Reflections on Mathematics Teaching in Primary Schools (I)
September1April-June 10 Our sixth-grade math teacher finished the group teaching task. The research topic of our group teaching here is "to embody new ideas and let students feel the process of forming mathematical knowledge". Under the guidance of the project, the teachers made careful preparations in preparing lessons, attending classes and evaluating classes, and successfully completed this group teaching.
Bing Xu's teaching content is countdown. The all-round development of teacher-student interaction is a major feature of this course. The whole class is basically a process of dialogue and interaction between teachers and students around the text. The essence of teaching is a kind of communication and cooperation. Around the knowledge goal of "reciprocity", teachers have created a dynamic scene of democratic, equal, harmonious and vivid dialogue and exchange with students. There is an organic combination of knowledge and information, emotional attitude and norms in dialogue and communication, which promotes the improvement of students' various literacy. Activity is to let students go through a mathematical process, that is, to let students start from their own mathematical experience and summarize or discover relevant mathematical conclusions through their own thinking, which is the second major feature of this course. Especially the significance and methods in the process of students' re-creation, left a deep impression on teachers.
Cultivating students' mathematical thinking is the third characteristic of this course. Mathematics class should guide students to learn to think independently, be good at discovering mathematical mysteries, and effectively mobilize all students to dare to discover, be good at discovering and express their ideas, and learn to reflect, adjust and correct their views. Teachers' unique way of writing students' names on the blackboard not only affirms students' discovery, but also achieves the function of praise, encouragement and example, which arouses the situation that students' thinking is higher than one wave, and the last wave pushes the previous wave.
Teacher Gao's teaching content is the meaning of fractional division. In this class, Mr. Gao jumped out of the box of cognitive skills and paid more attention to students' learning process, instead of taking the deduction of rules and the formation of skills as the only goal, so that students could achieve developmental goals in their own practice and exploration. For example, in teaching, we should explore around the key points of Example 6/7÷2, provide opportunities for autonomous learning, give students sufficient space and time to think, allow and encourage them to have different algorithms, respect their ideas, even if they are unreasonable or even wrong, and let them further clarify their reasoning in mutual communication, collision and discussion. After the key exploration, we are not in a hurry to come up with the calculation rules, but continue to let students do oral calculations and still allow them to choose the method they think is suitable. On this basis, the teacher organized students to discuss that "when a fraction is divisible by an integer, when the numerator of the fraction is divisible by an integer, the quotient of the numerator is the numerator, and the denominator remains the same." This calculation method is simple. Through students' dynamically generated examples, such as: "3/8" molecule is not divisible by divisor 2, let students realize that "a fraction divided by an integer (except zero) is equal to a fraction multiplied by the reciprocal of this integer" through continuous trial and exploration. Although the whole class did not deliberately pursue the so-called formal calculation rules, but what the students said is not the core of arithmetic algorithm? In this kind of calculation teaching, students will get more than just calculation rules and methods.
Professor Li Shumin's content is of comparative significance. 1. This lesson fully embodies the teaching idea that mathematics comes from life and serves life, and experiences and understands mathematics in real situations. In this lesson, the teacher introduces the relationship between his age and the age of students, so that students can realize that the multiple relationship can also be expressed by ratio. 2. Let students learn independently and cultivate their autonomous learning ability, which embodies the teaching concept that students are the main body of learning and teachers are organizers and collaborators. For example, when teaching the names of various parts, Mr. Li allowed students to learn by themselves according to the characteristics of simple content and easy self-study, and cultivated their self-study ability. But at the same time, I realized that I didn't put enough. When students teach themselves to compare division and fractions, they are deliberately stopped, but they insist on teaching according to the teaching plan and let them compare and summarize. 3. The teaching concept of encouraging students to think independently, guiding students to explore independently, and cooperating and communicating has also been fully reflected. For example, when dealing with the connection and difference between ratio, division and score, the teacher designed a comparison table for students to fill in and discuss in groups before class, so that students can communicate with each other, inspire each other, encourage each other and experience the happiness of success together. At the same time, it also makes students realize the interdependence and mutual transformation between things.
