Teaching experience of middle school mathematics teachers (1) Through the teaching of eighth grade mathematics, I think the real ability of teachers in teaching practice lies not in imparting knowledge, but in stimulating students' learning motivation, arousing students' desire for knowledge, allowing them to participate in the whole teaching process and acquire knowledge through their own thinking activities and hands-on operations. In order to improve the teaching effect and achieve the teaching purpose, we must do a good job in guiding students to participate in the whole process of teaching activities: strengthen students' awareness of participation; Increase students' participation opportunities; Improve the quality of students' participation; Cultivate students' participation ability. In addition, the concept of legal education should be infiltrated into mathematics teaching to enhance students' legal awareness and self-protection ability.
First, change students' learning status.
In teaching, it is more important to pay attention to students' learning process and the development of their emotions, attitudes, values and abilities. As far as learning mathematics is concerned, once students "learn" and enjoy the success of teaching activities, they will strengthen their learning motivation and thus enjoy mathematics better. Therefore, teaching design should make students' emotions and interests always in the best state to ensure the effectiveness and predictability of teaching activities.
Second, pay attention to learning motivation in the teaching process.
By stimulating students' enthusiasm for participation, students' awareness of participation is gradually strengthened. Students learn knowledge for use, but long-term exam-oriented education makes most students wonder why they learn mathematics and what is the use of learning mathematics. Therefore, in teaching, we should aim at students' age and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems. Let everyone deeply feel the new concept of "everyone learns useful mathematics". Through regular training in this way, students can deeply realize how important mathematics is to our lives and the value of learning mathematics, thus stimulating their strong desire to learn mathematics well and changing learning mathematics into using mathematics.
Third, pay attention to the enlightening function of practical activities in the teaching process.
Through observation, thinking and discussion, students are induced to participate in the whole process of knowledge formation and development, and the opportunities for students to participate are increased as much as possible. In mathematics teaching, only by allowing students to accumulate rich typical perceptual materials and establish clear representations can they better carry out a series of thinking activities such as comparison, analysis and generalization, and then truly participate in the whole process of knowledge formation and development.
Fourth, pay attention to the role of learning environment in the teaching process.
By creating a good interpersonal relationship and learning atmosphere, we can stimulate the release of students' learning potential and strive to improve the quality of students' participation. Harmonious teacher-student relationship is conducive to students' initiative and enthusiasm in learning. Teachers should encourage students to put forward their own opinions boldly. Even if students sometimes speak inaccurately or incompletely, they should finish their sentences to protect their enthusiasm.
The communicative, enterprising, harmonious and pleasant learning atmosphere provides students with opportunities to fully develop their personalities. Only when teachers are good at coordinating bilateral activities between teachers and students can most students have the opportunity to express their opinions. For example, in the discussion class, the teacher carefully designs and discusses problems, reasonably guides them, and discusses and studies among students. In this way, students can think independently and inspire each other in a lively, democratic and harmonious group learning environment, strengthen the development of thinking expression, problem analysis and problem solving ability in the process of completing cognition, and gradually improve the quality of students' participation in learning activities.
Fifth, pay attention to the improvement of learning methods in the teaching process.
Through the guidance of methods, actively organize students' thinking activities and continuously improve students' participation ability. The research results of educational psychology show that teachers can make students consciously master reasoning methods, thinking modes, learning skills and learning strategies through purposeful teaching, thus improving the efficiency of students' psychological process of participating in activities and promoting learning. In teaching, teachers should not only teach knowledge, but also teach students how to "learn". In teaching, teachers can't ignore, let alone replace, students' thinking. But to make the design of teaching content as close as possible to the students' "nearest development zone". By designing appropriate teaching programs, students can be guided to realize some methods.
6. Cultivating students' reflection is an important part of homework.
Practice shows that it is an effective way to cultivate students by applying reflection after solving problems to the whole process of mathematics learning and forming the habit of checking and reflecting. Solving problems is the only way for students to learn mathematics well, but different guiding ideology will have different problem-solving effects, and forming the habit of reflection after solving problems can be used as the guiding ideology for students to solve problems. Reflection is of positive significance to the cultivation of students' thinking quality in all aspects. Therefore, under the premise of not increasing the burden on students, it is required to write as many reflections as possible after homework, use the reflection column vacated by homework to ask questions to teachers, and make appropriate reflections in combination with homework. It is an effective thinking activity to cultivate students' ability and an important link to cultivate students to reflect on the process of solving problems after class, which has great practical significance.
