教学是数学活动的教学,活动是师生双边的活动,教学最终应该落脚在学生身上,高效课堂是研究如何学才能更好掌握知识的课堂。而高效的学习过程应该首先在培养学生自信心的基础上,学生在教师精心预设的问题中自我探索、体验从而掌握知识的过程。这就要求教师在课堂教学中应从学生认知能力出发,精心创设有助于学生学习的问题,引导学生动起来,通过思考、探索、交流等一系列实践活动让课堂活起来,让学生亲历新知识的形成与应用,使教学效果好起来。尤其是对于抽象的函数的学习,像对于学生难理解的反比例函数等知识点,更要注重知识的实际背景与形成分析过程,要尊重学生的实情,精心设计问题,精心在数学教学中创设问题情境,让学生在情境中较好地融入高效课堂。 Teaching is the teaching of mathematics activities, activities are bilateral activities of teachers and students, teaching should ultimately be located in the students, efficient classroom is to study how to learn to better grasp the knowledge of the classroom. The efficient learning process should first of all cultivate students’ self-confidence, based on the students in the teacher’s carefully pre-defined questions to explore and experience to master the process of knowledge. This requires teachers in the classroom teaching should proceed from the cognitive ability of students, carefully create problems that help students learn, guide students to move, through a series of practical activities such as thinking, exploring, exchange, make the class live up, let the students experience new The formation and application of knowledge so that the teaching effect is better. Especially for learning abstract functions, such as knowledge points difficult to understand for students such as knowledge points, but also pay attention to the actual background of knowledge and the formation of the analysis process, students should respect the facts, well-designed problems, carefully creating problems in mathematics teaching Situations allow students to better integrate into efficient classrooms in context.