How to use scenarios + question strings for effective teaching

With the deepening of the new curriculum reform, in mathematics teaching, appropriate mathematics materials should be selected to create a teaching and children's development needs This situation has become the common knowledge of the majority of teachers. However, in our actual teaching, due to many reasons, situation creation often "changes the taste" and "goes out of tune", losing its due value. Du Mu, a poet of the Tang Dynasty, has a famous saying: "Learning is not to explore its flowers, but to pull out its roots." This means that learning cannot stay on the surface and only focus on the excitement of form, but must explore the root. Situations should not just be colorful dynamic pictures or lively and diverse operating activities. The key is that they must contain mathematical problems. It can stimulate students' thinking, help students consolidate the knowledge they have learned, and develop their abilities and intelligence.

(1) Starting from the combination of teaching and life, create scenarios

Mathematics is closely related to life, and mathematics is everywhere in life. Create scenarios based on the application of mathematics in real life. Scenarios not only allow students to realize the importance of mathematics, but also help students use the mathematical knowledge they have learned to solve problems. For example: When I was teaching the lesson "Distribution in proportion", I created a teaching scenario of "beverage preparation". At the beginning of the lesson, the teacher asked: Do the students like to drink drinks? What kind of drink do you like to drink? The students all said they liked it and talked about their favorite drinks. At this time, the teacher asked: Have you ever drank the drink you prepared? The students said they had never. At this time, the teacher took advantage of the situation: In this class, we will make our own drinks. After preparing the drink, the teacher asked the students to taste the drink they prepared. Since the drink was not prepared according to a certain proportion, they naturally said "it tastes good", "too sweet", and "too bland". At this time, the teacher seizes the opportunity and asks the students to exchange the drinks in their hands and taste them again. The students will find that the drinks prepared by the classmates at the same table taste different from the drinks prepared by themselves, and they can find out the reason: "The drink powder of the classmates at the same table was not put in the right place." "Too much" or "Too much water" etc. At this time, the teacher gave timely guidance: To prepare a delicious and delicious drink, water and drink powder must be appropriate. Now ask the students to prepare it again. And think about it, how many parts of beverage powder and how many parts of water should be added to make the drink delicious. At this time, the group cooperates and *** prepares drinks together. Such a teaching situation is not only closely related to life, but also arouses a high degree of attention and interest among students. It also allows students' learning activities to unfold vividly along the solution of relevant problems. Students always actively explore and explore with great interest. Discussion and cooperation promote students' active development.

(2) Use problem exploration to create scenarios

Appropriate scenarios are generally always associated with the solution of practical problems. Using problem inquiry to set up teaching situations to facilitate activities such as inquiry, discussion, understanding or problem solving is an effective method of setting situations suitable for mathematics. For example, when teaching "Finding the volume of a cylinder", someone created the following problem scenario step by step when guiding students to explore the volume formula: In the first step, can the volume of water in a cylindrical glass container be found? The students were very interested in this, but could not tell the answer for a while. One student tried to say that he could pour "cylindrical water" into a rectangular container, and then measure the length, width, and height respectively to calculate the volume. This idea was recognized by everyone. In the second step, the teacher followed the trend and asked: If the "cylinder water" is replaced by "cylinder cement", how to calculate its volume? This question stimulates a sense of wonder in children. After thinking about it, the students thought that they could shape it into a rectangular cube and calculate the volume. In the third step, the teacher's question is neither "water" nor "mud", but a cylindrical wooden block. Can you calculate its volume? The wooden block could neither be knocked over nor pinched, and a new problem was encountered. After thinking about it, the student thought that it could be measured by immersing it in water in a rectangular container and measuring the same volume of water displaced thereby. When students are thinking actively and are happy to solve the problem, the teacher shows the focus of the problem. If it is a cylindrical cement pillar on both sides of the theater entrance, can you find a way to calculate it? At this time, students deeply felt: ① There must be a formula for calculating the volume of a cylinder; ② This formula can be found from the relationship between the volume of a cuboid and the volume of a cylinder. The teacher's series of questions not only guided the students to think deeply and actively explore step by step, but ultimately made the formula for calculating the volume of a cylinder "born" in the hands of the students.

