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On June 3rd and 4th, 20**, 10, a group of four Chinese teachers from Wutan Primary School, led by President Wang and President Mo, participated in the "Observation Meeting on the Interpretation of New Curriculum Standard Textbooks by National Famous Education Experts and the Exhibition of Excellent Classroom Teaching Achievements in Primary Schools". The content of this activity includes the classroom teaching of famous teachers and the interpretation of the new curriculum standard textbooks. Every class has the meaning of learning, and the meticulous display of every expert not only fascinates students, but also undoubtedly inspires me on the road of Chinese teaching and gains a lot.
Let me talk about my experience in this activity:
First, it is fundamental to thoroughly understand the teaching materials. After listening to the wonderful presentations of several teachers, I think they all have their own unique grasp of the teaching materials, and they can all grasp the problems and go deep into the text step by step.
Second, pay attention to heuristic teaching and let students learn actively. The new curriculum standard requires students to become the main body of learning, and teachers are the guides of this main body. These teachers have completely done this.
Third, pay attention to guiding students to read aloud. Most teachers attach great importance to guiding students to read aloud, but they never read for the sake of reading, but read on the basis of feeling, and have different requirements for reading.
Fourth, pay attention to the cultivation of study habits. Many teachers will intersperse some learning methods in the classroom, so that students can acquire these learning methods, and he can solve similar problems with his own strength in the future. In the process of reading, the teacher corrects the words in time.
Pronunciation, imperceptibly teach students the habit of pronunciation. Other teachers have always emphasized "no pen and ink, no reading", and making annotations is conducive to cultivating students' good habit of concentration.
Fifth, friendly evaluation language. Several teachers commented that the students' language was so appropriate and in place. For example, some teachers encourage students with "You are the smartest, you will work harder, my child, you are great, and your eyes have told me the answer". These simple and natural languages deeply touched me. In future classes, I also try to make students feel these beautiful evaluation languages.
Through this activity, I realized more deeply that Chinese teaching should be read and felt with emotion. Cultivate students to refine sentences consciously in rhetoric and be good at discovering, reflecting and understanding emotions. The acquisition of these abilities needs Chinese teachers to teach them and try their best to teach them in various forms, but it needs practical results. I think I should read more books, study more teaching and fall in love with this course from the bottom of my heart.
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-and Chifeng City Middle School Mathematics Basic Skills Competition 2011On September 27th, the middle school mathematics basic skills competition organized by the teaching and research section of the Municipal Education Bureau was held in Xinhui No.2 Middle School in Aohan Banner. I was fortunate enough to take part in this observation activity. I saw that every teacher who participated in the competition explained the life dialogue in mathematics classroom teaching with their own characteristics, which can be described as "eight immortals crossing the sea and showing their magical powers". Being in the meeting place, listening to the lessons carefully prepared by the teachers. Here, I personally experienced their profound interpretation of teaching materials, accurate grasp of the classroom, and close attention to students. While they opened the door to students' wisdom, they also taught me many new teaching methods and new teaching concepts, which triggered my thinking about classroom optimization.
Looking back on the excellent classes of teachers, we can see the characteristics of each teacher. Some teachers are good at designing various activities to improve the classroom atmosphere, some teachers have rich humor in classroom language, some teachers have outstanding classroom themes, and some teachers are full of fun, which not only fascinates students, but also makes teachers admire and admire that they can not only complete classroom teaching design in just 45 minutes, but also provide courseware teaching with beautiful pictures. In addition, participating teachers can make full use of multimedia courseware, greatly enhance students' understanding and feelings of abstract things and processes, and introduce classroom teaching into a new realm with illustrations and excellent audio-visual expressions. While applying modern teaching methods, it can be well combined with traditional mathematics teaching methods to achieve a combination of rigor and vividness, which not only improves teaching efficiency, but also achieves the purpose of solving mathematical problems.
I think whether students cooperate or not, we can feel the diversity and excitement of mathematics from teachers alone.
1, solid basic skills are handy in class. At the same time, the teacher's beautiful and mellow timbre, kind and generous teaching attitude and flexible teaching wit have narrowed the distance between students and teachers, making students feel friendly easily, and can fully use their brains, move their mouths and actively participate in learning under the guidance of teachers.
