How to create an atmosphere in the first grade math class and how to attend it?

People think that a good math class should have the characteristics of "new", "interesting", "vivid" and "practical", namely:

New: new ideas, new ideas and new means.

Interest: stimulate interest, keep interest and improve interest.

Live: flexible teaching methods, flexible use of teaching materials and students' learning.

Reality: the content is substantial, the training is solid, and the goals are implemented at different levels.

Beauty: the beauty of language, the beauty of teaching style and the beauty of writing on the blackboard.

First of all, new

New-that is, don't follow the old rules, don't copy other people's teaching plans, try to be innovative in class and make breakthroughs in some aspects. Specifically, I think it is mainly reflected in the following aspects:

1. New concept-advanced education and teaching concept

Teachers' educational concept determines their behavior. The key to the implementation of quality education is to correct the educational and teaching ideas, break the shackles of traditional educational concepts, and establish new views on quality, education and students around "let every student learn useful mathematics". The renewal of educational concept includes many aspects. For math teachers, I insist on the following points:

(1) Attitude towards students.

(1) Every student can study math. Although there are differences in students' intelligence level, experience background and study habits, every child with normal intelligence can learn the mathematics content stipulated in the syllabus and has the conditions to learn mathematics well according to the teaching requirements.

(2) Different students have different levels of learning mathematics. The differences between students exist objectively. Teachers should recognize the differences between students and put forward different learning requirements for different students, instead of making every student develop at the same level.

(3) Allow students to learn mathematics at different speeds. Teaching needs to be completed at a certain pace, but not every student finishes what he has learned at the same speed. Some students can learn at a faster speed, and some students can meet the corresponding requirements in a longer time.

The second is the teaching concept.

Let students learn in activities. A good math class should pay attention to students' learning process and show them the process of knowledge generation and development. Students' personal experience and perception are conducive to gaining perceptual experience, thus realizing the internalization of their knowledge and promoting the development of cognition and judgment. Teachers should try their best to give students more opportunities for operation and practice, and provide rich materials for students to experiment in person and experience success and failure.

(2) Let students learn through cooperation and communication. In classroom teaching, if you want to enhance the interaction between teachers, students and students, discussion and group study are the most appropriate choices. If teachers want to help students form a more independent and responsible learning style, group discussion strategy is also one of the best choices to help teachers achieve this goal.

(3) Let students learn through constant "reflection". In junior high school mathematics, the contents of reflection mainly include: reflection on one's own thinking process, reflection on problem-solving ideas, analysis process, operation process, language expression and involved mathematical thinking methods. When students encounter obstacles or mistakes in the process of exploration, teachers can ask some targeted and enlightening questions to guide students to actively reflect on the exploration process; At the end of mathematics activities, students should be guided to reflect on the rationality of the whole exploration process and conclusion in order to gain a successful experience.

(30) The concept of teacher's role.

Teachers should use their professional understanding of curriculum and teaching. Organize teaching creatively and become the decision-maker of curriculum and teaching. Teachers should be organizers, instructors and participants in the classroom teaching process.

Students are in the main position in teaching activities, and teachers should be the promoters of students' learning activities, not just the imparting of knowledge. Teachers can create interesting situations to stimulate students' motivation, and teachers can also ask appropriate questions to inspire students' thinking. In the process of mathematics teaching, teachers should not be "condescending" instructors, but "equal" participants; Teachers should not be the "supreme arbiter" of right and wrong, but should be an encourager and a beneficial enlightener.

2. New ideas-innovative, practical and efficient teaching ideas.

The same teaching materials, the same students, the same 45 minutes, the same teacher, because of different teaching design ideas, the classroom teaching effect is very different.

Through long-term teaching practice, I deeply realize that only by changing the presentation of teaching content and students' learning style according to students' age characteristics and cognitive development level can the content suitable for teachers to explain become the material suitable for students to discuss and study problems as much as possible. Give students as much thinking time, more activity space, more opportunities to express themselves and more pleasure to experience success as possible, so that students can participate in the whole process of knowledge formation from beginning to end and become the masters of mathematics learning; Let the students "move" and let the classroom "live". Only in this way can students gradually change from "learning" to "learning" and finally reach the realm of "learning".

3. New means-attaching importance to the use of modern means.

As a popular means of audio-visual education, multimedia has the characteristics of vivid image, clear image, static movement and large amount of information. In junior high school mathematics teaching, using this method flexibly according to the teaching content is very beneficial to stimulate students' interest in learning, break through the teaching difficulties and improve classroom teaching efficiency.

