Summary of Mathematics Teachers' Personal Work 1
The implementation of quality education should focus on innovation education, and take innovation education as the core content of quality education. Similarly, for high school mathematics education, we must change the educational concepts and models that hinder the development of students' innovative spirit and ability, especially the models and concepts in which teachers instill knowledge in one direction and take test scores as the only criterion to measure teaching results. According to many years' teaching practice, I think the cultivation of students' innovative ability should start from the following three aspects.
First, create scenarios to stimulate cognitive motivation.
The inducement of students' innovation includes strong desire for innovation, inspiration from personal needs, prototype or related information, defects and contradictions of old theories and methods, trying to explain some phenomenon and predictive conjecture. Creating situation refers to various factors that teachers create a new knowledge preparation and learning mood for students in a certain way in the teaching process, thus inducing the thinking subject to produce innovative consciousness. Therefore, in senior high school mathematics teaching, the introduction of creative situation can form an innovative atmosphere and problem situation, which can promote students' active and purposeful thinking activities and induce the subject to actively participate in innovation. Specifically, it should include the following two aspects.
⑴ Create a democratic and harmonious classroom teaching environment.
⑵ In senior high school mathematics teaching, it is particularly important to create a cognitive situation similar to the inquiry and discovery based on scientific research, and to create an appropriate problem cognitive situation, which will stimulate students' interest in mathematics learning and desire for knowledge, and promote students' innovation.
Second, practice and innovate around research-based learning.
Starting from the practical significance and fundamental purpose of research-based learning in mathematics, it can be said that mathematical problems can be textbook knowledge, textbook knowledge summary, extension of classroom knowledge, mathematical analysis of social natural phenomena, pure speculation, combination of practice and theory, and exploration of unknown knowledge. Therefore, combined with teaching practice, according to the comprehensive degree of the ability referred to in the question, the research-based learning of senior high school mathematics can be implemented from the following three levels:
⑴ Experimental teaching: cultivate the awareness of research-based learning. In classroom teaching, teachers should effectively implement process teaching, create similar scientific research questions to recognize the situation, reveal the silence of knowledge, and show the process of knowledge generation, so that students can always be in a state of seeking knowledge by actively participating in independent exploration and self-construction, and experience the scientific research practice process of experimental exploration, guess demonstration and logical reasoning, from which they can realize the hardship rather than fun of research-based learning, which can effectively cultivate students' research ability of finding and exploring problems independently.
⑵ Expand innovation: develop inquiry ability. In the process of mathematics learning, if students are diligent and sensitive, they will sensitively perceive the similarity between some knowledge or the extension of a conclusion with the unique insight of researchers, so as to sum up a more unified and perfect conclusion or put forward some mathematical problems with certain exploration significance in the inquiry. Mathematical problems everywhere, small doubts, bold guesses and occasional insights may all produce innovative results.
⑶ Experiencing life: To cultivate comprehensive ability and experience life, we should be good at finding research topics from social life and devote ourselves to them. The research topic should be both possible and exploratory. In teaching, teachers can guide and help students to put forward research topics in time.
3. It has become an international trend for mathematics technology to enter mathematics education. Compared with traditional mathematics education, it is of unique significance to improve students' learning, cultivate students' mathematics consciousness and mathematics and mathematics ability, especially innovation ability. Specifically, it can be implemented from the following three aspects:
⑴ Using mathematical skills to create effective cognitive situations. Using computer multimedia technology, according to the law of perception, with the help of images, sounds and other super-documentary, super-time-space, virtual and personalized characteristics, we can create an effective scene that is more in line with the teaching content, stimulate students' interest and cognitive motivation more strongly, provide students with an environment of "self-negotiation" and "man-machine dialogue" and promote students' subjective participation. Such as the teaching of mathematical induction, you can play domino games on the computer.
⑵ Use mathematical methods to understand mathematical concepts. Mathematics is the science of thinking. The characteristics of "thinking is invisible and intangible" make mathematics "abstruse and difficult to learn", while the dynamic display and drawing function of mathematical technology make the thinking process "visual" and strengthen the visual degree of mathematical thinking.
⑶ Apply mathematical methods and do mathematical experiments. Traditional mathematical experiments are mostly based on physical models or mathematical teaching tools, which are intuitive to some extent, but have strong limitations.
