Reflections on individualized teaching of mathematics teachers Fan Wenyi
This class fully embodies the quality education for students. The teaching design is unique, paying attention to all students and turning teaching into learning. In teaching, teachers can not only quit with confidence, but also stand up in time, guide questions, point out difficulties, teach students to learn, and let students experience the whole process of learning seriously. Good teaching completed the teaching task. Throughout the whole class, there are several successes.
First of all, appropriate teaching methods optimize classroom teaching.
This lesson takes "teaching goal" as the main line, and according to the teaching process of goal-oriented learning, shows and uses the goal, so that teachers can understand it and students can learn it easily. Clearly and brilliantly completed our pre-set teaching objectives before class. Throughout the whole classroom teaching, its success has the following points:
First, use goals to guide learning, pay attention to the guidance of learning methods, and cultivate students' autonomous learning ability.
This lesson takes "learning goal" as the main line and carries out teaching according to the teaching process of goal-oriented learning. According to the characteristics of students and the difficulties of this class, the teacher transforms the teaching objectives into three learning objectives from the students' point of view. For example, in the process of teaching "Understanding the characteristics of parallel lines", teachers follow the exploration steps of "putting forward conjecture-verifying with examples-drawing conclusions", guiding students to use the learning methods of observation, conjecture and measurement, so that students can learn some characteristics and lay the foundation for students to learn to learn.
Second, this course focuses on designing mathematical activities, prompting students to think rationally and providing students with opportunities to engage in mathematical activities. For example, in the process of "understanding parallel lines", teachers provide image conditions for correctly grasping the concept of parallel lines through activities such as moving, swinging and talking. Promote students' understanding of parallel lines from fuzzy to clear. In these activities, students learn to think systematically.
Third, in this class, teachers provide students with opportunities to fully experience and let students participate in the whole process of knowledge exploration, discovery and composition. Through experience and feeling, we build our own cognitive system. For example, in the teaching process of "drawing parallel lines", teachers use group cooperative learning to guide children to try to draw parallel lines, so that students can experience the method of drawing parallel lines for the first time, then compare the advantages and disadvantages of various drawing methods, guide students to experience it for the second time, and find the ruler method of drawing parallel lines. It is in the personal experience again and again that students master the methods and improve their creativity.
Of course, this class also has something to reflect on. For example, teachers organize students to find out which line segments are parallel to each other before and after fish translation, which does not give students enough space for exploration. I think if the teacher asks students to use parallel line segments with different colors, it will not only strengthen students' hands-on operation ability, but also show the thinking differences of different students.
Reflections on individualized teaching of mathematics teachers: Fan Wener
In April, our school participated in the first provincial quality inspection for senior three students. From the difficult situation of quality inspection and the achievements of our students in participating in politics, I have made the following thoughts and reflections on the trend of college entrance examination in 20__ and the second round of review.
First, the relative stability of the proposition. What is certain is that the item structure of the 20__ year college entrance examination will not change much, and the total number of objective and subjective questions and the proportion of their scores will not change. In terms of difficulty, the overall difficulty of the questions in recent years is the same, and the number of questions and the number of questions in various types remain unchanged. Therefore, it is necessary to standardize the test questions as much as possible, and the score ratio is close to the college entrance examination outline. On the basis of the questions, we must ensure that the basic questions account for 70%.
Second, pay attention to the review of the knowledge of "test sites" in the exam. Abstract function test is a hot topic in college entrance examination in recent years. The focus of the inequality test is to solve inequalities. The synthesis of one-dimensional quadratic inequalities is called the test goal, and the derivative and monotonicity knowledge are used to solve them, highlighting the ability of flexible transformation and classified discussion. Arithmetic progression and geometric progression are the main parts of the series, and arithmetic progression and geometric progression are the key parts. In the trigonometric function part, the key point is to let students master the positive, negative and deformation of the basic formula in review, and pay attention to the intersection data of trigonometric function and vector, analytic geometry and subject geometry, so that students can master the solution of spatial angle and spatial distance, the determination of parallelism and verticality and the application of properties, train students to solve solid geometry problems by using spatial rectangular coordinate method, and pay attention to the application of definitions and simple geometric properties in analytic geometry, highlighting the intersection and chord of straight lines and conic curves.