Reflections on Mathematics Teaching in Primary Schools (Ⅱ)
As a sixth-grade math teacher, I really feel a lot different and confused this time. "Being trapped without seeking is poor, and being poor without fighting is dead" must be changed. This semester's mathematics teaching has been innovated and improved in many aspects. The more successful thing is to grasp the key points and give full play to students' thinking and comprehensive application.
In teaching, although many methods have been thought of, some problems have also been found, mainly including:
1. Although we have spent a lot of time and energy on underachievers, from the point of academic performance, it is only a little progress or a small range of progress, which is somewhat different from our expectations.
2. Some students are not good at thinking with their brains and can't extrapolate. Passive acceptance of knowledge is common, so their ability to apply knowledge to solve problems is poor or there are few methods. The performance is as follows: you can do what the teacher said in the exam, and you can't start with a little flexible change in the topic; More complex application problems are not good at comprehensively using knowledge to solve or drawing line segments to help understand and analyze the meaning of the problem; 3. Some students have not developed good study habits.
(1) A small number of students have not developed good computing habits.
(2) A few students have not yet developed a good habit of examining questions. This is also a very headache for us.
Questions, some simple questions often make mistakes because of poor examination. .
(3) A few students have not developed good inspection habits. They don't know how to check after they finish the problem.
I can't find it, but I can't see the mistake under my nose; Some students are lazy to check.
There are still some shortcomings in our teaching.
In view of this problem, I seriously thought about it:
1. Underachievers can't make great progress because they forget knowledge very quickly. Maybe what you just taught in the morning was forgotten by him in the afternoon. Some learned it today, but he forgot it in a few days. At the end of comprehensive practice, there is too much accumulated knowledge to make up for.
2. Some students are not good at thinking with their brains and passively accept knowledge. The reason is not only that some students lack the consciousness of autonomous learning and are lazy, but also related to our teachers' teaching ideas and methods. Sometimes I worry about what students don't understand, so I often have to talk more, leaving students to think and question.
There will be less time, and with the passage of time, students' desire for autonomous learning will not be so strong.
Excellent study habits can't be developed in a day or two. Some are caused by family education, some by school education. However, some teachers should be prepared to examine questions and calculate skills.
What you teach students should emphasize solidity.
Through reflection and access to relevant books, I think that in addition to continuing to use the previous good practices, we should also actively take certain measures to improve them:
1, for students who are backward in learning, we must let him persist in achieving the goals set by the teacher and answer the exercises independently. Sometimes, you can give him more time to think, and the teacher carefully guides his thinking.
2. Learn advanced educational ideas and teaching concepts, adhere to student-centered teaching, seriously explore ways to guide learning, create more opportunities for students to learn independently and be brave in innovation, stimulate the consciousness of learning subjects, let students discover, explore and solve problems themselves, actively complete learning tasks, and master some basic learning methods. In order to change the phenomenon that teachers talk too much and students passively accept knowledge.
We need perseverance and effective methods to improve students' study habits. For example, cultivate students' computing ability and combine knowledge points to impart methods and skills (such as cultivating students' habit of checking when solving problems); Cultivate students' ability of self-examination and self-evaluation, guide students to analyze the mistakes in their homework and register the reasons for the mistakes, and seriously correct them to improve the correct rate.
4. Preparing lessons and doing research should be deeper, more detailed and more comprehensive, give full play to the advantages of the collective, and do our best to do a good job in teaching.
Reflections on Mathematics Teaching in Primary Schools (3)
Mathematics curriculum standards require students to learn valuable knowledge and practical knowledge, so as to promote students' development and improve the effectiveness of classroom teaching. Efficient classroom can be summarized as effective, efficient and effective. Implementing efficient classroom is to give students their own stage, give teachers new hope and give the school a better future. I have the following thoughts on my own mathematics teaching:
First, efficient classroom comes from colorful situation creation.
