Case analysis of primary school mathematics teachers' teaching model essay 1
The new curriculum standards put moral education in a very important position. The new curriculum standards guide us to cultivate students' patriotism and collectivism, establish socialist democracy and legal consciousness, abide by national laws and social ethics, and gradually form a correct world outlook, outlook on life and values; Have a sense of socialist responsibility, strive to serve the people, and make students become a new generation with ideals, morality, education and discipline. These requirements fully illustrate the important role of moral education in our education and teaching process, and mathematics, as a basic subject, must also attach importance to moral education. Therefore, the main task of mathematics teachers is not only to impart mathematics knowledge, but also to cultivate logical thinking ability and calculation ability, and at the same time to carry out effective ideological and moral education for students in combination with mathematics teaching. As Suhomlinski said:? The goal of intellectual education is not only to develop and enrich intelligence, but also to form noble morality and good quality. ? However, as an educator, when I hear some excellent teachers in some schools open classes, I sometimes find that some teachers are not strong in moral education infiltration strategy in mathematics teaching, and they are suspected of usurping the role of moderator.
Case 1:
[Divide watermelons]: A teacher is teaching a standard experimental textbook for the third grade mathematics curriculum? A preliminary understanding of the score? When did you ask such a question? If you have a big watermelon, how are you going to divide it on Mother's Day?
Health 1:? Mother's Day is coming. I'm going to divide this watermelon into two parts, half for my mother and half for me. ?
? Why do you want to divide it like this? The teacher asked.
Health 1:? My half, my mother's half, the same amount, so that no one will suffer. ?
The teacher didn't make any comments.
Health 2:? When Mother's Day came, I divided the watermelon into eight parts, five for my mother and three for me. ?
? Why do you want to divide it like this? The teacher asked with a smile.
Health 2:? Mom is very hard. Mother's day should give her more. ?
? You are really a good boy who respects his parents! ? The teacher praised her warmly.
Other students raised their hands to answer, and divided watermelons into 6 portions, 9 portions and 12 portions. It is said that mothers should be given more on Mother's Day, and the teachers praised them one by one.
At this time, student 3 raised his hand and answered:? I gave all these watermelons to my mother. ?
The teacher paused and asked with a smile. Why are you doing this?
? I don't like watermelons at all, so I gave them to my mother. ?
At this point, the smile on the teacher's face suddenly solidified and he said in surprise, how can you give your mother something you don't like to eat? You're out of your mind! ?
Case 2:
[Zu Chongzhi, you are great]: When another teacher was teaching the calculation of pi, did the teacher think it was time after the students explored pi? Infiltration? Patriotism education, so on the basis of introducing the relevant historical materials of PI research, I ask this question: What do you want to say to mathematician Grandpa Zu Chongzhi?
The students are in high spirits.
Health 1: I want to say: Grandpa Zu Chongzhi, you are great!
Student 2: Grandpa Zu Chongzhi is diligent and rigorous, and I admire you for Zu Chongzhi.
Health 3:
The students thought it was over, but the teacher continued to play with the topic: so, what should we do in the future?
The children are very smart, in the teacher's? Guide and encourage? Next, what do you say? Ambitious? . However, the ten-minute classroom teaching time has passed.
Case 3:
[Wrong last question]: I remember going to an open class of a primary school math teacher. He wrote five questions on the blackboard for the students to perform.
3? 9=27 4? 9=36 5? 9=45 6? 9=54 7? 9=62
When the students finished writing 62, most of the students in the audience shouted: Teacher, she is wrong. The last question is wrong?
My first reaction at that time was that her last question was wrong.
I thought the teacher would help correct the students' mistakes at once, but I didn't expect him to say something that I still remember. He said:? The last question is wrong, but why does everyone just say that she is wrong, instead of saying that she has done all the first four correctly? It seems how easy it is for us to find the shortcomings of others and ignore their advantages. When we face a person, we should first look at his merits and treat others with a tolerant attitude ...?
If our teacher treats our students with a tolerant heart and always shows a tolerant attitude in class, I believe this is more important than the teacher's simple preaching? Instill moral education? You’d better wise up.
