As a junior high school math teacher, I have carefully studied the basic concepts of standards. Through study and teaching practice, this paper talks about the superficial experience of learning the basic concept of "standard" from the following aspects in order to seek advice from experts and colleagues.
1. The process of students' knowledge formation is the main line of our teaching.
In actual teaching, many teachers don't teach according to the formation process of students' knowledge, but are used to attributing the teaching process to teachers' speaking, students' listening, teachers' writing and students' copying, and continuing to practice after class, so as to achieve the purpose of mastering on the basis of a large number of repeated operations. When evaluating teaching, we mainly look at the results, that is, the scores. The new Curriculum Standard points out: "The evaluation of students' learning should not only pay attention to the results of students' learning, but also pay attention to their changes and development in the learning process." In this regard, teachers should change the neglected process in the past, emphasize the conclusion, rely solely on the "empirical" teaching method of repeated drills, and teach according to the formation process of students' knowledge, so as to reduce the academic burden caused by repeated drills and let students learn actively.
2. Students' active participation in the whole learning process is the key to test the teaching effect.
The reform of classroom teaching methods is one of the key points in implementing quality education. Therefore, in classroom teaching, teachers should really regard students as the masters of mathematics learning, give full play to students' main role, let students actively participate in the whole process of learning, and make students' knowledge and ability develop in an all-round way in the process of participating in learning. Therefore, in teaching, teachers should create situations according to the subject characteristics and students' psychological laws, pay attention to inducing students' thirst for knowledge, stimulate students' participation motivation, strengthen students' participation consciousness, improve students' interest in participation, and let students actively participate in the whole process of learning from beginning to end. In the whole process of participating in learning, teachers should collect and feedback information in time, and evaluate and control it. Make students meet spiritually and enjoy the joy of success. Teachers should give sincere encouragement, enthusiastic help and careful guidance to students who are afraid of difficulties and do not actively participate in learning, so as to urge them to change from "I want to participate" to "I want to participate", enhance the initiative of students' participation and actively participate in the whole process of learning. In order to allow students to participate in activities as much as possible in a limited time, and the efficiency of participating in activities is as high as possible, teachers should consider using modern teaching methods to change abstract mathematical knowledge from "static" to "dynamic" pictures, which is conducive to reflecting the changing process of things and facilitating students to understand and master knowledge. In classroom teaching, teachers should provide students with opportunities to participate in various activities such as speaking, discussing, doing and practicing as much as possible, so that students can use their mouth, hands and brains together, and strive to create a strong atmosphere for students to fully participate in learning. At the same time, teachers should also teach students the methods of participation in order to improve the quality and efficiency of participation. Cultivate students' consciousness of subjectivity, cooperation, innovation and application, so that students can learn mathematical thinking methods in the process of exploring and solving problems independently.
3. Teachers must pay attention to the regularity of problem-solving process.
The new Curriculum Standard points out that in teaching, students should "form the attitude of seeking truth from facts and the habit of questioning and thinking independently", and teachers should encourage students to be brave in setting doubts, questioning, dispelling doubts and arguing mistakes. Doubt, that is, let students find problems and ask questions boldly. If students can find and ask questions, it shows that they are actively exploring the relationship between things, which is the performance of positive thinking. By setting doubts, students are trained to explore the root of things, explore and innovate constantly. Query, that is, exchange and discuss the questions raised by students. In the teaching process, when students are dissatisfied with the teacher's explanation and have questions about the teacher's explanation, the teacher should give affirmation and encouragement, and don't be busy telling the students the ready-made answers. Instead, we should take the form of exchange and discussion, so that students can fully express their opinions, inspire each other, stimulate thinking and seek correct answers, so as to cultivate students' curiosity and questioning spirit about everything and let students "learn to cooperate with others and exchange the process and results of thinking with others". Solving puzzles means that students solve difficult problems under the guidance of teachers. In the teaching process, we should give full play to teaching democracy, let students regard themselves as the masters of learning, dare to raise their hands to express different opinions, and actively look for problems, reasons and solutions. In this way, it is helpful to stimulate students' interest in learning and cultivate their innovative spirit, courage to practice and independent thinking ability. Error identification means that students analyze and judge teachers' intentional "mistakes" and improve their error prevention ability. In teaching, teachers can sometimes show students how to estimate students' mistakes, so as to attract students' attention, and then correct them by analyzing the causes of mistakes with teachers and students. Do timely and effective prevention to avoid similar mistakes of students. Only in this way can we nip in the bud and improve students' ability to analyze, judge and solve problems.