abstract:

Mathematics education occupies a special position in school education. While learning knowledge, students need to master skills and improve their quality. Under the background of the new curriculum, educators should really pay attention to the development of students. This requires teachers in the 2 1 century to make great efforts to change the teaching mode and break through the educational concept. From the perspective of a young math teacher, this paper tries to understand students deeply and form a harmonious and positive relationship between teachers and students through a one-year teaching attempt of math weekly diary in senior high school, so that students can gain insight and development in the math world. Through teaching suggestions, learning comprehension and sincere communication, this paper expounds the positive role of the new communication mode in realizing the win-win situation between teachers and students.

Keywords: New Curriculum of Mathematics Weekly Notes

Text:

Before going to work, I have been thinking about the relationship between teachers and students, especially in the context of the new curriculum. What should students get after three years of high school life? How should a math teacher communicate with students? Is the teacher-student relationship just teaching and learning? How can I handle the relationship between teachers and students, how can I teach smoothly and students learn happily?

With a series of questions, I undertook the task of mathematics teaching in one or two classes of senior high school, and served as the deputy head teacher of one of the classes. Because of my first year of work, I am not familiar with the teaching materials and students. In addition, when students enter high school, they generally stay away from their teachers. And they are not used to many things and have no way to start. After a long time of thinking, I decided to communicate with students in the form of a weekly diary of mathematics, and to prompt and limit the contents of the weekly diary: in the weekly diary, students can tell their teachers about their recent mathematics learning, record their own problems and record the history and development of mathematics. If classroom teaching is the most formal and scientific communication between teachers and students, then I will position the experiment of math week communication as an attempt to educate students with a stronger humanistic atmosphere.

The students are curious about this new homework, Math Weekly. For the first time, I received the weekly diary near 100. The contents are basically the inadaptability to high school study, the incomprehension of what I said, and the determination to set goals. Later, the content became richer and richer, and I summarized it in the following three aspects:

I. Teaching suggestions

A very clever boy wrote in his weekly diary:

"I still have some uncomfortable places, that is, the teacher lectures too fast, and you need to keep remembering and writing in a class.

As for the function part, I understand it very clearly in class, that is, when I do the questions after class, I am always in a hurry and don't know where to start. "

Other students suggested that teachers should talk less and practice more when students have mastered the basic knowledge. Although they are only senior one students, they gently give advice to their teachers, but their feelings confirm my thoughts. Indeed, at the beginning of my work, I always had this problem-I wanted to give all the things I prepared to the students, but I was afraid that I didn't finish the progress and I accidentally accelerated the lecture, and the whole class almost became my own speech. Later, I consulted my predecessors and found that the content of a class is not important. The key is to highlight the key points with proper intonation and speaking speed and teach students ideas and methods.

Second, learn to understand the article.

There are many new contents in the third module of the new curriculum. I thought they were not very interested in the "algorithms", countless statistics and abstract "probabilities" that only existed in computers. To my surprise, the students fully expressed their feelings about learning Compulsory 3 in their weekly diaries.

"So fast, now began to learn compulsory three. It was ok to learn statistics in junior high school, but it is not so difficult to start learning again now. I don't know why, but I used to like counting frequencies and drawing histograms. Even now, I never get tired of counting these figures. When I look at the histogram, I think this picture is particularly beautiful. I don't know why, I always feel this way. I think this should be a good start. I will study this chapter well and do it seriously. "

"I have been looking forward to learning compulsory three, because I think this book has put aside a lot of limitations in solving problems and some useless things in practice. The statistical knowledge I learned this week may not be used in my future study and life, but at least I know the statistical methods and know that statistics is not as simple as we thought, which is of profound significance. I also admire the people who invented these methods, especially the invention of random number table. In order to make the probability of each number being drawn equal, the inventors really racked their brains. I think this process must have gone through countless experiments. This also gave me a new understanding, that is, doing something may not be ideal for the first time, but as long as you keep working hard and try to solve problems in new ways, you will always succeed one day. I will always find the perfect answer in my heart. "

The girl who wrote the above passage is not clever, but she studies math very hard. I left a sentence in her weekly diary: "In your understanding of mathematics, you are making progress slowly. I hope you will take every step seriously and strive to save eternal power for a better tomorrow. Come on, you can do it! "

Many people who don't like learning mathematics always say, "What's the use of mathematics?" Reading this weekly diary has brought me great enlightenment. Perhaps this science will not bring us any material enjoyment, but we feel its charm invisibly. A simple math content can bring spiritual sublimation to students. I think it is really necessary to precipitate students' impetuous hearts and carry forward Chinese traditional virtues in the entertainment era where "super girls and fast men" are everywhere.

Other students expressed their understanding of the algorithm:

"During this period, I learned some knowledge about the program statement algorithm, which is very different from what I learned before and very logical. For example, the logical structure of the algorithm is very clear, especially when the algorithm is represented by program block diagram, the algorithm can also represent the solution of a certain kind of problem, which is very fast and convenient. I hope to learn similar knowledge in the future. "

Later, in the reflection on this part of algorithm teaching, I felt more and more deeply that adding this chapter to the new curriculum is not a blunt grafting of computer programming and mathematics. Its most essential and simple purpose is to make students understand the idea of algorithm through the analysis of specific mathematical examples, and let them feel that the algorithm permeates many contents of mathematics courses. It can develop students' rational thinking and cultivate them to think carefully. Students' cognition of this knowledge just illustrates this point.

