Context of teaching middle school mathematics-毕业论文翻译.docVIP

Context of teaching middle school mathematics The creation of independent study to help students learning environment to guide students through practice thinking, exploring communication, access to knowledge, and skills, develop thinking, learning to learn, to encourage students to teachers under the guidance of a lively, active place, full of personality to learn. After years of teaching practice, I deeply feel that the creation of appropriate problem situations can stimulate students interest in learning and motivation so that students have a “suspect and unsolved, You Yu Jie and” a strong desire to turn into a kind of thirst for knowledge. to mobilize the students enthusiasm and initiative, to improve classroom teaching purposes. Here are some ways the creation of classroom teaching situations: solutions and the most easy to grasp things in life are often encountered and used often knowledge, we can use in teaching students in regular contact and have used the analogy of knowledge, this will help the students have learned to master new knowledge. 1, issue by the creation of situations in real life. Some mathematical concept or formula is the production and living out the practical problems in the abstract, some by the development of mathematics self-generated, and some mathematical concepts from real life. But abstract mathematics to enable students to think mathematics is often divorced from reality, and its rigorous logic to enable students to timid, the breadth of its application so that students feel more inscrutable, intimidating, hindering the learning of mathematics enthusiasm and initiative. To enable students to take the initiative to enter the inquiry learning, teachers can guide students to real-life view as more observations, the use of mathematical and practical problems linked to the creation of situations. For example, in learning lt;lt;Calendar the equationgt;gt; when, according to textbook the problem situation, the game, which allows t