With the development and progress of society, we have realized more and more deeply that the primary task of education is to educate people, and the second is to cultivate talents. Ideological education and humanistic education should permeate every class, so how to properly carry out ideological education in mathematics classroom? This is a question worth thinking about by every math teacher. I don't think the ideological education in math class can be far-fetched. It needs to be used in time and properly to get the desired effect. Teaching must be educational, which is a basic law in the teaching process. In specific teaching, students can not only receive education from knowledge, but also receive ideological and moral education from teachers' teaching attitude, work style and thoughts and feelings. The so-called teaching and educating people is precisely this truth. However, this kind of education must overcome two wrong tendencies: first, it overemphasizes the ideological education significance of teaching and stubbornly carries out empty and labeled ideological education regardless of the specific characteristics of teaching content; First, the educational significance of teaching is completely ignored. Teaching is only for students to acquire knowledge and skills, and only teaching is not educating people. If we calm down and look at the above three teaching cases, the problem comes.
In the case 1, a student gave his mother a watermelon that he didn't like. Is he out of his mind? If we look at it from another angle, we should see that the child has an honest quality. Children dare to tell the truth, but we adults often lack the courage. On the contrary, adults may hide themselves with hypocrisy and insincerity. Not only that, but sometimes for? Ideological education? We are still educating children to lie and encouraging them to lie. They gradually understand that telling the truth is sometimes inappropriate and will be reprimanded, while echoing the teacher's meaning will be praised by the teacher. What a terrible education! Without sincere education, how to cultivate a healthy person's character?
Case two, in order to stimulate students' national pride and carry out patriotic ideological education in mathematics teaching, does the teacher have to let the children speak out? Another question is whether the teacher is having a math class. Or an ideological and moral education class? The kind that pursues simplicity in teaching? Embedded? Type or? Labeling? Types of teaching methods; That kind of forced ideological education? Bullshit? I don't think it is advisable to go deep into the teaching content. That will only encourage students to talk empty words and speak against their will, and ultimately make mathematics teaching and ideological and moral education lose both sides. I think the most important thing in mathematics teaching is to infiltrate dialectical materialism into students. In the process of classroom teaching, teachers should pay attention to cultivating students' earnest, meticulous, rigorous and realistic learning attitude and good habits of positive thinking.
Looking at the first two cases, compared with the teacher in case three, it is not difficult to see that the teacher finally did just right. Make ideological education and teaching content closely combined, so as to let nature take its course, without affectation, without imposing moral education on students, pay attention to timeliness and moderation, and students are willing to accept it, so as to achieve good results in teaching and educating people!
Case analysis of primary school mathematics teachers' teaching model essay II
(1) Scenario introduction
1. A clever man came to our classroom today. Do you want to know who he is? Who knows him?
2, the teacher introduced two generations of love pumping? Life and death? Signed story. Avanti was a very clever man in ancient times. He liked to help ordinary people. So, everyone likes him. But in ancient times, kings and rich bad guys were afraid of him and always wanted to kill him, so they found a charge and locked him up. At that time, there was a rule in this country that criminals should be allowed to smoke when they were executed? Life and death? Sign, if you draw? Healthy? You don't have to die if you sign it. The king wrote these two words to kill two generations of love? Die? Someone told Avanti about it. The next day, when the king invited two generations to smoke? Life and death? When signing, he swallowed a paper ball in no hurry, and everyone was surprised why he did it. Two generations of love said: the swallowed brand is mine. Please open the rest. What if it is? Die? And mine is? Healthy? . Two generations of love escaped with his wisdom. Today, he came to our classroom to see if his classmates used wisdom to solve problems like him.
Second, explore new knowledge.
1. Take out a box and put in a red ball and a yellow ball.
Teacher: Avanti said: I took a ball. Guess what color it will be (some students say it is red, others say it is yellow). Students come up and have a try.
Teacher: Why? If two generations of love tell you that he. Not a red ball? Do you know what color he is holding? what do you think?
2. Teacher: Two generations praised you for speaking very well. He wants to play games with his classmates. Please come up with two children, one with a math book and the other with a Chinese book, hiding the book behind his back. )
(1)XX said:? I don't have a math book. Please guess what books I have.
(2) communication at the same table.
(3) reporting. (Require to be organized and tell the reasoning method)
3. Teacher: Two generations of love brought three animal cards. They are rabbits, dogs and cats. They are going to give them to three children. (Show the third question on P 10 1 and help three children to name)
(1) Ask the students to read what their friends say in the picture and tell them what is different from the guessing game just now.
(2) Group communication. Ask each student to talk about their ideas.
(3) Report (pay attention to guiding organized reasoning)
play games
(1) In groups of three, imitate Example 3 on page P 100 of the textbook and assign roles.
Say and guess like them.
(2) Ask two groups to demonstrate and name students to talk about reasoning methods.
Third, consolidate new knowledge.
1, Teacher: Avantikua, the students are all doing very well. I still want to come up with a question to test you. Do you have confidence?