For example, when talking about "angle measurement", I once demonstrated how to draw an angle on the blackboard with a wooden protractor. Because the teaching AIDS are opaque, the teacher's explanation is time-consuming and laborious. Now, using multimedia computers, students can clearly see how to put the protractor on the angle, so that the center and vertex of the protractor coincide, the zero scale line coincides with one side of the angle, and the protractor scale opposite to the other side of the angle is the degree of this angle. Using a wooden protractor to demonstrate on the blackboard, the effect is unparalleled.

In a word, the use of multimedia computer-aided teaching can better handle the relationship between big and small, far and near, dynamic and static, fast and slow, local and whole, attract students' attention, make students form vivid representations, enlighten students' thinking, expand information and improve teaching efficiency. It can be said that the popularization and application of modern teaching techniques and means have opened up a broad world for the reform and development of teaching methods.

What needs to be pointed out here is that although multimedia-assisted teaching has many conveniences in transmitting information, it can never exclude or replace other teaching methods. To use the blackboard and write the necessary blackboard writing, audio-visual teaching methods can only be used skillfully and in place; Only in this way can it really play its auxiliary teaching role.

Second, fun.

Interest-is to stimulate students' interest in learning. Everyone knows that "interest is the best teacher", and Confucius once said: "Knowing is not as good as being kind, and being kind is not as good as being happy." It can be seen that cultivating students' interest in learning and letting them study in a pleasant atmosphere is a vital condition to mobilize students' enthusiasm for learning and improve teaching quality, and it is also a fundamental measure to reduce students' excessive burden.

1. Introduce new class hours to stimulate learning interest.

Guiding people to take a new lesson is an important part of a lesson. As the saying goes, "A good beginning is half the battle". Good lead-in can concentrate students' attention, cause students' cognitive conflicts, break students' psychological balance, and make students enter the learning state quickly. To this end, we teachers should always start from the characteristics of teaching materials, introduce new lessons by creating examples of contact with students in life, telling vivid stories and experiences, or putting forward a thought-provoking math problem.

For example, the lesson "Application of linear equations in one variable",

First of all, please look at the following question (computer display)

Xiaoming's stationery store wants to buy a batch of pens, one for 15 yuan, one for 18 yuan and one for 12 yuan. The price is 15 yuan. Which is more profitable?

After a period of thinking, the classroom atmosphere became active.

1 each profit 3 yuan, two profits are the same.

Raw 2 pens are expensive and of good quality. I like to buy pens of good quality. If I buy it at 15 yuan, I can sell it better. I can make a lot of money if I sell more.

1When 2 yuan earns 3 yuan, it makes more profits. If you earn the same amount of money, you will get more goods than 12 yuan.

Give birth to four pairs. Comparative profit depends on the ratio of input to return.

After heated discussion, the students agreed that excluding other factors in the market, which pen is more profitable depends on the ratio of input and return when the sales of the two pens are the same. (Profit from commodity sales/purchase price of commodities = profit rate of commodities)

This kind of classroom teaching concretizes some abstract nouns through problem situations, so that students can feel the practical significance of "using mathematics", thus actively constructing mathematical models, further explaining and applying them, and thus constructing their own mathematical system. 2. Maintain interest in learning when teaching new classes.

Third, live.

Flexibility-that is, flexible teaching methods, flexible use of teaching materials and flexible teaching for students.

1. Flexible teaching methods.

There are various teaching methods of mathematics, and each method has its own characteristics and scope of application. There is no "universal" teaching method that is effective for any student under any circumstances. Therefore, we should proceed from reality, choose appropriate teaching methods, and with the deepening of teaching reform, we must create new teaching methods to meet the requirements of the times. Teaching method is an element in the overall structure of teaching process, which is interrelated and influenced with other elements such as teaching tasks, teaching materials, teaching means and teaching objects. The choice of mathematics teaching methods must be comprehensively considered from these aspects. From the perspective of teaching tasks, demonstration and experiment are the main methods to perceive new textbooks; When understanding the new textbook, we should give priority to speaking and explaining. Practice is the main method when forming skills. From the teaching content, the teaching of geometry knowledge is mainly based on demonstration and experiment; In the teaching of practical problems, the method of speaking is generally supplemented by the method of explanation. For different new textbooks, the teaching methods are different, and the old and new knowledge can be closely linked by taking notes and guiding discovery. Teaching a brand-new initial concept generally adopts experimental method and inquiry discussion method. The choice of teaching methods depends on the situation of different classes. In some classes, students' thinking is quite active, so we can consider the method of guiding discovery. Some have strong self-evaluation ability and can strengthen independent work; Some abstract generalization ability is more prominent, so intuitive means can be reduced; Some people have a strong habit of reading textbooks, so they can learn first and then teach them properly. In terms of teaching equipment, schools with audio-visual teaching equipment should make full use of computer-aided teaching and other means. In addition, different teaching styles of teachers will also lead to different teaching methods.

