To learn mathematics, we must first have no distractions, calm down and slowly figure it out. Mathematics is actually very simple, much easier than reciting in liberal arts. As long as you learn a concept and understand it, you can solve similar problems, from simple to complex.
It is true that math is difficult. If you are thinking about a problem, you won't do it if you can't cross this corner.
Mathematics in junior high school only lays a foundation for us to learn mathematics in the future. Let's lay a good foundation and prepare to build a math building. In junior high school, we learned a lot of knowledge, all of which were trivial. When we go to high school, we should organize them into chapters so as to make good use of them in our study.
In junior high school, I was hit by many difficult problems, but under the guidance of my teacher, I have been able to master that kind of question well.
I think in the future high school math study, I can better put on what I have learned before to make it "logical", and then I can make my math score rise step by step.
Mathematics is a mysterious thing that can make you extremely excited and dizzy. 2. Under the influence of traditional teaching concepts, mathematics teaching only extracts rational axioms and structures in mathematics, and abandons the life background that mathematics is the result of students' participation in practical human creative activities, thus causing students to lack a sense of reality and life as a whole, and there is a tendency to be unilaterally divorced from current real life and social reality. Mathematics, in the final analysis, comes from production practice and life practice, which requires teachers to change the traditional teaching concept and establish the basic concept of caring for students' life experience. Make full use of all kinds of resources in real life to enrich students' learning, enrich students' mathematics life experience, expand students' learning space, strengthen the connection between mathematics and students' life and the development of modern society and science and technology, open up the boundary between mathematics teaching and students' real life world, make mathematics teaching really enter students' real life world, let students discover mathematics and construct cognition in real life situations, and let students truly feel the content of mathematics teaching not only in books, but also in teachers' explanations. ③: Mathematics comes from life and returns to life. There is mathematics everywhere in life. By guiding students to find mathematical problems in real life, exploring mathematical laws and establishing mathematical models, students' interest in learning can be stimulated. Only in this way can we promote the development of students more effectively and create an open, infiltrated and active classroom culture. Although junior students have some life experience, they are curious about all kinds of things and phenomena around them. I will firmly grasp this curiosity, combine the teaching content of textbooks, create situations, set up doubts, make people think, take students' familiar life experience as an example, and guide students to explore new knowledge and master new skills by using their existing experience.
1. Use natural phenomena that students are familiar with to learn mathematics.
In the teaching of "possibility", let students watch an animation first. On a sunny spring day, birds were flying around. Suddenly it was cloudy and the birds flew away. This change has aroused students' strong curiosity. At this time, the teacher immediately threw out a question: "It's cloudy, what may happen next?" Students will consciously contact their existing experience to answer this question. The students said, "It may rain", "It may thunder and lightning", "It may be windy", "It may be cloudy all the time, there will be no change", "It may be sunny for a while" and "It may snow" ... The teacher then demonstrated: "Everything the students just said can happen, some are likely to happen like rain, and some are likely to happen like rain. What can't happen? What could happen? " Through the introduction of this creative situation, students have a preliminary feeling of the meaning of "possibility". The key to learning "possibility" is to understand the uncertainty of things and the possibility of things, so that students can contact the weather changes in nature and lay the foundation for the concept teaching of "possibility".
2. Combining life experience, middle school mathematics is creating activities.
In the course of teaching "Understanding Jiao Yuan Powder", I first created a situation: Mother's Day is coming, and Xiaoming wants to buy a gift for his mother, so he takes out all the coins he has saved. There are 30 coins, so it's inconvenient to take so many coins, so Xiao Ming asked the grandfather next door to help him find a way. Grandpa said it was simple. He took 30 of Xiaoming's 65,438 coins. Do you think Xiao Ming will lose money by replacing 30 dimes of 1 with 3 one-dollar bills of 1? Why? First, organize students to discuss: some students put 30 coins per 10 1 angle together, and then tell everyone that this 1 0/angle is1yuan, and there are three 10 1 angle. Second, according to the students' analysis, organize students to observe the divided coins and find out the law: "What is the relationship between yuan and angle?" Students quickly come to the conclusion that "1 yuan 10 angles are equal", "1 0/angle is 1 yuan" and "1 yuan is 10 1 yuan".
This kind of teaching makes students feel that some knowledge in mathematics is what we have learned in real life, but we have not found the law. We can use experience to refine it into mathematics through creative activities, enriching and perfecting our cognitive structure.
3. Infiltrate mathematical thoughts and knowledge based on children's life cases.
For example, in the teaching process of Statistics-Favorite Fruit, in the process of organizing students to investigate and count the actual life situation, I changed different fruits into building blocks of different colors that students contact most in their lives, and one building block represents a classmate's favorite fruit. In the practice of building blocks, the idea of statistics is permeated: building blocks should be placed on the same desktop to see who built them tall, and the same starting point should also be indicated by horizontal lines in statistics; Whoever builds the tallest building blocks means that the number of people who like that kind of fruit is the highest. It is in such activities that profound mathematical ideas in statistics are brought into life. In short, teachers should create some vivid, interesting and close-to-life examples according to the teaching content, and vividly show the prototype of mathematics in life in class, so that mathematics in students' eyes is no longer simple mathematics, but something full of emotion, close-to-life and vitality.
Second, the use of mathematical knowledge to solve practical problems
Mathematics has rich connotation, which is reflected in flexible application. Especially primary school mathematics, as a basic subject, has its special application value. Flexible learning is not enough. We should learn to use it flexibly on the basis of flexible learning, so that mathematical knowledge can really serve our study and life.
1. Mathematical knowledge is close to life and used in life.
After learning about meters, centimeters and how to measure them, let students use their own mathematical knowledge to solve practical problems in life. Such as measuring height, measuring arm length, measuring step length, measuring classroom door width, measuring window width, etc., so as to deepen students' understanding of centimeters and meters, consolidate the method of measuring object length with a ruler, and enable students to obtain some common sense data in daily life. In particular, students can feel their growing happiness by measuring their height. This activity not only improves students' interest, but also cultivates students' practical measurement ability, so that students can learn in life and use it in life.
2. Enhance strategic awareness and improve the efficiency of solving practical problems.
In modern society, in order to improve efficiency, we should attach importance to strategy, so we should attach importance to strategy research in mathematics teaching. For example, when he was teaching Possibility, he designed such an exercise: "Today is Children's Day, and Xiaoming is going to prepare a lottery game for his classmates, in which six white balls, two yellow balls and three green balls are prepared. There are three prizes: the first prize, the second prize and the third prize; The prizes are pencils, pencil boxes and a football. Now Xiaoming is going to ask his classmates to help him design a prize-winning game rule. Can you help him? " After seeing the topic, students can be sure that the ball that touches the green is the first prize, the ball that touches the yellow is the second prize, and the ball that touches the white is the third prize. However, there are differences in the distribution of bonuses. At this time, the teacher, as the instructor, told the students to consider the price of the prize in the distribution of the prize. After another heated discussion, the students finally determined the rules of the game with prizes for touching the ball. In this practical application, middle school students' thinking is more active, their creative consciousness and strategic consciousness are enhanced, and their ability to solve practical problems is also improved.
These are some examples I have explored. My idea and practice are:
"Life experience (solution) → mathematical problems (acquisition) → mathematical knowledge (solution) → practical problems"
It aims to make mathematics teaching closer to students' life, make learning interesting, vivid and easy to understand, apply mathematics to practice and make mathematics more dynamic. No, this kind of thing is hard to find! !