Teaching experience of primary school mathematics teachers 1 Mathematics teaching should consciously and systematically design teaching activities, guide students to understand the relationship between mathematics and real society, strengthen students' awareness of mathematics application, constantly enrich problem-solving strategies and improve their problem-solving ability. Combining with relevant teaching contents, we should cultivate students how to make preliminary analysis, synthesis, comparison, abstraction and generalization, judge and reason simple problems, gradually learn to think in an orderly and grounded way, and pay attention to cultivating agility and flexibility of thinking. In our daily study and life, we can get rid of the concrete image of things and extract the essential attributes of things, thus gaining new knowledge. In the past few years, I have learned some lessons, realized that I have many shortcomings, and gained some experience in primary school teaching.
First, design real life and guide students to actively explore
This teaching design is conducive to stimulating students' interest in learning, making them have a strong desire to learn new knowledge, giving full play to students' initiative, thus tapping students' thinking ability and cultivating students' habit and ability to explore problems.
1. In teaching, we should make reasonable teaching design according to our own reality and students' reality. Pay attention to the development of students' thinking ability, combine mathematics with real life, and let students feel that there is mathematics everywhere in life. Make the teaching design vivid, attract students greatly, grasp the characteristics of students' understanding, form an open teaching model, and achieve the effect of pre-class teaching.
2. Give students sufficient thinking space, combine imparting knowledge with cultivating ability, and attach importance to the cultivation of students' non-intellectual factors; Create a reasonable teaching situation, stimulate students' learning motivation, pay attention to stimulate students' learning enthusiasm, and promote students' awareness of activities.
3. Use reasonable questions and discussions, give full play to the group role of the classroom, and exercise students' language expression ability. Realize independent and active learning and actively cooperate with teachers to achieve goals.
Second, ask questions actively throughout the class.
It is impossible for students to concentrate on your class in 40 minutes. They are more or less absent-minded. Some may not even take out their books or open them, or even talk and fight. At this time, if you ask questions, students will suddenly become nervous and think about your problems. But when asking questions, we can't just ask some selective questions, because it will make them have little room for thinking, which is not conducive to cultivating students' thinking ability. In addition, ask questions evenly and don't ask one student repeatedly, which will make other students' enthusiasm for answering questions fade.
Third, design questioning teaching to stimulate students' desire for learning.
1, fully tap the teaching materials, based on the students' existing knowledge and experience.
2, depending on the combination of knowledge transfer and ability training, give full play to and use students' intellectual ability, actively mobilize students to explore problems, and cultivate students' habit of autonomous learning.
3. Ask questions in teaching, let students develop and cultivate their thinking ability through testing, and let students take the initiative to find questions and acquire new knowledge.
4. In teaching, we should create a problem situation that conforms to students' logical thinking mode and follow the law of creative learning, so that students can analyze, compare and synthesize the existing knowledge and experience.
In short, mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. The teaching process is a demonstration of communication, interaction and development between teachers and students. Teachers should change their thoughts, update their educational concepts, shift from condescending authority to equal dialogue with students, give students the initiative in learning and encourage them to actively participate in teaching activities.
Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of students' learning. Teachers only give appropriate guidance and help to students in the process of study, discussion and communication. It is necessary for students to acquire knowledge and develop their ability through personal experience and the experience of the formation and application of mathematical knowledge.
Teaching experience of primary school mathematics teachers II. After learning the new curriculum standard, I further understand the changes in the curriculum objectives and contents, teaching concepts and learning methods, evaluation purposes and methods of the 20xx version of mathematics curriculum standard. I have a new understanding and experience of the requirements of the new curriculum standard, among which "let students experience and understand mathematics in learning activities" is the deepest feeling that the new curriculum standard of mathematics gives me. Therefore, by studying the new curriculum standards again, I have the following understandings:
First, experience the fun of mathematics in the teaching situation
Einstein said, "Interest is the best teacher." Interest is the most active factor in students' study. Therefore, vivid and interesting situations should be created in mathematics teaching, such as playing games, telling stories and intuitive demonstrations. , to stimulate students' interest in learning, so that students can understand and learn mathematics knowledge in vivid and concrete situations. A good teaching situation can communicate the hearts of teachers and students, fully mobilize students' learning enthusiasm and make them actively participate in learning activities. Make students take learning as a kind of fun, a kind of enjoyment and a kind of desire, and actively participate in mathematics activities.
Second, the value of experiential mathematics in life practice
In mathematics teaching, it is necessary to introduce students' familiar life background, let students feel that mathematics is everywhere, let students feel intimate with mathematics, and inspire them to find mathematics knowledge in life. "Mathematics Curriculum Standard" also points out: "Advocating students to learn by doing". Therefore, in the usual teaching, I try to understand the intention of compiling textbooks, grasp the knowledge requirements of textbooks, make full use of learning tools, let students operate more, use their hands and brains more, cultivate skills and skills, and give play to students' creativity. Mathematics comes from life. Therefore, when I teach, I must closely connect with reality and pay attention to the experience of mathematical facts, so that students can learn mathematics in life and practice, so as to experience the value of learning mathematics.
Third, the exploration of experiencing mathematics in independent cooperation.
"Mathematics Curriculum Standards" points out: "Effective mathematics learning activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important learning methods for students to learn mathematics." Practice has proved that group cooperative interactive learning is an effective learning form. Through cooperative learning, students can not only learn the knowledge in textbooks, but also cultivate their sense of cooperation and participation, so that students can learn how to cooperate with others, and then know and develop themselves and fully experience the success of cooperative exploration. Students have mastered the method of inquiry in cooperation, communication and collision. It not only establishes students' dominant position, but also cultivates students' autonomous learning ability, satisfies students' desire for success and allows students to enjoy learning mathematics.
