1 How to improve the seventh grade math scores
Seeking novelty and living to keep classroom teaching lively and interesting.
The seventh grade mathematics is closely related to real life, and it is very knowledgeable, realistic and interesting. Therefore, it provides rich content in teaching to stimulate students' interest and motivation. The new textbook also grasps the changeable and fluctuating psychological and physiological characteristics of seventh-grade students, and requires "teaching living students with living things" (in the words of Mr. Tao Xingzhi), cultivating students' lasting interest in learning and comprehensively improving their quality and ability.
In this regard, my specific approach is: 1, paying attention to the lead-in link in classroom teaching. In the classroom lead-in, various forms are designed and various means are used to mobilize students and stimulate their sense of participation. In this way, through simple performances, the questions are set in appropriate situations, thus creating a lively and interesting learning environment. I believe that in such a relaxed environment, students will be interested in learning and actively involved. 2. Let students fully participate in practical operation. The new textbook also arranges a lot of practical content for the seventh-grade students' personality characteristics like watching and doing things. It is required to optimize the classroom structure and use self-made teaching AIDS as much as possible to stimulate students' interest in learning. In teaching, I divide the students into several groups (free combination), and ask them to be my assistants, prepare experimental equipment and conduct experimental demonstrations together. Through the experimental operation, it not only standardizes students' labor and behavior habits, but also enables students to know "self" in participating activities, thus generating interest and curiosity.
Pay attention to the guidance of learning methods and cultivate good study habits.
1, cultivate reading habits. The specific method is to show the reading questions before reading. For example, when teaching "Measurement and Representation of Angle", we can show reading questions: We used to measure the length of a line segment with a scale, so what should we use to measure the angle? How many ways can an angle be expressed? What problems should be paid attention to in the process of representation? After reading, check the reading effect by asking questions or evaluating; Or organize a study group in a planned way to discuss the reading content in the form of discussion.
2. Cultivate the habit of discussion. Through targeted and reasonable questions, teachers arouse students to enter the teaching situation created by teaching, arouse their active exploration of mathematics knowledge, and gradually cultivate their thinking ability and discussion habits. In particular, there are many topics that need to be classified and discussed, such as the teaching of "absolute value" and "solving application problems with equations". In addition, students can also discuss in groups in the teaching of exploring laws.
2 stimulate the enthusiasm of learning mathematics
Create situations to stimulate students' interest in learning.
Mathematics has a high degree of generality and strict logic, and teaching has the advantage of questioning, but after all, it lacks moving plots and easily makes students feel boring. Therefore, it is helpful to adjust the classroom atmosphere and stimulate the interest in learning to let the mathematics content properly contain emotional factors. The teaching of traditional courses is characterized by learning and mechanical training, which seriously hinders the healthy development of learners' body and mind and the cultivation of innovative spirit. The new curriculum reform focuses on cultivating students' ability to collect and process information, acquire knowledge, analyze and solve problems. If the vast educational work can respond to the new curriculum reform, change the instigators into organizers, give classes to students in the classroom, and let students participate in exploration and cooperation and exchange with their hands and brains, then the mathematics classroom will inevitably be more democratic, equal, colorful and interesting. Of course, how to become a successful organizer and planner in daily teaching? This requires each of our teachers to explore and learn constantly. Don't just see the teacher standing in front of the blackboard with chalk every day in math class. Please let mathematical knowledge insert emotional wings. Teachers should organize more math activities, such as math competitions, research-based learning, math experiments, and setting up interest groups. Let interested students gain glory and a sense of accomplishment in the competition; In research study and mathematics experiment class, let mathematics knowledge help us solve the problems around us; Let the members of the math interest group become the little teachers and sparks of the students, and then the math interest will surely start a prairie fire.
First of all, we should pay attention to the interest factors in the teaching materials. Educator Rousseau pointed out that "the art of education" means that students like what you teach. Therefore, according to students' age characteristics and cognitive rules, the introduction content of the new curriculum should be skillfully designed. Ingeniously introducing novelty into the new curriculum will make students pay close attention to cognition, emotion and will from the beginning, attract students' attention, and make students' cognitive activities more acute, imagination more abundant and thinking more active. Secondly, we should pay attention to the implementation of inspiring teaching principles. Through observation, hands-on operation and other intuitive means, students' interest in intuitive auxiliary means will be guided to the exploration of teaching content in time, and some thinking space of "jumping to get fruit" will be set for students.
Cultivate students' interest with the viewpoint of "successful teaching".
It is a great power to get a happy emotional experience after successful study, which can make students have a strong desire to learn mathematics well. In order to make students succeed, teachers must design the steps of exploring mathematical knowledge, including classroom questioning and hands-on operation, so that students with different intelligence levels can climb the stairs and "jump to pick fruits", and they can get happy emotional experience after exploring and mastering mathematical knowledge by themselves, thus obtaining psychological compensation and satisfaction and encouraging them to achieve more success.
