The ninth grade math teaching plan 1
First, the analysis of learning situation
This semester, I am a math teacher in Class _ _ of Grade 9. There are _ _ students in this class. There are few top students in mathematics, only three or two. Most of them have weak foundations, and students are slightly more active than other classes. But there are also many students who fail to make progress in their studies and can't keep up with their teachers. The students in this class have poor foundation, and some students have serious problems. In order to achieve ideal results in this semester, both teachers and students should try their best to check and fill in the gaps, give full play to the role of students as the main body of learning and teachers as the main body of teaching, pay attention to methods and cultivate their abilities.
Second, the teaching content
The contents of this semester include chapter 2 1 quadratic equation in one variable, chapter 22 this function, chapter 23 rotation, chapter 24 circle, and chapter 25 preliminary probability. There are three chapters in algebra and two chapters in geometry.
Third, the teaching objectives
The main teaching objectives of this semester:
(1) Adjust teaching progress, optimize learning methods and activate knowledge accumulation according to the learning situation.
(2) Forming a knowledge network to solve practical problems.
(3) Strengthen planned training and improve the ability to take exams.
(4) Pay attention to the special needs of students and do psychological counseling.
Specifically, we should educate students to master basic knowledge and skills, cultivate students' logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems, so that students can gradually form correct and reasonable operations and gradually learn to observe, analyze, synthesize, abstract and summarize. Can use induction and deduction, analogy for simple reasoning. Let students understand that mathematics comes from practice and in turn acts on practice. Improve students' interest in learning mathematics, and gradually cultivate students' good study habits and realistic attitude. Stubborn study perseverance and independent thinking, explore new ideas. Cultivate students' ability to apply mathematical knowledge to solve practical problems.
Knowledge and skill goal: master the concept, properties and calculation of quadratic function, solve quadratic equation of one variable, understand the basic properties of rotation, master the concept and properties of circle and its related, and understand the application of probability in life.
The goal of process method is to cultivate students' abilities of observation, inquiry and induction, develop students' rational reasoning ability, logical thinking ability and reasoning verification expression ability, and improve students' comprehensive application ability of knowledge.
Attitude and emotional goal: further feel the inseparable connection between mathematics and life, and at the same time educate students on dialectical materialist world outlook.
Fourth, the main measures to improve the quality of education
1, do a good job in teaching 6, study the new curriculum standards, learn new textbooks, listen carefully, correct homework, guide carefully, take unit tests seriously, and teach students to take study seriously.
2. Teachers who are interested in learning mathematics can stimulate students' interest in learning mathematics from all aspects and improve their enthusiasm for learning mathematics.
3. Guide students to actively participate in knowledge construction and create an efficient learning classroom with democracy, harmony, equality, autonomy, inquiry and cooperation. Let students learn quickly and have fun.
4. Guide students to actively summarize the law of solving problems and guide students to solve more than one problem. Improve students' ability to draw inferences from others and cultivate students' divergent thinking.
5. Further cultivate students' serious attitude and good habits in learning mathematics.
6, individual counseling, gifted students to improve their ability, lay a solid foundation knowledge, poor students, some key knowledge of counseling poor students, paving the way for the future development of poor students.
The ninth grade mathematics teaching plan II
This semester is the key period of junior high school study, and the teaching task is very heavy. To complete the teaching task, we must closely follow the syllabus, combine the teaching content with the actual situation of students, and grasp the key points and difficulties. At the same time, the ninth-grade graduating class always has a tight teaching time, heavy tasks and high requirements. How to improve the quality and effect of math general review is a problem that every graduating math teacher must solve. Let's analyze the situation in our class and make a review plan.
First, the analysis of learning situation
The students in this class are seriously polarized. Some students are not good at mathematics and have low enthusiasm for learning. Most of them are girls. Some boys' study habits are not very good and their parents don't pay enough attention to them, such as _ _. I'm worried that these students can't remember the basic knowledge clearly and master it well because they don't study hard enough.
