Journal of Primary School Mathematics Training, the first article 20 1* Year * Month * Day * Week * Weather: *
By participating in distance education and training, I made full use of the time of research activities to study during this period, and felt both hard and rewarding. There is both pay and new income. Although we have never met, distance learning has brought us closer. I have improved my basic quality and comprehensive business ability in an all-round way, which has played a positive role in promoting my future development. I think in my future work, I should do the following:
First, change ideas and update them.
I actively participated in the study of network training, and I should have done three things? Conscious? : consciously participate in online learning and training, consciously participate in discussions, and consciously hand in homework. Through research, I have made clear the essence of modern education and what kind of quality requirements the curriculum reform puts forward for teachers. Through in-depth study, I made it clear that as a teacher, I must constantly improve myself, enrich myself, have rich knowledge and solid teaching basic skills, otherwise I will be eliminated by the times, enhance my sense of urgency, crisis and responsibility in learning, and establish a? Student-oriented development? With the constant renewal of teaching ideas, the teaching behavior and students' learning methods have also undergone fundamental changes.
Second, actively study and deeply understand.
Through the study, I learned a lot of knowledge, created a broad learning world for me, and made me master advanced educational concepts and methods. I think there has been great progress in the formation of theory.
Third, reflect on teaching work and keep making progress.
In teaching, we should constantly think about the shortcomings in our work and strive to improve our professional level, constantly learn from outstanding backbone teachers and consult thoughtful teachers.
Fourth, based on the classroom, enhance their own value in practice.
Classroom is the main position for teachers to reflect their own values. All for the students, all for the students? I pour my love wholeheartedly into my students. In the future teaching, I will try my best to apply the new curriculum ideas I have learned to classroom teaching practice. Practice new ideas with old and new textbooks. ? Strive to make my mathematics teaching more distinctive, form a unique teaching mode, better reflect the requirements of quality education and improve the quality of mathematics teaching. I deeply understand that teachers' words and deeds affect students and will set an example for them. Ideological education should always be unremitting, focusing on cultivating students' good moral quality, study habits, labor habits and civilized behavior habits.
Through this national training study, I am deeply touched. Do you really realize it? Never too old to learn. You haven't learned much? In short, one should always study and study everywhere in one's life. As teachers through the ages, all these require teachers to keep learning and improving, and to be innovative teachers, research teachers and guiding teachers. If teachers don't realize the necessity and importance of their own study, and use the knowledge and concepts your teacher taught you decades ago to educate students now, isn't that wearing new shoes and taking the old road? I think teachers nowadays should have dual identities: both teachers and students. What is a teacher? Educate people? And learning, as a teacher, our learning is not ordinary learning, but based on the learning of an educator. Our ultimate pursuit is to educate good people. Educate people? And learning is the bounden duty of teachers. We should actively participate in all kinds of training and continuing education organized by higher authorities, constantly learn new teaching methods and new educational and teaching concepts, and make ourselves become? Source running water? Better nourish students' thirst for knowledge.
In the future study process, I should actively study, increase my knowledge, make full use of this knowledge and apply it to the classroom to improve the teaching quality.
The second part of primary school mathematics training 20 1* year * month * day * week * weather: *
I am an ordinary primary school teacher. I think as a good teacher, we should first love children, tolerate their childlike innocence and get along with them with heart. Maybe there are some mistakes in my work, but I will try my best to love my students. I have scientific thinking about effective classroom teaching and formed a unique opinion on how to teach effectively.
1. Cultivate the habit of active inquiry and develop the thinking ability of seeking differences. In teaching, readers' perception of language meaning, language emotion and language skills is largely related to students' life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in teaching, in order to construct the understanding and experience of number sense, we must guide students to have different opinions and express their own opinions boldly. In thinking debate, teachers try their best to promote students' language sublimation and spiritual development in the fierce debate and the collision of thinking. Teachers should take advantage of the situation, let students think about the problem fully, and then express different opinions according to their own experience and knowledge accumulation, and debate the different issues. Through the debate, students have a better understanding of nature and know that knowledge is endless. Even knowledgeable people will know something and realize that learning is endless. In this class, the classroom atmosphere is very active. At the same time, the open classroom teaching gives students more independent learning space, and teachers do not hesitate to let students think and argue, so that students can truly experience their self-worth in learning. The design of this link fully allows students to express their understanding and sentiment of mathematics, so that students can understand and express, and input and output complement each other, which really provides a broad stage for students' learning.
