On to high school mathematics low threshold high efficiency.docVIP

On to high school mathematics low threshold high efficiency In the past four years of high school mathematics teaching, my high school math teaching methods have some understanding and some small suggestions, reflection. The purpose of this paper is to study some of their own record of experience, but also to better carry out future work. To teach high school mathematics, the first of the new curriculum and new teaching materials to have an overall grasp and understanding, in order to systematize the knowledge, attention to knowledge before and after contact, the formation of knowledge framework, and secondly to understand the student’s status and cognitive structure, understand the students level of knowledge at this stage, so that individualized; again properly handle the classroom teachers teach and students learn the relationship. Implementation of new high school classroom teaching is the primary teaching positions. Teaching students to develop not only intellectual, but also to develop students’ creativity, not only enable students to learn, and let students learn, especially self. Especially in the classroom, not only to develop students’ intellectual factors, but also to improve student learning in the classroom 45 minutes of efficiency, in a limited time, well done the task of teaching. I want to talk about my following understanding: First, students learn the errors and countermeasures Myth one: class understand the knowledge to master the In the mathematics learning process, often this phenomenon, the students in the classroom understand, but the after-school problem-solving, especially when they know what the face of new kinds of questions. This indicates that class is one thing to understand, and can apply knowledge to solve problems is another matter. Bo Liya he said: “Teachers in the classroom in terms of what is of course important, but what students want is a thousand times more important.” The example problem is an example