Speech at the Parents' Meeting of Grade One Mathematics Teachers: Dear parents and friends:
Hello!
The autumn harvest is fragrant, and the farmland is busy. Thank you for taking time out of your busy schedule to attend the parent-teacher conference of freshmen in Shitan Middle School. I'm Bai Yang, a math teacher in Class 120.
That was a long time ago, and I am still struggling as naive as them. Passing through Shitan Town, where our dreams sprout, the wind blows through our hair, and our vision is clearer. We know nothing but young courage and blind faith. This is a brand-new era, which makes me betray my will and innocence. The past is the present, and they are two parallel surging worlds. What we say and do now is just this song of youth. I once sat in a bright classroom like them, became a student of Shitan Middle School, and lit up my learning dream with sweat. And I am not strong enough to be left behind by loneliness. Look at those who have struggled vigorously and persisted silently. Those feelings of freedom used to be my dream when I was young. We were just blindfolded and carefree children.
Now, they are in Shitan Middle School, and I am here. This is where dreams grow. Their breath fills the whole world, and they leave silver marks on the night of black velvet, like the orbit of stars. I sail with them, guide them by their side, or guide their boat through the night. But no ocean can devour them, and no night can hide them, because my love and this love will always radiate immortal light.
As a freshman math teacher, I know I have a great responsibility. This is a critical period for junior high school students to study mathematics for three years. What is the student's foundation, what is the study, and what are the gains? These are all questions I think about in my usual teaching. Halfway through the semester, the challenge came. While improving students' academic performance, they often communicate harmoniously with students in their lives. The way they fly on the basketball court and sleep in the dormitory all become a beautiful picture in my eyes. In some scenes, I always feel that the teacher is the same to me. It's just that times have changed and identities have changed. I became a math teacher and their big brother.
It's cool at a very critical time. The melody of youth reverberates in the campus, and these radiant students bloom in my life. I hope that youth is not old, and chat is self-contained!
Finally, I wish all parents good health and all the best!
Math teacher: Bai Yang.
First-year math teacher's parents' meeting speech 2 Hello parents,
Thank you very much for taking the time to attend this parent-teacher conference today. I hope parents can give us reasonable suggestions.
Today, we gather together for one purpose, that is, for the healthy growth of children, let our teachers and parents join hands to "stand higher, see farther, think deeper and do more realistically" when educating children. Let me talk to you about some of my ideas and suggestions based on the actual situation of our class:
I won't say much about this class. The class teacher introduced it. I mainly talk about how to learn math.
Many teachers sum up the characteristics of junior high school mathematics as follows: there are many knowledge points, many difficulties and many test sites. It can be said that the first stage of mathematics learning is the foundation of middle school mathematics, and mathematics is the basic subject of all science learning. It can be seen that whether senior one learns mathematics well or not is related to the learning quality of the whole junior high school students.
How to learn math well in senior one? This problem, it is impossible to describe clearly in a few words, I just briefly talk about my feelings:
Several "many" s of learning mathematics well
First, look more.
It is mainly to cultivate children's standardized and rigorous problem-solving format and read more typical examples. Including examples in textbooks and extracurricular materials, we should watch and think about why he did it and what I would do if I did it. What is necessary and what can be different in this problem-solving format can also be expressed in other ways. After the college entrance examination and senior high school entrance examination in recent years, many students said, "The topics in the book are too shallow, so I didn't do well in the exam." What these students eat is not paying attention to the loss of reading textbooks. There is a wise saying in teachers' teaching: "Take the syllabus (teaching syllabus) as the key link and the teaching materials (textbooks) as the basis." Similarly, this is also suitable for students to study.
Second, think more.
It mainly refers to forming the habit of thinking and learning the method of thinking. Independent thinking is an essential ability to learn mathematics. When studying, students should think while listening (class), think while reading (book) and do (problem).
At the same time of thinking, through your own positive thinking, you can deeply understand mathematical knowledge, sum up mathematical laws, and solve mathematical problems flexibly, so as to turn what the teacher said and what was written in the textbook into your own knowledge.
Third, do more.