Seven, prepare more information and prepare lessons carefully.
Strengthen the application of legal education in mathematics teaching and improve students' legal consciousness. For example, in the teaching of a function, through the knowledge of function expressions and images, the knowledge of environmental protection law and juvenile delinquency in various eras is infiltrated.
Teaching experience of middle school mathematics teachers (2) Mathematics is an extremely important subject in middle school teaching, and it is also the highlight of the senior high school entrance examination over the years. The reason why mathematics learning is so important is that mathematics plays a very important role in the development of today's society and is a basic subject that all kinds of sciences need to use. There is hardly any science that exists completely out of mathematics.
"Mathematics is the mother of all sciences". It is a science that studies numbers and shapes, and it is everywhere. To master technology, we must first learn mathematics well, and to climb the peak of science, we must learn mathematics well. The fundamental purpose of mathematics teaching is to comprehensively improve students' "mathematical literacy" and enhance students' mathematical concepts. I have formed my own unique teaching mode in the long-term junior high school mathematics teaching, which is deeply loved by the majority of students. Here, I will share some of my experiences with you.
First, let life into the math classroom
Mathematics in junior high school is completely different from that in primary school. In junior high school, students begin to transition from "arithmetic" to real mathematics, but it is difficult for many students to change their thinking from "numbers" to "letters" and "equations", and it is difficult to accept the change from concrete thinking to abstract thinking. Therefore, they will feel that mathematics is "difficult to learn" and "unintelligible", and then develop into an aversion to mathematics and a fear of mathematics. In this way, their math scores will plummet.
Simple mathematical theory is too abstract and boring. But "Mathematics comes from life", in the process of classroom teaching, I will gradually show the formation process of knowledge according to students' cognitive laws, "simplify" book knowledge, introduce "Mathematics around me" into the classroom, and make good use of every textbook. Closely link mathematics with life, so that students feel that mathematics is not so abstract, but closely related to life, so that students will be interested in learning mathematics well.
Second, prepare lessons carefully and grasp the key points.
Teaching is an art, and preparing lessons well is the basic condition for teaching a good class. We should make a detailed teaching schedule plan for ourselves, when to go and where to go, which should be clear and gradual according to our own teaching plan. In this way, I will have a bottom in my heart when I attend class, and there will be no situation that some knowledge points are explained too long, which leads to some knowledge points being explained too hastily and students can't master them. When preparing lessons, we should grasp our own thinking in class, what to talk about first, what to talk about later, how to give students a good lesson, how to explain relevant knowledge points so that students can easily master them, how to enliven the classroom atmosphere, and how to make students study in a relaxed and happy atmosphere.
In addition, we should distinguish what is important and what is secondary, and highlight the key points in class. After a class, there are minor places and important places. If you can't highlight the key contents and concentrate them all, students often have no clue. They don't know what the teacher said and learned in this class. Therefore, in class, it is necessary to distinguish between primary and secondary, highlight key points, and let students know what knowledge points the teacher mainly talks about in this class, rather than putting the cart before the horse. When talking about key knowledge points, I usually emphasize that I will explain them in detail with passionate voice and body language. Mathematics is a link, and once there is a problem in any link, it will directly affect future study. Therefore, even if we spend more time, we must make students understand and understand important knowledge points.
Third, guide students to cultivate self-study ability.
The cultivation of self-study ability is the key to improve teaching quality. The cultivation of self-study ability should start with reading, especially for junior one students, who have poor reading ability and poor reading habits. Teachers must start with demonstration, model the text word by word, read important mathematical terms, terms, key sentences and important vocabulary repeatedly, point out the methods of memorizing, and mark their own agreed symbols. For the example, let the students read the problem and guide them to check the problem and determine the best solution.
