In all fields of society, everyone will be exposed to papers to some extent. Papers can promote experience and exchange knowledge. So how to write a general paper? The following is my model essay on junior high school mathematics teaching for your reference, hoping to help friends in need.

Junior high school mathematics teaching paper 1 Abstract: Mathematics is an important basic subject, and its strong logic and abstraction are important characteristics of mathematics knowledge, so mathematics teaching can improve students' comprehensive ability and quality. Mathematics learning in junior high school is an important period for students to learn, so the mathematics teaching methods at this stage play a key role in students' mathematics learning, so we must pay attention to the mathematics teaching methods at this stage. By analyzing the problems in junior high school mathematics teaching, this paper puts forward a series of countermeasures to improve junior high school mathematics teaching.

Paper Keywords: junior high school mathematics; Teaching; Problems; Countermeasures

First, the importance of learning mathematics

1. Learning mathematics can meet people's needs of counting, calculating and reasoning in daily life and work. In our daily life and work, the counting of things, various operations and the comparison between quantities are inseparable from mathematics, which needs the support of mathematical knowledge and thinking methods. Perhaps it is because the mathematical knowledge applied in daily life is relatively simple, so I have no feeling about its application.

2. Learning mathematics can train people's thinking quality and level, such as people's computing ability, spatial imagination ability and logical thinking ability. Mathematical science has the characteristics of being rigorous and meticulous, so when you study this science, you can not only master certain knowledge, but also naturally exercise rigorous and meticulous thinking. That is to say, through the study of mathematics, people can have a clearer idea when doing things, and with a more scientific method, they can roughly infer the possible development trend and results of things according to some connection between known and unknown things. Therefore, learning mathematics can make people's brains and bodies get good exercise.

3. Mathematics has penetrated into all fields of natural science and social science. Mathematics supports the information society. Mastering mathematics can lead the society to a certain extent. It can be seen that the gap between people who have the ability to read and write mathematics and those who don't has this ability is getting bigger and bigger, and the degree is also amazing. Mathematical knowledge supports a productive and powerful elite. Yang Zhenning, who won the Nobel Prize, said: Mathematics plays an important role in his scientific career, so some scholars also call the information age the mathematics age, from which we can see that the study of mathematics knowledge can help us enter other disciplines.

4. Through the study of mathematics, we can realize the scientific and rigorous attitude and style of mathematicians, thus encouraging ourselves to improve their scientific literacy. Looking vertically, we can find that countless mathematicians in history have the spirit of being conscientious, diligent and innovative. By learning their spirit, we can be edified and shocked.

Second, the problems in junior high school mathematics teaching

1. Teacher's perspective.

(1) The setting of teaching situation is too far-fetched, paying too much attention to the interest of teaching and ignoring the interest of mathematics. In some cases, it is even too far from the point, unrealistic, blunt and deliberate. For some knowledge, it is normal to find no suitable situation to explain it. It doesn't mean that every knowledge point should be set with a certain situation. Some problems may come from mathematics itself, so the setting of situation must respect students' knowledge background and cognitive structure.

(2) There is no clear teaching goal and no thorough understanding of the meaning of curriculum standards.

The new curriculum standard puts forward three goals, namely, subject knowledge, mathematical skills and emotional attitudes and values. However, many teachers have misunderstandings about this; Or understand, but there is a deviation in execution. Only paying attention to the teaching of basic knowledge and skills as the main body of teaching leads to the imbalance of curriculum standards and makes mathematics teaching too simple and procedural. In other words, in teaching, only training is emphasized, while training is neglected.

(3) The teaching method is too monotonous and lacks flexibility.

Many teachers still stick to the single mathematics teaching method in the past. All teaching only deals with collective lesson preparation, without in-depth excavation and research, unable to form their own teaching style and lack of interaction with students. In addition, it is difficult to teach students in accordance with their aptitude by adopting the same teaching method for all students, which has not changed at all and lacks the necessary flexibility.

(4) There are loopholes in the evaluation method.

In the investigation, it is found that some teachers can't show a teacher's quality and internal strength in class at all, because they can't make a very reasonable classroom evaluation of students. The common problem of these teachers is the lack of evaluation language, or the evaluation is superficial, excessive and trivial, without inspiration and appeal, which can not achieve the expected effect of classroom evaluation. There are also some teachers who use excessive language in the evaluation, which makes students feel the irony in the language, thus hurting students' self-esteem. If classroom evaluation can not promote students' emotional development well, it will lead to the collision of inspiration; Or it can't play its guiding and inspiring functions, which only shows that it has lost its meaning of existence. (5) In the teaching process, teachers lack interaction with students. In class, some teachers teach mathematics by the book, and the whole teaching process is teacher-led, thus putting the cart before the horse. Because students are the main body in the teaching process, what teachers need to do is to guide students into the learning atmosphere, carry out effective activities, accumulate experience and sum up into mathematical problems.

