Summary of Mathematics Teaching in Volume II of Grade Two of West Normal University Edition (1) This semester, I became a math teacher in Grade Two. Mathematics teaching in grade two focuses on the initial cultivation of students' abstract generalization ability, analytical and comprehensive ability, judgment and reasoning ability, thinking flexibility and agility. By letting students know more about the source and use of mathematical knowledge, they can cultivate good behavior habits. This semester, according to the actual situation of students and our school, I took effective measures to stimulate students' interest in learning, cultivate students' study habits, guide students to participate in the whole learning process, and make the teaching work planned, organized and step by step. Based on the present and looking forward to the future, in order to make greater progress in the future work, the teaching work of this semester is summarized as follows, hoping to carry forward the advantages, overcome the disadvantages, sum up the experience and lessons, and make the future work by going up one flight of stairs. In the teaching process, we mainly do the following:
First of all, prepare lessons carefully
Preparing lessons carefully is an important prerequisite for a good class. I strictly follow the following points when preparing lessons:
1, carefully studied the mathematics curriculum standards, textbooks and teaching reference materials, and got a good idea of the semester teaching contents.
2. Study hard the knowledge structure, grasp the position and function of each part of knowledge in the unit and the whole book, and follow the children's cognitive rules, find the starting point of each lesson, think about how students learn, what problems students will have and how to solve them.
3. Study the breakthrough methods of key and difficult points, determine specific teaching methods and design exercises. Try to be "prepared" (prepare textbooks, prepare teaching methods, prepare students, etc. ).
Second, pay attention to class.
1. Create various situations, mobilize students' multiple senses to participate in learning, tap students' internal motivation to learn mathematics, stimulate students' interest in learning, make students study easily, easily and happily, consolidate their knowledge, develop their thinking and form their abilities through independent exploration.
2. Review and consolidate in time. According to the characteristics of students' memory, I try to review new knowledge on the same day or the next day, or review it irregularly according to students' mastery to prevent forgetting. At the same time, gradually cultivate students' good study habits: preview before class, seriously explore during class, and review in time after class.
3. Organize unit tests for each section, keep abreast of students' weak links, fill loopholes, and improve students at all levels.
4. Pay attention to cultivating students' hands-on operation ability, and cultivate students' ability to explore and solve problems independently through mathematical practice activities such as doing, swinging and dividing.
Third, correct homework flexibly.
The homework is "corrected twice". The assignments should be dense and concise. Correcting students' homework in time and seriously. Point out the wrong questions and mistakes, but don't type "×". Instead, let students analyze and find the mistakes themselves, and then correct them for the second time. For different mistakes, we should take individual counseling and collective evaluation to remedy them in time. I find this method very effective. Students can correct their learning gap in time, and teachers can improve teaching methods in time according to specific conditions.
Fourth, the hierarchical requirements for underachievers.
Underachievers can't be measured by only one standard. In teaching, I pay attention to reducing the difficulty, let them learn slowly in their own way, and pay attention to the cultivation of various abilities. We should not only look at students' grades, but more importantly, we should understand students' learning psychology as the basis for improving teaching. We should actively implement the new curriculum education concept, sum up teaching experience, improve teaching methods, improve the quality of education and teaching, and let them feel the joy of learning.
Fifth, actively promote quality education.
In teaching, I pay attention to the cultivation of students' ability, combine imparting knowledge and skills with developing intelligence and ability, give play to students' innovative consciousness and practical ability, and develop students' ability in an all-round way.
Sixth, communicate with parents to realize * * * and education.
Keep in touch with parents, build a good communication bridge, let parents know their children's study and life at school in time, and at the same time deepen their understanding of students' personality, which plays a very good role in teaching students in accordance with their aptitude.
Seven, actively participate in teaching and research activities.
Actively participate in school-based training activities, actively discuss teaching methods with colleagues, and improve teaching ability. In addition, I wrote my own teaching experience on the "blog" this semester and expanded my teaching "vision" through my efforts.
After a semester's hard work, some achievements have been made, and most students have changed from learning to learning. In this final exam, every student has greatly improved from the original starting point. Although the score can not be used as the only criterion to measure students, it can also reflect the improvement of students' ability to examine questions and calculate.
Eight, shortcomings, mainly in the following aspects.
1, a small number of students have not laid a good foundation for Grade One, so it is difficult to keep up with the teaching steps of new content, which affects their acceptance.
2. No good study habits. Because students have not developed good habits of previewing, reviewing and doing problems before, some students have poor learning awareness and weak acceptance.
Nine, the aspects that need to be improved in teaching
1. On this basis, cultivate students' good study habits.
2. Cultivate students' good habits of doing and answering questions.
3. Give full play to students' main role, and teachers should talk less and do more.
4. Insist on "helping outstanding students, grasping intermediate students and saving underachievers." Principles of consulting thought.
