On Middle School Mathematics Teaching

Model essay on mathematics teaching in middle school

In our daily study and work life, everyone must be familiar with the paper. A thesis is an article to discuss or study some problems. Do you know how to write a good paper? The following is a model essay on middle school mathematics teaching compiled by me for your reference, hoping to help friends in need.

The cultivation of innovative thinking in middle school mathematics teaching is conducive to improving students' curiosity, independent thinking ability and practical ability. In view of the problems existing in teaching, we should establish a systematic theoretical formation process, improve traditional teaching methods, pay equal attention to theory and practice, and comprehensively cultivate students' innovative thinking.

First, the significance of cultivating innovative thinking in middle school mathematics teaching.

1, improve independent thinking ability.

In the middle school mathematics teaching class, through cultivating students' innovative thinking, students can form good independent thinking ability. With certain innovative thinking, students can have many different perspectives on knowledge, and they can form their own views through innovative thinking, instead of being blindly influenced by the thoughts of teachers and others.

2. Improve students' practical ability.

The existence of innovative thinking can also improve students' practical ability. Under the guidance of innovative thinking, students' interest in knowledge will not only stay in theoretical study. Through the accumulation of knowledge, they can form some assumptions in their minds about how knowledge is presented in real life, and then test it themselves under the attainable conditions.

3. Improve your thirst for knowledge.

Although innovative thinking can bring practical behavior to a great extent, that is, the development and cultivation of innovative thinking can improve students' practical ability and independent thinking mode, these changes will eventually return to the theory itself. That is to say, when innovative thinking develops to a certain stage, students' application of innovative consciousness can not only help how to use theoretical knowledge, but also feed back the conclusions and conjectures in this practice to theory. When they find that some questions have reached the upper limit of their own answers, they will return to theory for support, thus further enhancing their thirst for knowledge.

Second, the current situation of mathematics teaching in middle schools.

1, the traditional teaching mode occupies the mainstream.

In the current middle school mathematics teaching, the teaching relationship between teachers and students mainly follows the traditional teaching mode, that is, teachers explain the main points of mathematics knowledge in the exam in the lecture hall, and students are only passive recipients in most cases. In this case, it is difficult to arouse students' interest in learning. In addition, because middle school students have to cope with the heavy homework of exams, it is difficult to arouse students' interest in learning under such circumstances, thus becoming a simple one.

2. The inhibition of innovative thinking in mathematics teaching.

As mentioned above, in the existing middle school mathematics teaching, students are not interested in learning because the traditional mode is the main teaching mode. The main purpose of middle school mathematics teaching is to cultivate students' ability to answer questions. Therefore, teachers will pay more attention to explaining the teaching difficulties and key points in teaching, which leads to the knowledge that teachers impart in class mainly for the purpose of exam-oriented education.

Thirdly, the deficiency of cultivating innovative thinking in middle school mathematics teaching.

1, ignoring students' fun of guessing.

China's teaching mode is basically to take out the theories that have been summarized in teaching, let students remember them, and then teach them how to use them when solving problems. I believe many people have a deep understanding of this. For example, when talking about how to calculate the volume of a cuboid, I believe many teachers directly let students remember the formula and then apply it directly when doing the problem. This can indeed provide advantages for students' test scores, but it also deprives students of the fun of guessing knowledge, and this cramming teaching also leaves students with no room for innovation.

2. Traditional teaching methods are somewhat rigid.

At present, the application of teaching methods in middle school education is still relatively rigid. On the one hand, this is due to the existence of exam-oriented education, and on the other hand, many teachers are unwilling to spend more time on the research of teaching methods besides what they want to explain. But in fact, mathematics is widely used in real life, which means that mathematics can be closely linked with real life in teaching. This should be a lively subject, because rigid teaching methods stifle the formation of many students' innovative thinking. Under this rigid teaching method, it is also a rigid learning thinking.

3. Write more than you.

The existence of exam-oriented education in China can provide students with a fairer and more just competition channel than the society, which has also caused many parents to attach importance to middle school education, leading schools to focus on cultivating students' problem-solving ability while ignoring the cultivation of students' practical ability. It can be said that in China's mathematics teaching, the hands-on time will not exceed one-fifth of the whole teaching process. Under such circumstances, students' practical ability will be weakened and their interest in learning will not be strengthened.

