Summary of Mathematics Teachers' Teaching Experience 1
This school year, I am a math teacher in Class 56 (Science) and Class 58 (Liberal Arts) of Senior Three. While earnestly implementing the school education and teaching work plan and carrying out the classroom teaching mode of "learning before teaching and training in class", we should combine the new ideas and concepts of curriculum standards with mathematics classroom teaching, change our thinking, actively explore and reform teaching. The work of this semester is summarized as follows:
First, improve the quality of lesson preparation and optimize classroom teaching.
Classroom is the main channel of teaching. If you want to improve your teaching performance, you must pay attention to the quality of 40 minutes in class. And how to ensure the quality of classroom teaching? The key is to prepare lessons. Not only students but also teaching methods should be prepared. The students in the two classes have different foundations and levels, and the textbooks used are also different. This requires selecting good questions from different materials, some can be appreciated, and some can only be taught in science class. Therefore, we must think about all the questions before class, so that students can grasp the key points. Focus on the ideas, methods and ideas in class. What students can do is not to make teachers' packages, but to let students do and practice by themselves. The knowledge gained from practice is much more important than what the teacher teaches him directly. In this way, the efficiency of class is also improved, and students' interest is greatly enhanced.
The second is to pay attention to refinement and strengthen implementation.
Carefully select topics and make targeted comments. Do your homework carefully every day. Students are not required to do every homework, but to do it selectively, including compulsory questions and multiple-choice questions. This ensures that poor students can keep up with excellent students and improve their enthusiasm. Basically once a week, through intensive training, on the one hand, it can consolidate knowledge, on the other hand, it can also improve the speed of doing problems and adapt to the college entrance examination. Every exam and exercise, I insist on carefully correcting and making comprehensive statistics. In order to give full play to students' learning autonomy, students are also required to correct mistakes in exercises, so as to improve the pertinence of exercise class evaluation and the efficiency of classroom teaching.
Three, pay attention to teaching materials, pay close attention to the foundation, targeted teaching.
Good knowledge structure is the guarantee of efficient application of knowledge. Based on textbooks, we should comprehensively sort out knowledge and methods, pay attention to the reorganization and generalization of knowledge structure, reveal their internal relations and laws, and extract thinking methods from them. In the process of deepening knowledge, we can't treat knowledge and methods in isolation, but we should consciously connect them before and after, make them comprehensive vertically and horizontally, and consciously incorporate new knowledge into the existing knowledge system in time.
The student bases of these two classes are relatively poor, especially in Class 58, which is relatively rigid, with average and poor students accounting for the vast majority and excellent students relatively few. Many students have a poor foundation, so they can't do what they are asked to do, and they can't complete the tasks they should. It brings great difficulty to teaching. This requires us to grasp the teaching objectives as a whole, and formulate specific requirements according to the actual situation of each class to treat students at different levels differently. In this way, the contents of pre-class preparation, classroom training, after-class homework assignment and after-class counseling will vary from person to person. Students with strong ability should expand their knowledge points, fully tap their potential, and improve their logical thinking ability and ability to analyze and solve problems. Let all students gain something and improve the ability of students at different levels.
Fourth, study the outline and sort out the knowledge.
1, familiar with the test center
The college entrance examination is a baton, and the examination outline is a program of action. When preparing for the exam, candidates should "never forget" the exam outline, carefully study the knowledge points specified in the exam outline, analyze and summarize them one by one, reach the designated position point by point (including the extension of the test center), and find out the position and role of each knowledge point in the relevant knowledge structure.
Step 2 get to the point
The focus is on the main content or proposition of the college entrance examination. When reviewing, we must concentrate on solving key points, and think more, practice more and summarize more on key issues.
Step 3 solve difficulties
In a sense, the review process is essentially a process of solving difficult problems, and solving difficult problems in time can promote the rapid progress of students' learning.
The busy semester is coming to an end, and the task of next semester will be even more arduous. I will make persistent efforts to a higher level!
Summary of teaching experience of mathematics teachers II
This school year, under the guidance of the Guidance Office and the Mathematics Teaching and Research Group, I completed the established work plan. Adhere to the study of education and teaching theory, actively carry out various teaching and research activities, complete the teaching task of sixth grade mathematics, and make certain achievements in many aspects, which are summarized as follows.
First, adhere to theoretical study and write papers seriously.