In short, in the face of the challenge of the new curriculum reform, we must think more and think more ways to closely link mathematics with real life, so that students can use mathematics, understand mathematics and develop mathematics in the process of studying practical problems from life experience and objective facts, so that students can enjoy the "happiness of mathematics discipline" and learn mathematics happily.
Teaching experience of primary school math teacher 3 As a young primary school math teacher, I deeply felt the life and artistry of primary school math classroom teaching through attending classes. It also shows its own shortcomings in different aspects, and many teaching experiences are worth learning and working hard. Through the teaching of several excellent teachers to students and the evaluation of classes by other teachers, I have a profound experience.
First, teachers can create interesting learning scenes according to the characteristics of primary school students in class to stimulate their interest in learning.
Make full use of the curious, active and inquisitive psychological characteristics of primary school students, and closely combine the characteristics of mathematics to create a learning situation that makes students feel real, novel and interesting, and stimulate students' interest in learning. The teacher is the guide of teaching. Only by constantly stimulating students' interest in learning and letting them think and solve problems with mathematical ideas can they finally acquire cognitive concepts.
Second, in these high-quality classes, teachers dare to let students explore ways to solve problems independently.
In each class, every teacher patiently and effectively guides students, which fully embodies the teaching concept of "teachers take students as the main body, students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning". Teachers' language is concise and rich, and it is worth learning to encourage students' language. Teachers of these high-quality courses pay attention to students' real life, create realistic life scenes for students, give full play to students' main role, guide students to learn independently and cooperatively, and let people learn valuable mathematics. Different people have different development in mathematics, which embodies the teaching concept of the new curriculum.
Third, each class embodies the new concept of the new curriculum standard.
Through one day's classroom study, I have a new understanding of the new curriculum standard, that is, teachers attach importance to the close connection between mathematics and the real world, attach importance to the content close to students' real life, present it in various ways, attach importance to students' dominant position in mathematics learning, and attach importance to providing students with space for positive thinking and cooperation and communication; Pay attention to changing traditional learning methods and cultivate students' innovative consciousness and practical ability; Pay attention to stimulate students' interest in learning mathematics and cultivate their awareness and ability to solve problems.
In a word, students should try to solve some simple problems in mathematics teaching through their own words, hands and brains. Teachers should encourage students to try actively and explore problems actively. Teaching modes such as "discussion" and "cooperation" can be adopted, so that every student has the opportunity to participate, think and express his opinions and become the master of mathematics learning.
Teaching experience of primary school mathematics teachers 4 In the past semester, I carefully prepared lessons, attended classes, listened to lectures, commented on lessons, corrected and commented on homework in time, provided after-school counseling, and extensively dabbled in various knowledge, thus forming a relatively complete knowledge structure, strictly demanding students, respecting students, promoting teaching democracy, and enabling students to continuously learn and improve, thus constantly improving their teaching level and ideological awareness, and successfully completing the education and teaching tasks. The following are my teaching experiences and lessons.
First, the key to improving the quality of teaching is to have good classes.
In order to have a good class, the following work has been done:
(1) preparation before class: preparing lessons.
(1) study the textbook carefully, understand the basic ideas, concepts, every sentence and word of the textbook, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, be able to use it freely, know what information to supplement and how to teach it well.
② Understand the quality of students' original knowledge and skills, their interests, needs, methods and habits, and what difficulties they may have in learning new knowledge, and take corresponding preventive measures.
(3) Consider the teaching methods and solve how to teach the students the textbooks they have mastered, including how to organize the textbooks and how to arrange the activities in each class.
(2) the situation in the classroom
Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, maintain its relative stability, stimulate students' emotions at the same time, make them have a happy mood, create a good classroom atmosphere, the classroom language is concise and clear, overcome the repeated problems in the past, ask questions to all students in class, pay attention to stimulate students' interest in learning mathematics, combine teaching with practice in class, assign homework, and reduce students' burden.
Second, the quality of teaching is high, and after-school counseling should be done well.
Students in this class are active and playful, lack self-control ability, and often fail to finish their homework on time. Some students copied their homework. In order to solve this problem, we should do a good job in students' ideological education and implement this work in students' study. We should also give students guidance and help in their studies, especially the transformation of underachievers, and try to be friendly to them, such as holding his hand, touching his head, or helping them. From the beginning of praise, all people are eager for understanding and respect from others. Therefore, when talking with poor students, we should show deep understanding and respect for their situation and ideas, talk about our own shortcomings first, and then criticize the students.
Third, actively participate in lectures and evaluation.
Learn teaching methods from peers with an open mind, learn from others and improve teaching level. Cultivate a variety of hobbies, access to information online, constantly broaden the scope of knowledge, and inject fresh blood into the teaching content.
Fourth, performance.
This semester, the students in this class have achieved excellent results in the oral arithmetic competition. For example, xx won the second place, and five students including xx and xx won the third place. The average score of the final exam is 82.2, the pass rate is 94%, and the excellent rate is 58%.
Problems with verbs (abbreviation of verb)
"There is no shortage of gold, no one is perfect", which is inevitably flawed in teaching, such as mild classroom language. Failed to do a good job in the transformation of underachiever xx.
The new curriculum reform society requires higher teachers' quality. In the future education and teaching work, I will be more strict with myself, work hard, develop my advantages, correct my shortcomings, forge ahead and contribute to a better tomorrow.