Fourthly, the countermeasures to cultivate innovative thinking in middle school mathematics teaching.

1. Establish the theoretical formation process of the system.

In view of the situation in many middle school mathematics teaching classes, when explaining a certain knowledge point, we can't directly tell the theoretical results at once, but set a scene for students to solve a specific problem in this scene and let them explore slowly. Through the guidance of teachers, students get correct guidance in the process of theoretical discovery and timely discussion, and also cultivate the formation of their independent thinking, and let them experience the pleasure of discovering a knowledge process by themselves.

2. Improve traditional teaching methods.

Improving traditional teaching methods can be achieved mainly by using teaching information technology. Its main means can be carried out in classroom guidance, classroom discussion and classroom teaching.

In classroom instruction, students are interested in the content to be taught in class and have the desire to study knowledge points by playing corresponding audio-visual images related to the content of the class. For example, when talking about solid geometry, students can have an intuitive feeling about the spatial relationship of solid geometry by playing movies. In addition, we can cultivate their sense of space by letting them draw three-dimensional graphics with drawing software, thus strengthening the cultivation of their innovative thinking.

In class discussion, students' creativity can be stimulated and students can actively participate in the classroom teaching process. But in traditional teaching, this link is usually a shortcoming in teaching. In the information teaching method, this problem can also be properly solved. One of the most important ways is to let students discuss in groups by playing a video to create a strong learning atmosphere.

In classroom teaching, teachers should also change their teaching thinking. First of all, teachers can combine the introduction of some knowledge points with real life when teaching knowledge in class. For example, when explaining the topic of distance, time and speed, students can tell a story about their own trip and the shuttle bus they chose during the trip, and then set a certain scene to let students know the time and place of their arrival. This teaching method combined with real life can combine teaching with entertainment, stimulate students' interest in learning and promote their practical application ability of knowledge points.

Secondly, in classroom teaching, teachers should attach importance to information-based teaching methods, which are only tools to promote students' learning and cannot replace the main role of teachers and students in the classroom. Therefore, in the process of classroom teaching, teachers can use information-based teaching methods to explain knowledge points, but more importantly, students should know how to use information-based means to find, collect and use information in an information-developed era, so that students can learn how to use information-based means reasonably to achieve the purpose of learning while learning knowledge points.

3. Theory and practice.

The cultivation of innovative thinking needs certain practical ability as an aid. In the process of hands-on, students will find problems and try to solve them. Therefore, in order to change the phenomenon that the lack of interaction between hands and practice leads to the lack of innovative thinking in the current teaching mode, it is necessary to let students learn mathematics knowledge through their own actions as much as possible in teaching. The main methods can help students solve problems and cultivate their practical ability by calling on students to have a math fun contest and asking questions closely related to real life, so as to support students' innovative thinking.

In middle school mathematics teaching, in order to cultivate students' thinking ability, "asking questions" is an effective method. When asking questions, you need to be effective, targeted, enlightening, pay attention to methods, listen more, and give appropriate encouragement and praise. We pay attention to exploring the skills of asking questions, use questions to inspire students' thinking, help students find the door to open the treasure house of knowledge, and then we can be an efficient and beloved teacher and guide students to success step by step.

Keywords mathematics; Teaching; Ask questions; skill

Mathematics is a science that especially needs the ability of thinking and analysis. Thinking and analytical ability can only be cultivated in mathematics teaching. In cultivating thinking ability, questioning has become an indispensable tool and skill in teaching, especially in today's middle school mathematics teaching, which is very important. The so-called "questioning" teaching means that teachers ask questions to students according to what they have learned, around a certain range of teaching content and in combination with what they have learned, and then students answer them. Its main purpose is to inspire students to think about problems, give full play to students' subjective initiative, and find out the correct methods to solve problems through students' own analysis and discussion. So, what problems should be paid attention to in "asking questions" in middle school mathematics teaching? Below, talk about the author's superficial views.

