Mathematics teaching experience collection 1 1, using learning tools appropriately.
Mathematical thinking in primary schools is mainly abstract logical thinking, while the thinking characteristics of primary school students are mainly concrete. According to the psychological characteristics and cognitive rules of primary school students, physics learning tools play a certain role in developing students' abstract thinking ability. For example, when I was teaching elementary knowledge of multiplication, because it was new operation knowledge, students had only learned addition and subtraction before, so it was difficult to understand its meaning. I use learning tools to teach students the meaning of transition from addition to multiplication. But it is worth noting that there are some skills when placing learning tools. For example, in the process of arranging flower pieces, first put two piles of sticks with different numbers, then put two sticks with the same number, and finally put more sticks with the same number, so that students can feel the burden of addition, and then introduce multiplication. In this way, students can easily know the meaning of multiplication and are willing to learn multiplication. It can be seen that the proper use of learning tools is conducive to the transition and teaching of new knowledge, can also get rid of the boring learning atmosphere, and can also promote the improvement of students' practical ability and memory.
2, starting from real life, using social life knowledge for teaching.
The new curriculum standard emphasizes that primary school mathematics, especially junior high school mathematics, should be life-oriented. If we can start from their real life and link the problems in real life with learning knowledge, it will improve students' learning efficiency and interest. If there is such an application problem: Xiaohong made 23 paper flowers and gave them to the students 18. How many flowers are left? This is an application problem with two digits minus two digits. Some students can solve the problem quickly if they want to solve it for their sophomore students, but some students don't even understand the meaning of the problem. At this time, if we start from real life, give the practical meaning of this problem in detail, and then according to the result and the meaning of subtraction, it is easy for students to understand the meaning of this problem, so it is easier to solve the problem, because they already know the result, but they just can't solve it with mathematical knowledge. Therefore, in some application questions, if we can start from real life, we should first answer them with students' life experience, and then answer them with mathematical knowledge, so that students can understand the meaning of the questions. It can also bring fun to students.
From this year's college entrance examination paper, we can see that it is very different from previous papers. The topic is novel, and the order of topics has been greatly adjusted. In the solution, 16 is the combination of set and probability, 18 is the combination of trigonometric function image and polyline to find the maximum, and 20 questions are newly defined. To solve these problems, we must rely on students' reading ability and understanding ability. Proposers deliberately avoid the problems that students usually do, which reflect innovation. The tactics of relying on the sea can no longer adapt to the current exam, so the teaching efficiency must be improved. We made great efforts and struggles in the XX session and achieved good results in the college entrance examination. However, there are still many shortcomings, which need us to constantly sum up, reflect and explore, hoping to find a way for students to learn mathematics well and succeed in the college entrance examination, and use the experience and lessons gained to guide the future mathematics teaching. Here are some teaching summaries and experiences.
1, pay attention to the integration of basic knowledge and lay a solid foundation. It can be seen from the mathematics examination questions of XX province in Fujian province that this year's mathematics examination paper has a low starting point, focusing on the main basic knowledge of mathematics, requiring candidates to accurately remember and flexibly use basic knowledge such as concepts, properties and theorems. The mathematics test questions in the college entrance examination will adhere to the proposition direction that new questions are not difficult and strange, and pay more attention to the examination of basic knowledge, basic skills and basic mathematical thinking methods. The selection of the first round of review materials is very important. Don't choose a so-called excellent material at will. Review materials must be focused and comprehensive, especially the examples should be typical, the coverage should be large, and the students' exercises should be representative. In the face of the ever-changing college entrance examination questions, it should be said that in the teaching practice in the first year of senior three, all the teachers in our senior three preparation group and I have been adhering to the consistent teaching philosophy, preparing for each exam according to the review plan, studying the exam outline and exam instructions, and cooperating with each other in division of labor, regardless of unit test, stage test or cultivating students. The first round of review ended at 1 and the knowledge points were passed. Attach importance to the integration of basic knowledge and lay a solid foundation. The basic knowledge of mathematics learned in senior high school is systematically arranged and organically connected in series to form a knowledge network. In teaching, the teaching of each class should be unswervingly oriented to all students, focusing on the implementation of the foundation, and we should always make unremitting efforts. Make students strengthen their memory on the basis of understanding; Strengthen the combing of error-prone and confusing knowledge; Understand the essence of the problem from multiple angles and directions; Form an accurate knowledge system. In the teaching of basic knowledge such as concepts, properties and theorems, we should not go through the motions, catch up with the progress and fry the knowledge into "raw meat rice", but work hard on "accuracy, system and flexibility". Only when students have laid a good foundation can they have a clear concept and be handy when doing intermediate and low-grade questions, and they can have a clear thinking and accurate calculation when doing comprehensive questions and difficult problems. We should change with constancy, and we should not judge whether next year's college entrance examination mathematics must be simple or difficult just because of the difficulty of previous college entrance examination questions. But to continue to lay a good foundation. Without foundation, there is no ability. Only with a solid foundation can we improve our ability.
