Model essay on senior one mathematics "Discussion on individualized teaching of senior high school mathematics"
Personalized teaching means that in classroom teaching, teachers fully respect students' personalities and teach students in accordance with their interests and specialties. The idea of teachers' teaching is no longer the traditional knowledge transfer, but the promotion of students' autonomous learning. A coolie? Become? Technology? Provide students with sufficient learning space, cultivate their learning ability and improve teaching quality and level. In this way, the excellent evaluation of students is not based on how much knowledge students can remember, but on their ability to obtain information, analyze information and process information. Personalized teaching is the key to achieve this teaching goal. What determines a teacher? The giver of knowledge? Become? A collaborator in student learning? Teach students the methods of learning and promote the individualized development of education. Is diversity student-oriented? Starting, through specific teaching activities to reflect each student's personality, interests, specialties and so on.
First, the problems in personalized teaching of mathematics in senior high schools
1. In terms of schools, schools and education departments pay little attention to it, and the management concept is backward. They blindly pursue students' grades and the overall enrollment rate, but ignore the diversified education of students, and regard academic performance as the only criterion for evaluating students' quality. This is inappropriate and will only gradually stifle students' personality.
2. In terms of teachers, teachers' individualized teaching ability is relatively low. In personalized teaching, teachers need to have mathematical knowledge, basic literacy, psychology, diversified educational thought structure and personalized educational methods. However, there are very few teachers who can meet the standards, especially in backward areas of towns and villages, and almost no teachers can meet the standards in diversified and personalized teaching.
3. students. Because students have suffered for a long time? Cramming at the last minute? Under the influence of teaching methods, students have different degrees of understanding of basic knowledge and theory of mathematics. In this environment, most students are utilitarian in their studies. For example, most students' efforts are to cope with the exam, get a good ranking, or study hard to be the first and best.
4. In terms of curriculum and teaching materials, the teaching objectives lack a certain level, the teaching methods are simple and mechanical, and the teaching content is boring; The setting of teaching materials and the distribution of knowledge points are difficult to match with real life and application, which makes students learn knowledge points in teaching materials only to get high marks, thus making teaching meaningless.
Second, high school mathematics personalized teaching strategies
1. Attach importance to the individualized teaching of senior high school mathematics. Schools should gradually strengthen the understanding and attention to students' personalized teaching, and need to innovate teaching concepts and attach importance to management systems. For example, organize various training and exchange activities of personalized teaching in schools, so that the goals and processes of personalized teaching can penetrate into the hearts of educators in all aspects of schools and fully display personalized teaching on campus.
2. Teachers should improve their individualized teaching ability. On the one hand, teachers should improve their own teaching quality and form personalized teaching ability. Like when talking? Elliptic equation? Sometimes, teachers can carry out personalized teaching in this way: from the formulation of teaching objectives, take the whole chapter as a big teaching goal, then divide the big chapter into small chapters, break down the big problem into several small problems, show the essence of ellipse definition with the help of multimedia courseware, and bring the whole concept to students' memory. Let students do it themselves, think independently, explore independently, ask questions by themselves, and use various teaching resources to observe, analyze, experiment and explore, so as to find a solution to the problem. Through courseware demonstration and independent observation, students draw a preliminary conclusion, and finally the teacher explains and verifies it collectively, excavating its connotation and leaving a deep impression on students' memory. This can improve students' learning enthusiasm and improve teaching quality.
3. Guide students to adapt to personalized teaching. In high school mathematics teaching, teachers should create personalized teaching environment, guide students to learn individually, dare to question and express, and carry out personalized inquiry activities. Ellipse? At this time, the teacher can prepare a rope and two nails. Before giving the definition of ellipse, take two points at random on the blackboard (note that the distance between the two points is less than the length of the rope) and ask two students to draw an ellipse on the blackboard according to the teacher's requirements. Students draw an ellipse by themselves, and then the teacher explains it according to the characteristics of the ellipse inferred by the students. Compare the mathematical definition of ellipse with the characteristics of ellipse summarized by students, and sum up experience and teaching. In this way, every student will have the definition and basic form of ellipse in his mind to improve the learning effect.
4. Form personalized teaching strategies. First of all, teachers should set different teaching objectives according to the specific level of different students, and then choose clear teaching methods according to the learning conditions and learning requirements of students at different levels and stages. Secondly, the comprehensive teaching method is introduced. Finally, expand the teaching content of high school mathematics, cultivate students' divergent thinking and form diversified teaching evaluation. In short, the key to personalized teaching lies in teachers. Put life first? On the basis of this, we should highlight the leading role of teachers, seize the opportunity to guide students, complete their recognition of teaching methods from the students' hearts, help students master mathematics knowledge and sort out the knowledge framework, guide students to learn through teaching methods, and improve teaching methods through students' learning.
Model essay on mathematics in senior one "Discussion on interactive teaching of mathematics in senior high school"
The teaching process is a bilateral activity between teachers and students, and an interactive process of communication and development between teachers and students. With the deepening of the new curriculum reform, the mathematics classroom in senior high school seems to be active, but the mathematics teachers have not stimulated students' interest in learning mathematics in essence, and have not fully tapped students' mathematical potential. The new curriculum reform puts forward new requirements for senior high school mathematics teaching, paying more attention to the subjectivity of students' learning, and also requiring teachers to maintain classroom vitality and improve the effectiveness of teaching through more effective interaction. This requires teachers to attach great importance to the interaction with students, pay attention to cultivating students' independence and creativity in the process of interaction, and guide students to truly become the masters of learning. Here, the author discusses the interactive teaching of mathematics in senior high school.
