Two Practical Methods To Mobilize Students’ Mathematics Classroom

The21st century is a century in need of qualified people, the “talent” here not onlymeans a person who can get high marks in the exam, but also can grasp an opportunity usingleft and right brain, both to innovation and practice. In2010the new curriculum reform wascarried out nationwide. The total new target points out: let the students achieve the knowledgeof math by excelling in math learning and mastering to adapt to the social life, and even thefurther development of the mathematical knowledge needed to mathematical activities (suchas mathematical facts, experience, etc) and the basic way of thinking and application skills,enables the student to have the preliminary innovation consciousness and practice ability, bothin terms of emotional attitude and general ability can be fully developed.To achieve this goal has become a mathematics teacher’s current top priority. Traditionalteaching methods make the class boring so the students can only receive the knowledge partly.It’s difficult for them to develop a complete knowledge system, when teachers pass down theknowledge to the students, they can only recite it without their own ideas, when solvingproblems, the students can’t use the knowledge flexibly, so most students are tired of math oreven give it up. Mathematics classroom is the mainland for the students to improve theirlearning ability, and innovation ability. In math class, we can create a democratic, relaxed,free and joyful atmosphere, for students’ autonomous learning ability, innovation ability, thecultivation of divergent thinking ability to create a good psychological environment, providesfavorable conditions for the development of students’ ability.This article summarizes two methods–interest in teaching and question type teaching.The paper can be divided into the following five parts:The first part: the problem is put forward. Including two kinds of teaching methods oftheoretical significance and practical significance, and introduces the domestic and foreignresearch status about the problem, finally gives the research of this topic.The second part: the theoretical basis of the problem includes the theoretical basis ofrelated education and mathematics education. From two aspects of pedagogy psychology andteaching methods we can enrich the theoretical basis.The third part: the method to motivate the class activities. Mainly introduces the definition, characteristics of the two methods, and teaching notes, through the brief caseanalysis, all the above has proved the method has more practicality and maneuverability.The fourth part: the classroom teaching practice. Through two class teaching practice, wecan summarize students’ advantages and disadvantages through the teaching reflection.The fifth part: conclusion. Combined with theoretical basis and practice, we can make itmore feasible in the new curriculum reform teaching.