After reading a work, you must have a lot to share. Why not calm down and write your reading notes? Then can I write reading notes? The following are my junior high school reading notes for your reference only. Let's have a look.
Mathematics monograph junior high school reading notes 1 recently read "mathematical thinking and primary school mathematics", deeply touched. The book says: Only by revealing the thinking method hidden behind the content of mathematics knowledge can we really "live", "understand" and "deepen" the mathematics class. This means that teachers should show students "living" mathematics research work through their own teaching activities, not dead mathematics knowledge; Teachers should also help students really understand the relevant teaching content, instead of swallowing dates raw and memorizing them; In teaching, teachers should not only let students master specific mathematical knowledge, but also help students deeply understand and gradually master the internal thinking methods.
Primary school students learn mathematics, which means that in the process of mastering basic knowledge, they constantly form mathematical ability and mathematical literacy, and obtain methods to think and look at problems from multiple angles, so as to think and solve problems mathematically. Mastering basic knowledge is the way, and the acquisition of multi-angle thinking mode is the ultimate goal. French educator Dostoevsky said: "A bad teacher gives up the truth, and a good teacher teaches people to discover the truth." Students' learning mathematics is an activity, an experience and a process, which cannot be said, but only participation and experience. Therefore, teachers should change the learning style centered on book knowledge and teaching, teach students the initiative of learning, and make students get the real feeling of knowledge in the operation experience, which is the driving force for students to form a correct understanding and turn it into ability. As the striking motto on the wall of the Washington Children's Museum says, "What you do, you will lose your muscles."
On weekdays, many students will respond to teachers' questions if they are simple. Only a few students tentatively raise their hands when they encounter thoughtful and deep questions. Most students choose silence. What's more, sometimes the classroom is silent. Really, students are afraid to go out. At this moment, my heart began to tremble. How did the children who were still in high spirits come to class to ask questions? I started looking for answers because they lacked thinking. Day after day, year after year, their thinking ability is almost lost. Where does the student's thinking come from? The answer is the teacher's enlightenment and training. As teachers, we often focus on making students master ready-made things and memorize them by rote. Over time, students never have to think, and gradually develop to be unable to think, and finally they are unwilling to think when they encounter problems. This will happen.
Our teacher should do two things in class: first, we should teach students a certain range of knowledge; Second, we should make students smarter and smarter. And many of our teachers often ignore the second point, thinking that students are born smart when they master knowledge, but in fact, a curious, studious and diligent student is really smart. Then this kind of cleverness lies in the teacher's enlightenment and cultivation. Now the classroom attaches importance to group cooperative learning and students' hands-on operation ability. In fact, these practices are all about cultivating students' thinking ability.
Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Teachers are the organizers, guides and participants of students' mathematical activities, and the enlighteners of students' mathematical wisdom. In the eyes of wise teachers, we should not only pay attention to whether students have mastered a certain knowledge, but also pay attention to the significance of the whole teaching process to students' growth and its influence on students' life. Be a wise teacher, focus on the future, enlighten students' thinking, cultivate students' mathematical wisdom, let students learn to learn and promote lifelong development.
Mathematicians have different eyes from ordinary people: problems that are very complicated in the eyes of ordinary people become extremely simple in the eyes of mathematicians; Ordinary people think it is quite simple, and mathematicians may think it is very complicated. The author, Academician Zhang Jingzhong, vividly introduced how mathematicians found and drew extraordinary conclusions from these simple problems, starting with familiar problems.
Mathematicians' eyes are not about the skills to solve a certain kind of mathematical problems. It tells us the ideas and methods of thinking about mathematical problems and makes it easier for us to do them.
Mathematicians' eyes can see that "the sum of the internal angles of a triangle is 180" and "the sum of the external angles of any N-polygon is 360", and they can also see that "the sum of the angle changes is 360 when an ant crawls around an ellipse". How can such eyes not be amazing?