Second, the analysis of teaching content
The content of this semester's textbook is only the chapter of projection and view, so the last chapter of the textbook is completed within one week, and then the overall content of junior high school is reviewed in a planned way. The teaching content of review can be roughly divided into algebra and geometry, among which the six sections in junior high school mathematics teaching are: real number and statistics, equation and function, solving right triangle, triangle, quadrilateral and circle.
Under the requirements of curriculum standards, cultivating students' innovative spirit and practical ability is the goal of current classroom teaching. In recent years, some novel topics have gradually appeared in the senior high school entrance examination papers, such as exploratory open questions, reading comprehension questions, and practical questions related to real life. These new questions also occupy a certain position in the senior high school entrance examination questions, and there is a trend of expanding year by year. If you want to get good grades in comprehensive questions, applied questions and open questions, you must have solid basic knowledge and knowledge transfer ability. Therefore, in the general review stage, we must firmly grasp the foundation and master some general methods in solving common problems.
The main problems in solving students' problems:
(1) The examination of the question is unclear and the meaning of the question cannot be understood correctly;
(2) When solving problems, drawing geometric figures by yourself will be impossible or biased, which will bring obstacles to solving problems;
(3) Lack of comprehensive application ability of the learned knowledge;
(4) Geometry is still a difficulty for some students, mainly due to their poor ability of geometric analysis and reasoning.
Third, the teaching plan measures
1, study the curriculum standards seriously, grasp the direction of the senior high school entrance examination, understand the relevant policies of the senior high school entrance examination, avoid detours and make fewer mistakes. At the same time, study the Notes of Senior High School Entrance Examination, see clearly the scope, study the grading standards and remember every grading point.
2. lay a solid foundation.
Pay attention to textbooks and review them systematically. Junior high school mathematics foundation includes basic knowledge and basic skills. At present, the senior high school entrance examination is still based on foundation. Some basic questions are the prototype or transformation of teaching materials, and the big questions behind are the extension, deformation or combination of teaching materials. When reviewing, textbooks should be the main topic. Especially after class, read and think. Some middle school questions are extended on this basis. Therefore, when you do the problem, you should pay attention to the induction and summary of the methods, so that you can draw inferences.
3, comprehensive use of knowledge, improve their various abilities.
The basic abilities of junior middle school mathematics include calculation ability, thinking ability, spatial imagination ability and the ability to reflect the relationship between mathematics and production and life-related disciplines.
(1) Comprehensive application of mathematical knowledge to improve problem-solving ability. Students are required to link all chapters of knowledge and apply them comprehensively to avoid analogy. At present, according to our own reality, we should review, check and fill gaps, sum up our knowledge and solve problems.
(2) Pay close attention to key contents and practice hot topics appropriately. In recent years, the equations, functions and linear types of junior high school mathematics have been the key contents of the senior high school entrance examination. Equation thought and function thought run through the examination paper. In addition, open questions, exploration questions, reading comprehension questions, scheme design, hands-on operation and other questions are also popular in the senior high school entrance examination, so we should pay attention to learning and training in this area to adapt to this kind of questions.
4. Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience;
At the same time, I often listen to students' good rationalization suggestions.
Ninth grade mathematics teaching plan 3
First, the teaching background:
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.
Second, the analysis of learning situation:
This semester, the grades in my class are relatively average. 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, the new curriculum requirements:
The third grade mathematics is implemented according to the mathematics curriculum standard of nine-year compulsory education, and its purpose is to make every student get the most suitable development in the learning process through mathematics teaching. Through the teaching of mathematics in grade three, students are educated to master basic knowledge and skills, and their logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems are cultivated, so that students can gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize, abstract and summarize. Can use induction and deduction, analogy for simple reasoning. Make students understand the origin and practice of mathematics, and then influence practice.
Improve the interest in learning mathematics, and gradually cultivate students' good study habits, realistic attitude, tenacious learning perseverance and new ideas of independent thinking and exploration. Cultivate students' ability to solve problems by using mathematical knowledge.
