1 the distance training of continuing education in junior high school mathematics national training newspaper has opened up a channel for ordinary teachers to get in close contact with well-known national education experts. By listening to experts' lectures and appreciating experts' scientific educational theories and advanced teaching methods, the educational concept has been fundamentally changed. At the same time, distance training has built a broad communication platform for students. Between students and experts, between students and students through the online training platform, full learning and communication, all aspects have been improved. During the training period, I insisted on watching video lectures, learning cases, actively participating in online seminars, exchanging experiences, writing training speeches, and earnestly completing my homework. I am very busy. In this online training, I watched all the online videos and finished my homework. While studying, I also combine my own learning practice, compare what I have learned with the class situation, actively reflect, find out the shortcomings in my work, and fully discuss and communicate with other students to improve my ability in all aspects.
Although I often participate in district and municipal teaching and research activities, continuing education and research are of great help to me.
No matter from the teaching idea or teaching method, it has been greatly touched. Whether it is the vivid analysis of the case by the excellent teachers in the front line or the vivid explanation of the theory by the expert tutor, it has deeply touched my heart and produced emotional voices. This training gave me a new understanding of mathematics teaching. Mathematics is not a boring teaching of numerical formulas, but a very interesting practical subject integrating life, methods and emotions. As the cultivator and leader of students' interest in learning, only by communicating with students' minds, being close to students and life can mathematics teaching enter students' psychology and make mathematics teaching more and more life-oriented. In the whole learning process, I pay close attention to the advanced teaching ideas of experts. I listened to it again and again, and every time I listened to it, I always got something. Through training, it has promoted my re-understanding and understanding of teaching. Let me talk about my own research experience:
1, further efforts to improve their professional quality. Through research and study, I think that teachers should not only have noble professional ethics, but also have profound knowledge and a set of effective methods to master the classroom under the guidance of the new curriculum concept. This is the foundation of our education and teaching work. I will take this long-distance training as an opportunity, use various forms to collect information on curriculum resources extensively, earnestly learn from curriculum experts and peer teams, constantly improve teaching methods, and strive to improve the theoretical level.
2. Pay more attention to students' dominant position in teaching. Students are the main body of classroom teaching. Classroom teaching should fully understand students, pay attention to each student on the basis of their existing knowledge and experience, and give each student full opportunities to improve and develop. In essence, teachers' teaching is a process in which teachers teach students to learn, not simply teaching and learning. Students are the real protagonists of classroom teaching, and a dynamic class is embodied by students.
3. Further strengthen the cooperation and communication between teachers and students. Through this study, I deeply feel the importance of cooperation, especially in today's society that needs extensive cooperation and communication. Through communication, discussion and study, colleagues reflect different wisdom on the same issue, effectively link knowledge, experience and problems, and solve problems encountered by teachers in daily teaching, thus promoting teachers to improve teaching methods.
The distance training platform for continuing education has made me hear the footsteps of so many unknown educators' practical exploration, see so many peers' tireless pursuit of their dreams, and read a series of wonderful comments and insightful articles full of students' painstaking efforts. I will continue distance training and learning, and strive to improve my education and teaching level.
National Training Journal Junior High School Mathematics 2165438+1Monday, October 8, sunny
Understanding the new curriculum of junior high school mathematics from the perspective of mathematics, I heard the name of teacher Wang Shangzhi a few days ago, but what kind of legend this is can only be seen today. At the age of sixty-five, he was full of energy. He didn't sit in the lecture all day and kept writing on the blackboard, which is enough to show his enthusiasm for the pursuit of mathematics. Starting from the three basic points of understanding the content of mathematics curriculum, Professor Wang described three basic perspectives of understanding the changes of the new mathematics curriculum, namely, the mathematical perspective, the educational perspective and the student perspective, and emphatically introduced the number and algebra in the target structure of the new mathematics curriculum in junior high school.
