Summary of personal management of mathematics teachers 1
As a front-line math teacher, my deepest experience in several years of work practice is that students spend a lot of time on math homework every day, but it has little effect and even becomes a burden to students. Therefore, they just do things hastily in order to cope with the teacher's inspection, and do their homework just for the sake of doing their homework, which can't consolidate their knowledge at all. After careful discussion and analysis, the main reasons are as follows: First, when the teacher assigns homework to all students, it is "one size fits all", but there are obvious individual differences among each student in the class, which leads to obvious differences in the time for students to finish homework: for some students who study well, they can easily finish the homework assigned by the teacher, but for "students with learning difficulties", they will finish their homework more than the time specified by the teacher, or they can't finish it at all that day. Secondly, some teachers only pay attention to the topics of theoretical knowledge investigation and pure mathematical operation, and lack realistic situational topics close to students' lives, which makes students feel bored and bored with homework. They do their homework in order to cross the gap and lack the internal motivation to do their homework. Therefore, the phenomenon of copying homework is not uncommon. Third, some teachers do not pay attention to the improvement of their professional ability and quality, and the classroom teaching efficiency is low. They can only make up for the loss in class by arranging a lot of repetitive mechanical homework, and make up for the loss after class, so that students can struggle in the sea of questions and become victims of questioning tactics. In view of the above situation, according to the new teaching concept of the new curriculum reform and the principle of "hierarchical teaching", this paper tries to set up students' math homework at different levels. By setting the "gradient" of homework, we can improve the "interest" of homework, control the number of homework, and attract students of different levels to complete homework.
Let's talk about my shallow understanding in the practice of hierarchical setting homework.
First, the stratification of mathematics homework can improve the enthusiasm of "students with learning difficulties" to complete their homework.
Implement homework stratification, so that "students with learning difficulties" can "independently" choose homework according to their own learning situation, so that they can "have food".
Doing so can not only reduce the heavy workload of "students with learning difficulties", but also stimulate their enthusiasm for completing their homework, increase their confidence and fun in completing their homework independently and improve the quality of their homework; At the same time, it can also minimize or avoid the phenomenon of students copying "gifted students" homework. Because teachers assign homework at different levels, students are required to have "low starting point and low difficulty" homework, which naturally mobilizes their enthusiasm for completing homework independently, thus changing their inferiority and backwardness. Moreover, teachers always pay attention to "students with learning difficulties" when choosing homework questions. This kind of "psychological preferential treatment" is something they can't enjoy under the old assignment method, which greatly narrows the psychological distance between "students with learning difficulties" and teachers. Under such psychological suggestion, students' enthusiasm for doing homework will be obviously improved.
Secondly, the layering of math homework can stimulate the creativity of gifted students to finish their homework.
Through the implementation of homework stratification, teachers can set some open and innovative homework for gifted students, so that gifted students will no longer do repetitive and ineffective work and let them "eat well". Teachers can also design some math problems for gifted students more attentively. Re-examine the connotation of homework with a holistic view. This kind of homework will deepen the understanding of outstanding students, help to cultivate their interest in learning and the ability to solve practical problems with mathematical knowledge, and effectively cultivate students' innovative spirit and practical ability, thus truly embodying the essence of the new curriculum reform.
Thirdly, the stratification of mathematics homework can transform students' weariness of learning and make their "willingness to learn" possible.
Students who are poor in discipline and tired of learning think that they can't study well anyway (some students even tend to drop out of school), so they break the jar, refuse to do their homework, copy other students' homework, or simply don't do their homework. For such students, the teacher can do nothing. The main reason for this problem is their poor learning attitude and lack of interest and enthusiasm for mathematics learning. They don't listen at all in class, and the phenomenon of alienation is serious. Not only do they not study by themselves, but they will also seriously affect others' study. For these students, it is particularly necessary to assign homework in layers: according to the characteristics of middle school students' strong curiosity, strong desire to win and strong interest in learning, combined with the unique characteristics of mathematics itself, try their best to explore various internal factors, create situations and induce students' interest in completing homework. So the homework designed by the teacher should be relatively easy to complete. For example: conducting some simple social surveys, collecting mathematical data and so on. Make them change from passive "asking me to do" to active "I want to do", thus stimulating their interest in doing homework and getting the joy of success from it.
