Model essay on junior high school mathematics teaching Part I: Research on junior high school mathematics intelligence teaching
First, the intelligence of junior high school students
Intelligence is simply wisdom and ability. It is mainly reflected in the function of the brain, which shows the ability to process external information, including perception, memory, imagination and thinking judgment. Perception and memory are the foundation of wisdom, and imagination and thinking judgment are the core of wisdom. Mathematically, it is to distinguish geometric figures with different shapes and the changing laws of different variables, to abstract logical thinking from concrete image thinking, to present theorems, commensurability and laws summarized by predecessors, to gain insight into the mutual position relationship between two-dimensional and three-dimensional space objects, and to have various thinking judgment abilities based on memory. After six years of primary education, middle school students have achieved a certain level of education. Mathematical and logical reasoning ability? Physiologically, the four functional areas of the brain, namely, the receptive area, the judging area and the imaginary area, have basically matured, approaching the adult stage, and people's understanding is emerging? Leap? Type development. Junior high school students entered school at the age of eleven or twelve and graduated from junior high school at the age of fourteen or fifteen. Some people call it life? Prime time? We must seize life? Prime time? Only by developing the intelligence of middle school students in time and cultivating their innovative spirit can we get a bumper harvest of intellectual resources.
Second, developing intelligence is an important task in junior high school mathematics teaching.
Mathematics, as a science to study the relationship between spatial composition and quantity in the real world, is an essential basic knowledge and tool to study and study modern science and technology. As a teacher, you can't expect every student to become a spoiled generation, but it is entirely possible for every student to develop fully on the basis of his existing intelligence. Try your best to improve the intelligence level of the whole generation. This starting point can also be listed as one of the duties of middle school teachers. The teaching task of middle school mathematics is not only to impart knowledge, but also to develop intelligence and cultivate ability. Therefore, in mathematics teaching, imparting knowledge and developing intelligence are an organic unity that influences, restricts and cannot be separated. It is wrong to put intellectual development in opposition to imparting knowledge, or to be seriously out of touch, to mystify intellectual development, or even to think it is unattainable. As students, teachers should know that they are not only imparting knowledge, but also developing intelligence, and should focus on developing students' intelligence. What is the most important thing in life? Prime time? Discover the most precious thing in people: intelligence.
Third, the intellectual development of junior high school students.
To develop students' intelligence, we should follow objective laws. To develop each student's creativity and creative spirit, any work that is conducive to this work belongs to the category of developing intelligence. As a middle school math teacher, we should know and do the following in developing students' intelligence: from the perspective of human nature, human beings are the unity of subjectivity and objectivity, initiative and passivity, independence and dependence. Students behave in learning activities as follows: I want to learn, I want to learn. I want to study because students' innate learning needs are manifested in their interest in learning. When students are interested in learning, learning activities are not a burden to him, but a kind of enjoyment and a pleasant experience. The more students learn, the more they want to learn. The more they learn, the more they like learning. Learning with interest will get twice the result with half the effort. Interest is the intrinsic and direct motivation for students to learn knowledge well. It constantly stimulates students' interest in learning and keeps them in a positive thinking state, which is the basis for developing students' intelligence. Someone said:? If you are interested, you can love learning, and if you love learning, you can grow and grow wisely. ? It can be seen that fun is the starting point for loving learning, growing and gaining wisdom. In practical teaching, each class must be carefully designed to stimulate students' thirst for knowledge. Like talking about? Function? Ask students to calculate before class: what is the fourth power of 2? What is the square of two thirds? After solving the first problem, students can't solve the second problem with what they have learned, so they have a desire to find a solution. At this time, the teacher will deduce a new knowledge function to learn. So as to stimulate students' interest in learning.
Model essay 2 on junior high school mathematics teaching: the cultivation of mathematical thinking in junior high school mathematics teaching
First, the characteristics of mathematical thinking
Every subject has its own characteristics. As a basic subject, mathematics is characterized by rigor and abstraction. Only by firmly grasping the characteristics of mathematics and carrying out teaching work under the guidance of rigor and abstraction can we better cultivate students' rigorous mathematical thinking mode.
