Paper Keywords: new curriculum standard mathematics teaching methods
The new round of curriculum reform is an innovation of traditional teaching. According to the requirements of new curriculum standards, combined with the teaching practice of middle school mathematics, this paper discusses the transformation of teaching ideas and the innovation of teaching methods in teaching, in order to help the reform of mathematics teaching.
Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. Mathematics teaching requires teachers to create an optimized learning environment, guide students to internalize and interact, and promote students' sustainable development.
First, guide students to carry out autonomous learning activities
The new curriculum standard especially points out that mathematics teaching is the teaching of mathematics activities. Under the guidance of math teachers, students should actively master math knowledge and skills, develop their own abilities, form a proactive learning attitude, and grow up physically and mentally. In the teaching process, I pay attention to integrating students' acquisition of mathematical knowledge into students' activities of exploring and mastering methods and understanding applied knowledge, and cultivate students' autonomous learning ability through students' exploration, experiment and generalization under the guidance of teachers. For example, when I was explaining the law of addition of rational numbers, the first question I asked was:? A classmate walked 20 meters first, and then walked 30 meters on an east-west runway. He can determine where he is now and how many meters away from his original position. This question can't be answered correctly, because the result of exercise is related to the direction of walking. There are four specific situations: the east is positive and the west is negative. (1) If you go east twice; (2) If you go west twice; (3) If you go east for the first time, you will go west for the second time; (4) If you go west for the first time, you will go east for the second time. Then which direction is he in and how many meters away from his original position? To this end, leave some room for students to think. Students can discuss these four situations through practical exercises or drawing a number axis, and explore and summarize the addition law of rational numbers. In this way, students can explore and discover laws through observation and experiments, thus experiencing the fun of learning mathematics, highlighting students' subjectivity and changing the boring situation of students learning mathematics in the past.
Second, strengthen the dialogue between teachers and students in teaching.
The new curriculum standard points out that in the process of mathematics teaching, teachers and students are the subjects of personality equality, and the teaching process is the process of equal dialogue between teachers and students. Teachers and students can have a dynamic dialogue, which includes not only knowledge and information, but also emotional attitudes, behavior norms and values, and the forms of dialogue are also various. For example, when I teach the content of fractional equation, I first write a fractional equation on the blackboard, and then ask the students, who will solve this equation? How will you solve this equation? As a result, some students said, divide the points first, and many students said, first remove the denominator and become an integral equation, and then find the solution of the equation. After the students worked out the unknown value, I asked them again, is the unknown value the solution of the original fractional equation? Please substitute the denominator of the original equation and calculate whether there is an unknown value that makes the denominator zero. Therefore, it is pointed out that the solution that makes the denominator zero is the root of the original equation, and it is emphasized that the solution of fractional equation must be tested. In this way, through the teaching dialogue between teachers and students, students can learn mathematics knowledge in a relaxed and happy classroom atmosphere. In teaching, teachers should first consider fully mobilizing students' initiative and enthusiasm, guiding students to observe, calculate, compare, summarize, guess, reason and communicate in various forms, so that students can master basic mathematical knowledge and skills through various mathematical activities, and initially learn to observe things and think about problems from a mathematical point of view, thus generating their desire and interest in learning mathematics. For example, when discussing the relationship between roots and coefficients of a quadratic equation, let students explore the relationship between roots and coefficients of a quadratic equation. First, give some simple quadratic equations for students to observe, think and explore themselves, and draw regular conclusions. Then, let students explore and prove with root formulas, and get general conclusions, so that students can listen, question, persuade and summarize in the atmosphere of independent thinking, cooperative communication and sharing with others.
Third, take the development of students as the core to promote the all-round development of students.
The basic goal of mathematics teaching process is to promote the development of students. The standard points out that students' development includes four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude. In the process of mathematics teaching, these aspects are intertwined. To some extent, today's learning is to let students acquire the desire and ability of lifelong learning. Therefore, mathematics teaching should pay attention to the development of students, so that students can learn to be human in the process of learning mathematics. For example, I'm explaining the first section of chapter 27 in the second volume of the ninth grade? Recognition of evidence? At that time, a student asked me, why did the teacher learn to prove? Do they need proof in their future life and work? I replied: Yes! ? Then I explained to my classmates that now we feel that learning proves that it is boring to study triangles and quadrangles with logical reasoning, but virtually we have learned to solve some problems with logical thinking. If you become a people's judge in the future, you will definitely not jump to conclusions about the parties to the case. You will make the truth known to the world through investigation, and make you an amazing good judge with your intelligence and flexible logical thinking. After listening to this, the students all felt that what I said was very reasonable, thus enhancing their confidence in learning mathematics well.
Fourth, pay attention to the improvement of students' mathematical literacy in teaching.
The Standard also points out that as a math teacher, we should not only teach students book knowledge as before, but also cultivate students' math literacy. 100 years ago, mastering arithmetic skills was considered as having high mathematical literacy, but today's requirements for mathematical literacy are quite different from those in the past. Especially with the development of computer technology, the importance and requirements of mathematical operation skills have changed significantly, and mathematics learning has become more interesting. Therefore, mathematics teachers should not only cultivate students' computing ability, but also cultivate students to master a wide range of knowledge and skills. If you can read and process data information, etc. For example, when I explain the proof identification in Chapter 27 and study triangles by reasoning, I always ask the students to read the contents of the book first in class. This student has been exposed to it since he was a senior one, and now I use logical reasoning to further prove it. After the students read it, I asked the students concerned to perform the proof process on the blackboard. I found that most students can prove the judgment theorem and property theorem of isosceles triangle smoothly through logical reasoning. It is particularly gratifying that some students with poor geometry foundation also like math classes. They told me that it would be much easier to listen to your explanation after reading a book. To tell the truth, I feel very relaxed in geometry class recently.
In a word, the process of mathematics teaching is not only the process of students' development, but also the process of teachers' development. In mathematics teaching, teachers themselves have also developed. As a mathematics teacher, under the new curriculum concept, we should constantly reflect on and study our teaching practice, re-recognize the essence of mathematics teaching, study the essence of mathematics teaching process, principles and teaching methods, and carry out creative teaching to make our teaching methods more suitable for students' development. Constantly improve teaching methods and transform traditional knowledge disseminators into organizers, guides and collaborators of classroom teaching.
References:
[1] Ministry of Education of People's Republic of China (PRC). Mathematics curriculum standard of full-time compulsory education (experimental draft) [M]. Beijing: Beijing Normal University Press, 200 1.
[2] Interpretation of Mathematics Curriculum Standards (Experimental Draft) [M]. Beijing Normal University Press, 2002.
[3] Qian Peiling. How to understand the essence of mathematics teaching [J]. Bulletin of Mathematics, 2003, (10).
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