1. Validity principle

The initial effective teaching is "how to teach effectively". Teachers are first of all "lecturers", "teachers" and "transmitters" of cultural knowledge. In order to explain the knowledge clearly, there are a series of statements such as "teaching emphasis" and "teaching difficulty". When teachers focus on "how to teach effectively", "accepting learning" becomes a common way of learning. The mission of students is to "listen carefully in class" and "actively accept knowledge". A large number of buzzwords in classroom teaching are often a series of anxious questions from teachers: "Did you hear clearly?" "Do you understand?" Learning seems to be the art of appreciating and practicing "listening". Effective questioning means that teachers' questions can arouse students' responses or answers, and such responses or answers make students more actively participate in the learning process, thus achieving the purpose of asking questions and reflecting the effectiveness of asking questions.

2. The principle of pertinence

Asking questions has its purpose and pertinence, otherwise it will greatly reduce your classroom efficiency. Therefore, before asking questions, we should be clear: what is the purpose and effect of this question, how many students can answer it, what are the possible answers, what are the reasons for the mistakes, how to correct them, what knowledge or methods are related to this question, and so on; Therefore, never ask questions for the sake of asking questions, and ask questions blindly; Instead, we should ask questions with purpose and pertinence.

3. Heuristic principle

When teachers ask questions according to the teaching content, they may need to hint at the questions raised to inspire students to think. If the student's answer is incorrect, the teacher should not be in a hurry to correct it. Instead, it puts forward supplementary questions for students' wrong ideas, thus enlightening students again, making them aware of their mistakes and correcting them as consciously as possible. Teachers' questions must make students think and inspire them.

4. Pay attention to the method of asking questions

Students' intellectual potential is like a treasure, which needs to be developed and stimulated. "Knowledge is power, and method is wisdom." Pustan, a child educator at Harvard, said: When a child's performance can't meet the teacher's requirements, the teacher thinks that the child won't teach. In fact, this is because teachers haven't found the right way to activate children's wisdom and potential. As long as the method is correct, even the most stubborn children can teach well.

In order to stimulate students' learning enthusiasm in class, there are certain learning methods and skills. For example, in the lesson of "Special Parallelogram", we can ask a question: If a group of adjacent sides of a parallelogram are perpendicular to each other, what might happen to the shape of the parallelogram? What if it is changed to "wait for the neighboring side"? Besides changing sides, how to change conditions (such as angle, diagonal, etc. ) Do you want to turn a general parallelogram into a special parallelogram? What specific changes can be made? What are the characteristics of the special parallelogram composed of these conditions? Compare the similarities and differences of various special quadrangles. Such effective questions distract students' thinking space and get rid of a single dialogue question and answer.

5. Learn to listen after asking questions

In mathematics teaching in middle schools, questions generally remain open to a certain extent. When teachers' questions lack basic openness, teachers' questions can not only bring vitality to teaching, but also interfere with classroom teaching. If I lead students by the nose with trivial and meaningless questions and lead them in the same direction with questions with only one answer, students will lose themselves and lose their own direction-the road designed for me by adults always makes me lost. To say the least, after all, many students' ideas and ideas are reasonable. How can you understand students without listening carefully? . Once students take the initiative to learn, the teacher's responsibility changes from teaching and asking to listening. Listening is a kind of dialogue, and a good interlocutor is always good at listening. After asking questions, the teacher leaves enough waiting time for students to provide timely feedback for their answers. Teachers who are good at listening can always turn students' voices into effective teaching resources.

6. Appropriate encouragement and praise

Teachers should not only impart knowledge, but also spread the belief in life. When a student answers a teacher's question, no matter whether his answer is correct or not, he should give the student appropriate encouragement or praise, even if his answer is useless. Only in this way can your questions get a positive response in the future, and you can mobilize students' subjective initiative to the maximum extent in the classroom, so that students have full trust in the teacher.

7. Be an efficient teacher

The change of human cultural communication mode, especially the appearance of books and network resources, makes it possible for learners to change from "listening and speaking learning" to "reading learning" and "discovery learning". But the degree of this change is limited, and teachers are still playing the role of "supplier" and "provider"; Students are still just "recipients" and "recipients". Only when teachers change from the original "supplier" to "motivator" and "guide" can students truly discover learning and become "discoverers" and "builders" of mathematics learning. In order to make our teaching more efficient, we must reflect after class. In other words, I have to ask myself more questions: what are the gains and losses of this course? How can I improve next time?

