Evaluation and analysis of mathematics teaching 1
Life Real life is the source of thinking, and there is mathematics everywhere in life, which is closely related to people's lives. In teaching activities, teachers should be good at discovering and exploring mathematical problems in life, combining appropriate life situations with teaching materials, promoting students to understand and master new knowledge, guiding students to apply what they have learned to real life, and cultivating students' preliminary practical skills.
First, explore the material of life and highlight the reality.
"Space and Graphics" is one of the four major areas of mathematics textbooks, and it is an indispensable part for students to learn mathematics. In the teaching of "Space and Graphics" in junior grades, the author effectively combines rich realistic prototypes with mathematical knowledge according to students' cognitive law: perception-representation-thinking, so as to enrich students' understanding of space and graphics, develop and cultivate students' thinking in images and spatial concepts. When teaching, I contact with the reality of life, use students' eyes to absorb interesting "space and graphics" materials in life, make full use of valuable life materials to supplement and reorganize the teaching materials, organize learning, and extract mathematical materials from familiar cases around me, so that they feel cordial, natural and interesting, and then stimulate their desire for learning. In the process of teaching axisymmetric graphics, I collected many beautiful pictures: small animals, flowers, objects in life, architectural modeling, digital cards, geometric graphics, Peking Opera masks and so on. When observing these graphic features, the students hold their own words, and then through the hands-on experiment of "folding in half", the students simply understand what symmetry is and what kind of graphics are axisymmetric, and feel the graphics in appreciation. For another example, when teaching "Understanding Corner", I first ask students to make friends with Triangle-shake hands, and then show pictures of schools, classrooms and student activities. Guide students to find the corner, and the corner of perception is around us. After that, I show the common things in life, let students find the corners, and let them talk about the corners they have seen in daily life as an example, so as to further deepen their knowledge.
The application of knowledge in life. In teaching, I combine textbook knowledge with solving mathematical problems in life, so that students can feel and experience the value of mathematical knowledge in solving problems, and feel that mathematics is in life and beside them.
Second, flexible handling of teaching materials to enhance interest
The textbook is a model, and only by using it flexibly can we achieve the expected teaching effect. In the teaching of "Space and Graphics", I "move" the static knowledge, create a dynamic teaching situation through experience activities and multimedia demonstrations, encourage students to think positively and imagine boldly, and then optimize the teaching effect. When teaching translation, rotation and symmetry, I first let students feel rotation and translation through their own experience, and then let them further understand the graphic position of simple graphics after horizontal and vertical translation through the demonstration of multimedia courseware. When teaching "length and perimeter of a square", I first demonstrate with animation that "a small ant climbs a tree leaf for a circle" and contact with the learning tools of length and square for a week, so that students can understand what a closed figure is and define the concept of perimeter, and then let them observe long square objects. According to their characteristics, the calculation methods of length perimeter and square perimeter are summarized and optimized. For another example, when studying the area of a long square, I use multimedia courseware to demonstrate, one is to save limited teaching time in class, the other is to intuitively guide students to learn calculation methods. The application of multimedia teaching makes the abstract and difficult knowledge in the field of "space and graphics" intuitive and vivid, which not only improves the interest in mathematics class, but also stimulates students' interest in learning.
Third, independent cooperation to explore and improve understanding
In the teaching of Space and Graphics, the proper use of cooperative communication to organize teaching can not only cultivate students' awareness of cooperative learning and improve their participation, but also provide them with a platform to explore problems independently and improve their understanding of abstract mathematical knowledge. When I was teaching Observing Objects in Senior Two, I started with the basic knowledge that students have mastered, from observing the same object from different positions to splicing objects with cubes of the same size. After students' cooperation in splicing, observation, transposition observation and exchange feedback, I made them understand that objects spliced with cubes of the same size stand in different positions and see different shapes. For example, when I was teaching squares and rectangles, I supplied many sticks to each study group, so that students could cooperate to choose the right sticks to spell out long squares. In the process of communication, discussion and operation, students found that only wooden sticks of equal length can be made into squares, while rectangles are the opposite. Wooden sticks of equal length have deepened their understanding of the characteristics of long and square. For example, in the teaching of understanding graphics, an important link is group cooperation, trying to find the graphics of objects and "changing" them on paper. Every student actively thinks and comes up with various methods, and they gradually learn to cooperate and communicate with others in every expression and listening.