(1) Show the students question 4 on page P 10 1. How many times do you tell your deskmate to applaud each other?
(2) report, name individual students to talk about how to be reasonable.
Four tuberculosis
Students, have you learned everything you learned today? The above is simple reasoning knowledge in mathematics, and we will often encounter these problems in our lives. Two generations hope that when we encounter these problems in the future, we can calmly reason and judge and find a solution.
After-school games: (The class is divided into 3 groups and walked out of the classroom as required. The first group was not the first to go out, and the second group followed the third group. Which group of students walked out of the classroom first?
[after-class reflection]
The teaching goal of this course is to initially train students to express their reasoning process in clear language in an orderly way. Many students know how to solve their problems, but it is difficult for them to express them in an organized way. The focus of this kind of teaching is to let students express their reasoning methods in an orderly way through observation and thinking. Therefore, I adopt the following teaching methods in my teaching.
Feel the interest of mathematics in the story
Mathematics Curriculum Standard points out that primary school students pay more attention to the learning process? Interesting. Novel? Stories are children's favorite partners when they grow up. They grew up with their children. It can concentrate students' attention and interest in learning. In this teaching, I use stories related to the teaching content to introduce new lessons. From the story, I not only have a preliminary perception of reasoning knowledge, but more importantly, let students establish their love for witty characters and interest in learning mathematics from an early age.
Second, feel the fun of mathematics in the game
Interesting games can stimulate students' interest in learning and activate their thinking. In teaching, I designed to change the examples to let students participate in demonstrations and group games, so that students can come to the scene in person. Being able to express the reasoning process clearly and orderly has turned a monotonous reasoning knowledge into vitality, and many students are competing to express their own reasoning methods.
There are also shortcomings in teaching, that is, individual students' language expression ability is weak and they can't use organized mathematical language for reasoning expression. Therefore, we should pay attention to let students practice in future teaching? Say? Ability, let students express their ideas, improve students' mathematical language ability.
Essay on case analysis of primary school mathematics teachers' teaching mode 3
With the implementation of the new curriculum standards, teachers inevitably have to think about whether their educational behavior conforms to the concept of the new curriculum. Teaching should pay more attention to each student's emotion. Healthy and progressive learning activities and a learning atmosphere of mutual respect are very conducive to the coordinated development of students' non-intellectual factors and intellectual factors, and to the formation of healthy personality. This shows the importance of paying attention to students' emotions in teaching. We should really pay attention to students' emotions. Give underachievers more sunshine, let them play their inherent potential, bathe in bright sunshine normally and have a sound personality.
Case description:
In a teaching process, I created such a scene: I chose the best and worst students in my class to have an oral contest. The two groups of topics are as follows: 1: 2, 5X32, 7, 8+6, 5+2, 2 15X(4-0, 5) 2: 65438+. Angry? Unfair competition: Of the two groups of questions, it is certainly easier to calculate the whole number orally-the course is as smooth as the design, but? Competition? The students' performance today still makes me uneasy: two? Excellent? The students all cried sadly and didn't express any opinions, but two of them? Poor students? The performance is almost the same, with a little pride in his eyes and no smile on his face. What do they reflect? Not surprised by honor or disgrace? I remember it very clearly. Isn't that what many great men are after? So when the students do their homework, I call immediately? Eugenics? , gave him a simple explanation. After class, I apologized to the students and said, I'm sorry, but the teacher only considers poor students when giving questions. He should help poor students, give them opportunities and build their confidence, regardless of your feelings. ? And focus on helping him analyze? Crying? I hope he will become stronger and calmer when he encounters difficulties. As for the poor student, I asked him why he was unhappy to win. I praised his progress and encouraged them to continue their efforts. At that time, I saw his happy smile
Case study:
One: Teaching should pay more attention to each student's emotions.
There is a passage in Interpretation of Mathematics Curriculum Standards: "As mathematics learning promotes students' all-round development, we should pay more attention to emotional factors in learning. In fact, healthy and energetic learning activities, independent thinking and cooperative communication learning methods, and confident and respectful learning atmosphere are all very conducive to the coordinated development of students' non-intellectual factors. " Therefore, it is very important to pay attention to students' emotions in teaching.
