Reflections on Mathematics Teaching in Primary Schools (I)
Mathematics curriculum standards require students to learn valuable knowledge and practical knowledge, so as to promote students' development and improve the effectiveness of classroom teaching. Efficient classroom can be summarized as effective, efficient and effective. Implementing efficient classroom is to give students their own stage, give teachers new hope and give the school a better future. I have the following thoughts on my own mathematics teaching:
First, efficient classroom comes from colorful situation creation.
1, situation creation should have a clear purpose.
Each class has certain teaching tasks. In teaching, guide students to use mathematical language and extract mathematical problems from situations in time. If it is a problem situation, the teacher's questions should be specific, clear, innovative and enlightening, and you can't ask questions like what you found in general.
2. The teaching situation should have a certain flavor of the times.
In today's information society, students can get a lot of information through various channels, and the situation created by teachers should also have a sense of the times.
Second, students' autonomous learning is very important.
In order to improve our classroom efficiency, students' self-study time and other time, students' active study and preview in advance, and learning guidance plan have played a very obvious role. Our math class is to help students preview the new lesson, solve most simple problems in the new lesson, advance students' previous in-class tasks to the class, and let students take lessons with problems through the improvement of basic knowledge, the study of typical examples and the training of synchronous exercises in class. It has been implemented for such a long time, and the efficiency is still good.
Thirdly, efficient classroom comes from problem setting close to students' life.
Starting from the familiar life scene and fairy tale world, try to choose the math problems that students are interested in, stimulate students' interest and motivation in learning, and let them feel the close relationship between mathematics and daily life. In mathematics teaching, teachers should seize the opportunity to create learning scenarios that are closely related to students' living environment and knowledge background, so that students can appreciate the fun of mathematics, generate the need for learning, stimulate the enthusiasm for exploring new knowledge, and actively and effectively participate in learning.
Fourth, classroom display, showing confidence and charm.
The core of classroom teaching is to mobilize all students to actively participate in the whole learning process, so that students can learn independently and develop harmoniously. Teachers should play the role of organizer, guide and leader, give play to students' subjectivity and initiative, and let students carry out inquiry learning. Let students think independently, show their personality and let every student develop. Make mathematics classroom teaching real and efficient.
1. Pre-class presentation: A student should be arranged to give a passionate presentation according to the needs of this class before class. If you need to stimulate interest, you can arrange for students to introduce historical figures and stories. If students have the ability to break through difficulties, they can be arranged to review the required knowledge in a gradient.
2. Students' passionate discussion in class: let students know their learning objectives, preview the text with questions and cultivate their self-study ability. Students' autonomous learning before class is an important part of learning plan teaching, and the quality of problem design is also directly related to the completion of teaching objectives. In class, students' intense discussion on problems can make their knowledge more organized, systematic and complete, and students can help each other and enhance their feelings. At the same time, students can find confidence in talking about topics.
3. Classroom display, so that students can show their writing skills and generalization ability in a limited blackboard space.
4, passionate comments, it is best to take off the manuscript, this link can make students have a deeper impression on the knowledge points corresponding to the topic, in the process of speaking, it should be clear and clear, so as to summarize the methods of the topic and summarize the knowledge points. Cultivate students' language expression ability and generalization ability. Enhance students' self-confidence and courage, and make students interested in learning.
5. Efficient classroom comes from constant teaching reflection.
There is no definite method for teaching, teaching is a regrettable art, and a class will not be perfect. Every class should be deeply analyzed and reflected, and the coincidence between presupposition and reality, students' learning situation, teachers' regulation, classroom generation and other aspects should be carefully summarized, so as to find out the regular things and learn through constant reflection. Promote the quality of classroom teaching and the teaching effect will be better.
In short, although I have always been skeptical about the college classroom, I am also afraid that although students actively discuss in the classroom, I don't know whether they can really integrate into the new classroom or whether they have really discussed the problems in the tutorial. But after practice, I am very relieved that the overall level of students has not declined, but has improved slightly. In addition, some problems will inevitably appear in the reform. For example, there are still many puzzles in the writing of the counseling plan. There are still many defects and deficiencies in some problem-solving classes, consolidation exercises and regression review classes. Some students' enthusiasm for learning has not been improved; How to make those students who love learning love learning more, help those who are not enthusiastic, and so on. But I believe that since I have made a good start, I will continue to work hard. As long as I work hard, I will gain something.