In a word, classroom teaching, as the main position of school education, is also the main way to cultivate students' innovative ability. In mathematics classroom teaching in senior high school, it is a very important way and method to fully tap students' innovative potential, give full play to their thematic initiative and cultivate their innovative ability.
Summary of Mathematics Teachers' Personal Work II
In a blink of an eye, I spent another year in math teaching. Looking back on the past and looking forward to the future, in order to better sum up experience and lessons, achieve better results and be a qualified "people's teacher", I will summarize my teaching work this year as follows:
I. Political and ideological work
This school year, as a primary school math teacher, I can seriously study politics, make detailed records, and seriously study the Decision on Implementing Quality Education in an All-round Way and the central education policies and regulations. Be a model from the aspects of teachers' morality, style and example. Can study hard, understand the spirit of the superior documents, and consciously improve the ideological quality and moral level. Always watch and listen to radio and television to learn about major events and current affairs at home and abroad. To publicize the Party's educational policy and the Compulsory Education Law of People's Republic of China (PRC) to students and parents. Correctly handle the relationship between school, society and family, actively form a joint force of education, and lay a solid backing for improving students' quality.
Strict requirements in life, high standards in work, heavy work, light enjoyment, don't take it. Never care about personal gains and losses, devote oneself to teaching and selfless dedication. Try to be bitter first and then happy. Abide by the law, don't gamble, don't believe in feudal superstitions, live a simple life, have a decent style, behave in line with the requirements of teachers' professional ethics, be a model, take the lead in setting an example, demand themselves with high-quality people's teachers everywhere, and never deviate from the party's line, principles and policies. Deeply respected by society, leaders, peers and students.
Second, education and teaching work
1, in the process of education and teaching, treat every student sincerely and fairly, never physically punish students, be able to do patient and meticulous work, let them love learning, give full play to their specialties and cultivate their quality. Always demand yourself with high standards of quality education, not only to teach students knowledge, but also to teach them the truth of being a man.
2. In teaching, establish a sense of quality center, improve teaching methods, promote quality education, and comprehensively improve teaching quality. First of all, learn the outline, find out the requirements, study the teaching materials, learn the theory, find out the students' situation, and prepare practical and instructive teaching plans. In class, we can insist on attending classes, organize students to learn, teach correctly and clearly, have a strong knowledge system and highlight key points, so that students can learn happily and teachers can teach easily. After class, you can give serious guidance, answer questions, and cultivate students' good study habits. Especially in the teaching of graduating classes, students are not simply taught knowledge, but taught learning methods. After each unit's study, they can make papers carefully, organize exams carefully, evaluate papers fairly and objectively, and finally analyze and summarize them to help students find out the reasons, make up for the mistakes in teaching, and encourage students to win without arrogance and lose with grace.
(1) Prepare lessons carefully and try to do well in every class.
Preparing lessons is the premise of a good class, so I suggest to myself that we must prepare lessons carefully according to the teaching materials and the actual situation of students in each class. Only when we are fully prepared can we have a clear aim.
② Pay attention to the guidance of learning methods and strengthen the cultivation of top students. Especially for the graduating students, tell them the trend of future social development, and only with knowledge can they survive. You should study hard in prime time to lay a solid foundation for your own development. At the same time, I also try to provide them with conditions, give them their own information books, give them their own learning tools, and care about them in life.
③ Correcting homework carefully.
Most of the homework handed in by students will be carefully corrected by me. I think this is especially important during the tense review period. Students' knowledge loopholes are sometimes difficult to find by themselves. Teachers can basically grasp the students' situation by watching their homework, so as to achieve effective feedback. One more thing, I think teachers' serious attitude will also infect students invisibly, especially some words of encouragement and praise, which will inspire students' confidence in doing well next time. Of course, I didn't do badly. I need more advice on some knowledge feedback skills.
④ Do a good job of after-school counseling.
The intellectual development of students is not synchronous, and the foundation is very different. Attention should also be paid to the level when tutoring after class. Homework in the evening can be arranged according to the ability of several students. Several students in my class have a poor foundation. I listen to five or six words every day after school, and then watch and correct them. When I listen to these words again, there will be fewer mistakes, and then I will add a few words of encouragement to make them not give up confidence. Sometimes they will be asked to recite a few ancient poems alone, so that when they recite them collectively in class, they will not be embarrassed to keep up with their mouths, but will have the belief of further study. In a class dictation, a poor student got all the answers correctly. At that time, his deskmate felt incredible. Although my method has little effect, I just want them to realize that there is happiness in their study. Of course, if the method is not suitable, it should be corrected in practice and discussed with excellent teachers.
