First, the application of system principles in mathematics teaching
The so-called "systematic principle" is to teach according to the logical system of the subject and the order of students' cognitive development, so that students can systematically master basic knowledge and skills and form strict logical thinking ability.
1. Systematic principle requires students to master different learning.
Stage, for example, we should recognize the differences between grades in high school for three years, and grasp the connection between two semesters in each grade and between different grades and semesters. We should consider the knowledge we need to master and the ability we should have at present from a macro perspective, and we should not be limited to temporary gains and losses. This kind of understanding is very important for students to grasp the present and take their study seriously, because it is clear to all that a wrong understanding and a negligence in details in today's study may lead to great losses in future study.
2. Systematic principle requires grasping the main contradiction and correctly handling the relationship between teaching emphasis and teaching difficulty. Grasping the key points means taking the basic concepts and skills as the focus of classroom teaching, putting more time and energy on the key points, inspiring and inducing students around the key points, discussing, doing homework and commenting, and ensuring that students correctly master the basic concepts and skills. This is the main contradiction in mathematics teaching. Because basic concepts and basic skills are the basis of improving mathematics ability, as the saying goes, "the foundation is not firm, the ground shakes", so mathematics teaching must attach importance to "double-base teaching". Difficulty is a relative concept, and the emphasis we emphasize is not necessarily difficulty. The so-called difficulties are aimed at specific students. Different students have different difficulties, and each difficulty has different causes. Therefore, to break through the teaching difficulties, we should take targeted measures according to the actual difficulties of different students, which is the embodiment of the principle of teaching students in accordance with their aptitude.
3. The systematic principle requires changing the traditional evaluation concept, taking students' life as a whole system, and taking students' continuous progress and improvement as the purpose of education, which will completely subvert the traditional evaluation concept that success is determined by scores and success is based on whether they can enter a higher school. This requires us to pay attention to cultivating students' creative thinking in mathematics teaching, which is not only the inevitable requirement of the development of the times, but also the need of students' personal quality development.
Second, the application of acceptability principle in mathematics teaching
The so-called "acceptability principle" means that the content, method and progress of teaching should be suitable for students' physical and mental development, which is acceptable to them, but it must be difficult for them to master through hard work, so as to promote students' physical and mental development. The principle of acceptability requires that our teaching must be based on a full understanding of the actual situation of students, which is in line with the philosophy of concrete analysis of specific problems and proceeding from reality. Teachers should always know students' development level, existing knowledge and ability before or during teaching, which is the basic point of teaching and the growing point and receiving point of students' knowledge. Only in this way can teaching be understood and accepted by students. There are usually several parallel classes in a grade, and teachers usually have to take two classes. The students in the two classes are definitely different, and some are even very different. So under such circumstances, it is far from enough for us to prepare only one lesson plan. Because the teaching strategy of this class may not be suitable for another class. For example, students in two classes, one class is active and enthusiastic about answering questions, while the other class is quiet and doesn't like answering questions very much. Then, of course, we can't use the same lesson plan to deal with it. Following the principle of acceptability, we can give full play to students' enthusiasm, conduct problem-oriented teaching and exercise students' ability in the first class. In the second class, we must respect the personality of students who don't like to talk, and we can take the teacher as the leading factor and the problem as the main line, focusing on guiding students to think and solve problems themselves. For another example, in the same class, students have different personality characteristics, some are more active, some are less active, some are more active in answering questions, and some don't like answering questions. What should I do? According to the principle of acceptability, we should treat them differently, at the same time, we should take care of the personality characteristics of different students, and strive to make every student feel valued, so as to stimulate their learning motivation. In short, the principle of acceptability requires us to proceed from the reality of each student and adopt various teaching methods instead of sticking to a set of models to deal with various situations.
In short, the application of teaching principles helps to improve the efficiency of classroom teaching. Improving classroom efficiency is not simply increasing classroom capacity, but an efficient classroom, that is, students can enrich their emotions, develop their personality and promote all-round development while learning knowledge and improving their ability.