Reflection on Mathematics Teaching in Primary Schools (Ⅱ)
The reform of compulsory education mathematics curriculum emphasizes that students should pay more attention to the cultivation of students' emotions, attitudes, values and general abilities, as well as the mastery of methods, while acquiring the basic mathematics knowledge and skills necessary to adapt to modern life, and take promoting students' lifelong sustainable development as the basic starting point of school mathematics education.
How to make students actively participate in the whole process of teaching, discover laws through their own internal thinking, develop thinking in the process of exploring laws, and improve their ability to find and solve problems is an important task of mathematics teaching, as the saying goes, "teach them to raise them for life." It is better to "teach people to fish" than to "teach people to fish" It is better to simply teach students how to learn knowledge. With this method, they can master more knowledge. Under this new curriculum concept, teachers should consider how to teach mathematics well before class.
Instructional design is what every teacher must do before class. Without instructional design, teaching can't be organized well and effectively, and students can't be taught their own ideas completely. The platform is the teacher's stage. If a teacher wants to sing well, he must create and design a script in advance. So the teacher is both the author, the director, the actor and the conductor of the band. Design is an important link and a process of continuous improvement and perfection. I felt this way when I designed the teaching process of "Travel Problem-Meeting Problem". Of course, every teacher has his own teaching ideas. When I designed this course, I designed and organized the teaching according to the principle of "teaching him to raise him for life".
First, the first draft of teaching design
When I started writing the lesson plan, I simply followed the teaching content of the textbook and my previous experience in one go. After careful reading, I found that there is nothing new, the teaching method is outdated, the process is stylized, and it does not reflect how to teach students how to learn ... Obviously, my teaching design has not been carefully designed, and relying solely on experience is not enough to complete the task. After thinking about it, I began to make changes. I read a lot of relevant materials, and made great efforts in guidance, preparation and practice. Every link was rearranged, much more than the first time. In this way, the first draft of my teaching design was completed.
Second, the implementation of instructional design
The rationality of teaching plan design can only be verified through teaching. Finally, it's time for a trial teaching, so I started my class according to the first draft of the teaching design. The first few links have been successfully completed, but there is not enough time. By the time of practice, the class is over. After class, I thought to myself why this happened. After analysis, I understand that when designing the teaching process, I only consider how to impart knowledge to students, so every link emphasizes the concept of the new curriculum to be taught and repeatedly analyzes it for students, and I dare not let students think, analyze and solve problems by themselves. The teacher is very tired, but the teaching effect is not ideal. It seems that teaching design is not so easy to complete, and it is more important to prepare students for how to learn and what to learn.
Third, the revision of teaching design.
After the first trial teaching, we found problems in the teaching plan and needed to modify the teaching design. When designing students' learning style, the most important thing is to consider how to let students learn independently. When designing the teaching process, teachers can design some key and difficult knowledge into key problems, so that students can think, explore and solve these problems, which is better than repeated explanations by teachers. After class, I revised the lesson plan again. In the preparation of reading guide, we mainly review the travel problem of an object's movement, recall the relationship between "distance, speed and time", understand the characteristics of an object's movement, and associate some factors often considered in the travel problem to prepare for the new lesson. In the second link, I scattered several concepts in each detail link, and some talked about one concept. First of all, in the preparation questions, students demonstrate to solve the problem of "starting from two places, moving in the opposite direction and proceeding at the same time"; Then, after filling in the form, design several questions to solve the concept of "meeting"; Then let the students observe and answer questions through the data in the table to solve the "meeting time"; Then, guide the students to summarize the characteristics of the "meeting questions" application questions; Finally, in the process of solving problems by students themselves, the characteristics of "knowing problems" are analyzed and appropriate algorithms are selected to solve them. Through vivid demonstration, the concept of "speed and" is solved. In this way, the concept will be very clear, and I believe that students will understand it easily and will not be confused, which will also save time.
Fourth, re-implement the teaching design.
