Minutes of primary school mathematics teaching and research group meeting Part I
Activity time:
Venue: conference room
Subject: Interpretation of "Primary Mathematics Curriculum Standards"
Personnel: all math teachers
Activity content:
First, learn the "Primary School Mathematics Curriculum Standards"
1. Improve students' teaching quality and cultivate the foundation of lifelong learning.
Mathematical literacy is the sum total of basic mathematical knowledge, basic skills, mathematical ideas and concepts obtained by people through mathematical education, self-study practice and cognitive activities, as well as the resulting mathematical thinking quality and problem-solving ability.
2. Establish the necessary foundation for all students and strengthen the application and practice of mathematics.
We should re-examine the basis of mathematics with the times, and determine the content of mathematics curriculum according to the needs of students to adapt to modern social life and future development, as well as the requirements of building a concise mathematical knowledge structure. It is necessary to grasp the backbone of mathematics knowledge, highlight basic principles and general methods, and earnestly strengthen the foundation of mathematics courses.
3. Pay attention to the mathematical needs of different students and provide space for choice and development.
There are personality differences among students, and different students can have different mathematical development. We should provide differentiated and diversified mathematics curriculum design, increase the selectivity of the curriculum, and make the mathematics curriculum adapt to all students.
4. Pay full attention to the learning process and guide students to explore knowledge.
We should follow the development law of cognitive psychology, reasonably organize teaching content, show the process of knowledge occurrence, development, formation and application, strengthen mathematics learning activities, and provide students with opportunities to feel and experience.
5. Strengthen the educational function of evaluation and encourage students to make progress.
Mathematics learning evaluation is to judge students' achievements and level through mathematics learning, and at the same time guide students to improve their learning and self-improvement; It is also an important link to implement teaching feedback, evaluation and strategy.
6. Strengthen the application of modern information technology and promote the integration of information technology and mathematics curriculum.
Mathematics curriculum must vigorously strengthen the application of modern information technology, give full play to the positive role of modern information technology in mathematics curriculum reform, and make modern information technology an effective means, tool and broad platform for students to obtain information resources and carry out learning exchanges.
Secondly, the problems existing in the teaching of each grade are discussed.
About 1, the diagnosis of mathematics learning ability of junior three students? What are the requirements for connecting with a straight line according to the problem? Are you online? How long can each photo album hold? There should be several items.
Results: If the student can list the corresponding formula, he should be considered correct.
2. Compare the two methods and explain the reasons. This question compares the speed and calculates whether the speed difference belongs to a method.
Results: This is the method, which can only be compared here? Distance? As a second method.
3. In the fifth grade mathematics teaching, the error rate of solving equations is very high, and the correct rate can only be improved by checking.
Solving equations in new textbooks is an error-prone link, because it is difficult for students to solve more complicated equations correctly without addition, subtraction, multiplication and division of positive and negative numbers as the basis. Can you use it? Move negative instead of positive, move small instead of big? Methods, supplement the problem-solving methods.
Minutes of the meeting of primary school mathematics teaching and research group II
Activity time:
Venue: conference room
Personnel: all math teachers
Activity content: the significance and writing method of evaluating percentage teaching: Wen Xiang
Owner: Tang
Voice recording:
First of all, Teacher Wen Xiang introduced the teaching design:
This course is the first lesson of percentage teaching. In teaching, I mainly provide an open classroom teaching environment for children to think independently, highlight the teaching concept of taking students as the main body, enable students to acquire knowledge in the process of independent thinking, cooperative communication, comparative analysis and induction, improve their learning ability, and fully realize that percentage understanding is closely related to our real life. Secondly, in the arrangement of teaching materials, combined with a large number of specific living materials, based on children's original knowledge and experience, in the process of learning, all students are attracted and stimulated to actively participate in various teaching forms. After class, the students went on reading with a smile? What percentage is xx? I am also immersed in happiness. Calm reflection is mainly reflected in the following three points:
1. Start with what students are interested in and stimulate their interest in learning.
Shall I take it? Super girl? Live broadcast, and related information into the topic, in comparison? Who will be the best singer? In this process, I initially realized the percentage. At this time, the students have vaguely realized that percentage is a number indicating that one number is a fraction of another. For comparison, it is divided into fractions with denominator of 100. This not only reflects the coherence of knowledge, but also gives students a preliminary understanding of the meaning of percentage and the benefits of using percentage when comparing data.