In short, although there is no fixed teaching method, there are certain rules that can be avoided, and there is no ready-made way to ask questions, we should also pay attention to some basic skills. I hope that while we inherit the precious heritage of our ancestors in middle school mathematics teaching, we will try our best to explore, practice more, pay attention to questioning skills, improve classroom efficiency, revitalize national education and contribute to the prosperity of the Chinese nation.

As a middle school math teacher, I want to combine the spirit of the current middle school math curriculum reform and my own teaching practice to talk about my understanding of the new curriculum concept, the excavation of new textbooks, and the reform and innovation of teaching methods.

First, carefully create a situation for the problem.

Whether the situation can be designed well is the primary problem for teachers to stimulate students' thirst for knowledge in classroom teaching. The situations provided in the textbooks are often just general, and teachers are also required to carefully design some questions that interest students according to local conditions and students' reality under the guidance of the new curriculum concept, so that students can realize that mathematics is not the accumulation of boring numbers and symbols, but closely related to our production and life. Therefore, the value of mathematics can be realized, and students' ability to see the world from a mathematical perspective and solve problems in life with mathematical knowledge can be cultivated. Pay attention to building the spirit of teaching activities on the basis of students' cognitive development level and existing knowledge and experience.

For example, in the teaching of Chapter 20 of 8th grade of Mathematics in East China Normal University, I consider that students have a preliminary understanding of fan-shaped statistics in the senior stage of primary school. In addition to arranging students to collect fan-shaped statistical charts in newspapers and magazines before class, I also invited students to investigate the number of students in different areas of the class in groups of four, and tried to draw a fan-shaped statistical chart by themselves through pre-class preparation. Because the course starts with the life content that students are familiar with, every student has a great interest in the classroom content, the classroom atmosphere is active, and the teaching effect has been obviously improved. In this research-based learning process, students explore and discover questions of interest, and learn to use mathematical knowledge to analyze and solve practical problems through data collection, analysis and processing, teacher-student communication, student-student communication, independent thinking and induction. In a harmonious, democratic and lively learning atmosphere, students can fully integrate into classroom learning and improve their math ability and learning efficiency. In the process of studying the problem, some students also put forward the advantages and disadvantages of fan-shaped statistical charts reflecting the data situation, which improved the knowledge of teaching materials. This kind of learning mathematics in the process full of exploration makes mathematics knowledge and experience rise to a new height, makes them feel the pleasure of using knowledge to solve problems, strengthens their enthusiasm for learning, forms their awareness of application and innovation, and achieves the purpose of developing their potential and improving their ability.

Second, diversification of homework and correct evaluation of students.

The new curriculum requires homework to have the functions of consolidation and inspection, deepening and improvement, experience and development. Therefore, when we assign homework, we should pay attention to openness and inquiry in content, embody novelty and diversity in form, and consider capacity and difference. Homework forms can include solving problems, exploring questions, thinking, and doing things. Correcting homework among classmates. Pay attention to the process and motivation of homework evaluation. Homework correction should not only be a simple tick and mark, but also pay attention to students' thinking process when solving problems. At the same time, we should take students' development as the starting point and try to use some encouraging comments to point out the shortcomings and protect students' self-esteem and enthusiasm for continuing learning.

For example, after learning the knowledge of fan chart, I arranged for students to choose their own topics, designed a fan chart and colored it as homework. The students have identified many topics, and the fan-shaped statistical chart designed is also very beautiful and natural. For example, the surname, age, birth month or zodiac sign, the ratio of male to female students, favorite movies or songs, favorite star types, favorite subjects or books, favorite colors, favorite drinks or fruits, myopia, family size, hair length, favorite sports or ball games, the proportion of members and non-members, QQ number and online time, transportation used at school, arrangement of spare time, forests. Third, pay more attention to and appreciate students, so that students can grow up healthily.

It is the premise of mutual learning to keep students in the best physical and mental state and establish a harmonious relationship between teachers and students. Walking off the platform, among students, from the role of authority to the role of organizer and guide, we should not only be good teachers but also good friends of students. Only when students identify with the teacher psychologically, they will naturally have greater confidence and interest in learning this subject.

