Experience of attending primary school mathematics class
One of the highlights: pay attention to creating a harmonious teaching atmosphere.
Harmonious classroom atmosphere is the basis of students' lively development in classroom teaching, and it is also an important condition for students to study happily, improve classroom teaching efficiency and construct knowledge structure. Only in this way can students' main role be brought into full play and teaching and learning be closely integrated into a whole. In this demonstration class, teachers have unique skills to communicate with students, which brings the distance between teachers and students closer and creates a harmonious atmosphere. For example, Guo, a primary school teacher in Hui 'an, enlivened the classroom atmosphere with the students through the game of "password pairing" before class, which activated the students' thinking and laid the foundation for the new class. Teacher He Lina of Chengnan Primary School said before class: "Teachers should shake hands with all the children. How can he shake hands? " As a topic, it causes students to think seriously and guess boldly, and then lets students talk about what they should pay attention to when shaking hands, which skillfully opens the students' chatterboxes, shortens the distance between teachers and students at once and creates a strong learning atmosphere. The whole class of "Knowledge in Matching" taught by Mr. Chen in Luo Yang Central Primary School is very kind in attitude and language, such as: Who will tell us how you match? Is there a different way? Wait, let students study math in a relaxed and happy atmosphere.
Highlight 2: Actively create interesting teaching situations.
In this activity, teachers can closely contact with students' life experience, pay attention to creating vivid and interesting teaching situations, so that students can learn mathematics in real, rich and meaningful situations, stimulate students' interest in learning, and make situation creation truly become a stimulant and catalyst to ignite students' inner exploration. For example, Mr. Chen from Luoyang Central Primary School taught "Learning with collocation", taking "Laughing for Birthday" as a clue, creating a situation close to the actual life of students, leading to a series of collocation problems in life, effectively mobilizing the enthusiasm of students to participate in learning. This lesson taught by Mr. He Lina from Chengnan Primary School is also innovative in creating situations. It relates to the hottest topic "Going to Shanghai to see the World Expo", closely follows the teaching content, and creates a situation full of mathematics from the practical life issues such as dress matching, route and side dishes, so that students can feel that mathematics knowledge is around us and mathematics is everywhere. "Comparison in Life" taught by Wu Yuanyun, a teacher in Hui 'an 823 primary school, created a common situation of "cooking in an electric cooker" in daily life, which allowed students to observe, think and discuss, and then the teacher could prompt them in time, thus resulting in the concept of comparison. Then, let the students give examples from life for analogy, which deepens the understanding of contrast. The creation of these situations is vivid, interesting, true and credible, and there is no trace of carving. People are convinced of the originality of teaching designers and sincerely admire them.
Highlight 3: Focus on guiding students to experience the inquiry process of knowledge.
The ancients said: what you get on paper is shallow, and you never know. You have to practice, you know it from the bottom of your heart. In teaching, students should be provided with enough time and space to experience and explore, so that students can actively construct knowledge, form skills and develop thinking. The teachers did a particularly good job in the demonstration class of this activity. For example, Mr. Chen from Luoyang Central Primary School and Mr. He Lina from Chengnan Primary School taught "knowledge in collocation". Although teaching methods are different and teaching styles are different, they are still in the process of matching clothes. The link of "orderly perception" also has the same ingenuity. The teaching strategy of students' bold guess-cooperation and communication-hands-on practice is adopted, so that students can experience the generation process of knowledge in the process of doing mathematics and master new knowledge well. Just like a courseware showing "several times", let students guess how many different collocation methods there are. Then, students can learn through deskmate or group cooperation, so that they can carry out verification activities in different ways. From this, students can realize that orderly collocation cannot be repeated and omitted. Some students use the method of putting learning tools; Some students draw different shapes first, and then use the method of connecting lines. Some students use simple numbers to indicate clothes, and then connect them. In this part of teaching, students have experienced the process of using the learning tool-graphic method-symbolic method. It is worth mentioning that in the next knowledge transfer, Mr. Chen from Luo Yang Central Primary School designed such an exercise: use 1, 2 and 3 to form different two-digit numbers respectively. This kind of teaching arrangement accords with students' cognitive law. Here, students completely get rid of lower-level objects, charts and symbols, but use abstract numbers to express them and raise them to a new level. Students must use mathematical vision and mathematical thinking methods to solve this problem. This is the result of students' knowledge transfer. When teaching the addition and subtraction of 10 "dividing apples" taught by primary school teacher Guo, let students cooperate and communicate at the same table, and experience the whole process of knowledge formation, occurrence and development by setting up learning tools, writing formulas and saying meanings. This process is the process of students' independent exploration under the guidance of teachers, rather than the teacher's simple preaching.
