For example, in mathematics teaching, we often pay too much attention to the definition of mathematics and downplay the practical significance represented by the concept itself. In the teaching of "the meaning of fractions" this semester, I spent a lot of energy to help students understand abstract terms such as unit one, several copies, one or several copies, but are these really the key and difficult points for children to learn? After reading Mr. Xia's class record, I realized that the key and difficult point should be to help students establish a sense of numbers about fractions and guide them to understand the essence of fractions: the relationship between parts and the whole. Therefore, we often ignore the essential needs of students, leading to a "students don't need" class.
Think of yourself as a student and be a real student, so that you can better understand the students' psychology and have the waiting, expectation and goodwill in class. Guide students to explore and awaken their thinking. Thinking about who I am? I am the organizer and creator of teaching activities, and a participant, guide and helper of students' learning. Wondering what I'm going to do Lay a platform for students, let them automate, set up a stage for students and let them interact.
The success of education lies in service, sincerely understanding students' inner needs and helping them meet their needs; Second, through caring, it is reflected in doing everything possible to mobilize students' initiative and enthusiasm for learning. No matter top students, middle school students or students eager for success, they are treated equally, and they are carefully developed and utilized to truly make every piece of gold shine. As teacher Tian Lili said, "Being happy with students is my greatest happiness, harvesting students' harvest is my greatest harvest, and being happy with students is my greatest happiness."
Thoughts on reading "The Teaching Art of Famous Math Teachers in Primary Schools" II. Author and content introduction.
The book "The Teaching Art of Primary Mathematics Masters" edited by Lei Ling brings together the teaching art of eight primary mathematics teachers, including the interpretation of their classroom teaching art, the evaluation of their classic examples, and their own feelings about classroom teaching.
Second, wonderful sharing
1. Normal classroom is the educational life that students and teachers experience every day. Regardless of time or quantity, normality accounts for an absolute proportion. Teachers should attach importance to normal teaching and improve its quality.
2. Dewey once suggested that the educational impact implemented under the excitement and passion of students is unreal and the effect should be discounted.
Telling the truth is more important than saying the right thing. In class, we often complain that children are unwilling to talk. We always find that children's expressive ability is not strong and blame them for their unsatisfactory expression.
Ask more "what do you think" and less "why". Some of our teachers keep asking "why" questions in class, and students are confused and don't know how to answer them to their liking.
5. The purpose of evaluation is not discrimination, but encouragement, awakening and guidance.
6. Be a smiling teacher and pass the sunshine to every student; Crouching to see students, students will return your daily surprises; Be willing to be a colleague, enjoy the friendship with work, and constantly absorb factors that help you grow; Towards research. Things are the joy of growing up.
7. Through the dialogue between teachers and students, listening, asking questions and enlightening, let students experience the differences and tolerance between people, the beauty of an equal, inclusive and harmonious mathematics classroom, the charm of mathematical thinking and the joy of participation and creation.
8. Educational tact is sudden and cannot be designed in advance. It is this characteristic of educational tact that embodies the level of a teacher's educational art and even determines the success or failure of education. Educational tact is a long-term accumulation process.
9. Teaching students a way of thinking is much more important than teaching them a formula. A truly excellent teacher must have more responsibilities, think about teaching from the perspective of students' life growth, and guide students to form positive emotions, attitudes and values with their own words and deeds and well-designed teaching.
10, students' correct homework may just be imitation. But the wrong homework is definitely an innovation.
1 1. Mathematics learning should not be a simple passive acceptance process, but a process of students' own experience, exploration and practice. Students should be allowed to "do" and "think" mathematics by themselves, and direct "indoctrination" should be minimized. This is what people often say: "It is better to teach people to fish than to teach them to fish."
12, quietly listening, raising eyebrows, encouraging to nod, hug, turn around or stare at our students affectionately, every action may be done for pedagogical significance.
13, make it firmly in place; With the mentality of living at home, carefully design each club, spend every minute with students, and let the life of the club return to normal; Treat every student sincerely, sincerely encourage every student, and let every student feel the care and encouragement from the teacher; Strive to practice the new curriculum concept with positive actions and establish self-confidence; Look at the work you choose with a peaceful mind, constantly enrich yourself, adapt to change and pursue change.
14, the real church abandons obsessiveness and fraud. The real classroom should face the students' real cognitive starting point. Show the real learning process of students, so that every student can develop. The real classroom can't ignore students' learning foundation and treat them as blank paper and containers. Delineate and instill at will; Real teachers can't stick to teaching plans. Ask and answer, and lead the students by the nose. Dare not cross the line; The real class can't be practiced before class and performed during class. A few people participate, and most people watch.
