How to strengthen the double-base teaching of junior high school mathematics

How to strengthen the double-base teaching of junior high school mathematics

Quality education emphasizes the formation of foundation and the cultivation of ability. Therefore, quality education needs to strengthen basic teaching, so that students can form a solid mathematical foundation and basic ability. Then, in the process of implementing quality education, how to strengthen the "double basics" teaching of junior high school mathematics? The author briefly discusses the following points:

1 strengthen the understanding of "double basics" under the new curriculum reform

The connotation of "double basics" under the new curriculum reform 1. 1. "Double-base mathematics teaching" is a kind of inheritance of China traditional culture, and "Double-base mathematics teaching" represents a teaching concept, a characteristic and a trend. It is only a part of Chinese mathematics education. Although it is a very important part, we can't equate "double-base teaching" with mathematics teaching in China. "Double-basic mathematics teaching" can be regarded as the theory of "laying a good foundation for mathematics". Its starting point is: ① to lay a good foundation in mathematics; (2) Integrating educational goals and foundations such as exploration, discovery and creation.

Characteristics of "1.2" mathematics double-base teaching in junior middle school.

1.2. 1 Pay attention to the systematization of knowledge. For each chapter, the knowledge content and teaching objectives of each unit are elaborated in detail. Generally, teachers instruct students to draw a knowledge structure map, and each knowledge has several detailed explanations. In most cases, teachers chew the knowledge carefully and then teach it to students.

1.2.2 Pay attention to the transfer of knowledge, introduce new knowledge from old knowledge in mathematics content, and attach importance to the connection between old and new knowledge.

1.2.3 Attach importance to problem-solving teaching. Mathematics teaching in middle schools in China is basically based on problem-solving teaching, and there are many reasons. Teaching should enable students to master a certain problem-solving mode and form a certain routine, and the classification and analysis of problems should be as detailed as possible. The teacher's philosophy is to let students "see more and understand more".

1.2.4 Pay attention to the practice process, consolidate the practice in time in teaching, including in-class exercises, homework, supplementary homework outside the textbook, unit exams, term exams, etc. It is generally believed that students in China have strong ability to solve problems in writing.

2. Strengthen the "two basics" teaching strategy

2. 1 Strengthen the understanding of basic concepts. In the process of "double basics" teaching, we should strengthen the teaching of basic concepts of mathematics so that students can truly understand related concepts. We often talk about the "correct, in-depth and flexible" understanding of basic concepts. Correctness means that students should clearly understand what each concept is.

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In teaching, refining the key words of basic concepts is the way to guide students to understand concepts correctly; Depth refers to what the mathematical essence reflected by these concepts should make students understand, and flexibility refers to the correct application of basic concepts in different places and variants.

2.2 Strengthen basic skills training.

2.2. 1 Necessary exercises are the basis for the formation of basic skills. To form basic skills, students must have a certain amount of practice, so as to master and process them step by step. To become students' own skills, the success of China's double-base teaching lies in having enough basic exercises to ensure the formation of students' skills.

For junior high school students, the forms of basic problem-solving training are mainly repetition and variation. In the early stage of learning new knowledge, it is necessary to simply repeat the training. Students can imitate and master some basic problem-solving methods, and on the basis of mastering them skillfully, they can do some variation exercises to improve these problem-solving skills.

2.2.2 Improve the effectiveness and pertinence of training. Mathematics textbook is a model of basic knowledge content under the new curriculum standard, with the least amount of practice. It is far from enough to complete the exercises in the textbook, and it is impossible to form basic skills. This requires teachers to supplement a large number of exercises on the basis of textbooks, leaving more room for teachers to expand.

2.2.3 Grasp the innovative factors in training. The training of junior middle school students' basic mathematics skills is mostly the application of simulation and analogy. But after some practice, students can also produce some innovative factors in training. We often find that students have some novel solutions to some problems, and some problems can be solved in various ways. For junior high school mathematics knowledge, this is not innovation, but for students, it is his own "rediscovery" of mathematics knowledge and "re-creation" of problem-solving methods. Teachers should capture students' innovative factors in time, guide students' bright spots in time and cultivate students' innovative consciousness.

2.3 Appropriate use of information technology to improve students' learning style and deepen their understanding of "double basics". The advantages of information technology in teaching are: fast calculation function, rich graphics presentation and production function, and large data processing function; Provide an interactive learning and research environment. For example, in the primary teaching of solid geometry, we can make use of the technical advantages of rich graphic presentation and production functions of modern information technology to provide a large number of rich geometric figures, which can be observed from different angles. Through repeated observation and thinking, students can know and understand the structural characteristics of geometry, establish the concept of space and cultivate the ability of spatial imagination. Then, with the deepening of learning, we gradually get rid of the graphics provided by information technology, so that students can form a spatial imagination. The above processing methods not only consider the characteristics of mathematics content, but also consider the characteristics of information technology, and grasp the organic combination of them.

2.4 Creative use of teaching materials, flexible use of teaching forms. In the creative use of teaching materials, we need to abide by two principles, one is "faithfulness but not rigidity" and the other is "standing by it". The former emphasizes the attitude towards the teaching materials, and thinks that the teaching materials reflect the requirements of the country for personnel training specifications and are scientific teaching carriers, while the latter emphasizes that the behavior of dealing with the teaching materials should be combined with the situation of society, schools and students, and the use of teaching materials should be innovated. Of course, in order to use teaching materials creatively, teachers should constantly recharge their batteries and enrich their training in the history of mathematics. Only in this way can teachers' teaching of mathematical history be full of vigor and vitality.

At the same time, in classroom teaching, teachers should also adopt flexible and diverse teaching forms, so that teachers and students can learn from each other and develop together. Specifically, we can do the following: first, reform the spatial form of classroom teaching and adopt the most suitable distance for students, which is conducive to their cooperation and communication; Second, divide students into study groups, assign tasks to each group, and ask students to discuss, communicate and cooperate around the tasks; Third, pay attention to cultivating students' full intention and training students' cooperative skills. Different teaching methods have their own advantages and disadvantages. Teachers should downplay teaching methods and pay attention to teaching effect. Only by comprehensively using various teaching methods according to the learning objectives, learning contents and the specific conditions of teachers and students can the best teaching effect be achieved.