How to stimulate students' enthusiasm in junior high school mathematics classroom teaching: a summary of effective strategies for questioning in junior high school mathematics classroom. 1. Background of the establishment of the project. The implementation of the new curriculum sends us a message: the purpose of the new curriculum reform is to improve teaching efficiency. How to achieve this? The only way is to improve the effectiveness of classroom teaching! Classroom questioning is the most direct and convenient one, so how to make good use of classroom questioning to stimulate students' interest in learning and improve learning efficiency? Based on the problems and doubts in the above-mentioned teaching, the research group decided to take "the study of effective strategies for classroom questioning" as the key research project, formulated a research plan and put it into the research work, and achieved initial results. Now I will make a summary of this research. Second, research has been carried out, the topic has been determined, and the plan has been formulated. At the beginning of September last year, according to my own actual situation and the needs of mathematics teaching, we decided to study the content of "classroom questioning". We decided to name the topic "Research on Effective Classroom Questioning Strategies". We collect information and study theories. We spent a month studying the theoretical knowledge, ensuring that we fundamentally understood the questioning, studied the questioning, discussed and studied the problems existing in our classroom questioning in the emerging stage of mathematics teaching, as well as the theoretical knowledge and solving strategies about the effectiveness of questioning. The learning method is multi-channel learning. Through network collection, book sorting, expert consultation, collective exchange and evaluation, etc. (1) theoretical reserve, self-enrichment. During this period, we mainly studied from two aspects. First, the research status of other people on this topic. I understand that many units or individuals are doing research related to this topic or are basically in the process of research. Some of them have formed a complete set of research results. I hope to be innovative and make a breakthrough. Secondly, I need some theoretical knowledge about this research, so that the research can have strong theoretical support and make the research work more scientific and in place. I insist on consciously reading relevant education and teaching magazines and browsing the latest education web pages after work. So as to better enrich themselves. (2) Find the root cause and grasp the direction. I know some questions that we ask in math class at present: 1, the purpose of asking questions is not clear, and we can't accurately grasp the essence of knowledge. For example, what is the knowledge base of this knowledge point and which knowledge point can it serve in the future? What's the difficulty? Where should I cut in to ask questions? Only by accurately grasping the essence of knowledge can we correctly cut into questions. 2. The personal subjectivity of asking questions is too strong and too casual. There are dozens of questions in a class, but only a few. In the teacher's class, such a problem is very serious, and the teacher's question design is unreasonable. 3. Students' learning subject status is not implemented. Students have no time to ask questions in class. Students take the initiative to ask less questions, teachers lack the effectiveness of asking questions, and there are even fewer open-ended questions. They are afraid to let go and have insufficient ability to control the classroom. It can be seen that in our current mathematics classroom teaching, the problem of poor effectiveness of asking questions is quite prominent, and the problems of asking questions that should not be asked, inefficient repetition and responsive questions, and answering questions instead of asking questions are still widespread. This restricts the improvement of mathematics classroom teaching efficiency to some extent. Third, relying on the practice of class examples, we should strive to realize the effectiveness of classroom questioning. In order to improve the effectiveness of asking questions in math class, in my usual math teaching, I mainly study the effectiveness of asking questions in junior high school math class from the following aspects: the number of questions is required to be small and precise, the difficulty of asking questions is moderate, the questions should be to the point and the harm should be great. At the same time, I often go deep into my colleagues' classrooms, observe teachers' questioning skills and students' questioning ability in the classroom, draw useful experiences and lessons from them, and often discuss with teachers how to make my questions more in-depth and targeted. In order to shorten the distance between myself and famous teachers, I searched some wonderful clips and videos of famous teachers on the internet or in magazines and learned them sentence by sentence. In order to make my progress faster and greater. In my own classroom, I first changed my point of view, changed the phenomenon that teachers lead students by the nose, and launched full dialogue and exchanges in the classroom, transforming myself from a mentor to a guide, from a manager to a collaborator, and becoming a student's learning partner. Secondly, I try to let students take the initiative to participate, promote classroom democracy and let students ask questions boldly. Encourage students' teachers and students to argue with each other, encourage students to be not only books but also teachers, and strive to cultivate students' "problem consciousness". I do this: (1) arouse students' interest in asking questions. Teachers should believe in students' potential, give students the opportunity to ask questions, feedback students' questions in time and praise students for asking valuable questions. Long-term persistence will certainly form a good atmosphere. Arouse students' enthusiasm. (2) Encourage students to question boldly. In classroom teaching, students should be encouraged to express their questions and opinions boldly, even if their questions are young, they should be given positive affirmation. (3) Let students participate in the design of classroom problems. In the preview, study or review stage, students must be arranged to participate in the design of classroom questions, because the questions raised by students are the ones they are really interested in. Their worries are their real doubts. Teachers allow students to write their own questions and give them to teachers, and then teachers design students' questions into classroom teaching on this basis, which will make classroom teaching more attractive to students and more scientific. As well as the existing problems and future improvement measures. (1) Students strive to be the masters of learning in the "accurate questioning" and "setting questions" carefully designed by teachers, change bad study habits such as passivity, laziness and dependence, and naturally start to answer questions and carry out group cooperative learning, which greatly stimulates their interest in exploring mathematical problems and exercises their thinking. (2) Existing problems. Through research and study, the effectiveness of our classroom questioning has been improved to some extent, but there are still many problems. 