Mathematics teacher's teaching work plan for the ninth grade next semester (1) This semester is a critical period for junior high school learning. This semester, I worked as a math teacher in Grade 9 (1)(2) class, which is the experimental teaching material of the new curriculum standard. How to make good use of the new curriculum standard textbooks with new ideas? How to carry out the spirit of new curriculum standard in teaching? This requires that the innovative consciousness and the way of guiding students to think must be different from the previous teaching. Therefore, while completing the teaching task, we must create as many scenarios as possible, so that students can experience the process of exploration, guessing and discovery. Combine the teaching content with the students' reality, and grasp the key points and difficulties. Establish the concept of quality education, aim at cultivating all-round high-quality talents, face all students, and make students develop morally, intellectually, physically, aesthetically and laboriously. There is a great difference between the two classes. In order to do a good job in education and teaching this semester, this plan is specially formulated.
I. Guiding ideology
The third grade mathematics is implemented according to the nine-year compulsory education mathematics curriculum standard under the guidance of the education and teaching policy of the party and the country. Its purpose is to teach and educate people, so that every student can get the most suitable development in this mathematics learning process. Through the ninth grade mathematics teaching, we can provide the basic knowledge and skills of mathematics necessary for participating in production and further study, further cultivate students' computing ability, thinking ability and spatial imagination ability, apply what they have learned to solve simple practical problems, and cultivate students' mathematical innovation consciousness, good personality quality and preliminary materialism view. Deliver qualified seedlings for senior high schools and improve teaching quality in an all-round way.
Second, the teaching content
The third grade mathematics taught this semester has similarity and trigonometric function. The viewpoint is a new teaching, mainly for the comprehensive review to meet the senior high school entrance examination.
Third, the teaching purpose.
1. Attitudes and values: Through learning exchange, cooperation and discussion, actively explore and improve teaching methods and students' learning methods, improve learning quality, and gradually form correct mathematical values.
2. Knowledge and skills: Understand and master basic mathematical concepts and methods. Master the basic operation of number formula, understand the application of equation thought, function thought and combination of number and shape to solve problems, and learn the necessary reasoning methods.
3. Process and method: Through exploration and study, gradually learn to operate correctly and reasonably, gradually learn to observe, analyze, synthesize and abstract, and conduct simple reasoning through induction, deduction and analogy. It is necessary to sort out the knowledge around the "basic requirements" of junior high school mathematics textbooks and disciplines, review the main contents of the "six blocks" of junior high school mathematics, conduct hierarchical teaching in a timely manner, face all students, cultivate all students and develop all students.
Fourthly, the difficulties in teaching.
The first stage (week 5-week 12): comprehensively review the basic knowledge and strengthen the basic training.
The purpose of review at this stage is to enable students to fully grasp the basic knowledge of junior high school mathematics, improve their basic skills, be comprehensive, solid and systematic, and form a knowledge network.
1. Pay attention to textbooks and review them systematically. At present, the middle school entrance examination questions are still based on basic questions, some of which are original or variant questions in the textbook, and the big questions behind them are "higher than the textbook", but the prototype is generally an example or exercise in the textbook, which is an extension, deformation or combination of the topics in the textbook, so the first stage review should be based on the textbook. We must dig deep into the teaching materials, never leave them behind, and sum up the contents of the books to form a structure. Students should understand and do well the examples, exercises and homework in the textbook, and think carefully about "reading", "thinking" and "trying" at the end of the book. They should concentrate on the examples and exercises of the ninth and eighth grade teaching contents, and pay attention to the induction and arrangement of problem-solving methods. Blindly engaging in sea tactics and letting students do a lot of extracurricular exercises all day long is not obvious, and it is suspected of putting the cart before the horse.
The algebra part can be divided into six chapters: the first chapter is numbers and formulas; Chapter II Equations and Inequalities; Chapter III Functions; Chapter IV Basic Graphics; Chapter V Graphics and Transformation; Chapter VI Statistics and Probability. In the review, teachers can put forward a review summary of each chapter to guide students to review according to the "summary". At the same time, we should pay attention to guiding students to review the forgotten knowledge according to their own specific conditions, classify the knowledge while reviewing, deepen their memory, and also pay attention to guiding students to understand the connotation and extension of concepts and master the derivation or proof of laws, formulas and theorems. The selection of examples should be targeted, typical and hierarchical, and pay attention to the ideas and methods of analyzing the answers to examples.
