Summary of the selection of excellent primary school mathematics courses: 1 20xx 10 on June 28th and 3 10 on June 30th. The Shinan District Primary School Mathematics Teacher Skills Competition was held in duyun city No.6 Primary School. The 20 contestants in this competition went through three stages: giving a speech, attending classes and solving problems, and decided to enter the final debate. The teachers participating in the selection are all excellent teachers selected by various schools, with high teaching level and personal quality. Raise the level of this competition to a higher level. I was lucky enough to be the judge of this competition, and I was lucky enough to observe classes with different styles and levels, which benefited me a lot, enriched my teaching experience and laid a solid foundation for future education and teaching.
All teachers can take this excellent course selection seriously, study teaching materials and carefully design teaching plans. Strive to embody the spirit of the new curriculum reform, closely follow the teaching strategies of inquiry and experience, and fully mobilize students' learning enthusiasm. Both young teachers and old teachers can use multimedia and physical projection to make teaching more intuitive and vivid, in line with the age characteristics of primary school students. This time, this link is mainly analyzed from the choice of excellent courses, and the overall effect is very good, reaching the expected effect. Some highlights are listed as follows:
1, situational creation, emphasizing practical results. This competition lacks gaudy shelves, and the effectiveness of the class is greatly improved. The purpose of situational teaching is to let students quickly enter the learning state in a specific situation and improve their learning enthusiasm and interest. The purpose of creating teaching situation is to generate mathematical problems, and mathematics classroom should have mathematical characteristics. Mathematics classroom should have problem consciousness, and the generation and solution of problems are the driving force for the continuous progress of mathematics classroom. Most teachers can do this in this competition and get out of the misunderstanding of spending too much time creating scenes.
2. Habit cultivation runs through the classroom. In this choice of excellent courses, most teachers can pay attention to the cultivation of students' habits. As the saying goes, "Good habits are half the battle", and it is true. In addition, the infiltration of mathematical thinking method is a highlight of this activity. For example, in the course "The Meaning of Percentages", the focus of teaching is to make students skillfully understand and master the meaning of percentages. How to break through this difficulty, we must make use of students' existing knowledge, and students have learned the meaning of scores. Teachers only need to use the idea of transformation to guide students to transform the meaning of scores into percentages, and the means of transformation is to use the connection and difference between scores and percentages. In this way, as long as the teacher guides them well, students can use their existing knowledge to solve new math problems and let them study easily and happily.
3. Make full use of learning tools to cultivate students' hands-on operation ability. According to the psychological characteristics of primary school students, intuitive thinking is developing and abstract thinking is developing. Therefore, it will be more effective for students to make full use of learning tools and learn mathematics through perception and operation. For example, in Teacher Lu's section on "Verticality and Parallelism", the teacher makes full use of the self-made teaching aid "There are two parallel lines on a flat plate, and when the flat plate is split in two, the two parallel lines are on both sides of the plate". This teaching aid enables students to intuitively understand that two straight lines that do not intersect on the same plane will be parallel, so that students can truly understand the concept of "the same plane".
4. Various forms of consolidation training. It is very important for students to master knowledge, form ability and cultivate ability. The amount of training must be achieved, but the training is boring, so changing the form of training and improving students' interest is a problem that puzzles teachers. Changing the training form is a way to solve the boring training. As can be seen from the effect of classroom teaching, the effect is very good.
Of course, judging from the evaluation of this high-quality class, there are also some shortcomings in our teaching:
1, the timeliness of group cooperative learning needs to be strengthened. Some teachers still have some misunderstandings. Cooperation for the sake of cooperation is not to solve problems, but to show that teachers will guide students to cooperate in learning. As for whether there is cooperation, there is no in-depth thinking. The participation rate and effectiveness of students in cooperation have not attracted the attention of teachers. How teachers should play a leading role in students' cooperative learning lacks in-depth research.
2. Teachers are still stuck in teaching design, and they are not flexible enough to use and deal with their own teaching design. When the questions answered by students conform to their own design, the teacher will follow the students' thinking and say that once the students' thinking does not conform to their own teaching design, the teacher will take an evasive attitude. Some students' questions are valuable, but the teacher missed this good opportunity. For example, there is a problem in even addition and subtraction: () +2+ 1= (). Teachers should show this question to expand students' thinking. Some students answered: 5+2= 1=8. One student found that there was no number after the equal sign, so the first bracket could be filled in casually, but the teacher didn't grasp this point. The teacher only said, well, you are right, and then went on to do the next question. If the teacher can grasp this bright spot and let the students fill it in casually, the difficulties and difficulties in this class will be highlighted and a breakthrough will be made.