Hierarchical homework is the embodiment of teachers' respect for students. Teachers pay attention to students' individual differences. In order to meet their different learning needs, they created an educational environment to guide students to take the initiative to participate, achieving the purpose of stimulating students' enthusiasm for learning, cultivating students' attitude and ability to master and use knowledge, and truly achieving the goal of all-round development for every student. It is also the specific requirement of the new curriculum to let different students get different development in mathematics. This is a very meaningful job.
Summary of personal management of mathematics teachers II
This semester, I am a math teacher in Grade _. In teaching practice, I found that most of the students in this class are smart and flexible, imaginative, active in thinking, active in classroom speech and ideal in academic performance. However, there are also a few young students and transfer students with weak foundation, messy homework, slow thinking, slow writing and slow understanding of new knowledge. Combined with the actual situation of the students in this class and the specific requirements of the new curriculum standard, I will summarize my thoughts on the teaching work this semester as follows:
First, lay a solid foundation and strive to reduce the learning burden of students.
Suhomlinski said: "Only by letting students not spend all their time studying, but leave a lot of free time, can they study smoothly." This seemingly contradictory sentence actually contains a truth: if a student is crammed with homework most of the time, he will have no time to think, have no time for intellectual activities and have no intellectual life. The greater the possibility that students are overburdened and fall behind in their studies, the heavier the academic burden, and the greater the damage to children's intelligence and physical strength. It is precisely because of this that the alarm of "reducing the burden" has been ringing! However, in the next stage of primary school teaching, basic skills such as calculation and operation are very important for children's later learning. How to make children master relevant skills skillfully without being overburdened? This semester, I made the following attempts:
First, ask questions in class for 40 minutes. Every new lesson should be previewed. Read the teaching materials and teaching reference materials carefully, understand the arrangement system of the teaching materials, the editor's intention, the position of each knowledge point in the whole set of teaching materials and its connection with the relevant knowledge before and after, so as to achieve a high-rise building and a gap in the chest. Watch excellent lesson examples, actively seek the opinions of teachers in the same group, determine the key and difficult points of each lesson according to the age characteristics and knowledge starting point of students, think about what teaching methods and learning methods should be chosen, and design a complete lesson plan. Secondly, efforts should be made to enhance teaching skills, make each class clear, clear, concise and easy to understand, strengthen the communication between teachers and students, fully consider the learning ability and learning needs of students at all levels, and let students study easily, easily and happily; Finally, each new lesson is treated as an open class, and a small blackboard and exercise paper are prepared in advance to create a classroom atmosphere, mobilize students' enthusiasm, expand classroom capacity, improve classroom teaching efficiency, and strive to leave some time for students to practice and consolidate in each class, verify the teaching effect and solve problems in time.
Second, the combination of timely consolidation and regular review. The new knowledge given in each class will be consolidated in time on the same day, reviewed appropriately the next day, and reviewed again after a while to improve the review efficiency. Except for the small unit teaching in 10 class, the rest of this textbook is all about numbers and algebra, in which calculation is the focus of teaching. In order to help children improve their calculation speed, it takes 1 minute for students to read multiplication formulas and carry, add and subtract oral calculation questions within 20 hours before each class. Through a semester of persistence, the effect is remarkable.
Third, assignment and correction. This semester, I have prepared several sets of supplementary teaching materials, carefully selected exercise questions, and assigned homework in a targeted and hierarchical manner, just to make every exercise exert the greatest effect. Every student's homework should be carefully corrected in time, and mistakes should be recorded and analyzed. Individual counseling and collective evaluation should be adopted to remedy different mistakes in time. According to the record and analysis of mistakes, the review plan of each stage and the review plan of the last stage are formulated to achieve targeted goals.
Second, pay attention to the whole, taking into account the cultivation of gifted students and the counseling of students with learning difficulties as much as possible.
The new curriculum standard clearly points out that teaching should be geared to all students. The most difficult thing in teaching large classes like ours is to give consideration to the cultivation of gifted students and the counseling of students with learning difficulties. Therefore, I strive to pay attention to their growth in classroom teaching and after-school counseling:
(1) In classroom teaching, pay attention to designing problems at different levels, take care of the learning needs of students at different levels, create opportunities for students with learning difficulties to gain successful experience, and provide thinking space for gifted students; In classroom practice, while challenging gifted students, we should strengthen individual counseling to prevent students with learning difficulties from falling behind.
