2000-word junior high school mathematics thesis model essay 1
On the guidance of junior high school mathematics learning methods
Under the background of the new curriculum, how to make freshmen feel the desire to learn mathematics, regard learning mathematics as a pleasure, and truly become the masters of junior high school mathematics. Here, the author puts forward some views on the guidance of junior high school mathematics learning methods, which is helpful to peers.
First, guide students to read
At present, there is a serious problem for the first-year junior middle school students to learn mathematics, that is, they are not good at reading math books and often memorize them. For example, when learning the concept of square root, students all know that "generally speaking, if the square of a number is equal to a, then this number is called the square root of a" "positive numbers have positive and negative square roots, and the two are opposite; The square root of zero is zero; Negative numbers have no square root. " But when making a judgment question, 4 is the square root of 16 (); The square root of 16 is 4 (). The first of these two judgments is always wrong, but the last one can be all right. Because they are familiar with "a positive number has two square roots", they can't understand the concept of square root well, because they don't understand the concept of square root well, which makes freshmen's self-study ability and practical application ability not well cultivated. Therefore, attaching importance to the guidance of reading methods is very important to improve the learning ability of junior high school freshmen. In the teaching process, teachers should guide students to learn reading methods, so as to achieve eye-to-eye, mouth-to-mouth, and mind the opponent. To learn a new chapter, first read it roughly, that is, browse the branches of what you have learned in this chapter, then tick while reading, get a general understanding of the content of the textbook and its key points and difficulties, and mark the places you don't understand. Then read carefully, that is, according to the learning requirements of each chapter after the festival, read the content of the textbook carefully, understand the essence of mathematical concepts, formulas, laws and thinking methods and their causal relationship, grasp the key points and break through the difficulties. Thirdly, read as a researcher, that is, explore the context, structural relationship and arrangement intention of knowledge from a developmental perspective, and summarize the main points, so as to "understand" the book, form a knowledge network and improve the cognitive structure. When students master these three reading methods and form habits, they can essentially change their learning methods and improve their learning efficiency.
Second, guide students to listen
Freshmen in grade one often can't adapt to the increase of courses and classroom learning, so they can't see anything, lose their energy and reduce the efficiency of attending classes. Therefore, it is the key to improve learning efficiency to attach importance to listening teaching and let them learn to listen. In mathematics teaching, we should first cultivate students' concentration and ability to listen attentively, activate students' original cognitive structure, and coordinate students' information reception with teachers' information output, so as to obtain the best learning effect. Secondly, we should train students to listen, pay attention to the key points of learning emphasized by teachers in each class, pay attention to the methods and processes of introducing and deducing theorems, formulas and laws, pay attention to the tips and handling methods of key parts of examples, pay attention to the explanations of difficult problems and the final summary of a class, so that students can grasp the important and difficult points and attend classes along the process of knowledge development, which can not only improve the efficiency of listening, but also make students "listen".
Third, guide students to think.
Mathematics learning is a process in which learners form a new mathematical cognitive structure through "assimilation" or "adaptation" between old and new knowledge on the basis of the original mathematical cognitive structure. Because this kind of "assimilation" or "adaptation" work must be completed by each learner relatively independently in the end. Therefore, in the teaching process, teachers should guide students' thinking, and teachers should focus on the following points: ① Starting from the "nearest development zone" of students' thinking, heuristic teaching should be carried out to cultivate students' active thinking and make them think. (2) By creating problem situations to carry out inquiry teaching, students' thinking habits are finally cultivated, so that students can learn to think deeply; (3) To train students' abilities of observation, comparison, analysis, induction, reasoning and generalization by digging "problem chain", so that students can learn to be good at thinking; (4) Evaluate by reviewing the advantages and disadvantages of problem-solving strategies and methods, train students to analyze and make them learn to reflect.
Fourth, guide students to write
Freshmen in senior high school often have problems such as disorganization and logical confusion in problem-solving writing. For example, when learning the operation sequence of multiplication, division and multiplication, students are prone to make the following mistakes, (-3)2=-32, (2? 3)2=2? 32, (3\4)2=32\4 and so on. Also, there will be such a situation when learning the mixed operation of rational numbers, 8-8? (3\2)2=0? 9\4= 1, which is mainly because we don't pay much attention to guiding students' writing in teaching. In teaching, teachers should correct students' mistakes in time. For example: ① We should teach students to transform written language into mathematical symbol language, and pay attention to the preconditions of mathematical calculus in mathematical symbols; ② Students should learn to write and express while reasoning, and master common writing formats in repeated training; ③ Students should be trained to analyze and draw according to known conditions, and the written language should be correctly transformed into intuitive graphics, so as to better combine numbers and shapes to solve problems.
