Hello everyone! The topic of my speech today is, the textbook chosen is the experimental textbook of compulsory education curriculum standard of Zhejiang Education Press.
According to the concept of the new curriculum standard, I will explain this lesson from four aspects: teaching material analysis, teaching goal analysis, teaching method analysis and teaching process analysis. (or add teaching evaluation)
I. teaching material analysis
1, the position and function of teaching materials
This textbook is the content of the first chapter of junior high school mathematics grade and one of the important contents of junior high school mathematics. On the one hand, it is to further deepen and expand on the basis of learning; On the other hand, it lays a foundation for learning other knowledge and is a tool for further research. In view of this understanding, I think this lesson not only has a wide range of practical applications, but also has the role of connecting the past with the future.
2. Analysis of learning situation
From the psychological characteristics, junior high school students' logical thinking gradually develops from empirical to theoretical, and their observation ability, memory ability and imagination ability also develop rapidly. But at the same time, students at this stage are active and distracted. They express their opinions and hope to be praised by teachers. Therefore, these characteristics should be grasped in teaching. On the one hand, intuitive and vivid images should be used to arouse students' interest and focus their attention on the classroom. On the other hand, we should create conditions and opportunities for students to express their opinions and give full play to their initiative in learning.
Judging from the cognitive situation, students have studied before and have a preliminary understanding, which lays the foundation for successfully completing the teaching tasks of this lesson. But students may have some difficulties in understanding (because of its high abstraction), so teaching should be simple and easy to understand.
3. Emphasis and difficulty in teaching
According to the position and function of the above teaching materials, as well as the analysis of the learning situation, combined with the requirements of the new curriculum standard for this class, I will determine the focus of this class as follows:
The difficulty is determined as follows:
Second, the analysis of teaching objectives
The new curriculum standard points out that teaching objectives should include three aspects, namely, skill objectives, process and method objectives, emotion and attitude objectives, and these three-dimensional objectives should be a closely related right-click whole. The process of students learning knowledge and skills at the same time becomes the process of learning to learn and forming correct values, which tells us that in teaching, we should take knowledge and skills as the main line and infiltrate emotional attitudes and values, and the former two should be fully reflected in the process and methods. In this way, I will integrate the three-dimensional goals and determine the teaching objectives of this lesson as follows:
1. (Cognition, understanding, memory, initial mastery, ability to use, etc. );
2. Through learning, cultivate students' inquiry ability of observation and analysis, analogy and induction, and deepen their understanding of mathematical ideas such as function and defense, combination of numbers and shapes, from special to general, analogy and transformation, and classified discussion.
3. Through active exploration, cooperation and exchange, feel the fun of exploration and successful experience, and realize the rationality and rigor of mathematics, so that students can develop good habits of positive thinking and independent thinking, and at the same time cultivate students' team spirit.
Third, the analysis of teaching methods
Modern teaching theory holds that in the teaching process, students are the main body of learning, teachers are the organizers and confidants of learning, and all teaching activities must be centered on students' initiative and enthusiasm. According to this teaching concept, combined with the characteristics of this class and the age of the students, I adopt heuristic, discussion and combination of lecture and practice teaching methods in this class, focusing on the question raising and problem solving, always setting questions in the "nearest development zone" of students' knowledge, advocating students to actively participate in teaching practice activities, and discovering, analyzing and solving problems with teachers' knowledge in the form of independent thinking and mutual communication, so as to give students enough outflow when guiding analysis.
In addition, in the teaching process, I use multimedia-assisted teaching to present the teaching materials intuitively, so as to better stimulate students' interest in learning, increase teaching capacity and improve teaching efficiency.
Fourthly, the analysis of teaching process.
The new curriculum standard points out that the process of mathematics teaching is the process of teachers guiding students to carry out learning activities, the process of interaction between teachers and students and the process of common development between teachers and students. In order to teach in an orderly and effective way, I mainly arranged the following teaching links in this class:
(1) Review and you will know, and you will learn new things from the old review.