(2) do a good job in after-school counseling. Use the blog platform to build an air classroom, and encourage and guide gifted students to teach themselves the Olympic Mathematics after class. At the same time, it is not only to make up for the lack of knowledge, but also to guide the learning ideas and methods. To improve the grades of students with learning difficulties, we must first stimulate their thirst for knowledge and self-motivation, and make them realize the significance of learning; Secondly, we should teach them learning methods, let them learn to observe and think, enhance their self-confidence in learning and experience the fun of learning. There is a good saying: "Teaching is to not teach." You can't let tutors grow up with children!
(3) Strengthen the contact between home and school, build a good communication platform, and let parents become a strong support for personalized education.
Third, teaching and research has achieved obvious teaching results.
(1) This semester, ordinary students in our class can usually finish their daily math homework within 10 to 15 minutes (slightly increased during the final review), and they can basically finish it easily and independently. There are few collective mistakes in correcting homework.
(2) After-class tutoring, I found that several students with learning difficulties have made great progress in their academic performance, their learning ability is also growing, and their learning is becoming more and more relaxed. Last semester, they encountered problems in their studies and always tried their best to talk about them. This semester is basically a little bit. Counseling for students with learning difficulties is usually completed within a few minutes between classes and rarely leaves after school.
(3) Nearly half of the students in the class have strong learning ability, active thinking, good at thinking, excellent academic performance and stable learning status.
Fourth, self-reflection and strive to achieve professional growth.
(a) this semester continue to adhere to and optimize some effective practices, and strive to let students solve all the learning problems in class, only do appropriate consolidation after class, and control the weight of homework after class;
(2) Strengthen the contact between schools, spare more time to communicate with parents, strive for more support from parents, and strive to cultivate children's interest in learning and improve their learning ability.
(3) Set yourself a new research topic: How often to arrange a second review and consolidation after learning new knowledge, and what is the best way to review and consolidate? According to different contents, try to find a better second review time and review method.
Summary of Personal Management of Mathematics Teachers III
In the first period, I tried to take effective measures to stimulate students' interest in learning, cultivate students' study habits and guide students to participate in the whole process of learning, and achieved the necessary results. The teaching work of this semester is summarized as follows:
First, efforts to improve the quality of classroom teaching:
1, preparing lessons
At the beginning of the semester, I studied the new mathematics curriculum standards, textbooks and teaching reference materials, and got a good understanding of the textbooks of this semester. During the semester, we should focus on preparing lessons in units and master the position and role of all parts of knowledge in units and books. Think about how students learn, what problems students have and how to solve them. Reflect the teacher's guidance and students' active learning process in the lesson preparation book. Fully understand the role of after-class exercises and design exercises.
Step 2 attend classes
(1) Create various situations to stimulate students' thinking. Then, let the students explore, start work, move their mouths, eyes and brains. In view of the key points and difficulties in teaching, students' inquiry results are selected, and they are compared, exchanged and discussed, from which they can master knowledge and cultivate skills. After that, students practice topics with different slopes and levels, consolidate knowledge, form skills and develop thinking. Finally, try to let students summarize the knowledge and methods they have learned. At present, students are generally interested in mathematics classes and have a high degree of participation, which has taken a solid step for learning mathematics well.
(2) Review in time. New knowledge is basically reviewed on the same day or the next day, and then the review time is gradually extended. This measure is very suitable for junior students who forget quickly and will not review.
(3) Strive to build a knowledge network. Generally, one section is arranged to form each section of the knowledge string; Each unit is arranged to review to form a knowledge chain, and a semester is arranged to review the whole book. Students have experienced the change process from "thin" to "thick" and then to "thin", which not only constitutes a knowledge network, but also learns methods, which is easy to produce learning transfer and provides students with the possibility of innovative practice.
Step 3 correct homework
In view of different practice mistakes, the teacher criticized face to face, pointed out personality problems and corrected gender problems in groups. When correcting homework, the teacher points out the wrong questions without pointing out the mistakes, so that students can find the mistakes themselves and enhance their analytical ability. The habit of giving students full marks and encouraging students to work independently has achieved good results in stimulating students' interest in learning. Analyze the causes of mistakes in exercises, improve teaching and improve the pertinence of teachers' teaching.