After this revision, I have a deeper understanding of the itinerary problem-the meeting problem. So, with a new lesson plan, I went into the classroom again and invited the school math teacher to attend the class. This class is much better than the first one. The whole classroom is orderly, the teaching links are compact, the concepts are clear, the students' thinking is active, and the enthusiasm of students' autonomous learning is fully exerted. Every problem is solved by myself, and I have learned the ability to analyze and process information, and formed a good habit of examining problems. It seems that the teaching plan must be revised repeatedly and carefully designed so that the teaching process can be better implemented.
Verb (abbreviation of verb) Reflections on Teaching Design
Reflection is to think, reflect, explore and solve the problems existing in the process of education and teaching. Reflection always points to the teachers themselves. Teachers are not only the object of study, but also the subject of study. The process of teachers' reflection is to unify "learning to teach" and "learning to learn" and strive to improve the scientific nature of teaching behavior. Teachers put their teaching design ideas into practice, and then constantly reflect and adjust. In teaching, they should always ask themselves which teaching behaviors and concepts are correct and why; What is incorrect, what is the problem and what should be done. Through reflection, teachers can constantly update their teaching concepts, improve their teaching behavior and improve their teaching level, and then form independent and creative opinions on teaching phenomena and problems, thus enhancing the autonomy and purpose of teaching activities and overcoming passivity and blindness. After the teaching, I listened to the teachers' opinions and reflected on my own teaching. When preparing lessons, it is far from enough to rely on experience or a textbook and teaching reference. Only by deeply studying and understanding the teaching materials, paying attention to the students and proceeding from the actual situation of the students can we creatively handle the teaching materials and control the classroom. It is particularly important to let students become the protagonists in the classroom, leave space and time for students, let students learn by themselves and teach students the methods of learning knowledge.
Through studying the new curriculum, I know that it is not empty talk to improve students' learning ability as long as we reform and design classroom teaching structure, teaching process and teaching system with brand-new ideas in teaching. Teachers' growth goes through three stages: new teachers, experienced teachers and expert teachers. Teachers' teaching ability is constantly improved in practice-based teaching research, and new teaching concepts will be gradually established in the new practice of education and teaching reform. A condition for experienced teachers to grow into expert teachers is that teachers conduct research and reflection. The process of designing lesson plans is a process of reflection, and reflection is the best experience for a teacher to grow up.
Reflections on Mathematics Teaching in Primary Schools (3)
In mid-April, I was lucky enough to participate in the activities of sending teachers to the countryside in the county. The main venue of this activity was held in the Central Primary School, and the main form of class observation activities-heterogeneous classes, benefited our grassroots teachers a lot. Through the class with the famous teachers in our town and county, we saw the elegance of famous teachers, learned the skills of preparing lessons and attending classes from them, and deeply realized the gap between us and famous teachers.
During the class, I felt a lot, but the most important thing was "Why is our class inefficient" and "Can our class go to a higher level?" These two questions have been haunting me, and these thoughts have always accompanied me back to the unit. Perhaps the first section is about mathematics, so I was deeply impressed by the second volume of third-grade mathematics written by Mr. Wang in the county and Mr. Zhang in our town, and got a lot of insights. In order to better explain the above two problems, and what our classroom should do in the future, I will talk about my immature views on how to improve the effectiveness of primary school mathematics classroom.
How to improve the effectiveness of mathematics classroom teaching in primary schools and our ability to prepare lessons?
First, face the students' mathematical reality-accurately grasp the teaching objectives
That is, design teaching from students' existing knowledge base, life experience, cognitive law and psychological characteristics. Find the breakthrough point of teaching, highlight the key points of teaching, break through the difficulties of teaching and capture the growing point of teaching. Make the teaching goal practical.
Solution strategy
1, understand students' existing knowledge base and life experience, and determine practical teaching objectives for students. -Pre-class research
2. Mathematics learning activities must be based on students' cognitive development level and existing experience. -Grasp the breakthrough point
3. In teaching practice, students should pay attention to the process of abstracting practical problems into mathematical models and explaining and applying them. -Experience the process
Second, create a good mathematics learning situation-to stimulate students' learning needs.
