1 How to simplify mathematics teaching
Create a real and interesting problem situation
Teaching situation refers to the emotional atmosphere created by teachers in the teaching process. Creating teaching situation is to simulate life, make classroom teaching closer to real life, let students be there, see people, hear people's voices, strengthen perception, highlight experience, and solve problems. For example: "There are only two questions in a math exam, and the whole class 10 is all right, with 25 students in the first question and 18 students in the second question. There are no students who are all wrong. How many people are there in the class? " Before instructing students to do this problem, I first told the story of "the barber's confusion": "A barber was cutting a guest's hair when he heard the door ring,' Uncle, my father and I are going to shave our heads. "The barber was busy and said without looking up,' Please wait a moment!' Another door rang. "Master, shave my father and me." The barber thought happily that business was good today, and four people came at once. But looking up, he wondered! "At this point, I asked the students to guess why the barber was surprised? At this time, the students have expressed their guesses. Some say the barber wants to know who to cut his hair first, while others want to know how many people to cut his hair. Students have different opinions when confirming that hairdressers should cut several people's hair, which creates suspense for solving the problem. Some people say four people, some people say three people, and some people think it is two people. How many people are there? It turned out that the barber found that there were only three people in the barber shop. Who is the problem? The students talked about it one after another, and finally found the crux of the problem: it turned out that there was one person representing two people, and the "barber's confusion" was solved.
This problem situation not only permeates the idea of set, but also makes students' learning enthusiasm soar. Through the setting of this situation, it is easy for students to understand that 10 is not only a part of the 25 people who answered the first question correctly, but also a part of the 18 people who answered the second question correctly. In other words, 10 people who are all right are equivalent to the father of grandpa, dad and son in the barber's confusion, and this math problem is easy to solve. Proper creation of real and concise problem situations in teaching can arouse students' learning enthusiasm. With questions, there is motivation for thinking. In classroom teaching, teachers should carefully create different problem situations, stimulate students' cognitive conflicts and activate students' thinking, so as to make students have the desire to actively explore new knowledge.
Pay attention to the teaching process of simple image
Teaching process refers to the development process of teaching activities, which is a process in which teachers guide students to understand the objective world and develop themselves mainly by understanding the teaching content with the help of certain teaching conditions on the basis of certain teaching requirements and students' physical and mental development characteristics. In the teaching process, we should make full use of students' direct experience of life, so that students can change from perceptual knowledge to rational knowledge and reach the final understanding.
For example, in a general evaluation training, I showed such an exercise: "A and B set out from the East and West Stations respectively and met for the first time at a place 90 kilometers away from the East Station. After the encounter, the two cars continued to drive. When the A bus arrived at the West Station and the B bus arrived at the East Station, they all returned immediately and met at a place 50 kilometers away from the East Station for the second time. How many kilometers are the east and west stations apart? " I give students 10 minutes to think. Therefore, students always start with the specific solution of the encounter problem and struggle to find the three elements of the encounter problem: "the distance between the two places, the speed and the meeting time." 10 minutes passed, and none of the students answered correctly.
2. Optimize mathematics classroom teaching methods
1. The teaching goal is the expected result of students' learning or the expected standard of learning activities.
To optimize the teaching objectives, we should pay attention to the following issues: (1) Grasp the teaching content effectively and don't overstep the outline. (2) Pay attention to the accuracy of the statement of teaching objectives. We can't use "teaching requirements" instead of "teaching objectives" to confuse the difference between teachers' behavior and students' behavior changes. The directional function of truly optimizing teaching objectives cannot be defined as "understanding", nor can "understanding" be defined as "mastering". (3) To ensure the effectiveness of teaching goal orientation, every link of classroom teaching design should aim at the goal, all required teaching activities must be completed in the classroom, and classroom tests should be conducted to ensure a wide range of conformity, otherwise classroom teaching will fall into randomness and blindness.
2. Classroom teaching links are closely related to classroom teaching benefits. Optimizing classroom teaching means making every link as reasonable and scientific as possible.
Optimize the teaching link and grasp two principles at the same time: (1) the subjectivity of students' learning, that is, the optimization of classroom teaching link should be conducive to giving full play to the main role of students' learning, helping students to take autonomous learning as the center, giving students more time and space to think, explore, discover and imagine, enabling them to complete tasks independently under the inspiration of teachers, cultivate good study habits and master scientific learning methods. (2) Students know the regularity of development. Ensure that every link of classroom teaching conforms to the laws of students' cognitive development and psychological activities. Although the teaching objectives and contents of each class are different, in view of the psychological characteristics of junior high school students and the general rules of classroom teaching, the teaching process should be carried out in accordance with the procedures of reviewing, paving the way, introducing new lessons, exploring new knowledge, consolidating exercises and summarizing.
3. Optimizing teaching methods means making teaching methods scientific.
In recent years, many beneficial attempts have been made in the reform of teaching methods in various places, and some methods have been put forward, such as inquiry teaching, enlightenment teaching, discovery teaching, self-study tutoring teaching, creative teaching, problem teaching, unit target teaching and so on. It can be said that each has its own characteristics and style. However, each method has its own characteristics and scope of application. Never copy others' methods mechanically, and use one model to adapt to various classrooms, otherwise it will be counterproductive and affect the teaching effect. To optimize teaching methods, we must study and consider the following questions: (1) According to the characteristics of teaching content, what mode is suitable? (2) According to the characteristics of the teaching object, what mode is suitable? The characteristics of teaching content mainly include the type, difficulty and abstraction of knowledge. Special emphasis is placed on the optimal combination of teaching methods, that is, teaching methods are selected according to comprehensive factors such as teaching content and teaching objects. A class can have multiple teaching methods and need not be limited to a fixed model.
