Summary and thinking of mathematics teaching in the first grade of junior high school 1
This semester, I am teaching math to two classes in Grade Seven. In the past semester, I have been under the guidance of the work plan of the school and each group; Focusing on strengthening the construction of teachers' morality and style, improving the level of teachers' morality, focusing on improving the achievements of education and teaching, taking deepening the experimental work of curriculum reform as the driving force, earnestly fulfilling the post responsibilities and successfully completing the work objectives and tasks, the work of this semester is summarized as follows:
First, strengthen study and strive to improve their own quality.
On the one hand, seriously study teachers' professional ethics and constantly improve their moral cultivation and political theory level; On the other hand, we should seriously study the theory of new curriculum reform and strive to improve our professional ability. Through the study, I changed my previous views on work and students, so that I had a comprehensive and in-depth understanding of the concept of new curriculum reform, which laid a good foundation for me to change my teaching concept and improve my teaching methods.
Second, set an example and strictly abide by work discipline.
On the one hand, at work, I can be strict with myself, abide by the rules and regulations of the school, and not be late, leave early or miss meetings. On the other hand, I can strictly abide by teachers' professional ethics, care about students, not punish students in disguise, establish a good relationship between teachers and students, and establish a good image among students.
Third, strengthen the routine and improve the efficiency of classroom teaching.
This semester, I can strengthen all aspects of teaching routine:
1. Before class, study in depth, carefully excavate the teaching materials, and master the basic ideas, concepts, structures, key points and difficulties of the teaching materials; Understand the knowledge base of students, strive to prepare both textbooks and students in the process of preparing lessons, accurately grasp the key and difficult points of teaching, and never let go of every knowledge point. On this basis, carefully make multimedia courseware (I have made 30 multimedia courseware this semester) and prepare every teaching plan;
2. In class, we can use a variety of teaching methods and means to fully mobilize students' multiple senses, stimulate students' interest in learning, pay attention to the quality of 45 points in class, and strive to improve classroom teaching efficiency;
3. Correcting homework carefully and timely after class, and doing ideological work and after-class counseling for underachievers in time;
4. In the self-study class, actively implement the principle of hierarchical teaching, pay close attention to the transformation of underachievers and the cultivation of outstanding students; At the same time, it is necessary to carry out periodic tests to understand the learning situation in time, so as to suit the remedy to the case and adjust the teaching strategy.
5. Seriously participate in teaching and research activities, actively participate in lectures and class evaluation, learn from peers with an open mind, learn from others, and improve teaching level. Over the past semester, I have attended more than 25 classes, exceeding the task of attending at least 16 stipulated by the school.
Fourth, strengthen discussion and strive to improve the level of teaching and research.
This school year, I participated in the research work of the sub-topic of the school teaching and research project "Open Learning Research" and the sub-topic of the county-level project "Open Teaching Class Research", actively wrote the project implementation plan, wrote the case, learned from the teaching, timely summarized the research results, wrote papers, accumulated information for the research work of the project, and actively practiced in teaching. In classroom teaching, we should implement the concept of new curriculum reform, actively promote advanced teaching methods, and at the same time promote advanced teaching methods such as target teaching method and reading guidance method, boldly try independent, cooperative and inquiry learning methods, give full play to students' subjective role, give full play to their emotions, attitudes and values, and lay a good foundation for their lifelong sustainable development.
Fifth, face up to yourself and make clear the direction of future efforts.
Compared with other parallel classes, there is a certain gap in the final exam results of our class. I have seriously reflected on it for the following reasons:
1. Making full use of multimedia courseware in classroom teaching arouses students' enthusiasm, but insufficient training of students' basic knowledge leads to low classroom teaching efficiency;
2. The inspection of knowledge points is not in place;
3. Lack of persuasion education for poor students. Although poor students are also caught, they are not always caught.
4. Insufficient investment in teaching, no in-depth study of teaching materials and students.
Improvement measures for next semester:
1, further strengthen the understanding of the new curriculum reform, popularize advanced teaching methods, use multimedia to mobilize students' learning enthusiasm, and strive to improve classroom teaching efficiency.