It mainly refers to doing problems. When learning mathematics, we must do problems, and we should do more appropriately. The purpose of doing the problem is first to master and consolidate the knowledge learned; Secondly, initially inspire the flexible use of knowledge and cultivate the ability of independent thinking; The third is to achieve mastery through a comprehensive study and communicate different mathematical knowledge. When you do the problem, you should carefully examine the problem and think carefully. How should we do it? Is there a simple solution? Think and summarize while doing, and deepen the understanding of knowledge through practice.
Fourth, ask more questions.
It means being good at finding problems and asking questions in the process of learning, which is one of the important signs to measure whether a student has made progress in his study. Experienced teachers believe that students who can find problems and ask questions have a greater chance of success in learning; On the other hand, students who can ask three questions and can't ask any questions themselves can't learn math well. So, how can we find problems and ask them? First, we should observe deeply and gradually cultivate our keen observation ability; Second, we should be willing to use our brains, not willing to use our brains, not thinking. Of course, you can't find any questions and you can't ask any questions. After discovering the problem, if the problem can't be solved by your own independent thinking, you should consult others humbly, teachers, classmates, parents and all those who are better than yourself on this issue. Don't be vain and don't be afraid of being looked down upon by others. Only those who are good at asking questions and learning with an open mind can become real strong learners.
To learn mathematics well, we must solve the following problems: 1. Solve the difficulty of getting started.
There are two important concepts: negative numbers and algebraic expressions. ① Rational numbers were explained at the beginning of senior one math class, and the number field suddenly expanded to a negative range, which many students could not accept soon. On the one hand, teachers are required to proceed from reality as far as possible when explaining, on the other hand, students are also expected to understand its essential attributes as soon as possible and establish the concept of negative numbers. (2) Algebraic expression is another important concept, because students who have just entered senior one generally have a soft spot for arithmetic expressions, and it is difficult for them to change their thinking immediately, which holds the success or failure of knowledge cohesion. According to the current students' reality, when learning the operation of rational numbers last semester, the calculation failed, especially the formula containing negative numbers and powers could not be calculated correctly. However, in the first chapter of this semester, the operation of algebraic expressions, the whole chapter and nine sections are calculation problems, so many children feel it when they finish their homework or weekly test.
We should face up to some difficulties. As long as you practice the basic skills of calculation carefully, everyone can pass. 2. Pay attention to learning details
Let's give a simple example: for students who are new to negative numbers, many will think that -a is negative, but in fact "-"can have three meanings, MINUS sign, negative sign and opposite number. The "-a" here is just the antonym of "a". For example, ask some students such questions: When is the value zero? Generally speaking, x=0, but the limitation of x is often ignored. It can be said that there are not many difficulties in junior one mathematics, but more basic concepts and calculations. If you don't grasp the details, even those excellent students will lose points because of the so-called "carelessness".
However, our mathematics textbook only gives the concepts and knowledge points that need to be mastered systematically, with some simple examples and exercises. From a practical point of view, it is not enough to rely solely on textbooks. Therefore, our teacher will add some relevant knowledge and content according to the teaching objectives of the course in the usual teaching, which requires children to listen carefully in class, especially the places that the teacher emphasizes are easy to ignore. Secondly, our homework can consolidate the content of the day in time. But unfortunately, some children regard the completion of homework as a teacher's task, without careful thinking, and are unwilling to take the time to finish it seriously. In the long run, there will be more and more loopholes in knowledge, and learning will gradually lose interest. 3. Fully cooperate with the teacher
At present, the teaching arrangement of basic mathematics in our school is as follows: according to the curriculum schedule, the first four chapters of teaching will be completed before the mid-term exam this semester. Usually, we will take the exam twice a week, each time 15 questions, which takes less than 20 minutes. These questions are carefully selected by our teacher according to the students' class situation, so the weekly questions basically cover most of the knowledge points learned. Parents are invited to pay attention to their children's weekly exam results and keep abreast of their children's mathematics learning at this stage. In addition, after each chapter, we will conduct a small unit test to test the children's mastery of this chapter.
This semester, our homework is mainly based on two exercise books: Practice and Creation Exam and Study Guide. We will arrange homework according to different levels of children, so parents can pay attention to the completion and revision of these two workbooks when they are free.