Design intention: the construction of attention advocates that teaching should start from the students' existing knowledge system, which is the cognitive basis of in-depth research in this course. This design is conducive to guiding students to enter the learning situation smoothly.
(2) Create situations and ask questions
Design intention: create situations in the form of question strings, which will arouse students' cognitive conflicts, make students doubt old knowledge, and thus stimulate students' interest in learning and thirst for knowledge.
By creating situations, students have a strong desire for knowledge and a strong motivation for learning. At this time, I take the students to the next link-
(3) Find problems and explore new knowledge.
Design intention: Modern mathematics teaching theory points out that teaching must be based on students' independent exploration and experience induction, and the process of thinking must be displayed in teaching. Here, students are guided to summarize through observation, analysis, independent thinking and group communication.
(4) Analysis and thinking to deepen understanding.
Design intention: the theory of mathematics teaching points out the connotation and extension (conditions, conclusions, scope of application, etc. ) mathematical concepts (theorems, etc.). ) it should be clear. By expounding several important aspects of the definition, students' cognitive structure can be optimized, students' knowledge system can be improved, and students' mathematical understanding can break through the difficulties of thinking again.
Through the previous study, students have basically mastered the content of this lesson. At this time, they are eager to find a place to show themselves and experience success, so I lead the students into the first link.
(5) Strengthen training and consolidate double basics.
Design intention: Several examples and exercises are from easy to deep, and from easy to difficult, each with its own emphasis. Among them, example 1 ... example 2 ... embodies the teaching idea of making different students develop differently in mathematics proposed by the new curriculum standard. The overall design intention of this link is to feedback teaching and internalize knowledge.
(6) Summarize and deepen.
My understanding is that summary should not only be a simple list of knowledge, but also an effective means to optimize the cognitive structure and improve the knowledge system. In order to give full play to the theme role of students, I have designed three questions from the aspects of learning, methods and experience:
(1) What knowledge have you learned through this lesson?
② What is your greatest experience from the study of this lesson?
(3) What methods of learning mathematics have you mastered through this lesson?
(7) Arrange homework to improve sublimation.
Based on the consolidation and development of homework, I designed mandatory questions and multiple-choice questions. Mandatory questions are feedback to the content of this lesson, and multiple-choice questions are an extension of the knowledge of this lesson. The overall design intention is to feedback teaching, consolidate and improve.
The above-mentioned links are interlocking and in-depth, which fully embodies the communication and interaction between teachers and students. Under the overall control of teachers, students gradually deepen their understanding of knowledge through thinking and step by step, so that classroom benefits can reach the best state.
General lecture notes
Hello, teachers!
Today I'm going to tell you that the theme of this course is
First of all, I made some analysis of the textbook in this section:
A, teaching material analysis (textbook):
1, the position and function of teaching materials:
The position of this section in the whole book and chapters is: ""is the content of the first chapter of the first volume of junior high school mathematics textbooks. Before this, students have learned the basics, which plays a paving role in the transition to this period of learning. This section is about the position in. And lay a foundation for other subjects and future high school study.
2, education and teaching objectives:
According to the above teaching material analysis, considering the psychological characteristics of students' existing cognitive structure, the following teaching objectives are formulated:
(1), knowledge target:
(2) Ability goal: initially cultivate students' ability to analyze problems, solve practical problems, analyze pictures, collect and process information, unite and cooperate, and express language. Through bilateral activities between teachers and students, initially cultivate students' ability to apply knowledge and cultivate students' ability to integrate theory with practice.
(3), emotional goals:
Through correct teaching, students can be guided to start from real life experience, stimulate their interest in mathematics problems, form a positive learning attitude, and infiltrate patriotism at the same time. Cultivate students' materialistic thoughts and viewpoints by integrating theory with practice and applying knowledge.
3. Key points, difficulties and determination basis:
This course is the focus and difficulty of this course, and its theoretical basis is this difficulty. However, it is difficult for young students to understand the problem of integrating theory with practice because of their weak ability to solve practical problems.
