How to improve the teaching quality of 1 ninth grade mathematics
Change teaching methods and concepts
Problems in teaching.
Ninth grade mathematics is very important for students in junior high school and senior high school. Teachers should attach great importance to this stage of mathematics teaching curriculum, pay attention to teaching design and explain content knowledge. However, in the current ninth grade mathematics teaching, teachers' teaching is far from the goal required by the new curriculum. The implementation of quality education is not comprehensive enough, and the teaching methods are relatively old. They only pursue the teaching of book theoretical knowledge, and lack the teaching of combining theory with real life. In classroom teaching, they only pay attention to students' calculation methods and logical proof skills, and tend to ignore the cultivation of students' mathematical thinking ability. This is a teaching problem that we need to pay attention to as educators.
2. Innovative teaching mode
In ninth grade mathematics teaching, teachers should face up to the problems existing in teaching, actively explore and innovate teaching methods and means, constantly strengthen their own mathematics quality training, improve their knowledge level, change the previous teaching methods and concepts, and be brave in innovating teaching modes according to the requirements of the new curriculum. At the same time, according to the syllabus and students' learning situation, teachers should organize students to carry out some targeted and purposeful teaching practice, cultivate students' practical operation ability, combine theoretical knowledge with real life, let students learn to apply mathematics to life, solve real life problems, cultivate students' mathematical thinking mode, mobilize students' enthusiasm for learning mathematics knowledge, and truly let "mathematics" move towards life.
Implement teaching methods and means
1. Prepare, practice and review.
The study of mathematical knowledge requires students to preview, practice and review, and to understand and master the content of mathematical knowledge. It is very necessary to preview the knowledge of mathematics and make the classroom study targeted. In classroom teaching, teachers should set aside time for students to practice mathematics and strengthen the cultivation of students' mathematical application ability. After class, students should be guided to review and summarize concepts, theorems and formulas in order to consolidate and master the main points of knowledge. It is best to do some examples to review and consolidate.
2. Take notes and think hard.
It is very important to preview before class, listen to lectures in class, review after class and take notes, which can deepen the impression and facilitate thinking. In the study of mathematics knowledge, students don't need to recite a lot of knowledge points like other subjects. It requires students to do necessary practical training in mathematics application, form the habit of thinking, dare to question questions, and have the ability to find, analyze and solve problems, which requires students to have good records to sum up.
2 to improve the efficiency of mathematics classroom teaching
Encourage students more and criticize students less.
In the process of teaching, teachers should always know the students' mastery of the content. For example, finish a concept and ask students to repeat it; After an example, erase the solution and let the middle-level students perform on stage. Sometimes, for students with poor foundation, we can ask them more questions and give them more exercise opportunities. At the same time, teachers should encourage them in time according to their performance, cultivate their self-confidence and make them love and like mathematics.
Give full play to students' main role and teachers' leading role, and mobilize students' learning enthusiasm.
Students are the main body of learning, and teachers should start teaching around students. In the teaching process, we should always give full play to the leading role of students, so that students can change passive learning into active learning, so that students can become the masters of learning and teachers can become the leaders of learning.
Deal with accidental events in class and adjust classroom teaching in time.
Although teachers are fully prepared for each class, sometimes they may encounter some unexpected things. For example, when I taught the concept of complex numbers in the second class, I came to the conclusion that "when two complex numbers are not both real numbers, they cannot be compared", but I didn't prove it. There is no requirement for proof in the teaching plan. When I was brought to this question during recess, a classmate with good grades asked me to write an answer. I introduced the comparison principle of numbers to students, and used this principle to explain that "i>0" could not be established. Then, once, I told that classmate that I would interview you after class about the detailed proof process. Although this increases the content of class hours, it also protects students' learning initiative and enthusiasm and satisfies students' thirst for knowledge.
Give careful examples, do more classroom exercises and make time for students to practice more.
Teachers should carefully select examples according to the requirements of classroom teaching content, and make a comprehensive analysis according to the difficulty, structural characteristics and thinking methods of examples, instead of unilaterally pursuing the number of examples, they should pay attention to the quality of examples. According to the specific situation, the answering process can be written entirely by the teacher or partly by the students. The key is to let students participate in the explanation of examples, rather than being contracted by teachers to fill students' rooms. Teachers should set aside ten minutes for students to do exercises, think about teachers' questions or answer students' questions, so as to further strengthen the teaching content of this lesson. If the content of the class is relatively relaxed, students can also be guided to preview and put forward appropriate requirements to prepare for the next class.
3 to stimulate students' interest in mathematics learning
First, establish a good impression of teachers in students' minds and make students interested in mathematics.
Many students have a bad relationship with teachers because they hate them, so they are disgusted with the courses they are taking and are not interested. Therefore, teachers should first adjust themselves. On the one hand, teachers should sincerely love their students. Give care and love in life, and give guidance and help in study. Move with emotion, understand with reason. Take the initiative to approach the students, blend in with them, and let them dare to contact the teachers and be willing to approach them. Coupled with the enthusiastic help of teachers, the feelings between teachers and students have become sincere and harmonious. On the other hand, the communication between teachers and students. Through communication, we can communicate information, enhance mutual understanding and harmonious relationship, influence students' attitudes, inspire people, stimulate correct behavior, communicate with their hearts, change students' psychology, finally enlighten their cognition and improve their self-education ability. These functions can help students gradually change their shortcomings under the guidance of teachers, give full play to their advantages, and grow into middle school students with sound personality. At this time, students will develop from a good impression on the teacher to a good impression on the subject taught by the teacher, and then become interested in learning this subject.
