First, effectively tap and use teaching materials resources.
Textbooks are the main resources for teachers' teaching and the important basis for teaching and learning. In order to improve the quality of mathematics teaching, teachers should first understand and master the intention of writing new textbooks through research and analysis.
1, reasonably determine the breadth and depth of teaching content. The breadth of the so-called teaching content. It refers to the scope or quantity of knowledge, and from the perspective of information theory, it is the amount of information transmitted to students in a class. Too much information knowledge in a class is hard for students to accept, and too little information knowledge in a class wastes time, which is not conducive to mobilizing students' enthusiasm.
2. Make clear the key points, difficulties and emphases of teaching. When there are several knowledge points in the teaching content of a class, it is often necessary to make clear which are the key points and which are the difficult points, so as to avoid not grasping the main content in teaching, spending more time on the secondary or easily accepted content, or using all the strength, affecting the understanding and mastery of the key points and difficulties, and failing to achieve the expected teaching effect. The so-called difficulties are knowledge points that most students find difficult to understand and master. This kind of content that teachers are difficult to teach and students are difficult to learn is often called textbook difficulty. Teaching difficulties should be determined according to the breadth and depth of teaching materials, students' knowledge base and psychological characteristics. Difficulties sometimes coincide with the key points.
Some contents in the textbook play a decisive role in mastering a certain part of knowledge or solving a certain kind of problems, and these contents are the key to the textbook. As the focus of textbooks, it often plays a breakthrough role in the process of overcoming difficulties and highlighting key points. Once the key of the textbook is handled, the teaching content related to it will be solved.
3. Reasonable arrangement of teaching order. In teaching, it is often necessary to make more detailed arrangements according to the internal relations of teaching materials and the specific conditions of students. Sometimes some knowledge may have different teaching orders: at this time, teachers should consider which order is more convenient for students to understand and master, which order can save teaching time and which order has better teaching effect.
In traditional classroom teaching, the presentation of knowledge is generally narrative and static, and most teachers directly use closed examples and exercises with complete conditions and clear conclusions in textbooks as learning materials. Modern teaching theory tells us that students must actively and effectively participate in teaching activities in order to transform the static knowledge content structure into the cognitive structure in their own minds. Therefore, teachers' knowledge presentation should be changed from static closure to * * * exploration and dynamic generation by teachers and students.
4. Dig deep into the educational resources hidden in textbooks.
In teaching, teachers should use the rich and vivid materials provided by textbooks to stimulate students' interest in learning and desire to explore. Examples and exercises in textbooks can be properly processed according to the needs of teaching, serving teachers' teaching and students' learning. For those materials that have obvious effects on cultivating students' attitudes, emotions and values, we should pay attention to using enough materials to make them really play their due role in teaching.
Second, creatively develop and utilize other teaching resources.
A clear curriculum consciousness rejects the biblical view of teaching materials, and requires teachers to establish a sense of curriculum resources and realize that teaching materials are only text resources for curriculum implementation, which can be surpassed, selected and changed. Textbooks are only an important carrier of the course, but they are not the whole course. Any curriculum implementation needs to utilize and develop a large number of curriculum resources.
1, capture the classroom generated resources in time.
Students are living masters of learning. In class, what questions students ask and how to answer the questions raised by teachers are often unpredictable. Students' problems, mistakes in learning and different viewpoints are all teaching resources that teachers can use.
2. Rational use of community and family resources.
Mathematics comes from life and is applied to life. There are a large number of curriculum resources related to mathematics teaching in communities and families. If we can use them reasonably in teaching, it will be of great benefit to stimulate students' interest in learning and expand their knowledge. Because most of the new textbooks are closely combined with life and production, teachers are required to go out of the classroom and school, to the society and to the community, and to master detailed materials and conclusive data.
3. Rational development of media and network resources.
With the development of society and the improvement of people's living standards, television, radio, newspapers, magazines and computers have entered the homes of ordinary people, and students have more and more channels to obtain information and a wider range of knowledge. The real society is a network era and an information society. Teachers can collect some teaching-related topics on the Internet and enrich the content of teaching materials, which is a new way to use teaching materials flexibly.
Finally, when developing and utilizing teaching resources, teachers should pay attention to starting from students' reality, starting from specific teaching situations and starting from existing teaching resources, and don't ignore teaching materials, let alone just be lively. We should adhere to the basic principles of respect, good use and innovation in the treatment of teaching materials.