2. Get close to life and understand the meaning of percentage.
Percentage is the knowledge that is often used in daily production and life. Although the students don't officially know the percentage, they are not ignorant. So I ask students to investigate the percentage in life before class, so that students can realize the wide application of percentage in life and the significance of knowledge to individuals, which plays a very good role in stimulating internal learning motivation. In this class, I take the data collected by students as? Information conference? The table shows that students have further deepened their understanding of percentage in the process of understanding and interpreting the data obtained from their own and classmates' surveys.
3. Practice with levels, expansions and gradations.
In addition to the exercises in the book, I also designed four exercises:
The first exercise is to fill in the form as required. The content of the table is adapted from the examples in the textbook, which fully considers the reasons why deaf students have difficulty in understanding sentences, and reduces the gradient so that students can gradually deepen their understanding of the meaning of percentage on the basis of classroom generation.
The second exercise is multiple choice questions. Through practice, let students understand the connection and difference between percentage and score in meaning.
The third exercise is to judge the question, and students can further broaden their knowledge on the basis of understanding the percentage.
The fourth exercise is to show a message about environmental protection in the world, so that students can feel the meaning of percentage and experience that the earth is being destroyed. We should save resources from me. Students have also received some ideological education.
Second, the class evaluation
Zhou Jing: From the introduction of life situation, students unconsciously involved in new knowledge and naturally experienced the process of the generation, formation and development of mathematical knowledge.
Secretary: The teacher is well prepared before class, so that students can collect examples of percentage in life. In class, they can exchange and analyze the mathematical information contained in these percentages, and feel that mathematics is not boring or abstract, and it is around them. .
Yang Pai: Through the perfect link between percentage and idioms, we can create an open rather than closed, independent rather than indoctrinating, rich rather than boring? Big math? A new realm of classroom learning. But we should also pay attention to the guidance of the problem.
Wu Qiping: In this course, most students have a thorough understanding of the reading, writing and meaning of percentages, and it is not bad to complete the following exercises. However, when dealing with the meaning of learning percentage, we need to further think about how to better let students understand the meaning of percentage and let children deeply understand its meaning.
Liu Haiou: I think the classroom is a democratic classroom. In the whole teaching process, Mr. Zhonghua Xiang used:? Want to see it? What are you going to say? Who do you agree with? Let's discuss it in the group. In this way, friends can communicate with students in conversational language. This kind of equal communication can eliminate students' nervousness in learning, and students can actively participate in learning with a relaxed mood.
Ji Ming Junior: I don't think the students' enthusiasm is high enough, and the classroom atmosphere is not warm enough.
Summary of the Third Meeting of Primary School Mathematics Teaching and Research Group
Time: 2065438+February 7, 2005
Venue: Multimedia Classroom
Activity Theme: Simplifying Mathematics Classroom Teaching
Participants: the headmaster and all math teachers.
Activity flow:
1. Learn "Simplicity: Rational Regression in Mathematics Classroom" by Xu Weibing, a special teacher in Jiangsu Province, and discuss it in combination with his own teaching practice.
Second, the center's speech: (sixth grade group)
Zhou: In our math class, I always feel that 40 minutes of teaching time is not enough. Sometimes there are two classes in one class. The teacher taught too hard and the students were very tired. In this case, how to achieve it? Low input, high output? Create an efficient and high-quality math classroom? Today we will discuss this problem.
Third, communication analysis:
Link Simplification and Nature (Grade One and Grade Two)
Wu Shaohua: after discussion, our group thinks that the simplified math class should be simple in process, clear in thinking and organized? Main line? Spread out, push forward layer by layer, fresh, natural, have? Talk about it? This feeling.
Take the topic of "two plus one, integer ten" that Xiantao representatives attended in Wuhan this time. We think the following teaching process is more suitable.
? 1. Review (review oral arithmetic and oral arithmetic, introduce addition and subtraction)
2. Explore two digits plus one digit (research algorithm, arithmetic).
3. Self-study two-digit plus integer ten (transfer the learning idea of two-digit plus one-digit and independently explore two-digit plus integer ten)
4. Consolidate exercises (focus on fun, comprehensive use, moderate openness, high level)
5. Reflective summary (focusing on experience and reflecting on learning methods)
Designing such a five-step teaching process makes the whole teaching idea concise and clear, and the teaching tasks of each link are precise and clear.
The goal is simple and clear (Grade Three Group)
Li Shurong: In the past, I always thought that writing down the teaching objectives when preparing lessons was just a form, so the objectives were often unrealistic and empty talk. Through this study, I understand that the teaching goal is not only the starting point for teachers to plan the whole process of classroom teaching, but also the benchmark for reflecting on the teaching effect. Should teaching objectives be set? Concise, practical, easy to implement and easy to feedback? .