Third, rooted in teaching materials, focusing on improvement and innovation, college entrance examination questions, textbook examples, exercises abound, countless shadows. Therefore, textbook questions and their adaptation questions are the source of college entrance examination questions. From the answers of the college entrance examination in 2007, we found that the answers to the first three questions focused on the examination of key materials in the textbook, such as the knowledge of sequence, the idea of equation, the operation and deformation of trigonometric function, solid geometry, probability and inequality, etc. Although this knowledge may change, it cannot be divorced from the subject. The characteristics of the questions are: ingenious and simple, but innovative, originating from textbooks, but higher than textbooks, with moderate difficulty, etc.
Based on the requirements of the syllabus and the trend of the 20__, college entrance examination proposition, our strategy in the second round of review should be:
(1) Step by step, from the first big question to the back step by step, and skillfully answering the first three big questions is one of our second review goals.
(2) Pay attention to special review training, and pay attention to missing and filling vacancies, including knowledge topics and method topics. The objectives are: to return to the textbook to check for leaks, strengthen the combination of vertical and horizontal key points, optimize thinking, improve skills, review basic mathematical methods and ideas, review key points, doubts and difficulties, review basic questions, review knowledge that is often wrong and confusing, emphasize the transfer and interaction between different knowledge, optimize thinking and improve skills.
Reflections on individualized teaching of mathematics teachers
This year is my first time teaching mathematics. The teachers who teach the fourth grade with me are all experienced teachers, and there is an invisible pressure in their hearts. Of course, this is an opportunity to exercise and a challenge to yourself.
I try to make the teaching structure fit the age characteristics of children, pay attention to promoting students' learning transfer, cultivate innovative consciousness, and pay more attention to letting students experience the connection between mathematics and real life in practical activities. The reform of teaching is mainly reflected in the classroom and after-school time. In class, I pay attention to strengthening my potential and cultivating good study habits.
In spare time, students should pay attention to "applying what they have learned" and apply mathematics to real life. Grade leaders have also given me great help in teaching. He often discussed teaching with me and listened to each other, which also put me on the right track of mathematics teaching soon. A semester is about to pass, and I want to sum up my reflection on mathematics teaching this semester.
Teaching methods need to be improved.
This semester, I was lucky enough to participate in mathematics teaching and research activities. However, whether attending an open class or an ordinary "normal class", I always have a feeling that there are still many problems in how to grasp the classroom, how to achieve the best teaching effect, and how to use mathematics language accurately and strictly. Especially in teaching materials, teaching methods, problems that should be paid attention to in teaching and integration with students.
Can not effectively stimulate students' interest in learning in the classroom.
Mathematics class itself is a very rigorous science, and there must be no falsehood, no matter what it is. My problem is that I dare not let students think in class. Some problems need to be studied cooperatively, and then discussed and summarized. I lack enough time and space for students. Because I am worried that if they are allowed to do it, they will be too free to say something irrelevant, which will lead to the failure of the teaching task.
In fact, the correct way is to give them time and space, so that students can "learn by doing" and "learn by doing", which is also conducive to improving students' learning intention. Because I understand that children are naturally active and like to "play", sometimes students are not allowed to "play" math. Students' learning attitude is not correct enough. After nearly a semester of contact, I found that some students in my class have incorrect learning attitudes and classroom discipline can not be guaranteed. This learning attitude includes their usual performance in class and their attitude towards homework.
Some students don't care about the process and results of their participation in learning. They play around in class, listen to what they want, do their own "things" without listening, and talk to their classmates next to them. If they don't study hard, it will also affect other students. There are also some students who are careless in their homework, lack good problem-solving habits, are not careful enough in examining questions, and have poor writing skills when solving problems.
Be strict with yourself and your students.
Teachers should set an example and ask students to do something, so they should set an example first. Pupils are good at reading samples. He is very concerned about what the teacher does. We often hear students say that "teachers don't keep their promises and don't make promises to us". Yes, teachers may neglect their students because of busy work or other reasons, but such things can't happen too often. You should keep your promise and keep your word. Of course, don't relax the requirements for students. The completed homework must be completed within the specified time, and students should not have bad study habits of procrastination.
In a word, mathematics teaching is full of knowledge and charm, and mathematics classroom is even more charming. As long as teachers are willing to work hard, be good at learning, be good at studying and be good at innovation, they will be full of vitality and more exciting.
