1, the teaching method needs to be further improved.

Problems in teachers' teaching methods;

(1) Adopt the teaching method of table tennis, that is, the teacher tells the students and the teacher asks the students to answer.

The teacher talks too much at will, and it seems that he is always talking in a class, so he is too busy.

(3) The questions raised are trivial and have no thinking value.

(4) the activity requirements are not clear

Problems in students' learning style;

(1) Group activities are a mere formality. I don't know the requirements, I don't have a sense of cooperation, and I don't have domestic demand for cooperation.

⑵ Students' language expression is half sentence or incomplete.

(3) Some people are not good at expressing themselves in class.

2. The time and space left for students is obviously insufficient.

As soon as the teacher throws a question, he asks the students to answer it immediately.

(2) The students' exploration process has not been completed, and the teacher ordered the report.

(3) The result of exploration is not summed up by students, but by teachers.

3. How to cultivate students' thinking ability?

Mathematics learning is the best way to cultivate students' logical thinking, but it is still common for teachers to rely too much on knowledge learning and ignore the cultivation of students' mathematical thinking, emphasizing students' learning results and ignoring the learning process. There are few opportunities for students to think independently in class, but there are many mechanical exercises, repetitive exercises, inefficient or even ineffective exercises, and there are few comprehensive exercises with changes, levels and thinking contents.

4. Classroom teaching lacks the support of mathematical thinking methods.

Our class is content-oriented, and teachers rarely consider mathematical ideas and methods, lacking the support of mathematical ideas and methods. If we are really familiar with mathematical ideas and methods, it will be very helpful for teachers to design teaching. A famous person once said: "The popularization of mathematical thinking method and its full performance in mathematics curriculum design will be the breakthrough of mathematics curriculum design in 2 1 century". It can be seen that mathematical thoughts and methods are the soul of mathematics and the source of creative ability; Good mathematical ideas and methods can benefit students for life. No wonder mathematics teaching is actually the teaching of mathematical thinking methods.

Second, the deviation of educational values

Over the past few years, our teachers have such a value, that is, my class, as long as my students get the exam results, my students are talents and I am the best. Because of this guiding ideology, some students work overtime in teaching and engage in sea tactics. Of course, it is very possible to improve your score by working overtime and engaging in sea tactics. But ask yourself, is this the value of education? This requires us and managers to think deeply.

Third, only pay attention to the imparting of knowledge, not to the cultivation of ability.

For example, Chinese teaching only pays attention to students' words, new words, explanations, paragraphs and central ideas, which makes a class fragmented and seriously downplays or even ignores the functions of Chinese education in the teaching process, such as cultural traditional education, emotional edification and aesthetic appreciation. Mathematics teaching is even more serious. We spent a lot of time talking about setting problems, helping to practice and talk about topics. We always think that as long as students solve problems, they will study and learn well. Students with application problems have done mechanical imitation of dozens of examples, and I don't know why.

Fourth, only pay attention to the conclusion of knowledge, not to the formation process of ability.

Talking about the area of parallelogram is to tell students the formula of area, not the truth of formula. When it comes to practical teaching problems, we see that more is addition and less is subtraction. Given the score of one number, finding another number is a practical problem of division. Finding the fraction of a number is a multiplication problem and so on. There are many teachers who teach this kind of teaching. Over time, students only learn some memory and skills to cope with exams.

Fifth, it is not the teaching method that adapts to students, but the students adapt to the teaching method.

Some teachers have only one teaching method all their lives, teaching students level by level. It is the good students who adapt to my teaching method, but the poor students who don't. Few people seriously consider the needs of the development of modern education: with the development of the times, how to reform people's teaching more effectively and how to reform to produce talents quickly and well. Students should be the center and develop in an all-round way.

Sixth, stifle students' subjectivity in teaching.

Our students are not afraid to express their opinions, not without personal opinions or originality. It was our teacher who killed these students. After the teacher finished the lecture, the students asked the teacher, "Teacher, I don't understand your method. Is my solution ok? " . See how our teacher answers the students: don't get into the dead end, just watch what the teacher does. In the face of such an answer, who dares to be unconventional?

Seven, there is dignity in teaching.

Some teachers put themselves in a high position and treat their students unequally. When students have difficulties in learning, they don't encourage, but laugh and dig. Some even beat and scold students, seriously hurting their self-esteem.

Eight, do not admit that students have development differences, so that there is a one-size-fits-all phenomenon in teaching.

Some students require all students to know, and I often hear some teachers say: I have said everything, others know, how can you not know? And in the face of parents, in the face of society confidently said. As we all know, the development of students is different.

Nine, one-sided understanding of quality education

The form of expression is a lively classroom. There are questions, discussions and changeable topics. Think carefully, what have the students learned? What abilities have been cultivated for students? I really can't sum it up.

Ten, the teaching methods used are traditional and outdated, basically mechanical imitation.

Over the years, due to the limitations and constraints of teaching materials, the teaching form is basically "Example 10 Exercise", which makes the original interesting mathematics learning become a very boring and complicated calculation and exercise. In addition, teachers are satisfied with familiar textbooks and teaching reference books and are no longer interested in new knowledge. Therefore, they often stagnate in the platform period.