Teaching? Year, month and day? At that time, we drew up the following teaching objectives:
1. With knowing the days of each month as the carrier, we can remember the days of each month through gestures and demonstrations.
2. With the calculation of the number of days in the whole year as the carrier, the goal of reasonable optimization on the basis of algorithm diversification is achieved through independent attempt and class communication.
3. With the distinction between big moon, small moon and flat moon as the carrier, through observation, comparison and analysis, the idea of classification is penetrated.
4. With the understanding of the particularity of February as the carrier, through the introduction of knowledge of nature and historical materials, the purpose of spreading mathematical culture is achieved.
This not only pays attention to the comprehensiveness of the goal but also pays attention to the achievement of the goal. We try to use it? Take () as the carrier and achieve the purpose of () through ()? In the form of writing teaching goals, each goal is true, specific and clear, which is beneficial to teaching, learning and evaluation. The above is the learning experience of our group.
Provide brief guidance (fourth grade group)
Liu Xiaofeng: The idea of the third-level group is very creative and pragmatic. What we want to say is that in the process of mathematics learning, the guidance of teachers is indispensable: what should students do when they go astray? A tour guide? ; When students are unclear and superficial, they should? Enlighten? ; What should students do when they encounter difficulties and fall into thinking? Consultation? . We believe that teachers' guidance to students should be concise: accurate, clear, scientific and instructive.
Teaching? Understanding of triangles? When the triangle is placed obliquely, it is often easy for students to make mistakes by taking it as the height of the bottom.
This is the most common mistake in students' study, because people say in life? How high is this building? what's up Tall? It is usually based on the horizon and perpendicular to the ground. What does mathematics say? What is the height of this triangle? What is perpendicular to the specified edge (that is, the bottom) is based on the bottom (as shown in Figure 2). ? High in mathematics? Not the same as. In high places? ! When I give these two meanings to children. Tall? After analysis, they seldom make mistakes when drawing the height of a triangle, so this guidance points to the problem? Want to hurt? .
Simple and Practical Media (Grade 6 Group)
Guang Xingqiong: Your idea has given us a good inspiration and helped us to correct the mistakes made by our children. Nowadays, our school has also added multimedia teaching equipment. Simple teaching does not refuse the involvement of multimedia such as computers, but the use of any media should proceed from practicality and effectiveness. Sometimes the role of traditional media is just irreplaceable by computers.
Once I went outside to watch a teaching competition, and a teacher taught me? The volume of the cone? When, for image expression? Does the volume of a cone have anything to do with the volume of a cylinder with equal base and equal height? The class teacher carefully made the courseware of animation demonstration and simulated the experimental process of volume conversion.
During the course evaluation, many judges raised objections. It is considered that it is more valuable for students to experience the process of exploration by pouring water or sand with cylinders and cones with equal bottoms and equal heights, because hands-on practice is an exploration process and the demonstration of courseware can only be one kind. Tell? That's all.
The language is concise and profound (fifth grade group)
Little Chang 'e:? Not much to say, just in place? ! Through learning, we know that the teaching language of mathematics teachers should be concise and profound: the question language should be clearly oriented, the transition language should be natural and smooth, the evaluation language should be concise and frank, and every word should give students a bright and clear feeling.
Teaching? Possibility? Sometimes, we usually feel this way, if you ask? Flip a coin three times, heads 1, tails twice. So what is the result of the fourth coin toss chosen by many students? Face up? . The reason is that the possibility of heads and tails facing up is equal, which is half. If you throw it four times, shouldn't it be heads and tails twice? Therefore, the fourth time should be face up.
In my teaching, let the students fully discuss first, and then borrow a sentence? Coins have no memory? Mathematical famous sayings commented on this, pointing out concisely, vividly and profoundly that every activity is an independent random event, and the result of every coin toss cannot be determined.
President Luo concluded: after listening to everyone's discussion, I feel that this is a relatively successful teaching and research activity. ? Simplify math classroom teaching? What we are pursuing is actually a higher level of returning to nature, this kind? Simple? Is it a complicated math class? Cleaning? Is it a nature of mathematics learning? Return? . ? Simplify the Sanqiu tree by removing complexity, and create something unconventional in February. ? After all, what is the pursuit of simplifying teaching? Restore the true colors of mathematics and return to the discipline standard? , that is? Advocating simplicity, commercial supremacy and realistic moderation? , concentrate on pursuing one? The road to Jane? Teaching realm. In a word, I hope everyone can really apply the experience of this activity to practical teaching to better serve students.
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