Time flies like running water. This semester has passed while you are busy with your work. My friend, as a math teacher, how do you feel about the end of this semester? The following is the final summary of mathematics in the next semester of senior three, which I carefully arranged for you. Welcome to read, for reference only, I hope it will help you.

Senior three's final summary of mathematics next semester (1) This is my first year of teaching senior three. In this year, I know the responsibility on my shoulders. I've been working hard. My math preparation team and I often communicate actively, unite and cooperate, correct the existing problems and deficiencies in time and effectively, and make some teaching plans according to the actual situation of students. Because of their effective work, in this year's college entrance examination, candidates in our school have achieved good results. I think this is inseparable from the strong support and attention of school-level leaders, which provides accurate and timely guidance and help for our senior three teaching work. Of course, this is also inseparable from the unity, cooperation and efforts of all the teachers in our senior three math group. Looking back on the teaching work in the past year, we have both successful experiences and shortcomings. Let me talk about my own views on the specific practices of last semester, which are summarized as follows:

Strengthening collective lesson preparation and optimizing classroom teaching

Under the new college entrance examination situation, both teachers and students feel great pressure on how to teach and learn senior three mathematics. In view of this problem, under the leadership of the school and the grade department, under the specific guidance of Mr. Yao, Mr. Gao and Mr. Yu, the lesson preparation group has formulated strict teaching plans, which put forward specific requirements for optimizing classroom teaching, strengthening collective lesson preparation and cultivating students' quality, namely, optimizing classroom teaching objectives, standardizing teaching procedures and improving classroom efficiency. Develop in an all-round way, cultivate students' ability and lay a good foundation for their further development. In the collective lesson preparation, several math teachers unite and cooperate to give full play to the collective strength. In the mathematics preparation group of senior three, there are both division of labor and cooperation in terms of data subscription, proposition of test questions, communication of problems found in the revision of test papers, and the state of students' learning mathematics, and there are both unified requirements and actual conditions of each class. There are discussions on "students are prone to make mistakes" and typical examples, as well as discussion on teaching plans and exchange of information. There are voices of discussion, argument and communication everywhere and at any time. After preparing lessons collectively, teachers adjust themselves and prepare lessons carefully according to the specific conditions of students in their own classes. In this way, on the whole, collective lesson preparation has grasped the correct direction, unified the teaching progress, and for teachers, they can give full play to their specialties.

Second, based on textbooks, lay a solid foundation

College entrance examination review, based on textbooks, lay a solid foundation. Review should be comprehensive and thoughtful, pay attention to the scientific system of teaching materials, lay a solid foundation, accurately grasp the contents of the examination, make the review more targeted, carefully scrutinize the content requirements of the college entrance examination at four different levels, and accurately grasp what needs to be understood, mastered and applied flexibly and comprehensively. Carefully scrutinize the mathematical ideas and methods to be examined; While reviewing the basic knowledge, we should pay attention to the cultivation of students' ability, fully embody students' dominant position and fully mobilize their learning enthusiasm. In the teaching process, we should not only show the analytical thinking of teachers, but also fully show the thinking thinking of students, and embody teaching activities as thinking activities; At the same time, it also increases the difficulty appropriately, and the starting point of teaching is generally high, focusing on improving quality and making up for differences. The new college entrance examination will pay more attention to the examination of students' ability, appropriately increase the difficulty of teaching, provide more opportunities and space for more outstanding students to stand out, and help outstanding students maximize their potential and achieve better results; For poor students, make full use of tutoring time, help them analyze problems in their studies, solve difficulties in their studies, cultivate their interest in learning mathematics, encourage them to bravely meet challenges, constantly tap their potential, and maximize their mathematics achievements.

Third, teaching students in accordance with their aptitude has been comprehensively improved.

I took an examination of a liberal arts class and a science class this year. So the overall situation of students is different. Students in the same class have different levels, which brings great difficulty to teaching. This requires me to grasp the teaching objectives as a whole and make specific requirements according to the actual situation of each class. Students at different levels should be treated differently. In this way, the contents of pre-class preparation, classroom training, after-class homework assignment and after-class counseling will vary from person to person. Students of different levels put forward different requirements. Questions in class should also be graded. Basic questions are generally done by students in order to enhance their confidence and interest in learning. Students with strong ability should expand their knowledge points, fully tap their potential, and improve their logical thinking ability and problem-solving ability. Assigning homework after class includes both compulsory questions for all students and thinking questions for students with strong abilities. The content of teachers' guidance to students after class varies from person to person, so that all students can gain something and the ability of students at different levels can be improved. Grasp the learning situation and be targeted. In-depth understanding of students' actual learning situation, learning level and learning ability, timely adjustment of teaching content and classroom capacity, infiltration of mathematical thinking methods in advance, so that teachers' teaching and students' learning are in line with students' actual learning situation, so that every student has a definite goal.

