On March 22nd and 23rd, under the leadership of the school leaders, we had the honor to participate in the study of "10 classic lesson demonstration of primary school mathematics reform and Guangxi primary school mathematics characteristic teaching seminar". In just two days, I watched six demonstration classes and three heterogeneous classes, Vertical and Horizontal. I also listened to the wonderful academic reports made by six mathematics experts, Duo, Niu, Yu, Jiang Ping, in combination with their own classroom teaching and teaching practice. These famous teachers' exquisite teaching art, ingenious teaching ideas, profound mathematical literacy and real teaching sentiment have left a deep impression on people, which makes people feel refreshed and suddenly enlightened. More importantly, they make people inadvertently touched and enlightened, and I have benefited a lot from tasting their words. At the same time, I learned a lot from these famous teachers. Now talk about some of my feelings:
Every teacher's class is real, not fancy and flashy. The six teachers who give lectures completely consider from the students' point of view, understand the students' starting point and gain new knowledge through the students' existing knowledge. I was particularly impressed by the multiplication table of Wu Zhengxian, the report "Motivation comes from students" by Yu Zhiqiang, and the demonstration class "Representing Numbers with Letters".
Teacher Yu's eyes, gestures and movements in class are full of inspiration and challenges, and he integrates mathematical thoughts into the classroom. Not only let students feel the charm of mathematics, but also let teachers feel that mathematics classes can be like this! In retrospect, it turns out that every seemingly random link is actually xu teacher's deliberate design, which can be described as "random and deliberate"!
I sometimes use short stories to create situations in class, but when xu teacher tells the story of "using letters to represent numbers" in class, it has a unique flavor. He actually fell on his hair, how to express it in letters. It's like a crosstalk performer talking about crosstalk, which is humorous and funny. Immediately bring students into the teaching situation,
In class, Teacher Yu asked the students to guess how much chalk there is in the envelope and how to express it in what range. Presupposition and generation are closely linked, and even people can't distinguish the boundaries between them, such as flowing water, which gives people a refreshing feeling. He is good at grasping the rhythm of students' thinking process. In the process of guiding students to explore step by step, when the answer is about to be revealed, he always comes to an abrupt end, allowing students to approach the essence of things step by step while waiting, so as to understand the true meaning of mathematics.
In his report, xu teacher's unique understanding of middle school mathematics class, rational promotion of independent teaching practice, and highly infectious language make us feel like a dew. His lectures reveal true feelings in nature, are lively in humor and inspire wisdom from generation to generation. May we all become Mr. Xu's "fellow travelers", learn to choose, select and refine, and jointly pursue simple and flexible classroom teaching! "
In short, these two days of study have made me more deeply aware of the importance and urgency of learning. Here, I want to thank the school leaders for giving me this opportunity to learn. In the future teaching, I will thoroughly understand the teaching materials, understand the students, improve my own quality, work hard, keep learning, learn from others, make full use of all learning opportunities, learn from others and accumulate teaching quality. Although I can't be a famous teacher, I will make my teaching career bright.
Last week, I was lucky enough to listen to 14 wonderful math class in Xi 'an, which made me feel very rewarding. Not only did I appreciate the excellent teaching style of Zhu Dejiang, the top scholar in each city and the national special-grade teacher, but I also felt the flexibility of the primary school mathematics classroom. I also saw the wonderful performance of the primary school students attached to Jiaotong University. Let's talk about what I feel most in these classes from the following points.
First, the solid basic skills and the ability to control the classroom infected me. As the saying goes, "Rome was not built in a day." From these lessons, I really realized the spirit of dripping water wears away the stone, starting from scratch and accumulating experience unremittingly. Because without a little accumulation, there will be no rich experience. For example, Teacher Zhang Dejiang introduced the knowledge of the fourth grade into the third grade in the positive and negative classes, and achieved satisfactory results in the classroom through flexible and orderly teaching procedures.
Second, the preparation process before class is very characteristic. In the same class, different teachers use different methods to create situational teaching. For example, the meaning of two percentages: one teacher gradually transitions to percentage by comparing scores, and the other teacher directly introduces the meaning of percentage by comparing two percentages, but the effect is equally good. It can attract students' attention from recess to class, and only concentration is the best state of learning.
Third, the teaching courseware is well-made, giving full play to the important role of multimedia technology in classroom teaching. No matter from the collection of theme materials or from the audio-visual effect, they are very creative and fascinating, and most of them cite video files, which are vivid and vivid, attracting students' attention. (For example, the fifth grade "Unfolding and Folding" uses animation to fold a cube's plane figure into a solid figure, which is vivid; The Secret of Repetition in Senior Two makes the courseware vivid by using the function of whiteboard. ) fully stimulate students' interest in learning, which is more conducive to students' firm grasp of what they have learned.
