First, pay attention to stimulate interest and guide students to actively participate in mathematics learning.
Interest is the best teacher, so how to guide students to participate in math class with strong interest is particularly important. In teaching, I use vivid multimedia courseware to create situations and ask questions. Using clock teaching AIDS, more students can feel the passage of time. In some mathematical activities, guide students to make small cube models of observing objects by themselves, and pay attention to let more students participate in the practice of observing objects. Provide students with scenes such as supermarket shopping. Students feel that there is mathematics in life, and mathematics comes from life. It provides a platform for students to actively participate in cooperation and exchanges. Mobilize students' learning enthusiasm, guide more students to fully participate in the learning activities of mathematics classes, take the gradual formation of students' mathematical knowledge and skills as the starting point, and take the formation of students' basic mathematical ideas and methods as the essence.
Second, pay attention to creating teaching situations in the classroom to make mathematics come alive.
"Creating situation" is a common strategy in mathematics teaching mode, which is helpful to solve the contradiction between the high abstraction of mathematics and the concrete visualization of primary school students' thinking. "Mathematics Curriculum Standard" also clearly points out in the curriculum implementation plan that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students and between students. Mathematics teaching requires close contact with students' real life, creating various situations according to students' life experience and existing knowledge, providing students with opportunities to engage in mathematics activities, stimulating their interest in mathematics and their desire to learn mathematics well.
Pupils, especially junior students, are very interested in stories, fairy tales and animals. Therefore, the questions in the textbook are compiled into fairy tales and short stories, with small animals as the protagonists, so that students can be in an anthropomorphic world and "do what they like". This not only enhances the interest in classroom teaching, but also effectively mobilizes students' learning enthusiasm, so that students can devote themselves to mathematics learning. For example, in the process of teaching Jia Lian, the first volume of grade one, a game of playing with balloons was created. Balloons float up from below bit by bit, with an addition formula within 10, to see who can play fast and accurately. Students are very willing to participate in this game, which not only aroused their desire to learn, but also aroused their interest, so they reviewed the old knowledge in a natural and pleasant atmosphere, which is the role played by the situation. The creation of this situation is very suitable for junior students.
Mathematics comes from life, and there is mathematics everywhere in life. Life-oriented problem situations closely link problem situations with students' lives, allowing students to experience problems in problem situations and increase direct experience, which is not only conducive to students' understanding of mathematical problems in problem situations, but also conducive to students' ability to observe and initially solve practical problems, and also conducive to students' experiencing the ubiquity of mathematics in life and realizing the value of learning mathematics. For example, when I was teaching Jia Lian, the first volume of grade one, I showed the students a video clip of their cleaning in the morning. There are scenes of students cleaning in the video, as well as familiar classmates around them. After watching the video, I asked them: What do you know from this video? When I ask again: Why do you use the addition formula? The children said, "At first, three students swept the floor, then two students with brooms came, and then/kloc-0 students with brooms came, and six students were cleaning, so the addition formula was used. They not only understood the meaning of the continuous addition formula, but also unconsciously mastered the operation order of the continuous addition formula. At the same time, let students compare the difference between 3+2 and 3+2+ 1, so that students can clearly understand the calculation method of continuous addition formula and realize that mathematics comes from life and can also be applied to life.
The problem situations provided in teaching should be open to some extent and provide some challenging and exploratory questions. This can not only stimulate students' motivation for further study, but also enhance their self-confidence after solving these problems and greatly improve their enthusiasm for learning mathematics. While teaching Jia Lian, I also created a "landscape map" scene with birds, butterflies and trees in various postures and directions. By observing the addition formula of series, students have 6 lines, 7 lines, 10 lines. Students have every reason to set up their own columns. Birds and butterflies are one. The formula is: 2+3+2+4+3+ 1 I gave positive encouragement to students' creative answers. Because I think this kind of open and exploratory question situation plays a great role in cultivating students' thinking ability and stimulating their interest in learning. For junior students, colors, sounds and movements are very attractive, so we should create more vivid and interesting situations, such as telling stories, playing games, simulating performances and intuitive demonstrations. In the third stage of senior high school, we should focus on creating a situation conducive to students' independent learning and cooperative communication, attract students with the charm of mathematics itself, and try our best to make them get emotional satisfaction from their inner successful experience, thus becoming the driving force for the next step of learning.