2. Students' perspective.

(1) Job completion is not in place.

For junior high school students, self-control is poor, there is no clear learning goal, and they often lack some initiative in learning. In junior high school, it has always been a difficult problem whether homework is completed carelessly or not. Because homework is done at home, many parents have little supervision over students' study, and students' self-control is poor, which leads to many students not completing their homework or even copying their homework. Many students are not careful in writing, reviewing and checking their homework, and they will choose to give up when they encounter some difficulties in their homework. The consequence of this is that teachers spend too much time on homework, which leads to the simplification of classroom teaching, and at the same time hinders the progress of some students with good grades, resulting in poor teaching results.

(2) I don't like learning mathematics and lack interest in learning.

Because of the complicated and changeable characteristics of mathematics, many students are not interested in learning mathematics, so they often behave indifferently in class, giving people a feeling of fatigue, and even more, they directly resist silently by sleeping.

(3) Lack of correct learning methods.

Many students simply don't have the right way to learn mathematics. All they can do is recite some formulas, but they don't know how to reason and calculate. They just need to keep them in mind, but they don't know that mathematics is ever-changing. If they only rely on memory, they are doomed to learn math badly.

(4) Frequent examinations have a negative impact on students' mathematics learning.

Now many schools have various forms of exams, such as weekly exams and monthly exams. This kind of frequent examination not only makes students feel tired in energy, but more importantly, when their grades are poor, it often hurts their self-esteem and affects their enthusiasm for learning mathematics. What's more, students may get tired of learning and give up learning mathematics over time.

Third, improve junior high school mathematics teaching countermeasures

1. Let students have a willing attitude towards mathematics.

Mathematics is an abstract subject, so in order to make students have lasting enthusiasm for such a difficult subject, we must adopt effective teaching methods to make students change from "weariness" to "enjoyment". The focus of primary school mathematics is to cultivate students' computing ability. Although the amount of calculation is large, it is generally more specific numbers, and junior high school mathematics uses letters instead of numbers, which improves the abstraction of mathematics. This shows that junior high school mathematics is a new journey to learn mathematics. Therefore, if students want to enjoy learning, teachers need to adopt novel teaching methods according to teaching objectives, create qualified situations and let students see some intuitive cases. At the same time, some heuristic teaching methods should be combined to increase the interest of teaching, so that students can concentrate on teaching, show the most positive thinking ability, induce their learning motivation, and thus increase their interest in learning. In the teaching process, teachers should meet the needs of teaching content as much as possible, create some superficial problems that need serious consideration, let every student participate in teaching activities, and let students have their own abilities of observation, analysis, thinking and judgment. Teaching students in this way can make them enjoy learning mathematics.

2. Praise students more.

Everyone is eager to be appreciated by others, especially students, and even more want to be praised by teachers, so we should encourage students with more praise and less criticism. If teachers do not pay attention to their teaching methods and criticize students in class, the result can only be to make students have rebellious psychology, thus making some behaviors of giving up learning. Therefore, in the classroom, teachers should strive to create a more harmonious teaching atmosphere, realize understanding and respect for students, and add appropriate incentives so that students at all levels can experience the joy of success, and then get spiritual satisfaction. In classroom questioning, we should take into account the level of each student group, so that students of each level have the opportunity to answer questions correctly, and then give each student some encouragement and affirmation. Treat students with gentleness, enthusiasm, praise, less criticism, less criticism and less denial, so that every student can gain something, succeed and enjoy the joy of success. For exams, because students have different levels, teachers can give questions to students at each level, so that they can see their progress in the exam, thus realizing the joy of success and promoting students to enter a virtuous circle of learning. I believe that this way will certainly enhance students' desire to learn, cultivate their interest in learning, and thus improve their enthusiasm for learning mathematics.

3. Teachers need to improve their professional ability.

Teachers need to be able to use textbooks flexibly, which requires teachers to have strong development ability, deeply understand the intention of new textbooks and be fully familiar with the changes of old and new textbooks; Teachers are required to have creative guidance ability, that is, to conduct a comprehensive and scientific analysis of all aspects of students and give some guidance to their creativity; Teachers need to have the reflective ability to observe teaching behavior, that is, to consciously analyze and summarize their teaching activities and teaching behavior and realize their own teaching deficiencies.