2. Pay attention to the understanding of basic knowledge and the guidance of basic methods. Basic knowledge is the concepts, formulas, axioms and theorems involved in junior high school mathematics curriculum. Students are required to master the internal relationship between knowledge points, clarify the knowledge structure, form an overall understanding and comprehensively apply it. In addition to the basic knowledge, the mathematics proposition of senior high school entrance examination also attaches great importance to the examination of mathematical methods, such as collocation method, method of substitution method, discriminant method and other operational mathematical methods. When reviewing, we should deal with the connotation of each method, and we should master the types of questions it adapts to, including the steps of solving problems.
3. Pay attention to the understanding and application of mathematical ideas. For example, the idea of combining numbers and shapes, many students only pay attention to algebraic knowledge or geometric knowledge when solving such problems, and will not skillfully convert algebraic knowledge and geometric knowledge. It is suggested to analyze several topics in the review, so that students can carefully understand how the combination of numbers and shapes is presented and transformed in the topics.
The second stage (week 13-week 18): comprehensively apply knowledge and strengthen ability training.
In the second stage of reviewing the senior high school entrance examination, we should focus on building the knowledge structure and network of junior high school mathematics, grasping the mathematics content as a whole and improving our ability.
It is one of the important purposes of learning mathematics to cultivate the ability to solve problems by using mathematical knowledge comprehensively. The purpose of review at this stage is to let students relate the knowledge of each chapter and apply it comprehensively, so as to draw inferences from others. The examples and exercises at this stage should be difficult, but the harder the better. Let students accept it, so as to stimulate students' desire to solve difficult problems, let students see their own strength from solving difficult problems, enhance their confidence in progress, and have a stronger thirst for knowledge. If the first stage is the basis of general review, and it is the key point, focusing on double-base training, then the second stage is the extension and improvement of the first stage review, and it should focus on cultivating students' mathematical ability. At this stage, it is especially necessary to carefully design each review class and pay attention to the formation of mathematical ideas and the mastery of mathematical methods. There are many contents in the general review of junior high school. Review must highlight the key points, grasp the key points and solve problems, which requires giving full play to the leading role of teachers. The content of review is what students have learned, and each student has a different degree of mastery of the content of the textbook. This requires teachers to do everything possible to stimulate students' initiative and enthusiasm for review, guide students to review in a targeted manner, check for missing information according to their personal situation, classify and solve problems, and deepen their memory on the basis of forming a knowledge structure. In addition to the variety of review forms and novel questions, which can arouse students' interest in review, we should also carefully design the teaching methods of review classes to improve the review efficiency.
Verb (abbreviation of verb) teaching measures
In view of the above situation, I plan to take the following measures in the coming school year:
1. Before the new class begins, spend a week or so reviewing all the contents of last semester, especially the geometry part.
2. Try to adopt the educational methods of encouragement, guidance and less criticism in the teaching process.
3. The teaching speed is mainly to adapt to most students, give consideration to underachievers as much as possible, and pay attention to overall improvement.
4. When the new lesson involves old knowledge, review it accordingly.
5. In the review stage, let the students use their hands and brains. Through the training of various exercises, comprehensive questions and simulated questions, students are gradually familiar with various knowledge points and skillfully use them.
6. In-depth study of the exam questions in the past three years in xx province, and select appropriate exercises for refining.
Teaching progress of intransitive verbs
Week 65438 +0- Week 2 Chapter 2 is similar.
Week 3-Week 4 Chapter 3 Trigonometric Function.
I tried it in the fifth week.
In the sixth week, review the seventh grade math.
Week 7-Week 8 Review Grade 8 Mathematics.
Week 9-10 midterm.
1 1 week-week 12 to review the ninth grade mathematics.
Week 13 theme 1.
Week 14 Topic 2.
Week 15 Topic 3.
16 weeks 19 weeks comprehensive simulation training.
In addition to the above plans, I will also expect to carry out the work of transforming individual underachievers, pay attention to the connection between mathematical theory and social practice in teaching, encourage students to observe and think more about mathematical problems hidden in real life, gradually cultivate students' ability to solve practical problems by using book knowledge, and attach importance to practice.
