Reflections on High-quality Mathematics Courses in Primary Schools (1) Not long ago, the activity of evaluating high-quality mathematics courses in primary schools in Linshu County was held in our school. This is a rare learning opportunity. In just three days, in addition to attending classes as required, we have been listening carefully, with at least three classes a day. The classroom teaching styles of the participating teachers are different, but they are full of strong spirit of seeking knowledge and exploring ideas. The real, simple, solid and life-oriented mathematics classroom is a wonderful presentation of teachers' wisdom sparks, which has benefited me a lot and touched me a lot.
First of all, math is more interesting in class.
First, in the lead-in session, the situations designed by teachers have their own characteristics, some come straight to the point, some are intuitive and vivid, some are vivid and interesting, and some are cleverly laid out. The creation of each class situation makes us taste the unique taste of mathematics.
Second, pay attention to the expression of mathematical language, teachers' language is concise and concise, and at the same time pay attention to the cultivation of students' language expression ability, such as guiding and standardizing students' mathematical language when they report and express their views or summarize mathematical concepts.
Second, the learning style is more suitable for students.
In classroom teaching, teachers take students as the main body, organize students' learning activities, give students enough time and space, let students think independently, cooperate and communicate, and teachers pay attention to all students, so that we can truly appreciate the simplicity and solidity of mathematics classroom teaching. In addition, according to the cognitive level and age characteristics of middle and senior students, self-study should return to the classroom. Many teachers guide students to learn independently according to the teaching content, which not only cultivates students' autonomous learning ability, but also makes teaching easy, enjoyable and effective without complete lectures.
Third, group cooperation is effective.
In mathematics learning activities, the form of group cooperative learning is properly used. When discussion and communication are needed, teachers organize students at the same table or in groups to study together. The report shows the wonderful speeches of middle school students and the timely guidance and summary evaluation of teachers reflect the efficiency of this form.
Fourth, the use of multimedia is just right.
As we all know, the purpose of using courseware in math class is to save time on the one hand, and to show it to students intuitively on the other. Seeing the courseware carefully designed by teachers, the pictures, text typesetting and animation transformation of each link are not only of high production level, but also of good use effect, which really plays a role in assisting teaching.
Verb (abbreviation of verb) the direction of future efforts
1. Carefully design the teaching process.
In-depth study of teaching materials, understanding the requirements of curriculum standards, clarifying the teaching objectives and difficulties of a class, carefully designing the teaching of each link, reasonably allocating the teaching time of each link, and gradually cultivating students' self-learning ability according to the teaching content and students' reality, from introductory to inquiry activities, to consolidation exercises and standard tests.
2. Temper the teaching language and improve the teaching wit.
Class size is large, and there are great differences among students. In order to take care of the underachievers and improve the teaching quality, they often talk too much, and the language is not concise, so they can't guide and evaluate the students' performance well. In the future, we should learn from excellent teachers, adopt appropriate learning methods, cultivate students' cooperative learning and self-study ability, effectively organize students' inquiry activities, and have various evaluation methods.
In short, listening to high-quality classes is a shortcut for teachers to grow up. In this process, we can learn from the teachers, so as to find out our own shortcomings and gaps, and strive to improve our own level and improve teaching efficiency.
Reflections on the High-quality Mathematics Course in Primary Schools (2) The Competition of High-quality Mathematics Course was held in Qian 'an in May, and I was fortunate enough to participate in class activities. The day's activities left me with deep thoughts. These teachers' classes are wonderful, which can highlight students' dominant position in the teaching process, guide students to explore independently, and let students effectively change their learning methods through activities such as hands-on operation, independent thinking, group communication and demonstration. Let's talk about my own feelings in detail.
1, more rational in class.