2. Pay close attention to inspection and implement knowledge points. Always keep the poor students in mind and grasp them in your hands;
3. Strengthen students' reading training, broaden their horizons, broaden their thinking and improve their ability to solve problems;
4. Take measures to strengthen training and implement knowledge points.
5. Strengthen the management education of students and strive to improve their grades.
6. Group education needs to be further strengthened. It is especially good to strengthen the contact with the class teacher and solve the problems existing in the study style of any class.
Summary and thinking of mathematics teaching in junior one.
The seventh grade is the connecting stage between primary school and junior high school. Students are full of energy and curious about everything. Because of the differences between junior high school mathematics and primary school mathematics in structure, question types and problem-solving ideas, we should focus on cultivating students' logical thinking ability, language expression ability, symbolic language ability and spatial imagination ability. Therefore, we should pay more attention to students' methods and skills of analyzing and understanding topics in teaching, take quality education as the basis, put people first, and take it as our responsibility to cultivate their ability and quality. In order to work better and more efficiently in the future, the teaching work of this semester is summarized as follows:
To meet the requirements of teaching in the new era, we should be strict with ourselves from all aspects, study the concept of new curriculum standards seriously, improve teaching methods, take every link in our work seriously, actively deal with problems in teaching, and work diligently and conscientiously in combination with the actual situation of our school and students, so that the teaching work can be carried out in a planned, organized and step-by-step manner.
Ideological and political aspects. This semester, we support the national education policy, always support the current new curriculum reform, and always adhere to the all-round and lifelong development of education. Every student who loves education and your education. Strictly abide by the rules and regulations of the school, don't be late and leave early, actively participate in various activities and study, unite comrades, and actively coordinate all aspects of work.
My main links in teaching are as follows:
First of all, prepare well before class.
In addition to studying the teaching materials carefully, studying the key points, difficulties and keys of the teaching materials, and thoroughly understanding the teaching materials, we should also get to know the students deeply and draw up the tutoring teaching plan in the classroom according to different types of students, so as to make the tutoring in the classroom targeted, avoid blindness and improve the actual effect.
Two, make full use of multimedia teaching, enhance classroom skills, improve the quality of teaching, so that the explanation is clear, accurate, organized, vivid, clear, clear and concise.
Pay special attention to arouse students' enthusiasm in class, strengthen the communication between teachers and students, fully reflect students' subjective initiative, and let students study easily, easily and happily; Pay attention to accurate and concise lectures, teachers should talk as little as possible in class, and students should use their mouths and brains as much as possible; At the same time, in each class, fully consider the learning needs and learning ability of students at all levels, so that students at all levels can be improved.
The third is to study and implement the relevant policies of Zhou.
Study the characteristics of proposition, question structure, examination direction, etc. And organically penetrate these ideas into the usual practice. A semester has passed, and parents not only feel that we really pay attention to quality, but also students have accumulated some skills and improved their ability to solve problems.
Fourth, correct the homework carefully and assign the homework carefully.
Targeted and hierarchical. When assigning homework, read the teaching materials carefully, collect materials and screen all kinds of auxiliary materials, so that each exercise can exert the greatest effect. At the same time, timely and carefully correct students' homework, analyze and record students' homework, give timely feedback to students' problems in the process of homework, identify individual tutors for the problems in homework, and give timely counseling.
Fifth, do a good job in after-school counseling and pay attention to hierarchical teaching.
After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers. The guidance of underachievers is not limited to the guidance of learning knowledge, but more importantly, the guidance of learning concepts, so as to improve the grades of students to be transformed.
Sixth, make good use of wrong problem sets and attach importance to cultivating students' reflective learning ability.
