Zhang lei
This semester, I took over the fifth grade math class. I have been teaching this class for two years, so I know the students very well. The students in this class respect their teachers and are lively and active. There is little flow of students this semester, so two people are transferred to one person. Last semester, students' grades improved, especially those with learning difficulties and middle grades made great progress. Even so, there are still many problems in computing ability, problem-checking ability, problem-solving ability and the transformation of students with learning difficulties, which need to be improved. The fifth grade is the most crucial year for the whole primary school. As a math teacher, the responsibility is great. In the future teaching, we should recruit students to make up for their shortcomings, and pay more attention to teaching students in accordance with their aptitude while facing all students. For students with learning difficulties, it is necessary to cultivate their interest in learning mathematics and cultivate good study habits, and then carry out individual education to get in touch with parents in time to form a joint force of education.
Based on this, I will talk about some of my teaching plans this semester according to the actual situation of students in this class and the characteristics of teaching materials:
First, improve the computing power:
When correcting primary school students' usual math homework, I often find that many students have a high calculation error rate. The correct rate of students' calculation has always been the main problem affecting students' grades. According to years of teaching experience, I think we can try to cultivate and improve the computing ability of primary school students from the following six aspects.
1, strengthen oral arithmetic training
The speed and correct rate of students doing calculation problems are closely related to each student's own oral calculation ability. So before math class, I pay attention to the necessary oral arithmetic exercises for students, which are basically arithmetic training by listening and watching. Through this intense and orderly training, students' interest is stimulated and their attention is improved. For some students who are not good at verbal arithmetic, I will let them practice more after class through verbal arithmetic training. I believe that as long as we can accumulate over time and persevere, the improvement of students' calculation speed and correct rate is obvious.
2. Solve problems according to law
First of all, before solving a problem, students must pay attention to the examination of the problem, observe the characteristics of the problem, and see if there are simple steps to operate; Secondly, we must use the relevant laws and laws to calculate, first pay attention to the brackets, and calculate from left to right at the same level, instead of blindly "simplifying"; Finally, we should check carefully to see if there are any mistakes, omissions and miscalculations.
3. Develop the habit of checking and calculating.
Mathematics teaching should cultivate students' study habits, such as careful and meticulous homework, neat handwriting, conforming to the format and consciously checking the calculation results. Teachers should demonstrate and set an example. Teachers' performance and correcting the handwriting and symbols of homework must be standardized and neat, so as to influence students subtly. It is necessary to advocate the spirit that students are responsible for their own calculation results, and conduct self-examination, review or inspection after the homework is completed. For example, after solving the equation, students must substitute the answers into the original equation for necessary checking to improve their ability to solve the equation, and even the correct rate can reach100%; Of course, students who calculate vertically can also check the relationship between exchange law and inverse operation, which can also reduce the error rate of calculation. Therefore, maintaining and cultivating students' good study habits requires our teachers' long-term unremitting efforts.
4. Insist on every little makes a mickle.
It is impossible to improve students' computing level in a cluster, so it is very necessary to strengthen the usual training. If we can arrange "daily practice" and practice 5- 10 calculation problems every day, we can not only easily improve students' calculation ability, but also "review the old and learn new things"
5. Pay attention to teaching feedback.
Do more calculation competitions and training to improve your calculation accuracy.
6. Don't just seek speed, you should pursue it.
Correct and fast calculation is the most ideal goal, but we must know that correct calculation is the premise and the most basic requirement, and high speed without correct rate is worthless. Therefore, in comparison, it is better to calculate slowly, which can also ensure the correctness of calculation and effectively improve the accuracy of calculation. For example, when doing "direct writing" and other questions, I still have to ask those students with poor oral English to draft as much as possible to reduce unnecessary points.
Second, the strategy to improve the ability to examine questions
(1) calculation: strengthening the analysis and correction of typical errors such as scribbled arithmetic symbols and irregular writing is a help to consolidate and improve the ability of calculation and examination. It is accumulated in the practice of examining questions, reflected in special exercises, and consciously develops the correct habit of examining questions.
Through this kind of practice, we can modify it in time, standardize writing and avoid repeating mistakes in the exam.
(2) Problem solving: Strengthening the traps, hidden conditions and redundant conditions of special practice units is a booster to consolidate and improve the problem solving ability. Through such exercises, students can learn from their mistakes, develop serious and meticulous problem-solving habits, and further improve their problem-solving ability.
(3) Operation: It is the guarantee to strengthen the habit of examining questions by accumulating in operation exercises and reflecting on indirect conditions, omission and drawing norms in special exercises. Through this kind of training, students can discriminate in comparison, get rid of carelessness in operation and further improve their ability to examine questions.
(4) Concepts: Strengthening the confusing points of concepts such as keyword conversion, ellipsis and reverse narration in special exercises is the key to consolidate the ability of concept examination. Through such exercises, students can further improve their ability of concept examination in discrimination and questioning.
In addition, for the thinking set of test questions, we can design corresponding variant exercises in the classroom practice to help students understand the similarities and differences of knowledge and summarize the commonness and particularity of test questions.
I found on the Internet that the four-step strategy of "reading", "knocking", "stating" and "rowing" put forward by a math expert is very reasonable. Here is a detailed introduction to how he guides and strengthens students' examination training.
"Reading"
Reading in grade six requires comprehensive and careful silent reading, and a preliminary understanding of the meaning of the question, especially paying attention to different units and simple traps such as "going back and forth", further strengthening students' conscious habit of reading the meaning of the question carefully and comprehensively, and trying to understand the meaning of the question while reading.
