Unconsciously, a happy and interesting activity came to an end. I believe everyone has accumulated a lot of experience. If you have such an opportunity, you should record it well. You can't write a summary of activities carelessly. The following is a summary of the activities of the open math class (generally 5 articles) I collected for you. Welcome everyone to learn from and refer to. I hope it helps you.
Summary of Open Mathematics Class 1 In order to improve the education and teaching level of our school, implement quality education in an all-round way and improve the overall quality of teachers, according to the actual situation of our school and under the leadership of the Academic Affairs Office, the open mathematics class of our school kicked off on 10, 13 and ended successfully on12.
***2 1 person participated in this activity (teachers under 40 years old), with, Xiao, Min and Ye Qin as judges, and organized all teachers to evaluate the class. The whole activity was arranged in an orderly way. During the activity, all the teachers attached great importance to it, actively participated in it, united and cooperated, and made careful preparations, which provided a platform for all the teachers to show, communicate and learn. All teachers in the same subject and some teachers in other subjects attended the class and commented on the advantages and disadvantages of each class on the spot, which benefited both the lecturer and the listener. All the courses reflect the new concept of mathematics curriculum standards to varying degrees. The teaching situation of teachers is summarized as follows:
1, the teaching objectives are accurately positioned and meet the requirements of the new curriculum standard. Pay attention to reflecting knowledge and skills, mathematical thinking, problem solving and emotional attitude in the whole teaching process. It truly embodies the teaching principle of taking teachers as the leading factor and students as the main body.
2, can deeply understand the mathematics curriculum standards, carefully study the teaching materials, can handle the teaching materials with a brand-new teaching concept and can use the teaching materials creatively.
3. Classroom teaching fully mobilizes students' learning enthusiasm, creates a relaxed learning atmosphere, provides students with active learning methods, and pays attention to letting students experience the process of knowledge formation in independent exploration, cooperation and communication, and hands-on practice. The classroom atmosphere is strong. For example, in the teaching of "the area of a circle", Mr. Song Fang used the existing knowledge to pave the way, and used the idea of transformation to let students discover the connection between the circle before and after cutting and spelling through observation and communication, so as to deduce the area of the circle by themselves, so that students can experience the process of knowledge formation in hands-on practice and arouse their initiative in learning.
4. Being able to introduce life knowledge into mathematics teaching and make mathematics learning lively and interesting. "Mathematics Curriculum Standard" points out: Mathematics curriculum "should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing starting from students' life experience and attaching importance to students' personal knowledge and direct experience as important resources for mathematics teaching. "Teachers' teaching comes not only from textbooks, but also from textbooks. The emotions and personalities of teachers and students are integrated into it, and real life enters the classroom. Students seek knowledge in interaction and explore in activities, which can not only master knowledge easily, but also cultivate their ability imperceptibly. For example, in the teaching of "using letters to represent numbers", Mr. Li Jingjing takes English alphabet songs that students are familiar with as the starting point to guide students to observe the common license plate numbers and playing cards in life, understand that letters can be used to represent a specific number in a region or life, and bring real life knowledge into the classroom, so that students can easily master knowledge.
5. Pay attention to the cultivation of preview habits and hands-on operation ability. Mathematics curriculum standard points out that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Mathematics learning has become a process in which students' subjectivity, initiative and independence are constantly generated, publicized, developed and promoted. Guide students to actively participate in classroom teaching, reflect the main role of students, and make students willing to explore, actively think, question, communicate and cooperate, and actively acquire knowledge. For example, in the "vertical and parallel" teaching, Teacher Chen Xin organizes students to operate, observes different forms of free fall of sticks, communicates, reports and classifies them, and presents abstract mathematical knowledge to students intuitively, so that students are willing to explore and learn. Giving students opportunities for cooperation, communication, practice and independent exploration in the classroom fully embodies the students' sense of ownership in learning and gives full play to their main role.
6, for all students, hierarchical teaching, reflect the differences, teaching students in accordance with their aptitude, so that every student has a harvest, have improved. For example, in the teaching of observing objects, Mr. Liu World Expo guides students to observe objects from different angles through group cooperative learning, and finds that the observed plane shapes are different, which fully trains students' oral expression ability, so that students at all levels gain something, students are eager for knowledge and the classroom atmosphere is active.