After students have a certain ability, according to the students' acceptance, read the outline from difficult and error-prone places, set up thinking questions, let students read mathematics extracurricular materials with questions, and also use extracurricular activity groups to organize exchanges, exchange ideas and inspire each other, so as to promote students to read again and find answers. Usually, when cultivating students' self-study ability, we should assign homework in advance, then find out the common problems and difficulties in the homework handed in by students, and then talk about new lessons, so that teaching can be targeted and good teaching results can be achieved. At the same time, we should guide students to actively participate in the teaching process, cultivate students' subjective consciousness, and let students form certain self-study ability and mathematical thinking through brain, hands-on and oral participation in mathematics classroom.
Fourth, strengthen the cultivation of students' reflective ability.
After completing a period of study, I have always stressed that students should spend some time reviewing what they have learned recently, what are the rules and connections between knowledge points, and whether there are any new inspirations when reviewing. Write down these gains and losses in time and make necessary classification and balance. In addition, we should seriously reflect on the homework, especially the corrected homework, and ask students to carefully analyze their own right and wrong questions, write down their own successes and shortcomings, and also write down their new ideas and innovations.
When guiding students to reflect, if you simply do this every time, students will soon get bored. This requires giving them a lot of encouragement, inspiration and evaluation every time you guide students to reflect, so that students can realize the benefits of doing this, give them a sense of accomplishment and make them feel happy. Usually, every time I guide students to reflect, I will praise those students who think seriously. If a classmate can ask questions on the basis of reflection, I will guide everyone to learn from him. I often tell students that as long as they can make progress under reflection, this is the greatest success. Let students feel that they can continue to succeed in constant reflection, and often reflect seriously, so that students can truly understand the thinking and learning methods of mathematics in reflection, optimize the knowledge system structure, develop their thinking ability and cultivate their innovative consciousness.
Teaching experience of middle school math teachers (3) "Mathematics is the mother of all sciences" and "Mathematics is the gymnastics of thinking". It is a science that studies numbers and shapes, and it is everywhere. To master technology, we must first learn mathematics well, and to climb the peak of science, we must learn mathematics well. The fundamental purpose of mathematics teaching is to improve students' "mathematics literacy" in an all-round way. Doing research and teaching well is one of the important measures to improve students' mathematical concepts and form a good "mathematical literacy".
Sadly, however, for a long time, some vivid mathematical knowledge has been submerged in a lot of "addition, subtraction, multiplication and division, square root operation", "simplification of fractions and complex numbers", "skill training of solving equations", "a lot of so-called application problems fabricated artificially and divorced from reality" and "training of various problem-solving skills and models"
In order to do a good job in junior high school mathematics teaching and achieve good teaching results, we must seriously study various laws of junior high school teaching and organically synthesize them to form effective methods that adapt to our own teaching. How to make math class more rational, scientific and effective? I think we should really "spend time preparing lessons, concentrate on research and show our skills in class." We should work hard on the "reality" of action, think of methods on the "depth" of research, and create a situation of curriculum teaching reform with solid action and in-depth research.
First of all, all mathematical knowledge comes from real life. At the same time, many problems in real life need to be solved by mathematical knowledge and mathematical thinking methods. For example, according to what program the washing machine runs, it is beneficial to save water; How to manage fishermen can not only achieve the highest yield, but also achieve sustainable development; How can a good product design be quickly recognized by the market and produce good economic benefits? Therefore, we should consciously cultivate students' ability to manage and develop the market in mathematics teaching.
Secondly, reality tells us that it is a very important issue to boldly improve learning methods. The improvement of learning methods is in the strange circle of exam-oriented education. Every teacher and student can't help falling into the ocean of problems. Teachers are worried that a certain type of problem will not be taught and students will not do it in the senior high school entrance examination. Students are afraid to do one less question. In such an atmosphere, the cultivation of learning methods is often ignored. Every student has his own method, but what kind of learning method is correct? "Learning without thinking is useless, thinking without learning is dangerous", so we must have positive thinking and participation in the process of listening to classes, so as to achieve the highest learning efficiency. Classroom teaching is a process of bilateral activities, and it is necessary to create a relaxed, harmonious and interesting learning atmosphere. But before preparing lessons, don't be influenced by the ideas of teaching materials. Reorganize teaching materials and put students' development first. Students learn lively. In the process of learning, students have knowledge, individual interpretation and emotional collision, and the sparks of innovation are constantly flashing.
