Experience of learning junior high school mathematics model essay 1
For a long time, we have been accustomed to the "knowledge-based" teaching concept, treating students as containers of knowledge and ignoring their subjective initiative. From "book" to "book", the course content is not closely related to students' life experience and social reality, does not reflect the background and application of mathematics knowledge, does not reflect the development of the times and the progress of science and technology, and students lack application awareness and experiential learning. Through the research and study of the subject, I deeply realize that mathematics teaching must provide students with opportunities for observation and operation from students' life scenes and interesting things, so that they can feel that mathematics is around, interesting and effective, and have a sense of intimacy with mathematics. "I follow the principle of' capturing the material of life-coming from life-making mathematics content come alive' and design mathematics teaching activities.
* * *1* * Finding mathematical problems from life scenes Mathematics teaching should create certain life scenes, put dry numbers and mathematical calculations into daily life cases, stimulate students' enthusiasm for learning new knowledge, thus attracting students' attention and allowing students to actively and happily participate in teaching activities.
* * * 2 * * Looking for the "prototype" of mathematics from life cases, many concepts and principles of mathematics can be found in reality. If the problems in life can be turned into the objects of mathematical research, students will realize the connection between mathematics and life in the process of turning real problems into mathematical problems, and realize that turning concrete problems in reality into mathematical problems for research will make them know the characteristics of things more clearly and the changing laws of things more accurately. For example, when teaching translation, I provided a lot of examples from modern social life.
***3*** Let students think positively in the experience. That is to say, starting from students' life and things around them that students can see and touch at ordinary times, let students truly understand mathematics knowledge in concrete and image perception. For example, when teaching the nature of rotation in geometry, I not only let students observe with their eyes and operate with their hands, but also let them think with their brains and tell with their mouths. Multi-sensory participation in activities, in which problems are found, put forward and solved, promotes thinking by moving, which embodies the idea of "learning by moving" and "learning by playing".
* * * 4 * * Let students start thinking in practice, let students experience mathematics from real life, carefully design every link, example and exercise in class, follow students' cognitive rules, grasp the characteristics of Grade Two students, start students' thinking and let students feel mathematics. Do you think it's weird? Why? Use the living mathematical facts around us to guide students to discover and master mathematics in life. This long-term subtle training has cultivated students' interest in discovering and paying attention to the laws in real life and improved their ability of observation, analysis and generalization.
* * * 5 * * To build an equal dialogue between teachers and students, we should fully respect students' personalities, care about their development, create a democratic, equal and harmonious atmosphere, organically combine cognition and emotion, and promote their all-round development. The teacher should tell the students: "I am very willing to be friends with my classmates, and I am willing to help you solve any problems and difficulties in your study and life." Teachers and students not only teach and learn, but also feel the surge and growth of life in the classroom. Only in this way can students develop in many aspects, and the work of teachers will shine with the brilliance of creation and the charm of human nature. Through this semester's efforts, students have obvious interest in mathematics, and have made great changes from forced learning to conscious learning. I will continue to improve my teaching methods and try to make more students fall in love with mathematics.
Learning experience of junior high school mathematics model essay II
Mathematical knowledge comes from life. Teachers should actively create conditions, create vivid and interesting life problem scenarios for students in teaching to help students learn, encourage students to be good at discovering mathematical problems in life, develop an attitude of observing and analyzing things around them with mathematics, learn to use the mathematical knowledge they have learned to solve practical problems, and let students learn useful mathematics. As a math teacher, I also have my own experience in math teaching under the new curriculum concept.
First, through learning, I have mastered the characteristics of mathematics teaching under the new curriculum.
Attach importance to the creation of situations and let students experience the formation and application of mathematical knowledge. Under the new curriculum concept, mathematics teaching should adopt the model of "problem situation-modeling-explanation-application and expansion toolkit" as far as possible, and create teaching situations according to this model in teaching, so that students can better understand mathematics knowledge in the process of knowledge formation and application. Create an atmosphere of hands-on practice, independent inquiry, cooperation and exchange, and modern educational concepts-moving towards a learning society and advocating lifelong learning-let students learn to recognize and do things-let students learn to communicate and deal with people. In mathematics teaching under the new curriculum concept, students should try their best to do it, explore and discover laws from doing it, communicate with peers, enjoy learning experience, cultivate cooperative consciousness and communication ability, exercise themselves in communication, clearly express their thoughts, understand and understand their peers' descriptions, so as to improve their expression ability and understanding and acceptance ability; Respecting individual differences and facing all students, "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different developments in mathematics. " This is the goal advocated by the new curriculum standard, which requires teachers to understand and respect the individual differences of students in time and admit them; In the process of solving problems, we should respect the different levels of students; Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' learning. For example, after studying "Axisymmetry and Central Symmetry in Life", when students hand in their own exquisite designs with compasses and rulers, it is also their understanding of the characteristics of geometric figures and the practical value of figures; When students use their own puzzles to spell out patterns and choose their own names, and when students know and understand many math stories and mathematicians' stories, you can't help but say that students really appreciate the fun of learning math.