⑤ Serious class discipline
A lively classroom is not a good classroom. Love for children should also be rational and serious love. Through several months' work, I understand that winning children's respect is not through the smile on the teacher's face, but through their own strength to conquer them and let them admire themselves from the heart. At first, some students were more casual in class, which affected some students. Now I also take further measures to concentrate students' attention in class. Remind absent-minded students in disguise. Praise the students who answered brilliantly in time. There are many problems to pay attention to in class. I think I'm still studying, and every lesson should be more perfect.
Third, other aspects.
This school year, I devoted myself to school work and took classes in an empty classroom. Never absent from school, absent from school, and ask for leave from school. At the same time, actively complete all the work assigned by the leaders.
Through my continuous efforts, I have achieved good results, but I am not satisfied with these. I will devote myself to education and teaching with higher enthusiasm, demand myself with higher standards, further improve myself and forge ahead towards higher goals.
Summary of Mathematics Teachers' Personal Work III
Time flies, and the new semester is coming to an end before you know it. This semester, I have brought a senior one student. With my previous teaching experience and the cooperation of other teachers, the new round of teaching work is more targeted and primary than before, and the effect is relatively better. Senior one is an important link between junior high school and senior high school, and it is the first level for senior high school students to lay the foundation, which has a great influence on students' senior high school study. Therefore, we dare not slack off in teaching, constantly study teaching methods, study curriculum standards, and learn from other teachers attentively. Only by borrowing the valuable experience of other teachers and using and implementing it in a targeted way can we get better results.
First of all, about students, the two classes are parallel classes, but the distribution characteristics of students are very different. In English, 1 1 grade 1 1 classes are more gifted, with one or two top students, but there are also many men with very weak foundations. The students in 12 class have relatively average English scores, but there are almost no top students and few poor foundations. I will be divided into classes next semester in senior three. The first thing to do after the division is to make a survey of the students' grades. It is my goal to improve the middle school students and cultivate a certain proportion of top students next semester. Another problem is the current low stratification. The main reason why the average scores of the two classes are not top-notch is that there are more students with low scores, and even some students with total scores before the class have serious long and short legs. These students are also my key training targets for next semester.
Secondly, study teaching methods and curriculum standards, prepare lessons well and give good lessons. It is difficult to have a good class, and it is even more difficult to prepare lessons. Preparing lessons is the key to a good class. This semester, our senior one preparation group adopts the way of mass preparation, and each teacher is responsible for one unit. When preparing lessons, I study the teaching materials and curriculum standards carefully, understand the structure, key points and difficulties of the teaching materials, and use knowledge logic freely. After completing their own tasks, they still insist on writing lesson plans for each other, and compare them with other teachers' lesson plans, so as to learn from each other's strong points and make full use of them. In addition, use our teaching assistant, English Weekly. At the same time, in the process of preparing lessons, we should not only prepare teaching materials, but also prepare students. The students of the two people I teach are quiet, so I will add more mobilizing links in the teaching process to enliven the classroom atmosphere. It is also important to organize teaching activities after preparing lessons. In every teaching, I pay attention to making the original boring knowledge points vivid as much as possible to create a natural and simple classroom atmosphere for students. This semester's module 12 is a required course book, and the topic is more life-oriented, so I often ask students to express their personal opinions in class, so as to achieve the purpose of practicing students' oral English.
In addition, I insist on not wasting any morning reading, and insist that every morning reading will be assigned with necessary reciting tasks, requiring students to speak English with their mouths open. I insist on understanding the situation of early reading and correct problems in time when I find them. And encourage students to recite more good sentences in the text, so that students can constantly improve their sense of language in recitation. Students are divided into four groups, and the group leader is selected to supervise other students' recitation and form mutual assistance in their study. In addition, because some students are passive in memorizing words, I insist on dictation in every class this semester, arrange students to memorize ten words every day and take some or all random checks to check them. In addition, in order to improve English listening, I insist that students in each class listen to English weekly newspaper at least once a week after class.
Finally, with the rapid development of the times, our teachers are required to be more than just a bucket of water, which requires us to constantly recharge. This semester, I took part in teaching and research activities with my heart, studied theory with my heart, attended classes in other schools with my heart, and learned valuable experience and skills from others.