Second, to carry out mathematical activities
Mathematics exists in all walks of life, and it is the basis of practical activities to link mathematical knowledge with mathematical problems in life in the form of activities. Learn math problems in familiar scenes and things, people and things, study and life, solve life problems with math knowledge, and experience the close connection between math and life. Teachers can organize students to collect data, and then let students design their own models to solve, let students count their daily expenses at home, and then let them calculate their expenses for one month and one year, and finally expand to this China. Activities like this are closely related to practice, which not only consolidates knowledge, but also exercises students' life skills. The interest of practical activities lies not only in the lively form, but also in the theme, organizational form, hands-on operation and flexible strategy. According to the age characteristics of students, visualizing and making abstract textbook knowledge interesting can effectively stimulate students' interest in learning mathematics, and is also conducive to students' healthy physical and mental growth.
Third, stimulate students' interest in mathematics through the legendary stories of mathematicians.
Middle school students often worship some celebrities, and if we can make use of this, we can also stimulate their interest. Teachers can introduce some anecdotes about famous mathematicians in class, especially stories about mathematicians when they were young, which will make students admire mathematicians and have a strong interest in mathematics. For example, when teachers teach trigonometric functions, they can quote the story of Ju Lushi, an ancient Greek mathematician. Born in 624 BC, Ju Lushi was the first famous mathematician in ancient Greece. When he traveled in Egypt, he calculated the height of the pyramids in a clever way, which made the ancient Egyptian king Amerasis admire him very much. Cyrus's method is ingenious and simple: choose a sunny day, erect a small stick at the edge of the pyramid, and then observe the change of the shadow length of the stick. When the length of the shadow is exactly equal to the length of the stick, quickly measure the length of the pyramid shadow, because at this time, the height of the pyramid is exactly equal to the length of the tower shadow. It is also said that Ju Lushi calculated the height of the pyramid with the ratio of the length of the stick shadow to the tower shadow equal to the ratio of the stick height to the tower height. If this is the case, it is necessary to use the mathematical theorem that the corresponding sides of a triangle are proportional. Ju Lushi boasted that he taught this method to the ancient Egyptians, but the fact may be just the opposite. It should be that the Egyptians knew a similar method a long time ago, but they were only satisfied with knowing how to calculate, without thinking about why they could get the correct answer. This not only enriches students' horizons, but also stimulates their interest in mathematics.
4. Strategies to guide students to learn mathematics by themselves
Guide students to actively participate in learning.
The teaching process requires teachers to actively create conditions to guide students to actively participate in learning, rather than passively accept the knowledge instilled by teachers, and strive to encourage students to actively acquire knowledge and learn to find, ask and solve problems. For example, when teaching "Understanding the Circle", I guide students to practice thinking and give full play to the main role: (1) Let students read books and teach themselves, then draw a circle arbitrarily with compasses and report their experience in practice. Some students didn't draw a circle at first, so the teacher asked them to tell the reason. The sliding animation of compass needle tip is not good, and the center of the circle needs to be fixed. When drawing a circle, the size of the compass changes when the feet are separated, so the drawing is not a circle, and the size of the fork should be fixed. (2) Ask students to draw two circles with different sizes in different positions on a piece of paper, and then ask: Why are the two circles with different positions and different sizes? Guide students to find problems. It is concluded that the fixed point determines the position of the circle and the fixed length determines the size of the circle. (3) Let students draw the radius and diameter of a circle with a ruler. Question: How many can you draw? In the process of drawing the radius and diameter of a circle, students find that there are countless radii and diameters of a circle, so that the circle is an axisymmetric figure with countless symmetry axes. Through the above practice, students not only found the problem, but also creatively solved it.
Create a democratic and harmonious classroom teaching atmosphere
The formation and development of creative thinking and innovative ability must have a democratic and equal teaching atmosphere. In classroom teaching, an important aspect of learning atmosphere is the relationship between teachers and students. "Pro-teacher, believe in its way", teachers and students have harmonious feelings, which makes students dare to think, ask and speak, thus inducing innovative thinking. First of all, we should cooperate with each other in learning and discuss key issues. Everyone has a chance to speak. It doesn't matter if they make mistakes. It is necessary to make small comments and mutual comments on students' majors, and encourage students to speak boldly and debate actively. For example, when teaching "Distance Problem", students have the following algorithms when calculating distance and time: (1) 45× 5+55× 5; (2)(45+55)×5; (3)55× 10-(55-45)×5; (4)45× 10+(55-45)×5。 I ask the students to explain the reasons for this calculation first, and then comment on which method is better. The classroom atmosphere is warm, students exchange ideas, receive internal feedback information, and promote the germination of "innovative" ideas in students' minds.
Encourage students to be unconventional and inspire.
Inspiration is a kind of intuitive thinking, which generally refers to a creative idea that suddenly arises from the experience and knowledge accumulated in long-term practice. It is a qualitative leap in understanding, and inspiration is often accompanied by breakthrough and innovation. In teaching, teachers should capture and induce students' learning inspiration in time, affirm students' ingenious ideas, unconventional solutions and unconventional ideas in time, even if there is only a little novelty, induce students' mathematical intuition and inspiration by means of angle exchange and analogy, and urge students to go beyond logical reasoning directly and find a breakthrough to solve problems. For example, when studying the size of rational numbers, there is a problem: use ">" to represent 3/7, 6/1,4/9, 12/25. Number of people in line. For this problem, students usually use fractional decimal or divide first and then compare, but because the common denominator is too large, it is more troublesome to solve. To this end, in my teaching, I inspired them to look back and think about how to compare sizes. The inverted numbers aroused students' instant inspiration, and many students found a simple way to change these scores into the comparative size of the same molecular scores.