2. Strengthen mathematical thinking methods and improve mathematical ability. The second round of review still attaches importance to the three basics, but it is necessary to strengthen the mathematical thinking method and improve the mathematical ability. This round of review topics, targeted review of key knowledge and key issues. The characteristics of XX college entrance examination questions are as follows: while examining the main basic knowledge of mathematics, we pay attention to the examination of mathematical thinking methods, which further deepens the examination of ability and truly reflects the change from knowledge view to ability view. Pay attention to the infiltration of mathematical thinking methods in review, strengthen the guidance and training of general methods, and cultivate students' mathematical thinking ability. The important thinking methods involved in high school mathematics mainly include the thinking method of function and equation, the thinking method of combining numbers with shapes, the thinking method of classified discussion, the thinking method of reduction and so on. These mathematical thinking methods are the essence of mathematics. Only by summarizing, understanding and applying them can we transform mathematical knowledge and skills into the ability to analyze and solve problems, and make students' problem-solving ability and mathematical quality by going up one flight of stairs and become "excellent problem solvers". Therefore, we should pay attention to the infiltration of mathematical thinking methods, strengthen the problem-solving thinking process, increase interaction in problem-solving teaching, fully mobilize and display students' thinking process, and guide the situation according to students' thinking trajectory; After solving problems, we should pay attention to guide students to reflect, study the thinking methods and ways in the process of solving problems, and transform the process of mathematics teaching into the process of mathematical thinking activities, so as to improve students' rational thinking ability, and be good at choosing simple thinking paths from multiple problem-solving directions to get the optimal solution of the problem, so as to constantly sum up experience and truly implement the ability training. In terms of ability training, it is especially necessary to strengthen the cultivation of computing ability, strictly demand students and pay attention to improving the speed and accuracy of calculation. Secondly, in teaching, teachers should seriously study the reality of students in this class, implement hierarchical teaching, set different teaching objectives for different students, arrange different levels of homework, exercises and test questions, and arrange different levels of after-school counseling, so that all students can study hard and make continuous progress with different goals.
The proportion of fill-in-the-blank questions in the college entrance examination is 50%. Judging from the actual situation of this year's college entrance examination, it is not difficult to choose fill-in-the-blank questions, but the knowledge coverage of the examination is wide. In the first round and the second round of review, we have interspersed event training, so that students can learn to use exclusion method, special value method, option replacement method and so on when reviewing event problems. In a word, I think the following four principles should be achieved in the review of senior three:
(1) Systematic principle (make a systematic knowledge network after review)
(2) the principle of pertinence (mastering key knowledge, important issues and important methods)
(3) practical principles (minor training, major training, comprehensive training, simulation training)
(4) Practical principles (required questions, final training of possible problems)
Judging from the results of this year's college entrance examination, I feel that it has not achieved our expected results. Some good students, in particular, failed to reach their due level, and were sometimes assigned to students for extracurricular exercises. Students don't pay much attention to it, and some even copy it to cope with the teacher. The mathematical thinking method has not really been deeply rooted in people's hearts, but has become a conscious action of students, and the improvement of mathematical ability has not reached its due height.
