On the junior high school mathematics classroom teaching interaction measures（在初中数学课堂教学互动的措施）

1On the junior high school mathematics classroom teaching interaction measuresInteractive teaching is to implement quality education, innovative education ideas of the basic requirements, is the classroom teacher’s ability to control a specific embodiment, is to mobilize the students interest in learning, individuality, teachers and students to find research, solve problems, achieve the basic education phase length way. to carry out mathematics classroom interaction, we must grasp the meaning and requirements of interactive, digital teaching characteristics closely, give full play to the role of students in the main body, to increase the number of interaction effects and to improve the quality of teaching as a fundamental purpose. First, the existence of mathematics classroom interaction The main problem with the quality of education, innovation and the deepening of the concept of education, seminar-style, case-based and other interactive teaching methods in mathematics teaching and learning process gradually promoting the use of, but due to the inertia of traditional 2mathematics teaching ideas influence, part of the teaching interaction formal, interactive effect of poor classroom teaching and learning to play an active role in main features: First, a single type of interaction is mainly an interactive center for teachers, interactive start-up and dominate, students in a passive position. interaction between teachers and students accounted for the vast majority of the interaction between students and the students only a small part of classroom teaching is the main form of unity in the interaction. Second, embellishment type interaction mainly for the purpose of interaction is For icing on the cake, there is no real interaction Most remain in the ‘if’ type or of a simple Q & A on the number of concepts, definitions, theorems, formulas memorisation. Third, the fuzzy-type interaction. mainly interaction without clear objectives is to lectures designed, is arranged for the curriculum reform, without considering the characteristics of mathematics, teaching objects, teaching content, teaching time and teaching and other educational factors. Second, to improve mathematics teaching interactive response (A) a reasonable choice of teaching interaction 3problems. To achieve interactive teaching, classroom instruction must be carried out design, the choice of a good interactive topics. interactive math topic mainly from four aspects: First, from the teaching content of the most inspiring, controversial, critical, innovative choice of content, the second is from the past accumulation of mathematics teaching students prone to doubts and difficulties, focusing on selected, three from the pre-class teaching to prepare the meeting, issues related to select the students learned, and the fourth from closely related to students’ daily life activities in mathematics choose. In short, the choice of the subject should have a strong mathematical representation of an interactive, practical and targeted, interested students can really mobilize and attract the attention of students. (b) effective use of interactive teaching form of comprehensive mathematics learning characteristics, the transmission of information from the interaction point of view, effective mathematics teaching interaction has the following three forms: First, two-way type. In this interaction, the teachers and students for information exchange between the continuous delivery , each close to each other feedback 4in the classroom mainly as a teacher asked students to answer or answer student asked the teacher and other forms of dialogue. Second, and more to type. This type of interactive two-way interaction with the difference that, in addition to the interactive process between teacher and student interaction, the students and among students are also two-way interaction and information flow. (C to strengthen the teaching process interactive control interactive mathematics teaching should strengthen the control of three aspects: First, when lecturing to grasp the ingenious questions. Clever questions is to carry out interactions. There is no problem of interaction only formal interaction, especially in mathematics teaching and learning process, this interaction among deep into thinking it is ‘fake interactive real show.’ Focusing on effective interactive questions to guide, to Avoid a lot of questions and answers and a question and answer together, the scope of this interaction will result in a small, passive or 5interactive learning distortion characteristics of mathematics to ask questions to be closely linked, closely linked to teaching objectives of this lesson, students should be conducive to interaction, to those people because asked, to give students time to think. The second is an interactive process of inspiration, guidance and control. Interactive process of inspiration, guidance and control is the key to interact for the difficulti