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Junior high school mathematics teaching, as a link between primary school and senior high school mathematics knowledge, plays an important role in the learning and consolidation of students' mathematics knowledge and lays the foundation for students' high-level mathematics learning in the future. Therefore, junior high school mathematics teachers should pay special attention to improving students' mathematics learning efficiency and helping students master relevant mathematics knowledge and ability in an all-round way. The combination of numbers and shapes is a widely used teaching method in junior high school mathematics classroom teaching, which plays an important role in improving students' mathematics learning ability and teachers' classroom teaching quality. Based on this, this paper mainly discusses the infiltration path of the combination of numbers and shapes in junior high school mathematics teaching, and gives relevant strategies.
Key words: the idea of combining numbers with shapes; Junior high school; Mathematics teaching; Infiltration path;
Under the background that the new curriculum reform is advancing and the new curriculum standards put forward higher requirements for junior high school mathematics teaching, the traditional junior high school mathematics teaching model has been difficult to meet the needs of current education. Therefore, teachers constantly change the traditional teaching concept and mode, actively explore and innovate teaching methods, in order to improve the current mathematics classroom teaching effect, and achieved certain results. Among them, the combination of numbers and shapes is widely used by junior high school mathematics teachers because it can help students better understand mathematical theoretical knowledge and thus improve their mathematics learning ability.
First, the importance of the combination of numbers and shapes in junior high school mathematics teaching
(A) help to mobilize students' interest in mathematics classroom learning.
Compared with primary school mathematics knowledge, the knowledge content of junior high school mathematics textbooks has changed greatly, and the difficulty has also increased. At this stage, students' way of thinking is in a transitional period, that is to say, it is difficult for students to understand abstract mathematical theoretical knowledge, and the atmosphere of mathematics teaching is generally boring. It is difficult for students to improve their interest in mathematics classroom learning, let alone arouse their enthusiasm for learning mathematics, which leads to low learning efficiency. The application of the combination of numbers and shapes in teaching can effectively improve this situation. Through the combination of numbers and shapes, teachers can make abstract theoretical knowledge more tangible, and then create realistic teaching situations for students' mathematics learning, which is helpful to attract students' attention, stimulate students' interest and enthusiasm in learning, and urge students to participate in learning consciously [1].
(B) help to expand students' mathematical thinking.
Theory comes from practice. Although mathematics is a highly abstract subject, it is closely related to people's real life, especially the knowledge about mathematics and graphics is often involved in daily life, such as the change of thermometer height, the cashier in the supermarket and the position when dancing. These are all more or less related to mathematical knowledge. Therefore, when teaching mathematics, mathematics teachers should consciously guide students to combine mathematical theoretical knowledge with real life, and analyze and answer mathematical questions and their phenomena on this basis, so as to improve students' ability to answer questions. In short, when students learn how to analyze problems by combining numbers and shapes, their thinking will be greatly improved.
(C) help to strengthen students' memory of knowledge and improve their creative ability.
The ultimate goal of learning knowledge is to solve the problems encountered in life, but if students want to use theoretical knowledge to solve practical problems, they must first fully understand and master relevant mathematical knowledge, that is, the premise for students to solve mathematical problems is to fully master mathematical knowledge [2]. The application of the combination of numbers and shapes in teaching can help students remember and distinguish mathematical knowledge, and then guide students' practice. At the same time, the answers to mathematical problems may be unique, but the specific solutions and ways are diverse. In other words, students can analyze and solve mathematical problems with the idea of combining numbers and shapes, and can get a variety of problem-solving methods. In short, in junior high school mathematics teaching, the idea of combining numbers with shapes is helpful to improve students' memory of abstract mathematical knowledge and promote students' divergent thinking and innovative ability in solving mathematical problems.
Second, the infiltration path of the combination of numbers and shapes in junior high school mathematics teaching
(A) to cultivate students' awareness of the combination of numbers and shapes, and to mobilize students' enthusiasm for learning mathematics.
In order to stimulate students' interest in learning mathematics, encourage students to actively participate in mathematics learning, and then improve students' mathematics learning level, junior high school mathematics teachers should reasonably adopt the idea of combining numbers and shapes in mathematics classroom teaching, and help students effectively use this idea in the process of analyzing and answering mathematical problems related to irrational numbers and rational numbers [3]. Especially in the early stage of junior high school mathematics teaching, teachers should consciously train students to learn to use the idea of combining numbers with shapes to start mathematics learning. Under the premise of mastering the application method of this idea, students can form the relevant consciousness of combining numbers with shapes, which will help students to become interested in learning mathematics knowledge in the process of learning. For example, in the teaching of Pythagorean theorem, math teachers can guide students to learn this knowledge point by combining numbers with shapes, which can help students find the key to solving math problems by drawing graphics, thus improving their problem-solving ability. Similarly, when solving mathematical problems about inequality groups, students can also draw the relationship between the solution set and the same axis by drawing, and calculate the answer accordingly. In a word, the idea of the combination of numbers and shapes not only helps to cultivate students' awareness of the combination of numbers and shapes, but also improves students' ability to analyze and solve mathematical problems, thus promoting students' ability to learn mathematics, and also helps to reduce the difficulty and improve students' enthusiasm in learning mathematics.