Third, the analysis of teaching methods
Modern teaching theory holds that in the teaching process, students are the main body of learning, teachers are the organizers and confidants of learning, and all teaching activities must be centered on students' initiative and enthusiasm. According to this teaching concept, combined with the characteristics of this class and the age of the students, I adopt heuristic, discussion and combination of lecture and practice teaching methods in this class, focusing on the question raising and problem solving, always setting questions in the "nearest development zone" of students' knowledge, advocating students to actively participate in teaching practice activities, and discovering, analyzing and solving problems with teachers' knowledge in the form of independent thinking and mutual communication, so as to give students enough outflow when guiding analysis.
In addition, in the teaching process, I use multimedia-assisted teaching to present the teaching materials intuitively, so as to better stimulate students' interest in learning, increase teaching capacity and improve teaching efficiency.
Fourthly, the analysis of teaching process.
The new curriculum standard points out that the process of mathematics teaching is the process of teachers guiding students to carry out learning activities, the process of interaction between teachers and students and the process of common development between teachers and students. In order to teach in an orderly and effective way, I mainly arranged the following teaching links in this class:
(1) Review and you will know, and you will learn new things from the old review.
Design intention: the construction of attention advocates that teaching should start from the students' existing knowledge system, which is the cognitive basis of in-depth research in this course. This design is conducive to guiding students to enter the learning situation smoothly.
(2) Create situations and ask questions
Design intention: create situations in the form of question strings, which will arouse students' cognitive conflicts, make students doubt old knowledge, and thus stimulate students' interest in learning and thirst for knowledge.
By creating situations, students have a strong desire for knowledge and a strong motivation for learning. At this time, I take the students to the next link-
(3) Find problems and explore new knowledge.
Design intention: Modern mathematics teaching theory points out that teaching must be based on students' independent exploration and experience induction, and the process of thinking must be displayed in teaching. Here, students are guided to summarize through observation, analysis, independent thinking and group communication.
(4) Analysis and thinking to deepen understanding.
Design intention: the theory of mathematics teaching points out the connotation and extension (conditions, conclusions, scope of application, etc. ) mathematical concepts (theorems, etc.). ) it should be clear. By expounding several important aspects of the definition, students' cognitive structure can be optimized, students' knowledge system can be improved, and students' mathematical understanding can break through the difficulties of thinking again.
Through the previous study, students have basically mastered the content of this lesson. At this time, they are eager to find a place to show themselves and experience success, so I lead the students into the first link.
(5) Strengthen training and consolidate double basics.
Design intention: several examples and exercises are from easy to deep, from easy to difficult, each with its own emphasis. Among them, example 1 ... example 2 ... embodies the teaching idea of making different students develop differently in mathematics proposed by the new curriculum standard. The overall design intention of this link is to feedback teaching and internalize knowledge.
(6) Summarize and deepen.
My understanding is that summary should not only be a simple list of knowledge, but also an effective means to optimize the cognitive structure and improve the knowledge system. In order to give full play to the theme role of students, I have designed three questions from the aspects of learning, methods and experience:
(1) What knowledge have you learned through this lesson?
② What is your greatest experience from the study of this lesson?
(3) What methods of learning mathematics have you mastered through this lesson?
(7) Arrange homework to improve sublimation.
Based on the consolidation and development of homework, I designed mandatory questions and multiple-choice questions. Mandatory questions are feedback to the content of this lesson, and multiple-choice questions are an extension of the knowledge of this lesson. The overall design intention is to feedback teaching, consolidate and improve.
The above-mentioned links are interlocking and in-depth, which fully embodies the communication and interaction between teachers and students. Under the overall control of teachers, students gradually deepen their understanding of knowledge through thinking and step by step, so that classroom benefits can reach the best state.
Dear judges and teachers: First of all, I explained this lesson from the aspects of teaching materials, teaching methods and teaching process, and my lecture is over. Thank you, judges and teachers.
/Shu Xue/Gao Hong Shu Xue/