The first part: Experience of learning mathematical theory in primary schools. Our classroom should be practical and effective. Effectiveness is benefit, high efficiency and good effect. Students can not only learn and master mathematics knowledge, but also teachers can achieve teaching goals. This is the classroom we are pursuing.
First, create scenarios to stimulate interest.
A good beginning is half the battle. How to design a novel and interesting scene to arouse students' interest in learning at once? This is something that every teacher is thinking about and practicing constantly. This is more important for first-year students. Talking hyperactively and being distracted are important psychological characteristics of first-year students. Therefore, a good beginning can often attract children's attention at once and make them consciously participate in your class, which will get twice the result with half the effort. In order to achieve this goal, in the usual teaching, I always try my best to find and explore topics related to the teaching content, such as existing courseware, teaching reference, teaching teacher's reflection, etc., and try my best to design scenes that can stimulate students' interest to achieve practical results.
I remember the teaching of Knowledge of 10. In fact, all students know 10, but we still have this knowledge point in our books. How to attract students' attention and make them interested in attending classes, so that I can carry out teaching well and achieve the expected teaching goals. I designed such a beginning: I simply operated the keyboard, and the digital doll "0" appeared on the screen, and then jumped out of "1", "2", "3", "4", "6", "7", "8" and "9". At the same time, I said to myself: "9" said that I am the biggest and look down. " The students stared at me one by one, and then I asked, "Do you believe it, children? "When the screen flashed, 1 and 0 stood together, attracting children tightly. Naturally introduce students into the new lesson: "10 understanding." "The effect is surprisingly good.
Second, talk about effectiveness from students' learning style.
I remember that in the first grade, many children have mastered the addition and subtraction within 10 or even within 20, and some can still do it within 100. When I first started school, I met some parents, who would proudly tell me that their children should have no problem learning math because their children can solve problems quickly. However, after a while, I found that this was not the case. Those children who think they are fast in calculation always make mistakes when they finish the homework assigned by their teachers, and their exam results are not very satisfactory. Parents find it difficult to understand. In fact, the reason is very simple, that is, they misunderstood mathematics. Math is not enough to do a few additions and subtractions. The purpose of learning mathematics is to cultivate children's logical thinking ability, and ultimately to use mathematics to solve practical problems in life. Therefore, as teachers, we should pay more attention to the teaching of learning methods, which is particularly important for first-year students. We will give them accurate learning methods from the beginning, teach them how to attend classes and how to participate in the classroom, and effectively improve classroom efficiency through learning methods such as "questioning, cooperation, hands-on and practice".
Third, we should also pay attention to the following three aspects to realize effective classroom.
1, teacher-student relationship:
So many years of teaching experience tells me that it is more important than anything to be a teacher that students like and make them like your class. Because children like you, they will be particularly active in your class. Whatever you ask them to do, they will do it well. The tacit understanding between teachers and students will greatly improve classroom efficiency.
2, the relationship between teachers and teaching materials:
Each of our teachers should have an overall understanding of the teaching materials and grasp the system, structure, content, key points and difficulties of the teaching materials. Then according to the actual situation of middle school students in the class, plan the presentation of knowledge in the textbook. Prepare lessons carefully and have a good class. But it is really easier said than done. It's always a pity to finish a class. In the final analysis, I still haven't grasped the writing intention of the textbook, especially the new textbook now. Everyone is groping, and sometimes we make the mistake of wearing new shoes and taking the old road. I remember that when I was talking about the two-digit calculation class, I read the reference materials and found that this content was no different from the old textbooks before, except that two conditions and one question in the previous table format were changed into scenarios. So I still follow the original teaching method. As a result, I found the classroom atmosphere very boring, and the students could not talk about the conditions as I asked. The effect is ineffective, so I reflect after class. What happened? In the second class, I changed my way and stopped asking conditions and questions. For each question, students are asked to read the text, close their eyes and think about the situation, and then ask questions according to the imagined situation. Suddenly found the classroom atmosphere active, more students raised their hands, much better than the first class. Therefore, as a teacher, we should really grasp the teaching materials, make clear the knowledge points, key points, training points and expansion points of the teaching materials, and finally formulate more reasonable teaching methods that are closer to students and more conducive to their acceptance.
3, the relationship between students and teaching materials:
Making teaching materials closer to students and serving their development is a new concept of the new curriculum standard, and teaching should be "people-oriented". To achieve the effectiveness of the classroom, we must grasp the relationship between teaching materials and students. We must not forget that the object of our teaching is thoughtful students. As teachers, we should not always be condescending. Sometimes we need to put down our airs, pretend that we don't understand, carefully design questions, stimulate students' initiative in learning, and let students really become the masters of the classroom.
Fourth, talk about actual effect from practice.