2, enrich the teaching language * * * in the classroom. Teaching language is indeed an art worth learning. A properly used teaching language can lead students out of the narrow classroom and gain popular support.
3. Pay attention to the connection between mathematics and life.
As the guide of students' learning, teachers provide students with a stage for activities, adjust the direction of learning, and are supporters of the learning process at critical moments. In classroom learning, the source of learning materials is no longer a single textbook, but more from students' life experience.
Let's go The imported design is both practical and timely. In addition, the teacher creatively integrated into this place and applied mathematics in life, which not only mobilized students' learning enthusiasm, consolidated the knowledge they just learned, but also laid the foundation for the later knowledge.
4. Pay attention to the guidance of students' learning methods and the cultivation of good study habits.
The middle school stage is an important stage for students to form study habits. In the teacher's class, we can not only see the wonderful design of teaching links, but also pay special attention to the guidance of students' learning methods and the formation of learning habits. Group cooperative learning is an effective learning method, but it is also easy to become a mere formality. Before the activity, the teacher clearly put forward "how to work together to do it quickly", so that students can consciously work together with group members, and then guide other groups by listening to the reasonable division of labor of one group. Not only can the activities be carried out in an orderly way, but more importantly, it can improve students' sense of cooperation and provide an example for future cooperation activities. Let students feel the joy of success in their studies and enhance their self-confidence.
This activity reflects the diversity of teachers' teaching methods since the new curriculum reform; Mathematics teaching takes life as the source, pays more attention to the essence of mathematics, and pays attention to excavating the mathematical ideas contained in it; Pay attention to arouse students' cognitive conflicts and pay attention to students' cognitive changes. In teaching activities, teachers and students interact, inspire and guide, closely focus on students' interests and the essence of mathematics, and pay attention to improving the effectiveness of classroom teaching.
In these classes, the participating teachers have clear teaching objectives, clear teaching contents and flexible teaching methods, which well embodies the new curriculum concept. Every class is lively and students' participation is interactive. What we see in every class is the interaction between teachers and students, and the communication between teachers and students is no longer the two processes of teacher teaching and student learning, but a unity. Teachers do not blindly explain the importance of knowledge points to students, nor do they blindly guide students to solve problems. What we see more is that teachers are guiding students to discover problems slowly and experience the essence of mathematics.
I was deeply moved by this research. I feel that in just over a day, I have gained a lot. The quality of the harvest is high and the experience of learning is deep, which makes me deeply feel a stronger sense of crisis and urgency. In the future work, we should constantly learn the new curriculum concept, strive to improve our professional level, seriously reflect on our work in combination with the actual situation of our school, and learn from teachers with an open mind, especially in how to pay attention to students' learning difficulties, how to effectively conduct classroom teaching through existing teaching facilities, constantly improve teaching methods, and strive to improve teaching quality, so as to make more explorations and make efforts to make our own contributions to the development of middle school mathematics in our school.
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From April 25th to 28th, I was lucky enough to attend the 6th Primary School Mathematics Teaching Observation Meeting in Yichang City, Hubei Province. I spent three days observing high-quality primary school mathematics classes in eleven prefecture-level cities, including Shijiazhuang, Hebei, Honghe, Zhengzhou, Yunnan, Zhongshan, Guangdong and Haikou, Hainan. In addition, after listening to many experts' comments on the classroom and their experiences on primary school mathematics teaching, I learned a lot of new teaching methods and new teaching concepts. Below I will share with you some superficial views on my personal lectures.
First of all, these eleven classes have a remarkable feature: they all attach great importance to the creation of teaching situations, and the purpose of classroom teaching is clear, which really serves teaching. For example, Chen Guo, a teacher at Zhonghua Road Primary School in Yuzhong District, Chongqing, took part in the "Preliminary Understanding of the Corner" in Grade Two. In the courseware, Mr. Chen presents a happy scene in which students are active on the playground after class. The content and form of the scene are in line with the age characteristics of grade two students, and the dynamic pictures and cheerful music stimulate the children's interest in exploration. Another example is: in the "Wonderful Graphic Shop" taught by Chen Gang, a primary school in Zhongshan City, Guangdong Province, Mr. Chen taught students to learn in games in the whole class, which not only stimulated their desire to learn, but also stimulated their interest, so that they could enjoy learning in a natural and pleasant atmosphere and get twice the result with half the effort.