The creation of situation is more mathematical, showing a style of pursuing simplicity and stressing practical results. Textbooks have been taken seriously, and textbooks have really replaced teaching textbooks. The textbooks of several high-quality courses I have listened to this time are basically the textbooks of Hebei Education Edition, so pay attention to creating situations by applying situation maps. Teachers who have heard before also use situational diagrams, but they don't really work, and they are often dragged down by situational diagrams.
For example, the xxx teacher in the third primary school in our county did not directly use the situational pictures of the age of the son and mother in the book, but compared the age with the students after introducing the game, resulting in two mathematical information, namely, the student is 8 years old and the teacher is 34 years old, so that students can ask questions according to these two information. Students' interest is high, and students feel the close connection between mathematics and life. The answers of the students in the class are also very open, which feels like a Chinese class. In this high-quality class, the teacher guides students to ask questions related to mathematics according to the information provided in the picture, which makes the class more practical.
2. Let Mathematics Return to Life
Mathematics comes from life practice, and mathematics teaching can not be separated from life practice. There is mathematics everywhere in life, and there are mathematical thoughts everywhere. The key is whether teachers are good at combining classroom teaching content with real life, collecting mathematical examples from life, refining mathematical knowledge in life and serving classroom teaching. For example, the lesson "Looking for the Law" starts with guessing what the next flower is, so that students can understand that the law is very important and can be seen everywhere in life. Then, in the practical activities of arranging the June 1st classroom, we should learn the rules and let mathematics return to students' lives, which not only stimulates students' interest, but also makes students feel that mathematics has a place in life.
Teachers are full of energy, confidence and kindness.
The teacher's mood directly affects the children's mood and the atmosphere of the whole classroom. These teachers have noticed this. Teachers, smiling, kindly call students "children", and always pay attention to students' emotions, praise them in time, and constantly encourage them to study happily.
Reflections on High-quality Math Courses in Primary Schools (III) This morning, our school organized teachers to give an open class in experimental primary schools, which made me deeply feel the life and art of classroom teaching in primary schools. Classroom teaching is a topic of "different people have different opinions", and everyone has their own unique views on the learning of teaching materials. Therefore, I want to share with you some superficial views on my personal lectures.
The situation created by these courses in the teaching process has a clear purpose and serves the teaching. For example, when Mr. Zhao was in the third grade, the content and form of his situation in the courseware were in line with the age characteristics of the third grade students. The whole teaching process closely revolves around the teaching objectives, which is very specific, innovative and enlightening.
What's more, in the process of students' active exploration, Mr. Zhao made students realize that mathematics came from life and applied it to life, which stimulated students' interest in learning, not only aroused their desire for learning, but also aroused their interest. So students can enjoy learning in a natural and pleasant atmosphere, which is the role of the situation. The creation of this situation is very suitable for junior students.
According to the characteristics of primary school students, Mr. Zhao creates interesting learning scenes for students to stimulate their interest in learning. She makes full use of the psychological characteristics of primary school students, such as curiosity, activism and thirst for knowledge, and closely combines the characteristics of mathematics to create a learning situation that makes students feel real, novel and interesting, arouses students' psychological doubts and creates students' mentality of "thinking but not getting it".
The ancients said: "Learning is expensive and doubtful, small doubts make small progress, and big doubts make great progress." Teacher Zhao puts forward questions, sets suspense, inspires them to think positively, stimulates students' thirst for knowledge, arouses their strong interest in exploration and pursuit, and urges students' cognitive emotion to change from potential state to active state, from spontaneous curiosity to strong thirst for knowledge, resulting in eager subjective exploration consciousness and realizing the synchronous development of teachers and students' psychology in classroom teaching. She reveals the new contradiction of knowledge, allowing students to think and solve problems with mathematical ideas, allowing students to think in doubt and learn knowledge through thinking.
In a word, Mr. Zhao pays attention to the reality of students' life, creates realistic life scenes for students, gives full play to students' main role, guides students to learn independently, cooperates and exchanges, and enables people to learn valuable mathematics. Different people get different development teaching models in mathematics, which embodies the teaching concept of the new curriculum.