Fifth, guide students to remember.
It is very beneficial for students to teach them how to overcome forgetting and memorize mathematical knowledge in a scientific way. Because junior high school freshmen are in the primary logical thinking stage, they have more mechanical memory components and less understanding memory components when memorizing knowledge, which can not meet the new requirements of junior high school students. Therefore, it is an inevitable requirement for junior high school mathematics teaching to attach importance to the guidance of students' memory methods. In teaching, we should first pay attention to the reform of teaching methods, abandon full-time irrigation and avoid students' "indigestion". Secondly, we should be good at teaching students corresponding methods in combination with mathematical practice. For example: ① Understand the mnemonic method, because what you understand can only be remembered accurately and firmly, so you must "understand first, then remember". (2) Simplified mnemonics can be divided into two categories, one is to "condense" words, and the other is to express abstract memories with letter symbols. (3) Image memory method, which is vivid, intuitive and memorable, helps to remember by visualizing knowledge. (4) Contrast memory method, "only by comparison can we identify", put similar problems together, find out the differences and connections, distinguish similarities and differences, and enhance the memory effect. ⑤ Formula memorization method weaves mathematical knowledge into "jingles", which is vivid, interesting, impressive and not easy to forget. ⑥ Systematic memory method, which establishes a complete knowledge system, is convenient for mastering knowledge as a whole and can be used to help memory.
In short, the guidance of junior high school freshmen's mathematics learning methods must be synchronized, coordinated and persistent with the teaching reform. Efforts should be made to combine changing ideas with teaching methods, in-class and out-of-class, learning methods and teaching methods, teachers' guidance with students' exploration, unified guidance with individual guidance, and establish a criss-crossing learning method guidance network to promote students to master the correct learning method. At the same time, it is necessary to integrate theory with practice, vary from person to person, teach students in accordance with their aptitude, and fully mobilize students' learning enthusiasm.
2000-word junior high school mathematics thesis model essay II
A Brief Analysis of Junior Middle School Mathematics Learning Methods
The new curriculum reform requires students to master certain learning methods, so that students can further acquire the ability of mathematical knowledge in mathematical inquiry activities. This kind of mathematics classroom teaching activity truly embodies the classroom teaching mode of "taking students as the main body and teachers as the leading factor", which is one of the keys to reform. I have been engaged in junior high school mathematics teaching for a long time, and I will talk about my understanding from the following aspects for reference only!
At present, junior high school students learn mathematics in the following ways: many students have entered junior high school and are not used to the teaching methods of junior high school mathematics teachers. They have changed from "hands-on" teaching in primary schools to autonomous learning, and the teacher's role is the director. Because the dependence of students has not been completely separated, the "top students" in primary schools will relax in primary schools. Secondly, students don't have certain reading habits and methods for the contents of mathematics textbooks. They are used to "whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa. Third, when students enter junior high school, they can't make effective use of the 40 minutes in class. Many students are looking around when explaining to the teacher, and their energy is not concentrated, let alone taking notes. Therefore, the learning effect of students is extremely poor. There are also some students who are influenced by teachers in primary schools and are not good at analyzing and understanding problems. They just imitate teachers' practices blindly. To solve the exercises. There are also some students who, when encountering a difficult problem, don't think automatically, don't look for relevant information or be explored by their opponents, but look at the teacher "eagerly" and wait for the teacher's answer. Due to the lack of methods for students to learn mathematics, the phenomenon of emphasizing one over two is serious. Some students are not good at talking and have poor oral expression skills. Some students are still "talking endlessly", and the format of the questions is confusing and vague. In terms of memorizing and understanding knowledge, there are many things to remember, but less knowledge to understand and digest; Students also ignore the homework corrected by the teacher, incorrect or incorrect exercises, and do not look for the reasons for the mistakes.
