Strategies for improving the quality of junior high school mathematics teaching 1. Grasp the basic knowledge and do a good job in skill training.
? Double base? It is the basis of developing students' cognitive ability. Its content is constantly adjusted, enriched and updated with the development of social production and science and technology, and it should also conform to students' knowledge level and follow students' cognitive rules. This requires us to study the syllabus, master the teaching materials, and really understand what students should know and understand? Double base? What is this? Appropriately reduce the slope of teaching, organize teaching with middle and low grade students as the center of attention, implement measures to prevent mistakes in all aspects of teaching, try to narrow the differentiation of students, grasp the target level of cognition, understanding, mastery, application and synthesis, and strive to make students at different levels learn. Don't think that every student can easily master all the contents of each class, let alone that some students can't master anything.
The key to improve the quality of classroom teaching lies in skill training. From the psychological point of view, people's skills are also called proficiency, and practice is the basic way to form skills. Teachers must establish a modern teaching concept: students are the main body and teachers play a leading role. In other words:? In classroom teaching, teachers are directors and students are actors. ? Whether teachers are dominant in the classroom is not determined by teachers' subjective will, but by whether students really become the main body of teaching, because teaching is for learning. In the traditional teaching mode, students only act as spectators in class at most, while teachers degrade themselves as actors. This has caused serious disadvantages: time-consuming and inefficient. In the classroom, whether students are actors or spectators, the primary difference is the training of skills, of course, including the cultivation of ability, but the most fundamental thing is skills. I often hear some teachers say: this question was just said before the exam. Why do so many students still don't understand it? In fact, it is impossible for students to really master a topic without skill training. Just like the coach who teaches people to drive clearly explains the main points and skills of driving, and then asks the students who learn to drive to take the exam immediately. I'm thinking: when the teacher talks on the podium, can you ensure that every student listens carefully? Can you ensure that every student who listens attentively can understand? Can you guarantee that every student who can understand can solve similar problems? Visible:? In class, teachers talk, students listen, they will understand and they will do what they understand. ? Is it the teacher's wishful thinking, only dissatisfied with his own? Explain clearly? In the classroom, help students complete independently and carry out a lot of training to finally form skills.
2. Cultivate students in accordance with their aptitude at different levels.
Traditional classroom teaching generally has the phenomenon of relaxing poor students and binding good students. Poor students seem to have nothing to do in class because they don't understand. Excellent students only master the knowledge in the classroom in 5 to 10 minutes, and do nothing at other times. In view of this situation, teachers must teach students in accordance with their aptitude in classroom teaching. To teach students in accordance with their aptitude, we must first understand the reality of students. ? All educational psychology boils down to one principle, that is, teaching according to students' original knowledge structure? Students' original cognitive structure is an important factor affecting their learning. Teachers should not only understand the defects of students' knowledge and ability, but also design corresponding exercises, adjust teaching methods and progress in time, and realize teaching students in accordance with their aptitude. Secondly, in order to teach students in accordance with their aptitude, teachers must prepare questions that poor students can do in the design of exercise questions. I often hear some teachers say: So-and-so students are hopeless? However, in my practice, I haven't really met a student who gets 0 points in every exam, that is to say, whether a student can teach well depends mainly on the requirements of the teacher. For example, if I find a student who can't solve a binary linear equation, I will ask him to solve a linear equation or even a linear equation first. In addition, attaching importance to the guidance of poor students, giving them preference and building confidence and hope are also important ways to improve teaching quality. In addition, teachers should pay attention to hierarchical training in practice design. For example:? Guide learning to reach the standard? And then what? Homework? Generally, there are three groups of questions: A, B and C. Among them, Group A is about preparatory knowledge, Group B is about basic knowledge and operation specially designed for skill training, and Group C is about comprehensive application of all aspects of knowledge. For middle and lower class students, only two sets of questions A and B are needed, and excellent students can complete three sets of questions A, B and C ... so that each student can have a suitable topic. It also received classroom teaching and high efficiency.
3. Pay attention to the cultivation of mathematical ability
Have you finished the math outline? Cultivate students' computing ability, logical thinking ability and spatial imagination ability? The provisions of the. The polarization phenomenon of students in the process of mathematics learning comes from the difference of thinking level. The starting point of students' thinking stems from their knowledge structure and cognitive ability. To cultivate students' mathematical ability, teachers are required to take thinking in images as the starting point of thinking, provide intuitive demonstrations for mathematical prototypes and paradigms as much as possible, and scientifically discover the thinking path, so as to promote the development of students' abstract thinking and creative thinking, and continuously increase students' initiative in discovering and acquiring knowledge. Someone said:? A bad teacher will reveal the truth, while a good teacher will teach people to discover the truth. ? In other words, teachers attach importance to the cultivation of students' mathematical ability, so as to achieve good teaching effect and improve the quality of mathematics teaching.
4. Pay attention to the teaching of mathematical thinking methods.
Dewey, an American educator, once said: The purpose of school education lies not in knowledge itself, but in the method of enabling students to acquire knowledge by themselves. ? Students learn mathematics, learning is the foundation, learning is the purpose, and changing passive learning into active learning is the completion? Teaching is to not teach? An important symbol of mission. In teaching, while strengthening skills training, we should strengthen the teaching of mathematical thinking methods, so as to combine methods and ideas, guide methods and ideas, blend with each other and complement each other. In addition, we should strengthen the guidance of students' learning methods and pay attention to cultivating students' independence, that is, cultivating students' independence in teaching. Problem consciousness? Encourage students to be good at discovering and thinking about problems, and use mathematical methods to solve a wide variety of mathematical problems, thus enhancing students' creative ability to explore new knowledge and new methods.
