Talk about how to realize the interaction between teachers and students in junior high school mathem

1 In class, students are encouraged to apply their findings and are as familiar as possible. For example, in the case of "Functions and Images", you can do the following problem: A family goes on a trip, and travel agency A says:

If the father buys a full ticket, the rest can enjoy a half-ticket discount, B travel agency said, family travel is a group ticket, according to the original ticket price of 2 3 discount, the ticket price of the two travel agencies is the same try to calculate the number of children in the family separately (establish an expression), and discuss which of the two travel agencies is more favorable, please use the coordinate diagram to represent. After careful reflection and discussion, students will feel that what they have learned is useful and what they have learned, and they will learn more.

2 Outside the classroom, homework is a stage for students to express themselves. Homework is a test of the teaching effect, in the teaching process, students are always the protagonists, and the teacher's timely feedback on students' homework can correct students' mistakes in time, which is also a respect for the actors. A good assignment is a piece of work that makes students feel satisfied.

3 Students are the main body of learning, and instead of repeatedly telling them to "pay attention here" and "don't make mistakes there", teachers should let students learn lessons in practice. Mathematical concepts play an extremely important role in the teaching of mathematics. Some students do not pay enough attention to the concepts, and focus on doing more questions, which is a kind of putting the cart before the horse, many students get lost in the sea of questions, and continue to make similar mistakes repeatedly in various questions, the reason is that they have a half-understanding of concepts and theorems.

Have your students try to make up their own questions. Strengthen the teaching of concepts, treat the places that students are easy to ignore, I usually let them make up their own questions, exchange and do each other, and the competitive mentality of teenagers will prompt them to pay attention and strengthen the correct understanding of knowledge. For example, after learning "Addition of Rational Numbers", do this homework:

4. It is particularly important for students to do a good job of sorting out their knowledge and summarizing it in a timely manner. This working teacher should not do it for him because he is not at ease, and he can't just go through the motions. Students' organization of knowledge, especially the summary of chapters, reflects the degree of systematic and rigorous understanding of knowledge.

Whether you really digest and absorb the knowledge and turn it into a memory model that suits you. The form of summary can be varied, block diagram structure, list structure, different from person to person, free choice, and even some experience can be written. Teachers can also strengthen guidance and modification for students in the summary of students, and students' thinking is more mature than we imagined.

1. Avoid mere formality of interaction. In some classrooms, it is common to see that some teachers cannot remember the names of the students in their classes, so in the classroom interaction, one is to directly call the student number "the following students to answer the question just now" and the other is to directly press the seat number "from the first one to the next answer", this kind of interaction is completely formal, without considering the differences and needs of students. In addition, in some open classes, in order to reflect the interaction in the classroom, many teachers often arrange some classroom interaction, which seems to be very active in the classroom, but if you think about it, this kind of classroom interaction is very casual and even does not add any design, which is completely a formality.

In a geography open class, talking about "how to judge the cold front and warm front", the teacher arranged a class interaction: show more ** schematic diagrams of cold fronts and warm fronts, and let students discuss with each other to find out several different places in the map, and then judge the cold front and warm front. The class looks lively.

However, it is not necessary, because it can be judged directly from the definition that "the cold air mass is the cold front, and the warm air mass is the warm front", and the active movement of the air mass can be directly judged from the active movement of the air mass in the figure. Therefore, this kind of interaction is purely a formality for the sake of open classes.

Two taboos do not generate interactions. In some classroom interactions, teachers do not prepare lessons adequately, only considering the needs of teaching objectives and how to complete classroom teaching tasks, and do not design "response" measures for different situations that may arise in students' classroom interactions. The main manifestation is that they do not pay attention to listening to students' speeches during classroom interaction, and are unwilling to spend time and energy to understand the emotions and thoughts behind students' speeches.

Many teachers think about what they should talk about next step and how to make the transition to the classroom when the students speak, or they seem to have listened to the students' speeches on the surface, but the students feel that the teacher did not listen well, or under the pretext of time, the teacher used authority to control the class, interrupted the students' speeches and discussions between students, in exchange for the completion of the teaching task, but in fact, the classroom interaction was completely ungenerated, so that the communication in the teaching became single, superficial and shallow.

How to implement effective teacher-student interaction in primary school mathematics classroom teaching.

Teaching Mathematics in Primary Schools.

It allows students to learn the knowledge and skills, thinking and methods of mathematics, so that students can gain something in the process of learning, experience the right to fun, and connect mathematical knowledge with daily life and apply mathematical thinking to real life. However, due to the strong dependence of primary school students, and the relatively weak cognitive ability and comprehension of theoretical knowledge, mathematics teachers should pay attention to establishing a good relationship with students in the classroom