3. Teaching evaluation needs to be strengthened. Evaluation is to mobilize students' learning enthusiasm, stimulate students' interest in learning, and implement emotional attitudes and values well. Evaluation should include teachers' evaluation of students, students' evaluation of students and students' evaluation of teachers, and the evaluation should be targeted and enlightening.
4. The consciousness of serving students is not strong. Students are the main body of the classroom, and all our activities should serve the students. However, we often ignore students' dominant position in teaching. For example, when teachers ask students to report, they always ask students to face the teacher and report to the teacher. The report should be a report of students to all students, so that students can hear clearly and understand clearly, which is conducive to students' study and thinking. For another example, the teacher asked the students to paste the students' works on the blackboard, and the students below could not see them clearly at all. What's the point of writing on the blackboard? Therefore, students' dominant position should be implemented in every detail of teaching.
5. Teachers' classroom organization language is not concise and accurate. Language requires conciseness, which can arouse students' thinking. Some students weave practical problems into short stories, and the teacher praises them well. Some teachers repeat students' words and their own words, and talk about the problems that students have made clear, which directly confuses students' thinking. The teacher's language has no guiding function, and the questions asked are selective, without thinking about the content. Students just need to say yes or no, agree or disagree.
In a word, our teachers have made great efforts in the selection of high-quality mathematics courses, and they have learned a lot of experiences and methods. Both teachers and observers are very rewarding, so that we can learn more and more useful things.
Summary of the selection activities of excellent mathematics courses in primary schools In late April, our school held the selection activities of "efficient classroom" excellent courses. In this activity, math group * * * has six teachers and * * * has six classes. From the perspective of teachers' classroom teaching, the main advantages are as follows:
1. The teaching ideas of the contestants are all advanced.
Judging from these six classes, teachers consider the implementation of the new concept of curriculum reform when designing classes, and try their best to implement the new "double bases" (mathematical thinking method foundation and mathematical activity experience foundation) in teaching, so that they can organize mathematical learning activities according to students' characteristics and guide students to learn new knowledge through independent inquiry.
2. The realization rate of teaching objectives is high.
Teachers can design three-dimensional goals of classroom teaching according to students' characteristics, implement teaching goals one by one by organizing students' effective activities, consolidate basic knowledge and skills through effective exercises, and infiltrate emotions, attitudes and values into mathematics activities.
3. Reasonable arrangement of teaching content.
Participants can creatively apply the teaching materials according to the teaching objectives. Teachers respect the intention of compiling textbooks and handle them flexibly according to their own understanding. Classroom teaching capacity is moderate.
4. Seriously implement teaching strategies in the teaching process.
Contestants can conscientiously implement teaching strategies, create colorful problem scenarios, give students sufficient exploration space, guide students to actively participate in mathematics learning activities, and let students experience the process of knowledge formation. The teaching effect is good.
5. Solid teaching skills.
The contestants have a strong ability to control the classroom, and they can flexibly control the classroom and deal with emergencies encountered in classroom teaching, and there is basically no procrastination. Some of the participating teachers were deeply impressed by their standard Putonghua, neat and beautiful blackboard writing and amiable teaching style. In the course of listening to the class, I found that there are the following problems that need to be improved in the classroom teaching of participating teachers:
1, group cooperative inquiry learning guidance is not in place.
Although teachers consciously organize students to learn new knowledge through group cooperation and independent inquiry, the role of teachers' organizers, collaborators and guides is not good, but only a form of group cooperation. The questions raised by teachers are not exploratory, the teachers' norms and guidance are not enough in the process of students' inquiry, and students' cooperative inquiry is a mere formality with poor effectiveness. For the group report after the inquiry activity, the teacher's guidance is not enough, but the students generally repeat, and the teacher doesn't know how to guide the summary.
2. The teacher's grasp of the teaching materials is not in place.
Some teachers can't correctly understand the design intention of textbooks and grasp the important and difficult points of teaching, which leads to small teaching capacity, inconspicuous important and difficult points, low teaching efficiency and failure to complete the prescribed teaching tasks. This shows that the contestants did not work hard on the in-depth study of the textbook, only focused on the form and failed to grasp the essence.
3. There are too many presuppositions in classroom teaching, which are not generated, and the relationship between presupposition and generation is not handled well.
The participating teachers only follow the pre-designed "teaching plan" and dare not let the students explore boldly. Even if there is a "creative spark" in the classroom, the teacher can't catch it. It is difficult to see the problems that can arouse students' deep thinking in classroom teaching, and students' mathematical thinking can not be effectively trained and improved. This activity is actually a big review of teaching level. Through this activity, the participating teachers can find their own bright spots, differences with others, and the direction of their efforts, which has promoted the improvement of young mathematics teachers' ideological and professional quality, the improvement of mathematics classroom teaching quality, and promoted the reform of mathematics teaching in primary schools.