4. Pay attention to the guidance of underachievers.
For underachievers, we should pay attention to reducing the difficulty, slowing down the slope and allowing them to learn slowly in their own way. Pay attention to their learning process. Gradually cultivate their interest in learning, improve their self-confidence in learning, and adopt a "sublation" attitude towards students' answers, thus breaking the dead situation of speaking in class and making students dare to answer questions and be willing to think.
Second, participate in teaching and research activities:
1, change the concept of education. Make it clear that education serves the future development of students. Read educational periodicals and think about ways and means to cultivate students' innovative consciousness and practical ability.
2. I participated in the ecological class organized by the cooperation zone this semester. After the independent open class, we exchanged and discussed how to develop students' subjectivity in teaching under the new curriculum standard. Create various suitable and open situations, gradually cultivate students' innovative consciousness, skills and practical skills, clarify the direction, promote teaching and improve professional level.
In short, in the future teaching work, I will work hard, strive for a higher level and make my own teaching.
Summary of personal management of mathematics teachers 4
The third grade mathematics is the transitional stage of primary school, which has a very important position. Now, the math teaching in the second semester of Grade Three is summarized as follows, so as to sum up the experience, find out the shortcomings and improve them.
First, teachers' morality.
Do a good job in every class with a serious and responsible attitude; Caring for students with full love, caring for their study and life, actively doing their ideological work, convincing, teaching and educating people. Can actively and seriously obey and cooperate with the work arranged by the school leaders at all levels, unite and cooperate with colleagues, help each other, and complete the tasks assigned by the school.
Second, learning attitude.
The new era requires teachers to constantly update and enrich their knowledge, to have the concept of lifelong learning, and to have profound knowledge and various talents is very important for every teacher. Because our products can talk, think, ask any questions, and often "ask what's next".
Without extensive knowledge, students' "confusion" cannot be well understood and conveyed to people's "Tao". Therefore, I seriously participated in various teaching and research activities organized by the school. I try to learn from other people's advanced teaching experience, change the old teaching concept and apply the new teaching concept to my own education and teaching.
Third, mathematics teaching.
Educational psychologist Bruner said: "Cognition is a process, not a result." Therefore, he emphasized that "to teach a person a certain subject is not to ask him to write down some results, but to teach him to participate in the process of building knowledge."
I correctly handle the relationship between teaching and learning, and the relationship between learning and guidance in the teaching classroom, focusing on students' learning, focusing on the guidance of teaching methods and based on students' development, stimulating students' thirst for knowledge, guiding students to actively explore and participate in the process of knowledge construction, and promoting students to learn happily, have the ability to learn and be good at learning. In this period, the teaching objectives of 9 units, such as multiplying two digits by two digits, area of rectangle and square, dividing three digits by one digit, statistics, and preliminary understanding of decimals, have been completed.
Mainly achieved the following teaching objectives:
1。 I will use a pen to calculate the division of three digits divided by one digit and the multiplication of two digits multiplied by two digits, and I will make the corresponding multiplication and division estimation and pen calculation.
2。 When three digits are divided by one digit, the quotient is an integer of ten or one hundred. I can calculate integers with integers and multiply them by two digits.
3。 Have a preliminary understanding of simple decimals (the decimal part does not exceed two digits), have a preliminary understanding of the meaning of decimals, can read and write decimals, have a preliminary understanding of the size of decimals, and can calculate the addition and subtraction of one decimal.
4。 Understand the meaning of area, estimate and measure the area of graphics, understand and understand the area units (square centimeters, square decimeters, square meters), and carry out simple unit conversion; Mastering the area formulas of rectangles and squares can correctly calculate the areas of rectangles and squares, estimate the areas of given rectangles and squares, and solve simple practical problems with formulas.
5。 Understand statistical charts and learn simple data analysis; Can initially understand the role of statistics in real life.
6。 Through the process of finding, asking and solving problems in real life, we can understand the role of mathematics in daily life and initially form the ability to solve problems by using mathematical knowledge comprehensively.
7。 Two concepts: main infiltration set and equivalent substitution.
8。 Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9。 Develop a good habit of doing your homework carefully and writing neatly.
In short, in the whole teaching work, I prepare lessons carefully. When preparing lessons, I carefully studied textbooks and teaching books. Learn the new syllabus well and learn the advanced experience of others with an open mind. Strive to thoroughly understand the teaching materials and find the key points and difficulties. Earnestly attend every class, listen carefully in class, and strive to grasp the key points and break through the difficulties. Use a variety of teaching methods. Starting from the reality of students, pay attention to arouse their enthusiasm and creativity in learning.