As a teacher, we should pay attention to reflection in teaching in order to improve teaching and really implement effective teaching. Students should also learn to reflect, understand the formation process of knowledge from reflection, make clear the gap of their own knowledge, know where they have not mastered it solidly, and know what mistakes they have made in the process of analyzing and understanding the topic. This semester, I asked each student to prepare a set of wrong questions, copy down the wrong questions in each exam, mark the reasons for the mistakes, and then correct them twice in the right way. The teacher reviews the wrong set of questions regularly. It is a habit for every student to review his own set of wrong questions before each review. Now, some students have learned the methods and skills of analyzing and solving problems from wrong questions, and they will also carry out variant training according to these wrong questions, which greatly improves students' problem-solving ability and cultivates their good habits of careful examination and self-reflection.
Summary and thinking of mathematics teaching in junior one.
Most junior one students are teenagers aged 13 and 14, and they are in the stage of physical growth and knowledge growth. They are curious, enthusiastic, lively and full of vitality in all aspects. But poor self-control and inattention. . . . In short, the first-year students are in a semi-naive and semi-mature stage. To master their regular teaching, we must be good at guiding them, so that their vigorous energy and strong curiosity can be transformed into a strong thirst for knowledge and a spirit of serious study, and passive learning can be transformed into active and conscious learning. Let me talk about some of my experiences in junior high school mathematics this year:
Clarify the purpose of learning
The level of learning enthusiasm of first-year students usually depends on their learning motivation. At the beginning of school, I conducted a survey on the class, and the students' learning motivation can be roughly divided into:
Learning has no purpose or interest, and coping with parents accounts for 52%. 8%
Learning is a personal future, and winning honor for parents accounts for 20%. 2%
Learning to serve the country and the motherland accounted for 27%.
It can be seen that most students' learning goals are not clear, but they are flexible. In addition to strengthening normal positive education, they can also use the charm of knowledge to attract students.
Seriously question, stimulate interest in learning, and ignite the spark of students' "love" for mathematics.
Einstein famously said, "Interest is the best teacher". If a person has a tutor named "interest", his perception will be clear, his memory will be profound and lasting, and his learning will become passive and active. In teaching, we should pay special attention to attracting students with knowledge itself. Clever introduction and careful questioning make students eager for new knowledge and stimulate their enthusiasm and initiative in learning. For example, using the illustrations at the beginning of each chapter of the textbook to ask general practical questions can not only improve students' interest in learning, but also help students understand the learning purpose of each chapter; Another example is the introduction of rational numbers in the second chapter of algebra. I gave the students an example: walk 3 meters from the podium to the door (south) and walk 3 meters from the door to the podium (north). Then I asked the students two questions: (1) Has my position changed? (2) Can I walk a few meters in math? For this specific problem, the students said that my position has not changed, but it is very practical. This example has aroused students' appetite and introduced a new topic while they are thirsty for knowledge: "In order to meet the actual needs, we must expand the arithmetic numbers we have learned into rational numbers."
In addition, students' daily homework feedback and unit test result feedback are also used to further stimulate and cultivate students' interest.
Carefully design the teaching process, change the classroom teaching methods, and adapt to the physiological and psychological characteristics.
Students' learning psychology is often directly affected by the classroom atmosphere, so students' inner learning psychology must be mobilized. When preparing lessons, we should determine the starting point, depth and breadth of teaching according to students' intellectual development level and psychological characteristics of mathematics, so that students at all levels can gain something. In order to adapt to the physiological characteristics that learning attention cannot be concentrated for a long time, each class is taught for no more than 25 minutes, and the rest time is used for reading or doing exercises; Exercises should be carefully designed and varied, and oral and written calculations should be combined; Sometimes a topic leads students to ask students at the same table to calculate in different ways in two ways; Sometimes students of different levels are asked to do exercises with different difficulties on the blackboard, so that students can taste the joy of success and have the opportunity to express themselves and gain psychological balance.
