With the implementation of the new curriculum standards and the deepening of quality education in China, the seventh grade mathematics in junior high school is in the transitional stage of mathematics learning. Cultivating students' autonomous learning ability is of great significance to their future study and development. The following is what I arranged for you for your reference.

Fan: Life education makes seventh-grade freshmen like math class Abstract: For seventh-grade students, this period is a transitional period to adapt to middle school math teaching and shorten the distance between primary school and middle school. If students are not interested in mathematics at first, or even afraid of mathematics, it will directly affect their later study. In order to make the seventh-grade freshmen fall in love with math class, teachers are required to be students' favorite teachers, to teach students the correct learning methods, to have high artistry in classroom teaching, and to attract and arouse students' strong interest in classroom teaching, so as to achieve the expected teaching effect.

Keywords: life education; Like; The first math class; Learning amusement park

China Library ClassificationNo.: G633.6 Document ID: A DocumentNo.:1992-771* * 2014 * * 01-0007.

Tao Xingzhi, a famous people's educator, said: "The greater the interest in learning, the better the effect." "Mathematics Curriculum Standard" also clearly points out that mathematics teaching should focus on stimulating and cultivating students' interest in learning mathematics. Once students have a strong interest in mathematics, they are willing to contact it and change "hard study" into "happy study". Below, combined with work practice, the author talks about how to make seventh-grade freshmen like math class.

First, be a math teacher that students like.

Mr. Tao Xingzhi said: "Real education is an activity of mutual affinity. Only from the heart can we touch the depths of the soul. " Only when teachers and students have harmonious feelings can students dare to think, ask and speak, be willing to learn and achieve something. In classroom teaching, the author always faces the students with a smile, never gives lectures with a straight face, nor scolds the students loudly, treating them as his friends or children, and strives to respect every student.

In mathematics teaching, the author attaches great importance to integrating theory with practice. For example, learning to add and subtract rational numbers, the author cited this example: Now there is 100 yuan in the teacher's passbook, which will be deposited in 300 yuan in the afternoon and 50 yuan will be taken out tomorrow. Take out 100 yuan the day after tomorrow. How much is left in the passbook? Do you know how to calculate the balance in the passbook through the calculation of this problem? What does it mean if the balance is negative? Let students calculate and think, cultivate their interest in learning mathematics, stimulate their enthusiasm for learning mathematics, and make them feel that there is mathematics knowledge everywhere in their lives, and learning mathematics knowledge is full of endless fun.

Mr. Tao Xingzhi said, "Treat students like children." To get students' love, a teacher must love every student she teaches as her own child. Teachers should be broad-minded, positive, approachable and smiling, and be good at creating a harmonious, pleasant and friendly atmosphere. We should love every tiny "bright spot" in the process of students' growth, their great plasticity, their subjective initiative in the education process and a series of educational labor achievements bred in their growth. Teachers' love should be treated equally and persevere; Love should move its heart with love and strictly guide its actions; Love should be based on understanding, respect and trust. Only in this way can we love the "teacher-student relationship" and really get the love of students.

Second, have a good first math class.

As the saying goes, "A good beginning is half the battle." After primary school students enter middle school, mathematics is no longer a simple calculation, but the content of mathematics is further broadened and knowledge is further deepened. In addition, some students have not left the teacher's "aftercare" period and have no ability to consciously "absorb", resulting in some students' grades gradually declining because they can't learn or learn irregularly. Over time, they lost their confidence and interest in learning and began to fall into the predicament of being tired of learning. Therefore, the design of the first math class in school is very important.

First, before class, teachers had better dress themselves beautifully, dress elegantly and have affinity. In the first class, it is best not to talk more about the main course, but to talk about some knowledge related to the main course and its practicality in life, so that students have an eager desire to learn. If the teacher gives lectures as soon as he enters the classroom, because students are unfamiliar with the teacher and have a lot of mystery about the teacher, students will be more interested in the teacher than in the teaching content, resulting in poor teaching effect. In the first class, you should introduce yourself, make a beautiful and brilliant appearance, introduce your Excellence, and introduce what you think is bright and proud. This kind of prologue attracts students most, helps them to understand the teacher's past and strengths, and promotes the establishment of teacher-student friendship. Let students feel the beauty of wisdom, struggle and enterprising in your self-introduction. Let the students feel that the teacher is a knowledgeable teacher, a wise teacher and a teacher who admires from the heart.