5. Design more practical activities that meet the age characteristics of primary school students.
Summary of mathematics teaching in the second volume of the second grade of the Western Normal University Edition (II) I am a math teacher in the second grade this semester. In the first phase, I tried to take effective measures to stimulate students' interest in learning, cultivate students' study habits and guide students to participate in the whole process of learning, and achieved certain results. The teaching work of this semester is summarized as follows:
First, efforts to improve the quality of classroom teaching
1, prepare lessons.
At the beginning of the semester, I studied the mathematics curriculum standards, textbooks and teaching references, and I knew the teaching contents of this semester like the back of my hand. During the semester, we should focus on preparing lessons in units and master the position and role of all parts of knowledge in units and books. Think about how students learn, what problems students have and how to solve them. Reflect the teacher's guidance and students' active learning process in the lesson preparation book. Fully understand the role of after-class exercises and design exercises.
2. Class.
(1) Create various situations to stimulate students' thinking. Then, let the students explore, start work, move their mouths, eyes and brains. In view of the key points and difficulties in teaching, students' inquiry results are selected, and they are compared, exchanged and discussed, from which they can master knowledge and cultivate their abilities. Then, students practice topics with different slopes and levels to consolidate their knowledge, form their abilities and develop their thinking. Finally, try to let students summarize the knowledge and methods they have learned. At present, students are generally interested in mathematics classes and have a high degree of participation, which has taken a solid step for learning mathematics well.
(2) Review in time. According to Ebbinghaus's forgetting law, the forgetting of new knowledge slows down as time goes on. So my approach is: new knowledge is basically reviewed on the same day or the next day, and then the review time is gradually extended. This measure is very suitable for junior students who forget quickly and will not review.
(3) Strive to build a knowledge network. Generally, one section is arranged to form each section of the knowledge string; Review each unit to form a knowledge chain, and review the whole book in one semester. Students have experienced the change process from "thin" to "thick" and then to "thin", which not only forms a knowledge network, but also learns methods, which is easy to produce learning transfer and provides students with the possibility of innovative practice.
3. Correct homework.
In view of different practice mistakes, the teacher criticized them face to face, pointed out personality problems and corrected them collectively. When correcting homework, the teacher points out the mistakes, not the mistakes, so that students can find the mistakes themselves and enhance their analytical ability. The habit of giving students full marks and encouraging students to work independently has achieved good results in stimulating students' interest in learning. Analyze the causes of mistakes in exercises, improve teaching and improve the pertinence of teachers' teaching.
4. Pay attention to the guidance of underachievers.
Hierarchical requirements for underachievers. Pay attention to reducing the difficulty, slowing down the slope and allowing them to learn slowly in their own way. Pay attention to their learning process. Gradually cultivate their interest in learning, improve their self-confidence in learning, and adopt a "sublation" attitude towards students' answers, thus breaking the dead situation of speaking in class and making students dare to answer questions and be willing to think.
5. Do a good job in testing and evaluation.
Evaluation is not only about students' academic performance, but also about students' learning psychology, which is the basis for teachers to improve teaching. In the examination paper, questions reflecting students' thinking process are added. Test scores are no longer the only basis for evaluating students, but focus on students' mastery of knowledge and hard work. When marking papers, we should break the mode of explaining them one by one in order and try our best to explain them in categories. For example, classify the concepts in the test paper into one category and explain them. It is hoped that through this change, students can master and apply knowledge from different angles.
Second, actively implement quality education.
Adhere to the correct educational thought, establish a teaching concept suitable for quality education, change the traditional understanding of "knowledge-oriented", establish a new concept of "student-oriented", and present a "happy, practical, vivid and innovative" teaching situation closely around students' exploration and innovation activities.
Third, participate in teaching and research activities.
1, change the concept of education. Make it clear that education serves the future development of students. Read educational periodicals and think about ways and means to cultivate students' innovative consciousness and practical ability.
2. "Go out, please come in". Go to other primary schools to attend classes, and go to open classes by yourself to discuss how to develop students' subjectivity in teaching under the new curriculum standard. Create various suitable and open situations, gradually cultivate students' innovative consciousness, innovative ability and practical ability, clarify the direction and promote teaching.
Fourth, reflection.
Whether the handling of teaching emphases and difficulties inspires students to ask questions, the quality of students' questions, whether they are timely and timely, whether students have sufficient opportunities for independent thinking, whether the "deconstruction" of core concepts and the "precipitation" of thinking methods are accurate and in place, whether they pay attention to students' personality differences, whether students' activities are of high quality and efficiency, whether they have "fantastic ideas" and sparks of innovation, whether they have seized this opportunity and whether they have infiltrated. Whether the "value factor" of teaching content is fully explored and displayed in a way that students can understand, whether the teaching media is used properly, whether the teacher's language and behavior conform to the laws of education and teaching, how the students react, whether various exercises are appropriate, and whether there are "internal injuries" in the teaching process.