7. The roles of teachers and students in the classroom have changed. Students are the masters of the classroom, and teachers are only the organizers, commanders and participants of teaching activities. Xiang Xiaohong organizes students to observe the theme scene diagram when teaching Fan Statistical Diagram, and naturally leads to new teaching content by using the existing statistical knowledge and percentage related knowledge, guiding students to master new knowledge with old knowledge, and naturally summarizes the characteristics of Fan Statistical Diagram. Students acquire knowledge independently in an equal, harmonious and relaxed atmosphere, and unconsciously enhance their sense of success and self-confidence, and cultivate their selectivity, autonomy, initiative and creativity.
8. Giving full play to the advantages of information technology and carefully designing and making practical courseware will help to break through the key and difficult points of teaching materials, increase the capacity of classroom practice and improve the efficiency of classroom teaching. Provide a colorful learning environment for students' learning and development.
While summing up the highlights, we should also see many shortcomings. The following problems cannot be ignored in teaching:
1, practice design should be appropriate to avoid going through the motions.
2. Exercise design should be structured as far as possible, and efforts should be made to implement hierarchical teaching. Practice should be graded and graded to meet the needs of students at different levels.
3. In classroom teaching, teachers must stimulate interaction with passion. Without passion and interaction, the classroom can only be a stagnant pool. As a teacher, class should be the most exciting time, and open classes should be more passionate than usual. This kind of excitement and passion will be passed on to students. Only in the passion can the thinking of teachers and students spark in generate, and the classroom can become a pleasant place to listen and feel.
Education is indispensable in teaching. In a sense, the main purpose of teaching is to educate, acquire some knowledge necessary for students' lifelong development, and lay a good foundation for lifelong learning. In the process of teaching, we should seize every opportunity to educate students.
5. Rational use of courseware. Because of its subject characteristics, mathematics can't rely entirely on teaching courseware. We should reasonably combine courseware with blackboard writing, give full play to the advantages of courseware, expand classroom capacity, and make mathematics classroom lively. At the same time, we should also pay attention to blackboard writing teaching, so that students can understand knowledge deeply and firmly. In particular, the important knowledge points of this lesson should be written on the blackboard, not put down by courseware, so that the water will get wet and will not play any role.
Some suggestions for future teaching;
1. Pay attention to students' main role. Ask questions to give students the necessary time to think, and set questions scientifically. We advocate simplifying complex problems, concretizing abstract problems, and giving necessary inspiration when students' thinking is blocked. In the process of teaching, we find that students' main role is not fully exerted in some classes, class time is limited, teachers talk more, and natural students move less. Some teachers may be worried that they can't finish the teaching task, and they are anxious for students to tell the correct answers quickly, so they have too little time to think after asking questions, and even they are busy telling the answers themselves; Some teachers can't trust students. After asking questions, I am always afraid that students can't think of their own "correct answers" and keep explaining them. As a result, students' thinking is disrupted, which is not worth the candle.
2. Comments on students should be in place after answering questions. It is right to encourage more, but encouragement should be used appropriately and be conducive to inspiring, encouraging and urging other students. For students who can't answer or answer incorrectly, if they still can't answer after being inspired, we should not only encourage them not to be discouraged, but also tell them the existing problems and the ways to correct them. In the process of teaching, some teachers have improper comments on students. For students who have answered well, they are jubilant and give enthusiastic encouragement and praise; When students are caught up in answering questions, they lack the necessary inspiration and guidance. Students who don't answer well are basically simplified, so let them sit down and do things well, lacking motivation and spur.
3. Pay attention to details in preparing lessons, and improve the adaptability. We believe that on the one hand, we should fully prepare lessons, foresee possible problems in class and make good preparations. On the other hand, we should improve our adaptability, which can only come from rich knowledge and skillful classroom control, and all this can only come from our awareness of continuous learning and lifelong learning.
4. The teaching language and blackboard writing design should be reasonable and standardized.
Summary of Mathematics Open Class Activities 2 After nearly half a month's busy work, our fourth and fifth grade mathematics office held a lecture last week according to the arrangement of the school's academic affairs office. Although everyone is busy and tired, everyone doesn't want to miss every wonderful open class. Last Thursday, we listened to Guo's first math class in Class 5 (4), and then our group listened to Li's second math class in Class 5 (2). Teacher Guo and Miss Li talk about the same lesson "Parity of Numbers", and their lessons are different. I learned a lot from these two teachers.