The growth of students can not be achieved in one class, but a gradual process. Mathematics learning can meet people's needs, train people's thinking quality and level, let us realize the scientific and rigorous attitude and style of mathematicians, and thus motivate ourselves to improve their scientific literacy. Mathematics has penetrated into all fields from natural science to social science, so in the process of mathematics teaching, teachers need to improve their professional ability, strive to make students have a willing attitude towards mathematics and constantly encourage students to become the king of mathematics. In a word, as an educator, we should do everything for the students.

References:

Leijin, Bai Dongming. On the Cultivation of Junior Middle School Students' Interest in Mathematics Learning [J]. Intelligence, 20 12, (1): 062.

[2] Wu Yueming. Problems and Countermeasures in Junior High School Mathematics Teaching [J]. Middle School Teaching Reference, 20 14, (27): 4 1.

At present, under the pressure of the enrollment rate of senior high school entrance examination, junior high school mathematics classroom teaching is often crammed, and the academic burden after class is heavy, which seriously affects students' all-round development and physical and mental health. Based on personal teaching experience of more than 20 years, this paper talks about how to reduce the burden of schoolwork, standardize teaching and management and improve the efficiency of 45 minutes in class from five aspects.

Keywords: junior high school mathematics; Teaching characteristics; Teaching efficiency

At present, the "cramming" of junior high school mathematics classroom teaching, with heavy homework burden and low teaching quality, has become the focus of attention of relevant people in education. Traditional teaching methods have seriously affected students' enthusiasm and all-round development in learning mathematics and their physical and mental health. In order to make students learn mathematics easily, teachers should take measures to prepare lessons carefully, pay attention to teaching methods and optimize classroom teaching. In the process of teaching, taking students as the main body can stimulate students' interest in learning mathematics, guide them to think positively, and make them the masters of learning, thus effectively reducing their excessive academic burden.

We should also realize that "reducing the burden" is not simply a reduction in class hours, textbook content and homework, it is not only a reduction in form, but also a reform to comprehensively improve teaching quality and standardize teaching and management.

In the process of using the new textbook of Zhejiang Education Edition, combined with the actual teaching experience, the author summarizes the following experiences on how to reduce the burden of schoolwork and improve the efficiency of mathematics classroom from five aspects.

First, the characteristics of junior high school mathematics teaching

Mathematics curriculum in compulsory education stage is basic, universal and developmental. Therefore, higher requirements are put forward for teachers in the teaching process. Teachers should respect individual differences in the teaching process, face all students, and find a balance between basic knowledge and innovation ability, tradition and modernity.

Junior high school students are in adolescence, with prominent desire for self-expression, psychological contradiction and instability. Reflected in the mathematics classroom, there are often phenomena such as inattention and unwillingness to take the initiative to learn. Therefore, it is very important to create a good classroom atmosphere. This requires teachers to optimize the classroom structure, stimulate students' interest and initiative in learning, and comprehensively improve the teaching quality.

Second, the specific measures

1. Prepare each class carefully.

The key to reduce the burden of schoolwork is how teachers can effectively use the classroom for 45 minutes and improve the teaching quality. Therefore, teachers play an important role in the "burden reduction" reform.

45 minutes of teaching time in class should be used reasonably, and no one can waste it. Therefore, teachers must study the mathematics curriculum standards of compulsory education, thoroughly understand the teaching materials, comprehensively grasp the key points of junior high school mathematics teaching, identify the key points of each class, then highlight the key points, disperse the difficulties, teach students in accordance with their aptitude, and reasonably arrange the classroom progress and teaching time.

Teachers should not only prepare textbooks and grasp the difficulties in each class, but also prepare students to understand the basic situation of students, including their cognitive ability, basic knowledge and acceptance. Only in this way can we truly teach students in accordance with their aptitude and grasp students in class. Classroom knowledge is conducive to students' acceptance and absorption, thus reducing students' academic burden and improving learning quality.

2. Stimulate students' interest in learning.

Interest is the forerunner of motivation and the key to success. If teachers can stimulate students' interest in learning, explain boring mathematical formulas and theorems to students vividly and skillfully, and bring lightness and fun into the mathematics classroom, the efficiency of the classroom will be greatly improved.

