How to design math practice problems to improve the quality of teaching

Personally, as a mathematics student, I think that mathematics topics should not be just focused on one topic. The first is to master a method through practice questions, that is, to master the method in the early stage, and there can be several questions of the same method, and the method can be mastered through the questions. Then it is upgraded to a question type, that is, to see the characteristics of the question, and as soon as you see this kind of question, you can think of how and what kind of method.

What are the methods that can be used for the same type of question, this one does not work, and the other.

Of course, the above things are for the exam, if you want to better promote your thinking ability, you should be exposed to new question types, because the questions are ever-changing, you may have seen similar ones, and you know what kind of methods might be used, but you just can't do it. You should develop the habit of thinking independently when you see a new question type, and do each type of question, even if you can't do it, this kind of thinking process is also helpful, because you will know where you are stuck, and it is better to get the answer directly.

How to improve the effectiveness of primary school mathematics exercise design] The effectiveness of classroom exercise design can enable students to internalize concepts at a deep level, improve their comprehensive ability, and reduce students' excessive homework burden. The design of classroom exercises in primary school mathematics should not only follow the principles of classroom exercise design, but also pay attention to the methods of exercise design.

Hello, it is urgent to improve the quality of students' mathematics learning. The following are the measures and methods I bring to you to improve the quality of mathematics teaching.

1. Do a good job in teaching and learning routines and cultivate students' good study habits. Doing a good job in teaching routines and enabling students to develop good study habits is the basis for improving the quality of classroom teaching. I have clear normative requirements for students' classroom learning, such as preparing school supplies before class, using homework books, and arranging homework time.

Second, use multiple means to stimulate interest in learning. Interest is the introduction to knowledge, the famous Swiss educator Piaget said: "All intellectual work depends on interest." "When a person is interested in something, he is fascinated to pursue and explore.

3. Communicate the connection between new and old knowledge through knowledge transfer. Develop students' ability to solve math problems flexibly. Primary school mathematics is a multi-level and multi-faceted knowledge system, and the transfer law of scattered knowledge is helpful for students to learn new knowledge and solve new problems.

4. Strengthen students' hands-on ability: Primary school students' learning of mathematics is inseparable from specific practical operation activities. Emphasizing students' hands-on operation is one of the most effective ways to develop students' thinking and cultivate students' mathematical ability.

Methods and measures on how to improve the quality of mathematics teaching in junior high school.

1. The principle of "practical, lively, accurate and refined" is always implemented in ordinary teaching.

"Practical" means seeking truth from facts, starting from the reality of the school, the class and the discipline, and carrying out the teaching work at different levels, that is, teaching students according to their aptitude and promoting them by classification. Pay attention to the cultivation of top students, take group B as their homework, and in the process of solving problems, they are required to take shortcuts, make strange moves, be creative, pay attention to logical relationships, and strive to solve problems completely and perfectly. In this regard, it is not unrelated to the high rate of excellent results in the high school entrance examination.

For students with good receptivity, interest groups are carried out outside the classroom to cultivate problem-solving skills, improve flexibility, and make them "sharp".

Pay attention to the transformation of junior students. First of all, how to mobilize the enthusiasm of junior students? Take a low starting point and produce sample questions and exercises in the textbook to make them interested in the test and build confidence.

Secondly, those who fail the exam will be graded and corrected in person, and a make-up examination will be organized until the exam is completed. Focus on the substantial improvement of the performance of mid-range students. This part of the students do not have a firm grasp of knowledge, and they often lose three or four when solving problems.

Therefore, we strive to solve the problem rigorously and carefully, so that it does not cause a lot of routine loss of points. "Live" means that the teaching methods and means should be flexible, that is, we should try to use a variety of teaching methods and methods such as heuristic teaching methods, point-and-click methods, discussion methods, chart methods, and comparative methods. For example, for practical problems, you can generally use the chart method to analyze the meaning of the problem, list the equations and solve them.

Secondly, it is necessary to teach students the mathematical thinking methods of problem solving, pay attention to ability training, and strengthen the thinking training of "association, imagination and transformation". At the end of this year's mid-term examination, the students did a good job in the "pressing papers", which is inseparable from the usual emphasis on the strengthening of the idea of number shapes.

"Quasi" means that the syllabus and teaching materials shall prevail. With textbooks as the main line, in strict accordance with the requirements of the syllabus, pay close attention to double bases, pay attention to training, and at the same time, also emphasize the standardization and accuracy of students' problem solving, and infiltrate the word "quasi" into daily teaching and practice.

"Fine" means to select, speak, refine and evaluate. It is necessary to conscientiously prepare teaching materials, teach the Fa, and study the Fa so that they can have a definite goal and get twice the result with half the effort. This is to make a fuss from the word "fine".

2. Grasp the direction, base yourself on reality, and review steadily and steadily in stages.

Closely follow the "Syllabus" and "Syllabus", clarify the review objectives, and reasonably arrange the "three rounds" of total review.

In the first round of review, the double base was reviewed and summarized, the knowledge points were comprehensively consolidated, the appropriate and systematic induction was adopted, and the basic questions in the county research paper were "lectured, practiced, and evaluated", and the "double base" training was appropriately strengthened. Strive to "get rid of poverty" for junior students.

In the second round of review, systematically sort out the knowledge of each unit and conduct comprehensive training, so as to focus on key problems, practice at different levels on difficult problems, compare and practice on easy-to-mix problems, and practice flexibly to overcome stereotypes. Pay attention to one problem and multiple solutions to cultivate divergent thinking, and multiple problems and one solution to cultivate naturalized thinking.

The third round is closely related to the "key points" and strives for breakthroughs. How to solve the last two questions well is the key to good or bad undergraduate grades. Therefore, it is necessary to master the training of problem-solving methods, the anatomy of problem-solving rules, and the thinking methods of association and number transformation.

1. Pay attention to teaching routines and cultivate students' good study habits. Do a good job in teaching routines, so that students develop good learning habits, is the basis for improving the quality of classroom teaching, I have clear requirements for students' classroom learning, such as preparing school supplies before class, the use of homework books, homework time arrangements, etc. Interest is the introduction to knowledge.

Piaget, the famous Swiss educator, said: "All intellectual work depends on interest. "When a person is interested in something, he is fascinated to pursue and explore.

3. Through knowledge transfer, the connection between new and old knowledge is communicated, and students' ability to solve mathematical problems flexibly is cultivated. Primary school mathematics is a multi-layered, multi-faceted body of knowledge. The application of the law of knowledge transfer helps students learn new knowledge and solve new problems.

To do this, fourth, strengthen students' hands-on ability: primary school students learn mathematics is inseparable from specific practical operation activities, and attaching importance to students' hands-on operation is one of the most effective ways to develop students' thinking and cultivate students' mathematical ability.