I am a math teacher in the fifth grade of primary school. Over the past school year, I have always been engaged in teaching with a serious and rigorous academic attitude and a diligent and persistent spirit.
First, study business seriously and impart knowledge accurately.
How do we teach mathematics? The National Mathematics Curriculum Standard puts forward many new requirements for mathematics teaching content, teaching methods, teaching evaluation and educational values. Undoubtedly, meeting this challenge is a problem that every math teacher must rethink. Because it is the first time to use experimental teaching materials, I am unfamiliar with the arrangement characteristics of each volume of teaching materials. Therefore, first of all, I will seriously study the new curriculum standard, carefully study the teaching materials, have a clear idea, a brand-new framework and clear goals, and earnestly study the basic ideas, design ideas, curriculum objectives, content standards, curriculum implementation suggestions of the new curriculum standard, so as to have a deeper understanding.
Second, students are strictly required to leave no one behind.
According to the knowledge base of this class and the students' situation, scientifically arrange graded homework to meet the needs of top students without increasing the burden on students. For underachievers, we often take face-to-face criticism and careful counseling, and some students make rapid progress.
Third, close contact with life.
Mathematics is inseparable from life, and life is inseparable from mathematics. For example, you need math to buy breakfast in the morning and math to cook for a day. How far is your home from school? What floor do you go home to? ..... are inseparable from mathematics. I often say to my students, "If you learn math and physics well, you are not afraid to travel all over the world." But I also stressed: "If you want to learn math well, you can't learn Chinese well. If you can't understand the conditions and requirements of a math problem, how can you analyze and solve it? " Therefore, we must learn Chinese well. Everyone should study hard at every subject in the course. "By stimulating students' interest in learning, most students in this class have developed in an all-round way. While learning knowledge, it is more important to learn to be a man.
The new curriculum advocates that students can initially learn to ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and cultivate their sense of application. With the gradual formation of the socialist market economic system, the purchase of paint, floor tiles, sand and stone materials and other mathematical problems involving money can not be ignored in teaching, regardless of practical application, which is probably out of date. Students learn knowledge for use, but long-term exam-oriented education makes most students wonder why they learn mathematics and what is the use of learning mathematics. Therefore, in teaching, I aim at students' age characteristics and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems. For example, after teaching "the surface area of a cuboid", I consciously asked students to collect matchboxes, investigate bunkers on the playground and paint the classroom. On this basis, let the students solve "the calculation of the materials of the inner and outer boxes of matches" and "how much river sand do you need to buy to fill the bunker?" "How much paint should we buy to paint the classroom?" These practical problems. Through regular training in this way, students can deeply realize how important mathematics is to our lives and how valuable it is to learn mathematics, thus stimulating their strong desire to learn mathematics well and changing "learning mathematics" into "using mathematics".
Mathematics curriculum standards point out that students are the masters of mathematics learning, and teachers should provide students with opportunities to fully engage in mathematics activities according to their cognitive level and existing knowledge and experience, and help them truly understand and master basic mathematics knowledge and skills, mathematical thinking methods and gain rich experience in mathematics activities in the process of independent inquiry and cooperative communication. With the implementation and promotion of the new curriculum, some teaching methods that overemphasized teacher-centered in the past are being eliminated, and the mathematics curriculum has undergone gratifying changes. In my teaching of the Basic Nature of Fractions, I reformed the teaching methods this year and last year, which made me understand the following two problems:
Fourth, how to grasp the starting point of students' learning?
Curriculum standards point out that teaching should be based on students' cognitive development level and existing knowledge base. At the beginning of teaching, does the teacher logically reveal the old knowledge related to teaching and pull it in the established direction? Or fully trust students, let go of space, let students arrange their existing experiences and learn new knowledge? In the first teaching, I reviewed the invariance of quotient and the relationship between fraction and division from the beginning, which gave a clear hint for the learning of new knowledge and fixed the starting point of learning. In the future study, students can easily follow the ready-made road paved by teachers, proceed from the invariance of quotient, and easily deduce the basic properties of fractions according to the relationship between fractions and division.
I didn't make any preparations for the second lecture. At the beginning of the class, I created a situation in which four Tang Priests were sharing cakes on their way to the Western Heaven to learn Buddhist scriptures, which led to questions, prompted students to think, and opened a floodgate for subsequent independent learning. Because I have no preconceived traction, the starting point of students' learning is fixed on their own experience, so that they can construct knowledge according to their own experience. Their mathematics learning activities must be "a lively, active and personalized process."