Fourthly, optimize the exercises and improve their effectiveness.

The consolidation of knowledge, the proficiency of skills and the improvement of ability can only be achieved through appropriate and effective practice; First of all, the exercise questions should be carefully selected, the amount of questions should be moderate, and attention should be paid to the typicality and hierarchy of questions to adapt to students of different levels; The exercises should be graded separately, the students' mistakes should be counted well, and the reasons for the mistakes should be found. The evaluation of exercises is an important part of mathematics teaching in senior three. In order to maximize the benefit of classroom teaching, classroom evaluation should be scientific, pay attention to teaching effect, don't talk about what should not be said, and the content should be thorough. For typical problems, we should let students talk about things, fully expose the thinking process, strengthen the pertinence of teaching, and do more limited exercises, which effectively improves students' ability to take exams.

Fifth, strengthen the examination guidance and cultivate non-intellectual factors.

Make full use of every practice and exam opportunity to cultivate students' exam-taking skills and improve their scoring ability. For example, for multiple-choice questions and fill-in-the-blank questions, we should pay attention to seeking reasonable and concise methods to solve problems, strive to "ensure accuracy, seek quick results", standardize answers, strive to achieve "yes, yes and complete", reduce unnecessary points, and guide students to often summarize the order, skills and summary of on-site answers. Help students build confidence, correct bad answering habits, optimize answering strategies, and strengthen some precautions. Pay attention to "three points" and cultivate study habits. Senior three students pay attention to the low starting point, the ability to explore and seek, and at the same time, they also pay attention to grasping the information points, error-prone points and scoring points in analyzing problems, cultivate good habits of examining and solving problems, and develop the habit of standardizing answers and not losing points.

The final summary of mathematics in the next semester of senior three (II) 1. Strengthen collective lesson preparation and optimize classroom teaching.

Under the new college entrance examination situation, how to teach and learn mathematics in senior three? Both teachers and students feel great pressure. In view of this problem, a strict teaching plan has been formulated, which puts forward specific requirements for optimizing classroom teaching, strengthening collective lesson preparation and cultivating students' quality. That is, optimizing classroom teaching objectives, standardizing teaching procedures, improving classroom efficiency, developing and cultivating students' abilities in an all-round way, and laying a good foundation for their further development. In collective lesson preparation, we pay attention to giving full play to the advantages of teachers. Under the leadership of Chairman Jiang Jiagan, Wang Dalang, Ching-Ho Wang, Li, Cao, Dai, Liu, Wang Yongshan and Tan Bumeng appeared. Each teacher prepares for a week's class. When preparing lessons collectively, each teacher gives lectures, and then evaluates each teacher's teaching objectives, key and difficult breakthrough methods and assignment one by one. After preparing lessons collectively, I adjust myself according to the specific situation of the students in the class and prepare lessons carefully. In this way, on the whole, collective lesson preparation has grasped the correct direction and unified the teaching progress. For teachers, I can also give full play to my strengths and teach students in accordance with their aptitude.

Second, study the outline and sort out the knowledge.

Study the nature, requirements, content, form and structure of the test paper in the test description, and use it as the basis and guide for review to ensure that the review does not exceed the outline. At the same time, we can understand the exam instructions from the spiritual essence, specifically:

(1) Carefully scrutinize the requirements of three different levels of examination content. Accurately grasp what is understanding, what is understanding and mastery, and what is flexible and comprehensive application. In this way, we can not only know the whole picture of the knowledge system, but also know the backbone and key contents of the knowledge system.

(2) What are the requirements for ability, and the mathematical ideas and teaching methods to be examined? What are the requirements? Define general mathematical methods, general mathematical ideas and general logical methods (that is, general methods).

Third, attach importance to teaching materials, pay close attention to the foundation, and build students' good knowledge structure and cognitive structure.