First, change the role of teachers, and teachers and students participate in mathematics teaching activities equally.
Teachers and students are equal, and teachers are not condescending? Missionary? But as a guide, guide students to complete their learning tasks independently. We know that education is an important social activity of human beings, and its essence is interpersonal communication. The interaction between teachers and students in the teaching process not only reflects the general interpersonal relationship, but also reflects the educational situation? Production? Pay attention to education and promote its development. According to the communication theory, communication is a dialogue between subjects, which is carried out on the basis of autonomy, and the premise of autonomy is equal participation. Because only by equal participation can the two sides open their hearts to each other, accept each other and communicate freely. Therefore, in order to realize the real interaction between teachers and students, teachers and students should first participate in teaching activities completely and equally. It should be said that many of our teachers have gradually established this sense of equality through various studies, especially the study of curriculum reform theory. But in practice, the inequality between teachers and students still exists. Teachers' knowledge of Tao comes first, their skills are specialized, and they are far-sighted, so they tend to have a sense of superiority in front of students. Older than students, with more knowledge and deeper understanding, it is sometimes difficult to listen to students' immature, naive and even wrong opinions. Especially when you meet some children who are not so tame and obedient, it is difficult not to show the dignity of the teacher. Therefore, it is difficult for teachers and students to participate in teaching activities equally. How can we have real equality between teachers and students? Of course, teachers need to continue to study, understand deeply and practice hard. But the equality between teachers and students can not be achieved by words. It is hard to imagine that a senior teacher with a sense of dignity as a teacher will participate in teaching activities on an equal footing with students. We should know that the dignity of teachers' morality is not produced out of thin air in history, but is actually an objective need to maintain traditional teaching. It must be pointed out here that equal status can only come from equal roles. Only when the role of teachers has changed can teachers and students truly participate in the teaching process on an equal footing. Changing the concept of education, changing the way of learning, equal participation of teachers and students in teaching activities, and realizing the training goal of the new curriculum are the main tasks to be completed in the implementation of this curriculum reform, and also the profound meaning of the positive interaction between teachers and students put forward in the outline. This is why we should emphasize that the interaction between teachers and students proposed in the syllabus is not just a teaching method or method.
Second, build a teaching scene in which teachers and students interact deeply in a harmonious atmosphere.
Emotional rendering points out that harmonious teacher-student relationship and harmonious student-student relationship need the rendering and support of good external teaching situation and atmosphere. The deep participation and positive interaction between teachers and students, on the one hand, requires positive psychological modality? Driving? On the other hand, you need the right scene atmosphere? Rendering? . Some teachers despise the creation of emotional atmosphere and emphasize the effectiveness of teachers' explanation and guidance. Students' subjective consciousness is weakened and their emotional participation is weak. Teacher-student interaction is just? Take part in accidental amusement? Formalism. The author believes that teachers should attach importance to the application of external environmental factors, make use of the characteristics of life application, interest and vividness, and historical characteristics of high school mathematics textbooks, and adopt an appropriate and harmonious teaching environment. External cause? Catalyze students to actively participate in interaction? Internal cause? Promote in-depth interaction between teachers and students. Like what? The first n sums of geometric series? In the new knowledge explanation session, the teacher found that the past? Direct instruction? Does the teaching mode limit senior high school students' mastery of knowledge connotation? Depth? Students only have? Get involved? In-depth interaction, real communication, using scene incentive method, setting? The king of ancient India was going to give the inventor of chess a wheat prize. The inventor proposed to put 1 wheat in the first box, 2 wheat in the second box, 4 wheat in the third box, and so on. Put it in the last box on the chessboard and give him all the wheat used? Real cases, and the use of teaching courseware for dynamic demonstration, to create a realistic atmosphere for students, to fit the cognitive reality of high school students, to participate in the profound interaction between teachers and students with positive emotions.
Third, pay attention to comprehensive evaluation and promote interactive teaching of mathematics in senior high schools.
In the interactive teaching of mathematics in senior high school, teachers need to pay attention to students' comprehensive evaluation. Only through effective evaluation can teachers summarize interactive teaching, further stimulate students' confidence and make the classroom teaching atmosphere more harmonious. On the one hand, teachers should evaluate students' gains and losses in the interaction between teachers and students, and point out students' gains and losses through evaluation, so that students can consciously correct their own shortcomings and give play to their advantages in future study. On the other hand, teachers should evaluate students' ability and specific performance, be good at discovering students' bright spots, and recognize and affirm them through positive evaluation, thus consolidating students' learning confidence. For example, in the monotonicity teaching of functions, teachers use classroom questions to guide students to think and learn, and at the same time understand students' mastery of knowledge in interaction. Teachers find that some students can consciously use the method of combining numbers and shapes to put abstract conditions into function images for analysis, and can think about problem analysis from different angles. At this time, teachers should not only see students' gains in learning, but also affirm their consciousness and ability, and affirm and recognize students' ability. Based on this, students can feel the teacher's attention and attention in the interaction with teachers, become more active in future communication, and consciously play their own advantages, making it a unique ability.
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