Summary of Heterogeneous Activities in Primary School Mathematics 1 In order to exchange and show the experience of primary school mathematics curriculum reform in our county, explore effective ways and strategies to improve classroom teaching efficiency, improve teachers' teaching ability and promote young teachers' professional growth, recently, County Education Group held a seminar on "Heterogeneous Teaching in Primary School Mathematics" in Sun Liang No.2 Primary School in Qukou School District. All the math teachers in our school district took part in this activity. All the math teachers in our school district got together and took part in this activity.
During the activity, Ma Danhe, Yang Yanfang, the first primary school in Zhongning, and Hu, the third primary school in Zhongning, gave wonderful lectures on the teaching content of parallelogram respectively. Faced with the same teaching content, teachers show their abilities, teach with different teaching methods and learning methods from different angles, show different teaching styles and show different excitement. The teaching idea of reserving similarities in differences and seeking differences in similarities has aroused the research and thinking of the participants, which embodies the value of different classes.
In this teaching and research activity, the leaders of the general school carefully organized and attached great importance to it, the members of the mathematics teaching and research group actively participated, and the teachers carefully prepared lessons, giving full play to the role of collective preparation.
1. In the whole teaching activity, our group summarized the following three aspects:
1. At the level of methods and strategies, teaching is uncertain. The teaching content of the same class is diverse in teaching methods, and there are certain differences in link arrangement and detail treatment.
2. Style and personality-foster strengths and avoid weaknesses. Teachers have different personalities and behave differently in class, either rough or delicate, simple and direct, or tortuous and euphemistic.
3. Objectives and contents-Teaching students in accordance with their aptitude. Teachers should not only thoroughly understand the connotation of the text, but also understand the academic stages and teaching units of the text, and take this as an important basis to determine the teaching objectives, and then determine the teaching design and choose the teaching content according to the characteristics of students, which can be described as "teaching students in accordance with their aptitude".
Second, the problems and puzzles found in the activities:
Of course, there are gains and some confusions. In this activity, there are also some aspects worthy of our reflection, such as:
1, whether the teaching method of study group is suitable for low-level teaching, especially for the first and second grade students.
2. In the design of exercises, how to design can better reflect the individual differences of students.
3. How to make the teaching language of mathematics more accurate, refined, vivid and easier for students to understand?
4. How to encourage students to find more meaningful questions and ask more meaningful questions?
5. What questions should teachers ask so that students can acquire knowledge through cooperative discussion, so as to achieve teaching objectives and break through difficult knowledge.
Third, through this teaching and research activity, we learned (our progress):
Through this activity, our teaching and research group conducted a serious discussion and analysis, and reached the following understanding of the future teaching work.
Teaching is student-centered, students should be suspicious, students should not only be able to answer questions, but more importantly, they should find and ask questions themselves. Because thinking always starts with problems,
Only when there are problems can students be stimulated to explore and learn actively. In this process of constantly solving problems, knowledge is mastered, ability is improved and emotion is experienced. "Speaking" is also necessary. In class, we should not only explain the ideas and methods of the questions, but also talk about experiences and feelings, so as to cultivate students' language expression ability and logical analysis ability. What's more important is to have a "meeting", strive to cultivate students' awareness of actively participating in the classroom, cooperate with classmates, explore experiments, solve problems with collective wisdom, learn through interaction, and constantly improve their abilities in all aspects. In the future, our classroom teaching design should pay more attention to students' participation, emotional experience, classroom effectiveness and efficiency.
After class, the theme teaching and research activities were carried out, and the evaluation and discussion sessions were presided over by Li Yubao, a researcher in the school district. First of all, Li Yubao, a researcher, talked about the purpose and requirements of this heterogeneous activity. Then the three teachers reflected on the teaching objectives, teaching methods and the design of teaching articles, all of which were in place. Next, the teacher commented on the class and discussed with the theme of "How to have a good class effectively". The teachers who participated in the class and the head of the mathematics teaching and research group, Mr. Bai, made wonderful comments on these three classes. At the seminar, the teachers spoke enthusiastically, and the evaluation was pertinent and realistic. The participating teachers not only learned about the "heterogeneous" teaching and research model, but also gained experience in solving problems. We can say that this is a very effective and down-to-earth teaching and research activity. Especially in the end, Mr. Bai, a math researcher in the county, made a very responsible speech, which made the teachers feel better than studying for ten years.
This teaching and research experience has made teachers deeply realize that "heterogeneous in the same class", as a form of teaching discussion, has built a platform for our teachers to talk about teaching ideas, exchange teaching designs and display teaching styles, which is an effective teaching and research method. During the activity, both the instructor and the participants benefited a lot. As a teacher, not only can you show your ability on the big stage of classroom teaching, but you can also fully realize the differences between yourself and others in understanding and handling teaching materials through mutual comparison and learning, so as to achieve the goal of complementing each other's advantages, learning from each other and improving together. As a listener, you can not only think about teaching activities from multiple angles and in all directions from the sparks of teachers' wisdom, but also reflect on teaching with your own teaching practice, thus effectively promoting teachers' professional growth. Of course, it is impossible to walk through the snow in every activity. As long as we can foster strengths and avoid weaknesses in future activities, I believe we will go further and further.
The development of the "heterogeneous teaching in the same class" activity of primary school mathematics teaching and research group not only allows teachers to see different ways to deal with teaching materials, but also provides teachers with space and opportunities for thinking. Teachers have gone through the process of comparison, reflection and discussion, and their thoughts collide in communication, which to a certain extent achieves the purpose of complementing each other's advantages, learning from each other and improving together, and effectively promotes teachers' professional growth. Teachers generally reported that participating in this activity benefited a lot. Everyone compares in such interaction, actively reflects in comparison and improves in reflection.