Third, pay attention to the careful study of teaching materials before class, so as to achieve a comprehensive understanding and thorough analysis.
When preparing lessons, we made a comprehensive understanding and analysis of the teaching materials, paid attention to the connection of knowledge, and made a detailed teaching work plan in combination with the age characteristics and study habits of the students taught. Do a good job in each class, find out the teaching objectives and teaching difficulties of each class, pay attention to the detailed analysis of teaching difficulties by teachers in parallel classes, and fully control the classroom. Pay attention to learning from teaching guidance materials, draw good teaching methods for my use, and pay attention to writing teaching reflections in each class. Try to make each class more exciting than the other, try to infiltrate the teaching ideas I know and think into my classroom, try to make my students learn mathematics easily through entertaining, and let their children become the best beneficiaries of the new curriculum reform.
Fourth, pay attention to feedback and strengthen the consolidation of after-school exercises.
If you want to master what you have learned firmly, it is far from enough to rely on the efforts of one class. It needs contact and consolidation after class to test. When I practice consolidation, I pay attention to individual counseling, find the weak links of specific groups, and practice in a targeted manner. The assignment does not require too much, and strives to be precise and meticulous. Students are required to complete it according to quality and quantity. For students who have a bad grasp, they should be counseled in time to find out the shortcomings and omissions and remedy them in time. Pay attention to assigning homework at different levels, and assign homework with different difficulties for different students. Pay attention to mobilizing all kinds of resources, carry out vigorous activities of helping parents and students, and effectively implement after-school exercises and consolidation.
Fifth, pay attention to individual counseling and transform potential students in time.
In the usual education and teaching, I insist on positive education based on praise and encouragement, pay more attention to potential students, and do not discriminate or give up. Let them feel the care from teachers and class groups. Seriously study the root causes of their learning difficulties and stick to the right medicine. Use spare time for individual counseling, and carry out mutual learning activities among students and groups, so that some potential students can gradually improve with their age and understanding. Give full play to the role of family education, let parents become constant little teachers for students at all times, and strive to create a good learning atmosphere for children to strive for greater progress.
In a word, the teaching of mathematics education is not perfect, and the teaching experience is not enough, so we need to consult our peers constantly. For myself, I still need to constantly enrich myself, strive to improve my comprehensive quality, and infiltrate what I have learned into classroom teaching, so that students can benefit and children can become real beneficiaries. This is also the unshirkable responsibility of every educator.
Summary of primary school mathematics teaching experience II. Lesson preparation experience
1, when preparing lessons, we should compare three different sets of teaching materials back and forth, so as to choose and determine the teaching content and methods that are more suitable for students. It is necessary to closely follow the teaching materials being used, integrate them vertically and horizontally, and give full play to them.
2. To prepare lessons, there should be an overall preparation framework before class. The best teaching strategy is to follow the principle of "whole → part → whole".
3. We should deeply understand the present situation and needs of students. Collect relevant information extensively and choose the lecture content reasonably. Only what students can understand can be taught, not what students cannot understand.
Second, the experience of class.
4. How to start the class and how to end it should be deliberated repeatedly. The beginning should stimulate interest, and the end should be memorable. Try to keep the beginning and the end short and pithy, so as to avoid dragging your feet. The blackboard writing demonstration should be clear and focused. Be punctual and never under pressure.
5. Care about every student in the class. Only in this way can most people really understand. When students are allowed to think, operate and discuss, there should be a difference between top students and underachievers, reflecting "teaching students in accordance with their aptitude". We should let outstanding students feel certain difficulties and let underachievers feel that they are making progress.
