新课程在我县实施近五年来,教师的教育教学观念发生着不同程度的转变.大部分的数学教师已经认识到数学的教学不仅仅是数学书本知识的传授过程,而更多的是学生感受知识获取的过程;是培养学生学会运用数学知识能力的过程.在课堂教学中,教师开始有意识地运用实例、活动、游戏等形式引入知识点,让学生感受到数学知识无处不在;开始有意识地运用小组合作、探究学习、多元评价等形式让学生体会知识产生、形成和完善的过程.同时,学生的学习方式也在发生转变,越来越多的学生习惯了大胆质疑.各抒己见;习惯了与同学合作、交流、共同探究.在此,将存在于教学中的问题和疑惑加以梳理,希望能引起各位教师思考.1 穿新鞋走老路的现象还比较严重在我们所到的学校中,新课程实施情况让人感到满意的学校较少,大多数教师仍然用传统的方式教学,大部分学校九年级不实施课改;还有个别学校空有课改计划和措施,以应对上面的检查,而没有实施;与教师交谈,大多强调客观原因,而不从自身教学找原因.看看使用传统教学方式的课堂,如九年级的复习课,由于很少让学生参与互动活动,气氛显得死气沉沉,一半以上的学生上课不思考,长此下去,势必造成学困生不断增加. In the past five years since the implementation of the new curriculum in our county, teachers’ education and teaching concepts have undergone changes to varying degrees. Most mathematics teachers have realized that mathematics teaching is not just a process of teaching mathematics books, but more of a student’s experience. The process of acquiring knowledge is a process of cultivating students’ ability to use mathematical knowledge. In classroom teaching, teachers begin to consciously use examples, activities, games, and other forms to introduce knowledge points, so that students feel that mathematics knowledge is everywhere; begin consciously The use of group cooperation, inquiry learning, and multiple evaluations enables students to experience the process of knowledge creation, formation, and improvement. At the same time, students’ learning methods are also changing. More and more students are accustomed to bold questions. Classmates collaborate, communicate, and explore together. Here, we need to sort out the problems and doubts that exist in teaching. Hopefully it will cause teachers to think.1 The phenomenon of wearing new shoes and walking the old road is still more serious in our schools. There are fewer schools that are satisfied with the implementation of the curriculum. Most teachers still teach in the traditional way. Most of them learn In the ninth grade, the school did not implement the curriculum reform; there are still some schools that have curriculum reform plans and measures to deal with the above inspections, but did not implement; talking with teachers, most of them emphasize objective reasons, and do not find reasons from their own teaching. Look at the use In the classroom of traditional teaching methods, such as the ninth grade review class, because students are rarely allowed to participate in interactive activities, the atmosphere seems to be dead and heavy. More than half of the students do not think in class, and if they go on, it will inevitably lead to an increase in students with learning difficulties.