Smile and the song of life in mathematics teaching. Don't complain that life has given too much hardship, and don't complain that life has too many twists and turns. The sea loses its grandeur without the rolling of huge waves, and the desert loses its grandeur without the wild dance of flying sand. If life is just plain sailing at two points and one line, it loses its charm of existence. -Shi Tiesheng
Time flies, I graduated for more than half a year. During this time, I experienced the biggest turning point in my life, from a child to an adult, from a student to a teacher, also on campus, but I will never be an audience again.
During this time, I really know what is growth and what is adulthood. ...
First, my ideals and dreams
One day in August, 20xx, I came here with my luggage and dreams, just like reporting for college. Facing the unknown tomorrow, I am even more excited! But when I stepped into the school gate and saw the leader, I seemed to see the bright smile of the university counselor and told myself in my heart that nothing had changed! During the training days, I learned that this is a brand-new school and everything is new, including our future career! Today is the day of school. I walked into the classroom of Class 9 (17) and looked at the immature faces. No matter what I heard before, I still firmly believe that I can change all this, because I have my ideals and dreams! Before I really became a teacher, I drew a professional blueprint in my mind: students are the best actors in my class. Under my guidance, they do their jobs well and learn knowledge in a lively and serious classroom atmosphere. I am their best big brother after class. I can help them solve various problems in their study and life, and even we can become close friends.
2. Disillusioned ideals and dreams
On August 27th, 20xx, I started my first class as a teacher. Although I was psychologically prepared for the school's teaching reform, I also made great efforts before class (preparing lessons, attending classes, and even rehearsing what I want to say in class). But it was only in class that I found that even the words "learning coach case" were knotted. This is my first contact. Not to mention the teaching mode of "6+6+ 1", I don't need it at all. A few classes ago, the bell rang before I finished preparing. Moreover, the classroom atmosphere was dull, and several students ignored me. I think it may be that students are not convincing enough about my test, so I added some knowledge points that are not in the book, because students like knowledgeable teachers. As a result, the classroom became my one-man show, the students hardly responded, and the blueprint for pre-class design was completely disrupted ... During that time, my dream was shattered.
The head teacher's work is not smooth, except for lack of experience, which is directly related to teaching ability. After all, in order to change the chaotic situation, I decided to get close to those thorns after class. After several conversations, I seem to be their friend.
Three. Reflection and perception
In September, 20xx, after I finished the first monthly exam in Grade 9, I was awakened by reality again. The average score of physics in the three classes I took was lower than that of all the interns, and almost ranked last. What is different now is that I am not confused and have found my own direction.
When I was a student, the word "life" often appeared in my diary. At that time, I didn't know what "life" was or where I lived. Now I think life is life, and most of life is my educational career. I feel life in my educational career. I once read a book by the famous educator Gary Ning. There is such a passage in the book: "An educator must discipline himself well. He should think that he
Our every move is under strict supervision, and no one in the world has ever been so strictly supervised. A seemingly ordinary sentence contains profound meaning, that is to say, the teacher's mood, appearance and behavior directly affect the formation of a harmonious classroom atmosphere and the realization of teaching effect.
Teachers' emotion is the key to a teacher's life, because it determines teachers' attitude towards work and students' emotions, and directly affects teachers' methods of dealing with problems. Middle school students who have been in contact since work are basically children born in the 1990 s. Born in the era of rapid economic growth in China, they were taken care of since childhood and lived a life of "mouth to mouth, clothes to reach out". Therefore, junior high school students born after 1990 generally have such psychological characteristics: physically, they are overweight but generally have poor physique; Cognitive, intelligent and skilled, but most people are not interested in learning and have a strong sense of rebellion; Emotionally, self-centered and ignoring the feelings of others (this is especially obvious in reorganized families and single-parent families); Poor will and endurance, unable to bear hardships, psychologically fragile, and weak ability to bear setbacks. In behavior habits, they try their best to show their distinctive personality. When he is inferior to others in some way, he will choose other ways to get psychological satisfaction (such as making trouble in class, wearing strange clothes, making up heavily, etc.). ). I have a serious dependence on the Internet, and I am willing to pin my feelings on nihilistic online games or chat QQ with strangers instead of communicating with real people, and I am obsessed with online novels.