Fourth, classroom design revolves around four basics (basic knowledge, basic skills, basic ideas and basic activity experience) and four abilities (operational skills, mental skills, general teaching skills and special teaching skills). There is no gorgeous design in the whole class, and students can easily master knowledge based on the actual effect. Tian Xin's Unfolding and Folding, in particular, uses imagination and action to combine practical operation with courseware presentation. Such an abstract and difficult lesson is so easy for students to master.
Fifth, practice the effectiveness of the design foundation and consolidate the foundation in time after the new class. Every teacher leaves enough practice time for students to consolidate and remember what they have learned in class in time.
Sixth, the main body of discussion and communication is students. Cooperation and communication is an important way to learn mathematics. In the past, most of the cooperation and communication was a dialogue between teachers and students, and the teacher summarized or evaluated the students' reports. Emphasis on results, ignoring the collision and communication of students' thinking. Moreover, these courses have a * * * feature, that is, students can acquire and master knowledge by themselves in discussion and exchange.
Sixth, the teacher's teaching language is infectious, classroom evaluation is timely, and students' emotions are concerned. In these classes, every teacher can make positive comments on students' answers, especially Jia Xiaoli's classroom strategies. The teacher's kind teaching attitude, cadence and positive encouragement to the children make the whole class full of vitality.
Through these two days of lectures, I deeply feel that as a young teacher, we lack too much, and only by continuous learning and accumulation can we serve the cause of education.
In independent exploration and cooperation, students should not only learn to express, but also learn to listen. In this class, Mr. Luo consciously guided students to listen carefully from the beginning, so that students could master the details of students' listening carefully and teach. In the teaching process, Mr. Luo relayed and summarized other people's speeches and encouraged students to listen carefully in various ways. Teacher Luo has done a very good job in this respect. In this lesson, I got two inspirations.
First, strengthen the cultivation of listening habits so that students can be good at listening. Good habits are the cornerstone of a person's success and benefit him for life. Compared with listening ability, the cultivation of listening habits needs the guidance of teachers more. Therefore, our teachers must consciously strengthen the training of "learning to listen" to students. Guide students to be "attentive, careful and open-minded", and collect relevant information from other people's conversations, whether listening to teachers or classmates. For example, when each student explains to the whole class, the students listen carefully. In addition, when listening to other people's speeches, don't blindly follow them, accept them selectively, and supplement and sort out other people's incomplete speeches. Only by listening to others' speeches clearly and understanding can we get inspiration from them. For example, in the process of group communication, every student should be serious and listen to the oral calculation methods of group members. Efficient classroom teaching should not only encourage students to talk, but also guide students to listen well and advocate students to think more. Pay equal attention to "speaking, listening and thinking" and promote each other. Our pursuit of lively classroom is not only external and formal, but also requires an internal and deep-seated thinking spirit.
Second, give play to the exemplary role of teachers and let students love to listen. Many habits of students can be found in teachers. In order to make the students listen, our teacher must set an example in front of the students. Teachers are faced with life individuals full of personality and vitality. Only by respecting students can teachers and students communicate well. Otherwise, classroom communication will become a chaotic situation in which you say yours and I say mine, and no one knows what others have said. For example, in the process of students saying their own oral calculation methods, they did not repeat too many similar solutions. Therefore, in order to let students learn to listen, teachers should pay special attention to words and deeds and listen to students patiently and carefully. Classroom is the reflection of the inner world of teachers and students. In the process of listening, teachers are not bystanders, but actors and creators. Teachers feel students' answers in listening, and enrich their educational experience in listening. Whether the teacher is good at listening determines whether the classroom can become the position of dynamic dialogue between teachers and students. The purpose of teachers' active listening is not to prove the correctness of a certain position or viewpoint, but to connect students' different viewpoints and actively dance with students' ideas, so that students can learn rich knowledge from their own experiences.
The teaching content of "Left and Right" in Class Four of Senior One Mathematics is very practical and life-oriented, which can well embody the concept of "standard", enable students to learn mathematics around them from their existing life experience, and make mathematics better serve their lives. Therefore, teacher Qiao Yuling designed this lesson closely around the concept of standards. This lesson has the following characteristics.