Third, there should be a harmonious step between teaching and learning, forming a complete teaching step to implement quality education, so that students can take the initiative to learn and truly become the masters of learning. Among them, the questions raised in class should hit the burning point of thinking, which can not only quickly awaken the cognitive system of all students, but also improve the learning efficiency in unit time. Due to the ingenious stimulation of the situation, students' enthusiasm for learning was mobilized, their interest in learning was germinated, and the cognitive system began to operate.
Junior high school students have just entered adolescence, with strong mechanical memory and poor analytical ability. In view of this, in order to improve the teaching effect of mathematics application problems in senior one, students' analytical ability must be improved. This is a problem that every junior high school math teacher deserves serious discussion.
Teaching experience of middle school math teachers (IV) Through last year's math teaching, I deeply realized that the process of teaching is ultimately how to teach students to learn, and to teach students to learn, teachers must first fully understand students and prescribe the right medicine. According to the present situation of junior middle school students' mathematics learning, this paper discusses the mathematics learning methods to improve students' mathematics efficiency.
First, the status quo of students' mathematics learning in our class
There are some defects in the basic methods of mathematics learning "reading, listening, thinking, remembering and writing" in our class, which seriously affect the efficiency of students' mathematics learning, mainly in the following aspects:
1. Poor reading ability
Often according to the primary school learning methods, rote memorization, swallowing dates, like duckweed splashing water, shake it off. There is no understanding at all, let alone adaptation and application. This seriously restricts the development of self-study ability.
2. Bad listening methods
Can't grasp the main points, can't start, lose sight of one thing and lose focus. The more you listen, the more mysterious it becomes, such as listening to a sealed book. In such a vicious circle, weariness of learning naturally arises and the efficiency of class is lower.
3. Poor thinking quality
Often stick to the fixed thinking in elementary school arithmetic, not good at analysis, transformation and further in-depth thinking, leading to narrow and rigid thinking, which is not conducive to subsequent learning.
4. Memory method is monotonous.
There are many components of mechanical memory, but few components of understanding memory. For mathematical concepts, formulas, rules and theorems, we are often satisfied with remembering the conclusion, but we don't know its true meaning, the ins and outs of the conclusion, and the combination of numbers and shapes, which leads to the failure of knowledge to form a complete knowledge network.
Fear of difficulties is serious.
When they encounter difficult problems (comprehensive and flexible problems), they will ignore them or copy from each other.
Second, the guidance of mathematics learning methods
How to improve the quality of mathematics teaching, make students change from "passive" to "active" and improve students' learning efficiency, I think we should start from the following aspects:
1. "Reading" teaching
In mathematics teaching, teachers should not only teach students the translation of mathematical language, but more importantly, teach students how to read mathematics, which is the core of reading methods. Teachers can teach students to read from the following aspects:
(1) rough reading. That is, first browse the branches of the whole content and spread it to both trees and forests. Then tick, draw and circle while reading, get a general understanding of the content of the textbook, find out the important and difficult points, and mark the content that you don't understand (so as to ask teachers and classmates).
(2) read carefully. That is to say, according to the learning requirements of chapters, we should chew the contents of textbooks carefully, understand the essence and causality of mathematical concepts, formulas, laws and thinking methods, grasp the key points and break through the difficulties.
(3) learning. That is to say, the context, structural relationship and arrangement intention of knowledge are discussed from the perspective of development, and the main points are summarized, so as to "thin" reading, form a knowledge network and improve the knowledge structure.
Step 2 inspire "listening"
In mathematics teaching, we should first concentrate students' attention by cultivating their interest in learning mathematics, so that they can activate their original cognitive structure, open the "listening door" and concentrate on listening. In this way, the received "channel" can be transferred to the "channel" output by the teacher to achieve the same frequency vibration and obtain the best teaching effect. Secondly, we should inspire students to listen to the teacher's learning requirements for each class; Introduction and derivation of theorems, formulas and rules; Concept point analysis and series connection of concept system; Tips and treatment methods for key parts of examples; Explain difficult questions and summarize at the end of class.
3. Guide "thinking"
In teaching, the guidance of students' legal thinking should focus on the following four points:
(1) Starting from the "nearest development zone" of students' thinking, heuristic teaching is carried out to guide students to think positively and learn to associate.
(2) By excavating the "problem chain" for variant training, students are guided to observe, compare, analyze, reason and synthesize, so that students can learn to transform.
