Minutes of Junior High School Mathematics Teaching and Research Conference Part I
Time: 2065438+February 28th, 2002
Venue: Junior High School Mathematics Teaching and Research Group
Moderator: Ma Ning.
Recorder: Wang
Teaching and research theme: in junior high school mathematics teaching? A mistake? Practical exploration of resource development and utilization
Attendance: Everyone
Research objectives:
In the process of learning, students often have some wrong understandings because of their young age, lack of experience, unstable attention and insufficient perceptual development. In the face of mistakes, some teachers regard them as a scourge, with a? Wrong? Isn't it great that words block students' mouths? Murder? Students' thinking is improved. Through this teaching and research activity, teachers can change this kind of ideological understanding in the past and re-recognize students' mistakes. In fact, students' mistakes are valuable. Let students fully display their own thinking process, reveal the bright spots of mistakes, activate reasonable components along students' ideas, and guide students to correct their own thinking process, then mistakes will become valuable resources in classroom teaching.
Research process:
Discuss the problem 1: Kindness? A mistake? -guide students' desire to explore.
Students' learning process is a process of constructing their own understanding of mathematics knowledge, and mistakes are just some attempts made by students in the process of mathematics learning, which is very necessary. We should tolerate students' mistakes. We should allow students to make mistakes, let them analyze their mistakes in tolerance, find their own mistakes and correct them.
Discussion question 2: induction? A mistake? -Broaden students' thinking space.
There are some learning contents that students are not easy to make mistakes in the process of exploring new knowledge. This does not mean that students have profound and flexible knowledge. At this time, the teacher can deliberately set some? Trap? Induce students to make mistakes.
Discussion question 3: clever use? A mistake? -Cultivate students' innovative thinking.
When teaching, if teachers can start from students' wrong practices and guide them, they can not only lead to correct ideas, but also use them skillfully? A mistake? Handle and adjust the teaching content flexibly, regard mistakes as teaching opportunities, serve the teaching and improve the classroom teaching effect.
Question 4: Experience? A mistake? -Enhance students' emotional experience.
As teachers, we should try our best to make use of the wrong resources, so that every student can enjoy it and get rich emotional experience.
Anyway? A mistake? It is also a valuable teaching resource, and we should be able to collect it and use it correctly and reasonably, so that students can make progress and development in knowledge and ability, teaching thinking, problem solving, emotional attitude and so on.
Minutes of junior high school mathematics teaching and research meeting II
Motivation of this activity: further discussion in the group after listening to the class in Senior One.
The theme of this teaching and research activity: do a good job of connecting primary and secondary schools and let students integrate into junior high school mathematics learning as soon as possible.
Task assignment: Each teacher thinks about his own practice and experience in the connection between primary and secondary schools.
Activity time: June 5, 2008 to1October 38.
Venue: Junior High School Mathematics Office
Participants: All junior high school math teachers.
First of all, teachers talk about their own practice and experience (simple records are arranged as follows)
Zhang Hui: Let students adapt to middle school study as soon as possible, get rid of dependence, enhance their consciousness, guide scientific learning methods and cultivate good study habits.
1, pay attention to preview, guide students to learn independently, improve students' autonomous learning ability, let them enter the learning atmosphere of junior high school in advance, and better adapt to the learning life of junior high school.
2. Strictly listen carefully and actively guide students to think.
3. In the usual mathematics teaching, senior one teachers should always put forward corresponding mathematics problems for students' familiar lives, and make full use of the mathematics knowledge they have learned to solve some mathematics problems in life, so that students can have a more intuitive and close feeling about mathematics, thus becoming their potential motivation to learn mathematics happily. Cultivate students' interest and enthusiasm in learning mathematics.
Zhao Yan: Listen carefully, think seriously, strengthen training, standardize homework, review in time, and learn from the old.
1, pupils often don't pay attention to thinking, or don't think, don't think about why. Therefore, after entering the first grade, while paying attention to students' listening, we should also pay attention to teaching students to think. Whether before, during or after class, students should be guided to study textbooks, ask more questions about why, and deepen their understanding of definitions, theorems and laws.
2. As far as written exercises are concerned, primary school students tend to focus on results rather than process. After entering the first grade, we must strengthen the following two points: first, strict training, that is, teachers should be good to students in standardizing problem solving; Second, students should be strictly required to understand the importance of standardized homework ideologically and to correct those irregular phenomena in time.
Ma Yuanfeng: The connection of teaching methods, learning methods, learning contents, students' psychological changes, students' adaptability, acceptance and learning habits.
1, our school is a nine-year school, but there are still different versions of textbooks. Middle school teachers should learn from primary school teachers, and the class teacher should take the initiative to contact the primary school teachers where the graduates of this class are located, learn from the class teacher of the graduating class, and understand the personality characteristics of the first-year students. It is best for middle school teachers to invite teachers from primary school graduating classes into middle school classrooms to listen to teaching opinions and learn teaching methods that students adapt to.