1, our theoretical foundation is not solid enough. 2. Not everyone can be "precise" in classroom teaching. 3. Questions are not comprehensive enough, which leads to the unbalanced development of students' thinking. Although students dare to ask, they are good at asking a little. However, there is still a long way to go. (3) Future improvement measures. 1. Continue to pay attention to teaching research. On the basis of this research, we will make a long-term and in-depth study on the effectiveness of classroom questioning and learn more efficient classroom questioning strategies. In classroom teaching, although we can't design a set of questions for each student, we should pay attention to the level and gradient of questions and ask different students according to the difficulty of the questions. Make students develop in an all-round way, try to ask questions clearly, and ask questions in introducing new courses, transforming old and new, solving difficulties and prompting students to think. And try to design questions with strong pertinence and practical significance, so that the questions are just right and provide a shot in the arm for classroom teaching knowledge. Moreover, teachers should pay attention to interest when designing questions, and the content of classroom questions is novel, interesting and attractive, which makes students feel interesting and happy. Accept learning in happiness. 2. Conduct multi-channel learning, pay attention to peacetime accumulation, make full use of distance education resources, conduct regular classroom learning in the air, and learn more advanced and effective teaching strategies. 3. Establish a personal growth record bag, and load personal research results in each research process, as well as personal case analysis, teaching reflection, teaching experience, teaching papers, excellent courses, research topics, etc. Recording teachers' growth process is convenient for examining their achievements at any time, reviewing their growth process, and constantly rethinking and improving their professional research quality. The above is a small part of my research work. In the future, we will do a good job in research, never perfunctory, and do everything in a down-to-earth manner in the spirit of research. Make project research a part of daily classroom teaching. The project "Research on Effective Questioning in Primary Mathematics Classroom" summarizes the improvement strategies of classroom questioning: I think there are three improvement strategies for classroom questioning: presupposing valuable questions, grasping important generated questions and guiding students to ask questions. (1) Preset valuable questions 1. That's a thoughtful question Thinking is the core of mathematics. Thinking is caused by problems. Thinking means that the problems designed by teachers highlight the teaching objectives, which can stimulate the excitement of students' thinking and arouse students' profound and thoughtful thinking activities. Thinking questions should first reflect the key points and difficulties in teaching, and the entrance should be appropriate to promote the improvement of students' thinking ability. Secondly, it is too difficult for students to adapt to the "nearest development zone", which makes students flinch. The difficulty is too small to arouse the interest of students. This question is very enlightening. Enlightening questions refer to questions that can arouse students' association and make them feel something. In classroom teaching, there are inevitably questions that students can't answer. The teacher's instruction is very necessary and the methods are very particular. (2) Grasp the important generating questions and create generating questions. Classroom teaching is "dynamically generated", which has become people's knowledge. However, how to implement it in teaching behavior still needs efforts. Creating generative problems in classroom teaching is an effective starting point. The so-called creation of generative problems means that once the problems preset before class are blocked in the implementation of classroom teaching, we should adjust the problems in time and create new problems to promote the smooth progress of classroom teaching. To create generative problems, we should first pay attention to guiding according to the situation, that is, guiding according to the development trend of things and creating favorable problems here and now; Secondly, we should make the best use of the situation, that is, seize the opportunity, deal with it flexibly with the changes of the situation, or completely change it, or make regional adjustments, so that the teaching objectives can be realized and the teaching links can be promoted. (3) Guide students to ask questions 1. Encourage students to ask questions. It is an important topic for students to ask questions in class. American educator brubeck once said: "The most exquisite art of education is to follow. That is, students ask questions themselves. 2. Guide students to solve problems. Asking questions is just a means, and solving problems is the key. Guiding students to solve problems means that teachers should reasonably handle the problems raised by students, skillfully guide students to explore and solve problems, and cultivate students' awareness of solving problems. It is worth noting that students can answer as soon as they can, and teachers cannot replace them. If students can't solve it, teachers should inspire them to try to solve it. Teachers can only play the role of "cooperator, guide and organizer".