Respect every student and try to tap their bright spots. In particular, we should not discriminate against those students who have learning difficulties. Encourage them to become talents as long as they pay attention to their learning methods and persevere. It should be noted that because everyone's innate and acquired growth conditions are different, their abilities will naturally be different, but this is not the only determinant of their future success. Moreover, people's intelligence and ability develop at different speeds. Even those famous scientists may not have first-class academic achievements when they are young. Our casual prejudice and indifference may make the world less Edison. Student Wang, who failed in mathematics when he first entered junior high school, has always had great fear of this subject. Through observation, I found that the student actually has learning potential, mainly because he didn't develop good study habits from childhood, which led to unsatisfactory grades and lack of self-confidence. So I usually pay more attention to encourage her, give her scientific guidance on learning methods on a regular basis, and set periodic learning goals for her in combination with her actual situation, strengthen the consolidation of basic knowledge, and cultivate her interest in learning. Through three years of hard work, students' math scores in the senior high school entrance examination have jumped to the upper middle school. Therefore, teachers' encouragement and support is the best way for students to regain their self-confidence and enterprising spirit.

For those students who love to use their brains and have strong thinking ability, they can actively guide and cultivate their hobbies by organizing interest groups and other activities, and encourage them to develop their hobbies and specialties and constantly surpass themselves.

There are often a certain proportion of students with learning difficulties in primary school mathematics teaching, and with the increase of grade and knowledge difficulty, the proportion of these students is increasing. Whether it can effectively transform "students with learning difficulties" and improve their learning ability has become an important part of the success or failure of classroom teaching. Therefore, teachers should change their roles, think more from the standpoint of teaching middle school students with learning difficulties, care for each student with learning difficulties, improve their own teaching art, use various teaching methods and incentives to stimulate students with learning difficulties, and help them build up their learning confidence and improve their learning ability.

In primary school mathematics teaching, due to the differences in students' interests, study habits and learning foundations, some students have low interest in learning, poor mathematical foundation, impetuous learning, lack of ability to generalize and extrapolate, and their learning ability declines. We refer to students with learning difficulties as learning difficulties for short. How to gradually improve and develop the learning ability of students with learning difficulties? Combined with the actual teaching situation, I want to talk about my own experience.

First of all, teachers should change their roles, establish the concept of serving every student wholeheartedly, and respect, understand and care for every student with learning difficulties.

(A) virtue can cultivate people.

Mathematics teachers should not only give lectures to solve doubts, but also be good at preaching. They must change the present situation that teachers concentrate on teaching and students sit on the bench in the whole class. Teachers should consciously ask questions and listen to the confusion of students with learning difficulties. Why are there differences in thinking? Where are the weak links in their knowledge? What method can I use to reduce the gradient of knowledge and make it easy for students with learning difficulties to understand and accept?

(2) Only by respecting the teacher and attaching importance to the Tao can we believe in it, and mathematics teachers can only educate people by moral education.

Teachers only have students with learning difficulties in mind before class, but they have students with learning difficulties in their eyes during class. Take care of the students with learning difficulties in after-school tutoring, and sincerely respect, care and cherish the psychological feelings and dignity of each student with learning difficulties. Students with learning difficulties can be subtly influenced and infected by the words and deeds of math teachers. They like math teachers and math courses.

Second, improve teaching art, establish teachers' personality charm and stimulate students' interest in learning.

(A) It is very important to find ways to actively mobilize the learning interest of students with learning difficulties.

Teachers' language is an art, and the appropriate and delicate language of math teachers is also helpful to improve the learning interest of students with learning difficulties. For example, the introduction of digital narration in the new class, the direct inspiration in the review class and the emotional expectation of challenging the language in the practice class are all helpful to stimulate the students with learning difficulties to be eager to try and experience the successful and happy interest in mathematics learning.

(B) Mathematics teachers should pay attention to the research of teaching methods and improve teaching methods.

Traditional methods of chalk and blackboard are difficult to create an efficient mathematics classroom, but modern educational technologies such as multimedia courseware, slides and electronic whiteboard should be adopted according to local conditions, which will not only help improve the learning interest of students with learning difficulties, but also help them understand and break through knowledge difficulties.