The above is a summary of my teaching work this semester. I feel that I have made progress, but there are still many shortcomings. I will work harder in the future teaching and look forward to growing up quickly with the help and guidance of my leading colleagues.
Summary of Mathematics Teachers' Personal Work 4
According to the need, the school arranged for me to have a math class in senior one. In order to improve my teaching level, at the beginning of last semester, I made up my mind to be strict with myself from all aspects, humbly ask the old teachers for advice in teaching, and carry out teaching work in a targeted manner in combination with the actual situation of our school and class students, so that the work can be carried out in a planned, organized and step-by-step manner. After a school year, I have the following feelings about teaching:
1, prepare each lesson according to the textbook and the actual situation.
According to the content of the textbook and the actual situation of the students I teach, I design the course teaching, draw up the teaching methods, consider the problems encountered in the teaching process as far as possible in advance, and carefully compile each teaching plan. Every class should be prepared, and every class should be fully prepared before class. After class, we should summarize this lesson in time, carefully sort out the knowledge points in each chapter, and help students summarize.
2. Consciously enhance classroom skills and improve teaching efficiency and quality.
Strengthening classroom skills and improving teaching quality is the goal of every new teacher. I pursue clear, orderly, accurate, orderly, emotional and vivid classroom explanations; Efforts should be made to make the knowledge clues clear, the levels clear and the teaching concise. I know that students' active participation is the key to better teaching effect. So in class, I pay special attention to arouse students' enthusiasm, strengthen the communication between teachers and students, fully reflect students' initiative in the learning process, and let students study easily and happily. They stressed that I must pay attention to intensive reading, talk as little as possible in class, and try to let students use their own words and use their own brains; At the same time, in each class, fully consider the learning needs and acceptance of students at all levels, so that students at all levels can be improved.
3. Communicate with other teachers with a learning attitude and learn the advantages of other teachers.
Actively seek the opinions of other experienced teachers and learn their methods in the study of each chapter. At the same time, listen to the old teachers' lessons, learn while listening, constantly recharge yourself, make up for your own shortcomings in teaching, and often invite teachers such as lesson preparation team leaders to attend classes, solicit their opinions, and improve teaching.
In short, although the teaching work in this school year is very hard and the teaching task is very arduous, I always face the teaching of each chapter and section with a learning and progress mentality, and strive to improve myself in every teaching to truly achieve the goal of learning from others. Of course, I still have many shortcomings, and I will continue to work hard to become a qualified people's teacher.
Summary of Mathematics Teachers' Personal Work 5
Mathematics learning in senior one is a critical period in senior high school. Many outstanding students in junior high school will have a great decline in their grades after entering high school, or even fail. Students with relatively low basic ability have more difficulties in mathematics learning in senior one. How can we get them out of the predicament and improve their academic performance? I do it from the following aspects.
First, strengthen classroom teaching and cultivate good learning methods and habits.
After entering senior high school, many students' study habits and problem-solving methods are still in the junior high school stage, and they have strong dependence. They follow the teacher's operation and cannot grasp the initiative in learning. Specifically, it is attending class, not remembering the main points of the teacher's lecture, not finding the existing problems in time, let alone finding the connection between knowledge. A little knowledge of concepts, properties, theorems, rushing to do homework after class, doing problems indiscriminately, and mechanically imitating, thus forming learning obstacles. Therefore, as soon as we enter the first stage of high school, we should ask teachers to guide their study habits first, and make clear the difference between high school mathematics teaching requirements and learning methods and junior high school, so that students can be psychologically prepared. The specific methods are: guiding students to make study plans and objectives, previewing before class, circling doubts, actively thinking in class, following ideas, daring to "challenge the teacher", synchronizing their thinking with the teacher, reviewing and summarizing after class, analyzing the connection and difference of knowledge points, and changing passive learning into active learning; Secondly, do a good job in the guidance of problem-solving methods. The theoretical requirements in junior high school are low, and intuitive understanding and operation are emphasized. The known conditions and conclusions are clear. High school requires high theory and emphasizes logical reasoning. Restrictive conditions are usually implied in concepts and known conditions. Therefore, in the process of solving problems, we can't set the teacher's examples like junior high school, but ask students to find out the meaning of the problem, dig out the connection and limitation between the concept and nature in the problem, then start solving problems, and then analyze and verify the correctness of their own problem-solving process.
