Junior high school mathematics learning situation and Learning Methods Analysis of-毕业论文翻译.docVIP

Junior high school mathematics learning situation and Learning Methods Analysis of [Abstract] modern teaching theory that the process of teaching in the final analysis is how to teach students to learn and to teach students, teachers, students must first fully understand the problem directly. [Keywords:] status of junior high school mathematics learning Learning Methods First, junior high school mathematics learning situation After years of mathematics teaching, makes me deeply realize that the current junior high school students, especially in junior middle school students to learn the basic methods of mathematics ‘reading, listening, thinking, mind, writing’ aspects there are still some defects seriously affect the mathematics learning efficiency, mainly in: 1. Poor reading ability Tend to follow the primary school law, rote memorization, Huluntunzao, like duckweed splash of water, a shake that off. It simply does not understand the understanding, of course, not to mention strain and applied. This has seriously constrained the development of self-learning ability. 2. Lectures method of difference Fail to seize the main points of entry are not listening to attend to, energy dispersion, heard the more mysterious, such as listening to book from heaven. This vicious cycle, natural and emotional weariness of Health, and lectures more low efficiency. 3. Thinking of poor quality Often stick to school arithmetic in the mindset, not good at analysis, transformation, and to make further in-depth thinking and ideas so narrow, dull is not conducive to follow-up study. 4. Memorizing means monotonic Multi-component mechanical memorizing, understanding, less memory component. Of mathematical concepts, formulas, laws, theorems, often content to keep in mind the conclusions, rather than to understand their true meaning, do not understand the ins and outs conclusions, nor will Shuoxingjiege, vertical and horizontal linkages, resulting in knowledge that could not form