In the actual teaching of junior high school mathematics classroom, we should pay attention to the following points:

(1) Questions can be set before lectures to arouse students' attention and thinking, thus arousing students' learning desire and strong interest. For example, when teaching probability, the teacher can set up a "lottery game": there are 10 white balls and 10 red balls in the box, and each student can touch them five times, and four red balls in a row are counted as winning the prize. Through the analysis of winning probability, students have a better understanding of the small probability and practical significance of winning, and are deeply attracted by the practical role of probability.

(2) Teachers can create situations, connect with life examples, or use emotional teaching to stimulate students' interest.

(3) Teachers should respect students' wishes for expression, appropriately set questions for discussion in class, encourage students to actively participate and have different ideas, and guide students to draw correct conclusions. For example, when teaching "Calculation of Triangle Area", the teacher can ask students to start assembling two identical triangles into the learned figures, and the students join in enthusiastically. Then the teacher guides the students to think about the relationship between the assembled figures and the base, height and area of the original triangle, so as to obtain the calculation formula of triangle area.

(4) Teachers can use a variety of teaching methods and means, and adopt multimedia-assisted teaching to increase the intuition and vividness of teaching content.

In short, teachers should fully understand students, build a harmonious relationship between teachers and students, focus on stimulating students' interest in mathematics, induce students' desire to explore, and maximize students' potential.

3. Student-oriented, guide students to think positively.

In the traditional classroom, the content, method and form of the classroom are all decided by the teacher, and the students' enthusiasm for participation is not high and the classroom efficiency is low. Students often cannot actively think, analyze and solve practical problems with what they have learned. This has greatly stifled students' enthusiasm and interest in learning mathematics. Because of neglecting students' subjective initiative, students are not stimulated to think positively. Although students "understand" the knowledge taught by the teacher in the classroom, they have not transformed the classroom knowledge into their own knowledge, and they still have a little knowledge when they encounter problems.

The core of quality education is the innovative ability that is strongly advocated at present, and the innovative ability is based on inquiry psychology, so it is very important to cultivate students' exploration spirit. In the teaching process, teachers should not directly give mathematical formulas or theorems, but should guide students to think actively and actively discover and summarize laws. For another example, teachers should not directly help students solve problems, but should appropriately guide students to think independently or work in groups to come up with solutions and guide students to analyze the feasibility of the methods.

Only by making students think positively can classroom knowledge be transformed into students' own knowledge and become the masters of learning.

4. Respect individual differences and face all students.

The goal advocated by the new curriculum standard is: "Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics." This requires teachers to understand and respect the individual differences of students. Teaching should not only teach students in accordance with their aptitude, but also face all students.

In teaching, teachers can design different difficulty steps according to knowledge points, so that students at different levels have equal opportunities to participate, so that students with good foundation and students with learning difficulties can be improved on the original basis and get the same sense of accomplishment. For example, in the teaching of factorization of complete square formula, I set five steps:

①(x+3)2=x2+()x+()

②z2- 10xz+25x2=()

③(x-y)2-8(x-y)+ 16=()

④x2y+6xy2+9y3=()

⑤ If 9x2+mx+ 16 is a completely flat mode, then m= ().

In the teaching process, we should let all students take the initiative to participate in the teaching process as much as possible, encourage students to solve problems in various ways, put forward their own methods to solve problems, actively communicate with others and learn from their experiences, so as to improve students' thinking level.

5. Attach importance to the connection and integration of knowledge and improve students' ability to solve problems.

Through association, students can integrate what they have learned, draw inferences from others and form their own abilities. For example, in ninth grade mathematics, teachers can relate the inverse proportional function with the linear function y=kx+b(k≠0) they have learned before, and discuss the relationship between the images of the two functions when k is positive and negative, so as to deepen their understanding of the old knowledge while learning new knowledge.

The integration of knowledge not only refers to the mutual integration of textbook knowledge, but also refers to the integration of textbook knowledge with real life and other disciplines. The topics selected in the teaching process should come from real life as far as possible, and attach importance to the connection between knowledge, so as to stimulate students' interest and enable students to apply what they have learned and solve practical problems. For example, when teaching Pythagorean theorem, teachers can explain it from its discovery history and find out the application of this theorem from life. Teachers can also link Pythagorean theorem with other fields and use Pythagorean theorem when solving other related problems. In this way, through the connection and integration of knowledge, knowledge is formed bit by bit, and students' ability to solve practical problems by comprehensively applying what they have learned is improved.

In short, in order to make students learn mathematics easily, teachers should carefully prepare lessons, grasp the 45-minute class hours, stimulate students' interest and exploration spirit in learning mathematics, make students truly become the masters of learning, and really let students "learn" in class, not just "learn", thus effectively reducing students' excessive academic burden.

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