Good knowledge structure is the guarantee of efficient application of knowledge. Based on textbooks, we should comprehensively sort out knowledge and methods, pay attention to the reorganization and generalization of knowledge structure, reveal their internal relations and laws, and extract thinking methods from them. In the process of deepening knowledge, we should not treat knowledge and methods in isolation, but consciously link them together, integrate them vertically and horizontally, consciously bring new knowledge into the existing knowledge system in time, and integrate algebra, trigonometry, geometry and analytic geometry into one, thus forming a coherent, orderly, networked and efficient organic cognitive structure. For example, in the face of "four quadratic" in algebra: quadratic trinomial, unary quadratic equation, unary quadratic inequality and quadratic function, we should take quadratic equation as the base, store quadratic function as the main line, and combine analytic geometry, trigonometric function, parametric inequality and other typical important problems to construct knowledge and develop our ability.

Four, pay close attention to the routine, strengthen the implementation and inspection.

Carefully select topics and make targeted comments. We carry forward the fine tradition of mathematics disciplines, carry out the teaching characteristics of "taking practice as the main line", and earnestly do a good job of "one test and one practice" every week. "Take the exam once a week", we should not only pay attention to the key basic knowledge, but also give the topic of "small, clever and lively"; We should also pay attention to cultivating students' ability and asking innovative questions. As long as we can grasp these two points, it is a good question.

For every test and exercise, we insist on careful correction and comprehensive statistics. In order to give full play to students' learning autonomy, students are also required to correct mistakes in exercises, so as to improve the pertinence of exercise class evaluation and the efficiency of classroom teaching.

Fifth, pay attention to "three points" and cultivate study habits.

While paying attention to the low starting point and the ability to explore and seek, senior three review also pays attention to grasping the information points, error-prone points and scoring points in analyzing and solving problems, cultivating good habits of examining and solving problems, and forming the habit of standardizing answers and not losing points.

Sixth, fill in the blanks of the status quo and review strategies

Although the proportion of fill-in-the-blank questions in the college entrance examination is close to 50%, the direction of the college entrance examination is basic and comprehensive. In order to take into account all levels of candidates, the college entrance examination must take the foundation test, and the coverage of knowledge points in the exam should be as large as possible. These design goals are achieved by choosing fill-in-the-blank questions. According to its use, it should not be difficult to choose a fill-in-the-blank question, but a 1-2 puzzle paper is enough. This is a very important part of liberal arts, so it takes a lot of energy to choose fill-in-the-blank questions when reviewing. In fact, practice tells us that difficult fill-in-the-blank questions cannot be shelved, and students can only rely on their own mathematical ability when they encounter them. There are often some technical solutions to fill in the blanks, such as exclusion method, special value method, numerical calculation, starting from extreme situations and so on. In addition to the usual training, we also did special training to select fill-in-the-blank questions to improve students' problem-solving skills.

Seven, different students have different requirements.

The college entrance examination adopts a new model, and students choose different subjects, so the overall situation of students is different. Students in the same class have different levels, which brings great difficulty to teaching. This requires each teacher to grasp the teaching objectives as a whole and make specific requirements according to the actual situation of each class. Students at different levels should be treated differently. In this way, the contents of pre-class preparation, classroom training, homework assignment and after-class counseling will vary from person to person. Classroom questioning should also be graded. Basic questions are generally done by students in order to enhance their confidence and interest in learning. Students with strong ability should expand their knowledge points, fully tap their potential, and improve their logical thinking ability and problem-solving ability. The assignments after class include all students' required questions and students' thinking questions with strong abilities. The content of teachers' after-school counseling for students also varies from person to person, so that all students can gain something and the ability of students at different levels can be improved.

Always pay attention to and encourage top students. For students with learning difficulties, we should love, encourage and smile more. Caring for students and stimulating learning enthusiasm. Love and approach students, even a simple word of encouragement, can arouse students' interest in learning mathematics, and then activate their thinking of learning mathematics.

Psychological education promotes academic performance. In addition to intellectual factors, there are non-intellectual factors, especially psychological factors. Some students are afraid that they can't learn math well, or they have always failed in math before, and now they will definitely fail in math. We have adopted the way of individual exchange of learning methods and learning experiences, telling students that as long as they do a good job in the content explained by the teacher in class, they will certainly make progress by strengthening understanding and summing up after class, they will continue to care, help and guide, their enthusiasm will be improved, and they will ask more questions.

Senior three (3) Final summary of next semester's mathematics This semester, I am a math class in two classes of senior three. The total number of students in Class Two and Class Three of Senior Three is 68. Generally speaking, the foundation of these two classes is not very good, and their study habits are not very good. Serious polarization, liberal arts students are not interested in mathematics, especially I am not familiar with textbooks, which makes it difficult for me to prepare lessons, attend classes and prepare lessons this semester.