With the deepening of the new curriculum reform, in mathematics teaching, it has become the common knowledge of teachers to select appropriate mathematics materials and create a situation suitable for teaching and children's development needs.

However, in our actual teaching, due to many reasons, situation creation often "changes the taste" and "out of tune", losing its due value. How to use constructivist teaching methods for effective teaching

Teachers need to learn content Design valuable and meaningful questions, and guide students to construct relevant knowledge through continuous summary, analysis, inference, hypothesis testing and other advanced thinking activities;

Teachers need more Help learners monitor and adjust their own learning strategies, ideal situations, and the rationality of their opinions;

Teachers must create a learning atmosphere of equality, freedom, and mutual acceptance, and maintain a healthy relationship between teachers and students as well as Carry out adequate communication, discussion, debate and cooperation between students to promote learners' knowledge construction;

Teachers should patiently listen to students' ideas in order to provide targeted guidance;

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Teachers must also create diverse learning situations for students to help students use various effective construction tools to promote their own knowledge construction activities

How to use information technology for effective teaching< /p>

In the process of integrating information technology with subject teaching, teachers still have many misunderstandings about the use of information technology. Only by getting rid of the misunderstandings and using information technology properly can organic integration be achieved.

1. Existing misunderstandings

1. Lack of analysis of learner characteristics and blind use of courseware

to analyze learner characteristics It refers to activities to understand learners’ learning readiness and characteristics. It provides an important basis for subsequent teaching design work. The so-called learning readiness is a concept in educational psychology, which refers to the suitability of learners' original knowledge level or original psychological development level for new learning when they start new learning. If there is a lack of analysis of learner characteristics and blind use of courseware, I am afraid that it will cause unsuitability for students' learning. Because most of the courseware we use is designed for urban children and students with relatively high cognitive levels, the classroom capacity is large and the teaching density is high, which often dazzles students and eventually becomes a passing cloud and loses its use value. In order to make multimedia courseware truly effective , First of all, you should carefully analyze the characteristics of your students, think about how much of the teaching resources you own should be used, how to use them, how to design them, how to organize them, and how to exert their due value. Analysis of student characteristics is the prerequisite for multimedia teaching design.

2. The teaching process is centered on courseware and deviates from the main body of teaching.

The core feature of computer-assisted teaching should be assistance, that is, assisting teachers in teaching and assisting students in learning. In the teaching process, teachers should be in a dominant position, students are the main body of the classroom, and all activities in the classroom should be student-centered. However, some of our teachers are not yet able to independently produce courseware. Therefore, during the teaching process, teachers cannot regulate the classroom according to the actual conditions of the students. They can only teach with the courseware as the center, which deviates from the main body of teaching. This kind of teaching can easily lead to students learning but not practicing and teaching in depth, which in turn affects actual teaching.

3. The amount of information is too large and the retention time is short, which is not conducive to memory.

The use of multimedia courseware has greatly saved teachers a lot of time writing on the blackboard and drawing pictures. This is recognized by everyone. But for most of our inexperienced teachers, they all use "flow-type" courseware. Teachers can successfully complete the operation with just a click of the mouse. We all know that it takes a certain amount of time for students to receive information. If the screen content is changed too quickly, students will not have time to understand and remember, which is not conducive to students' mastery of knowledge. Therefore, when we design, we must make reasonable choices about ready-made teaching resources to solve the problem of excessive information. At the same time, the screen switching should not be too fast. It should be based on what students can actually understand and remember. What needs to be emphasized can be displayed repeatedly.

4. Courseware replaces experiments, weakening students’ experimental and observation abilities.

Multimedia courseware can guide students to conduct experimental operations, but students' experimental abilities can only be acquired through practical training. In addition, multimedia can also present knowledge on various animal and plant forms, structures, growth, ecology and other aspects in a short period of time, expanding students' knowledge. But only by letting students come into contact with nature in person, do it, touch it, measure it, smell it, and taste it, can they gain more complete knowledge. Therefore, not all experiments are completed using courseware instead.