After entering middle school, with the deepening of mathematics learning, the difficulty, breadth and depth of solving problems have greatly increased, and various methods and skills, coupled with unsatisfactory exams, have suddenly made individual students pessimistic. I began to doubt my ability and intelligence, and gradually lost my interest in learning mathematics, so I was likely to fall into a vicious circle, thinking that I was not learning material and could not compare with some excellent students. In fact, these students are just because of their low self-control, strong inertia, lazy thinking and lack of good study habits and methods. In view of this situation, students should be made aware of their own shortcomings and show that these problems can be overcome. Even excellent students have more or less problems. As long as they overcome their shortcomings, eliminate bad factors and study hard, their grades will always improve. Give a few successful examples in due course. Under the constant encouragement and guidance, students gradually eliminated their self-pity psychology, enhanced their confidence in learning mathematics well, revived their fighting spirit, and finally realized a gratifying change from "asking me to learn" to "I want to learn". In addition, we should not blindly criticize and satirize the mistakes in exams and homework, but patiently help them analyze the causes of the mistakes, find out the defects in knowledge, and then retest with similar questions, which often leads to unexpected gains. Doing so not only strengthens the affection between teachers and students, but also narrows the distance between teachers and students, keeping communication ideologically, which is beneficial to teaching, improving the affinity of mathematics in students' minds and stimulating students' interest in learning mathematics.
3 to improve students' interest in learning
Good study habits are the catalyst to improve interest.
1. Listen carefully in class. Prepare exercise books and pens before class and put them in the designated place. In class, sit still and listen attentively. Students can't engage in activities unrelated to mathematics teaching. In addition, students' concentration can be trained by teachers dictating questions and students writing answers directly.
2. Homework should be done independently. Students can't finish their homework independently for two reasons. One is unwilling to do homework when you arrive, and the other is unwilling to do it when you find it difficult to study. This is a question of biological clock and sense of responsibility. If it is the first reason, I believe that students can always cultivate the habit of finishing their homework on time as long as they patiently persuade, communicate with their parents and treat them with goodwill. If it is the second reason, the teacher should give more guidance to the students with learning difficulties, teach more ways of thinking, arrange the students who have studied well, and slowly guide them to think independently and finish their homework independently.
3. Check in time after completion. After finishing the math problem, it is mainly to check whether the meaning of the question is correct, whether the listed formula meets the meaning of the question, whether the calculation is correct, and whether the answer meets the requirements of the meaning of the question.
4. always be alert to the wrong questions. In view of the wrong questions in mathematics, teachers should let students write the wrong questions in their own books to form a set of wrong questions, and mark the reasons for the mistakes and which sentence or theory is the breakthrough point in solving the problems with red pen.
Excellent teaching level is an important guarantee to improve interest.
1. Love your career. Gorky said that genius is cultivated by the love of career. A workaholic is essentially nothing more than a love of career and work process. Jobs is really a workaholic. Because of his love for his career, he created a computer myth. As a teacher, only by loving this profession can we really devote ourselves to teaching students well. If teachers are not interested in their careers, how can students be interested in learning?
2. keep pace with the times. After several years of teaching, it is easy to feel tired, and I also feel that I am an experienced teacher in my mind, and there is no problem in class. This kind of thinking will lead teachers not to take the initiative to think and study problems, while our society is constantly improving and teaching methods are constantly improving. In the long run, such teachers will be gradually replaced or even eliminated, not to mention the continuous improvement of teaching performance. Therefore, as teachers, we should have a studious heart and an enterprising heart, seize every learning opportunity given by the school, absorb fresh nutrients, and make our education and teaching effect better!
4. Establish students' confidence in learning mathematics well.
Looking for the breakthrough point to stimulate students' self-confidence
Compared with Han students, Tibetan students are relatively timid and reserved. In addition, because some things are expressed differently in Tibetan and Putonghua, students often don't know how to describe things in Tibetan and Putonghua, and they are afraid of math learning. In particular, the vast majority of Tibetan students learn mathematics in Tibetan in primary school, while Tibetan classes in the mainland learn mathematics in Chinese, which means that they have to translate a language before they can solve it, which obviously shows that students with poor Chinese foundation are not confident in learning mathematics.
Based on this, the author trains students to look at the questions first when doing them in each class. After nearly a semester of hard work and practice, students' Chinese problem-solving ability has been significantly improved and their self-confidence has doubled. In class, students are very active in raising their hands to analyze topics, and the class led by the author is obviously superior in solving mathematical problems of that year. In the math contest organized by the county, some students achieved satisfactory results; In the class questionnaire, more than 95% students choose mathematics as "which subject do you like best?" . When students have self-confidence, the efficiency of learning will naturally improve.
Use inspiring language to improve students' self-confidence
In life, everyone wants to hear words that affirm themselves. As far as our teachers are concerned, it is very happy to hear a few words from our peers affirming our ability or achievements, let alone students. Therefore, in class, the author excavates their advantages, praises them and enhances their self-confidence according to their actual situation. Student Dojezhag Geba (a pseudonym) is a little boy from Naqu, with a relatively poor foundation and poor Chinese expression ability.
Once in class, he never raised his hand, but actually raised his hand to look at the analysis of the question. Although he stuttered a little, the author praised him in time: "Who said that our Dojezhag bus is not good?" You see, how well he studies and analyzes! " After that, the author saw a satisfied smile on Dorje Zag's face and flushed with excitement. Sure enough, he made great progress in that application problem. It can be seen that motivational language plays a particularly important role in classroom teaching.