He mainly talked about two aspects:
1. Numbers, letters and operations —— Understanding of the object of operation —— Understanding of the background of operation —— Algorithm —— A puzzle when we apply operation in teaching. Professor Wang personally performed on the blackboard, which proved that our doubts were finally solved. Starting from the operational rules, this paper reminds us of the basic properties of operational rules: order, equality and inequality, and also throws us the question of why we should use these operational rules. Then the matching method in quadratic equation is introduced, and the numbers are represented by letters. When we first met the matching method in the middle of the lecture, we focused on it. When you encounter this kind of problem in the future, simply say: "We have talked about it before, let's go down and experience it ourselves!" Perhaps it is such an ordinary sentence that makes our students flinch in front of the matching method and make mistakes again and again. At this time, as teachers, we always say, "How can you be wrong with such a simple question?" Professor Wang told us to repeat the pairing method and start all over again every time, so as to tolerate students' mistakes!
Second, symbols, letters, models Professor Wang put forward several problems that need our attention from arithmetic to algebra.
① What is arithmetic algebra?
② The value of various methods.
③ Similarities and differences between arithmetic and algebra.
④ Don't think that arithmetic methods can be abandoned.
⑤ Pay attention to students' transition from arithmetic to algebra? It's not just theoretical. Starting from specific situational problems, he enlightens us from the answers to the questions, whether it is arithmetic or equation, don't force students blindly. Behind each method, there is the infiltration of mathematical thought, such as the association between exhaustive method and classified discussion thought.
In the understanding and determination of the model, several requirements are put forward for us:
① "learning equation" is not equal to "solving equation".
② General solution
Don't rush into it.
(4) Teaching is not to show yourself, but to stand from the students' point of view.
In the function, he asked us several questions:
① What are the main differences between analytic equations and functions?
② Each specific function allows students to remember five "background stories".
③ The function of rectangular coordinate system
④ The relationship between function and other mathematical knowledge.
After listening to Professor Wang's report, I feel that I don't blindly pursue educational theory as before, but show us the problems existing and concerned in middle school mathematics from all angles of mathematics. Starting from concrete examples, he calculated step by step until he got the answer to the question: constantly throwing out questions to interact with us and inspire us to think; Suggest one by one, so that we have no worries in future teaching; Let's give full play to the strength of the team to solve the completed problems and truly reflect the help of mathematical research.
Generally speaking, what he said today can be summarized as follows:
1. Understand mathematics from a high angle and from multiple angles.
The state attaches great importance to education and should attach importance to students' initiative and innovative consciousness.
3. Our understanding of mathematics and mathematics education.
4. These things are very important in mathematics.
Today is Friday, 65438+February, 17.
This is our fourth day of study in Zhengzhou. Today, our teacher is Li Mingzhen, a double postdoctoral fellow at Nanjing University. This paper mainly talks about the development trend of mathematics curriculum reform in basic education in China.
After ten years, China's new mathematics curriculum reform has made some achievements, but there are also some theoretical puzzles and practical problems. The thinking and exploration of puzzles and problems indicates and determines the direction of future mathematics curriculum reform and development in China.
(A) Mathematics curriculum standards. Because it is the first time in China to compile the mathematics curriculum standards in a real sense, the research foundation is relatively weak, the research force is relatively thin, the compilation time is relatively hasty, and there is a lack of full dialogue among relevant stakeholders, so there are still many problems in the existing mathematics curriculum standards in China. Mathematics curriculum construction under the concept of quality education is a dynamic process. Mathematics curriculum standards should constantly absorb practical experience and study problems in practice, and need to be constantly improved and perfected.
(2) The development prospect of mathematics textbooks. Mathematics textbook is an important resource to realize the goal of mathematics curriculum and implement mathematics teaching, and plays an important role in the implementation of mathematics curriculum reform. Therefore, the development of mathematics textbooks has an important influence on the reform and development of mathematics curriculum. Compared with the previous textbooks, the new mathematics textbooks have significantly improved in the times, typicality, diversity and acceptability, and pay more attention to the ideological and humanistic spirit of mathematics. However, the practice of the new mathematics curriculum shows that people's satisfaction with the new mathematics textbooks is still relatively low, and there are still some problems or defects in the new mathematics textbooks, which need to be studied and improved.
