The teaching skills of junior high school math teachers are completely different from those of junior high school math, so teachers should work hard on their teaching. Let's follow me to see the knowledge about the teaching skills of junior high school math teachers, hoping to help everyone.
Junior high school math teacher's lecture skills 1 First, start with thoughts, and thoughts guide actions.
Although junior high school mathematics seems so simple to learn at first and easy to understand at first, the problem is that primary school knowledge is easy to understand at first, but it is different from junior high school. If it is not consolidated in time, it will be easy to understand at first, and it will be "stupid" as soon as it is done. The knowledge of junior high school is more about application, and the types of questions are ever-changing. Without a deep understanding of knowledge, it cannot be applied at all. For example, the rule of removing brackets tells students to recite, and all students can recite. However, if there is a topic to remove brackets, especially a more complicated topic (brackets and braces appear at the same time), many students have no way to start. Therefore, only by understanding the characteristics of junior high school mathematics can we determine how to learn and how to learn.
Second, guide students to preview and cultivate self-study ability
Grade seven students are often not good at preview, and they don't know what role preview plays. Often after previewing, I don't know what I know or what I don't know. Others don't know what this book is about. Because, in guiding students to preview, students should be required to do the following: 1. Rough reading, let the students browse the relevant contents of the textbook first, and master the general situation of this section of knowledge. Second, reflection, let students know what they don't understand, so as to come to class with important concepts, formulas, rules, theorems, applications and other issues. At the beginning, the teacher can arrange a preview outline before preview, so that students can have a clear aim. Developing good preview habits can make students change passive learning into active learning, and at the same time gradually cultivate students' autonomous learning ability.
Third, guide students to class, efficient 45 minutes.
Grade seven students often don't adapt to the increase of courses and the increase of classroom learning, concentrate on one thing, lose energy and reduce the efficiency of attending classes. Therefore, only by mastering the correct listening methods can students make the 45-minute class play the maximum benefit. In fact, although a class lasts for 45 minutes, students often can't concentrate for 45 minutes. Studies have shown that children aged 13 to 14 often have only 15-30 minutes of concentration. This requires teachers to be targeted in the classroom and put forward all the important and difficult points at the most concentrated moment of students, while at other times, students can consolidate and apply the important and difficult points through discussion and practice.
Mathematics classroom skills one
Cultivate students' autonomous learning ability
The ninth grade students have a heavy learning task. To effectively improve mathematics ability, we need to have certain autonomous learning ability. How to cultivate students' autonomous learning ability?
(1) Some students lack the habit of autonomous learning and rely heavily on teachers. Therefore, it is necessary to vigorously advocate and encourage students' autonomous learning, so as to promote students to form good habits of autonomous learning.
(2) Some students study hard after class, but their learning efficiency is low, so it is difficult to effectively improve their grades. Therefore, teachers should strengthen the guidance of students' learning methods, improve students' problem-solving ability and enrich problem-solving skills. For example, when teaching "similar triangles's Judgment", the author transforms abstraction into image memory through reading textbooks, hands-on operation, observation and conjecture, measurement and verification, which makes students easy to accept and digest and deepens their understanding of "similar triangles's Judgment".
Improve teaching ability
Only by improving teachers' teaching ability can the teaching quality be effectively improved. How to improve teachers' teaching ability?
(1) Learn concepts, theorems, definitions, formulas, rules and properties scientifically and systematically. Teaching materials, straighten out the logical structure of content, and check relevant materials to supplement teaching capacity. Ensure that the teaching content in classroom teaching is carried out efficiently and orderly, and make the teaching process effective, complete and standardized.
(2) Classroom control ability. Teachers' control of the classroom is the main way to guide students to think positively and interact effectively, and to promote students to enter the teaching content. Classes are "too tight". If students are often asked questions, they will easily get bored, and they should not be "too loose", which will lead to chaos in the whole class. It is necessary to achieve a degree of relaxation, effective adjustment, and be targeted and comfortable.
