The first part of the second grade mathematics teaching thesis: the innovation of mathematics concept teaching in junior high school.
(1) Stimulate students' interest in learning by constructing suitable learning situations.
In terms of teaching ideas, teachers should change the previous concept teaching, which was mainly based on abstract textbooks, and introduce certain situational materials in time to stimulate students' learning motivation. Related mathematical stories or anecdotes can be introduced into concrete practice. For example, about the formation of mathematical concepts, can it be introduced? Yang Hui Triangle? The presentation of concepts or Zu Chongzhi's calculation of pi can also integrate many foreign contents such as Goldbach conjecture or the story of chess inventor Cesar into the classroom, which can not only concentrate students' attention, but also deepen their understanding of mathematical knowledge. Use junior high school math? Plane rectangular coordinate system? Take the teaching content as an example. In teaching, teachers can tell students the story of Descartes first. Descartes deduced that the movement of points can form straight lines or curves through the observation of spider webs, and then the concept of rectangular coordinate system was obtained. At this time, students will have a certain curiosity about the concept of plane rectangular coordinate system, which not only enhances the interaction with teachers, but also conforms to the teaching purpose of taking students as the main body.
(2) Pay attention to concept teaching? Form? With what? Essence? Handling of relations
In teaching? Form? It can be understood as related concepts and theorems in junior high school mathematics teaching, and? Essence? The concrete application of mathematical knowledge. Teachers can give full play to their guiding role in concept teaching. For example, in the process of algebra teaching, there is no need to give a more complicated definition of algebraic expressions, which will bring more abstract problems to students. First, before introducing the concept, you can list the relevant algebraic expressions, so that students can understand the connotation of algebraic expressions. For another example, the teaching content of junior high school mathematics multiplication formula only needs to make students understand the letters A and B, and does not require students to describe them completely, such as (a+b)(a-b)=a2-b2. After mastering the characteristics of the items in brackets, you can understand the formula. When faced with other types of questions such as (a+b-c)(a-b+c), students can directly. Besides, we should also pay attention to the teaching of other contents, such as parallel line judgment or equation teaching? Form? With what? Essence? Dealing with the relationship well can ensure that students get substantive training.
Second, the innovation of concept teaching content.
At present, most junior high school mathematics classroom teaching still has the phenomenon of taking foundation as the key link in the teaching content system, which restricts students' learning process and teachers' teaching to some extent. Therefore, it is necessary to change this scripted teaching method and pay attention to the innovation of teaching content. The specific innovation strategies are mainly manifested in the following two aspects.
(A) grasp the overall content of the textbook and the characteristics of the conceptual level
The concept content in junior high school mathematics textbooks itself has the characteristics of spiral rise, which students can't understand at the moment. Teachers need to grasp the related concepts in the textbook as a whole and pay attention to promoting each part of the concept layer by layer. Taking the concept of absolute value in junior high school mathematics teaching as an example, the textbook defines it as positive absolute value itself, negative absolute value as its opposite number, and the absolute value of zero is still zero. It is difficult for students to understand if they simply rely on this definition, so the concept of absolute value is put forward in the content of the textbook, mainly the distance between the origin and this time point, so that students can understand the concept of absolute value preliminarily. In the teaching content of quadratic root, the teaching content involves the concept of absolute value, and students can relate square root operation with absolute value to understand the essence of the concept. Therefore, in the actual concept teaching process, teachers need to master the whole teaching content and teach according to the hierarchical characteristics of concepts.
(B) the combination of conceptual knowledge and practical application
The purpose of mathematics learning is to enable students to apply the acquired concepts and laws to real life and promote the improvement of practical ability. However, in order to prevent the loss of information, most teachers will cover all concepts in their lectures. For example, when students don't practice the concept of factorization, the system explains which data series factorization can be carried out or which form it is decomposed into. However, students have not mastered the application of the previous part of the concepts, and it is difficult to form a good knowledge system because there are many contents involved. Therefore, teachers are required to properly select the contents of the teaching materials under the premise of ensuring that they are not divorced from the teaching materials, so that students can use them while learning.