Fourth, the position and role of subject knowledge in the whole system this semester:
The four chapters of this book cover three areas of mathematics curriculum standards, namely, number and algebra, space and graphics, practice and comprehensive application. Among them, quadratic function and acute trigonometric function are the basic knowledge of basic elementary functions, which belong to the field of number and algebra. However, they are closely related to parabola and right triangle respectively, that is, these two chapters involve both quantitative relations and graphics, which can well reflect the mathematical thought and method of combining numbers with shapes. The content of "similarity" belongs to the field of "space and graphics", which takes similar triangles as the core and also includes the transformation of "similarity". At the end of this chapter, the induction and comprehensive application of four graphic transformations (translation, symmetry, rotation and similarity) learned in junior high school are arranged.
"Projection and view" also belongs to the field of "space and graphics", and this chapter is very applicable. It reflects the mutual transformation between plane graphics and three-dimensional graphics from two aspects: "painting from objects" and "thinking from pictures", which can play an important role in cultivating spatial imagination. For the content in the field of "Practice and Comprehensive Application", this textbook not only pays attention to arranging appropriate content in the texts and exercises of each chapter, but also adopts the arrangement of "subject learning" and "mathematical activities" to strengthen the embodiment of mathematical application. Chapter 29 of this book arranges a special study on "making three-dimensional models", and at the end of each chapter arranges 2 ~ 3 math activities, through which the requirements of "practice and comprehensive application" closely related to the contents of this book are implemented.
Five, four unit chapters:
quadratic function
This chapter mainly studies the concept, image and basic properties of quadratic function, looks at the quadratic equation of one variable from the perspective of quadratic function, and analyzes and solves simple practical problems with quadratic function. These contents are divided into three parts.
be similar
The main contents of this chapter include the concept and properties of similarity graph, similar triangles's judgment, similar triangles's application example and potential transformation. The congruence studied before is a special relationship between graphs, while the similarity studied in this chapter is a more general relationship between graphs than congruence. Congruence can be regarded as a special similarity (similarity ratio is 1), and understanding congruence is an important basis for learning similarity.
Trigonometric function of acute angle
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 and similarity in 18 chapter.
Projections and views
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.
Six, 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 assignment: the assignment reflects the effect of a class, how well the students master the knowledge, and carefully correct the assignment, so that the teacher 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.
Ninth grade mathematics teaching plan 4
First, the basic situation analysis:
Last year, students did well in the final exam, but the outstanding students were not wide and the top students were not top students. As far as students' mastery of knowledge is concerned, it is mixed. For gifted students, they can understand knowledge thoroughly, and the internal relationship between knowledge is clear. For poor students, some basic knowledge cannot be effectively mastered, and students still lack a lot of reasoning exercises. The thinking method and writing method of reasoning have some difficulties, and they are afraid of difficulties in geometry, and they have not learned the relevant knowledge thoroughly. In terms of learning ability, students' ability to actively acquire knowledge after class is poor. In order to reduce students' financial burden and academic burden, students are not encouraged to buy supplementary books, and their ability to independently expand their knowledge and learn from the depths has not been well cultivated. In the future teaching, cultivate students' ability to acquire knowledge actively after class. Students' logical reasoning, logical thinking ability and calculation ability need to be strengthened to improve their overall grades. They should supplement their extracurricular knowledge in time, expand their knowledge and improve their quality. As for learning attitude, some students can concentrate on listening and actively engage in learning in class. Most students are ambitious and impetuous in mathematics learning, and their learning attitudes and habits need to be cultivated. Students' study habits are not ideal, such as the habit of previewing and summarizing, the habit of studying in self-study classes, and actively correcting wrong habits (after exams and homework). Some students don't or don't pay enough attention to it and need the supervision of teachers to do it. Tao Xingzhi said: "Education is to cultivate habits", which is the focus of this teaching.
Second, the guiding ideology:
Through nine years of mathematics teaching, we can provide students with the basic knowledge and skills necessary for further study, further cultivate students' computing ability, thinking ability and spatial imagination ability, apply what they have learned to solve simple practical problems, educate students to master basic knowledge and skills, and cultivate students' logical thinking ability, computing ability, spatial concept and ability to solve simple practical problems, so that students can gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize, abstract and summarize. Can use induction and deduction, analogy for simple reasoning. Improve the interest in learning mathematics, and gradually cultivate students' good study habits and realistic attitude. Stubborn study perseverance and independent thinking and exploration of new ideas. Cultivate students' ability to solve problems by using mathematical knowledge.