6. Be good at asking appropriate questions, so that students have time to think and operate independently. A class should be full of energy, quiet, relaxed, serious and laughing. The essence of each class must be slowed down for students to remember.
7. The key to the teaching process is "communication-interaction". According to the teaching content and students' reality, let students do activities by themselves as much as possible. Students should listen, speak, read, write, discuss, debate, practice and evaluate alternately.
8. After each class, you should write down your successes and shortcomings in time. We should do a good job of "teaching reflection", sum up experience at any time and consciously reflect. It is necessary to raise teaching experience to model construction in time, from individual to general.
Third, the experience of the exam
9. Do everything possible to make students with poor grades get good grades. We must enhance each student's self-confidence and stimulate their interest in learning. Teaching students in accordance with their aptitude and improving their learning methods. Let students learn in a constructive, positive, experiential and cooperative way.
10, we should test it from different ways of thinking: logic, operation, art and communication. Let every student have the experience of getting the top three in a school year and leave a good memory for your teaching.
1 1. The really effective way to promote outstanding students is to make them deeply realize that "if you don't advance, you will fall back". The exam should make them feel some pressure and keep necessary tension. Avoid their blind complacency, but don't hurt their self-confidence and self-esteem.
12. After each exam, the correct answer should be published or sent to each student. Students should "strike while the iron is hot", correct their mistakes, consolidate their correctness and lay a good foundation. Knowing whether the homework of the day is correct is very necessary for effective study.
This semester will be over in the blink of an eye. This is the first time that I have taught fourth grade mathematics since I became a teacher. I feel a lot of pressure in my heart In order to meet the requirements of mathematics teaching, I seriously study the new curriculum standards of mathematics, actively consult other teachers, and make a teaching plan according to the actual situation of the students in this class, so that the teaching work can be carried out in a planned, organized and step-by-step manner. In order to make greater progress in the future work, the work of this semester is summarized as follows:
First, prepare lessons carefully.
When I first started school, I carefully studied the math textbooks, teaching references and new curriculum standards for the fourth grade. Learn video lessons carefully before class, imitate the teaching mode of excellent teachers, and then combine the actual situation of our class to make a classroom teaching design that conforms to the actual situation of our class. In addition, make full use of the role of after-class exercises and design consolidation exercises.
Second, class.
Create various situations to stimulate students' thinking. Pay attention to arouse students' enthusiasm in class, strengthen the communication between teachers and students, and fully reflect students' initiative. Let students study easily and happily. Teachers should talk as little as possible in class, let students talk as much as possible, and take care of and improve students at different levels to varying degrees.
Third, consult other teachers with an open mind.
In teaching, when encountering questionable topics, consult other teachers modestly in time, listen to their opinions, learn their methods, actively listen to their classes, learn their advantages and overcome their own shortcomings.
Fourth, carefully correct homework.
The arrangement of homework is hierarchical. Every assignment should be approved face to face, and mistakes should be made face to face, so that students can find their own mistakes without pointing them out. In addition, it can also enhance students' analytical ability, and the whole class can find out mistakes and solutions together, reduce the same type of mistakes and encourage students to be independent.
Fifth, pay attention to the guidance of underachievers.
For students with learning difficulties, help them to make up lessons after school, especially for students with calculation difficulties, through some oral arithmetic exercises, enhance students' calculation ability and improve the calculation rate. A semester passed quickly. Some of our classmates have made some progress compared with the beginning of the semester, and they can finish their homework carefully after class. However, some students are afraid to ask their teachers if they have any problems in their studies. After class, they are sloppy in their homework and make more mistakes. This semester's teaching has both advantages and disadvantages. I will continue to work hard, constantly absorb the strengths of others, make up for my own shortcomings, strive to improve my own quality, and take my teaching to a new level.