There are methods in teaching, but there is no definite method. It is important to get the correct method. In teaching, we should pay attention to the organic combination of various methods, adhere to the principle of "one method is the main method, and multiple methods are coordinated", and gradually achieve the minimum teaching time, the best teaching effect and the overall optimization of teaching methods. However, no matter what method is adopted, teachers should insist on heuristic teaching, let students actively participate in learning activities through thinking, speaking, doing and moving their eyes under the guidance of teachers, adhere to the teaching principle of facing all and teaching students in accordance with their aptitude, and insist that students regard learning as a "pleasure" rather than a "burden".

2. Flexible use of teaching materials.

The revised syllabus puts forward that "in the teaching process, teachers should give full play to creativity, design exploratory and open questions according to students' age characteristics and cognitive level, and provide students with opportunities for independent exploration." "Let students understand the raising of mathematical problems, the formation of mathematical concepts, the acquisition of mathematical conclusions and the application of mathematical knowledge in the process of observation, operation, discussion, guessing, induction, analysis and arrangement." On the basic idea, the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) also puts forward that "students' mathematics learning contents should be realistic, meaningful and challenging, and these contents should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. The presentation of content should adopt different expressions to meet diverse learning needs. " "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, cooperation and exchange, and gain rich experience in mathematical activities. " This requires teachers to understand the intention of compiling textbooks and learn how to handle and use textbooks flexibly and creatively in practical teaching according to students' cognitive rules and current level. Boldly reform the unreasonable factors in teaching materials, supplement and adjust the teaching content appropriately, and make the teaching content change to reality, interest and challenge.

3. Teach students to live.

(1) Encourage students to ask questions. The problem is the core of mathematics. A valuable question can often become the motivation for students to think positively. It is important for students to have the ability to solve problems with mathematical knowledge, but it is often more meaningful and valuable to ask a question than to solve it. Students' questioning ability is a valuable learning quality, which is a concrete manifestation of daring and being good at revealing their own cognitive contradictions and conflicts and actively exploring unknown psychological needs.

(2) Encourage students to learn mathematics in their own way. Let students explore and think in their own way, and encourage students to learn mathematics in their own way. For students, this is innovation. Among the various ways of thinking to solve practical problems, there is sometimes a simple method. In teaching, we often adopt the strategy of diverging first and then concentrating. The so-called concentration is to compare various methods and tell which one is simple, but it cannot be imposed on others. Students should make their own choices.

(3) In teaching, teachers should pay attention to the training of students' thinking, the organic infiltration of teaching thinking methods, the development of students' potential and the careful arrangement of classroom exercises, so that the exercises are focused, hierarchical, diverse and targeted. In teaching, we should pay special attention to helping poor students and create opportunities for them to answer more questions. Don't miss the opportunity when students answer wrong, help them study, nip the mistakes in the bud, and give affirmation and praise when they answer right. In other words, students should have a correct evaluation. Teaching without evaluation is not easy to arouse students' enthusiasm, let alone teach them to be smart.

(4) Insist on students' subjective consciousness and let students develop vividly.

An important problem in implementing quality education in junior high school mathematics teaching. Focusing on the requirements of talents' quality in 2 1 century, we should create conditions to develop students' autonomy in classroom teaching and cultivate pioneering talents with solid mathematical foundation, strong adaptability, independent personality and innovative spirit. In teaching, teachers must always think about the teaching plan from the students' point of view, consider the classroom structure, regard students as the masters of learning, fully mobilize the initiative and enthusiasm of students, and let students learn lively, actively and effectively.

① Respect students and establish a harmonious relationship between teachers and students.