Second, let students master junior high school mathematics learning methods. First of all, seventh-grade students are often not good at previewing, and they don't know what role previewing plays. Preview is just a formality, and you can't see any problems and doubts at a glance. The author asks students to do the following in the preview: 1. Read roughly, first browse the relevant contents of the textbook and know what this section is about. Second, read carefully and repeatedly, experience and think about important concepts, formulas, laws and theorems, pay attention to the formation process of knowledge, mark difficult concepts, and attend classes with questions. Third, do exercises to test the preview effect.

Secondly, in primary school, teachers generally adopt the teaching method from intuitive image to abstract generalization, and construct new knowledge through the process of explanation, demonstration and operation, which has a slow pace and a small slope. Many students think that learning mathematics means doing homework and doing more exercises, and textbooks have become "problem sets". After junior high school, many students feel uncomfortable because of the increase of subjects, abstract learning content, increased classroom knowledge capacity, faster teaching progress, less demonstrations and operations, and more abstract thinking activities. Therefore, students should be taught to deal with the relationship between "listening", "thinking" and "remembering" in class. Analysis of the key points and difficulties in each section of "Listening", especially the problems in preview, the thinking of solving problems and the embodiment of mathematical thinking methods. "Thinking" means thinking more, thinking diligently, thinking with listening and being good at asking questions boldly. "Remember" is to remember the main points, questions, ideas and methods of solving problems; Write a summary and think after class. It can be said that "listening" is the basis of "thinking", and "thinking" is a profound grasp of "listening" and the core and essential content of learning methods. Only by thinking can we learn, and "remembering" serves "listening" and "thinking". Only by grasping the relationship between the three can the main link of mathematics learning reach a more perfect realm.

Third, let the math classroom become a paradise for students to learn.

Tao Xingzhi once expounded the content of children's education on the topic "If I were a boy again", and there was a thought-provoking sentence, "I want to play more". Grade seven students are lively and do not like monotonous repetition and mechanical exercises. We should inherit Mr. Tao Xingzhi's educational thought, respect students' age characteristics and psychological characteristics, and use teaching methods flexibly to turn boring mathematics learning into a paradise for students to learn.

1. Experience the fun of mathematics learning in "doing mathematics". Practice is an important means for students to master knowledge, form skills and develop intelligence. Well-designed classroom exercises can not only consolidate new knowledge, but also improve students' interest in learning mathematics. Therefore, when designing exercises, the author tries to design various exercises with interesting plots and novel forms. For example, after the introduction of negative numbers, there are mistakes in the calculation of seventh-grade freshmen, many of which are symbolic errors. The author designed the following quick quiz,1×× * *-5 * * * =; 1÷***-5***= ; 1+***-5***= ; 1-***-5*** = ; - 1+***-5*** = ; - 1-***-5*** = ; - 1×***-5*** = ; - 1÷***-5*** = ; ***-3***= ; ***-2***= -2= -2= 。 Seek the correct answer and pass. If the answer is wrong, the teacher will ask questions before doing the problem. If it is right, fill in the questions for the students to do. The students like it very much and have a high enthusiasm for learning. At ordinary times, the author also designs different types and levels of exercises according to different teaching contents, so as to meet the needs of students at different levels, take care of students at different levels and maintain their enthusiasm for learning. 2. Experience the fun of mathematics learning in cooperation and communication. A dynamic mathematics classroom should be a "magnetic" classroom with attraction and affinity for students. The situation of cooperative learning comes from teachers' purposeful creation. If teachers can naturally create cooperative learning situations in mathematics classroom teaching, it will not only make students have the impulse to cooperate and the desire to communicate, but also stimulate students' interest in learning. For example, when teaching "Counting Axis", let the students discuss in groups. The school should plant trees along the road at the school gate and plant trees every 3 meters. How many trees can be planted along a 2 1 meter long road? Some students may come to the conclusion that 2 1÷3=7, 7 trees can be planted; It is intuitive for students to combine several axes, and 8 trees can be planted. After discussion, the conclusion is that this kind of problem should be combined with the number axis and the end points of the line segments should be considered, otherwise it is easy to make mistakes. For another example, in order to let students find the reverse side of the cube expansion diagram, the author asked the deskmates to cooperate to fold the expansion diagram. In this process, students are always in active inquiry activities, so that students can feel the power of cooperation and get the opportunity of successful experience. Feel the joy of the learning process, at the same time gain mathematical thinking methods, generate interest in learning mathematics, and establish self-confidence in learning mathematics well.