Fourth, observe and compare, and guide commonness
It is an effective strategy to guide students to learn by comparison and find out in learning to help students understand mathematics knowledge and improve learning efficiency. For example, the teaching of the second volume of Graphic Assembly in Senior One requires students to put three-dimensional graphics together with cubes of the same size for display and evaluation. Students sum up from their own and others' presentations that two cubes of the same size can be combined into a cuboid, and four cubes of the same size can be combined into a big cube. For another example, in the teaching of the first volume of the second grade, "Determining Right Angles with Triangles", students found the judgment method after determining acute angles and obtuse angles. For another example, when learning the relationship between long, square and parallelogram, let students observe the graphics first, and then cooperate to communicate the relationship between the graphics. This kind of teaching can help students understand intuitively, stimulate their thinking, make them feel the joy of learning mathematics, understand the thinking method of mathematics and feel the power of mathematical reasoning. In the teaching of lower grades, I use the method that fits students' cognitive characteristics to guide, and pay attention to students' understanding of knowledge and its application in life. They develop their spatial imagination ability and gradually form their mathematical thinking ability in their study. 5. Enterprising hands and brains, highlighting practicality Teachers should promptly guide students to apply what they have learned to real life, so that they can realize the significance and value of what they have learned. For example, after learning the "Perimeter and Area of Plane Graphics", you can create situational activities: the school is going to design a garden in front of the teaching building at this moment, with 48 meters long railings. Please help me draw a design sketch and find out its area. Students are willing to help the school design a plan, and the school is a student.
Students will have a strong interest in learning in a familiar environment. Some are designed as rectangles, some as squares, and some as "days" ... Students devote themselves to drawing and calculating, mobilizing creative thinking and existing knowledge and experience to find the best answer to the question. Then the teacher asked the students to explain their design reasons, and then arranged groups to evaluate each other. Students naturally learned knowledge, but also deeply felt that mathematics and life exist together. In a word, life is the source of mathematics development. We math teachers should be good at discovering, capturing and using concrete and sensible examples in life to inspire and infect students, so that math knowledge can be closely linked with life and life problems can be mathematized and made real.
Evaluation and analysis of mathematics teaching II
1, the middle and high school textbooks span too much. Junior high school textbooks focus on the operation in real number sets, lacking strict definition or incomplete definition of concepts, such as the definition of functions, such as the definition of trigonometric functions; Many mathematical theorems are not strictly demonstrated or given in the form of axioms to avoid proof. For example, many properties of inequality are treated in this way; The slope of the textbook is gentle and intuitive, and each concept is equipped with enough examples and exercises. The first chapter of the textbook for senior one is the knowledge of modern algebra such as set and mapping, and then the problem of function (in the function, it is divided into quadratic function, exponential function and logarithmic function, with different properties and images). The proof of monotonicity of function is another difficulty, and vectors require high spatial imagination potential. There are many concepts and symbols in the teaching materials, which have strict definitions and high requirements for argumentation, so it is quite difficult for freshmen to learn. In addition, there are many materials, and the capacity of each class is much larger than that of junior high school mathematics. These are the objective reasons for the large-scale decline in mathematics scores in Grade One of Senior High School.
2. Freshmen in senior high school generally don't adapt to the teaching methods of senior high school math teachers. This semester, I had three discussions with students to understand the learning situation. Students generally reported that they could understand math class, but they could not do their homework. Many students said that they usually feel that they study very well, but their test scores just can't get up. With questions, I have listened to the classroom teaching of junior high school math teachers many times and found that junior high school teachers attach importance to intuitive and image teaching. After each example, the teacher should arrange corresponding exercises, and students have many opportunities to perform on the blackboard. In order to improve the qualified rate, many junior high school teachers classify the topics and ask students to memorize the methods and steps of solving problems. Key topics are repeated many times. And high school teachers emphasize mathematical thinking methods, extrapolate, and work hard on strict argumentation and reasoning. Teachers who come down from senior three may unconsciously teach according to the review requirements of senior three, so there is a huge gap between junior and senior high school teachers in teaching, and there is no transition process in the middle, so that freshmen in senior one generally cannot adapt to the teaching methods of senior high school teachers.