Third, pay attention to the innovation of teaching methods
The implementation of quality education emphasizes the cultivation of students' innovative consciousness. It is difficult to create a good classroom atmosphere and improve students' thinking ability with an outdated teaching model in the past, so it is necessary to change the past in concept teaching? Full house irrigation? Or? Cramming at the last minute? Teaching methods, introducing certain problem situations, arouse students' enthusiasm to participate in the classroom.
(A) reveal the essence of mathematical concepts
In the process of concept teaching, the introduction of problem situations needs to consider the selection of materials to avoid losing the hierarchical and continuous characteristics of mathematical concept content. Taking the concept of function as an example, if it is literally defined, two variables, X and Y, can be introduced. In a certain range, Y has a certain value corresponding to X, and at this time Y is a function of X and X is an independent variable. At this time, teachers can introduce the ferris wheel movement in life into it, and ask questions such as whether the height will change between the height and the ground during the movement if students sit on the ferris wheel, and whether the height can be determined at different times. Students will look for related functional mathematical languages and analyze the relationship between the movement time and height of the Ferris wheel, so as to concretize the abstract concept of function and promote the enhancement of mathematical thinking ability by revealing the essence of things.
(B) Summary of mathematics teaching information
Mathematical concept itself is the reflection of the essence of things, with extremely obvious abstract characteristics. In the teaching process, teachers are required to adopt correct teaching methods, show the content characteristics and performance rules of concepts, and guide students to summarize the information content, so that mathematical concepts will be more clear. For example, when the Ferris wheel is introduced into mathematics teaching, there is a certain functional relationship between the rotation time and the height itself, and the two maintain a corresponding relationship. Through the students' description of the rotating characteristics of the Ferris wheel, the height corresponding to time can be found out, so that under the timely guidance of teachers, the concept of function can be completely summarized, the knowledge of function can be obtained, and the ability of students to summarize mathematical concepts can be improved. Therefore, teachers should adopt practical teaching methods in concept teaching to avoid being divorced from students' life and make students master mathematical concepts naturally.
Fourth, pay attention to the innovation of teaching methods
With the advent of the information age, the traditional mathematics teaching methods have been impacted to some extent. It is required to introduce more multimedia teaching methods with the characteristics of shape, color and sound into junior high school mathematics teaching, so as to make the original boring classroom teaching more vivid, visualize abstract mathematical concepts and effectively improve the mathematics teaching effect.
(A) give full play to the role of multimedia teaching equipment
The content of Educational Psychology points out that intuitive teaching is needed to cultivate students' abstract thinking ability, and the application of intuitive teaching in teaching should be fully exerted in mastering mathematical concepts or forming mathematical knowledge structure. However, the traditional junior high school mathematics teaching does not pay attention to the introduction of more vivid teaching AIDS, so it is not reasonable. Through the introduction of multimedia equipment, more abstract concepts and graphic parameters can be integrated into it. For example, in the teaching process of plane geometry, teachers can use computers to draw graphics and show the whole process to students, so that students can understand related concepts and graphics about plane geometry.
(B) the combination of classroom demonstration and practical process
In the application of multimedia means, the classroom demonstration needs to be completed by teachers, so that the electronic courseware about mathematical concepts can be transmitted to the terminal screen through the teaching network. At the same time, students should be asked questions to ensure that students can participate in classroom activities and evaluate their learning situation in time. Like about plane geometry? Round? In the process of explaining, you can draw a circle with the center of O and the radius of R on the screen, and then guide students to describe the drawing method of the circle with mathematical concepts and verify it in practice. Teachers can organize students to draw their own circles by using mathematical concepts, and the better completion can be reflected on the screen, thus enhancing students' self-confidence, stimulating students' interest in learning and promoting the improvement of practical ability.
Author: Chen Jianfang Unit: Zhouzhuang Middle School in Kunshan City.
