How to Teach Middle School Mathematics Fragments 5

The so-called fragment (fragment) teaching is relative to a complete classroom teaching. Generally speaking, the time for intercepting a certain part of the teaching content of a certain lesson and allowing the teacher to teach is roughly limited to about ten minutes. That is to say, fragment teaching is only a section of the teaching implementation process, and the instructor shows his teaching ideas, teaching ability and basic teaching skills by completing the assigned teaching tasks.

Fragment teaching is different from normal classroom teaching, the former is partial and virtual, the function is teaching and research or evaluation, and the participants are leaders, peers, experts, and judges; The latter is holistic and practical, and its function is to "preach, teach, and solve doubts", and the listeners are students. Fragment teaching is also different from teaching fragments, the former is based on the designated "fragments" for teaching, and the instructional design and implementation process are independent; The latter is just a part of the record taken from the complete classroom teaching process after class. Fragment teaching is more different from "lecturing", the former is to implement (or simulate) classroom teaching, while the latter is just talking about classroom teaching.

Fragment teaching has a strong independence, but it is closely related to lectures, and many teaching and research activities and the assessment of teaching level often let teachers give lectures first, and then require fragment teaching on the basis of lectures, so as to organically link the teaching assumption and its theoretical basis with the implementation of teaching, so as to overcome the disadvantages of teaching theory detached from practice.

First, we should pay attention to cultivating students' interest in learning.

Second, we must do a good job in the connection between primary school mathematics and junior high school mathematics.

Third, we should pay attention to the penetration of conventional mathematical thinking methods, such as the idea of combining numbers and shapes, the idea of equations, and the idea of induction from special to general.

Fourth, it is necessary to concentrate on conciseness, pay attention to the expansion and extension of topics, and cultivate students' innovation ability.

Listen carefully, take good notes, speak actively, do more questions, review and preview, and make plans.

Pay attention to the teacher's lectures and do more exercises ......

1. The difference between simulated fragment teaching and lecturing.

1. Lectures: Teaching materials, teaching objectives, teaching methods, and teaching procedures. Examples: "Preliminary Understanding of Fractions", "Expressing Numbers with Letters" Simulated Fragment Teaching: Talking about the teaching procedure.

2. The "Teaching Procedure" of Lectures: Review and Foreshadowing, New Teaching, Consolidation, Comprehensive Application, Expansion and Extension, Summary, etc.; The "Speaking Teaching Procedure" of simulated fragment teaching: Generally speaking, the "New Teaching" part.

3 Lectures focus on "why we teach this way", while teaching with simulated fragments focuses on "how to teach".

2. Several aspects that should be paid attention to in the teaching of simulated classroom clips.

1. It is necessary to reflect the classroom situation of teacher-student interaction and student-student interaction; Teachers' language expression: attention should be paid to the transformation of the language of instruction; Teachers' language of instruction; Students' debriefing and communication: direct narration and paraphrasing.

2. Pay attention to the changes in students' learning styles; Such as: hands-on operation, group work, talking to each other at the same table, self-study textbooks, etc.

3. It is necessary to reflect the diversity of classroom evaluation; Teacher evaluations and student evaluations are timely and appropriate.

4. To show the scientificity and rationality of the board book; Synchronized with classroom teaching (in time); Be selective; font specifications; The layout is reasonable.

5. There must be no scientific errors; Such as: "Parallel and Perpendicular", "Knowing the Fraction", "Continuous Abdication Subtraction".

6. Attention should be paid to cultivating students' ability to collect, organize and communicate mathematical information;

7. Demonstrate students' ability to ask mathematical questions;

8. It is necessary to pay attention to the diversity of students' methods and reflect students' different ways of thinking; Students should be able to write in a timely manner with different solutions, different understandings, and different expressions.

3. The teaching content of different fields should be emphasized.

1 Calculation Ability to present mathematical problems in specific situations; Pay attention to the guidance and expression of arithmetic (e.g., 9 plus a few, 10 methods); The ingenious design of the board book: color pencils, horizontal lines, positions.

2 Spatial & Graphic Teacher's Presentation; hands-on work by students;

Case in point: "Area of a Parallelogram".

3 Statistics and Probability Students' ability to discover mathematical information, formulate mathematical problems, and solve mathematical problems; Board books are indispensable; Example: Double-entry bar chart

4 Problem Solving Students' ability to discover mathematical information, ask mathematical problems, and solve mathematical problems; Diversification of students' problem-solving methods.

Fourth, some other issues.

1 How to start?

2 Do you want to say the teaching objectives?

3 How long is the right time to revise? "The Law of Change of Quotient".

4 How to summarize?

5 To make the most of resources--- there is no triangle.

First of all, you can be good at making teaching aids. In addition to rulers, clocks, compasses, etc., teachers also have to learn to make their own teaching aids. For example, cards, simple calculators.

Second, teachers and students should be closer to each other. We have always emphasized the theme of student learning, and the teacher plays a leading role. Therefore, teachers and students are inseparable in teaching, and strengthening the interaction between teachers and students can build students' self-confidence and allow them to actively participate in the classroom.

Thirdly, small games and classroom interaction are also essential, and it is advisable to ask questions directly when you see students who are distracted, so as to prevent students from slipping away.