Mathematics classroom research methods

In mathematics classroom teaching teachers should flexibly use different teaching methods to maximize the development of students' potential and cultivate students' creative thinking. Below, I bring you math classroom research methods.

Math Classroom Research Methods

Transform the role of the teacher to stimulate students to learn mathematics consciously and actively.

How to guide students to learn independently in teaching, cultivate students' self-learning ability, make students learn from learning to learning, and improve the ability to explore knowledge, this is a problem I think about from time to time. I teach in the classroom, the use of "learning before teaching, on-the-spot training" teaching methods, each class first put forward the content and requirements of learning, limited time for students to study the material, do their own textbook practice problems, on-the-spot assignments, on-the-spot check. The first learning after teaching "teach", not the teacher to teach, but the teacher to do the students to make the evaluation of the practice problems, will not do by the teacher guidance.

According to many years of teaching experience, I think teaching reform is first of all the reform of the ideological concepts, the previous teaching of the basic method of full irrigation, regardless of whether the students listen to understand, anyway, I speak, the students should listen carefully, the class to do the notes, a lot of after-school exercises to consolidate. However, some students simply do not understand, can only copy the homework, the results of student fatigue boredom, teacher fatigue boredom teaching. Therefore, I did a bold innovation in classroom teaching, from class to class, are the students themselves to learn, the teacher from the professor into the organizer, the guide.

Math classroom research methods

Guide students to self-learning, develop the habit of independent thinking.

Teachers leading students to learn is often faster than students figuring out on their own. However, this will make students develop the habit of not using their brains, just passive listening, not willing to take the initiative to learn. In fact, most of the contents of the books are students can master through self-learning, students study a few minutes after the problem, not again read the book, and finally discuss with each other. This process is a continuous process of repetition, not to read once can all learn, so that students self-study is more active, learning efficiency is also higher.

I often tell students: "The teacher has spoken to the problem you understand, it is not called the real will learn math, the teacher did not speak to the problem, you understand, it is called the real will learn math." In teaching, there are many new knowledge and old knowledge is closely related to the students are fully capable of self-learning this knowledge, I boldly let the students learn on their own, only in the new knowledge of the growth point to give key points.

Methods of teaching in the math classroom

Cultivating students' interest in learning

(a) more praise and encouragement. Teachers' encouragement is the driving force for students to move forward, to let students have a sense of accomplishment in classroom learning, and to experience the joy of getting affirmation through hard labor. In the traditional mathematics classroom teaching, questioning is an important part of classroom teaching by teachers, but many teachers tend to favor the questioning of students with good grades in the questioning, poor grades of students with weak foundations is often little or no questioning, for the answer to the wrong students to take the criticism of the review, this teaching method is wrong backward, will greatly discourage students from studying! This teaching method is wrong and backward, which will greatly discourage students from learning and make them lose confidence in math learning. Teachers in the classroom should encourage students to ask questions, answer questions, regardless of whether the students answered correctly or not, the teacher should be praised and encouraged, so that children find their own flashpoints, to enhance the learning of mathematical knowledge of self-confidence.

(ii) Expanded teaching methods. Teachers should combine the math materials, according to the students' learning situation targeted learning tasks, interest is the best teacher, math teaching is the same, students have a strong interest in learning to be able to take the initiative to learn, will learn math into the daily learning life. In the lower grades of mathematics teaching, teachers can allow students to bring the practice to life, the use of leaves at home for addition and subtraction exercises, the use of cake division exercise students division arithmetic and so on. This way of teaching not only exercises the students' hands-on ability, but also makes the students' ability to use the ability to be improved, so that the students in the daily life of learning math knowledge, improve the efficiency of students' learning.

Mathematics classroom research methods

Stratified teaching, tailored to the needs of the students

The difference in students' ability to understand and the difference in motivation to learn, which leads to a great difference in students' learning performance, teachers want to do the optimal teaching in the classroom, so that students with different grades have improved, which requires teachers to be able to according to the students' learning performance, to students for stratified teaching, to the students, to the students, to the students, to the students, to the teachers, to the teachers, to the teachers, to the teachers, to the teachers, to the students.

For students with weak learning foundations, teachers should strengthen their counseling to help students master the basics of the textbook, and guide them to learn to learn to study and think independently, so that their academic performance is gradually improved. This hierarchical teaching method avoids the traditional teaching of "one size fits all, step by step" backward teaching methods, so that students can learn on their own basis, to improve students' math performance.