2. From another angle, this year's new curriculum training is coming again. How to innovate the training mode can make rural primary school teachers in ethnic areas further understand and master the concepts and methods of the new curriculum, and then implement the new curriculum in a balanced and high-quality manner. The author summarizes and reflects on the training methods of new courses in recent years, and explores new training modes. That is, the role of participating teachers is changed to primary school students, and the role of trainers is changed to primary school teachers. The training process is equivalent to the classroom teaching process in primary schools. Through angle-changing training, teachers participating in the training can experience and feel every detail and function of new ideas and methods, taste and understand the new curriculum ideas, so that they can gain greater gains and improve after training.
3. Pay attention to the novelty of new lesson introduction. ? Interest is the best teacher? . In teaching, I attach great importance to cultivating and stimulating students' interest in learning. For example, with the introduction of new courses, students can be in a relaxed and harmonious environment as soon as they attend classes, and they learn Chinese unconsciously. We should design different lead-in methods according to different class types. You can use multimedia to show pictures of the text and let students enter the scene; It can also be introduced by telling stories, and design can be triggered by stimulating interest and design suspense, which can stimulate students' spirituality and open the door for students to learn, rather than simply telling stories.
Although we have made some achievements in our work, there is still a long way to go before we pursue our goals. Collective lesson preparation and training activities have cultivated teachers' ability to understand and grasp the teaching materials, awakened teachers' awareness of new curriculum promotion, and the primary school mathematics training team is learning from? Empirical? Where to? Reflective? And then what? Research type? Group development. In our view, curriculum reform and teaching research are an eternal theme. Next semester, we will also focus on the superficial review of the specific practice results in the postscript, and improve it to the in-depth reflection on the practice itself, so? Research? More depth; At the same time, make effective use of math teachers' blogs to exchange ideas with peers and provide services for students.
Journal of Primary School Mathematics Training Chapter 3 20 1* Year * Month * Day * Week * Weather: *
First, create a democratic atmosphere so that students dare to ask questions.
Pupils are active in thinking, eager for knowledge and curious about things, which is the seed of problem consciousness. However, whether this seed can germinate depends on whether there is a suitable environment and atmosphere. In the actual classroom teaching, many students still have questions to ask, even if they have questions, they dare not ask, or they have no chance to ask at all. To a great extent, the reason for this phenomenon is that teachers have not really changed their educational concepts and paid insufficient attention to the cultivation of problem consciousness. To cultivate students' problem consciousness, teachers should first change their educational concepts. In my opinion, as a primary school teacher, in addition to having an amiable attitude, generous appearance and clear and passionate words, we should also establish a new concept of teachers, respect every student and advocate? There is no forbidden zone for thinking? . Create a positive, relaxed, free and harmonious teaching atmosphere, establish an equal and democratic teacher-student relationship, eliminate students' fear, and encourage students to question and ask questions boldly. If a student asks questions, cheer for him loudly at once. Good question! ? Or:? Why didn't I think of this? When students find problems and ask questions themselves, they should tell all the students with a smile on their faces. Which student has his own unique idea for such a good question?
Second, create a question situation, so that students want to ask.
The so-called problem situation is to expose students to the atmosphere of studying new and unknown problems, so that students can learn mathematics in the dynamic process of asking, thinking and solving problems. It is the carrier for teachers to impart knowledge and students to learn knowledge. In teaching, we should deliberately create a problem situation that is conducive to students' lively mathematics learning, so that students can immerse themselves in this situation, thus generating a strong demand for questions and an urgent inquiry psychology, making them willing to ask questions and cultivating students' problem consciousness.