Strengthen training and divergent thinking
The content of junior high school mathematics teaching covers many skills, and to master these problem-solving skills requires a lot of exercise training. Only exercise training can transform students' theoretical knowledge into practical problem-solving ability. Besides, mastering problem-solving skills can also help students solve problems in real life, improve the effectiveness of mathematics and stimulate students' learning motivation. In teaching, in addition to teaching students to master problem-solving skills and improve problem-solving efficiency, we should also attach importance to the cultivation of students' mathematical thinking ability, so that students can learn to look at problems, analyze problems and solve problems with mathematical thinking. For example, when teaching "Plane Geometry", the author emphasizes students' understanding and application of transformation ideas such as symmetry, translation, rotation and similarity transformation, thus improving students' thinking transformation ability.
Mathematics classroom skills II
Guide students to be good at thinking
Mathematics learning is a process in which learners form a new mathematical cognitive structure on the basis of the original mathematical cognitive structure through the connection between old and new knowledge. Because this kind of work must be done by learners relatively independently in the end, in the teaching process, teachers should guide students' thinking, and teachers should focus on making students reach a comprehensive understanding. In the guidance, students should pay attention to: think more, think diligently, and think while listening; Deep thinking, that is, tracing back to the source and being good at asking questions boldly; Good thinking is to associate, guess and induce by listening and observing.
Develop a good habit of solving problems
If you want to learn math well, it is inevitable to do more problems, but you should be familiar with the problem-solving ideas of all kinds of problems. Students are often eager to finish their written homework after class, ignoring the necessary consolidation, memory and review, resulting in the phenomenon of imitating routine problems and solving problems with formulas, which leads to handing in homework for the sake of handing in homework and can not consolidate and deepen their understanding of knowledge. Homework writing should also pay attention to the guidance of "writing". Students are required to write in a standardized and clear format. For some error-prone topics, you can prepare a set of mistakes, write your own problem-solving ideas and correct problem-solving processes, and compare them together to find out your own mistakes so as to correct them in time. At ordinary times, we should develop good problem-solving habits, so that our energy is highly concentrated, our brains are excited, our thinking is agile, we can get into the best state and use it freely in the exam.
Cultivate students' understanding and memory ability
It is very beneficial for students to teach them how to overcome forgetting and memorize mathematical knowledge in a scientific way. Because junior high school freshmen are in the primary logical thinking stage, they have more mechanical memory components and less understanding memory components when memorizing knowledge, which can not meet the new requirements of junior high school students. Therefore, it is an inevitable requirement for junior high school mathematics teaching to attach importance to the guidance of students' memory methods. In teaching, we should first pay attention to reforming teaching methods, abandoning full-time irrigation and avoiding students' "". Secondly, we should be good at combining mathematics practice and teaching students corresponding methods.
Teaching skills of junior high school math teachers 2. Teaching methods and skills commonly used by senior high school teachers.
1. Brainstorming teaching method: it is a way for teachers to guide students to express their opinions freely on a certain topic, and teachers do not evaluate the correctness or accuracy of their opinions. It is a working method that can get the most ideas and opinions in the shortest time. It is widely used in teaching, business management and scientific research. In vocational teaching, teachers and students can brainstorm and collect suggestions (also called suggestion sets) to solve practical problems, and draw conclusions through collective discussion.
2. Case teaching method: refers to a teaching method that guides students to discuss these special situations through the description of a specific educational situation. The purpose of case teaching is not to impart the final truth, but to induce students' creative potential through the discussion and thinking of specific cases. He doesn't even care if he can get the right answer. What he really values is the thinking process of getting the answer. In class, everyone needs to contribute their wisdom. There are no onlookers, only participants. On the one hand, students enhance their understanding of some problems from the guidance of teachers and improve their ability to solve problems, on the other hand, they also improve their insight into problems from the exchanges and discussions between classmates.
3. Project teaching method: Project teaching method is a teaching activity conducted by teachers and students through the implementation of a complete project. In vocational education, project refers to the task of producing specific products with practical application value. With the requirements of modern science and technology and the improvement of the production organization form of vocational education, people are increasingly working in groups, making plans together and dividing the work together to complete the whole project. In many cases, the students who participate in the project teaching working group come from different majors and jobs and different professional fields, with the aim of cultivating their ability to cooperate with colleagues from different majors and departments and to complete the whole project in the future.
