Five measures to learn mathematics in the second grade of junior high school
Common learning problems in the second grade of junior high school?
Learning laziness:
These students are inattentive in class, prone to desertion, careless in taking notes, unable to consolidate review in time after class, and overworked in homework.
The goal is too high:
In the usual study, some students excessively pursue difficult problems, and often despise and neglect the study and training of basic knowledge, skills and methods, and feel that only difficult problems can show their "learning level". However, I don't know that any difficult problem is composed of all kinds of basic knowledge. Without a solid foundation and basic skills, you can't get ideal results in math learning if you pursue difficult problems excessively.
Lightweight:
Some students unilaterally think that they pursue the number of problems in mathematics learning, that they will make progress as long as they do problems, and they lack in-depth thinking and reflection on problems in the process of solving problems.
The above three situations are common problems among junior two students at present. The second day of junior high school is a watershed in mathematics learning. Mathematics learning needs us to lay a good foundation and adjust our study plan in time according to our own problems, otherwise the problems will accumulate, which will eventually lead to a decline in mathematics scores and even serious weariness of learning.
So we should do the following:
1. Change the learning style
Many students learn math by rote and can't understand it well. To learn a new concept of knowledge, only by thoroughly understanding the mathematical concepts, formulas, rules and ways of thinking, the context and structural relationship of knowledge, and summing up the main points, can we truly form a knowledge network and improve the cognitive structure, thus fundamentally changing its learning style and improving learning efficiency.
2. Follow the teacher's ideas in class.
In the process of classroom learning, we should concentrate on absorbing and digesting the learning points emphasized by teachers in each class; Absorb and digest the teacher's tips and treatment methods for the key parts of the examples, and absorb and digest the teacher's explanations of difficult problems and other classroom teaching contents. Only in this way can we grasp the key points and difficulties, improve the efficiency of class and improve the math scores.
3. Solve the problem in time, but pretend to understand.
Solving problems in time is one of the effective ways to improve learning efficiency. For questions that you haven't learned and don't understand, you should answer them to teachers and classmates in time. At the same time, set up an error book to remind yourself not to make the same mistake twice.
4. Interested in learning mathematics.
Practice has proved that when our students actively participate in teaching activities, then the learning effect is the best. Therefore, in the process of learning, we always maintain our interest in mathematics learning and consciously participate in teaching activities. Mathematical knowledge is abstract, and the description of various concepts is both boring and tasteless. We learn to look for examples of mathematical knowledge in daily life and use the mathematical knowledge in life to improve students' interest in learning mathematics. Let students feel that mathematics is useful and can greatly stimulate students' interest in learning.
5. Improve the ability to solve mathematical problems
Flexible use of mathematical knowledge, ideas and methods is the key to improve the ability to solve problems. Then, before using it flexibly, we should learn to "imitate" and imitate the problem-solving process of examples, and become our own learning methods in the process of imitation. Secondly, we should practice in actual combat and thoroughly understand the examples. If you want to master this knowledge thoroughly and gain the ability to solve problems, you must do more questions. Really understand and digest the problem-solving ideas in the process of solving problems, and finally improve our problem-solving ability.
The common thinking methods of junior high school mathematics are: transformation thinking, equation thinking, combination of shape and number thinking, function thinking, overall thinking, classified discussion thinking, statistical thinking and so on. As long as we can deeply understand the above thinking methods and flexibly apply them to the specific problem-solving process, we can greatly improve our problem-solving ability.
Learning is a process of accumulating knowledge, and there is no quick way. There are problems in mathematics learning, so we should adjust our learning methods and plans as soon as possible to achieve better results.
How to Improve Junior Middle School Mathematics Interest Teaching
"Interest stimulation" before teaching.
Before learning a certain part of knowledge, stimulate and improve students' enthusiasm for learning, make them have a strong desire for knowledge, and establish a good start for the coming study. Before teaching, "interest stimulation" can be carried out before learning each part of the content, before learning each chapter and section, and before learning the content to be learned, mainly according to the actual situation of students, and timely stimulation. Before learning the chapter "Probability", because students know little about this part of knowledge, they can do a small experiment with students: toss a uniform coin repeatedly to investigate the ratio of pros and cons. After many experiments, we can get the result that each LKJ is 50%. Then tell the students that as long as they learn the relevant knowledge of probability, they can reasonably explain the above or other more complicated problems than the above. In this way, students are deeply interested in the probability knowledge to be learned.
Improving students' enthusiasm for participation will help students to have a certain understanding of the content of probability research-the possibility of events, thus contributing to the upcoming study. Before learning the content of the section "Probability of repeated experiments independently", you can play the following games: find two students with very different eyesight in the class and conduct eyesight tests respectively: identify a set of identical numbers, and check the experimental results with the students (the correct rate of students with good eyesight is higher than that of students with poor eyesight) for analysis (the students with good eyesight have better eyesight than the students with poor eyesight, so the correct rate is higher). Point out the reasons for the above situation, so that students can have a certain understanding of what they are about to learn and have a clearer understanding of the importance of what they have learned. So as to stimulate students' enthusiasm accordingly, which is conducive to the improvement of teaching effect.
"Interest stimulation" in teaching.
In the process of learning some knowledge content, but this part of knowledge content has not been fully learned, stimulating interest is not only conducive to the consolidation and improvement of the knowledge learned, but also conducive to the follow-up knowledge learning. So this kind of incentive is also very necessary.