1. Create question situations that can stimulate students' interest.
Interest is the best teacher and the most direct factor that affects students' learning consciousness and enthusiasm. Pupils' interest stems from curiosity. In teaching, we should pay attention to creating interesting problem situations, try our best to attract students' attention to mathematical problem situations, integrate abstract mathematical problems into novel and interesting situations, and explore, solve and master new knowledge with strong interest. Teaching? The concept of volume? Before, you can tell students the story of crows drinking water, and guide students to think: crows can't drink water, so why do they drink water later? What is the relationship between the stones put in and the rising water level? What does this phenomenon mean? A stone stirs up a thousand waves. According to the teacher's step-by-step design of recalling stories and answering questions, students will immediately think: Yes! What is the reason? This has aroused students' strong thirst for knowledge and curiosity, and they really want to find the answer to the question.
2. Create a problem situation close to students' life.
Mathematics originates from and serves life. In teaching, teachers should start from students' life experience and create a familiar situation of life problems for students, so that students can experience that math problems are around them and in their own lives. Like teaching? Understanding of the circle? At that time, I designed the following scene (courseware presented): a little monkey rode a car with rectangular, square, triangular, oval and round wheels on the road one after another, and only the car with round wheels could run smoothly. Along the way, the little monkey jumped up and down comically, and the students were full of interest. Why should the wheels be designed to be round? Problems, eagerly into the study of new knowledge.
3. Create an open and challenging problem situation
Suhomlinski said:? In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. ? In teaching, teachers should be good at creating some open and challenging problem situations, correctly guiding and cultivating students' reasonable achievement needs, stimulating learning motivation and enhancing self-confidence. Like in teaching? Comparison of perimeter and area between rectangle and square? Sometimes, students are put in the situation of living room decoration, so that students have the desire to participate in the design, and then think: what aspects of decoration can be solved? Let the students know that the floor laying should consider the area of the living room floor, and the knowledge of perimeter should be used to kick the corner line.
Third, guide the way of asking questions so that students can be good at asking questions.
After students have the ability to dare and want to ask questions, they may not be able to ask questions properly and highly. Therefore, teachers must guide students to gradually learn to look at problems from a mathematical point of view, carefully design problems, guide students to question boldly, and encourage students to find problems to the maximum extent.
1. Pay attention to demonstration and pass the teacher's? Give me one? Guide students? Anti-three
Teachers can choose some typical topics to guide students to analyze from multiple angles. Like what? Proportional distribution? After the example teaching, students will naturally question whether this kind of problems can be solved by normalization method and fraction method, and can they be solved by other methods in the future? Through such training, students can learn how to ask questions and lay a good foundation for learning to ask questions.
Ask questions about traditional solutions
Students are usually encouraged to question, evaluate and expand their ideas about conventional solutions in order to seek unique and novel solutions. For example, when comparing the sizes of 3/4 and 6/7, most students do not hesitate to solve it in points. Few students suggested changing 3/4 to 6/8, and judging that 3/4 is less than 6/7, they should be encouraged to actively explore.
3. Ask questions to teachers to improve students' questioning ability.
In the process of learning, after students form the habit of asking questions, there is room for students to ask questions in teaching, so that students are always in the state of asking questions actively. Like teaching? What is the meaning of the score? At the end of the new lesson, let the students question the knowledge of this lesson. The student asked:? Teacher, why is it half a piece of paper, half of two pieces of paper is one piece of paper, and half of four pieces of paper is two pieces of paper, which is also half, but the number of sheets is different? Teachers organize students to discuss, so that students can refuse to argue, ask their own questions, find their own rules, sum up their own conclusions and improve their questioning ability.
4. Ask questions about life and improve students' questioning level.
Mathematics comes from life, exists in life and is applied to life. Teachers should combine mathematics problems with real life as much as possible, use teaching materials creatively, collect relevant mathematics knowledge from life, guide students to find some challenging problems, and ask questions in discovery and inquiry. Like teaching? Preliminary understanding of decimals? When, arrange students to go to the store in advance to investigate the expression of commodity prices; Teaching? Yuan, jiao and fen? At the same time, create a shopping environment for students, and let them use their existing mathematical knowledge to actually apply and analyze mathematical problems in production and life.
In short, students' innovative thinking ability will be improved and developed by cultivating students' problem consciousness in primary school mathematics and making students dare to ask, want to ask and be good at asking in a relaxed, free and harmonious learning environment.