Secondly, classroom evaluation is timely and diverse. Here is not only the teacher's evaluation of the students, but also the good evaluation among the students and the students' evaluation of themselves. If the teacher encourages you, "Give him applause", "Draw a smiling face for yourself" and "What do you think of your performance in this class?" Wait a minute.
Thirdly, in these eleven classes, many classes are related to the concept teaching of primary school mathematics. Through observation, I concluded that their concept teaching has a lot to learn: 1. Concept teaching should follow the characteristics of primary school students' understanding of concepts and organize teaching materials reasonably. 2. Rich and typical perceptual materials should be provided around teaching. 3, the understanding of the concept should be through positive comparison, which I have not done enough in my usual teaching. 4. Pay attention to the comparison, analysis and deeper understanding between concepts, and strengthen the application of concepts. Taking "Knowing Seconds" by a professor at the primary school affiliated to Shijiazhuang Foreign Language School in Hebei Province as an example, Mr. Chen introduced the countdown to the opening ceremony of the 2008 Beijing Olympic Games to the classroom for the first time, so that students could feel seconds initially. Then let the students feel the length of 1 second from the routine "standing up" and "sitting down" in class. Then help students establish the concept of 1 second by doing four activities: doing 1 second, looking at the watch, opening and closing eyes, and thinking about what they can do in one second. Next, by listening to children's songs for 5 seconds, watching Tiangong-1 launch video 10 seconds, reading tongue twisters for 20 seconds, and * * * 60 seconds, gradually help children establish a 60-second time concept. Finally, through group activities, experience what 1 minute and 1 minute competitions can do to help children consolidate the concept of 1 minute. In this teaching process, rich perceptual materials such as sounds, videos and activities are provided around the teaching. These materials are familiar to children, which not only stimulates their enthusiasm for learning, but also makes them experience that mathematics comes from life. The design of a series of activities in teaching allows children to apply what they have learned in mathematics to their lives, while consolidating what they have learned, let them understand the importance of knowledge to their lives. In the whole cognitive process, the teacher starts with the most basic 1 sec, and then scores 5 seconds, 1 sec, 20 seconds,1min. Each process takes different activities as the carrier, especially the understanding of 1 sec, and helps children to strengthen the concept of 1 sec through preliminary experience-personal experience-comparative judgment-re-feeling multiple activity links. The formation process of the whole concept conforms to children's cognitive law, and students can learn it easily.
Finally, I want to talk about the presupposition and generation of the classroom. In classroom teaching, we should have accurate goal orientation, accurately express teachers' teaching ideas, and at the same time leave room for classroom teaching. Don't be too prepared for teaching plans, adjust our own presuppositions according to students' needs and correct students' mistakes in time. In the lesson "Understanding Corner" taught by Zheng Qing, a middle school attached to Zhengzhou Normal University in Henan Province, after the students knew the names of various parts of the corner, Mr. Zheng took out a model of the corner in the process of consolidating the concept of the corner. In order to make the students see more clearly, the edges of the corners are made thicker. At this time, some students mistakenly think that an angle is composed of a vertex and two rectangles. This is obviously inconsistent with the teacher's default at that time, and Mr. Zheng did not change the mold at that time and did not guide it in time. Instead, I continued to ask other students with the mold in my hand, and got similar wrong answers, which made the concept of the correct angle established by the students and the wrong answers of the previous students vague and even turned into the wrong side. Here, if Mr. Zheng Can handles teaching AIDS flexibly, or goes back to the blackboard to abstract the concept of corners, perhaps the teaching effect will be very different.
Of course, as a young teacher, I still have many shortcomings. In the future teaching work, I will certainly carry forward my achievements, find out the gap in education and teaching, and learn from teachers with rich experience in education and teaching. In the future teaching, I will devote myself to education and teaching with higher fighting spirit and enthusiasm.