Draw a line segment with a compass, and the average person immediately responds: How is it possible? If we think according to the routine, we may answer: "If we use the compass as a pencil and cooperate with a ruler, can't we draw line segments?" However, if you can only draw an absolute straight line with compasses and have no other tools, you may have to think about it. Think about it, what if you don't insist on flying? Use a hollow round jar, put the paper roll into the cylinder, fix the center of the circle in the center of the jar, turn the compass and draw a circle on the paper inside the jar. As soon as the paper is taken out, the line segment is completed!
Chickens and rabbits live in the same cage. What can mathematicians see from the math problems in this primary school? It will be very simple to solve the equation of chicken and rabbit in the same cage, but it can be solved by the most primitive method besides the equation. Some people may laugh: why use such a stupid method when there is a simple method? But on the other hand, if the formula of chicken and rabbit in the same cage is taken as an equation, then the equation is difficult to solve, isn't it easy? Mathematicians' eyes can see complex theories from basic mathematical knowledge, possibilities from impossibility and solutions from simple problems. In the eyes of mathematicians, the most basic theory can also be extended to profound mathematical problems. The field of mathematics is infinitely vast, and the real key lies in ourselves. If we carefully observe the things around us, grasp the ordinary facts, think, explore and explore, we will find that mathematics is intriguing and ubiquitous.
Mathematicians can see the shadow of mathematics from washing clothes, so we can certainly see mathematics from other things. Over time, we will gradually understand and like mathematics. In this way, mathematics is no longer a difficult problem that we rack our brains to think about, but a ubiquitous elf in our lives.
Mathematics monograph reading notes for junior high school 3 Some time ago, I had the honor to witness Mr. Hua Yinglong from Jiangsu borrowing classes to teach in primary schools, and I saw the elegance of Mr. Hua's classroom for the first time. Teachers in China are very interested and have collected videos and monographs about Mr. Hua on the Internet. After reading the introduction, I know that Mr. Hua is a famous teacher in Beijing education and a national special teacher. He has many honorary titles. In order to get to know him better, I bought two books on Dangdang. They are How to Teach Mathematics and I am Mathematics. I was attracted by the title of "I am Mathematics" and gradually brought me into his teaching world.
I am Mathematics is an educational essay by Mr. Hua Yinglong. Every bit is his summary and understanding of the ten-year teaching class. The book is divided into six parts: thinking before class, seeking after class, reflecting after class, thinking after class, commenting in class and feeling about life. The book often quotes classics, famous sayings and so on, which contains a lot of philosophy of life. It can be seen that Mr. Hua is a scholar who has read many poems and books and is full of wisdom. His meticulous care for students highlights his humanistic characteristics, and his enthusiasm and persistence in education is an example for our teachers to learn.
Teacher Hua's understanding of teaching is all the time. Even if I break my head, I can still think of the wonderful use of brackets, which makes me applaud. The first courseware teaching using slides in "angle measurement" has increased observability and interest, which is a good theme that children love to see and hear and a good starting point! If I were his student, I would like such a math teacher. No wonder some students don't want to finish class, and some teachers can't hear the bell.
I was deeply impressed by Mr. Hua's witty language. In his book, he described it this way: Because he broke his head and wore a hat, he asked the students in class if he knew why the teacher wore a hat. When the students answered many lovely answers, Mr. Hua smiled and said, "It's a mystery not to tell you"; When I borrowed students' erasers from class, I asked the students why the teacher borrowed their erasers. The students answered many childish answers. Teacher Hua said: Just to make you have no eraser. Such plain words show that Mr. Hua is very easy-going. Plain words are a reflection of his ability to control the classroom and a kind of classroom charm of his class. Li Lie, then the principal of Beijing No.2 Experimental Primary School, wrote in the preface: He seldom paid attention to the success or failure of the results, but he was often delighted with the "unexpected" process. Study, think, forget all about eating and sleeping until it becomes clear. This cycle has shaped the uniqueness of Xiaohua.
I should learn from Mr. Hua Yinglong's insistence on education. "I feel that teaching like a farmer is a very practical, comfortable and happy thing"; We should learn from his ability to interpret education. His "error recovery" from "error to enlightenment" really gave me a wake-up call and showed me a new field of my teaching.
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