Teachers should be artists who sow, induce and cultivate students' feelings, not ruthless teachers. If a teacher wants students to have rich feelings and noble sentiments, he should be a person who loves students, has a clear distinction between love and hate, and is good at showing his true feelings; He is a person who can arouse students' admiration and admiration when praising good conduct and arouse students' indignation and shame when flogging bad conduct. Only by caring for students sincerely can we win their respect.
I always remember the story that Mike was in a bad mood after he lost his job. He found a priest in the town. After listening to Mike's story, the priest took him into an old hut with a glass of water on the table. The priest smiled and said, "Look at this cup. It has been here for a long time. Dust falls in it almost every day, but it is still clear and transparent. Do you know why? " Mike thought it over carefully and said, "There is dust under the cup." The priest nodded in agreement: "Young man, there are many things that bother you in life, just like dust falling into the water, but we can let him sink to the bottom, keep the water clear and transparent, and make ourselves feel better." If you keep oscillating, not much dust will make the whole glass of water turbid, which is even more annoying and affects people's judgment and mood. "
Encouraged by my leaders and colleagues, I bravely began to play the role of a teacher. I try my best to present the harmonious teacher-student relationship in my mind to real life. I hope my happiness and sincerity can impress students and make them believe in their teachers! But the ideal is the ideal after all, and my preset teaching situation has been unrecognizable by students.
From this, I further think that the student's steps are low, and I want to pull him up. Why not lower a few steps first? Appropriately lowering standards and shortening the distance between teachers and students is precisely to gradually reach high standards. Let's talk about these two students first. They used to talk about it every day, but later they had something to say. This is also a small progress. If these recent steps are accumulated, it will be a great progress.
Go on the road with hope-feel the educational life. In my working days, I often think back to my college days: success and failure, happiness and unhappiness, loss and gain, cherishing and giving up. Many past events become blurred, but sometimes I bow my head and reach out, and I will see dribs and drabs about teaching life and the days I spent with students in the past six months. At this time, there will always be a courage in my heart to carry the teacher to the end. Sometimes it is long and sad to think of 30 years on this three-foot platform, but it is even better to think of being with students. In the days with children, there are always more joys than sorrows and more smiles than tears. The days are also flowing in the laughter of children and the teaching of teachers. My children and I played the leading role for a long time, writing the most touching story between us. Most importantly, in these stories, I have experienced a lot, learned a lot, gained a lot, and explored some education.
Children's ways are much more mature in educational thought. At this moment, I really can't think of gorgeous words to pile up my memories. I just want to share my feelings with you in the simplest language.
Through mathematics teaching, I deeply realize that in the past, the main purpose of mathematics teaching was to transfer knowledge, which is far from being able to adapt to the development of today's society, especially in the modern society where the knowledge updating cycle is getting shorter and shorter. Students' strong thirst for knowledge, active spirit of exploration and desire for lifelong learning are more valuable than their limited knowledge. In order to adapt to the development of the new century, implement quality education and cultivate students' innovative quality, we must make teaching come alive. Teaching methods should be vivid, and learning methods should be more vivid. To this end, we need to establish an open learning model for students. The emergence of new curriculum standards is a key link to cooperate with the current implementation of quality education, and it is a further deepening and leap of quality education. The new curriculum standard aims to establish a mathematics curriculum system that promotes students' development, reflects future social needs and embodies the spirit of quality education. In order to put the teaching materials into practice, we must establish a teaching method that conforms to students' independent development, integrates into social life, faces students' life practice and cultivates students' initiative exploration spirit. The implementation of this teaching method should reflect open teaching.
1. Teachers should change their roles and become organizers, guides and collaborators of students' mathematical activities. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. The teaching process is a demonstration of communication, interaction and development between teachers and students. Teachers should change their thoughts, update their educational concepts, shift from condescending authority to equal dialogue with students, give students the initiative in learning and encourage them to actively participate in teaching activities. Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of students' learning. Teachers only give appropriate guidance and help to students in the process of study, discussion and communication. It is necessary for students to acquire knowledge and develop their ability through personal experience and the experience of the formation and application of mathematical knowledge.