2. Usually study primary school textbooks, especially the knowledge and methods closely related to junior high school knowledge.
3. I usually try to participate in activities such as attending classes and evaluating classes or teaching plans and homework statements in primary schools.
4. Show the knowledge background of primary school more in the classroom introduction, extend and expand the teaching tasks of junior high school with the help of the platform of primary school knowledge, and reveal the internal relationship between secondary school knowledge and primary school knowledge.
Secondly, discuss some knowledge:
1, in? Rational number? In this chapter, due to the expansion of numbers, new concepts such as negative number, rational number, absolute value and reciprocal are introduced. Understanding them accurately will make people who think? Mathematics is a calculated number? Some students are afraid. Therefore, we should first review the relevant contents learned in primary school and try our best to introduce new knowledge with existing knowledge. For example, the introduction of the concept of negative numbers is a key issue. It is not enough for students to patiently express the length, weight and temperature of an object by using only natural numbers and zero-sum fractions, but to gain rational knowledge on the basis of perceptual knowledge.
2. Where is it? One-dimensional linear equation In this chapter, the number of simple equations in primary schools is explained by the relationship of sum, difference, product and quotient. In one-dimensional linear equations, the principle of same solution is established theoretically, which improves some steps about solving equations to theoretical understanding.
Third, unify our thinking, make good use of our school as a great opportunity for the integration of primary and secondary schools, further think about the connection between practice and reflection and discussion in practice.
Minutes of Junior High School Mathematics Teaching and Research Conference III
Time: 20 12 March 13
Venue: Junior High School Mathematics Teaching and Research Group
Moderator: Ma Ning.
Recorder: Wang
Teaching and research theme: the process and experience of small topic research
Attendees: Ma Ning, Mars, Cao, Wang, Zhang Tiane, Gao Chunhong,.
Research objectives:
Through this topic, we can understand the methods of small-scale research and summarize the experience and lessons of small-scale research, so that future research can be more effective.
Research process:
Research process of small topics
First of all, we should choose a good topic. In late April, all the teachers in our research group carefully studied the opinions of the municipal teaching and research center on small topic research, and began to plan their own small topic topics in view of the significance of carrying out small topic research, the selection of small topics, the problems that should be paid attention to in the research, and the implementation of small topic research.
Second, in May-June, teachers were organized to exchange their puzzles and doubts in teaching practice by using the time of teaching and research activities; Then the group members divide their work, exchange letters with students, summarize and feedback the letters, and hold a theme class meeting to understand the students' psychology of learning mathematics and the outstanding problems existing in individual students. And psychological counseling for some students. In September, the members of each group communicated with the students in the class in writing with the help of their exercise books, and set up questionnaires to further understand the students' psychology of learning mathematics, so as to cultivate their interests from the students themselves. At the end of the month, write and submit an interim report.
Thirdly, in 10, after the statistical analysis of the questionnaire, it was concluded that many essays, short-term achievements, teaching narratives, reflections, etc. were published in Weibo, and they were well received. 1 1 reflect on the teachers and classmates in the mid-term exam first, affirm the results and set the later goals. After that, a letter survey was conducted among students with learning difficulties and excellent students to understand their learning quality. Use the class meeting to communicate with each other, foster strengths and avoid weaknesses, and make progress together! At the same time, a variety of seminars have been held: there are puzzles encountered in the current study, and there are advantages and disadvantages of homework plagiarism. The teachers of these activity groups are personally involved, get first-hand information, and then use the time of teaching and research activities to hold meetings and discuss, write relevant essays, narratives, reflections and short-term achievements, and post them on the teaching and research websites of Weibo and the school. At the end of the month, all team members use teaching and research activities and spare time to complete the final report.
In short, we have gained a lot along the way, from the beginning to the end. The students of the three grades have improved in different degrees from the classroom state, from the completion of homework, from the comparison of grades, and from the dribs and drabs of daily life. We also hope as scheduled: we have seen the growth and progress of children!
The harvest of small-scale research
Through the research of small topics, the teachers of the research group feel that they have gained a lot and think this form is very good. It is embodied in the following aspects: first, teachers have a clearer understanding of the research purpose and significance of the subject they undertake; Second, teachers communicate and learn from each other and master more flexible and practical research methods; Third, accumulated the preliminary experience of small-scale research organization and management. Fourthly, it has stimulated the enthusiasm and initiative of the teachers in the research group, cultivated their abilities in all aspects, effectively combined scientific research with teaching, and achieved great results.
Lessons from small-scale research
1, due to the lack of experience in small-scale research, we didn't have much contact with instructors and didn't communicate well with experts, which was the biggest mistake of our research group.
2. We did a lot of activities and wrote a lot of things, but we didn't post them on the blog in time because we didn't contact the experts.
3. Communicate the ideas of all activities with experts in time, and then post them on the blog in time.
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