(3) Using heuristic teaching methods such as independent inquiry and cooperation.

Using heuristic teaching such as independent inquiry and cooperation, we should pay attention to the accurate guidance of exploration, experience and practical activities, which can fully mobilize the enthusiasm of students' thinking, especially cultivate the practical ability and innovative spirit of students with learning difficulties. Teachers should use artistic mathematics language to enliven the classroom atmosphere. For some abstract concepts, we can experience them while playing, deepen our understanding of knowledge, and explore our own learning methods for students with learning difficulties through teacher-student interaction.

Third, flexible use of teaching methods to improve the ability of students with learning difficulties to learn mathematics

(A low starting point, a combination of work and rest between teachers and students.

Different grades of mathematics classroom should be moderately dense, with classroom exercises suitable for happiness and encouraging classroom episodes to alleviate students' mental fatigue and mental retardation: clapping exercises in junior grades, digital solitaire in middle grades and link expansion of mathematics stories in senior grades. The math teacher should have a gradient when assigning class assignments. They should not only choose the challenging exercise of "not having enough to eat" for top students, but also choose the typical example of "not eating well" for middle students, and more importantly, they should screen the failed test questions of "not eating well" for students with learning difficulties, not asking for more, not seeking for speed, but only asking students with learning difficulties to master knowledge points, so that they can learn from others' strengths and gradually draw inferences from others to improve their math ability.

(B) more induction, diligent practice, cultivate mathematical habits.

The differences between most students with learning difficulties and normal students are mainly manifested in the study habits of mathematics, except the differences in thinking. We math teachers should not only be good at using math language to help students with learning difficulties accumulate knowledge, but also make full use of practice methods such as drawing lines and assembling circles to help students with learning difficulties sum up the important and difficult points of knowledge points, consciously cultivate careful and meticulous psychological character, cultivate rigorous and practical good math study habits, improve learning efficiency, and lay a solid math foundation for the all-round and sustainable development of students with learning difficulties.

(C) timely feedback to establish a new democratic and harmonious relationship between teachers and students.

Mathematics teachers should not only inspire students with learning difficulties, but also cultivate their self-confidence, determination to solve difficulties and belief that their ideals will win through mutual help between teachers and students. Mathematics teachers should be good at grasping the opportunity, talk with students with learning difficulties in time, be persuasive, and tell students to be ambitious and keep the vigorous momentum of learning with the growth experiences of scientists and celebrities. The solution is always more difficult than it is. When the students with learning difficulties make little progress, all the teachers and students in the class should applaud them, so that they can get the motivation to continue learning and accept new learning tasks easily!

Fourth, pay attention to classroom incentive evaluation, so that students with learning difficulties can get a sense of accomplishment.

Written job evaluation to encourage progress

Math homework is the embodiment of students' math skills in class. The purpose of correcting and evaluating students' written homework with learning difficulties is to fully understand students' mathematics learning process, stimulate students' interest in learning and improve teachers' teaching. For example, I use the evaluation method of "grade+comment" in the math homework of individual students with learning difficulties. Using this method to comment on the homework of students with learning difficulties can not only inspire their thinking, but also point out the direction of their efforts, and the main position of students with learning difficulties has really been fully respected.

(2) Classroom oral praise, model demonstration and students' self-evaluation are helpful for students with learning difficulties to establish self-confidence in learning.

In mathematics class, students' oral expression is the concrete embodiment of the logical rigor of students' mathematical thinking. For example, I suggest that students with learning difficulties draw "smiling face" and "crying face" in math homework to evaluate the correct rate of writing and doing problems that day, improve learning methods and promote development.

In fact, the interactive evaluation between parents and school teachers can better establish the sense of responsibility of students with learning difficulties. Let parents evaluate students' mathematics learning attitude and homework completion at home every day, so that students with learning difficulties can feel their parents' care and love in their evaluation, and constantly enhance their sense of responsibility for active learning.

To sum up, changing ideas, stimulating learning interest, flexibly using various teaching methods and encouraging evaluation are undoubtedly the key links to improve students with learning difficulties' mathematical knowledge and skills, process methods, emotional attitudes and values.

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