Their characteristic is that they are humorous when giving lectures, and they can instantly capture students' hearts, so that students can think and do according to the teacher's teaching design in the whole class, without spending too much time organizing classroom discipline after the whole class; Another * * * feature of them is that they are as cool as a cucumber when giving lectures. Although the principal was attending the class in the back, Mr. Guo talked and laughed freely, which is very valuable for teachers who have just graduated for two or three years. The third similarity of their lectures is that they are very close to students' lives. The knowledge points of this lesson are all analyzed, summarized and summarized by students through specific cases in life, and there is no direct boring conclusion for students. At the end of this class, they all used lottery to consolidate the content and knowledge points of this class, but the lottery methods and rules they adopted were completely different. Teacher Guo designed the lottery rules: put cards with different numbers in two boxes, each student draws a card from each box, and then ask the students to calculate the sum of the two numbers on the card, and then get the prize according to the parity of the sum of the two numbers. Teacher Li once asked students to draw two different numbers from two envelopes and find gifts on ordinary paper according to the sum of these two numbers. When designing the prize rules, Teacher Li specially designed a trap for students, that is, when the sum of two numbers is odd, there is no prize. When the third group of students drew numbers, some students found this trap, and let the students get the parity law of numbers from the trap, which deepened their understanding and understanding.
For teachers who have just graduated for two or three years, it is really valuable to have such rich, humorous and passionate classes. I believe that in the near future, among the math teachers in Juyuan Road Primary School, two new stars will rise in Ran Ran, Ran Ran.
Summary of Open Mathematics Class Activities 3 This semester, 6 teachers from the Mathematics Group * * */KLOC-0 participated in the school mathematics class, which was carried out in an orderly manner under the arrangement of the school. During the activity, all teachers attached great importance to it, actively participated in it, studied hard and cooperated with each other, which provided a platform for the whole school's mathematics teachers to show, communicate and learn. Teachers of each teaching and research group participate in class activities and organize class evaluation activities in time. After the teachers' self-evaluation, each grade group made a comprehensive and objective evaluation of the advantages and disadvantages of each class, and put forward valuable opinions, from which both the lecturers and the listeners gained great gains. Now, this semester's math open class is summarized as follows:
1. Teachers truly reflect the requirements of the new curriculum standards in the classroom, use a variety of teaching means and teaching methods, effectively grasp all aspects of education and teaching, and fully combine the leading role of teachers with the main role of students. Many teachers have developed their own characteristics, which have benefited teachers and students greatly and won unanimous praise from everyone. Of course, there are also some teachers who don't grasp and learn enough textbooks, and the classroom organization is not in place, and the classroom effect is not good.
2. Teach basic skills and techniques. Teachers are kind, natural and generous in teaching, full of spirit and passion, and their language is concise, fluent, accurate, vivid and inspiring; The blackboard font is neat, the writing is standardized, the design is reasonable, concise and logical, and the courseware design is quite similar, which is helpful for teaching implementation, students' learning and skilled operation; Solid professional basic knowledge, wide knowledge and strong ability to control teaching materials; Classroom teaching is organized in an orderly way, which can flexibly solve problems in classroom teaching and has strong adaptability and control ability.
3. Teaching objectives. Teachers' classroom teaching objectives are comprehensive, specific and clear. It can be reflected in knowledge, ability, thinking quality and ideological education, and the knowledge goal has quantitative requirements, reflecting the characteristics of the discipline; The key and difficult points in teaching are determined accurately, and the key points are grasped to simplify the complex.
4. Teaching process and methods. Teachers' teaching ideas are clear, and the arrangement, combination, connection and transition of contents meet the requirements of teaching materials and students' reality, and the teaching objectives are implemented; In the teaching process, students are guided to actively participate in classroom teaching, which embodies the main role of students and makes them willing to explore, actively think, question, communicate and cooperate, and actively acquire knowledge; Classroom teaching pays attention to the cultivation of students' thinking quality and fully embodies the process of students' learning; For all students, teaching at different levels, reflecting differences, teaching students in accordance with their aptitude, so that every student can gain and improve.
In the teaching of Xie's "Game of Dividing Things" and "Game of Touching the Ball", the design and organization of teaching links are clear, the levels are clear, the structure is reasonable, and the multimedia courseware is beautifully used. In the process of teaching, the guidance of middle school law is diverse, appropriate, supportive and free. Teachers evaluate students accurately and timely. Liu Xiaodong's teaching of "buying stationery" fully shows that the teacher has a solid teaching basic skills. His amiable teaching attitude and humorous language have narrowed the emotional distance between teachers and students and effectively stimulated students' learning enthusiasm.
In the teaching of "Meeting" and "Origami" by Mr. Tianhua Wang, according to the teaching objectives and the key and difficult points of this class, Mr. Gao Yanyan carefully and patiently guided the children, grasped the characteristics of the teaching materials, had clear thinking, and the classroom structure was rigorous, interlocking, natural in transition and reasonable in time allocation. The classroom teaching of the two teachers is real and natural, with no performance and show-off. In unpretentious lectures, students show their basic skills and professionalism, and learn new knowledge in a relaxed and pleasant atmosphere, with good classroom effect.