Summary of Heterogeneous Activities of Mathematics in Primary School 65438+On February 5th, 20xx, under the leadership of the Institute of Education, nine teachers from Pingliang No.7 Middle School, No.4 Middle School, No.8 Middle School and No.10 Middle School came to Tiezhong to carry out "Heterogeneous Activities in the Same Class" with their teachers. The scale of this activity is unprecedented in the history of the establishment of Pingliang Tiezhong School: nine subjects, including junior high school Chinese, mathematics, English, physics, chemistry, politics, history, biology and geography, are all involved, and each course is jointly completed by teachers from foreign schools and teachers from Tiezhong School. Nine teachers from our school, including Zhang, Ma Fangfang, Xiao Ping, Qiu Jinbao, Ren Yuwen, Zhang Qi and Dou, participated in heterogeneous activities in the same class. "Heterogeneity in the same class" is a new measure taken by the teaching and research group to improve the teaching level of teachers. The development of this activity provides a platform for teachers to discover themselves and rebuild themselves. In the activity, teachers found some loopholes, shortcomings and areas that need improvement in their teaching process by comparing with others and listening to lectures, and found other people's good teaching methods and means, which promoted the improvement of teachers' teaching ability.
"The same class is heterogeneous", as the name implies, the same class uses different structures or models. For the same topic, according to their own understanding, such as knowledge and ability, methods and processes, emotions, attitudes and values, teachers determine the teaching objectives of this lesson, design their own teaching models and teaching methods, and grasp the handling of important and difficult points. At the same time, all teachers in this subject come to class. After class, everyone commented on this class, expressed their views, put forward suggestions for improvement, and found the most suitable model for this class.
This activity is divided into three parts, the first part is the demonstration of lesson plans, the second part is the teacher's lecture, and the last part is the comment on lesson plans. Due to the tight time and heavy tasks, the school made careful arrangements in advance. According to the requirements of the Education Bureau, the teachers of our school have determined the teaching contents of nine courses according to the teaching progress, and each course is prepared by a foreign teacher and a teacher of our school respectively. The class presentations of all subjects will be arranged in the first two classes on the morning of 15. All junior high school teachers in our school participate in the teaching and research activities of attending lectures and evaluating classes. Teachers attach great importance to teaching, dig deep into teaching materials and carefully design teaching links, so that the teaching of the same class presents a colorful picture. In the whole teaching and research activities, all the teachers in the school actively participate in preparing lessons and evaluating lessons, with high enthusiasm.
So that this activity really played a role in finding the shortcomings and determining the direction. The results of this activity are summarized as follows:
1. trained teachers and improved the teaching ability of teachers in our school.
This activity is organized by the District Education Bureau. Nine teachers from different schools in the whole region are all famous teachers in discipline teaching and have made achievements in their respective disciplines. Such high-standard communication and sharing is a direction guide and a good guide for young teachers in our school. Among the nine teachers attending the lecture in our school, there are eight young teachers, accounting for nearly 90% of the total. For them, this activity is a more rare learning opportunity, with excellent peers preparing lessons and attending lectures, and * * * participating in seminars and face-to-face guidance exchanges. This is a test and a rare exercise for young teachers attending lectures, and it is also an opportunity for other teachers participating in the activity to learn and communicate.
2. The activity of "different classes in the same class" promoted the development of teaching and research work in our school.
For a long time, the form of teaching and research activities in our school is relatively simple. Every year, there is too much familiarity among the contestants in the school competition, so it is difficult to feel fresh. Over time, teachers will inevitably feel tired. However, the activity of "different classes in the same class" organized by the District Education Bureau has brought a spring breeze to our teaching and research, injected fresh blood and made our teachers more passionate and energetic. For example, in the heterogeneous activities of Chinese class, Zhang, a young teacher in our school, worked hard to prepare lessons with the help of Qi Xin of the seventh grade Chinese preparation group. The teaching design is concise, the thinking is clear, and the interaction between teachers and students is good in class. Chen Hailong, a teacher from No.8 Middle School, is a famous teacher in Kongtong District and won the first prize in the municipal classroom teaching competition. Almost all Chinese teachers in middle schools take part in class activities, even in primary schools. The design of Xiao Xian Shi Wei Jiang Sheng taught by him is unique, and the courseware making is unique, which shows the basic skills and charm of an excellent teacher and provides new ideas for the future classroom teaching of the seventh grade Chinese group. In the activities, teachers prepare lessons with questions, attend classes with questions, reflect on questions, teach in research and learn in teaching, open up teaching ideas, change teaching methods, strengthen students' dominant position in classroom teaching, actively participate in learning, improve classroom teaching efficiency and make the classroom full of vitality.
This teaching and research experience has made teachers deeply realize that "heterogeneous in the same class", as a form of teaching discussion, has built a platform for our teachers to talk about teaching ideas, exchange teaching designs and display teaching styles, which is an effective teaching and research method. During the activity, both the instructor and the participants benefited a lot. As a teacher, not only can you show your ability on the big stage of classroom teaching, but you can also fully realize the differences between yourself and others in understanding and handling teaching materials through mutual comparison and learning, so as to achieve the goal of complementing each other's advantages, learning from each other and improving together. As a listener, we can not only think about teaching activities from multiple angles and all directions from the sparks of several teachers' wisdom, but also reflect on teaching in combination with our own teaching practice, thus effectively promoting teachers' professional growth. Teachers said that this kind of harvest can't be realized without personal experience, and they suggested that the teaching and research group should carry out more such activities in the future.