Teaching Essay for Primary School Mathematics Teachers 1: Are the intelligence factors and non-intelligence factors successful in the current mathematics syllabus? Legs? Has been raised to a considerable extent. The author's teaching practice for several years also proves that positive non-intelligence factors can promote and promote the development of students' intelligence, cultivate students' non-intelligence factors and make mathematics teaching handy. In this regard, I would like to talk about my humble opinion for your advice.
First, pay attention to practical teaching, create successful conditions and stimulate students' interest.
When I first got a new math book, I always read it over and over again. Positive interest tendency is the beginning of hazy interest. How to seize the opportunity and turn this positive psychological tendency into positive practical interest is undoubtedly very important.
Second, design educational situations, internalize students' emotions and let students learn from each other.
Positive emotions can improve students' mental and physical activity energy, thus improving work and study efficiency. Students' listening to lectures is also accompanied by certain emotions, and students' emotions are often closely related to their understanding of teaching materials and their interest in teachers' teaching.
Third, the best presentation of teaching content requires teachers to read live textbooks.
Over the years, I have been trying to make every 40-minute teaching a cognitive process for students to master knowledge; Try to internalize teachers' external guidance into students' active activities; How to arouse students' deeper thinking, how to guide students to actively explore new knowledge and timely infiltrate mathematical thinking methods, I have been working hard. Strive to make students not only increase their knowledge, but also get exercise and training. Moreover, I have been educated in some simple mathematical thinking methods since I was a child, which undoubtedly helps to improve students' quality. To do the above well, I think teachers must study the teaching materials deeply, understand and control them accurately. Otherwise, it is all empty talk. This is because the teaching materials presented to students are different from general reference materials or other extracurricular reading materials. According to the discipline system and children's cognitive rules, it presents mathematical knowledge in concise language. Although the knowledge structure exists, the thinking process is compressed. What students often see is the result of thinking, but they can't see the process of thinking activities, and the way of thinking is more difficult to embody. This requires teachers to carefully design and process the presentation of teaching materials, and through teaching practice, mathematics itself is fascinating and rich in content, reflecting the thinking process and thinking method. Therefore, as a math teacher, students should not only master the thinking results that can be seen in books, but also participate in the thinking activities that can't be seen in textbooks. So my experience is that teachers must master the teaching materials skillfully. Through the textbook, I can be inspired first, internalize the ideas in the textbook into my own real ideas, and read the textbook vividly. Let yourself see the whole picture of mathematics itself from behind the concise definitions, formulas and narratives in books, find the growing point of new knowledge and understand its formation process. This will not only enable students to get the truth, but also make our teaching process truly become a living exchange of ideas and emotions between people, predecessors and descendants, mathematicians and students. Otherwise, teachers don't have a complete knowledge structure and thinking process in their own minds, treat textbooks as a dead book, can't explain the ins and outs of knowledge clearly, can't show the formation process of knowledge well, and students can only learn by rote and imitate mechanically. This kind of teaching must have neither vitality nor depth. It is impossible for students' knowledge to form a network, and it is even more impossible for students to actively construct it. Therefore, it is the premise for teachers to master the teaching materials skillfully and read them alive to make mathematics teaching become thinking activity teaching, and also to improve our teaching level.
Teachers understand the textbook, understand the ideas of the textbook, and have a complete cognitive structure (temporarily), which does not mean that students also understand, understand and have it. Students master new knowledge not by the mathematical thinking method in our minds, but by our teachers turning ideas into behaviors. Students reach the other side of knowledge through our language, the teaching process we design and the thinking space we create. At the same time, whether students can give full play to their main role in learning depends entirely on the leadership of teachers.
No matter how deep our teachers dig into the teaching materials, how thoroughly they understand and how deeply they read, if we can't handle and treat the teaching materials well, put our understanding into practice in our own teaching process and design the classroom teaching process well, it is equal to zero for students' learning. Teachers can only pretend to be deaf and eat dumplings. Therefore, I think: teachers must also follow the teaching rules, closely combine with reality, choose appropriate teaching methods and teaching means, and transform teachers' thinking content into students' thinking content. Teachers are inspired first, and then students are inspired by teachers. If teachers only stay on their own understanding and are not good at teaching, the teaching effect will be bad. Therefore, while improving my ability to control teaching materials, I attach great importance to improving the design ability of classroom teaching, and strive to make my own thinking method well reflected in the teaching process, and strive to truly become a living intermediary between teaching materials and students. Only in this way can students master knowledge, have various abilities and improve their quality through teachers' classroom teaching. Therefore, I think it is the fundamental guarantee for teachers to master teaching materials skillfully, read vividly, design reasonable teaching plans and use them flexibly in practical teaching.
In a word, it is the premise and guarantee for us to prepare lessons well and have a good class that teachers read live textbooks and master them skillfully. With this premise and guarantee, the formation process of knowledge can be made clear, a broad thinking space can be designed for students, and a foundation can be laid for them to actively build a cognitive structure. With this premise and guarantee, we can understand the thinking methods used in the process of knowledge formation, organically penetrate into students, improve students' mathematical literacy, and fully complete the task of primary school mathematics education.
Elementary School Mathematics Teachers' Teaching Essay 2: Mathematics is a very rigorous subject. In teaching, our teachers often pay too much attention to teaching logic and knowledge, which leads to depressed classroom atmosphere, boring students and low teaching effect. However, it is very difficult to have a good math class and make students listen interesting and learn easily. It is very important for teachers to guide at the beginning of class. If the beginning of the class is well introduced, it can highly stimulate students' knowledge and interest in learning, achieve twice the result with half the effort, and make the whole class very active. So how to import it to achieve such an effect?