In the teaching of nutrition catering, starting from the students' life example-clothing collocation, Mr. Wang has clear overall teaching process, compact and reasonable links, tacit cooperation between teachers and students, high enthusiasm of students and friendly and natural teachers. In an orderly classroom atmosphere, the knowledge of nutritional catering was fully explained. In the whole teaching process, there are both knowledge points and targeted exercises. Connecting all knowledge points into lines and blocks, the teaching focus is prominent and the effect is good. The whole teaching process embodies the teaching characteristics of "teacher-centered, student-centered and training-oriented".
Teacher Wang Jiuxing's electromagnet and teacher Hao Yuping's color-changing flowers have created hands-on opportunities for students and given them as much time and space as possible for scientific exploration. The whole classroom is full of strong inquiry atmosphere, which has well cultivated students' hands-on operation ability and scientific inquiry ability, and enhanced students' innovative spirit and cooperative consciousness.
Teachers Zhou Jianxia and Liu Xiaodong's full mental state in the classroom, their ability to control the classroom flexibly, bringing smiles to students at all times, being good at activating and mobilizing students' learning enthusiasm with vivid language and highlighting the word "live" are all worth learning. Ma Hairong, Li Na, Wang Ying and other young teachers skillfully use multimedia courseware to enhance the effectiveness of classroom teaching.
Summary of Open Mathematics Class Activities 4 Thinking is the gymnastics of mathematics, and mathematical thinking is the core of mathematics teaching. Let students analyze and compare in specific teaching situations; Let students summarize and sort out mathematical thinking in independent inquiry; It is an effective measure to improve students' ability to solve practical problems to let students think mathematically in practice. The new curriculum standard emphasizes that mathematics teaching is the teaching of mathematical activities, and effective mathematical activities can not only rely on imitation and memory. Hands-on practice, independent inquiry and cooperative communication are important ways for students to learn mathematics. This requires that mathematics teaching should start from students' existing experience, let students find problems in situations, explore independent methods to solve problems in hands-on practice, and gain mathematical experience to solve problems in expanding applications. Therefore, in the process of knowledge formation, students are encouraged to think effectively in mathematics and their ability to solve practical problems is really improved.
First, promote students to think about mathematics and find mathematical problems in the childlike teaching situation.
Mathematical situation is an important source for students to find problems and think effectively in mathematics. In the teaching process, teachers must create some childlike teaching situations according to the age characteristics and psychological characteristics of primary school students, so that mathematics can become a learning material that more students are willing to accept and think about. So when I was teaching triangle classification, the courseware showed a boat figure composed of many different triangles, so that students could find that these triangles were not exactly the same, but there were some similarities through observation in the math scene full of childlike interest created by the teacher. So as to promote students' effective mathematical thinking of analysis and comparison on the basis of careful observation-what criteria are these not exactly the same triangles classified according to? Let students find mathematical problems in mathematical thinking, which not only stimulates students' desire and interest in inquiry, but also makes full preparations for the following students to classify triangles according to the characteristics of angles and sides.
Second, explore independently in hands-on practice, enrich students' experience, promote students' mathematical thinking and solve problems.
I remember a famous saying: remember what you see; What have you done, you will understand! Our mathematics teaching should focus on guiding students to carry out practical activities, understanding knowledge and developing thinking in hands-on operation. Enrich students' mathematical experience of independent inquiry and improve their ability to solve problems. For example, when I teach the classification of triangles, on the basis of students' discussion and communication, I can classify triangles according to the characteristics of corners and sides, so that students can discuss in groups what standards to classify them according to, and then the group members can classify them together according to the agreed standards. After the classification, the group members will talk about the reasons for this classification in the group, and let the students divide the triangle into acute angle, obtuse angle and right angle according to the characteristics of the triangle angle. According to the characteristics of each side of triangle, triangle can be divided into isosceles triangle, equilateral triangle and arbitrary triangle, as well as their relations and differences. In the process of lecture reporting and communication, we can further understand the essential characteristics of various triangles and let students experience the formation process of knowledge personally, which truly embodies the new curriculum teaching concept of "learning by doing" and "learning by doing". In this way, students not only solve problems and re-create mathematical knowledge in the process of independent exploration and cooperative communication, but also further promote students to summarize and sort out mathematical thinking, experience different problem-solving strategies, enhance students' problem-solving awareness and improve students' problem-solving ability through the communication between small group members and groups.