As a math teacher, we should guide students to learn from the following aspects:
First, junior high school mathematics teachers should point out that "mathematics teaching activities are a process of active participation, interaction and common development between teachers and students" according to the Mathematics Curriculum Standard for Nine-year Compulsory Education. Mathematics teaching activities should stimulate students' interest, arouse their enthusiasm, trigger their mathematical thinking and encourage their creative thinking; We should pay attention to cultivating students' good math study habits and mastering effective math learning methods. Students' learning should be a lively, active and personalized process. Besides learning, hands-on practice, independent exploration and cooperative communication are also important ways to learn mathematics. Students should have enough time and space to experience activities such as observation, experiment, guess, calculation, reasoning and verification. Teachers' teaching should be based on students' cognitive development level and existing experience, face all students, and pay attention to heuristic and personalized teaching. Teachers should play a leading role, properly handle the relationship between teaching and students' autonomous learning, and guide students to think independently, explore actively and study cooperatively through effective measures, so that students can understand and master basic mathematical knowledge and skills, mathematical ideas and methods, get necessary mathematical thinking training and gain basic mathematical activity experience. "To reach this standard, junior high school math teachers need to better guide students to learn math learning methods, so that students can acquire knowledge and cultivate their abilities in happy and relaxed math teaching activities.
Second, junior high school math teachers should guide students to read math textbooks effectively.
After reading the math textbook, students should have a certain understanding of the knowledge in the math textbook, so that teachers can have a certain foundation when explaining or organizing students to explore in groups and students to learn independently. For example, when organizing students to learn the knowledge of "vertical line", first guide students to read their own math textbooks, and find out the definition, drawing method, nature and distance of vertical line. Through students' reading, we can find the teacher's questions in the textbook and achieve the purpose of preview. These preview questions are the important content of this lesson. Students can solve some problems by reading the text carefully and make breakthroughs in difficult problems in class. Secondly, in project teaching activities, teachers will guide students to read textbooks and read them in sections, such as the paragraph where "the distance from a point to a straight line" is located, and will ask "how to correctly understand the distance from a point to a straight line?" Students can easily grasp the concept of "the distance from a point to a straight line" by analyzing and understanding figures and concepts. In this way, students can not only quickly understand the relationship between points and lines in the process of solving problems, but also realize the existence of analogy and induction methods in the process of abstract concepts. Classroom reading has more applications in the teaching of examples and exercises, guiding students to watch, think, discuss and solve the examples and exercises in the book, thinking about how to do it first, and then comparing the examples, so that students can actively think, explore and question, thus strengthening their ability to self-check the learning effect. Finally, the math teacher should guide students to read math textbooks after class. Combined with the contents of each chapter, read the textbook carefully to make the concept clear and easy to understand. Through review, knowledge can be systematized and organized, and students can learn to organize their own knowledge. Guide students to sum up by themselves. For example, the summary of the lesson "Vertical Line" is as follows: We should master the concepts of vertical line, vertical line segment and the distance from point to line; It is necessary to understand the special situation that the vertical line is the intersection line, contact the previous knowledge well, and draw the standard figure correctly with tools; The nature of the vertical bar laid the foundation for future knowledge learning, which should be
Proficient In this way, students learn and master the methods of learning mathematics, which will benefit students for life. Learning to learn depends not only on teachers' guidance, but also on students' continuous accumulation of methods and effective application in their own practice.
Third, junior high school math teacher Yan is good at guiding students to summarize the learning rules and let students master practical learning methods.
For example, when organizing students to learn "one-dimensional linear equation", it can be summarized as: what is a known number, what is an unknown number, what is an equation, what is the solution of the equation, and what is the solution of the equation; Will judge whether a formula is an equation; Will list a linear equation; Will test whether a number is the solution of an equation. Mathematics teachers should pay attention to revealing the formation process of knowledge, the generalization process of concepts and the display of thinking process in teaching material processing, teaching method selection and teaching design. Pay attention to this and that, from the outside to the inside, let students observe, compare, summarize and understand a series of learning rules, understand the rules and summarize the learning methods.
Fourth, junior high school math teachers should patiently guide students' learning methods.
Any learning method is not suitable for every student, which requires junior high school math teachers to guide different students on the basis of fully understanding them. For example, for the guidance of poor students, we should pay attention to certain ways and methods, and we can give them individual counseling, both knowledge and learning methods. Teaching students in accordance with their aptitude and helping every student to learn, learn and learn well is the key to all students and improve their quality and teaching quality in an all-round way.
In short, junior high school math teachers should guide the learning methods from a systematic and holistic perspective, impart, summarize and infiltrate the students' learning methods, help students master scientific and targeted learning methods, and guide students to learn to read, attend lectures, discuss, review, ask questions and summarize, so as to guide students to strengthen self-cultivation, stimulate their learning motivation, guide students to master and form scientific learning methods with their own personality characteristics, and guide students to develop good study habits.