3 cultivate students' interest in learning mathematics
Contact the reality of life
Mathematics not only has high abstraction and strict logic, but also has a wide range of uses. Mathematics is ubiquitous in our life, which was neglected in our previous mathematics teaching. Therefore, in mathematics teaching, we should try our best to make the problem more practical and closer to life, and let students learn the "understanding of centimeters and meters" from themselves. Let students first estimate the length of the podium, desk and blackboard, and then let them actually measure it in their own way. Through discussion and communication, we can find that the numbers obtained by different measuring tools are different, thus realizing the necessity of unifying measuring tools. After establishing the representations of 1 cm and 1 cm, let the students talk about the objects related to the length of 1 m and 1 cm in their lives. Through the actual measurement and estimation of things around us, students' enthusiasm for learning and using mathematics is stimulated. Through this series of training, we can not only gradually cultivate students' estimation, estimation ability and measurement ability, but also make students feel that mathematics is around, and mathematics is around me.
Stimulate interest in purposeful education
The correct purpose of learning often stimulates students' interest in learning, and a strong interest requires a clear understanding of the significance of learning. As far as mathematics is concerned, on the one hand, it is the tool and foundation for further study of modern science and technology, and on the other hand, it is the necessary knowledge to participate in practical activities in the future, which embodies that "mathematics is an effective assistant and tool for all sciences" and reflects that "the universe is big, the particles are small, the speed of rockets is ingenious, the earth is changing, the biology is mysterious, and the daily life is complex, and mathematics is needed everywhere". As teachers, we need to guide them: "No matter what you do in the future, if you want to contribute to the motherland, you must have profound knowledge;" Only by studying hard and making unremitting efforts from primary school, can the wish become a reality, thus helping students to establish their ambition to learn mathematics well from an early age, and making good wishes become the internal motivation for studying hard.
Stimulate interest in praise and evaluation
Students should be given correct and appropriate praise in teaching. When students answer questions, stare at them and encourage them to speak boldly with expectant eyes. We should pay attention to seize every opportunity to give praise and encouragement. Even a word of praise, a few words of encouragement and a small red flower can better stimulate students' interest in learning. In particular, students who are struggling with their studies should be appropriately reduced, praise should be emphasized and progress should be encouraged. Praise is a concrete manifestation of teachers' love for their jobs and students, and it is also an important means to maintain students' interest and give full play to their potential.
4 teaching methods of autonomous learning
Pay attention to exploration and discovery
Traditional classroom teaching is generally about where the teacher speaks and where the students think. Even asking questions, which seem enlightening, is actually a fill-in-the-blank answer. Students have no room for self-thinking and self-development, and often become containers for passively accepting knowledge. We should give students the right to take the initiative to learn, so that students can truly become masters of learning, explorers and discoverers of knowledge and truth, and everyone can become "graduate students" in learning. For example, in the teaching of "Calculation of Rectangular Perimeter", teachers are used to directly demonstrate the method of perimeter calculation, and then let students calculate according to this method and formula.
In this way, students have not experienced the process of knowledge occurrence and lack their own perception and experience of this knowledge, so it is impossible to achieve a profound understanding. We can ask students to walk around the basketball court before teaching to find out the perimeter of the court, and then ask students to measure the length of the four sides of the court with a tape measure in groups. After returning to the classroom, let the credit team report the measurement method and the result of calculating the circumference. Some are: length+width+length+width, some are: length ×2+ width ×2, and some are: (length+width) ×2, but the results are all the same. At this time, the teacher will guide the students to discuss which method is simple. Teachers will not tell students the ready-made conclusions, but only guide students to practice, think and explore. Students are always the protagonists who study, study and discover problems with the attitude of masters, and can always be in the excited state of learning and get rid of the passive learning situation. When students work, talk and use their brains to deduce calculation formulas, the joy of creating success is self-evident. This not only enables students to acquire new knowledge, but also greatly mobilizes students' creative enthusiasm and forms the habit of students mastering knowledge creatively.
Guide students to reflect on themselves.
No student doesn't want to be excellent. In the process of reflecting on their learning attitude, students can clearly know the difference between studying hard and not studying hard through comparison. So as to strengthen the belief of "no pains, no gains" and study hard. Numerous facts have proved that people are always making progress in constant reflection and summary. Take the initiative to coordinate with the class teacher every week and spend more than ten minutes focusing on reflection. Let the students review their recent performance and reflect deeply. You can also make similar comments on the learning situation of the collective or others, where you have done well and where you need to improve, and reflect, correct and correct your learning attitude in constant summary.
This kind of reflective training first requires teachers to have the idea that the more knowledge they impart, the thicker they accumulate, which is equal to the formation of students' good knowledge structure and mathematical ability. Teachers' questions cannot replace students' independent reflection, so we should pay attention to cultivating students who are good at thinking. Secondly, to cultivate reflective ability, teachers need to take the lead in reflection, set an example for students and create a good atmosphere. For example, "the highlight of this class is a question raised by Li Ming"; "The local teachers didn't handle it well enough, so they need to improve.". This has a subtle influence on students. In addition, we should formulate corresponding incentive measures to arouse students' enthusiasm for reflection. According to the performance of students in all aspects, teachers carry out star-rated reflective learning competitions, which are summarized and evaluated for one week. This long-term training, until students can consciously reflect, and finally formed the habit of reflection.