(2) "Knocking"
Knocking is to grasp the key words, carefully scrutinize, resolve small obstacles, and correctly understand the meaning of the question.
(3) "narrative"
Narrative is to retell and refine the meaning of the problem in your own words, associate the quantitative relationship before and after, and abstract out what the realistic requirements of the problem are.
(4) "quasi"
Imitation is to simulate situations to express quantitative relations and explore solutions.
Third, effectively implement the teaching method of sixth grade mathematics application problems.
1. The source of the problem is daily, and its presentation forms are diversified.
The source of the problem is life-oriented and the presentation forms are diversified, which requires that the materials of the application problem are familiar to the students themselves, or they have already felt and understood, and are closely related to their life world. For students, this kind of presentation is kind, easier to understand and accept, and has a strong interest in learning, which stimulates their learning motivation. More importantly, it enables them to apply what they have learned to real life and cultivate their ability to solve practical problems. At the same time, the presentation mode should also break the form of pure words and adopt illustrations, which will not only help to get rid of the boring preaching of pure words, but also help students to infiltrate the idea of combining numbers and shapes in the learning process and pave the way for future learning.
2. Use written language to describe the problem
The understanding of application problems is the internal condition of learning application problems and the logical starting point of application problems teaching. If students' literal interpretation of mathematical application problems is ambiguous, there will be a gap between old and new knowledge, which will bring great difficulties to subsequent study. Therefore, in teaching, we should pay attention to students' learning of the most basic language knowledge and let them understand the meaning of the problem. The key to understanding the meaning of the question is to ask students to eliminate the "useless components" in the question, clarify the core of the meaning of the question in their own language, and establish the corresponding text representation or quantitative relationship.
3. Pay attention to the analysis of topic structure and cultivate students' thinking of combining numbers with shapes.
Topic structure analysis is the key to improve students' ability to solve problems, and it is also the core of solving problems.
4. Design open application problems
In order to improve the ability of solving application problems of senior primary school students, we should consciously promote the in-depth development of students' mathematical thinking and logical thinking, so we can design some open application problems.
5. Instruct students to write their own application questions.
Guiding students to write their own application problems can help students to further master the structure and characteristics of application problems, stimulate students to consciously analyze the dependence between quantities, develop students' observation ability, imagination, logical thinking ability and language expression ability, and cultivate students' ability to transform practical problems into mathematical problems. It is also a good way to test the teaching effect of application problems. When guiding students to train self-made application problems, we should pay attention to the fact that students' self-made application problems should meet the ideological and moral requirements; It should conform to the logical requirements and avoid the phenomenon of paying attention to one thing and losing the other; Written application questions should conform to the reality of daily life. In addition, we should pay attention to the vividness, artistry and interest of language when guiding students to write application questions, which is in line with the cognitive ability and psychological characteristics of primary school students.
6. Provide time and space for solving problems.
Effective teaching of practical problems is inseparable from students' independent activities. There is a process for students to explore and apply knowledge independently. This process begins with "preparation-implementation-completion". In addition to the guidance of teachers, it is more important to leave enough time for students to think and explore. Teachers should give up talking completely, and pay attention to enlightening, inducing and designing step-by-step questions, so that students can operate with interest and enthusiasm as much as possible, explore inferences and find out for themselves under the guidance of teachers. This requires that students should always be regarded as the masters of learning in the whole teaching process of application problems, so that students can actively participate and explore in cooperation.
7. Conduct strategy training
In the process of learning mathematics, problem-solving strategies are constantly developing. The methods of strategy training can be divided into two categories: one is to set up a problem-solving thinking strategy training course in the form of teaching method, which can improve students' performance in solving complex application problems in a short time; The second is to infiltrate problem-solving thinking strategy training in the teaching process. Through this kind of training, primary school students can master more and more effective strategies and learn how to use these strategies properly in the process of solving problems. These two methods are very helpful to improve the quality and benefit of solving application problems for primary school students.
Fourth, strategies to improve the academic performance of underachievers.
There are many factors for students' poor academic performance, both objective and subjective. Objective factors include students' own physical and intellectual defects, as well as psychological and learning difficulties that have not been solved in time. But in order to improve students' academic performance, in the final analysis, it is necessary to implement students' own subjective factors.
1. Renew ideas, care for poor students and inspire them to "want to learn"
Talk with poor students more, arrange seats to take care of poor students, ask questions in class without neglect, answer their questions patiently, correct homework face to face, and the class teacher and subject teacher will help one or two poor students respectively. The effect is quite good.
2. According to the psychological characteristics of poor students, stimulate their interest in learning and induce them to "love learning"
It is a very valuable progress for poor students to change from "asking me to learn" to "I want to learn". But if they can't stabilize their interest in learning, all their efforts will be wasted. Therefore, according to the psychological characteristics of poor students, I find some practical and effective methods to stimulate their interest in learning and induce them to "love learning".
3. Establish files of students with learning difficulties, pay attention to them for a long time, and establish "helping and teaching objects". The so-called object of helping and teaching is that the gifted students help the students with learning difficulties, and one gifted student takes one or two students with learning difficulties. This gifted student is equivalent to their little teacher. Eugenics uses their lack of knowledge every day to assign quantitative math tasks and ask them to complete them. They won't explain, and the teacher will evaluate the students with learning difficulties for a week. In this way, the grades of students with learning difficulties have improved, gifted students have improved, and friendly relations have been established between classmates.
To sum up, if I really put the above points into practice, and develop the habit of positive reflection, actively adjust the shortcomings in teaching, combined with the actual situation of students, and strive to improve the quality of teaching.