Creating a good learning situation according to the cognitive law, psychological characteristics and teaching content of primary school students is helpful to stimulate students' interest in learning and generate the need to explore new knowledge. Therefore, this learning situation should be realistic, meaningful, valuable and challenging.
Solution strategy:
1, a mathematical activity situation with thinking value
2. Beautiful fairy tale situation
3. Problem situation of thinking cognitive conflict.
4. Learning situations in which mathematics is closely related to life.
5. The problem situation originates from the mathematical knowledge itself.
Third, choose appropriate teaching methods-pay attention to students' experience in the process of mathematicization.
The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, we should adopt a variety of teaching and learning methods, so that students can learn to learn mathematics in independent thinking, inquiry learning and cooperative communication, and creatively solve problems with mathematical ideas and methods. And try a variety of experiences in the process of mathematical experience.
Solution strategy:
1, find ways to make students need to explore cooperative learning.
2. Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning and discussion, and stimulate the enthusiasm of inquiry and cooperative learning.
3. A good inquiry learning situation, with clear inquiry objectives and challenging and valuable questions for inquiry cooperative learning.
4. On the basis of the grouping principle of "heterogeneity within groups, homogeneity among groups", the dynamic arrangement of groups is implemented, which breaks the situation that some people play a controlling role and some people are in a subordinate position for a long time, so that every student has the opportunity to establish an image and provide everyone with opportunities for development, progress and self-change.
Fourth, do a good job of double basics and moderate training-promote the internalization of mathematical knowledge.
Grasping the essence of mathematical concepts is an eternal topic in mathematics education. Paying attention to the effectiveness of classroom teaching is undoubtedly paying attention to students' basic knowledge and skills of mathematics. Mathematical concept is the foundation of supporting mathematical architecture, and basic mathematical ability is the guarantee of building a good building. Therefore, knowledge must be in place and ability must be trained. It is our unshirkable responsibility to do a good job of "two basics". Of course, the requirement of "double bases of mathematics" should be adjusted and enriched with the times, and the foundation should not be laid blindly, forming a situation of "thatched houses built on granite". Innovation without foundation is a fantasy, and the foundation without innovation is blind. We should integrate the cultivation of innovative consciousness and practical ability into the teaching of basic knowledge and skills and the training of mathematical thinking. "
Solution strategy:
1, give a core position to the basic concepts of mathematics, fix the basic knowledge of mathematics and lay a good foundation.
2. According to the vertical development of mathematical knowledge, help students connect it into a "knowledge chain"; Through horizontal communication, help students connect them into a "knowledge network"; Then through the refinement of mathematical thinking methods, a three-dimensional knowledge module is formed.
5. Carefully design teaching activities, capture and skillfully use teaching resources-activate students' thinking and promote students' development.
Classroom teaching is an organized, step-by-step and planned process of complex psychological and intellectual activities under the guidance of teachers. To improve its effectiveness, teachers must carefully plan before class, that is, accurately grasp the teaching materials, fully understand the students and effectively develop resources. Teaching presupposition is an important guarantee for teachers to play an organizational leadership role.
Classroom teaching activities are faced with different personalities of life, which should be a dynamic generation process. Teaching activities are the process of "dynamic generation" of "static presupposition" in the classroom. The wonderful generation comes from this high-quality careful presupposition. Therefore, to improve the effectiveness of classroom teaching, we should pay attention to both careful presupposition and generation. In this way, in the implementation of classroom teaching, students' generation can be tolerated, and classroom generation can be screened wisely, so as to achieve the purpose of skillfully using generation to promote students' development.
Solution strategy:
1, carefully preset-accurately grasp the teaching and fully understand the students.
Timely and accurate evaluation of effective development resources
2. Pay attention to generation-accept generation with tolerance and understand generation rationally.
Clever selection and clever use
The above is my humble opinion on how to improve the effectiveness of mathematics classroom. In my opinion, if teachers can prepare lessons and attend classes, they can "simple teaching style;" Solid basic training; The teaching capacity is thicker; Students should think more actively; If the teaching methods are flexible, then the efficiency of mathematics classroom teaching in our school will be "high"! And our teacher will be "famous"!
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