(3) The prospect of the implementation and development of mathematics curriculum. In the teaching of mathematics curriculum standards, teachers must be clearly aware of the quality of students' learning results expected by the curriculum standards, and the quality of learning results is the same for all students, although there are different ways to achieve this result. Teachers should be guided by the expected quality of students' learning results and guide students to make these progress. Teaching should closely focus on the learning quality that students know, can and expect, design various teaching strategies to meet students' diverse learning needs, plan appropriate learning opportunities, and let students make progress at their own pace.
(D) The development prospect of mathematics curriculum evaluation. Mathematics curriculum evaluation plays a very important role in the new mathematics curriculum reform. Whether the mathematics curriculum evaluation is scientific, effective and feasible largely determines whether the mathematics curriculum reform can be carried out smoothly. The new curriculum reform of mathematics has put forward many exciting ideas and methods of mathematics curriculum evaluation, and made a tentative exploration in the new curriculum of mathematics.
(5) The professional development prospects of mathematics teachers. The professional development of mathematics teachers is the result of the change of their cognitive structure. In essence, strengthening the professional development of mathematics teachers under the background of new curriculum is to optimize the cognitive structure of mathematics teachers' understanding and implementation of mathematics curriculum. The professional development of mathematics teachers is an eternal and unavoidable theme of mathematics education, which develops with the development of mathematics education. The process of mathematics curriculum reform and popularization is also the process of mathematics teachers' professional growth and development. With the deepening of mathematics curriculum reform, it will inevitably put forward new requirements for the professional development of mathematics teachers.
The new mathematics curriculum reform has made some achievements, but there are also many problems. We should not only affirm the achievements, but also enhance the confidence of curriculum reform and the motivation of curriculum development in the process of summing up the achievements; We should also face up to the problem, establish a sense of crisis, and keep a clear head in the process of revealing the problem; We should pursue the answer, find our immediate position and find the right direction in the process of exploring the answer. In the reflection on the theory and practice of previous mathematics new curriculum reforms, we should not only review, but also sum up experiences and lessons. We should also look to the present and seek a breakthrough in the theoretical and practical research of the new mathematics curriculum. We should look forward to the future and realize innovation in the perspective of the theory and practice of the new mathematics curriculum reform in the future.
As an ordinary math teacher, the fourth item of junior high school math is not too strange to the basic idea of curriculum reform. However, it seems that not many people can do more in-depth research, exploration, thinking and excavation on new courses and new textbooks, and such learning seems to provide us with an opportunity to dig and think about more in-depth contents in new courses and new textbooks. This national training made me deeply feel that teachers should not only have noble professional ethics, but also have profound knowledge, which is the basis of our education and teaching work. Through this training, I have gained a lot, and also brought many new thoughts to my teaching.
First, through the study of Guopei, I think that to master the classroom under the guidance of the new curriculum concept, teachers should not only have noble professional ethics, but also have profound knowledge, which is the basis of our education and teaching work. We should take this distance learning training as an opportunity, continue to strengthen our own learning and improvement, extensively collect curriculum resource information in various forms, seriously learn from curriculum experts and peer teams, and constantly enrich and improve our professional ability and quality to be competent for our own education and teaching work.
Secondly, through this national training, I further established in my mind the importance of changing students' learning methods, teachers' teaching methods and teaching concepts, and convinced myself that as long as we persist in quality education, insist on taking students' development as the core, take teachers' professional development as the support, and pay more attention to students' dominant position, we can achieve a win-win situation in teaching and learning.