Third, the teaching content.
This semester's teaching content * * * five chapters:
Chapter 22: quadratic radical; Chapter 23: One-variable quadratic equation; Chapter 24: Similarity of graphics;
Chapter 25: Solving Right Triangle; Chapter 26: Probability of Random Events.
Four, the focus and difficulty of teaching
Key points:
1, which requires students to master the basic requirements and methods of proof and learn to reason and demonstrate;
2. Explore the ideas and methods of proof and advocate the diversity of proof.
Difficulties:
1, guide students to explore, guess and prove, and realize the necessity of proof;
2. Infiltrate mathematical ideas such as induction, analogy and transformation in teaching.
Five, grasp the following links in the teaching process:
(1) Prepare lessons carefully. Carefully study the teaching materials and syllabus, clarify the teaching objectives, grasp the key points and difficulties, carefully design the teaching process, pay attention to the relationship and position of each chapter's content and knowledge before and after class, pay attention to after-class reflection, and design the details of teacher-student interaction in each class.
(2) Class lasts for 45 minutes. Strictly follow the teaching plan, carefully design every link of each class, strive to achieve the teaching objectives of each class, highlight key points, disperse difficulties, increase classroom capacity, organize all students to participate in classroom activities, and let every student actively participate in classroom activities, so that every student can start work, talk and think, and feedback information in time to improve classroom efficiency.
(3) feedback after class. 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.
Six, teaching measures:
1. Seriously study the new curriculum standards and master the teaching materials.
2. Prepare lessons carefully, and strive to fully grasp the students' dynamics.
3. Take every class seriously.
4. After-class tutoring for each class to check whether there are any omissions.
5. Actively communicate with other teachers, strengthen teaching reform and improve teaching level.
6. 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.
In addition to the above plans, I will also plan to train excellent students and treat claudication, 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, and gradually cultivate students' ability to solve practical problems by using book knowledge.
Ninth grade mathematics teaching plan 5
I. Guiding ideology
Adhere to the educational policy of the 18th National Congress of the Communist Party of China, and continue to carry out the new curriculum teaching reform based on the new curriculum standards of junior high school mathematics. Starting with improving students' scores in the senior high school entrance examination, we should pay attention to cultivating students' basic knowledge and skills and improve their ability to solve and answer questions. At the same time, through the classroom teaching this semester, the task of mathematics teaching in the first volume of the ninth grade is completed. According to the actual situation, it is planned to complete the new teaching content of the second volume of the ninth grade.
Second, the analysis of learning situation
Through the analysis of the final exam, it is found that there is a serious polarization among the students in this class. On the one hand, students with excellent grades have basically mastered the methods and skills of learning mathematics and have a strong interest in learning mathematics. On the other hand, due to various reasons, quite a few students are far behind in mathematics and have basically lost interest in learning mathematics.
Third, teaching material analysis
Chapter 21 One-variable Quadratic Equation (13 class hours)
This chapter mainly studies the unary quadratic equation and its related concepts, the solutions of the unary quadratic equation (collocation method, formula method and factorization method), and uses the unary quadratic equation analysis to solve practical problems. Among them, the basic idea and concrete solution of solving the quadratic equation of one variable are the key contents of this chapter.
Equation is an important mathematical thinking method in scientific research, and it is also the basis and tool for subsequent content learning. This chapter is the continuation and deepening of the knowledge of linear equation with one variable, and at the same time, it prepares for the learning of quadratic function. The teaching of mathematical modeling thought has been further infiltrated and consolidated in this chapter.
Chapter 22 Quadratic Function (12 class hours)
This chapter is an important part of the spiral development of function knowledge, after students learn proportional function and linear function. Quadratic function is an important mathematical model to describe the relationship between variables. It is not only one of the important methods used in other disciplines, but also a mathematical model of some univariate problems, such as seeking profit and area mentioned in this chapter. The image parabola of quadratic function is not only one of the most common curves, but also the parabola shape is widely used in buildings, such as parabolic arch bridges and parabolic tunnels. Like linear function and inverse proportional function, quadratic function is also a very basic elementary function. The study of quadratic function will lay a foundation and accumulate experience for students to further study the idea of function and experience function.