2. Teachers should create scenes close to students' lives, stimulate students' learning potential and fully mobilize their learning enthusiasm. In the new textbook, many subtitles appear in the form of questions, which are very interesting and challenging and very suitable for students' appetite. Therefore, teachers should read the teaching materials carefully and understand the intention of the teaching materials, especially when creating scenes, they should not casually or engage in ostentation and extravagance, which is easy to become a mere formality. When creating situations, teachers should have a strong purpose and choose distinctive materials that can stimulate students' enthusiasm and curiosity to create situations, so as to achieve the purpose of creating situations. For example, when I was explaining the power of rational numbers, I set up the teaching scene in this way. In the "Reading the Power of Rational Numbers" before the new class, I arranged an interesting story "Learning on the Chessboard" for students to present by telling stories. Then the teacher asked a question: Do you think there is so much rice in the king's vault? As soon as the question is raised, the classroom is really "a stone stirs up a thousand waves". The students are discussing in twos and threes, some say "yes", some say "no", and some wait for the teacher's answer with curious eyes. At this time, the teacher seized the opportunity to guide us. After we learned this section, everyone naturally understood, "Is there so much rice in the king's treasury?"
Teachers should provide students with time and space for cooperation, exploration and communication, and encourage students to innovate and explore boldly. In teaching, teachers should not only teach students, but also teach them to learn. Therefore, in class, teachers should not only cultivate students' thinking habits, hands-on ability, independent exploration ability and cooperation ability, but also leave some space and time for students to think, cooperate and communicate in class, so that students can have the opportunity to show their talents.
Teachers should pay attention to the individual differences of students, so that each student can get full development. Realization: Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics. Mathematics education should promote the development of every student, that is, lay a good foundation for all students, and also pay attention to the development of students' personalities and specialties. Due to the influence of various factors, students have differences in mathematics knowledge, skills, abilities and interests. Teachers should recognize this difference in teaching, teach students in accordance with their aptitude and guide them according to the situation. We should proceed from the reality of students, give consideration to students with learning difficulties and spare capacity, meet their learning needs through various ways and methods, and develop their mathematical talents. At the same time, the new textbook designs many questions such as "thinking", "exploring", "trying", "thinking" and "discussing", and teachers can choose according to the actual situation of students. For students with good math scores, teachers can also choose some flexible questions for them to think and explore, thus expanding students' knowledge and improving math scores. 5. Teachers should make full use of modern educational technology to assist teaching and improve teaching efficiency. Mathematics curriculum standards point out that teachers should make full use of modern educational technology to assist teaching, vigorously develop and provide students with richer learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods so that students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities. Therefore, in classroom teaching, teachers should properly use multimedia-assisted teaching according to the teaching content, so as to provide students with broader free time and space and richer mathematics learning resources. For example, in the teaching of "unfolding and folding" and "cutting a geometric figure", I use multimedia to carry out teaching activities, thus enriching students' ways of perception and understanding, making them more willing to approach mathematics, understand mathematics and achieve greater success in mathematics learning. In recent years, the outstanding performance in the city examination is: new topics, large amount of reading, giving students practical questions to build mathematical models, which are just difficult for students to master. This requires us to make bold attempts in teaching, constantly sum up experience, improve ourselves, foster strengths and avoid weaknesses, and only in this way can we succeed.
On May X, I was lucky enough to be arranged by the school to attend the seminar on observing the teaching culture of mathematics in primary schools in xx city. The main purpose of this meeting is to show all teachers the efforts made by the High-tech Zone in building classroom culture, and to observe three teaching classes that have permeated the concept of classroom culture.
I listened to three classes, namely
The first section, Teacher X's understanding of centimeters. Tian teacher first introduced the story of "A Fu's new clothes", and through students' cognitive conflict on "clothes", the need for a unit centimeter was generated, which led to the topic. Highlights of this lesson:
(1) Let the students go through a thinking process: the length of a small stick _ _ _ _ Several small sticks are connected to measure the length _ _ _ _ _ _ Mark the numbers under several small sticks (that is, take a ruler.
(2) Know the ruler and learn to measure the length of the object with the ruler, especially the precautions when measuring without starting from the scale of 0.
