Summary of the experience of open mathematics class-I participated in school-level teaching and research activities and listened to the open class of three mathematics teachers, which was deeply touched and benefited a lot. In view of these three classes, I will talk about my feelings:
First, pay attention to the creation of problem situations.
The art of teaching is not imparting, but enlightening and awakening, so teachers should use the life materials that students are very familiar with to arouse their mathematical thinking. Compromise in class, teachers start with shopping in the world shopping malls that students are interested in, stimulate students' interest and curiosity in learning, and let students truly feel that mathematics knowledge comes from life, and mathematics problems are everywhere in life. This not only stimulates students' interest in learning, but also lays an emotional foundation for the following mathematics teaching.
Second, pay attention to students' independent exploration.
The new curriculum standard emphasizes that teachers should let students? Study? Become? Can you learn? Change? Want me to learn? For what? I want to learn? . Teachers become helpers, collaborators and guides of students' learning in the teaching process. In every teaching link, the teacher only makes appropriate explanations, but can't do all the questions and answers. Create a free and harmonious learning atmosphere, give students the initiative to learn, guide them to learn to learn, let them think positively and try boldly, improve their learning ability in active exploration, master learning methods, get success and experience the joy of success.
Third, teachers' incentives are in place.
The three teachers constantly praised and encouraged the students. Like what? You speak very well. You're great. You're amazing. Wait a minute. These seemingly insignificant evaluation languages can arouse a lot of emotional waves in students' hearts. It has also played a very positive role in improving the overall teaching effect.
Fourth, cooperation and communication should be combined with hands-on practice.
The three teachers can make students think independently and communicate with their peers to varying degrees, giving students enough time and space for hands-on, observation, communication and cooperation, so that students can acquire knowledge and experience the formation process of knowledge in specific operational activities. For example, in the lesson of "knowing a part", the cooperation of students and teachers is discounted, and one half, one quarter and one eighth are known; In the possibility lesson, the teacher asked the students to understand the possibility of events and the fairness of the rules of the game in the activities of tossing coins and turning the turntable.
6. Practical design is hierarchical.
Exercise design attaches importance to promoting the continuous development of students' mathematical thinking. For example, in the lesson of "discount", the teacher first makes the students understand that a few discounts are tens of percent, and a few discounts are sold at dozens of percent of the original price; Then design the known original price and discount to find out the current price; Then design the problem of knowing the current price and discount, seeking the original price and knowing the original price and current price, seeking the discount; Finally, show the known original price and discount and find out how much the current price is cheaper than the original price. The whole teaching design is interlocking and deepening step by step, and every problem is solved in a down-to-earth manner.
In short, this school-level teaching and research activity has made me gain a lot and feel deeply that I have a lot to learn. In the future work, I will strengthen my study, explore and summarize in practice, and strive to make progress.
Summary of the Experience of Mathematics Open Class On the 2nd of xx, I had the honor to attend lectures and study activities in senior middle schools under my jurisdiction organized by pulandian city Education Commission. What is the theme of this lesson? Discussion based on problem-based teaching? I have learned a lot, and I deeply feel that as a new teacher, there are still many shortcomings and problems that need to be further improved in my future work, and I am deeply moved by your arrival. Now I will report my lecture activities and experiences as follows:
I listened to 102 middle school, No.2 middle school, Xinjian high school, 1 middle school, No.38 middle school, and Gulf high school's math class and their respective performance classes. It can be seen that every teacher's solid basic skills are fluent in class. His kind and generous teaching attitude and flexible wit have narrowed the distance between students and teachers, and it is easy for students to feel intimate and become better under the guidance of teachers.
Teaching design is a process in which teachers systematically plan teaching activities according to the teaching rules in order to achieve the expected teaching goals. From the classroom teaching, we can feel that the preparation of teachers is quite sufficient, not only preparing textbooks, but also preparing students, which embodies the concept that people-oriented student development depends on textbooks. Basic concepts and techniques have also been carefully designed.
The teaching process is meticulous. Judging from the teaching process of teachers, it is carefully prepared. From the introduction of new lessons to the summary of homework after class, every sentence is very refined and every question is set just right. The blackboard writing also fully embodies the structural system of mathematical knowledge. Be able to design all aspects of teaching according to students' knowledge level and cognitive ability, handle the deep difficulties of knowledge, highlight key points and break through difficulties.