Mathematics Classroom Teaching Methods

Update the concept of actively practicing the new teaching concepts, and be a creative teacher

To create an efficient classroom, there should be a new concept of teachers. The establishment of a profound new concept of education and teaching with vitality, subjectivity, social, and cultivate creative teachers, is the urgent need for curriculum reform. Teachers should have students in their eyes, believe in students, respect students, and let students really become the master of classroom learning activities. Teachers and students communicate and cooperate with each other, the students' learning attitude, self-learning, and the cultivation of initiative, enthusiasm, independence and creativity of the quality of learning throughout the classroom teaching. The spring breeze of the new curriculum reform is calling for teachers' labor to be creative and to be a creative teacher. No creative teacher is not a qualified teacher.

Without creativity, there is no development in education. Only emphasize the results of knowledge without focusing on the process of the source of knowledge and emotion of the traditional classroom teaching has been unable to adapt to the needs of the new curriculum reform. It is necessary to change the classroom teaching. So I learn innovative methods and related theoretical knowledge, while practicing in my own teaching. I am constantly exploring the teaching and learning methods. The first time I saw this, I was able to see it in my own eyes, and I was able to see it in my own eyes.

Stimulate interest in mathematics, pay attention to habit formation, so that students actively participate in mathematical activities

In the classroom teaching to provide all students with adequate opportunities to explore, so that they are happy to explore the process of experiencing the joy of learning mathematics, the growth of mathematical ability to explore, and access to mathematical knowledge. Over time, students have mastered the method of learning, the method of thinking, and develop good learning habits. Teaching practice, before the class to create a certain teaching scenario to introduce a new lesson, to provoke students to explore interest, stimulate the curiosity of children to learn and to do a good job in each lesson will play a multiplier effect. Effectively prevent students' boredom. To cultivate students' habits of personalized learning, independent learning and cooperative learning. So that students in a good teaching atmosphere to become the master of the classroom, active participation in mathematical activities.

Teachers should do a good job in a lesson before the introduction of the interest of this link, through the conversation, storytelling and games and other activities, to give students suspense and passion, to attract the attention of students to mobilize students' thinking and imagination, the exploration activities can make a good start. For example, in the section of Addition and Subtraction of Fractions with Heterogeneous Denominators, the introduction is made in the way of conversation. Teacher: Students, in order to create a harmonious and safe campus, what can we do? (Students: protect the environment, do not litter, unity among students, friendship ......) Through the students' answers, the teacher educates the students to start from the small things around them, can not just throw garbage, and let the students know that the garbage is recyclable, which not only purifies the students' beautiful mind, but also introduces the subject of the investigation of this lesson, stimulates the students' interest in mathematical investigation. The first step is to make sure that you have a good understanding of how to do this.

Math classroom pedagogy

Provide students with space for thinking

Provide students with a wide space for thinking activities and guide the right direction. In a sense, the process of students learning mathematical knowledge is the process of assimilation, reorganization, transformation, and construction of the existing cognitive structure. Only by focusing on the intensive treatment of the knowledge structure and strengthening the optimization of the teaching of the knowledge structure can we guide the students to make associations from the cause and effect relationship, the analogous relationship, the relationship between the part and the whole, and the relationship between the role and the effect and so on, and to integrate them into their own knowledge structure system.

In the usual teaching should pay attention to guide students to experience the process of knowledge structure construction, according to the different relationships between the old and new knowledge, with deduction, induction, analogical reasoning methods to promote the formation of students' cognitive structure.

Guiding students to discover mathematical problems from life

In essence, mathematical activities are a kind of thinking activities. Mathematical ideas, ways of thinking and methods are not only tools for students to master knowledge and skills, but also the object of learning, is to promote students to gradually learn to explore and master new knowledge necessary scientific methods. Therefore, to do a good job in a math class, it is necessary to realize the "mathematical", "re-creation", from the students familiar with the real life, along the trajectory of the discovery and development of mathematics, from the life of the problem to the mathematical problem, from the concrete problem to the abstract problem.

In teaching, I also let the students on the podium to speak, their own questions below, through discussion, inspiration, pointing, a math class not only on the lively, but also good teaching results, the students are driven up.

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