Experience of listening to moral education in primary schools
Four other teachers and I were lucky enough to participate in the "Four Innovations" sending activities organized by the Education Bureau. After listening to the wonderful lessons of four excellent teachers and the special reports and comments of educational experts, I really benefited a lot!
These four moral education classes have greatly changed my educational concept and made me have a deeper understanding of the essence, basic structure and teaching objectives of moral education classes. In short, it is to replace tangible preaching with traceless activities, which is different from the additional and indoctrinated moral preaching in the past, but a kind of subtle influence like "sneaking into the night with the wind and moistening things silently".
All four teachers can guide students to collect information by using all available resources around them, such as the Internet, field trips, interviews with experienced people and personal experiences. After full preparation, in class, through discussion, story meeting, communication, performance and on-the-spot observation and feeling, students' understanding of knowledge is strengthened, so that students can move, actively discover and memorize knowledge. This teaching mode can stimulate children's enthusiasm and initiative, and stimulate their interest in learning.
In teaching, because of the story of the theme, students have the enthusiasm to actively explore the knowledge about the content, so we can properly grasp a scale in teaching to activate students' initiative in learning. They use different languages to motivate students to have different performances, so that each student can give full play to his ability as much as possible and get different degrees of recognition from teachers in the process of showing himself, thus enhancing the initiative of learning and extending students' interest in learning.
Pay attention to traffic safety, which was taught by teacher Liu in Jiefang Street Primary School, is exquisite and rich in content and closely related to life. Through investigation, analysis, cooperation and communication, this course enables students to do their own work and use their brains, and highlights the methods for students to acquire knowledge and experience.
Claire Kuo, a teacher from Labor Street, and Zhang Liping, a teacher from Linze Chengguan Primary School, are talking about "Disaster First Aid" in Grade Five. Through study, students are proficient in how to help themselves and call for help in disasters, when to help each other and when not to.
The lesson "Yesterday, Today and Tomorrow" by Mr. Su of Xinle Primary School is more practical. Teacher Su introduced the video of her real living environment at home, and then asked the students to introduce themselves, which made the whole class closely related to our lives and stimulated the students' interest in learning.
The overall feeling is refreshing, combining knowledge with life practice, so that students can realize emotional sublimation and improve their ability.
Through study and observation, I know that to have a good class, we need to input new research teaching materials, dig up teaching materials, design teaching forms for students to enjoy learning, and reflect after class. This lecture enriched my teaching experience and teaching methods, and brought great help to my teaching work. I also reflected on my own teaching, which has many shortcomings. I hope that further education schools can organize more such lectures in the future. Attending classes is a shortcut for teachers to grow up. I will cherish every opportunity to attend classes, learn from excellent teachers, strive to improve my own quality and constantly improve the level of education and teaching.
Experience of listening to Chinese in primary schools
65438+February 16, good day. The Chinese class in our Huating primary school was reorganized into a group of six people. Under the leadership of President Yang Sifeng and former director Wei Xu, we got up at five o'clock, set out at six o'clock and arrived at Shangrao Primary School at seven ten. I watched a seminar on small language classroom reform held by a primary school. The activities include classroom teaching by famous teachers, class evaluation by principals, online composition teaching, etc. Class types include "theme reading" with text, display and sharing, overall literacy and reading and writing linkage. There is also a unique and magnificent "Hundred Poems Meeting", which deeply attracted me ... Every class has the meaning of learning, and the careful display of each teacher not only fascinates students, but also undoubtedly enlightens me on the road of Chinese teaching and gains a lot.
Let me talk about my experience in this activity:
First, it is fundamental to thoroughly understand the teaching materials. After listening to several teachers' lectures, I think they all have their own unique grasp of the teaching materials, and they can grasp the problems and go deep into the text step by step. President Zhu Lihua personally went into battle. When teaching a group of characters, she first recited the paragraph describing Wang Xifeng's appearance in A Dream of Red Mansions with the taste of storytelling, which was vivid and unique and appreciated by everyone, guiding students to read aloud with rich feelings, laying a solid foundation for students' reading. In class, she grasps the description of characters in classic works and guides students to make a detailed analysis of Wang Xifeng's "spicy". Finally, she guides students from different angles, and launches character reading in the form of prose, that is, the reading of Yan Jiansheng and chubby little Gazi, which stimulates students' infinite fun. The whole class was carried out in the beautiful and vivid language of President Zhu, which made the audience remember it vividly.