Classroom teaching is the main channel for students to learn, and optimizing classroom teaching process is the key to improve students' performance. Therefore, teachers should combine teaching content and teaching practice, and organically dissolve non-intellectual factors, learning methods, thinking methods and the cultivation of various abilities in the teaching process from the perspective of quality education, especially mathematics quality, which includes mathematical knowledge, mainly mathematical thinking, mathematical methods, mathematical skills and mathematical abilities (calculation ability, thinking ability, spatial imagination ability, etc.). ), and the consciousness of applying mathematics.
Second, stimulate interest in learning and guide students to take the initiative to learn.
As the saying goes, "Interest is the best teacher". As long as I am interested, I will study hard and study hard, and naturally I will make progress. In mathematics teaching, teachers are required to prepare more materials, change some conditions of problems at any time, let students guess for themselves, explore the changes of conclusions, and become discoverers of deserved conclusions or laws. Or guide students to broaden and deepen the problems they have learned and let them experience the joy of success. This repetition will enhance students' interest in learning mathematics and their goodwill towards math teachers. On the contrary, if they encounter problems with poor grades and are criticized by their teachers, they will not only lose interest in mathematics, but also alienate their math teachers. Therefore, in teaching, we should fully tap the bright spots in students' learning, teach students in accordance with their aptitude, and strengthen frustration education, so that they have the courage and confidence to face and overcome difficulties, so that every student can achieve different degrees of success, enhance their interest in learning mathematics and improve their grades.
Third, strengthen after-school counseling, solve problems and enhance confidence.
In the early stage of high school mathematics learning, you will encounter set, power function, function definition and range, monotonicity, parity ... These knowledge points have many concepts, high logical reasoning, strong flexibility and great difficulty, and students will be stratified when they come into contact with them. Therefore, our teachers are required to strengthen after-school counseling and timely analyze the reasons for poor academic performance: poor junior high school foundation or inadaptability to high school learning at first. If the foundation is poor, it is necessary to take a series of remedial measures, check and fill in the gaps, and explain some connecting contents between junior high school and senior high school, so that they can master the necessary basic knowledge and skills and adapt to the study in senior high school. If you don't adapt to the new learning methods in senior high school, you should show the difficulties and mistakes students encounter in time, let students participate in the discussion together, distinguish right from wrong, and gradually solve the learning difficulties, so as to clear the obstacles in learning and improve their academic performance.
Secondly, guide students to give lectures by themselves, and often guide students with good grades (carefully guided and arranged before class) to explain their learning experience, main points of content and answer questions in turn in math remedial classes or math classes; There are also guiding students to set up math study groups, which can not only help each other, but also strengthen the discussion of math learning, with various effects. At the same time, students take turns to host mathematics tabloids, which is very effective in improving students' mathematics quality in an all-round way.
Fourth, prepare lessons from the reality of students.
It is necessary to fully understand the contents of junior high school textbooks, students' learning habits and thinking conditions in junior high school, and do a good job in connecting and opening each lesson. When teaching senior one, we should appropriately lower the starting point, disperse the difficulties and base ourselves on exercises and problems that students can understand and do. Before teaching a new lesson, we should review the old knowledge involved in this lesson. In teaching new classes, we should pay attention to more guidance, more inspiration and more interaction, so as to let more students participate in the class as much as possible. Therefore, it is necessary to carefully design the teaching introduction content of each class, so that students can actively participate, use their hands, brains and mouths; Explain the ins and outs of every concept, property and theorem; Gradually infiltrate mathematical ideas (including classified discussion, integration, structural thinking and problem-solving methods combining numbers and shapes) in teaching, and carry out teaching step by step, so as to avoid using college entrance examination questions to teach the caliber prematurely, and properly arrange homework after class, so as to consolidate the old and new knowledge learned, and effectively start teaching from the knowledge base and thinking level of most students, improve their quality and lay a good foundation for future study.
In short, as long as we fully understand students' reality, face up to the problems existing in teaching materials and students, be good at exploring and discovering teaching creation situations (such as conciseness, novelty and appropriateness) from students' reality, stimulate students' initiative and enthusiasm, guide students to explore recently discovered fields, inspire students to boldly associate and guess and discover "achievements", manage teaching and learning with a pragmatic attitude, let students take the initiative to enter the mood, interact with teachers and students, and learn from each other.
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