2. Proper use

1. The creation of teaching situations requires the use of information technology.

The creation of teaching situations helps to reflect the connection between new and old knowledge, helps to promote students' thinking associations, enables students to reorganize and transform knowledge, and easily helps students assimilate and adapt to knowledge. Therefore, in classroom teaching, multimedia can be used to play video materials, animations, graphics, etc. that are helpful for understanding the teaching content. For example, when teaching "Relationships between the Sides of a Right Triangle - Is there a danger of a ship running aground?", I intercepted the video material of the scene after the collision between the ship and the iceberg in "Titanic" and created this scene to make students realize The ship is in danger of hitting the rocks, thus entering a learning state.

How to carry out effective teaching

1. Get out of the conventional misunderstandings of lesson preparation

We often think that to prepare lessons well, we must carefully study the teaching materials and outlines and prepare an outline of the teaching content for each lesson. Key points, difficulties, critical points, error-prone points, teaching methods, processes, etc. There is no doubt that these are necessary, but the key is that we should get into the hearts of students, find out their excitement points, and prepare lessons that really interest students. Being able to prepare such lessons is the prerequisite and guarantee that students can easily master the knowledge taught, and it is also the reason why teachers can always feel the freshness and allure of the classroom. Remember: every day is new! To carry out effective teaching, teachers must consciously carry out macro- and micro-unified design preparations for teaching activities and other factors, implement regulation and inspection and evaluation, in order to pursue the best teaching efficiency.

2. We must have correct teaching methods

In the face of every teaching content, we should focus on solving problems, take excitement as the starting point, pay attention to application, and pay attention to students' hands-on work ability, pay attention to students' participation and participation, follow the rules of students' physical and mental development, follow the principle from easy to difficult, and achieve the purpose of mastering and applying knowledge by guiding and encouraging students at all levels. I believe that the following five aspects should be paid attention to when teaching:

1. Follow the teaching rules from easy to difficult

Faced with the same teaching content, every teacher has different opinions However, in the face of difficulties, we must gradually break them down and follow the principle from easy to difficult. We must not act hastily and handle them simply and roughly, otherwise it will greatly dampen students' self-confidence and enthusiasm. The following is a comparison of the effects of several teaching methods: simple and easy → efficient; deep and deep → effective; simple and easy → ineffective; simple and deep → ineffective.

2. Pay attention to students’ practical ability, participation and participation

The spring breeze of quality education has already spread all over the country, and one of the most important ones is that " "Three Centers": student-centered, activity-centered, and problem-centered. Some experts once made statistics on students' mastery of knowledge: the teaching format is: teacher's lecture → the average rate of students' memory of the taught content is 5%; students' reading → 10%; audio-visual use → 20%; teacher's demonstration → 30 %; students discuss → 50%; students practice → 70%; students teach others → 95%. It is not difficult to see from this: the importance of student hands-on and student participation. There is another saying: I forget it when I hear it, understand it when I see it, and remember it when I do it! Therefore, don't be afraid of wasting time, don't be afraid of students making mistakes, let students try to learn knowledge from failure or success, so that they can truly master knowledge.

3. Pay attention to the art of asking questions

Good questions should have clear purposes and requirements. Through the setting of a series of questions and the students’ correct answers, and through the teacher’s operation, students can Gradually understand and deepen what you learn. Good questions should give students a sense of excitement, satisfaction and achievement in learning, and are the key to stimulating students' desire to learn and explore.