3. The learning methods of senior one students are not suitable for senior high school mathematics learning. Senior one students have formed fixed learning methods and habits in junior high school for three years. They listen attentively in class and try their best to finish the homework assigned by the teacher. But in class, I am satisfied with listening, have no habit of taking notes, and lack careful thinking; Don't think when you encounter problems, but expect the teacher to explain the whole problem-solving process; They don't arrange their time scientifically and lack the potential for self-study and reading. Some students think that they can relax their requirements after entering high school.
In view of the above problems, I think the following measures should be taken to improve the math scores of senior one in a large area:
1, senior one teachers should delve into junior high school syllabus and textbooks. High school teachers should listen to junior high school math classes and understand the teaching characteristics of junior high school teachers. At the beginning of the semester, we should know the students' knowledge level and their study habits through baseline tests and student forums. On the premise of finding out the three basics (junior high school knowledge system, junior high school teachers' teaching characteristics and students' situation), according to the teaching materials and syllabus of senior one, make a considerable teaching plan, determine the teaching methods to be adopted, and be targeted. At the same time, schools should also organize junior and senior high school teachers to discuss and exchange teaching methods.
2. Senior one should slow down the progress, reduce the difficulty and pay attention to the connection between teaching materials and methods. According to my practice, I think the class hours of the first chapter of senior one should be increased. We should strengthen the teaching of basic concepts and basic knowledge. Attention should be paid to image and intuition in teaching. For example, when talking about mapping, we can give an intuitive example of "the allocation method of 50 students to 50 single tables in a class" to create a ladder for attracting the concept of mapping. Due to the lack of strict proof potential of freshmen, a series of training can be carried out when proving monotonicity of functions, and imitation proof can be carried out at first. It should not be difficult to increase the number of times students practice on the blackboard in order to find and solve problems in time. Through the above methods, the difficulty of teaching materials can be reduced, students' understandability can be improved, students' learning confidence can be enhanced, and students can gradually adapt to the normal teaching of mathematics in senior high schools.
3, strict requirements, lay a good foundation. At the beginning of the first class, teachers should put forward specific and feasible requirements for the five major links of learning. Such as: standardization of homework, independent completion, correction of wrong questions and so on. Students' shortcomings in learning should be corrected within a time limit. Strict requirements are perseverance, which runs through the whole process of students' learning and becomes a habit of students. The density of exams should be increased. For example, the first chapter can be divided into three parts for teaching, and each part should be reviewed. If the pass rate of the exam is less than 70%, you should review the exam again and take a quiz five minutes before class regularly to supervise, check and consolidate the knowledge you have learned. Practice has proved that good teaching and strict requirements are the main links to improve teaching quality.
4. Guide students to improve their learning methods. Good study methods and habits are not only the need of high school study, but also the lifelong benefit of students. However, good learning methods and habits, on the one hand, need the guidance of teachers, on the other hand, also rely on teachers' importunities. Teachers should introduce the characteristics of high school mathematics to students, give special lectures on learning methods, and help students make study plans. There, the key is to have classes and arrange the time reasonably. When listening to a class, you should use your brain, pen and mouth to participate in the process of knowledge formation, not just to remember the conclusion. Teachers should recommend extracurricular tutoring books to students to expand their knowledge. Encourage students to comment on chapters, string knowledge into lines, and turn books from thick to thin and from thin to thick.
Evaluation and analysis of mathematics teaching III
Since the implementation of quality education today, the quality of our education and teaching has been obviously improved, but there are still more or less problems in the specific operation process, mainly in the following aspects.
First, the teaching objectives are unclear.
Defining the teaching objectives of the new curriculum to be taught is the most basic teaching skill and the most basic requirement for teachers. However, many teachers can't do this. Most teachers think that their teaching objectives are very clear, and what they want to say and teach their students will be clearly recorded and carefully implemented, thinking that this will do. As we all know, teachers' textbooks can not only teach students knowledge, but also teach students why and how to learn. We should not only teach students skills, but also teach them the methods of learning and the truth of being a man. Specifically, the teacher just teaches the teaching materials to the students, and keeps preaching in the classroom, which almost occupies most of the classroom time, and the students have no chance to play at all. In this process, teachers teach for the sake of teaching, write on the blackboard for the sake of writing, and attend classes for the sake of class, that is, not for the sake of students. After a class, we feel that the teacher is not helping the students to complete the learning task, but the students are helping the teacher to complete the teaching task. It can be seen that it is inaccurate not to study students' teaching objectives, and it is also incorrect not to formulate teaching objectives according to students. In the teaching process, teachers should take students as the center, take the classroom as the carrier, always think about students everywhere, and take the cultivation of students' quality and ability as the ultimate goal.