1. Mathematical thinking is rigorous.
Mathematics is a subject that requires strict logical thinking. It requires teaching staff to have a precise grasp and thorough understanding of concepts and definitions, and repeatedly demonstrate the conclusion of the problem, so as to fully express the substantive meaning of mathematical terms in teaching. In the actual teaching process, different students have different abilities to understand knowledge, and it is impossible to be as accurate as mathematical science in the process of imparting knowledge. This requires teachers to teach students in accordance with their aptitude, treat different students differently, cultivate mathematical thinking, and then gradually move towards rigor.
2. Mathematical thinking is abstract.
The so-called abstraction refers to the use of mathematics to express the essential characteristics of objectively existing things and the correlation between things. All mathematical definitions are summed up from objective things, and are constantly improved, constantly exploring new laws and rules, and finally forming a complete mathematical system. In this process, abstraction is deepening, generalization is improving, and people's understanding of things is deepening. Therefore, compared with the thinking of other disciplines, the abstract thinking needed for mathematics learning is more hierarchical.
Second, ways to cultivate a good way of thinking for junior high school students
Having a good way of thinking is the key to learning a subject well, and the development of thinking also needs a certain knowledge base to pave the way. In junior high school teaching, we should also master appropriate methods and comprehensively use different skills to strengthen the cultivation and guidance of students' mathematical thinking.
1. Constantly expand students' thinking
In the teaching process, the teacher's explanation is of course important, but students should also be given time to think independently and master and fully understand the knowledge in the process of exercise. In the process of explaining some special concepts and knowledge, teachers should discuss with students in depth, instead of staying at the stage of teaching without discussing, only talking about concepts without in-depth exploration. It is necessary to strengthen the cultivation of students' autonomous learning ability and stimulate their initiative in learning, so as to gradually broaden their thinking and enhance their logical thinking ability in mathematics learning. In addition, we should make full use of students' mistakes. When students answer questions incorrectly or misunderstand concepts, they should deeply analyze the causes of the mistakes and fundamentally correct the wrong way of thinking.
2. Use correct guidance and teaching methods.
In the process of teaching, teachers should have a clear mind and clear thinking logic, and explain step by step and at different levels in the process of explanation. For example, introducing the concept of absolute value into junior high school mathematics is different from junior high school mathematics teaching, introducing the concept of negative number to students, thus broadening students' understanding of logarithm. For |x|, the value of x is not a single +x, but in different situations. Its value can be -x, +x or 0. When explaining the concept of absolute value, the teacher should also introduce the size of absolute value by combining the points on the number axis, that is, the distance to the zero point of the origin. In addition, for different versions of textbooks and teaching materials, there should be different teaching methods and sequences, and teaching activities should be adjusted in time to better cultivate students' thinking ability and enhance their overall ability of mathematics learning.
3. Cultivate students' interest in learning
Interest in learning is the biggest motivation to promote students' progress and development. Therefore, teachers should be good at cultivating students' interest in learning while teaching, which is helpful for students to understand knowledge faster and let students learn actively instead of passively attending classes. At the same time, we should pay attention to the underachievers, give them timely encouragement and guidance, urge them to think positively, constantly explore new problems, ask questions, and think and answer with students. Like explaining? How to solve the root of a quadratic equation with one variable? Students should be guided to try different methods to solve this problem. This paper introduces many methods in detail, such as factorization, image solution, matching method and so on. And practice explaining the corresponding exercises instead of just explaining one method, so that students can choose the appropriate method independently.
4. Use modern teaching methods and techniques for classroom teaching.
With the continuous progress and development of science and technology and the progress of computer and electronic technology, it should be comprehensively applied to mathematics teaching. For geometry teaching, dynamic graphic demonstration can be used to make students feel the change of graphics and the law in the process of change more concretely and summarize it in time. For areas without conditions, teachers should have excellent drawing skills in the teaching process, and help students understand classroom knowledge and broaden their thinking by drawing the main graphic change process.
