The 26 teaching ideas put forward in the book "Ren Yong's Middle School Mathematics Teaching Ideas" are impressive. It is an important reference for every middle school math teacher to practice math education and teaching. ?
Put forward 1: one interest in each class.
Every class should have more than one interesting math problem, or math games, or math puzzles, or interesting math stories.
Claim 2: One praise in each class.
Teachers praise students, which can give them positive spiritual strength. Teachers should learn to encourage students with praise, and don't miss the opportunity of praise.
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3. Interesting things in junior high school.
Students' enthusiasm for learning mathematics is an important prerequisite for learning mathematics well. We should pay attention to stimulating students' interest in learning mathematics from the beginning of learning mathematics.
Proposition 4: Deepening of High School
Deepening is a method to explore problems, and it is also a learning method worth advocating. Deep lead-in can stimulate students' interest in learning mathematics and effectively improve their mathematics level.
Claim 5: Pursuing the truth
Education should respect and establish students' dominant position in teaching, guide students to actively participate in teaching and cultivate students' positive attitude of active exploration and independent thinking.
Claim 6: Not just textbooks.
Have textbooks, believe in textbooks, but not just textbooks, use textbooks flexibly. In order to use teaching materials creatively, stable and universal teaching materials must be combined with timeliness and personalization to produce new overall effects.
Proposition 7: Make good use of the media.
Multimedia network teaching can't ignore emotion, change, use whenever it is needed, rigid thinking, destroying imagination, taking a long time, replacing experiments, staying away from practice, ignoring texts and unclear subjects.
Claim 8: Close to life
Mathematics comes from life and is applied to life. "Talking about mathematics in connection with life" can make students realize that mathematics is around, feel the interest and function of mathematics, and appreciate the charm of mathematics.
Proposition 9: Situational Teaching
Mathematics comes from real life and then applies it to real life; Learning mathematics with realistic methods, students gradually discover and draw mathematical conclusions through familiar real life situations.
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10: "Qi" is like ten million.
In order to make mathematics teaching "go all the way", we expect mathematics teaching to be full of vitality-some atmosphere, some talent, some vigor, some delicacy, some kindness, some aura and some joy.
Proposition 1 1: Let the students have a class.
It is also good to let students be teachers once, which can be attended by all the students in the class and commented by the teacher appropriately; Several students can teach together, and the teacher comments;
Proposition 12: interdisciplinary connection
The discipline teaching in middle school lacks the vision of "looking beyond disciplines", the theoretical research and practical exploration of "disciplines running through", the knowledge is a whole, and "interdisciplinary" should be organically connected.
13 proposition: cultural infiltration
Mathematics also has a humanistic color. Only by transforming abstract, logical and rigorous mathematics into vivid, humanistic and thinking mathematics, mathematics classroom is the hearth for cultivating talents.
Proposal 14: Dancing with America
Mathematics is full of beautiful factors: the beauty of mathematics can arouse good emotions and make students feel that mathematics learning is very interesting; I don't think it's a burden, and I don't think it's hard labor. I think it's a need and a pleasure.
Proposition 15: the weakening of high numbers
Introduce the contents of advanced mathematics to broaden students' knowledge horizons; Infiltrate advanced mathematics thoughts and cultivate students' thinking ability; Help students understand the textbook from the viewpoint of advanced mathematics; Transfer advanced mathematics methods to improve students' problem-solving ability
Claim 16: intentional error
"Intentional error" is actually "intentional error". In today's curriculum reform, the requirements for "intentional mistakes" have been raised, and "intentional mistakes" will further move towards wisdom, art and "no trace"
Proposition 17: using topics
Guide students to consider multiple solutions to one question, guide students to change one question and guide students to use one more question. In this way, students can understand mathematics problems in a multi-level, multi-angle and all-round way.
Suggestion 18: full-course guidance
Learning guidance that permeates students' study plan, preparation before class, classroom study, after-class review, independent homework, study summary and extracurricular study is the whole process of infiltrating learning guidance.
Advocating 19: "Four modernizations" to promote learning
? Ordering means asking students to build a knowledge building; Classification is to guide students to classify problems; Activation refers to integrating knowledge and skills and solving problems flexibly; Deepening is to deepen the problem.
Claim 20: Limited Time Solution
Different thinking is an important creative thinking. In teaching, we should pay attention to choosing some topics that limit the method of solving problems, so as to train students' innovative thinking and cultivate their creativity, and have achieved certain results.
Proposition 2 1: one question a day
Give a math problem every day to students who have the spare capacity to choose. Solving a problem can be a textbook problem, a wonderful math problem around you, or a timely and interesting math problem.
Claim 22: Re-creating employment opportunities
"Mathematics regenerative homework" means that when teachers find mistakes in the process of correcting homework, they don't modify them directly, but hint at the nature of their mistakes or point out the direction for exploration through various methods.
Claim 23: Student Proposal
The traditional way of examination is for teachers to test students with papers. As a method of examination reform, I try to get students to participate in the compilation of math test questions in my class.
Proposition 24: Students test teachers.
During the holiday, I asked my students to give me a math test paper. All the students in the class have mysterious expressions. They have always been "tested". How can they test the teacher?
Claim 25: Statistics are in place.
Every unit quiz or exam, count the students' wrong questions and design a table. The horizontal direction is the order of each question, and the vertical direction is the student's name. After filling in the form, it is clear at a glance that each student loses points horizontally; Look vertically.
Claim 26: Green Olympics
If a middle school student may choose whether to accept the training of competition mathematics, then there is no reason for a middle school mathematics teacher to know nothing about the "high-end dish" of middle school mathematics.
Be an independent teacher. It may be difficult for us to realize all Mr. Ren Yong's ideas, but we can practice one or more of them, which will greatly improve teachers.
I especially appreciate the idea that every class is interesting. Every class should have more than one interesting math problem, or math game, or math puzzle, or math story. Sometimes at the beginning of the lecture, sometimes after class, sometimes in class. Interesting questions can be related to what you have learned or have nothing to do with the teaching content. Interesting mathematics is to make mathematical problems very interesting, arouse curiosity and stimulate students' interest in learning mathematics. Interesting math is' interesting'. The secret of genius lies in strong interests and hobbies. Millions of people saw the apple fall to the ground, and only Newton realized the law of gravity. Many people have separated air, and only Rayleigh has discovered inert gas. Pavlov's motto is:' Observe, observe and observe again. Goethe said, "Without interest, there is no memory." . '
Second, it's not just textbooks. In teaching, we should have textbooks, believe in textbooks, but not only textbooks, but also use them flexibly. First of all, we should pay attention to the guiding role of teaching materials. Secondly, we should use teaching materials creatively. Stable and universal teaching materials must be combined with timeliness and personalization to produce new overall effects. Third, establish the concept of big textbooks and integrate all teaching resources for our use.
The third is to use the topic. Guide students to consider multiple solutions to one question, guide students to change one question and guide students to use one more question. This is one of the most effective ways to improve classroom efficiency. The biggest advantage is that it can form a corresponding knowledge network and make students remember it deeply. At the same time, it also embodies the idea of mathematical modeling, and students can understand mathematical problems in a multi-level, wide-angle and all-round way. If you play properly, it is easy to break through the limitation of curriculum standards, so that students can master higher, more comprehensive and deeper mathematics knowledge and be full of interest.