Second, the teaching method is incorrect.
Teachers' teaching methods refer to how teachers transfer knowledge to students in teaching activities. It shows that in the current classroom teaching process, teachers should study the problem of teaching, not how students learn. Teachers' classroom teaching needs to set up necessary teaching situations for students, which is the process of students absorbing and internalizing knowledge. However, at present, many teachers only emphasize the externalization of classroom teaching, ignoring students' understanding ability. Students' thinking ability and language expression ability are sometimes out of step, but they may not be able to say what they think; Obviously I can do it but I don't have to explain it, but the teacher has to spend a lot of time explaining it to the students; Students have mastered the ability to analyze problems and applied what they have learned to analyze practical problems in life. However, many teachers still have to spend their time on several abstract application problems for students to calculate. As a result, they dampened students' interest in learning mathematical knowledge, stifled their innovative consciousness and affected their learning of mathematical materials. The design of teachers' teaching process requires teachers to make reasonable teaching arrangements for teaching materials to make them beneficial to students' learning.
Therefore, teachers should study problems from the perspective of students, take students as the center, and set up teaching links around students, without too much research by students. But in fact, many teachers have not fully studied students' feelings, and students have been in a passive state in the process of learning and become teachers' teaching tools. For example, when teaching students to learn application problems, teachers often prepare the knowledge for students to solve application problems in advance, instead of letting students come up with solutions themselves. In this way, students' thinking will be limited to a fixed range, which is not conducive to learning and improvement. In addition, with the continuous development of science and technology, multimedia and other teaching software are introduced into teaching, which should add vitality and vitality to teachers' teaching. However, many teachers blindly pursue the so-called "novelty" and "fashion", use teaching equipment too much, even abuse it, and overemphasize the role of multimedia, thus reducing students' activity time, not only failing to play its due role, but affecting teachers' teaching. Then, what kind of method is a good teaching method to promote teachers' teaching? I think it can be studied from the following aspects: first, teachers should update their educational concepts and make clear the real educational goals. Ideas determine behavior. Today's world is an era of rapid economic development and knowledge explosion. All kinds of information emerge one after another, so we have no energy to learn all the knowledge, and it is impossible to learn all of it. In this situation, students must learn to adapt to the development rhythm of society and the times, teach students the correct learning methods, and teach students the survival concept of lifelong learning.
. As primary school math teachers, we should understand our tasks and responsibilities. In mathematics teaching, we should not only teach students some basic mathematics knowledge and skills, but also cultivate students' logical thinking ability and spatial consciousness. At the same time, it is necessary to cultivate students' interest in learning mathematics, establish lofty dreams and ambitions from an early age, and enhance students' confidence in learning mathematics. In this way, the teacher will not be angry because of the poor grades of the students; We will not design the classroom effect for the unilateral pursuit of formal perfection; There will be no "exam-oriented education" that unilaterally pursues the pass rate and enrollment rate.
In this way, our math class will be full of vitality and new youth. Secondly, teachers should improve their own quality and change outdated teaching methods. The quality of teachers directly determines the success or failure of curriculum reform. With the transformation from exam-oriented education to quality education, this aspect is becoming more and more prominent. When implementing the 100 scoring system, teachers' achievements can be evaluated by quantifying students' scores. With the emergence of hierarchy, this dynamic thing has become blurred. This requires teachers to look at their work with a better attitude and a higher level. For example, when the grading system was first implemented, teachers discussed the problem of grading students' application problems: if the answer to an application problem is right, but the answer is wrong, is it a pass? According to the truth, this of course counts, because it does not affect the evaluation of students' learning level. However, some teachers think that if this is the case, then simply tell students not to write answers, which will not affect their grades anyway. This little problem just reflects the new topic that the reform has brought us. We should treat today's reform with higher ideological quality and consciously put more time and energy into the cultivation of students' study habits, innovative skills, learning interests and thinking ability, which are not immediate.