Integrating Mathematics Thought into Classroom Teaching
Mathematical concepts, ideas and methods are an important part and soul of mathematical science. While imparting knowledge, teachers should pay attention to the education of mathematical thinking methods, and timely and appropriately teach students reasoning and problem-solving thinking methods that are not specifically described in ordinary textbooks, which is conducive to improving students' initiative and ability to analyze and solve problems. For example, the chapter of rational numbers highlights the idea of combining numbers with shapes, gradually introduces the corresponding relationship between numbers A and A, and inspires students to find and solve problems from both numbers and shapes. In practice, students are guided to think about the conclusions in general situations, and inductive thinking methods are infiltrated from them to promote the formation of thinking ability.
In fact, mathematical thought permeates the definition of concepts, the derivation of rules, the proof of theorems and specific answers, which requires teachers to tell the rare treasures that students can't see between the lines of textbooks from the perspective of methodology, and to tell the methods of decision-making and creation, which are carefully refined, deliberately infiltrated and often used.
Summary and thinking of mathematics teaching in junior one.
This school year, the class I teach is math in Grade One (3, 4). The student bases of the two classes are different. There are few top students in Class 3, but there are many poor students in these two classes. I just received it and thought it was good. Later, after getting familiar with it, some problems gradually emerged. For the first time this semester, after the exam, each student is required to write a written post-exam reflection material. After the second monthly exam this semester, every student except the top students wrote an exam summary. Combining what they said with my own feelings, I summarized the following points:
First, mathematics learning lacks consolidation.
In teaching, I found that many students have high enthusiasm for mathematics learning, attach great importance to mathematics learning, and show a lot of positive psychology. Most students listen carefully and answer questions actively in math class. They think they studied well in the past, and now they just need to finish their formal homework. Some students think it doesn't matter whether they do math homework or not, but they can understand it in class anyway. As a result, math homework was put into the "cold palace" by them. Faced with these situations, after half a semester, I took some measures to change the way of checking my homework and check and correct it with my parents. Now it seems that many students have made great progress, but there are still a few students who go their own way and have a headache.
Second, the idea of learning mathematics is lax.
For the first-year students, at the beginning, they are more disciplined in class and love to answer questions. But after a period of time, the enthusiasm for learning is getting worse and worse, and the thoughts are getting more and more scattered. Some students feel at home in the classroom. There is another phenomenon. The teacher asked questions and there was silence below. Even if someone knows the answer to the question, they are too bored to talk about it, but they are very interested when the teacher talks about extracurricular things. There is also that students are blind to the purpose of learning and don't know why and how to study. They only know that they can work to earn money in a few years, but they don't realize the importance of knowledge in this era of fierce competition for talents. Without knowledge, you are illiterate. Even if you work, others can only treat you as a coolie. With knowledge, even if you work, others will regard you as a literate person.
Third, learn mathematics and play "cleverness"
Some students rely on the good foundation in primary school to play "cleverness" when they study in junior high school. When they usually do their homework, they do the questions carelessly and their answers are incomplete. Don't look at the questions carefully during the exam, and completely ignore the meaning of solving problems. For example, there is no special explanation that there is only one answer in mathematics multiple-choice questions, but some students choose multiple answers; If the topic is wrong, some students think it is the right choice; There is no format to solve the problem; Leave multiple choice questions blank, etc. These are all emphasized repeatedly by the teacher in class, but some students make these mistakes.
Summary and thinking of mathematics teaching in junior one.
First, respect students, give them freedom to learn, improve their interest in learning, and let them take the initiative to participate.
To learn, students must be interested in learning. Interest is the driving force for a person to move forward and an inexhaustible source of power. In order to make students interested, they must be given the freedom to study. Free activities are the internal foundation of human development, so should students' study. Students are not only taught by teachers, but also learn independently. Students should be active learners. Many educational facts also reflect that real learning is not taught by teachers to students, but from students themselves. We should let students learn spontaneously and actively, and let them have full freedom to discover, discover and correct their mistakes. If we teach students everything, or ask them to follow fixed procedures, it will hinder their active participation and independent discovery, and hinder their development.