I think it's best to be close to the life of primary school students, starting with some examples around us, or setting some questions, quoting some figures, or adapting some interesting math stories, and then teaching, so that students can easily accept it, stimulate their interest in learning, and make the whole classroom teaching effect particularly good. Our school opened an open math class, and I was lucky enough to listen to two math classes of two math teachers. Their introduction to math classes was very enlightening to students. Let's talk about the introduction of teacher Chen's class. The teaching content of teacher Chen's class is "decimal carry addition and abdication subtraction" The introduction of textbook design is to directly explore new teaching content by reviewing the addition and subtraction of general decimals learned before. Teacher Chen starts with textbooks, but is not limited to textbooks. She started with the data of students' physical health measured by our school last year. By setting questions, guide students to explore the teaching content of this lesson, and solve the problems of who is taller than who and who is more important than who. Throughout the class, the students' mood is high, the problem-solving is targeted, and they have a sense of accomplishment, and the teaching effect is quite good. At the same time, the whole class is very active and the teaching effect is good. Let's talk about teacher Lu's math class in grade two. The teaching content of this course is "mixed operation". The design of the teaching material is an introduction of boys and girls crossing the river by boat. In fact, many of our second-year students have no experience of sailing at all, and they don't understand? Multiply and divide first and then add and subtract? Therefore, if the teacher directly quotes the examples in the textbook for teaching, perhaps many students will not be very interested in learning and take it for granted that the effect will not be too good. Fortunately, our teacher Lu also realized this when preparing lessons. She put the students'? Cross the river by boat? Change to? The students in our class visited the zoo by bus. In this way, many students are interested in learning because of their personal experience, and the classroom atmosphere is relaxed. Unconsciously, a class is over, the teaching task is successfully completed, and the students' enthusiasm for learning is also rising.
Our mathematics comes from life and is used in colorful life. Perhaps different teachers introduce mathematics in different ways, such as being good at setting doubts, like induction, and being used to getting to the point. Different people have different opinions, and wise people have different opinions? However, learning mathematics will eventually return to life and solve some practical problems in life. Therefore, the closer we are to our real life in teaching, the easier it is for students to accept and understand. Of course, the better our teaching effect will be, and students will have more fun in mathematics. Solving practical problems is no longer led by teachers, students follow teachers, but pay attention to students' words and regard themselves as one of the students. In this way, we can adjust the process of problem-solving teaching at any time according to students' autonomous learning, design and organize follow-up teaching activities, effectively promote the reform and innovation of mathematics problem-solving teaching, improve the quality of primary school students' problem-solving, and give full play to its theoretical value and application value.
Teaching Essay 3 of Primary School Mathematics Teachers: Mathematics, as the main subject of developing human resources and cultivating creativity, requires particularly high classroom atmosphere, students' concentration and the speed of entering the role. The introduction of mathematics class can make students enter the kingdom of mathematics with the least words and time, and can connect the preceding with the following, learn new things, stimulate their desire to learn, connect with previous knowledge, and prepare for the climax of learning. Therefore, teachers should pay attention to cultivating students' non-intelligence factors in the teaching process. The following are my two summaries:
First, the introduction of suspense, stimulate interest in learning
Mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create various effective situations, provide students with opportunities to learn mathematics activities, and stimulate students' interest in learning mathematics and desire to learn mathematics well. Especially for primary school students, intuitive, concrete and vivid ways can attract them more, so we should create various situations from beginning to end in classroom teaching to attract students' interest in learning and make them better participate in mathematics learning.
For example, when teaching a new lesson, I designed the new lesson introduction like this. The characteristics of numbers divisible by 3. When the teacher writes a number first? 32 1? Ask the students if this number can be used. 3? Divisible, after calculation, the student replied:? Sure！ ? Then the teacher asked each student to prepare a multi-digit number, first calculate whether it can be divisible by 3, and then test the teacher. Each student reports a number to see if the teacher can quickly judge which numbers are divisible by 3 and which numbers are not divisible by 3 without calculation. At this time, the atmosphere in the classroom is very active, and everyone seems to want to hit the teacher. But the teacher was surprised that the students could quickly and accurately judge whether the multiple of their newspaper could be divisible by 3. Then, the teacher further questioned: Can you tell at a glance whether a number is divisible by 3 without calculating by yourself? The students shook their heads one by one and were stumped. At this time, mastering new knowledge has become students' greatest wish.
Second, cultivate the feelings between teachers and students and let them learn from each other.
The ancients said:? Kiss his teacher and believe in his way? . In order for students to learn from teachers, we must change the past? A word? Good classroom environment, give full play to students' potential, make students no longer bound, make teaching develop towards democratization and humanization, let students have ideas and encourage students to express their ideas. In class, we should return problems to students and encourage them to solve problems in interaction. In teaching, teachers will never tell students what they have summed up. Teachers who can let students do it are absolutely not arranged; Teachers who can let students find out for themselves will never give guidance again. Only where there are irregularities and inaccuracies can teachers make supplementary explanations, and teachers are never allowed to impose their own conclusions on students. This has narrowed the distance between teachers and students and increased feelings. Positive emotions can improve students' mental and physical activity energy, thus improving their thinking and learning potential. Students are also accompanied by certain emotions in class, so that they can really get close to the teacher and trust the teacher's way.
Of course, there are many teaching methods in the new curriculum, but the ultimate goal is to create a pleasant and harmonious teaching atmosphere for students to learn new knowledge, stimulate students' interest in learning, stimulate students' consciousness and creativity in learning, and make students happy to learn, be good at learning and be happy to learn.
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