3. Reasonable evaluation, so that students can experience the fun of success. Suhomlinski said, "Students should not be given failing grades at any time. Please remember: the joy of success is a great emotional force. " This enlightens us that teachers should change the previous evaluation methods in teaching and give priority to encouraging evaluation so that every student can look up and learn. For example, once the author showed me the dictation "3+***-6***", and a student replied: 3+***-6***=3. The author did not directly "judge" right or wrong, but said "it is very close to the standard answer. Can you reconsider? " The student thought for a moment and replied, "3+* *-6 * * * =-3." "You make up a similar topic and test other students." Students corrected their mistakes and sat down with dignity, and their self-esteem was protected. Every child has a desire to be appreciated and wants to be praised, tolerated and encouraged by others. In teaching, we should encourage more praise and let students taste the joy of success. The teacher's eyes, smiles, gestures, etc. They are all encouragement to students and make them feel respected and trusted. So after each student answers, the author often uses "you are smart, your answer is right!" " "It's amazing that you found out where your classmates went wrong!" These words, full of * * * and encouragement, are used to evaluate students, protect their enthusiasm for learning, and make them feel that learning mathematics is happy, so they like taking math classes.

In addition, teachers can also use stories, competitions, performances and other forms of activities to keep students interested in learning mathematics, cultivate students' sentiment, and make students happy to study, thus forming a stable and lasting learning pleasure.

The seventh grade mathematics is the foundation of middle school mathematics. If the seventh-grade freshmen can fall in love with math class, the quality of math teaching in middle schools can be improved. In order to make seventh-grade students adapt to middle school mathematics teaching as soon as possible and successfully complete their learning tasks, we must start from the characteristics of seventh-grade students, make seventh-grade students interested in mathematics, and lay a foundation for future study.

References:

[1] Pu, Wing-ming Wong. Exploration of updating mathematics teaching methods [J]. Teaching research of course materials * * * Chinese teaching research * *, 2005***Z 1***.

[2] Chen Zhihong. A new probe into junior high school mathematics teaching methods [J]. Zhejiang Education Science, 2007***6***.

Fan Wener: A Brief Talk on the Teaching Strategies of Math Cohesion for Students in Grade 6 and 7. I often hear parents say that my children have to get more than 80 points and more than 90 points in primary school math, and now it is a problem to pass even in junior high school. The reason is that students can't adapt to junior high school. Some knowledge is simple in the eyes of adults, but difficult to understand in the eyes of students. Therefore, as a teacher, we should go into the children's hearts, think from the students' point of view, and help children to make a good connection between grades six and seven to adapt to junior high school learning.

Keyword adaptation; Cohesion; tactics

At present, there are many different expressions about the meaning of strategy in academic circles, among which "strategy is the optimal combination and ingenious arrangement of steps, methods and skills to achieve a certain goal" points out the essential attribute of strategy. In order to help children successfully pass the transition period of grade six or seven, teaching from the perspective of children according to personal experience is helpful to help children adapt to junior high school as soon as possible.

First, appropriately slow down the pace of class to help children adapt to the transition from "small classroom capacity to large classroom capacity"

The content of primary school teaching is less, and the content of junior high school teaching is more, and the classroom capacity is obviously increased. Generally speaking, primary school teachers are kind and ask more questions in class. Sometimes every student may have a chance to be asked once in a class, and most of the questions are very detailed, and sometimes they can be repeated. Therefore, with the help of teachers, most primary school students can basically master the relevant knowledge of primary schools. There are more subjects and teaching contents in each class in junior high school than in primary school, and the time inside and outside the class is tight. Questioning, practicing, tutoring and explaining in class can't be as frequent and meticulous as in primary school. First-year freshmen basically have the learning psychology of primary school students, and can't keep up with the pace of teachers, which leads to backwardness in learning. Therefore, our junior high school teachers should not act too hastily at first, but should conform to the teaching methods of primary school teachers, with less teaching content and slow progress. The teaching of each class should be vivid, intuitive, comparative and interesting. Ask as many questions as possible in class, but mention more hazards, inspire more, praise more and practice more, and guide students to gradually enter the junior high school learning track.

Second, do a good job in translation and help children "learn to understand sign language"

It is also difficult for students to express numbers in letters from primary school to junior high school. Students have a one-sided understanding of the function of letters representing numbers. In teaching, teachers must strive to make students really understand the meaning and purpose of using letters to represent numbers, and let students know that letters represent the most essential things of numbers. Because the introduction of negative numbers leads to the concept of absolute value, there is a sign rule in the operation of numbers. It has become another difficulty for students to learn. How to make students naturally unify the operation of rational numbers with the operation of non-negative rational numbers is a problem that teachers must focus on in teaching. For example, a>0, grade seven students don't understand what it means. The teacher wants to translate the letter A into a positive number, and the formula a=a is somewhat puzzling in the eyes of seventh-grade students. Teachers should specially translate the absolute value of a number into its opposite number, so that students can clearly understand that the original number can be 0 or negative. There are many such symbolic language formulas, so teachers should make great efforts to translate them into Chinese, so that students can gradually learn to understand and comprehend, so as to learn the understanding and expression of mathematical symbolic language.