4. Appreciative education

We must have a pair of discerning eyes to discover the shining points of each student, and strengthen and consolidate these "sparkling points" through repeated praise, thereby creating a good A good teacher-student atmosphere is a necessary guarantee to improve teaching efficiency. There is a saying: There are no students who cannot teach, only teachers who cannot teach. Although all responsibilities cannot be pushed to teachers, on the other hand, the importance of teachers is also emphasized, reflecting that teachers' teaching behavior is the key to teaching efficiency. Many people may have heard of such an experiment: Someone divided 16 students with similar academic performance into two groups, saying that 4 of them were very, very outstanding. As a result, these 4 people were favored by the teacher, and eventually developed into very good students. Excellent students, this is the power of appreciation.

5. Pay attention to cooperation and questioning

The qualities of cooperation and questioning are exactly the qualities of talents needed by contemporary society. Therefore, our classroom must adapt to the needs of social development and pay attention to Collaborate and question. Regarding the use of cooperation, attention should be paid to: the given cooperation project must have the necessity of cooperation, and it is necessary to divide labor, cooperate, discuss and help each other to form a certain kind of professional knowledge. When working in groups, a group leader and recorder should also be designated to report on the results of the cooperation. Through cooperation, not only the learning tasks are solved, but also the unity, cooperation and mutual help between students are helped to form a good class style and study style, which helps to improve learning efficiency. When questioning, please note: First of all, students should be given sufficient time and believe that students can ask good questions. In fact, if you use them, you will find that they may ask some unexpected questions. For example: During the last selection competition for high-quality Chinese courses in Lu County, a teacher was giving a lesson on "The Market in the Sky". A student asked: "The Cowherd and the Weaver Girl meet once every year on the seventh day of July. Why do we see it in the text?" They ride around on oxen?" Look, what a lovely question! Also, give students more encouragement when questioning (regardless of the question they ask). Through questioning, let students understand that original methods are wise, multiple methods are brilliant, and one method is feasible. This will help students actively participate in the activities and improve their enthusiasm for questioning.

3. Intensive lectures and practice, combined with lectures and practice

Timely review and review, appropriate assessment, carry out various social practice activities, apply theory to life practice, and truly do To "apply what you learn" and achieve a balance between input and output, this is one of the important feedback methods for effective teaching. Long-term teaching without practicing will fail to detect the extent to which students have mastered knowledge and applied knowledge, and many problems cannot receive timely feedback, which will also greatly reduce the efficiency of teaching. At the same time, appropriate teaching pressure is also a necessary means to ensure effective teaching. Giving students a sense of tension during teaching, allowing students to operate in a tense atmosphere, and truly achieving intensive teaching, concise teaching, and a combination of teaching and practice will achieve twice the result with half the effort.

In short, how to carry out effective teaching is a core issue worthy of unremitting pursuit by all colleagues. Let us join hands, follow the pace of the times, and strive to create a green classroom that is full of vitality, has a harmonious atmosphere between teachers and students, and is full of the spirit of inquiry and innovation! I firmly believe that we will enjoy it and be even more drunk in it.

Basic strategies for implementing "effective teaching"

1. Improve the effectiveness of teaching preparation

Teaching preparation refers to what teachers need to do when formulating teaching plans The work includes setting teaching objectives, processing teaching materials, selecting methods, determining the form of teaching organization, designing teaching links, and forming teaching plans.

It is necessary to prepare lessons concretely. It is necessary to effectively overcome the shortcomings of downloading teaching plans online, copying old teaching plans, and preparing one person for multiple people, etc., and effectively solve the problems of in-depth individual lesson preparation and formality of collective lesson preparation, and comprehensively promote the "individual lesson preparation-collective lesson preparation-individual secondary lesson preparation" The "three-level lesson preparation system" truly implements the collective lesson preparation system. First of all, we must prepare the content. We must regard the teaching material as a model, thoroughly understand the teaching material, and grasp the key points and difficulties. At the same time, we must regard the teaching material as an example. Instead of just teaching materials, we must draw inferences from one instance and draw analogies, carefully design the teaching process, and refine concise and effective teaching methods. The main line of teaching is advanced layer by layer. Secondly, we must prepare students. We must fully understand the students' learning situation and learning needs, and prepare lessons in a targeted manner based on their "study conditions." Again, we need to prepare for training. We must carefully select and design classroom exercises based on the teaching content and students' actual conditions, and distribute training materials to achieve a combination of lectures and exercises, intensive lectures and refining, in-class training, and rapid feedback, so as to give full play to students' ability in the classroom teaching process. of subject awareness and mobilize enthusiasm for learning.