Reflections on individualized teaching of mathematics teachers: Fan Siwen
On July 3, a math class was given to the municipal backbone. This lesson is the material "temperature" in the first lesson of the seventh volume of the fourth grade textbook published by Beijing Normal University. First of all, I will take this class, and I want to talk about my feelings. This lesson is divided into four parts.
First, sense the temperature.
Let students feel that temperature is closely related to our daily life. In this link, I created a "two bottles of water" teaching situation. Let the students feel hot and cold-feel the temperature, which leads to this question.
Second, understand the expression of above-zero and below-zero temperatures and find the temperature.
In this link, I also start with the temperature in life, and introduce the "temperature data on the refrigerator window" to let students understand the temperature and understand the expression and writing of the temperature above zero and below zero. Then the thermometer and 0 degree teaching are introduced. This link was not designed like this when I first attended class. After the guidance of teaching and research staff, I realized that temperature comes from life, and I should look for temperature from the life of students. In this way, students can feel that the temperature is around us and mathematics is everywhere.
Third, compare the temperature and feel the necessity of learning negative numbers.
This link is my biggest headache. Tried a variety of methods, the effect is not unusually good. As children in Grade Three, we shouldn't expect too much from them. There are still more than half a year before the game. So, I will first show two groups of temperatures, one above zero and the other below zero, and then discuss how to compare the temperatures below zero and below zero in groups. In this link, the researchers gave me valuable advice. In this teaching session, students will learn how to compare temperatures. Can master some laws of temperature comparison. In fact, in this link, the teaching and research staff also gave me some suggestions. Show: two temperatures above zero, two temperatures below zero, 0 degrees, let go boldly, let students work in groups and find the law between temperatures. But I found that the ability of children in grade three has not reached this point. So I didn't try boldly. Finally, I chose to give up. I really want to try it when I have the chance.
Fourth, observe the map and summarize the temperature laws in the north, south and east.
In this link, students can learn about the weather in China according to different geographical locations, which is permeated with their feelings of loving their motherland and hometown.
The above is my experience of this class. I hope everyone can give me valuable advice and promote my growth.
Reflections on individualized teaching of mathematics teachers Fan Wuwen
Because the textbook of this lesson is the understanding of straight lines, it is necessary for the fourth grade students to understand straight lines, rays and line segments, and it is not easy to master their characteristics. In order to let students better understand straight lines, rays and line segments, I preset the following plot:
1, create scenarios and introduce new lessons:
At first, ask the students to say what you see in the picture. What is the track of the train? What's a zebra crossing like? Questions like this can cultivate students' divergent thinking. We experience mathematics knowledge from daily life, such as summing up straight lines, rays and line segments from three figures, students' transformation from intuition to abstraction, and examples from life to students' learning knowledge, which is conducive to students' better mastery of knowledge and conforms to their cognitive system of development. This scenario design completes the connection of new curriculum materials and cultivates students' initiative in learning mathematics.
2, teamwork, in-depth exploration:
Before the group cooperation, I will let the students look at the straight line, ray, line segment and combination diagram, talk about the characteristics of the three lines (think independently for 3 minutes), express your thoughts in my own words, let the students open their hearts and understand what the three lines are, and then understand each other and promote each other through group cooperation to reach a * * * knowledge. It is completely carried out under the situation mode of students' openness. In some teaching, group cooperation is carried out when students have no time to think independently. Personally, I think this kind of teaching is not perfect, nor is it based on the development of different students. If students are not given time to think independently before group cooperation, it is often the patent of top students, and underachievers can only follow without thinking. After 4 minutes of group cooperation, I also talked with my classmates and gradually guided them to talk about the relationship between endpoints, lengths and straight lines. It is necessary to guide students properly after completely open learning, which is conducive to improving classroom learning efficiency. Ignoring high quality is an eternal topic in modern teaching, and we can't do without this goal.
3. Practice activities and experience laws.
Let the students operate by hand, which reflects the students' autonomy. From students' self-play, countless straight lines can be drawn after one o'clock, and there is only one straight line after two o'clock, which is free from students' boring teaching. In line with the mathematics curriculum standards, "students' mathematics learning materials should be realistic, meaningful and challenging, and these materials should be conducive to students' active observation, experiment, guessing, verification, reasoning and communication." In practice, students learn with relish and give full play to their own personality characteristics.