Exercise is an important part of primary school mathematics, which is indispensable for both new and review courses, and it is also an important means for students to master mathematical knowledge and form skills. Therefore, the design of our classroom exercises should try to:
1, less but better.
2. Very typical.
3. It can reflect the essence of teaching content.
4. Ask the right questions, just right.
5. According to students' different situations, assign homework in different levels, try to make students at all levels have different homework requirements, and improve the effectiveness of homework assignment.
In short, classroom teaching must be a purposeful and effective activity. Effectiveness is the life of teaching. A semester's classroom practice has both gains and disadvantages, and I will keep thinking and making progress in the future teaching. We teachers should base ourselves on daily teaching, get rid of the flashy and utilitarian idea of pursuing short-term interests, reflect after learning, reflect after practice, improve in reflection, and learn again in improvement. I believe we will all make progress.
Part II: Learning experience of primary school mathematics theory 1. The content of the textbook reflects the mathematics in life.
The xxx edition of primary school mathematics textbooks embodies the characteristics that mathematics originates from life and is applied to life. When you open the math textbook of xxx Senior One, you will first see colorful charts that are vivid, interesting, illustrated and closely related to students' lives. They are all visible, useful, understandable and experienced in students' lives, so that students can feel the connection between mathematics and real life, feel the interest and function of mathematics, and enhance their understanding of mathematics. Enhance the confidence in learning and applying mathematics, provide students with familiar life situations, interesting things and operable materials in teaching, and make mathematics teaching concrete, intuitive and visual.
Second, the content of the textbook reflects active mathematics.
There are no examples in the content arrangement of the new textbook, but in the form of recognition, speaking, doing, counting, comparison and posing, so that students can experience and learn mathematics in interesting activities. In teaching, I flexibly design activity situations that are active, talkative and fun for junior students, arouse students' awareness of participation, stimulate students' enthusiasm and curiosity for learning, and at the same time fully reflect students' main role, so that students can interact and be friendly in interesting activity situations, experience and learn mathematics easily and happily, and achieve good learning results.
Third, the content of the textbook embodies problem-solving mathematics.
The new textbook focuses on guiding students to think, guess, control and try boldly in teaching and developing students' creativity. "Learning begins with thinking and thinking begins with asking", and the problem is the heart of mathematics. Cultivate students to find problems. I use open teaching in teaching, leaving a lot of time and space for students in classroom teaching, cultivating students' good learning methods and problem-solving ability, and laying a solid foundation for further study in the future.
Fourth, the layout is somewhat difficult.
For example, in the first book, the unit of understanding clocks and watches, it is easier for students to understand the whole hour and a half in the first class, because it conforms to children's cognitive law and acceptance ability. However, in the second class, students know "what time is it" and "what time is it", which increases the learning difficulty of students, because students are only 6 years old after all, and the concepts of "duo" and "kuai" are vague and difficult to distinguish, and their cognitive ability cannot reach this level. I have encountered some difficulties in the teaching process, which some students find hard to accept.
Some exercises are very difficult, and it is difficult for most students to finish their homework independently, but they need to be accompanied by teachers or parents. If there is no tutor, they can't complete the learning task.
Fifth, the arrangement of the version ignores the reality of the students.
In the textbook arrangement of the preliminary understanding of the method of multiplication and division in the third volume, xxx textbook has increased the teaching time by half compared with the old textbook, and the editor's intention is very obvious. It should be a very good idea for students to experience the generation and significance of multiplication and division through operation, but perhaps they ignore the reality of students. Now it is the xx century, and students have a certain understanding of multiplication and division, so it is difficult for them to understand the knowledge step by step according to the editor's intention in class.
In addition, the compilation of practical problems should take into account the actual situation of local students (such as regional differences, urban-rural differences, etc.). ), but also consider broadening students' horizons.
One of the biggest characteristics of the new textbooks is "newness", which leaves a lot of independent space for teachers. I hope that teachers with different views can communicate and promote each other.
Chapter III: Learning experience of primary school mathematics theory. These eleven days of study activities enriched my holiday life. Now, let me talk about some thoughts on this training activity.
As for how to better "attach importance to the classroom and implement effective teaching", the experience of primary school mathematics training is indeed a problem worthy of discussion and research by every teacher, and it is also the biggest confusion I have taught in recent years. Now I will talk about my feelings as a participant.
First of all, the training activities have deepened my understanding of preparing lessons before class.