In the second quarter, teacher X's cognitive average. Teacher Yu first passed the results of the previous two players, and let the students decide who to send. Some students said that the total score was higher than the total score, but the time of the two was different, and then they proposed to measure it by the average value. This paper introduces two ideas: more activities and less compensation, summarizing first and then dividing.
The third section, the meaning of teacher X's equation. The highlight of this lesson: let the students get different mathematical expressions through the balance, and then let the students communicate in groups to get different classifications: whether it is an equation or not, so as to get the definition of the equation.
In addition, the conference also arranged a report meeting on classroom cultural exchange and construction between schools in high-tech zones. What impressed me the most was that some things that we usually have a headache were put forward at the meeting, such as what to do if students always interrupt; Students' enthusiasm in class is not high. What if they don't raise their hands? What to do if the calculation is sloppy; What if students can't fully express themselves, and so on. Another experience is that high-tech zones have made little progress in research and even complicated simple things.
After listening to the report, I was filled with emotion: some phenomena are exactly what children should do in primary school, and teachers just make their education meet the requirements we think are right. Whether it violates the law of children's development and binds children's thinking. We should respect individual differences, acknowledge the quality of children's studies, and develop their specialties in all aspects. Of course, this does not mean that we have to take care of some children, but all children, just don't focus on the scores.
I am very confused about what kind of educational concept I should have, what kind of children I should educate and how to cultivate children's innovative thinking. I hope to find a reasonable answer on the road of education in the future.
On March 22nd, our school organized all the math teachers to watch the 14th primary school math teaching reform, which was a practical exploration of math teaching focusing on cultivating core literacy. Teacher Wu Zhengxian's expert report and three excellent courses moisten the math teacher's heart like sunshine and rain. This online study has benefited me a lot.
First of all, everyone listened to a special lecture on "Changing Learning Style and Promoting Deep Learning" introduced by Wu Zhengxian. Teacher Wu introduced how to stimulate students' interest in learning mathematics, trigger deep learning, make the learning content come alive, make students feel the meaning of mathematics life and have a sense of intimacy with mathematics.
Then we watched Sun Yingxin's Double Numbers. Teacher Sun's classroom goal is clear, the content is scientific and the method is appropriate, which conforms to the students' reality and meets the requirements of curriculum standards.
Through students' hands-on operation, students' independent inquiry, teachers' effective guidance and vivid display of courseware, the specified goal has been achieved and the effect is very remarkable.
What impressed me most was Mr. Tang's understanding of cuboids. This course has a reasonable structure and fresh innovative thinking. The whole class focuses on four activities. In the instruction, students are asked to guess the geometry in the box. The word "guess" closely hooks students' unknown desires, and is displayed in different levels to arouse students' desire to explore.
The second word "cut" cuts the intuitive carrot into cubes and realizes the concepts of face, edge and vertex. The design is bold and novel, and students are intuitive and easy to understand.
The third word "Qiu" breaks the traditional cognitive law from general to special. On the basis of learning special cubes, this lesson guides students to think independently about the characteristics of general cuboids and dare to break through. This kind of anti-design gives people a refreshing feeling. The fourth word "do", Mr. Tang carefully provided interesting and rich learning tools for children. Through "pinching" and "building", let children create cuboids and cubes independently, and combine learning with application, so that mathematical knowledge can really take root.
Teacher Xu Yi's "Broken Line Statistical Chart" can scientifically and reasonably select course resources according to teaching objectives, with moderate weight, appropriate difficulty, practical teaching methods, appropriate and flexible use of teaching methods and teaching means, and timely and comprehensive information feedback. It is of great moral significance to take Wuhan's anti-epidemic as the carrier, be close to the reality of life and let the data be transmitted to educate people.
Moreover, the layered homework designed by xu teacher allows students to connect with each other and teach students in accordance with their aptitude, which has achieved good teaching results.
Timely and effective online teaching and research training has made a good start for the study of the new semester, encouraging everyone to take active action, taking this activity as an opportunity to improve in reflection and gain in perception, adapting to the new direction of current education reform, striving to grasp the essence of mathematics teaching and transforming knowledge into students' wisdom, methods and personality!