What are the common teaching methods of junior high school mathematics?

Under the new curriculum standards, mathematics teaching methods have diversity, flexibility and adaptability. The methods used in a class are not single. The following are the common teaching methods of junior high school mathematics that I have compiled. Welcome to read and share.

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Common teaching methods of junior high school mathematics

First, the independent inquiry learning method

Self-inquiry is a kind of classroom teaching mode that allows students to study independently, explore independently and learn independently, which fully embodies students' dominant position. Since the implementation of the new curriculum standard, it has been widely used in various disciplines, which can better stimulate students' enthusiasm and initiative in teaching, let students explore the source and characteristics of new knowledge and explore its application value in real life. Train students' thinking ability and understanding ability, and enhance students' self-confidence in learning mathematics well. Students will regard the result of autonomous learning as success, thus generating a sense of accomplishment and joy, stimulating students' strong self-confidence in the whole learning process and their interest in independent exploration and conscious research, and cultivating innovative spirit. If students want to understand the seemingly abstruse knowledge in mathematics, they can solve it quickly as long as they actively explore and think seriously. Mathematics comes from life and is better applied to life.

Second, group discussion learning method

This model takes students as the main body, allowing students to discuss and discuss the problems raised by teachers in groups, thus forming an interactive way with teachers. Group discussion is conducive to cultivating students' collectivism, and classroom group discussion is conducive to cultivating classified thinking, comprehensive thinking ability and understanding ability in the process of learning mathematics. At the same time, it can also cultivate the communication ability between students, students and teachers, and enhance the feelings between classmates and teachers and students. Through group discussion, we can get ideas and ways of thinking to solve problems from many angles, and often integrate discussion and communication, understand in discussion and deepen our impression in communication. This can enhance the effect of classroom teaching, which is much better than direct teaching by teachers, promote students' learning, and teachers can also get unexpected gains from it.

Third, the discovery learning method

Discovery learning is another student-centered teaching mode and method after independent inquiry learning and group discussion learning. By reading textbooks, we can find new knowledge, new problems, new ideas and methods for solving problems, mathematical laws and places where students are prone to problems. In this way, students have priority in mastering new knowledge and are deeply impressed by the knowledge, problems, ideas and methods they have discovered, which is very important for students to master knowledge and find channels to discover knowledge. Sometimes it may make students have a whim and ask some strange math questions like some mathematicians. It will also promote students' enthusiasm for learning mathematics and help improve the quality of classroom teaching.

Fourth, demonstration and performance learning method.

Demonstration teaching method is the most basic and commonly used model in mathematics teaching and even in all disciplines. Mainly teachers demonstrate classroom teaching content and tell new knowledge content. Some teaching contents do not need students to explore and discover, such as definitions, concepts and axioms. These contents directly describe or demonstrate or explain the formation of theoretical knowledge by means of teaching tools.

Fifth, the game learning method of entertaining.

The content of the new mathematics textbook is lively and interesting, and the topic is like a piece of sweet cake, which is very attractive. Such as: interesting puzzles, equations in the calendar, how big is a million, and so on. The teaching content has also become very interesting, such as the corner on the table of billiards, changing fish. Many teaching contents are interspersed with game contents, such as: is the game fair, are you sure you can touch the red ball, and so on. The content of the textbook is more in line with the psychological characteristics of middle school students who are active and fun. Using games can not only exercise students' courage and stimulate their enthusiasm for learning, but also cultivate collectivism. Games can make students relax their study pressure, enter the study state with a relaxed mood, acquire knowledge from the game and apply it to the game.

Sixth, problem-based teaching methods.

Problem-based teaching method is to arrange the new knowledge to be learned into closely related questions, so that students can think, discuss and finally answer each question. During the discussion, students also ask related questions. The more questions you ask, the stronger your knowledge, and the teacher plays a guiding role.

Seven, feedback training teaching method

In order to test students' mastery of classroom knowledge, it is necessary to give timely feedback according to the mastery and application of what they have learned. Feedback training is an important part of classroom teaching, and the design of feedback questions is very important. The design of feedback questions should be moderate and difficult. Feedback training questions suitable for each student can be designed according to the learning level of different students. Students can also design feedback questions according to their own learning level, answer them themselves, and find and solve problems in time during the feedback process.

Feedback training can make up for the shortcomings and mistakes in students' study. When students have difficulties with new knowledge, it will be reflected in feedback training. The forms of feedback include observing oral expression, hands-on operation, demonstration process, reasoning and argumentation, etc. Feedback can correct students' learning attitude (careless and one-sided thinking) and enhance students' understanding of knowledge, which is easy for students to accept and has a good effect. There are rules in teaching, but there are no fixed rules. A good class is not a single method, but a variety of teaching methods according to the characteristics of knowledge and students' psychological characteristics. Under the new curriculum standards, students should be the main body of adopting new teaching modes and methods, and should be required to do more work and use their brains. Apply mathematics knowledge in life to real life and solve related problems in real life. There are various teaching methods, and the above methods are only superficial. More teaching methods need to be explored and summarized in long-term teaching in order to enter the new curriculum together.

Effective teaching skills of junior high school mathematics

1, which reflects students' dominant position and allows students to learn independently.

Mathematics teaching under the new curriculum concept should focus on cultivating and improving students' interest in learning and enhancing their initiative and desire to explore. Therefore, in the teaching process, teachers should trust students and trust them. We can't always think that students' ability to solve such problems is not enough. We can chew the knowledge or problems carefully and worry about which details students can't understand. This traditional way of imparting knowledge is not conducive to improving students' interest in learning and enhancing their autonomy in learning. Give students appropriate questions and let them study together. These questions should not be too difficult. Most students should work hard to solve them, so that students can experience the joy of success, which also improves their interest in learning. Teachers should give the class to students and teach them the methods, which truly reflects the students' dominant position and teachers' leading role. For example, teachers should guide students to carry out autonomous learning or group cooperative inquiry learning.