In the usual teaching, I know what to prepare for primary school math lessons and what to pay attention to. But how to implement it in actual operation is still very vague. After this training activity, I really understand the process of effective lesson preparation activities: interpretation of curriculum standards and teaching material analysis-analysis of learners' characteristics-determination of teaching objectives-analysis of recent development areas-teaching treatment and strategy selection-teaching plan display. Let me start with teaching material analysis: teaching material analysis didn't just talk about textbooks. In teaching material analysis, it is also necessary to clarify the editor's intention. What phased goals can be achieved by this? Under the guidance of what general goal, should the goal be specifically implemented in the classroom? What kind of ability should our teaching enable students to form? In addition, from the preparation of other blocks, I also know that our teaching should pay attention to the characteristics of learners and their recent development fields, and how to make our teaching really benefit them and form their abilities is the ultimate goal of our teaching. Because modern society requires citizens to have good humanities literacy, cooperative consciousness and open vision, and have many basic abilities including calculation and practical application, as well as the ability to collect and process information by using modern technology. Therefore, mathematics teaching should be able to play an important role in cultivating a new generation of people needed by modern society. In other words, our teaching should enable students to form abilities, and the ultimate goal of forming abilities is to serve the society. Only by understanding this point can our teaching be more effective.
Secondly, it created a learning opportunity for me.
Modern education strengthens the integration of disciplines and requires teachers to become educational researchers. This requires our teachers to learn to cooperate, help each other and give full play to the strength of the team in order to do our education well. This is also the case. In this training activity, after thinking, I can't help but draw a kind of strength, that is, trying to reflect my own life value! This may be the reason why people are social animals.
Thirdly, through this training, we can learn from each other's strengths, see the elegance of many old teachers and know many outstanding young teachers. Through communication, I know that I really have many shortcomings, and I can learn from them and ask for advice. This is also a good way for me to grow up.
In addition, after attending this activity, I also have the following thoughts:
Because this kind of lesson preparation activity is time-consuming and laborious, it is impossible to present all the lesson preparation processes to everyone. So we should think about how to deal with the real effectiveness of "grinding".
By participating in this training, I really opened my eyes and learned a lot of valuable things from other teachers. I will use the skills I have learned in my future teaching.
Chapter IV: Learning Experience of Primary School Mathematics Theory The training and study in the afternoon gave me a preliminary understanding of primary school mathematics teaching norms. In this regard, I would like to talk about my own experience in this research:
First, be strict and cultivate good habits.
There is not much knowledge in the first grade, and the key is to cultivate habits. We should pay attention to students' study habits and behavior habits in class. Sharpening a knife does not mistake a woodcutter, and good study habits will make classroom teaching handy.
Second, create a situation for students to actively participate in learning.
The new curriculum experimental textbooks pay attention to children's psychology. Pupils, especially those in lower grades, can't have lasting interest in anything, and their attention is easily distracted. Teachers should create vivid situations according to the teaching content, so that students can discover new mathematics knowledge and methods from the intuitive and vivid situations and enter the world of mathematics learning unconsciously. For example, Teacher Du's "Vertical and Horizontal Balance" creates a very intuitive situation for students to introduce the teaching content. This intuitive situation mobilizes students to actively participate in the activities of the positional relationship between two straight lines in the same plane, so that students can explore and discover new knowledge independently and actively in positive emotions. Therefore, in the teaching process, we should pay attention to creating situations, relying on situations, so that students can learn, develop and experience the value of mathematics in situations.
Third, the learning content is life-oriented, so that students can feel the connection between mathematics and life.
Mathematics originates from life, and there is mathematics everywhere in life. Our daily life is full of a lot of mathematical knowledge. In teaching, we integrate mathematics into life, so that they can feel that life is closely related to mathematics, and that mathematics is around them, so that they can feel close to mathematics and stimulate their desire to learn and discover mathematics. With the help of students' life experience, replace math problems with materials that students are familiar with, interested in and close to real life. For example, when learning scores are divisible, teachers start by buying cakes, guiding students to find and solve problems, making students familiar with learning, which is not boring, reflecting the life of teaching content and increasing the effectiveness of teaching.
Fourth, active learning methods, so that students take the initiative to acquire knowledge.
Activities are students' favorite form of learning. Create activities that students like, so that students can actively perceive, explore and discover mathematical problems in a free, relaxed and positive learning atmosphere, thus creatively solving problems. The new textbook attaches importance to the following activities in the process of students exploring knowledge:
1, focusing on operational activities. It is children's nature to be active, so let students participate in the activity of "combining learning with playing" to make boring knowledge interesting. For example, a lot of hands-on time is arranged in teacher Du's "Verticality and Balance" to let students know and perceive the shape of parallelogram in the process of overlapping, drawing and swinging.
2. Pay attention to game activities. Playing games is a child's nature. Especially primary school students, can stimulate their interest in learning through games. If students have a strong interest and turn hard study into pleasure study, they will have a strong desire to learn actively.
3. Care for students and strengthen emotional communication with them.
In short, through this study, I have added a lot of valuable experience to my classroom teaching. I will apply the experience I have learned to classroom teaching and constantly improve my teaching level.