Even so, through my efforts and according to the teaching plan made at the beginning of the semester, I have successfully completed the teaching task of this semester. Let me sum up my work this semester.

(1) In preparing lessons, I carefully studied textbooks, paid attention to understanding students, and devoted myself to studying teaching methods.

This semester's teaching content includes simple geometry, permutation, combination, binomial theorem, probability and derivative. In view of the students' poor foundation and slow acceptance, I adopted the teaching method of low starting point and small steps, designed the course types according to the content of the teaching materials, arranged the procedures of the teaching process in time, and carefully compiled each teaching plan. Be prepared for every class, and be fully prepared before each class. After class, we should summarize the situation in class in time and carefully collect and summarize the knowledge points of each class. When preparing lessons, due to my lack of teaching experience, I need to consult a lot of materials to give students high-quality exercises so that each question is targeted. As I'm only in Class Four this year, I don't know anything about Class Four. Over the past year, I have paid attention to communicating with them, talked with them more and learned about their study. Because my classmates didn't adapt to me, my mid-term exam results were not ideal, and my evaluation was not very good. Although I haven't seen the results of students' evaluation of teachers recently, I know that they have accepted me and I really understand them.

(B) enhance classroom skills and improve the quality of teaching.

When giving lectures, try to explain clearly, the content of classroom teaching is orderly, the classroom structure is clear, and the key points and difficulties are highlighted. In the classroom, we should pay special attention to arouse students' subjective initiative, strengthen the communication between teachers and students, and fully reflect the main role of students and the leading role of teachers.

Try to make students learn easily and learn easily and happily; Pay attention to the quantity and quality of exercises, be precise and concise, the teacher should talk as little as possible in class, and the students should think more and practice more. At the same time, in each class, fully consider the learning needs and learning ability of students at all levels, so that students at all levels can be improved. Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, and maintain relative stability. At the same time, stimulate students' emotions, make them have a happy mood and create a good classroom atmosphere. The classroom language is concise and clear, which overcomes the repeated problems in the past. The classroom questions are aimed at all students, focusing on stimulating students' interest in learning mathematics, combining teaching with practice in class, and arranging appropriate homework after class.

(3) correcting homework, tutoring students and evaluating exams.

We know that "correcting homework, tutoring students and evaluating exams" are three of the six teaching routines, and they are also the focus of our usual teaching work. Over the years, I have been very concerned about these aspects of work. This semester, according to the requirements of the school, I asked students to do homework once a week. In teaching, I ask students to record the mistakes they make when doing their homework, and then sort them out one by one in the wrong book. I told the students clearly that if you want to copy your homework, please don't hand it in. Because the purpose of asking students to do homework is to expose the problems in their study, otherwise your teaching guidance will not be targeted When assigning exercises after class, I always insist that students do one page of exercises every day, and do not check regularly, because I find that our students pay too little attention to reviewing and consolidating after class. Such compulsory requirements will improve the average students, and the effect is good. In order to improve the quality of teaching, we should also do a good job of after-school counseling, use weekly evening self-study for group counseling, and conduct individual counseling during the eighth class and class time.

Our students have a poor foundation and lack self-control. They often fail to finish their homework on time, and some students copy their homework. To solve this problem, we must do a good job in students' ideological education and make this work be used to guide students' study. We should also give guidance and help to students in their studies, especially the transformation of underachievers, and try to be friendly to them, such as communicating with them more and finding out about their study after class. From the beginning of encouragement, all people are eager to get the understanding and respect of others. Therefore, when talking with poor students, we should show deep understanding and respect for their situation and ideas, but we should appropriately punish students who can't complete exercises and homework with good quality and quantity. During the review preparation period, under the limited time, a large number of review questions were prepared for students, and they were concise and to the point, which greatly improved students' learning enthusiasm and learning atmosphere in the review class, and many students improved.

Ask an experienced teacher with an open mind.

This semester, according to the requirements of the school, I took 15 class, actively learned from experienced teachers and asked them for advice, which made my teaching work have a new improvement. I am grateful to the teachers who have helped me, and will continue to do so in my future work, so that my teaching work can reach a new level.

(e) shortcomings in the work.

There are some unsatisfactory places in the work, such as unfamiliarity with the teaching materials, failure to grasp the key points and difficulties in the teaching materials, lack of patience with students, and lack of counseling experience.

The year's work is coming to an end, and I will continue to work hard. In the future education and teaching work, I will be more strict with myself, work hard, develop my advantages, correct my shortcomings, forge ahead and contribute to a better tomorrow.

I recommend it carefully.