In teaching, consciously introduce new knowledge points through life, examples, activities, games and other forms, so that students can feel that mathematics knowledge is everywhere in their daily lives. Through students' personal experience, operation, practice, experience, discussion and other methods, scenarios are created to stimulate students' interest in learning and realize the process of students' perceptual knowledge construction.
We often say that students should be given a glass of water and teachers should have a bucket of water, but in the new era of innovation and reform, this seems not enough. It is better to teach people to fish than to teach them to fish. Teachers' more important consideration is to teach students how to find water sources and solve water problems.
This will inevitably put forward new requirements and challenges for our teachers: how to learn to master advanced ideas with the characteristics of the times; How to face the acceptance and change of new standards and new teaching materials; How to face personalized students, and so on, are all problems that I must think about and face. I am willing to walk with students and the times.
Summary of Personal Management of Mathematics Teachers: 5 pages
Time flies, and in a blink of an eye, a busy and full semester is coming to an end. Since this semester, I have been a math teacher and head teacher in Class 4, Grade 9. During the teaching period, I constantly improve my professional level, strictly demand students, respect students, promote teaching democracy and educational democracy, and make students learn something, make use of what they have learned, and constantly improve, so as to continuously improve their teaching level and ideological awareness and successfully complete the education and teaching tasks. The class I teach ranks first in the final exam.
First, the ideological aspect:
Obey the arrangement of school leaders and abide by the rules and regulations of the school. At the same time, we will constantly improve our ideological consciousness, be a teacher by example, love our posts and be dedicated. Adhere to the noble sentiments of teachers and carry forward the spirit of selfless dedication.
Second, actively participate in teaching and research:
One person's strength is limited, and the collective strength is infinite. The excellent performance of a class cannot represent the overall level. Only when the overall level is high can it really be brought into play. Our lesson preparation team is a united and enterprising team. The four teachers in the preparation group support and encourage each other, and the activities of the preparation group are rich and colorful, ensuring quality and quantity.
Insist on preparing lessons once a week, and insist on attending lectures and evaluating classes collectively not less than 10 times per semester. The demonstration class of old teachers and the research class of young teachers have provided us with opportunities to exchange and learn from each other and accumulated a lot of good experience.
When preparing lessons collectively, everyone conducted extensive academic exchanges and discussions without reservation, helped each other, learned from each other's strong points, and effectively ensured the quality of teaching and research. On the basis of unity and cooperation, we also emphasize individual responsibility system, avoid eating "big pot rice" and set corresponding goals according to the actual situation of each class. In our minds, there is only the concept of team fighting, not the idea of fighting alone. "It is not spring to stand out from the crowd, but it is spring to let a hundred flowers blossom".
Third, education and teaching:
Prepare lessons carefully. Prepare not only teaching methods and textbooks, but also students. After this semester's re-placement, the students are not as neat as before, so I try my best to design the class type according to the content of the textbook, try my best to complete the homework and extracurricular exercises in each class before preparing lessons, and choose the topics suitable for the students in this class.
Write lesson plans carefully, so that every class is "prepared". Every class is fully prepared before class, and various teaching methods are used to attract students' attention. Seriously sum up after class, sum up the gains and losses of each class in time from the classroom teaching methods and students' reflections, and improve their teaching level.
In preparing lessons, I carefully studied the textbooks and tried to accurately grasp the important and difficult points. And pay attention to refer to various magazines to formulate teaching methods and teaching forms that conform to students' cognitive laws. Pay attention to weakening difficulties and highlighting key points. I divide the teaching objectives of each unit into basic objectives (explaining the basic knowledge of unit content) and improving objectives (mastering mathematical operation skills and improving mathematical ability, etc. ), and prepare not only students, but also textbooks and teaching methods. According to the content of the textbook and the students' reality, I designed the course type and formulated the teaching methods to be adopted. Every class is "prepared" and every class is fully prepared before class. And make all kinds of interesting teaching AIDS to attract students' attention, summarize the lessons in time after class, write down the teaching postscript, and carefully collect the knowledge points of each lesson book, so that students can successfully complete the learning tasks of each lesson and gain something from each lesson.