(3) By creating problem situations for inquiry teaching, students can be guided to trace their roots and learn to think deeply.
(4) By reviewing the process of solving problems, we can guide students to analyze the causes of errors and let them learn to reflect.
Instruct "writing"
Homework writing can best reflect students' mastery of knowledge, so we must pay full attention to it.
In teaching, we should not only pay attention to the interpretation of teaching language, but also pay attention to the necessary syntactic analysis, which is the basis for understanding and mastering mathematical language. For example, by comparing, distinguishing and clarifying some confusing words, such as "greater than" and "less than", "nothing" and "not all", "one" and "at least" and so on.
Attention should be paid to language norms, which is the guarantee for the correct use of mathematical language. First, the statement should be standardized. Specifications that are easy to think and express, such as "straight line interception in turn", cannot be said to be "straight line interception"; Second, drawing should be standardized, such as (x+5) kg, which cannot be written as x+5 kg. Drawing should also be standardized, straight lines should be straight, vertical lines should be vertical, acute angles should be sharp, and chaos should not be allowed.
In short, I try my best to fully understand students' cognitive and emotional obstacles in teaching, overcome students' defects in reading, listening, thinking, memory and writing, create positive transfer conditions and correct students' learning obstacles; At the same time, strengthen communication with students, strengthen students' awareness of participation, improve the positive benefits of teacher-student interaction, and strive to achieve good teaching benefits.
Teaching experience of middle school mathematics teachers (5) With the development and requirements of the times, the value goal orientation of mathematics teaching is not limited to enabling students to acquire basic mathematical knowledge and skills. More importantly, in mathematics teaching activities, we should know the value of mathematics, enhance the application consciousness of mathematics, acquire the basic thinking methods of mathematics and experience the process of solving problems. In teaching, we should handle the balance and harmonious integration of knowledge-based goals and developmental goals, promote students' development in the process of acquiring knowledge, and implement knowledge in the process of development. This requires students to reflect on their own learning.
The new curriculum emphasizes the cultivation of innovative spirit and practical ability, and advocates a learning style characterized by "initiative, inquiry and cooperation". Teaching activities are bilateral activities between teachers and students. It takes teaching materials as the center, and teachers' teaching activities interact with students' learning activities, so that students can acquire mathematical knowledge, skills and abilities, develop students' thinking quality, cultivate innovative consciousness and form good study habits. In education reform, teachers are the key and students are the main body. At the same time, the improvement of teachers' ability and students' ability is gradually established through practical exploration.
It can be seen that if teachers and students want to develop, they must integrate practice and inquiry, making it a process of promoting teachers and students' development and constantly improving their abilities, and reflection is to effectively combine the two. So from what aspects should we construct a reflective model of teacher-student interaction?
First, a brief summary of the course is required.
At present, letting students listen has become the most commonly used method for teachers. Listening to lectures is not enough for students to reflect on the teaching content. To reflect, there must be content. Therefore, students should make a brief summary of this lesson first. Brief notes in class provide students with a basis for thinking. Students can also better experience what they have learned in class from the brief notes in class. Students' learning activities have also become the main behavior with goals and strategies, which can inspire teachers and students to carry out exploratory and research activities. It is beneficial for students to gain personal experience and improve their creativity in learning activities, so class notes are an important part of students' reflection.
Second, guide students to master the method of reflection
Classroom teaching is the main channel to carry out reflective learning. In classroom teaching, consciously guide students to conduct reflective learning from multiple directions and angles. Students' practical reflection can reflect on their own understanding, such as things in daily life and content in class, which can guide students to ask more why; It can also be linked with other people's practices, leading to a comparative reflection on their own behavior. We can guide students to make similar comparisons and reach the state of "reaching the top, the other mountains all appear dwarfs under the sky."; It can also be an analysis and evaluation of a phenomenon in life or a trend of thought around it. In addition, why are students' reflections staged? For example, at the end of a class, let students reflect and think about what they have gained from this class. What other questions are there? Before going to bed that day, reflect on your feelings today; Or reflect on your progress and shortcomings in a week and so on. There are five specific methods:
1. Reflect in solving problems and master methods: solving problems is the only way to learn mathematics. When students solve problems, they often lack reflection on the problem-solving process, do not refine and summarize the problem-solving process, and only solve problems for the purpose of completing tasks, resulting in low quality and low efficiency. Teachers should actively guide students to sort out the thinking process, determine the key points of solving problems, review the thinking mode and summarize the methods of solving problems, so as to make the process of solving problems clear and orderly.