How to arouse students' learning enthusiasm in mathematics classroom teaching? Ask more questions in a joke, reward or organize a knowledge contest, and sum up carefully after the activity.

Modern educational theory advocates cultivating students' learning autonomy. In teaching activities, teachers are the guides of teaching activities and students are the subjects of learning activities. Only by creating a situation that conforms to and adapts to students' learning according to their age characteristics, psychological characteristics and cognitive level can teachers mobilize students' learning initiative, enable students to actively participate, acquire knowledge independently and consciously carry out skill training. So, how can we arouse students' learning enthusiasm in teaching activities?

I think there are mainly the following points:

First, give full play to the positive role of emotion to stimulate interest and confidence in learning.

Classroom teaching is a bilateral activity between teachers and students, and it is a process of knowledge transfer and emotional exchange between teachers and students. To play the positive role of emotion, we should pay attention to three aspects:

1. Establish a new democratic and harmonious relationship between teachers and students. Students will be happy to learn only if they don't feel pressure and love the teachers they teach. Teachers should communicate with students more, make friends with students, and truly become collaborators in learning.

2. Evaluate students correctly. In teaching, we often see many students actively thinking about problems and trying to speak. When one of their ideas or calculation methods is affirmed by the teacher, it can be seen from the students' eyes and expressions that they are greatly satisfied and will repeatedly study and discuss when they encounter difficulties in their studies. Teachers should be good at capturing students' bright spots with magnifying glasses and praise and encourage them. Only by making a correct and scientific evaluation can we motivate students, give them strength and make them enterprising.

3. Let students experience the joy of success. It is a great power to gain a happy emotional experience after successful study, which can make students have a strong thirst for knowledge. In order to make students succeed, teachers must design steps to explore mathematical knowledge, so that students with different intelligence levels can go up the steps, jump up and pick fruits, and get happy emotional experience after exploring and mastering mathematical knowledge by themselves, so as to obtain psychological compensation and satisfaction and inspire them to achieve more success.

Second, create problem situations to stimulate the desire for knowledge

Setting some suspense in teaching and creating a special situation can arouse students' singing and turn this singing into curiosity. In teaching, teachers should design various problem situations, create enlightening questions, guide students to think positively and stimulate their curiosity.

Third, carry out appropriate competitions to improve learning enthusiasm.