Third, articles of sincere communication

In the process of getting along with students later, my feelings with them are not limited to the relationship between imparting knowledge and accepting knowledge. Our distance is shortening step by step, and our hearts are getting closer and closer. Gradually, they will write down their youth confusion in the weekly diary and pay attention to my joys and sorrows. Some students wrote in Zhou Ji:

"Teacher Zhang, I think you are always depressed these days. What happened? Is it physical discomfort or family difficulties? Can I be of any help to you? Telling is a good way. If there is nothing wrong, then go back to the cheerful teacher Zhang Shuo. "

The following classmate is a student with unsatisfactory grades, and sometimes he has the idea of inferiority. After this year's contact, I found that she is a very kind and sensible girl, willing to talk to the teacher confidentially. Zhou Ji played a great role in her education. After a period of communication with Zhou Ji through interviews, she wrote this passage:

"I'm glad to have a teacher who can listen to what I want to say. I know everything depends on self-reliance, but I especially hope to have a teacher like you as a friend to enlighten me.

I also learned a lot about my life. I deeply feel my happiness. I have teachers who understand and care about me, and classmates who are United and friendly. What am I dissatisfied with?

Success will be difficult, but I'm not afraid. In fact, the process of life is like putting hundreds or even thousands of pieces together into a puzzle. The process will be very difficult, and sometimes you can't find the most suitable piece after trying for hours. But I firmly believe that as long as we persist, there will be the best picture in the end. I even believe that even if the rabbit doesn't sleep, the little turtle can catch up with him or even surpass him in the tortoise-rabbit race! "

These are my students. Although they have no proud achievements, they also have a very lovely side. I am not so much educating them as encouraging each other. I also learned a lot from them. "In a threesome, there must be a teacher." It doesn't matter who the teacher is. The key is that we are all feeling the spiritual strength and spiritual comfort brought by each other.

In my class, a boy often copies other people's homework. As he is a student who is not easy to communicate face to face with his teacher, I decided to give him a honesty education by means of weekly diary.

"I was deeply touched by the comments you wrote to me last time. Sometimes it's my fault to copy other people's homework when it's convenient. I feel that the content of mathematics can be understood, but it is not so handy to use it comprehensively. I will strengthen this training in the future, write my homework carefully, pay attention to lectures in class, adjust my state, seize the precious opportunity now, and don't leave regrets in the future. "

Since then, his learning attitude has changed a lot, and he no longer copied his homework. He can take the initiative to ask his classmates and teachers for advice when he encounters problems that he can't solve. I am very satisfied with his change.

Of course, it is not easy to expect all students to take math weekly diary seriously. After all, heavy schoolwork, coupled with students' limited level and lack of adaptability, will inevitably lead to some students' boredom, thus completing the weekly diary with a coping attitude. Later, about three weeks before the exam, I volunteered to write a weekly diary, and finally about 40% of my classmates handed it in. It can be seen that it really takes a long time to run in and test if we want to realize the participation of the whole people. If there is any regret about the attempt of keeping a weekly diary of mathematics, I think the prevarication psychology of some students should be one of the problems to be solved urgently. In addition, students' level is uneven, their expression ability is limited, and their understanding of mathematics is also quite different, so some weekly diaries are of poor quality and do not reflect the substantive role of mathematical weekly diaries. Therefore, in the future teaching, I think we should further guide students how to treat math weekly diary correctly, how to complete it and how to use it. Let the math weekly diary really become the medium of the spiritual dialogue between teachers and students, and in this way, help teachers understand students from other angles and pay attention to their development.

In this year's attempt, after analysis, I found that the students who have carefully completed the weekly diary have become more and more correct in their learning attitude, more and more clear in their goals, and their assessment results have basically improved steadily. For example, the girl with poor grades in front of me, I tracked her grades from compulsory one to compulsory four (percentage system): 64.00, 73.33, 75.00, 84.67, which has been rising. There are still some students, although their grades have not improved, but their learning attitude and the completion of their learning tasks have improved obviously.

In this year's study, the children in both classes are very active and get the best results in every assessment. It can't be said that the math weekly diary played a decisive role, but it virtually gave me and my students infinite strength and determination.

Rogers, the founder of American affective teaching theory, once concluded: "Promoting students' meaningful learning mainly depends on some attitudes in the relationship between teachers and students (rather than teaching knowledge such as teaching technology, teaching level and reference materials). This interpersonal attitude should be' true',' acceptable' and' understanding'. "After this year's efforts, we have created a sincere, harmonious and progressive learning atmosphere and gradually formed a good' teaching' state.

In the era of rapid information development, my classmates and I use the most traditional way-text exchange to feel the freshness and excitement brought by senior one life. We work hard, make progress, try and explore in the new curriculum. Tradition is innovation, and innovation is inheritance. This is me.

Remember to adopt it when you are satisfied. Thank you.