4. Reading guidance method: it is a method for teachers to guide students to acquire knowledge independently and cultivate students' self-learning ability by reading textbooks and reference books. Including guiding students to read textbooks and reference books, guiding students to preview, review, use reference books and read corresponding extracurricular books. In the teaching process, students need to read and understand their own books, so it is very necessary for students to master reading methods and cultivate reading ability and habits. Reading instruction method. It is also conducive to expanding students' knowledge and cultivating self-study ability, thus improving students' self-study and self-education ability.
5. Practical homework method: Practical homework method is a method for teachers to organize students to carry out practical operations on or off campus according to the requirements of the syllabus and apply book knowledge to practice. This method plays an important role in the teaching of natural subjects. Adopting this method is conducive to cultivating students' comprehensive ability to use book knowledge and engage in practical work, to cultivating students' independence and creativity, and is of great significance to integrating theory with practice in teaching and realizing the task of labor and technology education.
6. Discovery method: Discovery method, also known as problem-solving method, starts from students' curiosity and emotional characteristics, aims at developing inquiry thinking, and focuses on the basic content of the subject, so that students can express their opinions, answer questions and solve problems under the guidance of teachers. Using this method, students can become the discoverers of knowledge, give full play to their cognitive initiative, and develop the spirit of inquiry and creativity in mastering knowledge. The general process of using the discovery method is:
(1) Put forward the problems to be solved or create problem situations to stimulate students' requirements of asking and exploring questions;
(2) Students use the materials provided by teachers and textbooks to analyze and think about the topic and put forward the hypothesis of the answer;
(3) Guide students to demonstrate and test the hypothesis;
(4) Summarize the argument; Obtain a principle or concept and verify it. This method is conducive to stimulating students' spirit of inquiry and enabling students to learn the method of scientific understanding. But there are also weaknesses that are not conducive to students mastering systematic knowledge.
Teaching methods of educational informatization in internet era
First, multimedia teaching
Multimedia teaching is the most widely used information teaching method. Nowadays, many schools are equipped with multimedia teaching equipment, and teachers can use these equipment for courseware display, video playback and other operations. This method makes use of the advantages of multimedia equipment, with rich pictures and texts, which can be intuitively felt. This method is deeply loved by teachers in information teaching.
Second, online classroom.
In today's network development, online classroom is the most prominent information teaching. Many businesses also invest in online classroom research, hire excellent teachers to record a large number of classroom videos, and then conduct online education. Compared with the traditional classroom, online education has great advantages. You can study anytime, anywhere, without being restricted by the school schedule, and you can listen to teachers from all over the country. Resources are also rich, but online classes are often charged, and free online classes are rare.
Third, flip the classroom.
The development of flip classroom is only ten years, but it has aroused the interest of many teachers. This kind of class leaves the initiative to the students, and the teacher records a short video before class to explain the core content of teaching. Students preview the teaching content in advance before class and watch the teacher's explanation video. In class, the teacher no longer specifically explains the teaching content. Different from the traditional teaching mode in the past, teachers attach importance to the guidance and communication of students, thus teaching students in accordance with their aptitude. After class, students can use the Internet to discuss and communicate with teachers. This method has changed the traditional teaching mode, such as short and pithy teaching videos, strong interaction among students, reconstruction of teaching and learning time, and convenient and flexible review tests. Many schools in China are studying how to flip the classroom and improve the efficiency of classroom teaching.
Fourth, large-scale open online courses.
Today, with the development of Internet, large-scale open online courses have their own characteristics. Different from the traditional classroom, the number of participants in massive open online courses is more, even reaching 1.6 million. Massive open online course is a large-scale online teaching mode. Teachers and students can come from all over the world, without geographical restrictions. The number of participants is relatively large. Massive open online courses emphasize interest orientation, and anyone who is willing to learn can participate.