In a word, only when math teachers really have high quality can the classroom become a place for students to learn and a cradle for their growth, and they can find their own methods in teaching, so that classroom teaching can really achieve practical results.
Evaluation and analysis of mathematics teaching 4
This semester, due to work needs, I took over the math of Grade One, which is a challenge for me. A month has passed, during which I have been discouraged, but I have more courage to move forward. In order to work better in the future, I now make an evaluation of my previous work.
First, do better.
1, unlimited textbooks, flexible use of textbooks, and appropriate reorganization of textbooks according to the actual situation of students. 2. Believe in students, because freshmen have unlimited creative potential. As long as students are given enough time and space to think, their creative potential is infinite. 3. Make full use of students' life experience for teaching.
Second, lack and confusion.
1. Although I have participated in training and read more books on curriculum reform, I know how to do it in theory, but it often changes in practice. Although open-minded, and bold to try new teaching methods, but the classroom organization is a bit weak, the order is not very good, students say one thing and do another, even the best teaching design can not be implemented. 2, many classes need to prepare a lot of materials, but you can't prepare one by one in class. 3. The application of modern educational technology in teaching is not enough. Although the school facilities are good in all aspects, they can't make full use of themselves. 4. It is a headache for teachers that first-year students have different starting points (this is more serious in our school, and migrant workers have more children). In teaching, it often happens that good students "don't have enough to eat" and poor students "can't hold on". How to teach children at different levels in accordance with their aptitude?
Third, some ideas.
1. The concept of self-education needs to be constantly updated and the teaching level needs to be further improved. For example, some students stand up and want to answer questions that students don't understand, but we just won't let them, so we have to pick one student to speak. Another example is that the formula listed by students is correct, but it is not affirmed because it is unconventional. All these show that my teaching philosophy can't keep up with the development needs of students and needs further study and improvement.
2. It is necessary to increase publicity and change other people's ideas, but parents may not understand the teacher's practice. Some parents think that children's quality is so poor now, and their calculations are not as skilled as before. These are all responses to the requirements of curriculum reform.
Evaluation and analysis of mathematics teaching 5 pages
The life of primary school mathematics is based on classroom teaching. The new curriculum standard likes to advocate the life of primary school mathematics, which is put forward in view of the serious disconnection between teaching materials and real life in traditional mathematics teaching, but it does not deny the traditional teaching methods. Life-oriented teaching of mathematics in primary schools is conducive to stimulating students' interest in learning, improving students' initiative in learning, cultivating students' creativity, improving students' mathematical literacy and practical ability, and improving the effectiveness of mathematics teaching. Mathematics makes teaching live, which accords with students' cognitive situation and psychological characteristics. Starting from the reality of students' life and connecting with their existing life experience, students' learning efficiency will be higher. Based on the author's own teaching experience, this paper probes into the life-oriented mathematics teaching in primary schools. Mathematics teaching originates from real life, and the improvement of life production provides the demand for the development of mathematics teaching. Mathematics and real life are closely linked and inseparable. Life-oriented mathematics teaching is not only to apply mathematical knowledge to solve practical problems, but also to guide students to form scientific mathematical ideas and methods. In people's daily life, mathematical knowledge is everywhere, and people need to apply mathematical knowledge in daily consumption, bank interest settlement, delivery and management of property fees. Therefore, the mathematics curriculum standard under the new curriculum standard puts forward that primary school mathematics teaching should effectively connect with students' real life, create effective life situations for students' learning, guide students to acquire necessary mathematics knowledge, form scientific mathematics methods and improve their practical ability to solve problems.
First, the necessity of life-oriented primary school mathematics teaching
1. Requirements for students' learning status. Mathematics learning is of great value and significance to students' all-round development, but students are not interested in mathematics learning, and theory and practice are out of touch. They will not apply mathematics knowledge to real life and apply what they have learned. This has an inevitable relationship with the disadvantages of traditional mathematics teaching. In the traditional teaching activities, students mainly listen and memorize mechanically in the classroom, and the learning space is limited to the classroom. Students rely heavily on teachers, lack the initiative and innovation of exploration, and their practical skills cannot be effectively improved. Therefore, it is necessary to improve the life-oriented mathematics teaching in primary schools.