Third, help children adapt to the "transition from image thinking to abstract thinking" with the idea of combining numbers and shapes.

Primary school geometry does not study the relationship between the nature and position of figures, while junior middle school geometry studies the shape, size and position of objects by studying the nature of geometric figures. Geometric figures are necessary intuitive tools for studying geometric propositions. For junior high school students, graphic thinking in images is more acceptable than abstract thinking. Therefore, in geometry teaching, we should make full use of graphics to help students overcome the difficulties of abstract thinking. For example, we know a>0, b<0, a>b, and compare the sizes of A, -a and B,-B. Students think that it is impossible to compare without saying specific values, and smarter children can use the special value method, but they are not sure whether the conclusion is correct or not. This is an algebraic problem, and the combination of numbers and shapes is still applicable. Teachers instruct students to draw a number axis, mark the positions of -a and -b on the number axis according to the positions of A and B, and then compare them according to "the numbers on the number axis are getting bigger and bigger from left to right". Under the intuitive graphics, students can see at a glance, which further deepens their understanding of the comparative size of opposites and rational numbers, and at the same time, they can feel the difficulty of the ideological transformation of the combination of numbers and shapes through concrete examples.

Students who have just entered the seventh grade study, their understanding of knowledge is more at the level of perceptual knowledge, so they should pay more attention to the transition from perceptual knowledge to rational knowledge. In the formation and application of mathematical knowledge, students should not be required to understand, but should be allowed to experience the whole process of knowledge as much as possible and understand the formation process of knowledge. Sometimes you have to draw pictures, and sometimes you have to let your children operate puzzles. Suhomlinski said: "Children's wisdom is at your fingertips." Through hands-on operation, the abstract things will be transformed into concrete things, and students will understand and learn naturally, easily and efficiently.

Fourth, teachers' demonstration of standardized writing helps children adapt to the transition from simple digital operation to standardized writing.

Mathematics in primary schools is mostly simple numerical operation, which does not require high writing format for students. In recent years, 80 of the scores in Chongqing senior high school entrance examination 150 need to be expressed by process, which shows that with the increase of grade, the requirements for writing format are also improving. Most of the time, junior one students only write answers, or only a few numbers. There is no necessary narrative and steps, just content with writing the correct answer, rather than demanding the rationality and logic of the problem-solving process. Therefore, teachers should show students the process step by step in detail, so that students can gradually learn to write standardized processes through observation. Starting from the reality of students, strengthen individual counseling for students with learning difficulties, check and correct homework in time, and evaluate and correct it in time. When giving lectures, we should deliberately slow down the progress, introduce concepts from students' real life, and explain them in simple terms. At the same time, in view of the fact that seventh-grade students can't concentrate for a long time and can't adapt to a single teaching method, we should combine the reality and strictly unify the writing format. Let students strengthen their understanding of knowledge through the thinking process of perception-generalization-application, so as to guide students to discover truth, master laws, learn to use and learn to write.

Fifth, give guidance on learning methods, guide students to learn autonomous learning step by step, and help children adapt to the transition of "increasing knowledge difficulty"

Junior high school life is fresh for seventh-grade freshmen, and they generally have a desire to make progress psychologically. Teachers should seize this opportunity to stimulate students' enthusiasm for learning. In learning ability, I have a strong memory, but poor understanding. I am used to concrete thinking instead of abstract thinking, and I am not good at independent thinking and rely on teachers. Teachers should examine students from three aspects: basic knowledge, basic skills and basic thinking methods according to their actual understanding level, so that most students can change passive learning into active learning. First of all, we should guide students how to take notes in class, how to sum up knowledge, how to classify exercises, the writing format of homework, and the standardization of doing exercises. Secondly, we should guide students to learn to read math books. Reading before class can help students find out doubts and pay attention to the main points. Reading after class can make up for the lack of exploring knowledge in class and deepen the knowledge learned. Thirdly, we should teach students how to correct wrong questions and gradually learn a higher level of knowledge generalization. Guided by the thinking process of practical examples, let students know and transform their thinking. Let students realize that when learning math problems, we should turn unsolved problems into solved problems, complex problems into simple problems, quantitative problems into graphic problems or graphic problems into quantitative problems, and so on.

As a teacher, starting from the reality of students, we should understand the basic knowledge, learning methods, personality characteristics and psychological activities of each student, build a bridge between primary and secondary school mathematics knowledge, base ourselves on students, and teach from the perspective of students to help students make a smooth transition.