Aggressiveness is the most obvious psychological characteristic of primary school students. Appropriate competition is an effective means to stimulate students' enthusiasm for learning. Students always want to win the first place in the competition and get the teacher's praise. Using this psychology can greatly increase students' interest in learning and their perseverance in overcoming difficulties. Various competitions can be organized in teaching, for example, to see who can calculate quickly and accurately, and to see who has more solutions and is smarter than who. Can let students show their talents.

, can greatly improve students' enthusiasm for learning.

In teaching, students are the main body of learning. Only science can guide students to think, speak and do things, and leave time and space for students to study independently.

Students prefer stories. You can explain some stories related to mathematicians in class, and the language is humorous. In addition, we can use mathematical knowledge to solve practical problems and try to combine mathematics with games. There are many games on the Internet to test mathematical knowledge.

I am a new teacher, and I have this question. The old teacher told me to be serious first, because no matter how well you speak, students are always in chaos. First control the classroom, then try to attract students' attention and gradually form their own style.

I am a student, and I want to arouse my enthusiasm from the perspective of students.

Teachers should have enthusiasm for teaching, which is the most basic. Without enthusiasm, students will be boring in class, so I always prefer young teachers to teach.

(2) Ask questions appropriately. Of course, people who ask questions are also particular. For example, our teacher often asks some students to stand up and answer questions when they see that they are going to sleep, so that the called students will wake up a lot in an instant. Actually, I think this is the real purpose of asking questions.

The way of teaching is very important to make your courseware interesting. The best way to learn is to find ways to make students fall in love with mathematics from their interests. Our teacher often inserts some interesting animated cartoon pictures into the courseware.

The sense of rhythm should be controlled. If you speak too slowly, especially too simply, students will want to sleep, but if you speak too fast, sometimes you can't keep up, which is mainly related to the difficulty of the lecture.

Our school has a special bonus system. If someone answers a question in the group, there will be extra points. A month later, the team with the highest score will be selected, and then there will be a certificate and a 50 yuan prize. With this model, it is easy to mobilize students to answer questions actively. Even if some students can't, they will rush to call those schoolmasters to answer.

Well, that's all I can think of. As I am a student, I don't know what those teachers think, so I can help.

First, in mathematics classroom teaching, it is the motivation to mobilize students to actively participate in teaching activities by paying attention to cultivating students' interest in learning and establishing correct mathematics learning motivation. Secondly, creating a harmonious, democratic and equal classroom atmosphere is a necessary condition to mobilize students to actively participate in teaching activities. Thirdly, in mathematics teaching class, it is a necessary way to mobilize students to actively participate in teaching activities by fully letting go and letting students use their mouths, brains and hands.

How to arouse students' enthusiasm in primary school mathematics classroom teaching 1, love and respect students, and stimulate students' enthusiasm for learning mathematics in equal dialogue.

In teaching, some students are not enthusiastic about learning and are unwilling to cooperate with teachers. To a large extent, there is no communication between teachers and students, resulting in opposing emotions and behaviors. Therefore, in order to arouse students' learning enthusiasm, we should first establish a democratic, equal and harmonious relationship between teachers and students. Teachers should love students, respect students, care about every student, know and understand students, have a sense of intimacy and trust in students, and be intimate friends of students. Teachers should not be arrogant, hurt students' self-esteem, insult students' personality, or even corporal punishment or corporal punishment in disguised form. Only by establishing a good relationship between teachers and students can students actively participate in classroom learning and make teaching activities a process in which teachers and students jointly explore the law and enjoy the joy of success.

For example, there is a student in the class who is withdrawn, taciturn, not good at making friends and has poor academic performance. In view of this situation, the teacher asked him to sit in the same chair and squat on the same table, and had an individual heart-to-heart talk with him face to face to help him analyze the existing problems and establish confidence in overcoming difficulties. Care about him in life, help him in study and let him answer questions in class. And take the initiative to make friends with him and establish a new relationship between teachers and students. Slowly, the student got rid of his bad habits, became cheerful and made rapid progress in his studies. Later, he was elected as a class cadre.

