implementation of the new curriculum reform, classroom teaching is often a mere formality, with low efficiency and obvious performance traces, and often goes through the motions. Even teachers have such a misunderstanding about good classes: creating situational introduction, students' discussion, cooperative learning and multimedia courseware have become indispensable teaching links. But junior high school mathematics has a lot of knowledge, such as algebra, formulas, proofs and laws, which need to be concise. For example, if the brackets are removed, students can simplify their algebraic thinking x-3(2x+6) by multiplication and division, so there is no need to create situations, thus improving classroom efficiency.
Mathematics teaching should pay attention to students' independent inquiry and cooperative communication. Many chapters in the textbook have the topic of group cooperative learning, but blindly letting each class pursue group cooperation and group discussion will only make students become flashy. The following teaching strategies can be used for reference on how to conduct group discussion effectively:
1, validity of group grouping
For the convenience of some teachers, students are usually grouped. However, students are often lazy and forgetful because of insufficient grouping. So this stage generally adopts heterogeneous grouping. At present, "heterogeneous grouping" is popular, that is, grouping students according to their differences in gender, knowledge base, learning ability, organizational ability and personality characteristics. It is considered that maintaining differences among groups can effectively promote the complementarity of advantages.
2. The tasks and personal responsibilities of group cooperative learning should be clarified in teaching.
When students cooperate in groups, they need to know why they cooperate and what is the goal of cooperative learning. If the goal is not clear, then cooperation often becomes a mere formality.
3. Looking for cooperation opportunities in the teaching process.
In cooperative teaching, whether the teacher's handling of teaching materials and teaching design conform to the students' actual acceptance and understanding ability also affects the atmosphere and effect of classroom cooperation. When is cooperative learning applicable? Personal operation is difficult to complete; When students have doubts; When the solutions are different; When solving practical problems; When answering "open" or "exploratory" questions.
Formal classroom teaching is not obvious to improve teaching efficiency. In classroom teaching, students are the protagonists and teachers are the directors. Teachers should design the most suitable classroom teaching methods, pay attention to the essence and downplay the form, which is the premise of effective teaching.
(B) Clear the direction of effective teaching in target mathematics classroom.
To implement this strategy, we must: (1) clearly state the classroom teaching objectives; (2) Ensure the effectiveness of classroom teaching objectives; (3) Effective implementation of teaching control strategy. We can see that the effective implementation of teaching control strategy is very important, and teachers should pay attention to the following three aspects to exert the effectiveness of active control: First, self-control, which can adjust teaching objectives according to students' responses in class. The second is the provision of details. Third, teachers should be flexible in regulation. Classroom teaching is a dynamic system. Teachers should be flexible in implementing effective classroom teaching, so as to finally achieve teaching objectives.
(C), the key to effective mathematics classroom teaching.
"Do it first, then talk" means to let students operate first, realize teaching objectives in operation, and fully reflect students' dominant position in mathematics classroom. There are two aspects of "speaking" here: first, the teacher speaks, gives questions, summarizes steps and realizes thinking methods; Second, students speak, and students express their understanding and opinions. For example, to guide students to master the formula of polygon internal angles, first ask questions: draw the sum of any quadrilateral, triangle and pentagon, and measure each internal angle with a protractor. What did you find? Calculate the sum of external angles again. What did you find? To summarize the question again: Is there a rule between the sum of the inner and outer angles of a polygon and the number of sides? (Let the students operate first, and then fill in the form)
Hands-on operation and practice before feeling and experience can not only give full play to students' initiative, grasp students' key points, but also effectively improve teaching effect.
(D) Integration of effective teaching methods in mathematics classroom.
Classroom teaching content with moderate difficulty is another dimension to measure effective teaching. Too much or too little, too difficult or too easy classroom teaching content is not conducive to effective classroom teaching. An excellent teacher should not only have strong classroom management ability, but also have strong teaching material development and integration ability.
In effective classroom teaching, teachers must follow students' cognitive curve and knowledge structure arrangement, fully capture and make use of classroom dynamic resources, and develop and integrate, supplement, delete or replace textbooks according to books, lessons, times, students and feelings. Teachers should accurately grasp the key points and difficulties of each class, use teaching materials effectively and creatively, and teach students in accordance with their aptitude to achieve effective classroom teaching.
(5) Variant is an important way to implement effective mathematics teaching.
Junior high school mathematics mainly cultivates students' mathematical thinking and mathematical thinking methods, so the process of learning mathematics should be gradual and in-depth, and appropriate "variants" with clear gradients should be designed to help students deepen their correct understanding of knowledge and further improve their knowledge structure. For example, when studying similar projects, you can arrange the following variations:
Variable 1: Determines whether the following items are similar:
6xy and xz 5.5 and 4
Variant 2: Given that two monomials are similar, find the value of each letter.
Variant 3: Similar items are linked by absolute values to find the value of letters.
It can be seen that in junior high school mathematics classroom teaching activities, students' operation activities are essential. First of all, the formation of basic skills requires a process of imitation and memory, but low-level learning cannot make every student develop. Therefore, proper variant exercise is a necessary means to improve mathematical thinking.
(VI) Teacher-student relationship of effective teaching in interactive mathematics classroom.
Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. The interaction between teachers and students in teaching is actually a way for teachers and students to get to know each other with their own fixed experience (self-concept). In traditional teaching, the focus of teachers' goal is to change students, promote learning, form attitudes, cultivate personality and promote skills development, and complete the task of socialization.