How to Improve Junior Middle School Students' Mathematical Practical Ability

In the mathematics curriculum standard, there is such a method to let students learn mathematics, that is, "let students learn and develop mathematics in activities and in real life". The activities here refer not only to classroom activities, but also to mathematics activities in life. According to the previous teaching mode, we can know that in teaching activities, students mostly passively accept knowledge. Even if there is a small amount of activities, it is only for a certain problem or a certain need in teachers' teaching, which will not give students more imagination space or activity space at all, and stifle students' initiative. Many people will realize that middle school students in China are becoming learning machines. They have a lot of knowledge, but they are quite simple and narrow in solving practical problems in life, and sometimes they are even helpless in the face of problems. So how to solve this problem, I think both new textbooks and original textbooks should encourage students to make their own teaching AIDS, and teachers should not complete their own activities. Let's talk about the problem of homemade teaching AIDS.

First, the necessity of self-made learning tools for students

The vast land provides students with unlimited materials. Playing is a child's nature. Making learning tools in the game can make the game more knowledgeable and make students more lively. How to make students make their own learning tools while playing? The premise is that teachers should master the teaching materials in an all-round way and make clear which section can and is necessary to make learning tools, so that students can make learning tools purposefully, and then students can make learning tools. For example, in the section "Rational Numbers", in the previous teaching, teachers only needed to make some simple teaching AIDS to make the teaching content intuitive, and students didn't have to make them. But on the other hand, can students experience mathematics knowledge in the production process? The answer is yes. Then ask the students to make a simple thermometer model. In the process of making, they will find that in addition to natural numbers, they need some units less than zero when marking scales. How to express them? In order to solve this problem, we must seek the answer from life practice. After thinking about it, students will find that there are similar figures in the "Weather Forecast" program. MINUS 5OC can be expressed as -5OC, so what does "-"mean? In this way, students will come to class with some questions, and the lectures will be targeted. For another example, in the section "congruent triangles's Judgment", the teacher can ask the students to be a pair of congruent triangles. Because the production process is very simple, the teacher can give something like "What is the basis for you to be a congruent triangles?" "How can you be sure that your triangle is congruent?" And other similar problems, so that students can think and solve problems in the production process.

Second, the application of subject learning tools

First of all, for students, when they bring their learning tools to the classroom for others to see, no matter how simple their production is, they will be sincerely proud of their work. Students can enter their own learning tools and study problems under the guidance of teachers. For example, in similar triangles's judgment, when students make their own similar triangles, teachers can let students show their own production first, and tell some ideas and practices during production, so that students can modify and learn from each other, so that students can master similar triangles's judgment method through mutual learning, and then teachers can classify the methods obtained by students to make them systematic, thus solving practical problems. Students can raise their doubts or difficulties in making learning tools in class, and ask teachers and classmates to help them. For example, when making a simple thermometer model, students ask, "Why are there negative numbers?" Wait for questions. Because it is a brand-new concept, it is impossible for students to master the concept of negative numbers through discussion. At this time, teachers can teach according to students' curiosity and difficulties. Because the students are well prepared, the teaching at this time should have a good learning effect. At the same time, it also increases students' interest in mathematics learning.

Secondly, teachers use self-made learning tools for students. First of all, teachers can arrange teaching reasonably according to the feedback of students making teaching AIDS, find out the key points and difficulties of this class again, and optimize the design of teaching materials. For example, when learning rational numbers, because students have a deeper understanding of numbers in the process of making their own learning tools, teachers do not need to focus on how to expand numbers in the teaching process, but only need to guide students to fully understand and discuss negative numbers, thus making classroom teaching more targeted. In addition, students' self-made teaching AIDS also laid the foundation for teachers to change the traditional teaching mode. The process of students' self-made learning tools is actually the process of comprehensive understanding of teaching materials. Because students' thinking is different, the emphasis will be different, so one student's difficulty may be another student's easy point, and students can solve problems with each other in class, thus making classroom learning become mutual assistance and research-based learning.

Third, the effect comparison.

Compared with the previous teaching mode, great changes have taken place in students' learning with self-made learning tools, which are in line with the new curriculum standard teaching methods. From the teacher's point of view, it mobilizes students' enthusiasm for learning, makes mathematics lessons more lively and interesting, changes students' inherent thinking about abstract and difficult mathematics lessons, makes teaching no longer a simple sermon by teachers, but closer to life, and restores the purpose of mathematics "from life and serving life". For students, through the self-made process of learning tools, they will find that mathematics is no longer bitter and difficult to understand. It changes the abstract appearance of mathematics, can further stimulate students' interest in learning mathematics, cultivate their learning methods of mutual assistance and cooperation, make their inquiry process full of the whole teaching, and greatly improve their practical ability.

In short, by allowing students to make their own learning tools, they not only provide the necessary materials for classroom teaching, but also make teachers' teaching more flexible and targeted, stimulate students' interest in learning, and enable students to participate more actively in the learning process and better understand and master what they have learned. Therefore, it is very beneficial and necessary for students to make their own learning tools suitable for the whole teaching process, which can cultivate their practical ability.