2. Enlighten, guide and solve problems

In junior high school mathematics classroom teaching, teachers should be good at inspiring and guiding students to participate in the process of inquiry and strive to form knowledge, sum up the conclusions of inquiry and solve problems. In this process, we should create thinking space for students, promote the development of students' thinking, and solve the problem of "being good at learning". In this link, teachers should guide students to implement key points, break through difficulties and make the finishing point. Teachers should be good at setting questions about the growing point of knowledge when enlightening and guiding, especially when students can't solve new problems with the original knowledge and methods and get into a confused predicament. This is not only the focus of the contradiction between old and new knowledge, but also the best situation for teachers to inspire and guide, and it is also a good opportunity for students to develop their thinking. When designing classroom teaching, teachers should first pay attention to exposing the difficulties, obstacles, mistakes and doubts in students' learning process, and inspire and guide students to try, discover and solve themselves; Second, pay attention to finding the bright spot of students' thinking, make the finishing point in time, encourage students to put forward creative opinions, enhance students' self-awareness and self-confidence, and further stimulate students' creativity; Third, we should pay attention to the organic combination of operation, thinking and language. First, we should get a lot of perceptual materials from the operation and form appearances. On this basis, students should be allowed to carry out serious thinking activities such as comparison, analysis, judgment and synthesis, and then inspire and guide students to express their thinking process or summarized conclusions hierarchically and accurately in concise language. This not only strengthens students' hands-on operation, but also develops students' thinking and language, which is conducive to cultivating students' thinking ability.

3. Comprehensive application of mathematical thinking methods through examples and problem-solving teaching.

On the one hand, through problem-solving and reflection activities, the problem-solving methods are summarized from specific mathematical problems and examples, and refined and abstracted into mathematical ideas; On the other hand, in the process of solving problems, fully criticize the role of mathematical thinking methods in finding ways to solve problems, draw inferences from others, and flexibly use mathematical knowledge and methods to analyze and solve problems under the guidance of mathematical thinking. Through the selection of typical, inspiring, creative and beautiful examples and exercises, the example teaching is carried out. Attention should be paid to designing exploratory examples and examples that can follow and abstract general and special laws. In the process of analyzing and thinking about them, we should show mathematical thoughts and representative mathematical methods to improve students' thinking ability. For example, for some questions, we should guide students to use various methods as much as possible, seek answers from various channels, find out the best methods, and cultivate students' flexibility; Some questions can be reasoned from simple to complex, from special to general, so that students can boldly contact and guess and cultivate the broadness of thinking; We can analyze the particularity of some problems, overcome the bondage of inertial thinking and cultivate the flexibility of students' thinking.

Puzzlement of Mathematics Teaching in Junior Middle School

1. Carefully design the preview before class.

Pre-class preparation is the beginning of students' active acquisition of knowledge and the premise of teaching interaction, which is directly related to the quality and effect of teacher-student interaction. Guide from the following two aspects. First, the design of preview questions before class pays attention to basic knowledge, and students can reach the standard through independent learning and thinking. Secondly, preview design should grasp the key and difficult points. Problems and puzzles in preview will naturally be raised in class for students or teachers to discover, so that bilateral activities between students, teachers and students will naturally come. Why not worry about the efficiency and effectiveness of classroom teaching? At the same time, students have developed the habit of active learning and stimulated the enthusiasm of positive thinking.

2. Pay attention to independent thinking and choose cooperation opportunities.

Suhomlinski said: "We must give students time to think and let each student understand what the teacher said independently. Experienced teachers agree that thinking and understanding textbooks is the most important stage for students. " Students' independent thinking is the premise of cooperative learning. Make sure that every student has enough time to think in class. When they can't get what they want, they will organize cooperative learning again, exchange ideas in cooperation and reflect in communication, so that their views will be richer and more comprehensive, and finally let students form a correct understanding. This also provides opportunities for students who don't like to think with their brains or have certain difficulties in learning, and improves the benefits of group cooperative learning. This kind of seminar causes students' thinking collision and sparks, and this kind of cooperation is effective. However, it is not appropriate to arrange too many times and time for group cooperative learning in a class to prevent randomness and formalization, and effectively avoid the phenomenon that cooperative learning only stays on the surface for a long time and often cannot complete teaching tasks because of short time.

3. Give play to the role of teachers in interaction.

The role of teachers in cooperative learning can be reflected in guiding, organizing, listening, challenging, helping, obtaining resources, encouraging and evaluating, asking questions, summarizing and causing reflection. Guide students to learn to listen, communicate and cooperate in cooperative learning; Create an environment for group cooperation and organize group activities; Listen carefully to the speeches of the students in the group to understand the cooperation of the students in the group and the thinking of different students; Put forward some questions appropriately to challenge students' thinking and stimulate them to think deeply; Help students understand the task of group cooperation and give appropriate help when their thinking is blocked; Capture resources in observing students to ensure the collision and inspiration of different viewpoints in classroom communication; Encourage students to express the results of the group in the name of the group and give them an encouraging evaluation; Organize different groups to ask reasonable questions, so that the whole class can learn from the speeches of other groups; Summarize the results of group cooperation and exchange, clarify the important contents, and encourage students to reflect.

To sum up, classroom teaching needs teacher-student interaction. Under the concept of the new curriculum standard, the teaching "interaction" to promote students' independent inquiry learning is not only a knowledge, but also an art. As teachers, we should constantly reflect and improve in order to gradually mature and adapt to the new curriculum teaching.

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