The first class was taught by 102 senior three student Chen Weiju. In teaching, the teacher didn't have too many flowery words, but the approachable teaching attitude eliminated the inconvenience caused by many students, and discussed the problems thrown by the teacher freely and actively. Then students and teachers give different ideas to solve problems together, which is very applicable. In this class, the teacher is more inclined to think.
The second class is attended by Mr. Li Jun in No.2 Middle School. It can be seen that teacher Li's tutoring case is carefully designed and organized. By designing seven small questions for a question, students' thinking is very active. They can follow the teacher's steps, and they will also put forward their own ideas and variant questions. It can be seen that students have really become the main body of learning and achieved good results.
In the third class, I listened to Huang Ying's math class. In class, the teacher first reviewed and consolidated the homework of the last class, and constantly pointed out the problems in the students' homework, which prompted the rest of the students well. Considering the moderate difficulty of knowledge in the new course processing, it is undoubtedly a successful teaching case to let students participate in teaching and let capable students teach, which not only enlivens the classroom, but also benefits both teachers and students.
The fourth class is a math class taught by Liu Ying, a senior three student in 1. In class, the teacher talks about practice and the students discuss it, which is very active.
Lesson 5 "Image of Sinusoidal Function" in Senior One, No.38 Middle School. First, by asking questions, according to the problems set in the course, check the students' mastery of the images and exercises of the basic elementary functions they have learned, and lead to the practice of how to make sine function images. Secondly, teachers and students * * * complete the function images of ysinx, x [0 0,2], ysinx and xR with the help of sine lines, and teachers and students * * * come to the same conclusion? Five-point painting . Finally, the exercises of images such as ysin(x) and ysinx were completed from the shallow to the deep, which fully reflected the implementation of classroom reform in No.38 Middle School. Two, four, three? Mode.
The last lesson is the application of sine and cosine functions in Bei High School. This course is mainly to set the problem zero and the range of values in the tutorial. Four students act out each question and discuss the questions in groups with the teacher's comments. It fully embodies the teaching concept of efficient classroom.
In short, when I went out to study in class this time, I found many shortcomings while enjoying the excitement of others. In the future teaching, I must be strict with myself, seriously reflect after class, insist on writing a good teaching postscript, constantly improve my cultural background and professional level, and become a thoughtful and distinctive research-oriented teacher that satisfies students, parents and myself.
One morning in March, I was lucky enough to observe the activities of the open day of primary school mathematics, which made me deeply feel the life and art of primary school mathematics classroom teaching.
The first lesson is _ teacher's understanding of negative numbers. This class is the first class of the sixth grade next semester. _ The teacher smiled and listened to the class like a spring breeze person. I especially noticed that he only used two PPT in the whole class. More importantly, he returned the class to the students and asked them to express the meaning of each negative number in turn. What do these negative numbers mean? Draw a negative number in their own way and describe it.
The second class is still the sixth grade content "the meaning of proportion"
This class is given by a primary school teacher. At the beginning of class, _ teacher showed photos of her trip, which aroused students' interest and began to help the teacher analyze why other photos looked awkward. So as to draw the proportion, and then guide students to calculate the proportion of these photos.
Next is the teacher from _ Xiao _. At first, her voice was crisp and pleasant, and it was very nice. This lesson is about a new topic "unfolding and folding". Although there is no content of this lesson in the math textbook, I think this lesson is very interesting and beneficial. I not only learned a lot of knowledge and rules of the Rubik's Cube, but also opened another new idea and concept for me, which made me have a new thinking about math class.
New ideas, new feelings and new thinking can really be described as: classroom teaching is a kind of? Different people have different opinions, and wise people have different opinions? The vast stage allows every family to show their elegance. At the same time, it is also a good opportunity to learn from each other, learn from each other's strengths and constantly improve themselves. So I can only share with you some superficial views of my personal lectures. In a word, students should try to solve some simple problems in mathematics teaching through their own words, hands and brains. Teachers should encourage students to try actively and explore problems actively. Discussion style? 、? Cooperation? And other teaching models, so that every student has the opportunity to participate in thinking and express their opinions, so that every student can become the master of mathematics learning.
?