For example, in the section of "discounted sales of application questions", if you simply give examples in class, then analyze the meaning of the questions, give the problem-solving process, and then imitate the exercises. Finally, help students summarize the methods and skills to solve such problems. Then, although such questions are related to real life, students may not be very interested. If we design a classroom activity to let students simulate the whole process from purchase, pricing, promotion to sales, students will be very active and willing to analyze and calculate the process of discount sales. Moreover, in this process, students will naturally think of possible problems in all aspects, such as the relationship between price tag and sales volume, the relationship between purchase price, price tag, selling price and discount and profit, so that the knowledge that students need to consolidate and improve can be solved naturally.
Second, give full play to the main role of students and guide them to actively participate in the teaching process.
Because the essence of mathematics teaching is the development of mathematical thinking activities, students' main activity in mathematics classroom is to participate in mathematical thinking activities through brain, hand and mouth. We should not only encourage students to participate, but also guide students to take the initiative to participate, so that students' subjectivity can be fully exerted and developed. Only in this way can the openness of mathematical activities be continuously improved. This requires us to create good conditions for students to actively participate in the teaching process and provide sufficient opportunities for participation. Specifically, we should pay attention to the following points:
( 1)。 Cleverly create interesting situations to stimulate students' interest in learning.
Teaching practice has proved that emotion creates various teaching situations, which can stimulate students' learning motivation and curiosity, cultivate students' thirst for knowledge, mobilize students' enthusiasm and initiative in learning, guide students to form a good consciousness tendency, and urge students to actively participate.
(2)。 Use inquiry teaching to make students actively participate.
In teaching, under the premise of teacher-oriented, students are the subject of inquiry, and according to the learning materials provided by textbooks, inquiry activities are carried out with the whole process of knowledge occurrence, formation and development. Teachers should strive to guide students to think more and explore more, so that students can learn to find, ask, analyze and solve problems. Only in this way can students taste the joy of their own discovery and stimulate their strong thirst for knowledge and creativity. Only in this way can students' active participation be truly realized.
(3)。 Use variant teaching to ensure their enthusiasm for continuous participation in teaching activities.
Variant teaching is a kind of teaching design method that transforms theorems and propositions in mathematics from different angles, levels, situations and backgrounds to reveal the essential characteristics of problems and the internal relations between different knowledge points. Through variant teaching, multi-purpose and multi-topic reorganization, it often gives people a sense of freshness, arouses students' curiosity and thirst for knowledge, urges them to take the initiative to participate, and maintains their interest and enthusiasm in participating in the teaching process.
Third, communication allows students to share happiness and enjoy resources.
Students' existing life experience, activity experience and original life background are all good curriculum resources. In the lesson of "Preliminary Understanding of Graphics", there is a question about how many different expansion surfaces there are in a cube box. I think, if you use 1 1 basic graphics to give students the answer directly, they not only don't understand why, but also can't imagine how these 1 1 basic graphics will be formed, so I ask students to bring cube graphics from home.
The above is my teaching experience, and there are still many shortcomings in teaching. I will continue to work hard in the future teaching and take a new step.
Summary and thinking of mathematics teaching in the first year of junior high school in 2022;
★ Summary and Reflection on Mathematics Teaching in Junior One.
★ Summary of Junior High School Mathematics Teachers' Work in 2020
★ 202 1 summary of junior high school math teachers' work
★ 5 essays summarizing the year-end teaching work of junior one mathematics.
★ Three Summaries of Mathematics Teaching in Junior One.
★ Reflection on the latest mathematics teaching in senior one.
★ Self-reflection of mathematics teaching in senior one.
★ Summary of Junior High School Mathematics Teachers' Work in 2020
★ Summary of personal work of senior one math teacher.
★ Summary of Mathematics Teaching in Senior One.