Thirdly, through learning, I have solved many difficult problems I encountered in practical teaching, such as how to create a situation close to students' real life in problem-solving teaching and how to make rational use of time in cooperative learning. In terms of professional ethics, educational concepts, teaching methods, etc., the skills in controlling the classroom, grasping teaching materials, teaching design and teaching reflection have also been greatly improved. At the same time, I updated my educational theory and enriched my teaching experience, which laid a good foundation for further improving classroom teaching efficiency in mathematics teaching in the future. At the same time, I broadened my horizons and enriched myself.
Fourth, further strengthen the reflection on teaching work. Strengthening teaching reflection, listening carefully to students' opinions and teachers' comments, and revising, supplementing, adjusting and perfecting teaching design and teaching strategies in time are very necessary for teachers' professional development and ability improvement. If a teacher insists on writing teaching reflections, he is likely to become a famous teacher in a few years. We should persist in writing after-class reflection, periodic reflection, post-semester reflection and academic year reflection, and grow and progress in reflection.
The hope of national rejuvenation lies in education, and the hope of educational rejuvenation lies in teachers. It is the basic guarantee to implement the strategy of rejuvenating the country through science and education, sustainable development, all-round quality education and new curriculum reform. In order to meet the requirements of modern education and improve teachers' teaching ability, I was fortunate to participate in this training. In the process of learning, I listened carefully to the wonderful speeches of leaders and experts, carefully watched every video courseware of junior high school mathematics on the special training platform of Haixi Education Network, took notes carefully, communicated with students online and learned from each other. I have learned a lot in ideological understanding and educational ideas, educational theories and methods, teachers' professional quality and accomplishment, new curriculum reform and teachers' teaching ideas, which is of great help to improve my own education and teaching work and will also play an important role in promoting the new round of curriculum reform in our school.
First, establish a good outlook on educating people and a healthy outlook on students.
The traditional education mode based on imparting knowledge has not adapted to the development requirements of modern education. The development of the times and the progress of society pose new challenges to teachers. Teachers should gradually become professionals through continuous learning and development. They should not only have strong professional knowledge and skills, but also have educational ideas to promote students' development, especially under the new curriculum. It will change the original authoritative image of teachers with knowledge, pay attention to organizing and guiding the learning process, reflect on and study its own teaching practice, and achieve better educational and teaching results. Specifically, we should change our concept of educating people from the following aspects. First, teachers should be promoters of students' learning, focusing on learning ability, and promoting the harmonious and healthy development of students' overall personality. Second, teachers should be the guides of students' life, and set up different signposts on the students' growth path to guide them to a higher goal. Third, teachers should become researchers in education and teaching. In the process of teaching, teachers should be in the teaching situation with the mentality of researchers, and examine and analyze various problems in teaching theory and practice with the eyes of researchers. Fourthly, teachers should become the builders and developers of the curriculum, change the previous discipline-based theory and passive implementation, and make the curriculum constantly add value, enrich and improve in classroom teaching.
We should have a healthy view of students and treat students with a developing, changing and comprehensive view. Students are future laborers of the motherland, and students are people with complete personality, not containers of knowledge. Students are flesh and blood, emotional, thoughtful and colorful. Teachers' teaching process should be a bridge to communicate students' feelings. Teachers should pour their love into students in an appropriate way, and criticism and praise should always be accepted by students in order to form a harmonious relationship between teachers and students. Love is facing all students, regardless of their grades and performance. Teachers' love should be equal and lasting, extensive and generous. For underachievers, we should realize that differences exist objectively, students' abilities are various, and students cannot be required to become talents in their own fields; Advanced and backward are relative. Successful education is to let students improve together. In teaching, we can't treat every student with the same standard, and we should implement hierarchical teaching. We should seriously explore the laws and methods of transforming underachievers and treat underachievers with a developmental perspective. As long as they make progress, education will be successful.