Second, pay attention to heuristic teaching and let students learn actively. The new curriculum standard requires students to become the main body of learning, and teachers are the guides of this main body. These teachers have completely done this. For example, when Mr. Wang wrote Looking at Tianmen Mountain from afar, through the design of courseware and wonderful reading, he inspired students to imagine while reading and experience the beauty of the great rivers and mountains of the motherland.
Third, pay attention to guiding students to read aloud. Most teachers attach great importance to guiding students to read aloud, but they never read for the sake of reading, but read on the basis of feeling, and have different requirements for reading. For example, in the class of "applause", the teacher first asks the students to read aloud, find out the sentences describing applause, and feel the warm and lasting feelings of applause; Read the text again and ask the students to find out the reasons for clapping. With music reading, let students deeply understand Eiko's emotional sublimation. Reading in chorus, reading in groups and reading in demonstration are also interspersed in the study to stimulate students' interest in reading and let them better understand the spirit of love expressed in the article. The level is very clear.
Fourth, pay attention to the cultivation of study habits. Many teachers will intersperse some learning methods in the classroom, so that students can acquire these learning methods, and he can solve similar problems with his own strength in the future. For example, Mr. Ye asked that every paragraph be numbered before learning the text, so as to find the content quickly when learning the text. She also asked that when reading an article, you should read unfamiliar or incomprehensible sentences several times, so as to "read them a hundred times and see what they mean." Teachers correct the pronunciation of words in time during students' reading process, and subtly teach students the habit of reading correctly. Other teachers have always emphasized "no pen and ink, no reading", and making annotations is conducive to cultivating students' good habit of concentration.
Fifth, friendly evaluation language. Several teachers commented that the students' language was so appropriate and in place. For example, some teachers encourage students with "You are the smartest, you will work harder, my child, you are great, and your eyes have told me the answer". These simple and natural languages deeply touched me. In future classes, I also try to make students feel these beautiful evaluation languages.
Through this activity, I realized more deeply that Chinese teaching should be read and felt with emotion. But there is still a little regret: due to time and large-scale activities, some good classes, especially the reading and writing linkage class of online composition, were not heard.
Cultivate students to refine sentences consciously in rhetoric and be good at discovering, reflecting and understanding emotions. The acquisition of these abilities needs Chinese teachers to teach them and try their best to teach them in various forms, but it needs practical results. I think I should read more books, study more teaching and fall in love with this course from the bottom of my heart.
Sixth, the direction of future efforts.
1, be sure to keep learning. We often say that if a teacher wants to give a student a glass of water, he must first have a bucket of water, but now it is not enough to have only one bucket of water. Teachers should have flowing water. Where does this source of living water come from? This requires our teachers to keep learning and charging. After the implementation of the new curriculum, teachers are required to develop professionally, learn the new curriculum theory, change the teaching concept, reform the classroom structure, strengthen their own teaching basic skills training, especially Chinese teachers, and constantly improve their Chinese literacy. And all this is inseparable from learning. We should learn the new curriculum theory, take the road of theory plus practice, let the new curriculum theory guide our teaching practice, infiltrate new ideas into all educational and teaching practices, and be faithful practitioners of new curriculum ideas. To broaden our knowledge and broaden our horizons, we must constantly read through the whole book and insist on reading famous books and classics, so that these famous books and classics can enlighten our thoughts, cultivate our sentiments and enhance our Chinese literacy.
2. We should change our teaching concept and be faithful practitioners of the new curriculum. In traditional teaching, teachers have always been the authority of knowledge, students are passive learners, students are the containers of knowledge, and the classroom is the stage for teachers to perform. The teacher chattered on the platform, regardless of the students' feelings. Now, we need to change our teaching concepts and roles. Teachers are the guides and collaborators of students' learning. We should squat down to see the students, communicate with them on an equal footing and return the classroom to them. The core idea of the new curriculum is "all for the development of students", and we can't get quick success and instant benefit. To lay a solid foundation for students' lifelong development, it is necessary to establish a new evaluation concept and promote students' all-round development. To change students' learning style, we should advocate independent, cooperative and inquiry learning style.
In a word, this study in class has made me more deeply aware of the importance and urgency of learning. In the future teaching, if you want to thoroughly understand the teaching materials, students and improve your own quality, you must work hard, keep learning, learn from others, make full use of learning opportunities to accumulate teaching literacy, and make your teaching career brighter.