Math teacher's lesson plan for the ninth grade next semester (2) In order to facilitate teaching and help students learn math better and more systematically, I have made a detailed math lesson plan for this semester.
I. Guiding ideology
In order to strengthen the classroom teaching, improve the teaching routine, ensure the smooth development of teaching, complete the mathematics teaching in the last semester of junior high school, and make it efficiently complete the subject teaching task, this teaching plan is specially formulated. We should further publicize and implement the spirit of "New Curriculum Standards for Junior Middle School Mathematics", take students' development as the foundation, change learning methods as the goal, train high-quality talents as the goal, and cultivate students' innovative spirit and practical ability as the focus of quality education, and explore new modes of effective teaching. Second, the basic situation of students
The ninth grade students' grades in last semester were not ideal, and the polarization was serious. Individual students do not attach importance to study, their study habits are poor, and their study enthusiasm needs to be improved. A few students have poor self-control, are lax with themselves and even give up on themselves. These all need to take corresponding measures according to different situations and educate patiently. We should pay more attention to them and encourage them, so that these students with poor foundation can master some simple knowledge, improve their learning enthusiasm, establish an enterprising and capable learning team, and let all students set clear mathematics learning goals and form a good mathematics learning atmosphere.
Third, teaching material analysis
Chapter 28 Acute trigonometric function The main contents of this chapter include: acute trigonometric function (sine, cosine, tangent), solving right triangle. An acute trigonometric function is a trigonometric function when the independent variable is an acute angle, that is, a trigonometric function that narrows the domain. Solving right triangle is widely used in practice, and acute trigonometric function provides an effective tool for solving right triangle. Similar triangles's knowledge is the direct basis for learning acute trigonometric functions, and Pythagorean theorem and other contents are also mathematical conclusions often used in solving right triangles, so this chapter is closely related to Pythagorean theorem in chapter 18 and the similarity in chapter 27.
Chapter XXIX Projection and View The main contents of this chapter include the basic knowledge of projection and view, some three views of basic geometry, the mutual transformation between a simple three-dimensional figure and its three views, and the practical activities of making a three-dimensional model according to the three views. The whole chapter is divided into three sections.
In section 29. 1 Projection, the concepts of projection, parallel projection, central projection and orthographic projection are introduced from the perspective of the shadow of an object under sunlight or light. Then, taking the shadows of iron wire and square cardboard as examples, this paper discusses the orthographic projection when there are three different positional relationships between straight lines and planar polygons and the projection plane, and summarizes the general rules of orthographic projection contained in them. Finally, taking a cube as an example, the orthogonal projection of three-dimensional graphics with different positional relationships with the projection plane is discussed. The whole discussion process is carried out in the order of one-dimensional, two-dimensional and three-dimensional.
Section 29.2 "Three Views" focuses on three views, including imaging principle, position and measurement regulations of three views, as well as three views of some basic geometric figures. Finally, six examples are used to discuss the mutual transformation between a simple three-dimensional figure (including the corresponding surface expansion diagram) and its three views. This section is the key content of the whole chapter, including not only the basic concepts and laws of three views, but also the contents reflecting the connection and transformation between three-dimensional graphics and plane graphics, which is directly related to the cultivation of spatial imagination.
In Section 29.3 "Three-dimensional model of project learning", practical activities combining observation, imagination and production are arranged, which is the learning content of paying equal attention to both brain and hand. Learning this topic can be done independently or in cooperation. The study of this topic should be regarded as a test of whether the content of the previous study is truly understood and mastered, and whether it can be used flexibly.
Four, teaching methods and learning methods to guide the program
(1) Guide students to form the ability to make self-study plans.
(2) The ability to guide students to study preview. Ask the students to take preview notes while reading and thinking, so that they can listen to the class with questions.
(3) the method of guiding students to read.
(4) Instruct students to take notes, write ideas and draw tables, so that students can express their ideas.
(5) Instruct students to memorize effectively and review textbooks.
The guidance of learning ability includes the cultivation of observation, memory, thinking, imagination, attention, self-study and expression.