1. The whole class is full of relaxed and happy learning atmosphere.
The standard puts forward the development goal of "emotion and attitude", and Mr. Qiao has made a positive attempt in this regard. The purpose of this lesson is to stimulate students' interest in learning through interesting specific activities, so that students can understand the left and right in the activities. Playing fast-paced children's songs before class can effectively eliminate students' nervousness caused by many strange teachers, and they can devote themselves to learning activities; On the other hand, please raise your hand if you like to listen! "Which hand are you holding?" Let the students enter the teaching situation with a happy mood, thus creating a happy learning atmosphere and laying a good foundation for improving the teaching effect. Since then, every link has designed interesting math activities and small games that students like to see and hear, such as touching, action games, password checking and so on. All teaching links are interlocking, interlocking and supernatural. These lively and interesting activities make students feel the fun of learning mathematics and stimulate their enthusiasm for learning mathematics.
2. Leave a broad space for students to think and communicate.
In the process of learning, students will inevitably encounter difficulties or make mistakes. If the teacher gives the answer directly, the students will understand it as soon as they listen, and forget it as soon as they pass. This course focuses on students' independent exploration and cooperative learning, and strives to let students find their own solutions to problems. For example, if I raise my right hand, let the students say which hand I am raising. Some students say left hand, while others say right hand. At this point, Mr. Qiao didn't draw a conclusion immediately, but let the students discuss and exchange their own ideas. "The teacher just used this handwritten chalk." "The teacher turned around, just like us." In thinking and communication, students experience the relativity of left and right, and also experience the happiness of learning success. Another example: judging which direction the bus turns, some students will make mistakes because they face the bus face to face. Teacher Joe didn't draw a conclusion at once, but reminded the students where we are sitting now. (Sitting on the bus) Let them discuss communication again. In the discussion, they all want to convince each other. Finally, the opinion is unified: to judge which direction the bus should turn, you should imagine yourself as a passenger.
Comments on the first grade math class 5 1 1 13 All math teachers went to the first grade to listen to Mr. Chen's open class teaching. After listening to this class, let me talk about my listening experience:
First of all, Mr. Chen Can uses multimedia teaching methods to present the classroom contents to students in an intuitive form, so that students can better understand, and at the same time, it can also show that mathematics comes from life, and there is mathematics everywhere in life.
Secondly, teachers can focus on cultivating students' self-expression ability in teaching, thus improving students' ability to analyze and solve problems.
Thirdly, from practice, we can see that students have a solid grasp of knowledge.
But for this class, I personally think there are some shortcomings, as follows:
1. In the teaching, Teacher Chen looks serious, and she can't see her beautiful smile in the whole class, so that the audience can't feel her affinity.
2. Although students have a good performance in discipline, in the interaction between teachers and students, we can't see the innocent character of junior one students. They are not as lively, lovely and flexible as the previous junior students, and seem a little dull.
The distance between teachers and students makes me feel far away, and teachers don't bend over to participate in students' learning.
4. Classification is the focus of this class, and it is also a way to reflect students' thinking ability. In this class, the teacher neglected the cultivation of students' hands-on practice and did not arrange the links of students' hands-on classification. It is suggested that teachers can make use of the existing teaching resources in the classroom (schoolbags, textbooks, stationery, etc.). ) to arrange students to get points.
After listening to this lesson, I put forward several questions to myself in combination with my own feelings:
1. Which is more popular with students, affinity or seriousness?
2. Which teaching method is more concerned by teachers, dynamic classroom or rigorous classroom?
3. How can junior students "retract" freely?
4. How to organize students to have an active atmosphere and good discipline in class?
In view of these problems, I will try and explore them in my own classroom teaching. I hope you can give me some experiences and suggestions to help me grow.
On June 10, I attended the teaching open day of Yanshan Central Primary School. During the activity, Mr. Li Biling taught the third grade mathematics "knowledge in collocation", which was a practical activity class. This theme practice activity connects students' real life, trains students' orderly thinking ability, and cultivates students' interest in learning mathematics and their awareness of solving problems with mathematical methods.
Teacher Li's teaching attitude is generous and decent, and his words are kind. In this lesson, we introduce buying breakfast. The scene is close to students' life, so let's get to the point. Through learning activities such as "One Belt and Two", "Two Belts and Two Belts" and "Two Belts and Three", we guide students to collocate in an orderly way. Under the guidance of the teacher, the whole class hardly made any mistakes, but it is worth considering whether the teacher should be a "big guide" or a "small guide" in the class. Teachers should boldly let go, let students explore freely in orderly collocation and disorderly collocation, find the problem collision spark, and then deduce the orderly collocation function, which is neither repeated nor omitted. Then it is more valuable to think about possible collocation with the help of symbols than to analyze collocation phenomena simply by relying on physical objects, and to appreciate the simplicity of mathematical methods, so that students can touch the pulse of mathematics, feel the charm of mathematics and experience the joy of success in the process of mathematization.