1, situation creation should have a clear purpose.
Each class has certain teaching tasks. In teaching, guide students to use mathematical language and extract mathematical problems from situations in time. If it is a problem situation, the teacher's questions should be specific, clear, innovative and enlightening, and you can't ask questions like what you found in general.
2. The teaching situation should have a certain flavor of the times.
In today's information society, students can get a lot of information through various channels, and the situation created by teachers should also have a sense of the times.
Second, students' autonomous learning is very important.
In order to improve our classroom efficiency, students' self-study time and other time, students' active study and preview in advance, and learning guidance plan have played a very obvious role. Our math class is to help students preview the new lesson, solve most simple problems in the new lesson, advance students' previous in-class tasks to the class, and let students take lessons with problems through the improvement of basic knowledge, the study of typical examples and the training of synchronous exercises in class. It has been implemented for such a long time, and the efficiency is still good.
Thirdly, efficient classroom comes from problem setting close to students' life.
Starting from the familiar life scene and fairy tale world, try to choose the math problems that students are interested in, stimulate students' interest and motivation in learning, and let them feel the close relationship between mathematics and daily life. In mathematics teaching, teachers should seize the opportunity to create learning scenarios that are closely related to students' living environment and knowledge background, so that students can appreciate the fun of mathematics, generate the need for learning, stimulate the enthusiasm for exploring new knowledge, and actively and effectively participate in learning.
Fourth, classroom display, showing confidence and charm.
The core of classroom teaching is to mobilize all students to actively participate in the whole learning process, so that students can learn independently and develop harmoniously. Teachers should play the role of organizer, guide and leader, give play to students' subjectivity and initiative, and let students carry out inquiry learning. Let students think independently, show their personality and let every student develop. Make mathematics classroom teaching real and efficient.
1. Pre-class presentation: A student should be arranged to give a passionate presentation according to the needs of this class before class. If you need to stimulate interest, you can arrange for students to introduce historical figures and stories. If students have the ability to break through difficulties, they can be arranged to review the required knowledge in a gradient.
2. Students' passionate discussion in class: let students know their learning objectives, preview the text with questions and cultivate their self-study ability. Students' autonomous learning before class is an important part of learning plan teaching, and the quality of problem design is also directly related to the completion of teaching objectives. In class, students' intense discussion on problems can make their knowledge more organized, systematic and complete, and students can help each other and enhance their feelings. At the same time, students can find confidence in talking about topics.
3. Classroom display, so that students can show their writing skills and generalization ability in a limited blackboard space.
4, passionate comments, it is best to take off the manuscript, this link can make students have a deeper impression on the knowledge points corresponding to the topic, in the process of speaking, it should be clear and clear, so as to summarize the methods of the topic and summarize the knowledge points. Cultivate students' language expression ability and generalization ability. Enhance students' self-confidence and courage, and make students interested in learning.
5. Efficient classroom comes from constant teaching reflection.
There is no definite method for teaching, teaching is a regrettable art, and a class will not be perfect. Every class should be deeply analyzed and reflected, and the coincidence between presupposition and reality, students' learning situation, teachers' regulation, classroom generation and other aspects should be carefully summarized, so as to find out the regular things and learn through constant reflection. Promote the quality of classroom teaching and the teaching effect will be better.
In short, although I have always been skeptical about the college classroom, I am also afraid that although students actively discuss in the classroom, I don't know whether they can really integrate into the new classroom or whether they have really discussed the problems in the tutorial. But after practice, I am very relieved that the overall level of students has not declined, but has improved slightly. In addition, some problems will inevitably appear in the reform. For example, there are still many puzzles in the writing of the counseling plan. There are still many defects and deficiencies in some problem-solving classes, consolidation exercises and regression review classes. Some students' enthusiasm for learning has not been improved; How to make those students who love learning love learning more, help those who are not enthusiastic, and so on. But I believe that since I have made a good start, I will continue to work hard. As long as I work hard, I will gain something.
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