In the specific junior high school mathematics teaching, we should respect and recognize each student's personality and value, believe that each student can get different development in mathematics, and provide all students with fair and complete opportunities to learn mathematics. We should do the following:
(1) Respect all students, admit that students have different knowledge, abilities and development levels, and can be educated according to their different experiences, specialties and needs.
(2) admit that every student can learn mathematics, provide all students with equal opportunities to learn knowledge and skills, find the most effective way to learn mathematics for each student, and constantly put forward higher expectations for each student.
(3) Understand each student's specialty and know that students will use different methods in their study. When designing teaching, we should consider the different characteristics of students' ability, interest and thinking, and give targeted guidance accordingly, pay attention to hierarchical teaching and teach students in accordance with their aptitude. Try not to let students fall behind and ensure that every student makes progress.
(4) Know how to change teaching to adapt to students' existing skills and experience; Know how to build students' confidence and encourage students to learn to apply mathematical knowledge to solve practical problems; Let students understand that mathematics is helpful to intellectual development, and mathematics will play an important role in later life.
(5) Be good at keeping abreast of students' psychological characteristics and ideological changes through observation, conversation and home visits. Adjust courses and teaching strategies in a timely and appropriate manner to improve teaching quality.
(6) Fully understand students' dominant position, guide students to try to observe and compare, conduct experiments, analyze and think, experience the formation process of mathematical knowledge personally, and master the basic framework system and development law of mathematical knowledge.
Second, implement educational research and do a good job in the reform and practice of the new curriculum.
Teachers are not only promoters of students' learning, but also researchers of education and teaching. We are in the front line of teaching, facing problems directly, which is more conducive to carrying out educational research. Breaking away from teaching research is extremely unfavorable to its own development and teaching development.
(1) It is recognized that the task of teachers is not only teaching, but also educational research is not just the "patent" of experts. Advanced educational concepts and models are inseparable from teachers' teaching practice, and we cannot always apply other people's or original theories and experiences to our own teaching.
(2) In the teaching process, we should put ourselves in the teaching situation with the researcher's mentality, examine and analyze various problems in teaching theory and practice with the researcher's eyes, reflect on our own behavior, explore the problems that arise, sum up the accumulated experience, and form a regular understanding.
(3) Pay attention to problem solving and research. Problems can be found in time in education and teaching activities.
At eight o'clock in the morning, I came to the classroom. As soon as I sat down, I saw Professor Qiu, who was giving us a lecture, walking onto the platform with his schoolbag. Professor Qiu is 75 years old, very thin and looks energetic. I saw him put down his schoolbag, picked up the blackboard eraser and carefully wiped the blackboard that had been wiped. Director Li of the training department said, "Old man, you sit here." He smiled and didn't sit down, but stepped down from the podium and asked where we came from with a smile. After we answered, he said, "Oh, Henan, Hebei, Anhui, Shandong and Heilongjiang, ok, ok, you are all backbone teachers in all provinces." At this time, the staff came over and put a microphone on Professor Qiu. The old man tried again and asked the teacher behind him, "Can you hear me?" He told the staff that the sound was moderate, not too loud. I watched the old man's every move and felt that he was going to take part in a quality class competition. He prepared so carefully before class that he felt a sense of admiration.
I learned in advance from the student handbook that Professor Qiu is a doctoral supervisor, the first batch of national-level teaching teachers in colleges and universities in China, the author of graduate textbooks, undergraduate textbooks and national planning textbooks for secondary vocational schools, and the executive editor of compulsory education curriculum standard experimental textbooks. Today, a doctoral supervisor told us how to teach junior high school mathematics well. Besides, he is the only one who wants to give us a lecture with chalk so far. Professor Qiu aroused my great interest.
