Summary of teaching and research activities
All educators who stand in the front line of education and teaching in the world are trying to explore and practice in various ways to improve their educational wisdom and create effective classrooms. Teaching seminars can be said to be the best way to show their practical achievements. From the beginning of September to the middle of September, the research group carried out a teaching and research activity of "promoting junior high school students' mathematical thinking with problem consciousness", in which each teacher showed his unique style. Some of them have innovative ideas, some have the courage to break through, and some are solid and effective, showing their unique teaching style. These activities are summarized as follows:
First, talk about classroom-based teaching.
1, active participation, the effect is good.
In this seminar, the teachers prepare in advance, actively prepare lessons, take part in them, and use new teaching equipment to design course types. Teachers are not only very active in class, but also give guidance and correction when evaluating classes, and give valuable classroom teaching suggestions to teachers. Actively promote the research work of subject researchers.
2. Pay attention to promoting the cultivation of students' mathematical thinking through problem consciousness.
The purpose of mathematics teaching should be to cultivate students' mathematical thinking ability and train based on problems, so as to improve students' comprehensive ability and accomplishment, which is obvious in this research activity, such as self-study, analysis, expression and reasoning, cooperation, grasping key information analysis and self-evaluation. In teaching design, teachers can consciously cultivate students' mathematical thinking according to the characteristics of learning stage, and at the same time pay attention to teaching students the thinking method of learning mathematics, which is commendable and necessary. The following is an example of "thinking".
The goal of mathematics teaching is to cultivate students' mathematical thinking ability. Solving problems is the most positive and effective stimulus to cultivate mathematical thinking ability. After years of accumulation, mathematics teachers have generally realized that "problems are the soul of mathematics". In this activity, most math teachers can use questions to promote the enlightenment of thinking and understand the core of the problem through questions; Or seize the key information to enlighten thinking and break the deadlock, which is very good. For example, Liu Lili and other teachers fully embody the teaching concept of mathematical thinking, which is "to promote understanding with questions, and to realize while asking". Every research-oriented teacher can lead students to fully analyze problems and understand mathematics and life from different angles. "Question consciousness promotes junior middle school students' mathematical thinking" shows the charm of mathematics classroom.
3. Improve teachers' professional level in solid and effective listening and evaluation classes.
Promote teaching by evaluation, learn from each other's strong points, and promote the better integration of teaching philosophy and teaching practice. In the process of this teaching and research activity, the school also organized a big practical activity to change the educational concept. Through practice, teachers can get in touch with advanced ideas at zero distance. On the one hand, it brought a rich spiritual feast to our math teacher and learned new ideas and concepts of junior high school mathematics. At the same time, they are also puzzled by the usual teaching during the big practice exchange. The research team also arranged interactive classroom evaluation activities. The teacher in class talked about the concept of class, the law of teaching, and the teacher spoke freely, which not only affirmed the highlights of the teacher, but also sincerely put forward the main points of discussion, so that the activities of class evaluation achieved the expected results.
Teacher XX teaches the lesson Rational Numbers. The relationship between teachers and students is harmonious, and the teacher's evaluation language is beautiful, such as "Let the teacher see your lovely smiling face", "You are good at listening" and "Reward yourself with a small flag if you do it right", which arouses students' desire for learning. The course carefully designs teaching activities around three links: understanding the classification law, exploring law and applying law of rational numbers, and transforms abstract mathematical knowledge into mathematical problems through daily language, so that students can explore, learn and comprehend with problems, and provide students with a channel and platform for "re-creation".
Teacher XX's "Algebraic Expression Multiplication" course, using multimedia teaching methods is a highlight of this activity. While designing teaching materials independently, we should make full use of network resources to learn from famous teachers, enrich teaching materials and improve classroom effectiveness. Students' hands-on operation is the difficulty of this class. Teacher Liu provides students with enough learning tools for them to choose. The whole class assigns meaning-operation-verification-application according to perception, and the links are simple and interlocking. The teaching efficiency has been significantly improved.
Success depends on experience, failure depends on deviation. Of course, this activity also exposed some problems. First, some teachers have learned new ideas, but lost their original excellent teaching wit, teaching methods and teaching styles; Second, individual teachers have not learned enough about the new curriculum standard, and their understanding of this textbook is not accurate, and they have not grasped the key points and difficulties of the textbook; Third, teachers' own quality needs to be improved, some teachers' language is not vivid enough and lacks appeal, and their ability to control the classroom needs to be improved.
Second, the problems in teaching and suggestions for improvement
1, the questions that inspire mathematical thinking are not scientific enough.
In this seminar, due to the lack of in-depth study and understanding of the new curriculum standards, there are some shortcomings in teaching, such as not paying attention to the characteristics and forms of learning periods, not predicting students' mathematical experience and preparing lessons reasonably. In the classroom, the questions are too mediocre, too many and too big, and students have made many worthless answers or students have no thinking validity. Therefore, when setting questions, teachers should pay attention to the layering of questions, the difficulty should be moderate, and the questions they want to ask should be expressed in the best language, which requires teachers to master the students' answering ability.
2. The design of classroom content is not reasonable enough, and the evaluation language is not timely and accurate enough.
In the process of classroom teaching, some teachers design too much content, which leads to the phenomenon of incomplete teaching links in a class. The design content is too shallow and too little, which does not reflect the effectiveness of classroom teaching. Some teachers have a single evaluation (good, great, etc.). ), and incentive evaluation is used too much, and different evaluation terms are not implemented for different students. It is necessary to strengthen the design of lesson preparation, arrange the contents reasonably according to the characteristics of mathematical problems, learn more different types of evaluation languages, and the evaluation languages should be just right.
In short, no matter what kind of class, the growth of students will always be put in the first place; No matter what kind of mathematical problem, the goal is to cultivate students' mathematical thinking ability; No matter how the math class is organized, it is the soul of solving math problems and the link of cultivating students' math thinking quality. No matter what kind of classroom, always remember the teacher's responsibility to preach and dispel doubts. It is our common goal to enhance educational wisdom and create an effective classroom. The road ahead is long, so we should persevere, constantly reflect and sum up, and keep making progress.
I recommend it carefully.