2. The teaching teacher of this class pays attention to reviewing the past and learning the new (which can be combined with specific cases). Now, he consolidates what he learned in the last class (combined with specific contents) to prepare for the class. (Review is provided in class)
3、? Teachers pay attention to students' autonomous learning and provide sufficient exploration space. Teachers always insist that students think first, act first, and talk about your ideas or methods first. For example, after the students answer the questions, they will be asked to talk about your method, let the students perform, finish independently and show the results, which fully embodies the student-centered teaching idea. (The classroom pays attention to autonomous learning. )
4、? Teachers can let students explore their own conclusions in the teaching process, and at the same time apply the conclusions to real life, making the whole mathematics classroom more effective and efficient. (Classroom pays attention to exploring connections)
5、? Teachers naturally introduce today's new knowledge by carefully preparing, attaching importance to classroom introduction, creating situations and allowing students to ask and answer questions freely. (Evaluation of class introduction)
Universal discourse:
1, every teaching link of the teacher has been carefully designed, but I personally feel that the directionality of some links is not clear. It seems that individual links are designed for links, the implementation of goals is somewhat lacking, and the degree of relevance is also slightly insufficient. If we can unify the goal setting and implementation, and make clear the direction of link design, this class will be more efficient.
I think a teacher can ask questions more concisely and accurately. It is best to take one or two big problems as the clues of the whole class, discuss and dig deep around this big problem, and remove some necessary oral words. ?
3. Students are the main body of the classroom. Children's feelings and acceptance should be fully considered when designing. The class capacity should not be too large or too small. It should be relaxing. Just right, I feel that I can remove a link (combined with examples) and put it in the next class, and then change it to a relatively relaxed content (supplemented by classroom exercises). ?
4, students are still the main body of the classroom, in the classroom to let students move. Participate in inquiry activities and actively mobilize children to think, talk and do more. In this class, the children's sense of participation is a little less, and they don't talk enough and practice enough.
5. Generation in the classroom is actually the normal state of our teaching. Many unexpected things happened in a class, and a teacher paid full attention to a certain problem in class (combined with specific classroom examples). But the way to deal with it can be more flexible (for example, you can add your own suggestions), and turn these problems into teaching resources, and the classroom will really come alive.
6. The biggest feature of this course is that examples run through the whole classroom teaching, cultivating students' thinking, paying attention to process experience and cultivating students' inquiry ability. Develop a good discussion circle, embody the classroom mode of cooperation, inquiry interaction and evaluation, and meet the requirements of "three-dimensional goal" If we better grasp the rhythm and emotion of language, encourage more students to participate in classroom teaching and give full play to students' interaction, it will be a very successful class.
7. In the statistical analysis of the lead-in part, the teacher asked the students when the temperature rose fastest, which was very enlightening. Although students can't easily think of this in the observation of statistical tables, they can draw a conclusion by comparing with statistical tables in the analysis of statistical charts. Teachers should not be too hasty, so that the independence of students can not be fully reflected. (The suggestion in the "broken line statistical chart" of evaluating mathematics comes from colleagues' evaluation of the class)