Fourth, create a good teaching environment:
The cruelty of college entrance examination competition brings about the grim situation of college entrance examination. The various pressures brought about by this make students' weariness of learning unprecedentedly strong. No matter gifted students or students with learning difficulties, their learning is passive. Students are the main body of learning, and the initiative of the main body has not been mobilized. No matter how hard our teacher tries, it is useless, which forces us to study the students' psychology and find out the teaching methods suitable for their psychological characteristics.
We divide students into three levels and determine our work priorities and measures: eugenics-expansion; Middle school students-pay close attention; Students with learning difficulties-counseling.
Eugenics has good thinking habits. Before class, we give them questions to learn and improve their ability to solve problems by themselves. In class, we use discussion teaching method to let them stretch their views, and then the teacher summarizes, deepens, analogizes and improves, and puts forward requirements from three aspects: high, strict and difficult.
Middle school students are a large group, and they are the mainstream of learning in ordinary classes. We focus on them in class and try to digest all the knowledge points in class. Homework and exercises are also based on basic questions, and training is strengthened and generally improved.
For the poor students, we try our best to improve their psychology, influence them ideologically with love, help them patiently in their studies, compile the topics that these students can complete in class, let them have something to do in every class, gain something in every class, and arouse their enthusiasm for learning.
Five, good every class:
In order to improve the teaching quality and students' learning effect, multimedia courseware is used as much as possible in each class. In every class, I pay attention to students' initiative, distract students' thinking, pay attention to the cultivation of comprehensive ability, consciously cultivate the rigor and logic of students' thinking, and improve students' thinking quality in teaching.
Ensure the quality of each class. In class, I often find out the lowest starting point of each student one by one according to the students' homework in the last class, so as to arrange teaching according to the content of this class. In the lecture, try to be simple and let the poor students keep up. Sometimes, according to the depth of the question, choose the right classmates to ask questions and perform.
In particular, some basic simple questions are designed in the classroom, so that poor students can give priority to answering, so that poor students have the opportunity to express themselves, have the opportunity to harvest the joy of success, and stimulate their enthusiasm and confidence in learning. Sometimes it is necessary to fine-tune the frequency, voice, questioning and repetition of the lecture according to the expression and manner of the whole class during the lecture.
For example, some students are sometimes absent-minded in class, and I will immediately give them simple questions or performances, or raise my voice to attract their attention. When I find a classmate frowning, I will repeat the key points and so on. Reasonably allocate the lecture, practice and thinking time in the classroom, and avoid talking too much and arranging too much, so that students have less practice time and less thinking opportunities.
Sixth, serious and timely counseling:
Educator Ye Shengtao once said: "Teaching is to not teach." This actually means that the highest state of education is to let the educated become educators, and the ultimate goal of education is to let the educated learn to learn by themselves and become talents themselves. Having good study habits is an important guarantee to achieve this goal, which shows the importance of sex education with good habits.
I pay close attention to habit education, and make students develop the good habit of previewing before class, reviewing and consolidating after class, finishing homework independently, handing in homework on time and finishing homework on the same day. At the same time, carefully correct students' homework, analyze students' homework, comment on problems in the process of students' homework in time, and let students correct mistakes in their homework in time.
I also improve my teaching methods in time according to the reflected situation, so as to be targeted. For poor students, we should teach students in accordance with their aptitude, arrange some exercises with simple foundation or give some exercises and homework with scattered difficulty after class, and strengthen counseling.
Seven, be a research teacher:
As a math teacher, I have been worried that my professional level is not enough, but I really want to be a research-oriented teacher. Study students' learning emotions during class. Sometimes when they feel very happy after a class, they will think about it. After class, I will aim at a problem, ask the question to the end, and study and collect various solutions; Sometimes I read some books on pedagogy and psychology, trying to be useful for my own education and teaching. Sometimes I will make friends with some senior educators, eager for some advice.
Moreover, students are most interested in pop songs, especially those in graduating classes. Their desire to sing pop songs is sometimes greater than their desire for knowledge, because most graduating classes cancel music classes.
In order to adjust students' learning atmosphere and relieve their learning pressure, I often download some popular songs, and try to play students' favorite songs by using multimedia every day during or before class, from Love Trading, Honey Trap, Fake Love, Men Tired, and the latest popular Lure of Lang, You are My Dish … Let students hum songs.