At the beginning of the class, Professor Qiu directly asked the question, "Because everyone is a junior high school math teacher, today I will talk to you about how to teach junior high school math well," he said while writing on the blackboard. "Teach junior high school math well," and "everyone is too familiar with it, mainly in two aspects, one is basic knowledge and skills, and the other is the way of thinking in mathematics. Today we will discuss how to teach junior high school mathematics well according to the way of thinking in mathematics. " Re-wrote the topic and the first topic "Mathematical Thinking Mode" on the blackboard. He said that what impressed us about junior high school mathematics was its abstraction, abstract concepts and abstract conclusions. We should find ways to make abstract concepts not abstract, so we should observe objective phenomena, and write "Observing objective phenomena" on the blackboard with yellow chalk. Mathematics also gives us a distinct logical reasoning, and write "logical reasoning" on the lower right of the first board with yellow chalk. Why does the old man write on the blackboard like this? Everyone's eyes widened with curiosity. The old man continued to talk in an orderly way, writing on the blackboard with chalk of different colors according to his own plan. From observing things to grasping the main features, to abstracting concepts or establishing models, to exploring, guessing, demonstrating and revealing the laws of things, step by step, he actually seamlessly connected the four words "logical reasoning" written in advance with the blackboard at the back, and the teachers around him passed them on to each other.
We have always emphasized the cultivation of students' thinking ability, students' mathematical literacy and how to cultivate them in mathematics teaching. But we seldom study the problem systematically and have our own methods. The old gentleman told us that he wrote books according to the mathematical way of thinking, and he taught college students according to the mathematical way of thinking. So today the old gentleman explained to us so clearly what is the way of thinking in mathematics. We should also use mathematical thinking mode to teach our junior high school mathematics, so that our children can be influenced by mathematical thinking mode as soon as possible, and let them develop the good habit of doing things seriously and considering problems carefully, thus benefiting for life.
When talking about geometry teaching, he put forward the idea of teaching geometry from the perspective of modern education, so he added the complete topic of today's lecture-"Teaching junior high school mathematics better according to the mathematical thinking mode with modern mathematics perspective", and he explained the simplest geometric axioms and theorems that we never noticed to learn at ordinary times with a brand-new point of view. Needless to say, the art of writing on the blackboard, not to mention careful thinking, including the position drawn by each figure, is designed perfectly, as if it had been rehearsed in advance. What's even more amazing is the picture he drew casually. When he put the pre-cut triangular paper on it and told us how to teach students to translate, the paper and the drawn graphics cooperated seamlessly, and everyone screamed in unison.
Today, the old gentleman's class made us thoroughly understand how to teach with heart. Mathematics is boring and difficult to learn, and students are unwilling to take the initiative to learn mathematics. If you don't have to take the exam, how many students will give up studying mathematics, and who will be responsible? We have an unshirkable responsibility because we are too short of research. Many times, we complicate simple problems. Many times, textbooks are divorced from students' reality, so we lack the awareness of the new curriculum. What we do is to force students to accept it, and students naturally find mathematics difficult to learn. Foreign students are far worse than our students before university, but they often surpass our students after university. The reason is very simple, because foreign students will ask why, and we students rarely ask why, because it is written in the book and the teacher said it, so it can be used. Think carefully, as teachers, are we used to asking why? The third content that the old gentleman talked about is to grasp the essence and internal relations of junior high school mathematics. He stressed that teachers should make the concepts and conclusions of junior high school clear, natural, accurate, simple and easy to understand, why did he multiply negative numbers to get positive numbers, how to draw the image of quadratic function, how to study the nature of quadratic function and other issues, which inspired us as teachers to study textbooks, integrate and deal with textbooks, and ask more why, rather than teaching with textbooks.
1 1: 30 class should have been over. The old gentleman talked about 12: 00 sharp, and everyone still listened attentively. Professor Qiu gave us a demonstration of how to make junior high school mathematics better. I didn't see what lesson plan he took, but he took his own triangle paper-cutting teaching aid. His blackboard writing is so beautiful, artistic and clear. At the age of 75, he is full of emotions and meticulous. A professor and doctoral supervisor can make such careful preparations for giving lessons to our junior high school teachers. His rigorous attitude towards learning, his