2. Reflected in the collective discussion, the concept is formed: "Activity is the source of perception and the foundation of thinking development". Everyone constructs his own understanding of things with his own experience as the background, so his understanding is relatively limited. Through collective discussion and communication, students can understand their peers' understanding, enrich their own thinking methods, reflect on their own thinking process and enhance their migration ability. The key to the formation of concepts is to pay attention to the process of meaning construction, not just monotonous memory, so we should pay attention to guiding students to promote personal reflection and realize self-innovation through collective discussion and debate.
3. Rethinking and refining ideas when reviewing knowledge acquisition: In teaching activities, our teachers pay more attention to creating situations and guide students to actively acquire knowledge through operational exercises and cooperative inquiry. In fact, in the actual learning process, students always decide the solution method according to the specific situation of the problem. This method is limited by specific circumstances. If it is not refined and summarized, its application scope is limited and it is not easy to transfer. Therefore, teachers should encourage students to reflect on the learning process after acquiring knowledge, guide students to review and summarize their own thinking strategies, analyze the basic mathematical methods contained in specific solutions, reprocess specific methods, and extract mathematical ideas with wide application.
4. Reflection and experience analysis of the advantages of problem-solving methods: students are often satisfied with doing problems when solving problems, and never evaluate the advantages and disadvantages of their own problem-solving methods. There are often some shortcomings in homework, such as single problem-solving process, narrow thinking, outdated solution, chaotic logic, lengthy narration, and no priority. This is a manifestation of the lack of flexibility and criticism in students' thinking process and a low level of creative thinking. Therefore, teachers must guide students to analyze the advantages and disadvantages of problem-solving methods, optimize the problem-solving process, and strive to find solutions to problems. Through this evaluation process, students' horizons are broadened, students' thinking is gradually developed in the direction of multi-starting point, flexibility, accuracy and novelty, and students' generalization ability is improved in the process of deepening their understanding of the essence of the problem, thus promoting students to form a systematic and interrelated mathematical cognitive structure.
5. Reflect on the reasons for the mistakes and enjoy the success: students are often careless in learning the basic knowledge, ignoring the reflection on the conclusion and being satisfied with a little knowledge, which is an important reason for the mistakes in homework. As a result, there are often phenomena such as untrue data and errors, especially some "hidden errors" appear more frequently. Therefore, teachers should combine students' mistakes in homework, carefully design teaching situations, help students analyze the causes of homework errors from the perspective of basic concepts and basic knowledge, provide students with opportunities to re-understand basic knowledge and basic concepts, enable students to master basic knowledge and understand basic concepts in the process of correcting homework errors, guide students to consciously test results, and cultivate students' reflective ability.
Third, strengthen the cultivation of reflective ability from the reflection of after-school study and self-reflection of homework.
After a class, meditate, spend some time reviewing what you have learned, and explore some laws between knowledge and knowledge points; Whether there is a breakthrough in solving many misunderstandings of the problem; Whether enlightenment is appropriate; Whether the training is in place and so on. Write down these gains and losses in time and make necessary classification and balance. In homework, we should also seriously reflect, especially after correcting homework, ask students to carefully analyze their own right and wrong questions, write down their own successes and shortcomings, and also write down their own new ideas and innovations.
Fourth, to help students improve the effect of reflection
When we often guide students to reflect, if we simply do it every time, students will soon get bored, which requires us to give them a lot of encouragement, inspiration and evaluation every time we guide students to do it, so that students can realize the benefits of doing so, so that they can be inspired and inspired in the process of doing so and succeed in their future studies. For example, at ordinary times, every time I guide students to reflect, I will praise those students who think seriously and guide everyone to learn from some students who can ask questions on the basis of reflection. I often tell students that as long as they can make progress under the condition of reflection, this is success, then this student is a warrior, because he has been able to overcome difficulties and win. Let children feel that they can continue to succeed after continuous reflection and often reflect seriously, then students will truly understand the thoughts and methods of life and study, optimize their cognitive structure, develop their thinking ability and cultivate their innovative consciousness in reflection.