(B) the appropriate introduction of teaching cases to carry out classroom teaching, strengthen students' thinking of combining numbers with shapes.
Teachers should not only rely on students' guidance, but also strengthen the training of students' relevant knowledge in daily teaching to help students skillfully use this idea to answer questions. In this regard, junior high school mathematics teachers can appropriately introduce relevant cases for classroom teaching, analyze and explain relevant cases to students, improve their own teaching design, so as to guide students to find their own problems in the actual operation process, and then help students to make targeted improvements on the basis of recognizing their mistakes. Of course, teachers can also consciously collect some interesting mathematics knowledge and stories in daily life, and integrate them into mathematics teaching as cases to stimulate students' curiosity and inquiry spirit, thus prompting them to actively participate in mathematics teaching [4]. For example, when solving a mathematical problem about quadratic function, teachers should introduce cases to explain it to students appropriately, so that students can learn to judge the fundamental intention of the purpose of the mathematical problem, and then let students draw a matching image to find out the relevant coordinates, so as to obtain the relevant knowledge of the opening direction of the image and its fixed-point position.
(3) Creating effective teaching situations to guide students to explore mathematics learning.
Students' mathematics learning is inseparable from the answers to mathematics questions. Answering mathematical questions is an effective way to improve students' mathematical learning ability, consolidate their knowledge and test their mastery of relevant mathematical knowledge. Therefore, mathematics problems occupy a large proportion in students' mathematics learning process. At the same time, because the topics of mathematical problems are generally open, novel and regular. Therefore, when explaining how to solve mathematical problems to students, mathematics teachers should use mathematical thinking to explain knowledge, so that students can fully master the methods and skills of solving mathematical problems under the guidance of teachers, and then deepen their understanding and application of mathematical theoretical knowledge, thus improving the efficiency and accuracy of solving mathematical problems [5]. In addition, in teaching, teachers can also ask students relevant math questions by creating effective teaching situations, and guide students to learn math through group cooperation or inquiry, which will help students summarize relevant math knowledge in cooperative learning, such as math principles, laws and concepts, and encourage students to use what they have learned flexibly to answer questions. For example, when teaching polygons, teachers can let students talk about the graphic shapes surrounded by line segments in life, such as rectangular vegetable garden, square dining table, hexagonal floor, etc., so as to attract students' interest in learning these knowledge. Then, the teacher can let the students learn the previous concepts about triangles, define the concepts of polygons, and try to tell the similarities and differences of different polygons. This leads to the knowledge content of this section, such as the relationship between vertex, edge, inner angle, outer angle and diagonal, so that students can understand the basic concepts, properties and related principles of polygons in the process of analyzing knowledge points.
Three. Concluding remarks
In short, under the background of the new curriculum reform, junior high school mathematics teachers should reasonably use the idea of combining numbers with shapes to explain mathematics knowledge, so as to stimulate students' interest in learning mathematics, let them master the relevant methods of combining numbers with shapes, and guide them to apply this method to mathematics learning, thus improving students' mathematics learning efficiency, improving students' learning level and promoting the improvement of junior high school mathematics teaching quality.
Four. refer to
[1] children. Infiltration strategy of combining numbers and shapes in junior high school mathematics problem-solving teaching [J]. Mathematics Learning and Research: Teaching and Research Edition, 2020(3): 1 14.
[2] Nan Xuhui. Research on the application strategy of the combination of numbers and shapes in junior high school mathematics teaching [J]. Cenozoic: Theoretical Edition 20 19( 14):90.
[3] Dai. Infiltration and interaction —— On the application of the idea of combining numbers with shapes in junior high school mathematics teaching [J]. Journal of Mathematical World, 20 17(2).
[4] Liu Jinfang. Practical research on the combination of numbers and shapes in junior high school mathematics teaching —— Taking junior high school mathematics textbooks published by People's Education Press as an example [J]. Curriculum education research, 20 15(30): 139.
[5] Wu Xuejun. The combination of numbers and shapes arouses thinking and interest —— On the infiltration of the combination of numbers and shapes in junior high school mathematics teaching [J]. Research on solving mathematical physics, 2019 (35):17-18.
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