Effective teaching situation must pay attention to problems. In a series of learning activities, such as students' bold guessing, independent verification and finding laws, students' cognitive conflicts, students' mathematical thinking, students' desire to explore and solve problems, and their level of problem-solving strategies are enriched and improved.
Last Thursday morning, under the arrangement of the academic affairs office of the school, I had the honor to listen to a first-year math "discovering the law" open class of Yang Lijuan, a teacher who had just returned from the "National Training Program" of Southwest University. Teacher Yang's class is generally successful, which basically reflects her personality and characteristics. Through attending classes, I was greatly touched and inspired.
1, the first is the production and use of excellent courseware, which can create a "forest game" situation according to the age characteristics of students, aiming at the animated characters Xiong Da and Xiong Er that children like, running through the whole classroom, effectively increasing students' interest in learning.
2. The introduction of games has greatly stimulated students' interest. Through the balloon-swinging activities in Xiong Er, Xiong Dahe, they initially got the direct experience of "regular" and "irregular" graphics, which showed the superiority of regularity, aroused students' curiosity and stimulated their desire for learning.
3. Summing up the rules is in line with the age characteristics of students. Instead of giving the concept directly, let the students observe, discover and summarize by themselves. Teachers standardize mathematical language in time, and actively encourage students to describe the laws of each group of figures with accurate mathematical language, thus training students' language expression ability.
4. The teaching content is appropriate, and the teaching materials are properly handled to make them more in line with the students' reality, so that students can truly feel that mathematics knowledge comes from life, and there are mathematical truths everywhere in life.
5. The teaching language is friendly and friendly, so that students can eliminate their fears and devote themselves to learning. Have passion for teachers' language, and students' learning atmosphere will be very strong.
6. In teaching, students should be given more time to think, discuss and operate. Carry out group cooperative learning, enhance students' sense of unity and cooperation, and let students feel the power from group cooperation.
7. Teachers should change "teaching" into "guiding" and let students change "learning" into "learning". That is to create a free and harmonious learning atmosphere, give students the initiative, know that students learn to learn, improve their learning interest, learning ability and master learning methods.
I benefited a lot from this lecture and felt a lot, among which the deepest feeling is that as a teacher, I still have a lot to learn. I feel that you don't have to go to other places to learn things, you have to go to a higher institution. In fact, there are many things worth learning around us.
Comments on Lesson 8 of Grade One Mathematics The textbook of this lesson uses a tourist window to purchase tickets, so that students can perceive another meaning of natural numbers-ordinal number in the process of counting the order of purchasing tickets. Let students know the difference between "pole" and "pole" in specific situations and express the meaning of "pole" and "pole" accurately. Students have the concept of "which number" before learning this lesson. In school, students will be exposed to the knowledge of "which number", whether they are in line, their student number or in the curriculum. However, the students did not seriously distinguish between "pole" and "pole". The focus of this lesson is to let students understand the difference between "pole" and "pole" on the basis of a deep understanding of "pole".
1, this course is closely related to students' real life from the beginning. First, let the students find something that can be represented by the number 1-5 at the same table, find problems from it, and let the students express what they see and think in mathematical language, so as to lead into the new lesson smoothly. This not only makes students feel that mathematics is around, but also stimulates students' strong interest in finding mathematics from life and cultivates students' ability to find and solve problems.
2. In teaching, we should improve the teaching material resources according to the actual situation, provide students with sufficient practical opportunities, and mobilize students to participate in the learning process to the maximum extent.
3. Students can experience the quantitative order of things in life and enjoy learning mathematics. In deepening the understanding of "which number", teachers can organize related activities to enrich students' perceptual knowledge of "which number" and "which number" and make students feel that mathematics is around, visible, tangible and useful. The realization of life-oriented mathematics teaching not only enables students to understand and apply what they have learned in pleasant activities, but also cultivates students' sense of cooperation and service.
I also have a little immature view on this course. When talking about queuing, can we infiltrate some ideological education? First of all, please look at all kinds of queuing pictures and intuitively feel that queuing is a civilized behavior. Then ask the students to talk about why they have to queue up, and sum up: if you don't queue up, everyone will be in a mess and prone to danger. Let the students understand that we should abide by public order and queue up consciously. In this way, students have received ideological and moral education. Finally, it reveals the learning theme: "number and number" of mathematical knowledge in the queue, so as to enter the new class smoothly.