2. Improve the effectiveness of teaching plan design

Reform lecture-based knowledge-based lesson preparation and promote the integration of teaching plans. The "study plan" design project includes: topics, learning objectives, key and difficult learning points, learning process, learning diagnosis and teacher activities, etc. Among them, the "learning process" should include: ① Learning tasks. That is, what should students do or what problems should they solve? ②Learning activities. That is, let students record their activities or thoughts, etc. ③Learn and communicate. That is, students are allowed to exchange and discuss learning confusions and experiences, and reflect on expansion issues, etc. ④Learning summary. That is, let students summarize conclusions or rules, etc. The main contents of "teacher activities" include: teaching situation design, teacher organizational or explanatory language design, accidental problem presupposition and treatment method design, extended conclusions or rules, etc.

The "teaching plan" should focus on designing learning activities, and its design strategies include: ①Task-driven. Transform learning goals into specific learning tasks and use tasks to drive learning activities. ②Problem driven. Transform learning content into learning questions and use questions to drive students' thinking activities. ③Reflection driven. Transform the extended content into reflective questions, and promote students' comprehensive and in-depth understanding of knowledge through reflection. ④Application driver. Transform knowledge into specific applied training, allowing students to consolidate and understand knowledge in application.

3. Improve the effectiveness of the classroom teaching process

First, we must improve the effectiveness of the teaching content. The selection of classroom teaching content should be based on the requirements of the new curriculum standards and the needs of student development, as well as on the basis of teaching objectives, establishing key points and optimizing selections. It is necessary to effectively ensure the effectiveness of knowledge teaching and achieve the harmonious unity of the three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values.

Second, we must improve the effectiveness of teaching activities. Classroom teaching design should be scientifically arranged from the perspective of conducive to the cultivation of students' abilities and the mastery of students' knowledge. The introduction of new courses, situation creation, transfer transitions, operational experiment arrangements, exercise design, activity organization, etc. should be carefully prepared and arranged carefully. Based on students' existing knowledge and experience background, create situations that are conducive to students' independent learning, cooperation and communication, so that the created situations can achieve vivid content, active process, interactive communication, diversified thinking, and effective experience. Motivate students to actively participate in the entire learning process from multiple levels.

Third, we must improve the effectiveness of teaching methods. Optimizing teaching methods should start from the teaching content, select specific teaching methods based on the realization of specific teaching goals, and require teachers to be committed to "guiding" and serving "learning." We should adhere to the realistic thinking in the selection of teaching methods based on the characteristics of students' learning, be committed to transforming external teaching goals into internal learning needs, and integrate inspirational ideas throughout the entire process of teaching method selection to fully reflect the requirements of students' subjectivity.

Fourth, we must improve the effectiveness of teaching methods.

The integration of multimedia and subject teaching is an inevitable trend in classroom teaching. The use of multimedia and teaching aids and other teaching methods should be used where they are intended to make them truly play a role in assisting teaching. We must resolutely put an end to the use of multimedia teaching methods to decorate the appearance and be flashy, and pay attention to the effectiveness of use.

Fifth, we must improve the effectiveness of problem design. It is necessary to design inspiring and exploratory classroom questions around the key points of teaching, stimulate students' interest in learning and inquiry through effective questions, and promote the realization of teaching goals.