Zankov, an educator, said: "Once the teaching method touches students' emotional and will fields and their spiritual needs, it will play a highly effective role." As mathematics learning to promote students' all-round development, we should pay more attention to the emotional factors in learning, especially the feelings of "poor students". In fact, healthy and energetic learning activities, independent thinking and cooperative communication learning methods, and a learning atmosphere of self-confidence and mutual respect are very conducive to the coordinated development of students' non-intellectual factors and intellectual factors, and to the formation of healthy personality. The "poor students" class can best reflect the ultimate effect of learning mathematics. Therefore, it is very important to pay attention to students' emotions in teaching.
The purpose of setting the scene in this class is to arouse the mood of the whole class. Poor students pass faster than top students? Accident? Attract students' attention, stimulate students' interest in learning, actively think about finding the characteristics of the topic, and understand the essence of simple algorithms? Round up? . Educator zankov said? This teaching method will play an efficient role once it touches the students' emotional and will fields and their spiritual needs. ? For most students, the course design achieved the expected results, but when I saw? Eugenics? That crying expression, reflected by the poor students? Not surprised by honor or disgrace? At that time, I knew I had failed them. Obviously, this is not their spiritual needs. Mathematics learning to promote students' all-round development should pay more attention to the emotional factors of learning. In fact, healthy and energetic learning activities, independent thinking and cooperative communication learning methods, and confident and respectful learning atmosphere are very conducive to the coordinated development of students' non-intellectual factors and intellectual factors, and to the formation of healthy personality. ? This shows that it is very important to pay attention to students' emotions in teaching.
Two. Teaching should pay more attention to the encouragement of poor students and the frustration education of excellent students.
When answering the teacher's question, I can't forget the surprise that the "poor students" have been praised by the teacher for a long time. So what makes their eyes keep shining with that kind of excited expression? Over time, I found that this was just a compliment from the teacher. Why don't we give "poor students" more praise, more encouragement and more sunshine, so that they can not only be encouraged, but also be bathed in bright sunshine normally. With a sound personality, we should always pay attention to the emotions of "poor students". Education without emotion is education without life. When the teacher walks into the emotional world of the "poor students" with true feelings, feels their hearts with heart and wins their emotions with emotions, the "poor students" will repay you with enthusiasm, like you, accept what you teach and like math learning.
Put it another way: what students benefit the most is actually the teacher's? Care? . He became strong in the face of numerous setbacks and blows, and this quality will make him enjoy its fun all his life. Therefore, frustration education is an important lesson in life, and gifted students who are successful in their studies rarely suffer setbacks, so they will be in an informal competition. Lose? Cry after falling. Someone specially studied the biographies of 293 famous foreign writers and artists, and found that 127 of them suffered great setbacks in their lives. ? Since ancient times, heroes have had their sufferings, so I'm not handsome at all? Mencius pointed out that most successful people are made of suffering. The sky will fall to the people of Sri Lanka, so we must first suffer their hearts, their bones and muscles, starve their bodies and empty their bodies? All these show that frustration education is an indispensable nutrition for children's growth, as well as for eugenics.
Looking back at the previous teaching clips, the teacher apologized for his unconscious neglect of respecting the students' personality. However, psychological activities are obviously inclined to eugenics. In the family and school environment, eugenics? About? Preferential treatment? Grow up. It is characterized by fear of difficulties and poor psychological ability to bear setbacks. In fact, it is impossible for a child's life not to encounter setbacks. Teachers have the responsibility to let them have it early? Immune? Ability. Let them take their time in the face of difficulties and setbacks, and don't have nervous and negative emotional reactions. Being able to take your time in the face of setbacks cannot be achieved by preaching alone; Children must go through setbacks to surpass them. Therefore, teachers should also pay attention to the design of educational environment in education and teaching, and don't blindly create an educational environment for students to meet all their needs easily, let alone hinder them from properly accepting difficulties and setbacks. Education without emotion is education without life. In class, when the teacher walks into the students' emotional world with true feelings, feels their hearts with heart and wins their emotions with emotions, the students will repay you with enthusiasm, like you, accept the knowledge you have taught and like math learning.
This makes me understand that only when the emotion between teachers and students is ringing in the classroom will students actively participate in mathematics learning and achieve the purpose of effective learning. Attach importance to students, care about students and cultivate students? Kiss his teacher and believe in his way? , become stiff indoctrination for teachers and students to discuss together, so that the boring math classroom is full of emotion and vitality. If teachers talk blindly and students listen blindly, without emotional communication between teachers and students, the classroom atmosphere will be dull, students' emotions will be suppressed, their thinking will be idle and the learning effect will be poor. Therefore, teachers must combine teaching needs, carefully design teaching links and organize more. Fun? Activities should meet students' emotional needs and let them learn knowledge in a relaxed and happy atmosphere.