Third, gain mathematical experience in expanding application, promote students' mathematical thinking and improve their ability to solve problems.
The ultimate goal of mathematics learning is to use what they have learned to solve practical problems in life, so that students can actively try to find strategies to solve problems from the perspective of mathematics and according to existing knowledge and experience, thus improving their ability to solve problems. For example, when I teach triangle classification, in the process of expanding application, let students give examples to say where isosceles triangles are used in life and why. So as to further promote students' mathematical thinking and understand the characteristics of isosceles triangle. For the places where students are prone to make mistakes in learning, three acute triangles can be acute triangles, and one acute triangle is not necessarily acute triangles. I took an interesting game to expand my application and arranged a game to guess what triangle is in the envelope according to an exposed corner. The point of this game is to guess what the triangle in the envelope is just by exposing an acute angle. This answer is not unique, but there are three possibilities: acute angle, right angle and obtuse triangle. Through the expansion and application of this game, students can gain mathematical experience in solving problems and promote mathematical thinking in judgment and reasoning. So as to improve students' ability to solve problems.
In short, in the teaching of triangle classification, I created a teaching situation for students to find problems, making students' mathematics learning activities a lively and harmonious development process; Only by creating an interesting and personalized process of hands-on practice and independent exploration can we stimulate and mobilize students' enthusiasm for learning mathematics. Create a practical space for students, let students really get close to mathematics, let mathematics really enter students' lives, and let students realize the value of mathematics learning. Let students experience the fun of mathematics learning and activate their thinking in the process of knowledge formation. Only in this way can we really promote students' effective mathematical thinking and improve their ability to solve mathematical problems in classroom teaching.
Summary of Open Classroom Activities in Mathematics 5 In order to improve the education and teaching level of our school, fully implement quality education and improve the overall quality of teachers, according to the actual situation of our school, the mathematics group of our school held an open classroom activity in mathematics on 20xx, x, x, and the eighth grade group prepared lessons and I took classes, which achieved good results. All the teachers in my math group took part in this activity, and the whole activity was arranged in an orderly way. During the activity, all teachers attached great importance to it, actively participated in it, and cooperated with each other, which provided a platform for all teachers to show, communicate and learn. After class, I also commented on the advantages and disadvantages of this course. Both the speaker and the audience benefited a lot from it. Now I summarize the teaching situation of the teachers as follows.
First, the classroom truly reflects the requirements of the new curriculum standards, uses a variety of educational and teaching means and teaching methods, effectively grasps all aspects of education and teaching, and fully combines the leading role of teachers with the main role of students.
Second, the teaching basic skills and skills:
1, the teaching attitude is cordial, natural and generous, full of vitality and passion. The language is concise, fluent, accurate, vivid and inspiring.
2. The font on the blackboard is neat, the writing is standard, the design is reasonable, concise and logical. The courseware design is similar, which is helpful for teaching implementation, students' learning and skilled operation.
3. Solid professional basic knowledge, wide knowledge and strong ability to control teaching materials.
4. The classroom teaching is organized and orderly, which can flexibly solve the problems in classroom teaching and has strong adaptability and control ability.
Third, the teaching objectives:
1, the teaching objectives are comprehensive, specific and clear. It can be embodied in knowledge, ability, thinking quality and ideological education. Knowledge objectives have quantitative requirements and reflect the characteristics of disciplines.
2. Accurately determine the key points and difficulties in teaching, grasp the key points and simplify teaching.
Fourth, the teaching process and methods:
1. The teaching idea is clear, the arrangement, combination, transition and details of the content meet the requirements of the textbook and the students' reality, and the teaching objectives are implemented.
2, guide students to actively participate in classroom teaching, reflect the main role of students, so that students are willing to explore, active thinking, will question, will communicate, will cooperate, and take the initiative to acquire knowledge.
3. Pay attention to the cultivation of students' thinking quality in classroom teaching, and fully reflect the process of students' learning.
4, for all students, hierarchical teaching, reflect the differences, teaching students in accordance with their aptitude, so that every student has a harvest, have improved.
In short, this class can be guided by the concept of new curriculum standards, combined with students' knowledge and experience, and create situations for teaching, so that students' interest can be stimulated to the greatest extent. In the teaching process, students' senses such as eyes, ears, mouth and hands are fully mobilized, so that students can actively acquire knowledge and cultivate their abilities of observation, analysis, hands-on operation, logical thinking, language expression and solving practical problems with mathematical knowledge, and good results have been achieved.
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