Comments on Senior 1 Mathematics Lecture 9 This lesson has the following three highlights:
First, create a situation to stimulate interest.
Interest is an important driving force for students to actively acquire knowledge and form their abilities. Mathematics curriculum standards point out that mathematics learning must start from students' life situations and things they are interested in, and provide them with opportunities to participate, so that they can feel that mathematics is around and close to mathematics.
In the teaching of this course, Mr. Li created a situation of waiting for rabbits by using multimedia appropriately, which quickly attracted students' attention, aroused students' interest in learning, and made students have psychological needs for learning, and then actively participated in learning activities through vivid images, sounds, animations and other forms.
Second, independent inquiry and activity experience.
The new curriculum standard points out: "Effective learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics." In this class, Miss Li asked the students to have a look, touch and compare, so that they could fully understand the characteristics of Tangram. It highlights students' subjective status, attaches importance to students' subjective participation, and allows students to explore and spell out graphics independently by using existing knowledge and experience in active brain and hands-on activities, so as to experience the transformation of graphics in activities.
In the last part of teaching, let students use their imagination to independently spell out different graphics, and then let students visit other children's works, so that they can fully communicate, learn from each other and evaluate each other, which promotes students' interaction and development.
Third, pay attention to emotion and evaluate diversity.
Evaluation can stimulate students' enthusiasm for learning. Teacher Li has repeatedly asked students to show various spellings, which is conducive to students' observation and comparison, cultivating students' thinking of seeking differences, forming a positive learning atmosphere and stimulating students' interest in learning through students' self-evaluation, others' evaluation and teachers' evaluation (mainly encouragement and praise).
Here are some of my own ideas:
1. Introduction of related knowledge of multimedia jigsaw puzzle. Should we play it before or after class? Personally, I think that introducing the related knowledge of Tangram to students can be done before class, that is, after revealing the name of Tangram. Doing so can make students have an urgent desire to play jigsaw puzzles and prepare psychologically and intellectually for the next study.
2, hands-on practice, experience tangram this process needs to play the leading role of teachers. This process should be a gradual process. Teaching can be carried out in this way: two puzzles → three puzzles → four puzzles, five puzzles, six puzzles → seven puzzles.
3, how to reflect the effective cooperation of the group. This kind of cooperation is not required by teachers, but what students need spontaneously in their activities.
4. How to guide students to further understand the characteristics of various graphics? Personally, I think it can be done by having students dictate the words "I used the shape of ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××
Explanation of the first-grade math lecture 10 After listening to the lesson "Left and Right" taught by teacher Xiao Zhang, I gained a lot. She let the students find both ways in the activity. For the first-year students, it is difficult to make them understand this problem clearly only by the teacher's oral presentation. Therefore, when explaining this part of the content, let the students feel it through activities, such as a small game of "listening to the password and doing actions", talking about the location of stationery and setting it up by themselves, so that students can gain personal experience and understanding on the basis of their existing experience.
In this lesson, Mr. Xiao Zhang uses real scenes about left and right in life to stimulate students' interest in learning, so that students can get positive emotional experience in this lesson's math learning. Students listen to the password and do action activities, so that students can accurately understand the positional relationship between "left and right" and know its relativity. Through this lesson, students have also established a preliminary concept of space.
In teaching, many interesting activity situations are created for students. For example, in class, organize students to make a gesture and everyone will participate, which is in line with the age characteristics of students. Students experience the fun of learning in the process of learning, and the whole class is full of vitality.
"Mathematics Curriculum Standard" points out that "an effective mathematics learning process cannot rely solely on imitation and memory, and teachers should guide students to actively engage in mathematics activities such as observation, experiment, guessing, verification, reasoning and communication". Let students understand and learn mathematics in the process of experiment and operation. In teaching, it is of operational significance to put stationery on the desktop, so that students can "do" in middle school and "do" in school, gain knowledge and realize the usefulness of mathematics.
In the teaching of this class, Mr. Xiao Zhang takes the real life as the starting point and the students' most familiar right and left hands as the starting point, so that students can fully perceive their own left and right, and also create many relaxed and happy situations for students, so that students can naturally participate in learning and easily master the knowledge of this class. This lesson has stimulated, maintained and improved interest from beginning to end. In short, it was a very successful lesson.