Guidance and education of examination methods: let students build up confidence, overcome stage fright and correct examination outlook. They should read the questions first and then answer them in the order from easy to difficult. It is necessary to carefully examine the meaning of the questions, make clear the requirements, and do more without omission; Check and modify carefully.
Guidance and education of good learning psychology: students should concentrate on their studies without external interference; Patience and meticulous, independent thinking, not copying other people's homework; We should learn to analyze learning difficulties, overcome inferiority and pride, put forward different requirements for the cultivation of students' mathematics learning ability at different levels, and establish a criss-crossing learning method guidance network to promote students to master correct learning methods.
Five, phased test or inspection methods and counseling measures
(1) Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience.
(2) Batch each job. Homework reflects the effect of a class, students' mastery of knowledge, carefully correcting homework, so that teachers can quickly grasp the situation and prescribe the right medicine.
(3) Check the learning results on time to ensure that the unit test is effective and timely, and the test paper will not be corrected overnight. After the exam, comment on students' psychology of wanting to know the answer immediately after using typical mistakes.
(4) Timely guidance and correction: strive for face-to-face signing and face-to-face teaching. Don't put off today's task until tomorrow, strive for every moment and firmly grasp every minute of Grade Three. Feedback after class. Implement every after-school help, check for leaks and fill gaps. Choose appropriate exercises and papers, correct homework in time, point out problems to students face to face in time and guide them to understand, leaving no difficulty for students to gain something.
(5) Actively communicate with other teachers, strengthen teaching reform and improve teaching level.
(6) Always listen to students' good rationalization suggestions.
(7) The strategic thinking of "two ends" and "middle" remains unchanged.
(8) Deepen the counseling for bipolar students.
Sixth, the teaching schedule.
2.24-2.26 Week 1: Review of final papers.
2.28-3.2 Week 2: Review Book 1, 28.3. Test and comment on small review unit of project learning measurement.
3.3-3.9 Week 3: Chapter 29 Views and Projections (1 1)29. 1 Three Views.
3. 10-3. 16 Week 4: 29.2 Development drawing, 29.3 Small review unit test and comment on project learning drawing and physical model.
3. 17-3.23 Week 5: Comprehensive review 1.
3.24-3.30 Week 6: Comprehensive Review II.
3.3 1-4.6 Week 7: Comprehensive review III.
4.7-4. 13 Week 8: Comprehensive Review IV.
4.2 1-4.27 Week 9: Mid-term exam evaluation questions.
4.28-5.4 Week 10: Holidays.
5.5-5. 1 1 the first 1 1 week: comprehensive review 5.
5. 12-5. 18 Week 12: Comprehensive review 6.
5. 19-5.25 Week 13: Comprehensive review 7.
5.26-6. 1 week 14: comprehensive review 8.
6.2-6.8 Week 15: Examination.
The ninth grade is a very crucial year for students, and the mastery of all subjects will directly affect the scores of the senior high school entrance examination, and mathematics is the key subject of the senior high school entrance examination, so it is necessary to learn mathematics well, so I made a plan.
I. Guiding ideology
We should further publicize and implement the spirit of the new curriculum standard of junior high school mathematics, take the development of students as the foundation, change the way of learning as the goal, train high-quality talents as the goal, and cultivate students' innovative spirit and practical ability as the focus of quality education, and explore new modes of effective teaching. Focusing on classroom teaching, closely surrounding the "basic requirements" of junior high school mathematics textbooks and mathematics subjects, this paper studies the changes and trends of the proposition of the senior high school entrance examination in recent years, collects test papers, selects exercises, establishes a question bank, tries to grasp the direction of the senior high school entrance examination, actively explores efficient review ways, strives to achieve the purpose of reducing burdens, boosting pressure and increasing efficiency, promotes students' lively and active study, and strives to achieve good results in the senior high school entrance examination. Through mathematics teaching, students can learn the basic knowledge and ability necessary for modernization and further study, and make progress and development in thinking ability, emotional attitude and values.
Second, the analysis of learning situation
This year's ninth-grade students were satisfied with their grades last semester, but they were seriously polarized. Individual students don't pay attention to study and have poor study habits. After a semester of hard work, many students' study habits have been greatly improved, and their learning enthusiasm has also increased. There are also a few students who have poor self-control, are lax with themselves and even give up on themselves. These all need to take corresponding measures according to different situations and educate patiently. The ninth grade belongs to the junior high school graduating class. The teaching time is tight, the task is heavy and the requirements are high. How to improve the quality and benefit of the general review of mathematics is a problem that every graduating math teacher must face.