15, we should be good at reducing learning to students' life, so that they can acquire knowledge in equal communication, discover the mystery of knowledge in the natural state, be suddenly enlightened after all kinds of hardships and "try our best", and experience a kind of "epiphany" happiness.
16, the new teaching is like a teacher leading students to dig pearls in clam shells; Practice is like polishing your own pearls. Let it shine; Review is like a string of shining pearls. Make a necklace: practical activities are like selling necklaces and hanging them around people's necks. If this metaphor is appropriate, then the methods and means of pulling, wiping, beading and selling beads should be different.
17, today's church can't just focus on the acceptance of knowledge and the improvement of ability. We should also pay attention to students' feelings in teaching. Contemporary classroom teaching should be a kind of "I can do it" education that focuses on cultivating and developing students' subjective quality, rather than "I can't do it" education that belittles and suppresses students' subjective quality.
18, what we need to ask is what kind of math education is more valuable. Because, whether an article is valuable or not, it is difficult to say from its own attributes. The key is to see how people use it properly according to its attributes. How to use it determines its value. Is calculus valuable? You must force students to master it. It may become negative. "+2=" Is it valuable? You ask the students to recite it a hundred times. Even a thousand times, it becomes negative.
Third, the feeling after reading
During this time, I was lucky enough to read the book "The Teaching Art of Primary School Mathematicians", which introduced the teaching art and teaching characteristics of eight primary school mathematicians, and listed some classic cases and teaching fragments, as well as each teacher's teaching sentiment. Let me appreciate the unique style of a famous teacher, walk into the hall of famous teachers and appreciate the art of the hall of famous teachers.
According to the current educational situation, this book introduces each teacher's unique classroom style, such as Liu Keqin's classroom, which is concise and witty, so that students can freely play in a simple and humane classroom, so that every child dares to speak out, and try their best to protect students' self-esteem and self-confidence, so as to fully let students express themselves and experience a sense of accomplishment, thus improving students' confidence and interest in learning mathematics. Look Up and Look Down is by Mr. Spencer Pan. It can be seen that in Mr. Pan's class, he always raises his head to pay attention to the students, understands them and bows his head. Of course, this requires teachers to discover and grasp the mathematical emotions that support mathematical knowledge through the surface of mathematical knowledge, so that students can experience the process of mathematical thinking activities, not only gain solid knowledge and skills, but also have a positive emotional experience, scientific attitude and exploration spirit. Only by teaching mathematics "downward" can they get in-depth mathematics. Another example is teacher Xu Bin: the beauty of simplicity in the hall; Teacher Hua Yinglong: the harmonious charm of crazy mathematics; Teacher Qian Shouwang: Feel the charm of Math Hall; Teacher Lin: Reflect the charm of the palace in the details; Teacher Xia Qingfeng's classroom pursues teacher Tian Lili's individualized teaching. No matter which teacher has different styles, they all have a love for education, a heartfelt concern for students, and always think of students, which is also the premise of doing well in every class!
In my seven-year teaching career, I have seen lively and extraordinary classroom teaching scenes, and I have envied others' ingenious design, exquisite demonstration and smooth classroom teaching. I even moved all these enviable elements to my own classroom to try. But after the practice, I calmed down and thought about it, and found that except for the unusually active atmosphere in the classroom at that time, it had little lasting influence on students. I felt particularly good in one class, but the quality of my homework was not high. This makes me think, what should mathematics teaching pursue? Teacher Liu Keqin's experience in this book gave me an epiphany. When evaluating students, Teacher Liu said, "XXX speaks very well. Who can speak better than him? " In this case, replace it with "so-and-so students read very well, who else wants to try?" Let every child who stands up sit down with dignity. On the basis of protecting students' self-esteem and self-confidence, let students fully express and dare to try, thus enhancing their self-confidence in learning mathematics. As teachers, we should pay attention to the normal teaching that can have a lasting impact on students and strive to improve the quality of normal teaching, not just stay in the open.
After reading this book, I feel the exquisite mathematics teaching art and unique teaching style of famous teachers. It suddenly occurred to me that famous teachers can become famous teachers because they have made more efforts and persistence than others, and pursued "showing wisdom in simplicity and seeking development in vanity". I think mathematics teaching should grasp students' real cognitive starting point, present students' real learning process, let each student get development, give students a real lesson, and make our mathematics more normal and effective!