4. Improve the effectiveness of training testing

While strengthening in-class training and improving the effectiveness of feedback correction, we must also pay attention to the effectiveness of after-class homework training. It is necessary to fully understand the academic situation and assign targeted assignments. It is necessary to effectively put an end to the phenomenon of assigning a large number of repetitive assignments to prevent students from drowning in a sea of ??questions. We also cannot allow students to simply copy and transfer book knowledge. Students should be allowed to think about and solve problems during homework training. It is necessary to scientifically arrange students' practice time to ensure that it is timely, appropriate and moderate. We must also achieve the "six haves and six musts" of effective training, that is, the teacher must do it first when practicing, select when practicing, receive when sending out, criticize when receiving, criticize when criticizing, and correct mistakes when they happen, and insist on doing so. Select and refine, grasp the difficulty, delete complex, difficult, biased, and old questions to improve training effectiveness; insist on complete corrections, timely corrections, precise corrections, and detailed corrections; insist on making statistical summaries before commenting, and effectively Improve the relevance of comments.

5. Improve the effectiveness of after-school tutoring

We must attach great importance to subject competition tutoring. For various subject competitions confirmed by the education administration department, we must set up tutoring groups, formulate tutoring plans, and strictly Pay close attention to implementation and strive to cultivate more top students in disciplines. In the daily teaching process, we must adhere to the idea of ??combining teaching and assistance, adhere to the coaching strategy of "grasping both ends and promoting the middle", adapt to individual conditions, classify and layer, and achieve the implementation of cultivating the best and correcting the weak. While paying attention to students' knowledge counseling, we should also pay attention to students' psychological counseling. To make up for the "difference" first, make up for the "heart", eliminate psychological barriers, correct bad habits, so that every student can develop.

Explore the basic course types of "effective teaching"

1. New teaching. Establish the classroom teaching concept of "learning to teach, and training in class", insisting on promoting students' active thinking as the main task, teachers carefully introduce it, and advocate the implementation of the classroom teaching model of "autonomous learning, cooperative exploration, display and exchange, and clearing up doubts and meeting standards"; Focus on teaching, questioning, guidance, and evaluation of students' difficult points, error-prone points, and confusion-prone points, and arrange time for students to conduct targeted exercises to ensure that classroom teaching goals are effectively and efficiently achieved.

2. Lecture and evaluate the class. Teachers should analyze typical problems and extreme problems, and study students' ideas, strategies, and techniques for solving problems. In particular, they should analyze and explore the causes of errors, restore their wrong ideas, and find out the crux of the problem. We should be good at asking questions from multiple angles, allowing students to think independently, leading students to establish connections between knowledge and form ideas for solving problems. It is necessary to guide students to draw inferences from one example, summarize methods, reveal patterns, train ideas, and improve abilities.

3. Review class. Teachers should reasonably arrange the time for review and practice, and improve students' interest in learning through problem design; guide students to think and resolve doubts through practice discussions; guide students to summarize and reveal patterns through guidance and induction; enhance students' problem-solving thinking through special training Flexibility ultimately encourages students to consolidate and deepen the knowledge they have learned, clarify the knowledge system, establish a knowledge network, and improve students' ability to analyze and solve problems using the knowledge and methods they have learned.

4. Experimental class. Guide students to formulate experimental plans and prepare experimental materials and utensils, organize students to conduct independent exploratory experiments, standardize students' experimental processes and operating methods; guide students to write experimental reports, summarize general methods of scientific research in experiments, and focus on cultivating students to design and Ability to complete experiments.

5. Self-study class. The purpose is to cultivate students' self-study ability and self-control ability, allowing students to freely control the time of self-study classes according to their own learning needs, or to complete the day's homework, or to preview new classes, or to check for omissions and fill in vacancies, and to improve strengths and weaknesses. We should be good at guiding students how to take self-study classes well, explore effective self-study methods, and develop good study habits and a rigorous, solid, and meticulous study style.

