The effectiveness of classroom teaching refers to students' acquisition, improvement and progress in learning through classroom teaching activities, which is an important basis for evaluating the effectiveness of classroom teaching. The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. These are the characteristics of the effectiveness of classroom teaching. But I think the core point is to see whether students are willing to learn, whether they take the initiative to learn, how to learn and whether they will learn. It can also be seen from these points that the subject of learning is students, not teachers.
Second, contact the reality of rural students, and reasonably determine the teaching objectives
As the saying goes: know yourself and know yourself, and you will win every battle. The same is true of education and teaching. To improve the effectiveness of mathematics classroom teaching in rural junior middle schools, teachers need to fully understand the original mathematics foundation of students in this class, accurately grasp the teaching objectives of each class, and determine the key points and difficulties of each class. First of all, we should understand students' interest, acceptance and knowledge base in learning mathematics. Only in this way can we formulate reasonable teaching objectives and then teach students in accordance with their aptitude in classroom teaching. Secondly, we should be familiar with mathematics textbooks, the arrangement intention, teaching requirements, key points, difficulties and emphases of the textbooks. In addition, it is necessary to clarify the position and role of the knowledge of each unit and chapter in the whole textbook, so as to impart relevant knowledge and skills in a targeted and comprehensive way in teaching. For example, when I was teaching the first lesson of Pythagorean Theorem in the first volume of the eighth grade, according to the actual situation of students' poor mathematical foundation and acceptance, combined with the syllabus, I set the teaching goal as follows: to understand the cultural background of Pythagorean Theorem, to explore Pythagorean Theorem through jigsaw puzzles, and to cultivate students' awareness of cooperation and communication and spirit of inquiry. The key point is to let students explore Pythagorean Theorem through puzzles, instead of taking proving Pythagorean Theorem as the teaching focus according to the syllabus.
Third, guide students to master effective learning methods and ensure effective classroom teaching.
Before teaching activities, every teacher should not only carefully prepare the contents of classroom teaching, but also fully prepare the means and methods of how to guide students to master knowledge through learning and how to mobilize students' enthusiasm for learning. In fact, students' learning state and mood are completely mobilized by teachers. Different teaching contents, different environments and different scenes, students' emotions of accepting knowledge are different, and the effectiveness of students' learning is also different. In teaching, teachers should also have educational wit and can guide students to study reasonably and effectively at any time. In the process of learning, help them learn self-management and self-discipline, and cultivate their courage and confidence to overcome difficulties. In preparing lessons, we should also work hard to improve the breadth, depth and consciousness of students' participation in the classroom. In order to organize teaching properly and reasonably, teachers should provide students with the most suitable situational materials and ensure that students spend enough time to help them achieve effective learning. Only when students actively participate in learning can our teaching achieve effective and even efficient goals. In order to make students learn effectively, teachers must first ensure that students prepare lessons effectively. Only effective teaching plans can ensure the implementation of effective classroom teaching.
Fourth, choose appropriate teaching methods to arouse learning enthusiasm.
(1), a teaching method combining multimedia courseware with traditional teaching.
The traditional single teaching method of blackboard and chalk is difficult to stimulate students' interest in learning mathematics, while multimedia courseware teaching has unique advantages in this respect. Therefore, in the usual teaching, we should pay special attention to the combination of traditional teaching and multimedia teaching, so that the two teaching methods complement each other and achieve good teaching results. The use of multimedia courseware can make the teaching content of mathematics more intuitive, vivid and vivid in front of students, arouse students' enthusiasm for learning mathematics to the maximum extent, attract their long-term attention, and let them participate in mathematics classroom teaching with a relaxed and happy mood, thus realizing the transformation from "I want to learn" to "I want to learn". For example, I can easily demonstrate that the image of inverse proportional function is hyperbola, and the position and increase or decrease of the image with multimedia courseware when I teach the second class of the second volume of the ninth grade. It is particularly intuitive and vivid, easy for students to remember, and improves the efficiency of classroom teaching.
(2) Teaching methods of intra-group cooperation and inter-group competition.
Because different students have different knowledge bases and receptive abilities, the teaching effect is not obvious only by teachers as a whole. Through exploration, we found that the better way is to carry out cooperative learning in groups, that is, according to the principle of "heterogeneity within groups and homogeneity between groups" Students in each group cooperate and communicate with each other and each group competes with each other. This teaching method can not only arouse students' enthusiasm for learning mathematics, but also cultivate students' sense of cooperation and communication ability. For example, when I was teaching the first lesson of "Images and Properties of Inverse Proportional Function" in the first volume of the ninth grade, I divided the class into three groups according to the above method, and each group elected a leader, so that the students in each group could discuss, observe, analyze and summarize the properties of inverse proportional function, and asked the leader of each group to establish a clear responsibility system to ensure that every group member could participate in mathematical activities. Then, each group chooses a representative to be a small teacher, report the discussion results of their group and experience the feeling of being a teacher. Finally, I will make a comprehensive evaluation of the teachers' lectures and the discussion results of each group, affirm the advantages and point out the disadvantages. At first, all the students were timid, and no one wanted to speak on the platform. But later, I found that my lectures were affirmed by the teachers and the whole class. They all liked the podium and rushed to give lectures. They really became the "masters" of the math class. I feel very gratified and fulfilled when I see such changes in students.
Fifth, establish an effective evaluation system to promote the all-round development of students.
At present, teachers' evaluation of students' performance is determined by their academic performance, which is one-sided, negative and therefore inefficient. Learn knowledge, be a man first, which is what teachers should teach students before imparting knowledge. Everyone is in a big or small group. If he is selfish, self-centered and disrespectful, he will be eliminated by the group, so it is not good academic performance that determines a student's future development. At the same time, teachers can't unilaterally think that students' good academic performance means good development.
Effective evaluation should be comprehensive, fair and humane. All-round, it should include students' morality, intelligence, physique, beauty and labor. The "intelligence" here not only refers to the level of academic performance, but also includes the ability to communicate with others, the ability to unite and cooperate, and the ability to think and analyze problems independently. The forms of evaluation are not only hundred-point system and grade system, but also friendly forms such as letters and comments, which analyze students' personal problems one by one, so that students can accept them more easily and get all-round development. Never push students into the abyss of exams and questions again.
Improving the effectiveness of classroom teaching, allowing students to learn more than 45 minutes in a limited 45 minutes, and truly realizing the "light burden and high quality" advocated by quality education is the goal pursued by every teacher.