First, stimulate and stimulate interest, so that the classroom becomes lively
Interest is the most active and realistic component of students' learning motivation. With interest, innovation consciousness will sprout, and endless interest generated in the process of innovation will promote innovation. The greater the interest, the higher the learning efficiency.
Stimulate interest and make the classroom lively: interest is the most vivid and realistic component of students' learning motivation. With interest, innovation consciousness will sprout, and endless interest generated in the process of innovation will promote innovation. The greater the interest, the higher the learning efficiency.
Second, the exchange of questions, so that the classroom becomes rational and interesting
Learning begins with thinking, and thinking begins with doubt. Only when students have doubts can they think, develop and create. However, in traditional teaching, students are more passive and dependent, while creativity is restrained and bound. Therefore, in teaching, we should encourage students to ask questions independently and create questioning situations, so that students can change from mechanical acceptance to active exploration and development. Teachers should organize teaching by letting students ask their own questions, guide students to actively participate and explore, and create opportunities for students to use their brains, talk, do things and solve problems. Through equal communication between teachers and students, we can cultivate the ability to think and solve practical problems independently, so as to give full play to students' main role. Let students feel that learning is a reasonable mental activity rather than a hard "irrigation". Students will change from passive acceptance to active learning, and the learning efficiency will definitely improve.
Third, promote cooperation and make the classroom harmonious and happy.
Efficient classroom must be democratic and open. To truly realize democracy and opening up, group cooperative learning is very important. In normal teaching, many teachers attach great importance to the use of group cooperative learning. Some teachers also regard whether there is group cooperative learning in the classroom as the standard of whether to play the main role of students and whether to reflect autonomous learning. Therefore, the main links of group cooperative learning are always indispensable in the classroom. But many teachers are mere formality. Nowadays, what is lacking in the classroom of group cooperative learning is not lively teaching situation, lively teaching atmosphere or superficial forms of group cooperation, but the theory and strategy of group cooperative learning that makes full use of group cooperative learning to improve teaching efficiency.
Cooperative inquiry makes the classroom harmonious and pleasant: cooperative learning can meet students' psychological needs, promote their emotional development and give full play to their enthusiasm and initiative. In this cooperative learning process, the teacher's task is to be a good tutor, prompt and guide in time. Cooperative learning can meet students' psychological needs, promote their emotional development and give full play to their enthusiasm and initiative. In the process of student group cooperative learning, the teacher's task is to be a good tutor and guide in time.
Fourth, use modern teaching methods to make the classroom rich and intuitive.
The application of multimedia technology in classroom teaching can become the lubricant and catalyst of classroom atmosphere, and gradually become the leading force to lead the classroom atmosphere, which realizes the optimization of classroom atmosphere and has obvious teaching advantages. Teachers can make full use of the advantages of multimedia to achieve large capacity, fast pace and high efficiency in class, so as to achieve the purpose of transferring knowledge, cultivating skills and developing intelligence. Using modern teaching methods to carry out multimedia teaching can improve students' interest in learning, deepen their understanding of teaching content, develop students' observation ability and thinking ability, and realize the high efficiency of classroom teaching.
The application of modern information technology should break through the limitations of traditional teaching methods, make it more vivid, intuitive, simple and clear, and enrich the channels for students to acquire knowledge. Multimedia teaching integrates text, sound, image, animation, video and other information, providing students with a vivid, intuitive and interesting learning environment, greatly improving their observation, thinking and imagination, and enabling students to obtain positive emotional experience. Through multimedia teaching, many abstract and difficult teaching contents will become vivid, which can not only effectively break through the key and difficult points of teaching and promote the synchronous development of students' thinking in images and abstract thinking, but also help to develop students' personality, fully tap students' potential and make up for the shortcomings of traditional teaching.
Five, hierarchical teaching, let the classroom blossom.
Teaching for all students can greatly improve the quality of teaching. To truly face all students, we must completely abandon "one size fits all" and implement hierarchical teaching. According to the starting point, different requirements are put forward for students at different levels, which can make them improve at their respective starting points. If we insist on doing this, we can greatly improve the quality of teaching.
Scientific hierarchical teaching means flexible hierarchical teaching, hierarchical questioning, hierarchical practice, hierarchical homework, hierarchical inspection, hierarchical counseling and teaching students in accordance with their aptitude. The specific implementation method is as follows:
There are different levels of classroom questioning: simple, difficult, slightly difficult, not giving all the answers, taking answers by classification, giving intermediate and underachievers more opportunities to answer questions, giving encouragement when answering wrong, giving more praise and praise when answering right, and improving their interest in learning.
Classroom exercises are divided into three levels: simple questions, difficult questions and difficult questions. The main way of classroom practice is for students to choose their own exercises. Students at different levels practice at different levels, according to their abilities, so that students at all levels can taste the joy of success, and at the same time encourage leapfrog practice (for example, underachievers do more difficult problems).
Homework after class is divided into three levels: simple, difficult and sometimes difficult. Students can choose the topics in their homework independently, and it is difficult to mark them. They can choose all the simple classes, all the difficult classes and choose one thing to do. Students who lower their level of problem-solving should be corrected frequently, and students who improve their level of problem-solving should be encouraged to praise.
After-school counseling is divided into different levels: intermediate students and underachievers focus on the training of basic knowledge and skills. Excellent students should give and discuss difficult questions, give students the opportunity to express their opinions, and pay attention to multiple solutions to one problem, so that students can master the characteristics and personality of some mathematical problems, thus exploring some laws for solving mathematical problems. In order to broaden the horizons of these students and strengthen the depth and breadth of mathematics ability.
With the teaching reform in full swing and the new teaching concept deeply rooted in the hearts of the people, the effectiveness of high school mathematics classroom teaching will also increase day by day. It will really build a scientific and efficient mathematics classroom and truly realize the quality from the classroom.
(Editor Si Wen)