Third, the teaching arrangement.
The first stage (1 week-week 12): comprehensively review the basic knowledge and strengthen the basic training. The purpose of this review stage is to let students master the basic knowledge of junior high school mathematics in an all-round way, improve their basic skills, be comprehensive, solid and systematic, and form a knowledge network.
1. Pay attention to textbooks and review them systematically. The current senior high school entrance examination questions are still based on basic questions, and some of them are original or modified in teaching materials. Although the big questions behind are "higher than the textbook", the prototype is generally an example or exercise in the textbook, which is an extension, deformation or combination of the topics in the textbook, so the first stage of review should be based on the textbook.
2. Organize the review according to the knowledge section. Classify knowledge and divide junior high school mathematics knowledge into eleven lectures: the first lecture is numbers and formulas; Second lecture on equations and inequalities; The third lecture on functions; The fourth lecture is statistics and probability; Fifth, basic graphics; Sixth lecture on graphics and transformation; Seventh lecture on angles, intersecting lines and parallel lines; The eighth lecture on triangles; Lecture 9 quadrilateral; Tenth lecture on trigonometry; The eleventh lecture is round. In the review, the teacher puts forward a review summary of each class, instructing students to review according to the "summary". At the same time, we should pay attention to guiding students to review the forgotten knowledge according to their own specific conditions, classify the knowledge while reviewing, deepen their memory, pay attention to guiding students to understand the connotation and extension of concepts, master the derivation or proof of laws, formulas and theorems, choose targeted, typical and hierarchical examples, and analyze the ideas and methods of solving problems.
3. Pay attention to the understanding of basic knowledge and the guidance of basic methods. Basic knowledge is the concepts, formulas, axioms and theorems involved in junior high school mathematics curriculum. Students are required to master the internal relationship between knowledge points, clarify the knowledge structure, form an overall understanding and comprehensively apply it. For example, the senior high school entrance examination often involves the relationship between the root of a quadratic equation and the intersection of the quadratic function graph and the X axis. When reviewing, we should understand this part as a whole, grasp the textbook from the structure, and skillfully transform these two parts of knowledge into each other. Another example is the relationship between quadratic equation of one variable and geometric knowledge, which has very obvious characteristics. We should master its basic solution.
In addition to the basic knowledge, the mathematics proposition of senior high school entrance examination also attaches great importance to the examination of mathematical methods, such as collocation method, method of substitution method, discriminant method and other operational mathematical methods. When reviewing, we should deal with the connotation of each method, and we should master the types of questions it adapts to, including the steps of solving problems.
4. Pay attention to the understanding and application of mathematical ideas. For example, the idea of function, the idea of equation, the idea of combining numbers with shapes and so on.
The second stage (week 13-week 18): comprehensively apply knowledge and strengthen ability training.
In the second stage of reviewing the senior high school entrance examination, we should focus on building the knowledge structure and network of junior high school mathematics, grasp the mathematics content as a whole and improve our ability. It is one of the important purposes of learning mathematics to cultivate the ability to solve problems by using mathematical knowledge comprehensively. The purpose of review at this stage is to make students relate each knowledge and apply it comprehensively, so as to draw inferences from others and draw inferences from others. The examples and exercises at this stage should be difficult, but the harder the better. Let students accept it, so as to stimulate students' desire to solve difficult problems, let students see their own strength from solving difficult problems, enhance their confidence in progress, and have a stronger thirst for knowledge. The second stage is the extension and improvement of the first stage review, which should focus on cultivating students' mathematical ability. At this stage, it is especially necessary to carefully design each review class and pay attention to the formation of mathematical ideas and the mastery of mathematical methods. There are many contents in the general review of junior high school. Review must highlight the key points, grasp the key points and solve problems, which requires giving full play to the leading role of teachers. The content of review is what students have learned, and each student has a different degree of mastery of the content of the textbook. This requires teachers to do everything possible to stimulate students' initiative and enthusiasm for review, guide students to review in a targeted manner, check for missing information according to their personal situation, classify and solve problems, and deepen their memory on the basis of forming a knowledge structure. In addition to the variety of review forms and novel questions, which can arouse students' interest in review, we should also carefully design the teaching methods of review classes to improve the review efficiency. Week 12- 13 special training. Conduct special exercises for different knowledge.