Three. Concluding remarks
The ability of mathematical thinking is directly related to the ability to analyze other problems, and the effect of classroom teaching also directly affects the cultivation of students' mathematical thinking ability, so teachers should pay enough attention to it. At an appropriate time, we should abandon the traditional and backward teaching concepts and combine them with new ways of thinking, so as to leave enough space for students to think independently, stimulate students' interest in learning mathematics, draw inferences from others in the process of learning, let students discover the fun of mathematics in the process of autonomous learning and develop a good way of thinking, thus laying a solid foundation for studying mathematics and other disciplines in the future.
Model essay on junior high school mathematics teaching: a summary study of junior high school mathematics teaching classroom
First, the way of class summary
1. Organize the classroom knowledge. A common way to summarize a class is to comb the knowledge of the whole class from beginning to end in a short sentence. This kind of combing is not a complete narrative, but a focused and hierarchical summary. For example, talking about? What is the positional relationship between a point and a circle, a straight line and a circle? At that time, the class summary was mainly to sort out the three positional relationships between points and circles, and then to sort out the three positional relationships between straight lines and circles, combined with the legend on the blackboard. This summary method can enable students to review the content comprehensively, have an overall understanding of new knowledge, and at the same time enable students to form a network-based memory of knowledge and extend knowledge to the whole learning system.
2. Summarize the classroom knowledge. Teachers can also summarize the classroom content in a few sentences, which involves the key points of the new curriculum content, usually used when there is a lot of important knowledge in the new curriculum content.
3. Contact previous knowledge. Some new courses are further developed on the basis of previous knowledge, or the new courses are similar to what they have learned. In the class summary, teachers can link the two and make a comparative interpretation. Such a class summary can make students understand what they have learned concretely and vividly. Of course, when there is obvious contrast between the new curriculum and the old knowledge, teachers can also use it to make a comparative interpretation to avoid students' new knowledge.
4. Recall the classroom knowledge with the students. When giving lectures, math teachers often teach students the contents of the class unilaterally and seldom interact with them. This is because of the characteristics of the subject and the urgency of classroom time. Lack of interaction may lead to insufficient integration between students and the classroom, which may easily lead to desertion. Teachers can intentionally interact with students when summing up the class. * * * Review the knowledge of the whole class. It can be to ask students questions about the key contents of the class, or to answer questions, strengthen their memory and ask students what they think is difficult to explain again. This not only enlivens the classroom atmosphere, but also brings the distance between teachers and students closer to the classroom, so that teachers can better understand the learning state of students, and at the same time, students can further learn and digest difficult content.
Second, the matters needing attention in class summary
Classroom summary is not a teacher's blind summary of lecture knowledge. The ontology here should be the students themselves. It is students' memory and digestion of what they have learned in class. If they don't understand, they will ask questions. Teachers can play the role of tandem and counseling. Teachers can consider how to summarize from the students' point of view in order to improve the review effect.
1. Generality of course summary. The summary of the class should be simple and clear, summed up in a few general words, and complex content should not be repeated many times. This will not only fail to achieve the summary effect, but also make students more confused and have too many questions about what they have learned. In addition, the class summary should tell the class content in the most direct language, and don't modify it too much, so as to avoid lengthy content and insufficient class hours.
2. Class summary should be focused. Some people say that it is very rare to talk about key contents in half a class. As long as students understand these key points, they will gain a lot from this class. Compared with the detailed explanation in the class, the class summary is a summary of the main points arranged for most students. It is not necessary to repeat the whole class, but to review the main points of the lecture content in a targeted manner, which can help students to clarify the key contents of the class.
3. Class summary should be able to guide extracurricular learning. Classroom summary is the conclusion of a class and the beginning of students' extracurricular study. Classroom summary should focus on guiding students to explore what they have learned. For example, after explaining examples, students can find similar extracurricular topics for training, and make full use of students' extracurricular time to study and expand. At the same time, it can connect classroom and extracurricular, and promote students' extracurricular learning. In a word, class summary is one of the indispensable links in junior high school mathematics teaching. It is the duty of every teacher to make a good class summary, not a dispensable link. Doing a good class summary can not only make students learn more easily and efficiently, but also help teachers summarize their own lessons, thus improving the teaching effect.