How to carry out effective teaching

What kind of teaching is effective? We believe that the so-called "effective" mainly refers to whether students have achieved specific progress or development after a period of teaching by teachers. Therefore, whether students have made progress or development is an indicator of whether teaching is effective. We believe that in order to improve students' learning efficiency, we must create a happy and relaxed learning atmosphere in the classroom, make students the masters of the classroom, create appropriate learning situations in the classroom, and make the classroom a paradise for students. To implement humanized evaluation and allow students to have self-dignity, they should grasp the teaching materials well, pay attention to students' classroom exercises and homework, and provide tutoring to students who have learning difficulties after class to help them solve problems in their studies in a timely manner. problems. During the teaching process of our mathematics group, we deeply realized that in addition to doing the above-mentioned links well, it is also very important to implement effective education by carefully designing classroom exercises, properly assigning homework, and providing timely guidance to students with learning difficulties. A link.

We mainly consider the following points when designing classroom exercises and assigning home homework: (1) Basic exercises: This kind of exercises has a clear purpose and is highly targeted, with the purpose of laying a solid foundation for students. (2) Targeted practice: This is a single training for new students, focusing on how to overcome difficulties. (3) Operational exercises: Cultivate students' hands-on ability and develop students' image thinking through operating methods such as drawing, cutting, and spelling. This is a commonly used method in the junior high school group of our school. (4) Oral training: Let students use language to express reasoning and cultivate students' logical reasoning ability. This method is commonly used by the high school group in our school. (5) Consolidation exercises: transform students’ understanding of knowledge into problem-solving skills. (6) Comparative exercises: By allowing students to identify similarities and differences, find the most common points of problems and analyze their differences, students can deepen their understanding through comparison and achieve the consolidation of knowledge. (7) Variation practice: Broaden students' thinking through multiple variations of a question, strengthen students' understanding of basic relationships, and help students get rid of the mechanical mindset. (8) Pioneering exercises: Through this kind of exercises, students are inspired to find multiple ways to solve problems, develop students' thinking, cultivate students' abilities, and allow students to organically combine new and old knowledge and integrate them. When providing after-school tutoring to students, teachers in our mathematics group pay great attention to (1) layered tutoring. They often use lunch break and afternoon after school to provide corresponding tutoring to students of different levels to meet the needs of students at different levels. Avoid one size fits all. (2) Increase the intensity of tutoring for students with learning difficulties and solve their learning difficulties in a timely manner, which plays a great role in ensuring the passing rate of students in our school. During our teaching and research activities, we conducted special exploration and discussion from the main line of students' "want to learn → love to learn → be able to learn → know how to learn". We believe that the problem of students with learning difficulties is not their intelligence, but that they do not get their respective solutions when learning difficulties arise. The timely care and help you need. Therefore, our mathematics teachers, whether in daily life or in teaching activities, pay special attention to students with learning difficulties, learn more about their ideological status and learning status, teach them learning methods through various channels, and improve their Learn skills and do a good job of checking for omissions and filling vacancies for them carefully and meticulously. The teachers in our mathematics group are all experts in this area. We never take a break at noon. We are all willing to tutor students, give them make-up lessons, and complete the gaps in the knowledge they have learned before. (3) Face-to-face assignments, correct Students with learning difficulties have their homework reviewed in person, and their learning problems are solved face to face, so that they can learn easily. As they make progress, their interest and curiosity for knowledge will be enhanced, and their self-confidence in learning will be established and improve. improve their learning ability. (4) Establish a learning mutual aid group. In order to improve the learning enthusiasm of students with learning difficulties, we have also established mutual aid groups in each class to allow students to teach students and help students with learning difficulties complete their homework. In this way, most students with learning difficulties gradually become interested in mathematics and learn The motivation has also been continuously improved, and finally the goal of promoting the all-round development of students with learning difficulties has been achieved, and good results have been achieved. Therefore, carefully designing classroom exercises, properly assigning homework, and providing timely after-class tutoring are important and effective ways for our mathematics group to improve the quality of classroom teaching, carry out effective classroom teaching, and promote the all-round development of students.

First of all, we must first investigate whether the lecture is for teachers, adults, or students, so as to adjust the content of the lecture. Be careful not to make the content too general, so as not to cause fatigue to the audience. It is recommended to quote famous aphorisms and add more examples to solve the problem. Hope it will be adopted.