5. How much space do students have to explore?
In the first teaching, because I pointed it out clearly, the students just followed suit and soon discovered the basic nature of the score. On the surface, it was also obtained by students' independent observation and analysis, but in essence, the whole discovery process was completed under my control and guidance. I try my best to clear the stumbling block on the learning path for the students and walk towards the established goal, which is tantamount to "breaking the cocoon into a butterfly", avoiding setbacks and blocking the students' spirituality. It is true that this kind of teaching is fast, efficient, time-saving and smooth, but how much room is left for students' autonomy? The students have the same idea and dare not cross the line. Where do their innovative spirit and practical ability come from?
In the second teaching, I didn't try my best to highlight the mystery and attract students to submit. Instead, let students cooperate in their own activities: write a set of equal parts and try to prove them; This kind of treatment creates an education suitable for students, and gives them a lot of exploration space, allowing them to scrutinize, try and make mistakes, doubt and verify in their own space, from which sparks of thinking collide and it is natural to discover the basic nature of scores. In the whole process, I have been inspiring students' intellectual inquiry, trying to restore "cold and beautiful mathematics to fiery thinking". Students are living individuals, and their inherent subjective initiative and creative potential show creative vitality in learning. Under the guidance of teachers, new discoveries, new experiences and new feelings are constantly produced, and thinking ability, emotional attitude and values are developed.
Sixth, there are shortcomings.
A few students in the class are tired of learning and don't finish their homework on time. Because of my own reasons, I can't miss them in time, which leads to their lucky psychology of having to stay or not do their homework. When implementing the teaching mode of "independent cooperation to explore and solve problems", it is still unable to take care of all students, and some underachievers lack the spirit of active inquiry. Therefore, teaching methods need to be further explored. Read more books on mathematics, explore students' methods of learning mathematics, win the support of parents, and strive for better grades.
Seven, the direction of efforts:
(1) Always pay attention to classroom management and create a harmonious classroom atmosphere.
Without rules, there would be no Fiona Fang. Without a good classroom atmosphere, the improvement of classroom teaching quality is unattainable, such as looking at the moon in the water. Good classroom atmosphere is a prerequisite for improving teaching quality. Therefore, combined with the characteristics of mathematics, specific requirements are put forward for students to sit, listen, speak, speak and practice in class. In class, we advocate proper movements, vigor, enthusiasm, daring to operate, being willing to participate in practical activities and speaking freely. When you are quiet, think hard and be diligent in thinking. In addition, we should also pay attention to creating a democratic atmosphere in classroom teaching. With the development of physiology and psychology, the senior primary school students are very different, and most of them are eager to get the understanding and respect of others. As a teacher, I must respect students' personality, maintain students' self-esteem, communicate with students on an equal footing, squat down to talk with students, listen to their voices, teach students what they need, draw inspiration from others, and point out the direction for students who are moving forward in the ocean of knowledge.
(2) Caring for poor students and truly moving people with emotion.
First of all, I want to be "sincere", that is, I dare not have any wrong ideas and accusations in front of students, trust poor students and encourage them to discuss freely. Finally, the word "understanding" is achieved, that is, seeing things through students' eyes. Because I can understand them kindly and accept them happily, I have promoted the progress and development of poor students to varying degrees. Secondly, education is a caring cause. In order to cultivate high-quality next generation, we should always give guidance according to students' actual physical and mental health and personality characteristics. For individual poor students, we should make use of many conversations between classes to encourage them to establish a correct learning attitude and face life positively, while for gifted students, we should educate them to guard against arrogance and rashness, make persistent efforts and create new achievements. Through the example in real life, let students set up their own ideas, develop themselves consciously from the aspects of morality, intelligence, physique, beauty and labor, and set up lofty and lofty ideals.
(C) innovative evaluation to encourage and promote the all-round development of students
Evaluation is considered as a means to comprehensively examine students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, and it is also a powerful means for teachers to reflect on and improve teaching. The evaluation of students' learning not only pays attention to students' understanding and mastery of knowledge and skills, but also pays attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Grasping the mastery of basic knowledge, grasping the openness of classroom work, combining qualitative and quantitative methods, adopting grading system for quantitative and commenting form for qualitative, paying more attention to what students have mastered, what progress they have made and what abilities they have. The evaluation results are conducive to establishing students' self-confidence in learning mathematics, improving their interest in learning mathematics and promoting their development.
No pains, no gains. There are joys and sorrows in teaching. I will, as always, adhere to the principle of "study hard, think hard and work hard" and strive to do a better job.
Mathematics in the third grade of primary school plays a connecting role in the whole primary school mathematics