In teaching activities, only by loving, respecting, understanding and trusting students can students' initiative and enthusiasm be brought into play. Teachers should be good at shortening the distance between teachers and students with kind eyes, subtle movements, cordial attitudes and warm words, so that students can get spiritual satisfaction. Especially for underachievers, we should criticize less and encourage more, and establish a harmonious and democratic teaching atmosphere, so that students have the desire to cooperate with teachers.

② Let students fully participate in learning.

In teaching, teachers should try their best to create various conditions, so that every student has the opportunity to fully express himself and let them actively participate and take the initiative to learn. This can also make students dare to expose the problems in their studies and express their views on some difficult problems.

(3) Teach students learning methods and let them learn to learn.

Guide students to master some basic learning methods and let them learn to learn, which requires teachers to attach great importance to the teaching of learning methods in teaching and let students master some basic learning methods, such as practical operation, intuitive perception, abstract generalization, deductive reasoning, transfer analogy, systematic arrangement of knowledge and so on. By mastering these methods. Promote the development of their learning ability and the overall improvement of their quality.

Fourth, reality.

Reality-that is, teaching should be pragmatic, without going through the motions and putting on airs. In a word on the football field, teaching should be "in place", that is, teaching content should be rich, classroom training should be solid, and teaching objectives should be implemented.

1. The enrichment of teaching content mainly refers to the following aspects:

(l) Reasonably determine the breadth and depth of teaching content. The breadth of the so-called teaching content. It refers to the scope or quantity of knowledge. A lesson contains too much information and knowledge, which is difficult for students to accept, while a lesson contains too little information and knowledge, which is a waste of time and is not conducive to mobilizing students' enthusiasm.

(2) Make clear the key points, difficulties and emphases of teaching. When there are several knowledge points in the teaching content of a class, it is often necessary to make clear which are the key points and which are the difficult points, so as to avoid not grasping the main content in teaching, spending more time on the secondary or easily accepted content, or using all the strength, affecting the understanding and mastery of the key points and difficulties, and failing to achieve the expected teaching effect.

First, from imparting knowledge "extension" to transmission methods.

The extension from imparting knowledge to carrying out methods is the first extension of the teaching process, and it is also the first quality education concept-learning concept that classroom teaching should establish. "Extension" refers to attaching importance to the guidance of learning methods in the process of transferring knowledge, so that students can learn to learn. Its essence lies in changing teaching into learning, acquiring into acquiring, and turning passivity into initiative.

The second is to "extend" from imparting knowledge to infiltrating emotions.

Extending from imparting knowledge to infiltrating emotion is the second extension of the teaching process, and it is also the second quality education view-humanistic view that classroom teaching should establish. The essence of implementing quality education is to pursue and cultivate a complete and sound personality, that is, to emphasize the humanistic spirit of education and highlight the personality characteristics of the educational subject. Respecting and loving students is the first principle of modern education, which is also the connotation of the second extension.

The third is the extension from imparting knowledge to developing intelligence.

Extending from imparting knowledge to developing intelligence is the third extension of the teaching process and the third concept of quality education-the development concept that classroom teaching should establish. The concept of development means that classroom teaching should be centered on the development of students. Modern teaching theory holds that classroom teaching includes not only the transformation from textbook knowledge structure to students' cognitive structure, but also the transformation from students' cognitive structure to ability structure. Moreover, this qualitative change needs to be completed in the two-way activities of teachers' active guidance and students' positive role.

2. Solid classroom training. That is to say, it embodies the combination of speaking and practicing. Practice is purposeful, targeted, hierarchical, diverse and targeted, and pay attention to timely, accurate and efficient feedback.

3. The realization of teaching objectives. It's just a class to see if the teaching objectives set by myself have been well reflected. Teachers can evaluate from the following aspects:

(1) In the teaching situation created by the teacher, students are focused and interested in learning, and can overcome external interference and concentrate on listening.

(2) Be able to think actively, not listen passively. Be able to actively find problems, ask questions, and dare to discuss problems in order to solve them.

(3) Being able to better grasp the basic knowledge such as concepts, properties, laws, formulas, quantitative relations, problem-solving methods, etc., and each student has improved on the original basis.

(4) Students have a certain amount of time to practice in class, have time to answer questions and think independently, and the correct rate of students' practice is very high.

(5) Not only learned the basic knowledge and skills, but also cultivated the ability, the spirit of exploration and innovation, and developed the students' personality.