The second part of junior high school mathematics teaching thesis: analysis of junior high school mathematics inquiry teaching mode I. The basic meaning and principles of problem inquiry teaching mode
In order to achieve good teaching effect in junior high school mathematics teaching, teachers should accurately grasp the basic connotation and principles of problem-inquiry teaching mode. The main content of question inquiry teaching mode is that teachers let students discover, ask and solve problems independently through various means in the teaching process. And acquire knowledge and cultivate ability in the process of exploring problems. The basic principle of effective application of problem-based teaching mode in junior middle school mathematics teaching is: (1) the principle of taking students as the main body. In the problem-based teaching mode, we should pay attention to the leading role of teachers and give full play to the main role of students. Let students actively participate in the teaching process. (2) the principle of taking the problem as the core. Taking the problem as the core is to cultivate students' problem consciousness in the teaching process. Students' good problem consciousness is the source of implementing the problem inquiry teaching mode. Teachers should let students know how to find, ask and solve problems. This is also the key principle to determine the success of the problem-based teaching model. (3) The principle of relying on emotion. In the teaching process, teachers should pay attention to imparting knowledge and emotional communication with students. Building a harmonious emotional relationship between teachers and students in the classroom plays a very important role in promoting the implementation of the problem-based teaching model and ensuring the good effect of the problem-based teaching model.
Second, the strategy of effectively using the problem-inquiry teaching mode in junior high school mathematics teaching
The main purpose of implementing the problem inquiry teaching mode in junior middle school mathematics classroom is to promote the development of students' comprehensive ability and improve the efficiency and quality of classroom teaching.
1. Accurately grasp the actual cognitive level of students.
Any teaching method must follow the students' actual cognitive structure in classroom teaching if it wants to obtain good teaching effect. Otherwise, no matter how good the teaching mode is, it can't achieve good teaching quality and effect. Students' actual mathematical cognitive structure is the starting point of the whole problem-exploring teaching model. Therefore, when applying the problem inquiry teaching mode in junior high school mathematics teaching, teachers must have an accurate grasp and understanding of students' existing cognitive structure in order to implement the problem inquiry teaching mode for students.
2. Pay attention to cultivating students' problem consciousness in classroom teaching.
Cultivating students' problem consciousness in classroom teaching is the core content of the whole problem inquiry teaching model, and it is also the key factor for the success of this teaching model. Therefore, when applying the problem-seeking teaching mode in junior high school mathematics teaching, teachers must seriously study and use various methods to transform the learning content to be taught into the thinking situation of mathematics problems, so that students can learn independently under the problem-seeking thinking mode, and truly make junior high school mathematics teaching have laws to follow? Ask questions? Structural mathematics? Solve the problem? The query process of. For example, talking about? Similar in appearance? At this time, the teacher can design a question situation: play the pyramids in Egypt with multimedia, and let the students observe the similarity and connection of the shapes of the big and small pyramids. According to this question, the teacher can set the following two questions: (1) Can the height of the Great Pyramid be measured according to the similarity? (2) Are the proportions of edges with similar shapes equal? Are the corresponding angles equal? Why? Let the students find the answer by themselves. Through this problem situation created by teachers, and then explored by students independently, this process of asking questions, solving problems and applying reflection can make students feel the joy of learning in exploration, and this model can also make teachers better implement their knowledge goals and ability goals in classroom teaching.
3. Explore the emotional experience mode of teachers and students in the classroom.
The application of question inquiry teaching mode in junior high school mathematics teaching should not only pay attention to the effect and quality of students' mathematics learning, but also pay attention to their emotions and attitudes in mathematics classroom activities, because the question inquiry teaching mode is to let students explore, discuss and communicate according to the problems created by teachers in the classroom, so that students can really accept, like and participate in their attitudes, so that the related discussion or exploration can achieve good results. Students' emotional attitude has an important influence on the development of inquiry teaching, and it is also a problem that teachers need to pay serious attention to. When teachers use problem-based inquiry teaching to impart knowledge to students, they should also adopt various ways to build a harmonious and democratic emotional relationship between teachers and students in the classroom, which is very important to cultivate students' interest in learning. In a word, this paper makes some theoretical and practical discussions on the effective application of problem-based inquiry teaching in junior high school mathematics teaching. The most important thing is how to carry out the inquiry teaching of junior high school mathematics problems. No matter what forms and methods are adopted, the most important thing is to adapt to the development of students, foster strengths and avoid weaknesses, and finally give full play to the advantages of mathematics teaching, so that this inquiry mode can become the mainstream of teaching and make mathematics teaching develop better, which is of great significance to the reform of junior high school mathematics teaching in the future.
Author: James Li Unit: Machang Middle School, Shuyang County, Jiangsu Province.
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