Mathematics Curriculum Standard clearly points out that the basic starting point of mathematics curriculum in compulsory education stage is to promote students' all-round, sustained and harmonious development. We should not only consider the characteristics of mathematics itself, but also follow students' psychological laws in learning mathematics, and emphasize that starting from students' existing life experience, students should experience the process of abstracting realistic reasons into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in many aspects such as thinking ability, emotional attitude and values. Therefore, we should pay full attention to the cultivation of students' various abilities, proceed from reality, strive to stimulate students' interest in learning, fully mobilize students' enthusiasm and initiative in learning, teach students to study, teach students to think deeply, and teach students to explore, so that students can truly become the masters of learning. Under the guidance of the new curriculum standards, I think the new classroom teaching should pay attention to the following points:
First, stimulate students' potential and encourage exploration and innovation.
Constructivist learning theory holds that knowledge is not acquired by teachers, but by learners, with the help of others (including teachers, parents and classmates), using necessary learning resources and actively adopting learning strategies suitable for them, which requires teachers to create situations according to the teaching content in classroom teaching, stimulate students' learning enthusiasm and tap their potential. Encourage students to innovate and practice boldly, so that they can acquire basic mathematical knowledge and skills in the process of independent exploration and cooperation and exchange, and let them feel that every kind of knowledge is created by their own practice, not imposed on them by teachers.
Second, change the concept of education and promote teaching democracy
Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. In the teaching process, teachers should change their thinking, update their educational concepts, give students the initiative to learn and encourage students to actively participate in teaching activities. Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of all students' learning. Teachers can't do things for students themselves. The main task of teachers should be to give students proper guidance and help in the learning process, so that students can acquire knowledge and develop their abilities through personal experience and the formation and application of mathematical knowledge. For example, when learning the concept of similar items, I organize games to find friends with similar items according to the age characteristics of junior one students. The specific method is as follows: Send the prepared matching cards of similar items to each student. After one student finds his friend with similar items, another student who is squeezed out of his seat goes to find his friend with similar items to compare who can find them quickly and accurately. This vivid form and interesting strategy can make students fully active and greatly increase their interest in learning. Students have mastered the strategy of determining similar items and the law of merging similar items in a pleasant atmosphere.
Third, contact with real life and cultivate interest in learning.
Some students don't want to learn or hate learning because they think learning is boring. They think that learning mathematics means memorizing those formulas, theorems, laws and problem-solving rules, and then doing the problems over and over again. The content arrangement of the new textbook truly embodies the idea that mathematics comes from life and serves life. This paper expounds the formation and development of mathematical knowledge through mathematical truth in life or mathematical examples around us. In the teaching process, teachers should make good use of the mathematical materials and pictures and charts closely related to our lives listed in the textbooks to cultivate students' interest in learning. Teachers should respect, love and care for students, often give them encouragement and help, sum up and praise them in time in their study, so that students can fully feel the joy of success and make learning a pleasant thing. Through their own teaching, students are willing to learn, willing to learn, want to learn, and feel that learning is a very interesting thing, worth working for, and will not feel a little bitter.
For example, when studying the causes of savings in practical exploration, I arranged for students to go to several banks in our town one week in advance to investigate the interest rate reasons of different types of savings. In teaching, let each student first show all kinds of information about savings collected from the bank, and then write application questions about savings in groups of four. Teachers can selectively show students' learning achievements, let the whole class discuss and cooperate to tackle key problems, and finally select some group representatives to make concluding remarks. Teachers will comment and praise the students who have done well. Through this kind of teaching, students learn knowledge happily and get good results.
Teachers can make full use of the relevant contents arranged in the new textbook, such as the laying of floor tiles, the collection of icons, discounted sales and so on. Let students go out of the classroom to experience the close relationship between mathematics and life and cultivate students' interest in learning.
Fourth, pay attention to individual differences and promote everyone's development.
"Mathematics Curriculum Standards" points out that mathematics education should be geared to all students, so that everyone can learn valuable mathematics and get the necessary mathematics. Different people get different development in mathematics. Mathematics education should promote the development of every student, that is, lay a common foundation for all students, but also pay attention to the development of students' personalities and specialties. Due to the influence of various factors, students have differences in mathematics knowledge, skills, abilities and interests. Teachers should realize this difference in teaching, teach students in accordance with their aptitude, guide them according to the situation, proceed from students' reality, take into account students with learning difficulties and spare capacity, meet their learning needs through various channels and strategies, and develop their mathematical talents.
There are many reasons for designing new textbooks, such as thinking, exploring, discussing, observing, trying and practicing. Teachers can organize students to study in groups according to the actual situation. In the arrangement of group members, students with excellent, medium and poor knowledge level should be reasonably matched, and poor students should be inspired by the thinking mode of excellent students and infected with their learning enthusiasm. When students are allowed to think independently, they should set aside as much time as possible, and they should not be deprived of thinking by the answers of top students.
Fifth, media-assisted teaching to improve teaching efficiency
"Mathematics Curriculum Standard" points out that teachers should make full use of modern educational technology to assist teaching, vigorously develop and provide students with richer learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities. Therefore, in classroom teaching, teachers should use computer-aided teaching appropriately according to the teaching content, so as to provide students with broader free time and space and richer mathematics learning resources.