2. Requirements for new textbooks. In the current field of education, the life of primary school mathematics has been highly valued by educators. In the process of compiling primary school mathematics textbooks, more attention is paid to the connection between textbooks and real life. However, there are still many problems in the actual compilation process, such as the lack of close contact with real life materials, the lack of innovation in life themes, and the disconnection between life and the requirements of the times. Therefore, it is necessary to constantly innovate teaching materials and fully enrich their contents.
3. The necessity of improving classroom teaching effect. At present, the traditional teaching mode is still adopted in primary school mathematics teaching, which pays attention to logical reasoning and ignores the extension of knowledge and the introduction of background. In classroom teaching, it is still "a blackboard, a pen and a mouth to the end". This traditional teaching mode is still rooted in classroom teaching. The two magic weapons of teachers in the teaching process are spoon-feeding teaching and sea tactics. Students have no time and space for self-thinking, lose interest in mathematics teaching, become more and more interested in mathematics teaching, and even get tired of learning. Therefore, to improve the effectiveness of mathematics teaching, we must strengthen the connection between mathematics and real life.
Second, the implementation of life-oriented mathematics teaching needs attention.
1. Be careful not to pursue the prototype of life too much. The close combination of primary school mathematics teaching and real life is a concern in current education. Therefore, some teachers believe that all textbooks of primary school mathematics teaching should be linked with real life, otherwise it will not be a successful teaching. Some teachers implement life-oriented teaching in order to prove their self-understanding of new teaching concepts and implement new teaching schemes. However, it should be noted that life needs to be linked to learning materials, rather than a tough and infinite life, putting unnecessary life on the coat of life. We can often see that in daily teaching, some teachers try their best to design innovative teaching situations, some may have scientific basis, and some may make things up, which is easy to mislead students. It should be noted that teachers should not have the wrong idea that they can find prototypes in real life without mathematical knowledge. Some teachers think that life serves mathematics, but the development of mathematics actually serves people's production and life. Not all textbooks are suitable for life, so it is not necessary for teachers to create corresponding life situations in every class, and there is no excuse. According to the actual teaching situation, combined with the actual teaching materials, it is helpful for students to find, analyze and solve problems, improve practical skills of hands-on operation, and improve innovative consciousness and innovative thinking.
2. The relationship between mathematics and life is more formal. In actual teaching, many teachers seem to be living, but in fact they simply add knowledge and life together, which is of little value to mathematics teaching and improving students' comprehensive quality. If the teacher explains that "you can definitely touch the red ball", what the teacher often does is to let the students touch the ball and feel the possibility of touching balls of different colors. This is the superficial level of life. In education and teaching, we should first understand students' knowledge background, transfer students' knowledge base and life experience, guide students to actively participate in teaching practice, solve practical problems with their own real life experience, and feel the practical application value of mathematics. In teaching, linking knowledge with real life can easily stimulate students' curiosity and thirst for knowledge and promote the development of students' comprehensive skills. For another example, when learning which method is more cost-effective, teachers can create such a life situation. In order to attract customers better, a supermarket has set up a turntable that can rotate freely. Customers who spend a lot of money in 200 yuan can have a chance to turn over. When they stay in different areas of red, blue and yellow, they can get different shopping vouchers, but there are no shopping vouchers in other areas. If customers are not interested in transferring, they can directly take the shopping vouchers from 20 yuan. Teachers want students to die, how to design is more cost-effective for customers. This design is closely related to real life, which is conducive to students' enterprising and serious thinking, developing primary school students' thinking and improving their learning.
Students have the ability to solve practical problems. In short, the life-oriented teaching of primary school mathematics plays an important role, and primary school mathematics teachers should constantly think and explore to improve the effectiveness of mathematics education and teaching.
Five articles about the evaluation and analysis of mathematics teaching;
★ Personal five-point evaluation of teaching work
★ Five Self-evaluations of Primary School Mathematics Teachers
★ Analysis and summary of teaching quality 5 selected articles
★ Model essay on evaluation and analysis of teachers' teaching effect
★ Five evaluations of teachers' professional learning
★ Five Teaching Comprehensions of Junior Middle School Mathematics Teachers
★ Model essay on evaluation and analysis of teachers' teaching effect (2)
★ Selected five cases of primary school mathematics teachers' teaching experience
★ Five Comments on Teachers' Annual Assessment
★ Five Personal Summaries of Teaching Evaluation in 2020