Chapter 23 Rotation (9 class hours)
This chapter mainly explores and understands the essence of rotation, and can make simple plane graphics after rotation as needed. This chapter focuses on the concept, nature and drawing of central symmetry. The difficulty of this chapter is to identify the central symmetric figure and make the rotation figure of simple plane figure as required.
By learning translation, plane rectangular coordinate system, axis symmetry, quadrilateral and other knowledge, students have initially accumulated some mathematical activities experience of graphic transformation. On this basis, this chapter allows students to observe, analyze, draw, appreciate and design simple patterns, and form the concept of graphic rotation, which will pave the way for continuing to study mathematics, especially geometry, including circles.
Chapter 24 Circles (16 class hours)
Understand the circle and related concepts, master the relationship between arc, chord and central angle, explore the position relationship between point and circle, straight line and circle, circle and circle, explore the relationship between central angle and central angle, the characteristics of diameter to central angle, the relationship between tangent point and radius, and the relationship between regular polygon and circle.
On the basis of studying the related properties of linear graphs, this chapter further discusses the related properties of a special curve & circle. Through the study of this chapter, students will continue to study mathematics in the future, especially gradually establish the mathematical thought of classified discussion and induction. The study of this chapter is the basic project of high school mathematics study, especially the study of conic curve.
Chapter 25 Preliminary Probability (12 class hours)
Understand the meaning of probability and its wide application in life. The focus of this chapter is to understand the meaning and application of probability and master the calculation method of probability. The difficulty of this chapter is to find the probability of random events by enumeration.
Teaching materials pay attention to learning and thinking from the source of knowledge and attach importance to the development process of knowledge. Asking questions from real situations and forming the intention to solve problems (primary ideas) will be strengthened or constantly revised in practical activities, enriching personal direct experience and becoming a support system for students to understand knowledge. The richer the background experience, the stronger the explanatory power of knowledge and the wider the scope of application, which is conducive to flexible application and extensive migration.
Fourth, teaching objectives.
Help students understand the role of mathematics in social development. Let every student get the most suitable development in the process of mathematics learning. Through the teaching of ninth grade mathematics, we can provide the basic knowledge and skills of mathematics necessary for participating in production practice and further study, further cultivate students' computing ability, thinking ability and spatial imagination ability, apply what they have learned to solve practical problems, and cultivate students' mathematical innovation consciousness, good personality quality, preliminary materialism and patriotism education.
Verb (abbreviation of verb) teaching measures
1, study the new curriculum standards carefully, study the new textbooks, arrange the teaching contents appropriately according to the new curriculum standards and textbooks, listen to the lectures carefully, correct the homework, give careful guidance and do the examination papers carefully.
2. Stimulate students' interest, introduce mathematicians and mathematical history to students, introduce corresponding interesting mathematical questions, and give thinking questions after class to stimulate students' interest.
3. Guide students to actively participate in the construction of knowledge and create independent, inquiry, cooperation, exchange and sharing classrooms.
4. It is one of the fundamental ways to improve students' quality, cultivate students' divergent thinking and maintain their thinking state to guide students to actively summarize the law of solving problems, guide students to solve multiple problems and cultivate their ability to see the essence through phenomena.
5. Cultivate students' good study habits. Tao Xingzhi said: Education is to cultivate habits, and habits help students to steadily improve their academic performance, develop students' non-intellectual factors, and make up for their intellectual deficiencies.
6. 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 with book knowledge, and attach importance to practical work. Guide the establishment of "extracurricular interest groups" and carry out colorful extracurricular activities to drive class students to learn mathematics and develop their specialties at the same time.
7. Implement hierarchical teaching and assign homework. The three grades of A, B and C are suitable for poor, medium and good students respectively. The problems in the classroom take good care of students at all levels and make them develop.
8. Implement supplementary work and provide individual counseling.
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