14- 16 weeks to improve students' test-taking ability by imitating the test questions of the senior high school entrance examination.
/kloc-in 0/7 weeks, comprehensive knowledge simulation training is carried out by imitating the test questions of senior high school entrance examination, so as to improve students' ability to take exams. Teaching measures.
The third stage (19 weeks -2 1 week) simulated training for the senior high school entrance examination.
Fourth, teaching measures.
1, study and study the new curriculum standard seriously, be fully familiar with junior high school mathematics textbooks and teaching objectives, prepare lessons carefully, and carefully formulate the general review plan;
2. Do a good job in each class, grasp the key points, disperse the difficulties, highlight the key points, and work hard to cultivate the ability;
3. Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience;
4. Strengthen the contact between school teachers, parents and society, and make joint efforts to improve students' academic performance;
5. Actively communicate with other teachers, strengthen teaching reform and improve teaching level;
6. Always listen to students' good rationalization suggestions;
7. The strategy of "two ends" with "middle" remains unchanged;
8. Pay attention to the guidance of autonomous learning, cooperative learning and inquiry learning in teaching;
9. Seriously carry out extracurricular activities in class to stimulate students' interest in learning.
10, the ninth grade is very tight, so we should not only complete the teaching task of the new class, but also consider a comprehensive and systematic review of the teaching knowledge of the whole junior high school when the second volume of the ninth grade is published. Therefore, when making a teaching plan, we must pay attention to the arrangement of time and grasp the teaching progress.
Mathematics teacher's teaching work plan for the ninth grade in the next semester (IV) Mathematics teaching plan for this semester. In order to do a good job in mathematics teaching this semester, I intend to do the following work:
First, theoretical research.
Do a good job in learning educational theory, especially the latest educational theory, keep abreast of the information and trends of curriculum reform, change teaching concepts, form new curriculum teaching ideas, and establish modern scientific educational concepts.
Second, make a good plan for each period.
In order to do a good job in teaching, under the guidance of the idea of curriculum reform, according to the school's work arrangement and the teaching tasks and contents of senior two mathematics, the semester teaching work is planned and arranged as a whole, and the progress of each unit and topic is planned in detail.
Third, prepare for each class.
Seriously study the syllabus and teaching materials, do a good job in the overall preparation of lessons at all stages of junior high school, be aware of the overall teaching situation and various units and topics, prepare students to learn and master knowledge, write lesson plans for each class, ensure a good class, and do a good job in after-class reflection and after-class summary, so as not to improve their teaching theory level and teaching practice ability.
Fourth, do a good job in classroom teaching.
Creating teaching situations and stimulating learning interest, Anse once said: "Interest is the best teacher." Stimulating students' interest in learning is one of the important means to improve the quality of mathematics teaching. Combined with the teaching content, select some math problems closely related to the reality for students to solve. The teaching organization is reasonable and the language of teaching content is vivid. Do everything possible to make students like listening, so as to improve the quality of classroom teaching in an all-round way.
Verb (abbreviation for verb) corrects homework
Correcting each student's homework carefully, the students' homework defects are known to both teachers and students. Give timely feedback to each student's homework modification and mastery, and correct it again, so that students have a better chance to consolidate.
Sixth, do a good job in extracurricular counseling.
Caring for students in an all-round way is the sacred duty of teachers. After class, we can give targeted guidance to students, answer students' difficulties in understanding textbooks and solving specific problems, and guide extracurricular reading to teach students in accordance with their aptitude, so that gifted students can "eat as much as possible" and get further improvement. Let the poor students get rid of students' obstacles in time, enhance students' confidence and try to "eat". Actively carry out extracurricular activities such as mathematics lectures and extracurricular interest groups. Fully mobilize students' enthusiasm for learning mathematics, broaden their knowledge horizons, develop their intelligence level and improve their ability to analyze and solve problems.
In short, by doing well in all aspects of teaching, we try our best to come up with various effective methods to improve the quality of teaching.