Strategies for improving the quality of junior high school mathematics teaching 1. Students should have a clear learning purpose in their study.
Pedagogy points out that learning is a purposeful activity, and the clearer the purpose of learning, the higher the enthusiasm of students. Psychology believes that the consciousness of learning means that students have a clear understanding of the purpose of learning and its social significance, thus turning it into their own enthusiasm for learning. Now, the general math class begins like this: What are we talking about today? Why? The students don't know what to say to the teacher. Anyway, the students listen to the teacher. The purpose of learning is not clear, where can we have the initiative to learn? We must make students clearly understand the purpose of learning every course, every chapter and even every class. ? Big purpose? Is based on a lot. Small purpose? On this basis, without this small purpose education, the big purpose education can only be some empty slogans, and the so-called learning purpose education will also fail.
Second, use the method of self-study to stimulate students' curiosity.
Students' thinking activities come from their cognitive needs and thirst for knowledge, which in turn come from new problems in the learning process. Only when students encounter problems that seem familiar but cannot be solved immediately will they have the need to think and think positively. In the traditional teaching method, students have no need to solve problems when attending classes, and they are often in a state of passive acceptance, which is not easy to cause positive thinking. In order to change this state, we suggest that a learning process of self-study and questioning should be arranged before the teacher gives a lecture. Students who have questions in self-study can have the need to know. When they attend classes with questions, their thinking activities will be actively carried out. At this time, both the concentration method of attention and the development of thinking activities are stronger than the state of passive acceptance. Zhu, an ancient educator in China, said: There is no doubt about reading, but there is no doubt about teaching. Only here can we make progress. ? This incisive exposition is still of reference value to our teaching today.
Third, take the teacher's key lectures to guide students? Complacency? Teaching method based on
Are teachers satisfied with the traditional teaching methods? Explain it in detail? , students are committed to? Can you understand me? . Bruner, an American psychologist, once criticized the traditional teaching method: the biggest drawback of the traditional teaching method is that there is no advanced psychological activity (analysis, synthesis, abstraction, generalization, induction and deduction). He advocated that students should find problems, answer problems and solve problems by themselves. In order to cultivate people with self-study ability and creativity, we must reform teaching methods, adopt teachers to guide students? Complacency? The method is to use the discovery method under the guidance of teachers, and if conditions permit, the self-discovery method can also be used for some contents.
Fourth, we should not only emphasize the conclusion, but also the deductive structure, not the rational reasoning.
Mathematical thinking method is the way and method of scientific research accumulated by predecessors in the process of exploring mathematical truth. Paying attention to the revelation of mathematical methods in the teaching process will help students master and apply mathematical knowledge and help them learn to go. Think math? . However, the traditional teaching methods only emphasize the conclusion but not the process, and do not pay attention to the revelation of mathematical thinking methods in the process of solving problems, which is not conducive to improving students' problem-solving ability.
On the other hand, many mathematical opinions are abstractly summarized through observation, analysis, induction and association of a large number of special cases, and then proved by rigorous mathematics, forming a rigorous mathematical theory. This rigor masks the vivid side of mathematics. One of teachers' tasks is to uncover this rigorous mask, discover and develop it? Back to the beginning? Successfully handed it over to students, so that students can feel that mathematics not only has rigorous characteristics, but also is a dynamic and developing discipline. Therefore, in addition to strict deductive reasoning, teachers must also pay attention to the cultivation of inductive, analogical and associative abilities of perceptual reasoning models, encourage students to guess boldly, and open the floodgates of students' thinking through guessing, so that students' thinking is more active and creative.
Fifth, cultivate students' correct learning attitude and stimulate their learning consciousness.
Some teachers think that the basic task of mathematics teaching is only to teach students some basic knowledge and cultivate their basic ability to use this knowledge. As for ideological education, it seems to be an extra burden. This is a one-sided understanding.
First, patriotism education. Mathematics in China has a history of more than 4,600 years, and publicizing the outstanding achievements in the history of Chinese mathematics can enhance students' national pride. The patriotic deeds of many mathematicians in modern China and their contributions to mathematics can inspire students' enthusiasm for building a socialist motherland and studying hard.
Secondly, the education of learning attitude. Mathematics is a very strict science. A little difference, thousands of miles away? If you make a symbol mistake, all your efforts will be in vain. This requires cultivating students' serious, responsible and meticulous attitude in normal teaching, and must not be careless.
In addition, we should also pay attention to cultivating students' spirit of hard work and perseverance.
Of course, to carry out ideological education, we should closely combine the teaching content, tap the internal ideological content of the teaching materials, and closely combine imparting knowledge with ideological education to prevent the tendency of being divorced from the teaching content, fiddling with political terms and preaching empty.
To sum up, in the process of mathematics teaching under the new curriculum standard, only by making students clear their learning objectives, stimulating their interest in learning mathematics, promoting their independent innovation and discovery, and correcting their learning attitude, the mathematics classroom will not be a backwater, and the quality of junior high school mathematics teaching can be effectively improved.