2. Appreciate students, motivate students, and mobilize students' enthusiasm for learning mathematics in autonomous learning.

In classroom teaching, teachers should be good at discovering the advantages of students and praising them in time. Students get excited in the positive evaluation experience, their self-esteem is satisfied and their self-confidence is improved, which will naturally enhance their enthusiasm for autonomous learning. However, when teachers encourage and praise students, they should pay attention to that the language and tone of praise are different for students of different ages. Teachers must take students as the main body, pay attention to "preparing students" from the perspective of students' "learning", optimize the teaching process from the aspects of teaching concept, teaching purpose, teaching means, teaching methods and teaching atmosphere, give full play to teachers' leading role, and realize students' subjective development. The quality of teaching ultimately depends on the degree of students' subjective development.

3. The language is humorous and artistic, which stimulates students' enthusiasm for learning mathematics in the enjoyment of happiness.

Humorous language is the kindling that ignites * * *, and language is the carrier of information. In classroom teaching, teachers and students use language as a bridge to exchange information, thoughts and feelings. If the teacher's language is lively and interesting, it can enliven the classroom atmosphere. Therefore, teachers should avoid boring preaching as much as possible, and strive to portray abstract concepts vividly and definitions and rules vividly.

Learning activity is an obvious sign that students become masters of learning. Only when students participate in teaching activities independently in emotion, thinking and action can the subjectivity of students' learning be reflected. Therefore, whether students can consciously participate in teaching activities has become a difficult point in teaching activities. To solve this problem, we must first stimulate students' learning enthusiasm in teaching activities. "Interest is the best teacher", "Learning without interest is a kind of slavery; Where there is no interest, there is no wisdom and inspiration. " Enthusiasm can open the door of thinking and develop intelligence and ability. As a teacher, we should be good at cultivating students' interest in learning and stimulating their enthusiasm for learning. Carefully organize every link in the teaching process. Carefully organize every link in the teaching process. Usually, mathematical knowledge is abstract. How to make students actively participate in the whole teaching process, get the rules through their own internal thinking, develop their thinking in the process of exploring the rules, and improve their ability to find and solve problems is an important task of mathematics teaching.

How to arouse students' enthusiasm in mathematics classroom teaching in secondary vocational schools? The new mathematics syllabus of secondary vocational schools puts forward the guiding ideology of "service-oriented, employment-oriented", which clearly requires that mathematics courses should be combined with professional courses to serve the cultivation of professional comprehensive ability, and the corresponding mathematical ability should be implemented by combining with professional courses. Professional learning is the characteristic of vocational education. Mathematics should play its instrumental function and follow the principle of "necessity and sufficiency". Therefore, in the teaching work, the author pays great attention to contacting professional teachers to understand the different needs of different majors for mathematics. For example, the accounting major is closely related to the mathematical content of the function, such as the maximum problem, permutation and combination, probability, preliminary statistics, etc., and the mechanical major has higher requirements for the three-dimensional nature of geometry and trigonometric functions. On this basis, the author has a definite aim in teaching. In the numerical control class, the author especially emphasizes the cultivation of students' spatial imagination ability. For example, in the teaching of "oblique two-way measurement drawing vertical map", the author requires students to draw more than two vertical maps step by step carefully in order to pass the exam. For example, when the author explained the knowledge of series to the students in the accounting class, he cited this example: an enterprise has a commercial bill with interest, with a face value of 1 10,000 yuan and an annual interest rate of 8%. According to the simple interest calculation: (1) What is the final value at the end of each year from the first year to the fifth year? (2) From the first year to the fifth year, the final data at the end of each year are arranged in series. What are the characteristics? (3) From the laws of the above five data, can we know what the final value is at the end of the nth year? Through this example, students can not only understand the concept of arithmetic progression in mathematics, but also master the calculation method of the final value of simple interest in financial management. Through this kind of teaching, students can study mathematics according to their own majors, thus making their study more motivated and purposeful.