Secondly, through teaching, I realize that the difference between "double basics" in new curriculum teaching and "double basics" in traditional teaching is based on knowledge. Teachers teach the basic knowledge of the system, and students accept and store the basic knowledge of the system; The consolidation and application of system knowledge requires basic skills training. In the past ten years, although we have emphasized cultivating ability and developing intelligence, this knowledge-based "double base" has not changed. Too much emphasis on systematicness and scientificity, complicated and professional content, divorced from life, just like engaging in special research. In today's exam-oriented education, it has become fashionable to learn exam-oriented knowledge, practice exam-oriented skills and cultivate exam-oriented mentality, and "double basics" has become a stepping stone for further study. Under the new curriculum concept, "double-base" learning itself is by no means simply learning knowledge and practicing skills.
In any learning process, there are always factors such as learning emotion, learning attitude and learning values, and any learning process is always accompanied by learning strategies such as learning methods and learning process monitoring. Therefore, without emotional attitudes and values, without processes and methods, there will be no "double-base" learning. In the past, we also emphasized ideological education, but we often separated ideological education from double-base learning. When it comes to learning emotions, we will narrowly understand it as ideological and moral education. How to deal with ideological education in teaching is always considered from the perspective of "infiltration". Don't you know that teaching itself includes ideological education? How to curb "infiltration"? As a result, students learn mathematics and don't like it. In the new curriculum teaching, we should consciously let students learn learning strategies such as learning process and learning methods. Therefore, the past "double basics" narrowed down the content of learning, leaving only pure knowledge and skills. The new curriculum is a comprehensive study.
In a word, it is not only beneficial for students, but also of far-reaching significance for the country and the nation to adhere to the new curriculum standards, establish a brand-new teaching concept and establish a "people-oriented" thought.
Learning experience of junior high school mathematics model essay 3
Mathematics is a basic subject, and we have been in contact with it since primary school. Junior high school mathematics requires more difficulty, depth and breadth of knowledge. Because some students can't adapt to this change, mathematics is always unsatisfactory. In fact, learning is a process of constantly accepting new knowledge. It is precisely because of the influence of your learning method or attitude after entering junior high school that your grades are not ideal. So, how to learn junior high school mathematics well? Let me talk about my learning experience in junior high school mathematics. First, recognize the state of learning ability.
1, psychological quality. Psychological quality is one of the key factors in the state of ability. The quality of psychological quality means whether there is a way to face setbacks and calmly analyze problems. Students don't feel afraid when facing difficulties, and don't lose heart when facing failures, but find reasons and make a summary.
2. Reflection and understanding of learning methods and habits. * * *1* * learning initiative. Students are required to have initiative, preview actively, make learning goals and plans, and review actively. ***2*** The orderliness of learning. Classifying the contents of teachers' lectures and clearly distinguishing which contents are important and which are difficult are helpful to the effectiveness and efficiency of learning. ***3*** Lay the "foundation" of learning. Some students who feel good about themselves often ignore the basic knowledge, skills and methods, and can't firmly grasp the textbooks. But focus on solving difficult problems, aim too high, emphasize "quantity" and ignore "quality", and fall into the sea of questions. Usually, they either make mistakes in calculus or get stuck in the exam. ***4*** Bad habits. There are mainly answers. The paper is untidy and irregular in format, lacking confidence and determination to solve problems, unable to think independently when encountering problems, and having a psychology of relying on teachers to explain. Doing homework is inefficient and learning is inefficient.
Second, strive to improve their learning ability.
1, grasp the main points and improve learning efficiency. * * *1* * grasp the teaching materials. As the saying goes, "everything changes from its ancestor." You know, textbooks are always the fundamental basis for our study. Teaching is alive, thinking is alive and learning ability is formed with the accumulation of knowledge. Through the teacher's teaching, we must understand the position of what we have learned in the teaching materials, connect the knowledge before and after, grasp the teaching materials and grasp the initiative of learning. ***2*** Grasp the problem and expose the problem. For those typical problems, we must solve them in time, not forget them, focus on the remaining problems in a timely and targeted manner, and pay attention to practical results. ***3*** Grasp the problem-solving guidance. We should choose a simple operation mode reasonably, choose a reasonable operation process according to the conditions and requirements of the problem, seize the key breakthrough of the problem, and improve our learning ability. ***4*** Grasp thinking training. Mathematics is characterized by high abstraction, strong logic, wide applicability and high requirements for ability. In our usual training, we should pay attention to a process of thinking, and learning ability can only be cultivated through continuous application. ***5*** Grasp the efficiency of a 45-minute class. We spent most of our study time at school. If you can't grasp the class time, I hope to make up after class, and the learning efficiency will be greatly reduced.
2. Strengthen the usual training intensity. At ordinary times, we should maintain a certain degree of training, do some typical and representative topics in moderation, and understand them thoroughly.
3. Consolidate the review in time. After each class, you can spare 5- 10 minutes to recall what the teacher said in class after class, divide classes, master concepts and their notes, and connect knowledge points before and after to form a complete knowledge network.
Finally, some suggestions on how to learn mathematics are put forward: 1. The improvement of mathematics learning ability is a gradual process. To prevent impatience, greed and quick, swallow all the dates. 2. Learning knowledge is a long process. Just as Hua advocated the learning process of "from thin to thick" and "from thick to thin", this is the truth. In the future study, we should strengthen the cultivation and training of learning methods and abilities, and improve our learning ability in the long run. I hope students can learn from it, improve their learning methods and improve their math scores!