If teachers don't study, teaching and research activities will become "rootless trees, passive water". In order to strengthen my self-cultivation and improve my quality, I have carefully studied the teaching theories such as "New Mathematics Curriculum Standard" and "Mathematics Teaching Theory", studied the subject publications, and learned the information of teaching research and teaching reform. Good study can bring good research, and good research can bring good teaching. I attach great importance to guiding teaching practice with teaching theory and writing papers seriously. Over the past school year, I have written 20,000 words of theoretical study notes and 20 valuable teaching reflections.
Second, actively carry out teaching and research activities.
In order to reform the classroom structure and teaching methods, improve the level of classroom teaching and effectively improve the efficiency of classroom teaching. Strengthen thinking in daily teaching work, boldly practice and accumulate in classroom teaching, and gradually explore and form a learning and research-oriented classroom teaching model suitable for sixth-grade students.
I insist on attending lectures, evaluating classes, studying and discussing, and exchanging experiences. For example, I have 40 classes this school year and take part in collective lesson preparation once a week. The teachers in our mathematics teaching and research group attach great importance to listening and evaluating classes, preparing lessons carefully before class, designing teaching plans and learning from each other. After class, carefully evaluate the class, such as whether the teaching content is properly arranged, whether the difficulties are broken, whether the teaching methods are appropriate, the application of teaching means, the infiltration of teaching ideas and methods, whether it meets the requirements of quality education, and the basic teaching skills of teachers. The activities of attending lectures and evaluating classes have effectively improved my teaching level. For example, I won the second prize in the town math teaching competition, and the math class I taught on the town teaching open day was rated as a quality class.
The school also organized us to go out to attend lectures, learn from the classics, broaden our horizons and exchange experiences in time.
Third, regular teaching is persistent.
Since a school year, I have always adhered to teaching as the center, done a good job in routine teaching, further standardized teaching behavior, and strived for an organic combination of routine and innovation. As a teacher, I have a rigorous and scientific teaching style and a good study style of students who are serious, diligent, realistic and knowledgeable. We have carefully formulated the subject plan of the number of academic periods, carefully prepared lessons, listened carefully to lectures, paid attention to quality for 40 minutes, and strived to improve the efficiency of classroom teaching. Carefully assign homework and correct homework in time. Carefully organize examination evaluation and seek truth from facts in students' daily evaluation. Carefully guide students' extracurricular study and give a good "interesting math class", and students' interest in learning math is growing. Seriously reflect on education and teaching, and sum up the experience and lessons in work in time.
Fourth, improve teaching methods and improve classroom teaching efficiency.
Understand students' cognitive level, search materials, prepare lessons carefully, and strive to create a relaxed and happy learning atmosphere to stimulate interest. This year, knowledge, knowledge, cooperation and competition were taught to students, and students' correct learning attitude, good learning habits and methods were cultivated. Students learn interesting, learn really, really gain, and start to gain from 40 minutes. Improve the cultivation of students' ability to learn first and improve the ability of group communication. Research-oriented classroom teaching was carried out and special competitions were organized, which stimulated students' interest in learning mathematics. Design rich homework in different levels, do a good job in clearing the unit and mid-term quality inspection, and really take exams as a means to promote students' all-round development and improve teachers' teaching.
Of course, there are still many shortcomings in my work. Now we should try our best to open up a new path with strong operability in teaching and research, such as preparing lessons collectively to improve teaching effect. At the same time, it is necessary to give more guidance to young teachers, improve their ability to lecture and evaluate classes in class, and strive for more people to evaluate key teachers and academic leaders in counties and towns.
In short, a hard work, a harvest, teaching work is accompanied by bitterness and joy. From the next issue in 2007 to the last issue in 2008, the six-year mathematics subject I taught won the first place and the second place in the final exam of the town respectively. I will, as always, make persistent efforts to better carry out mathematics teaching and research in the new year and work hard for by going up one flight of stairs.
Summary of Mathematics Teachers' Teaching Experience III
Busy, it's the end of the term. In this semester, I served as a math teacher in Class (1) and Class (2) of Senior Three. I still remember when the school informed me to re-elect for the third year of high school, I felt quite stressed. As a young teacher, I have insufficient teaching experience, and my grasp of the college entrance examination is always insufficient. In particular, classes (1) and (2) in senior three are basic classes, and the student base is generally biased. The characteristics of college entrance examination mathematics papers are great difficulty, great discrimination and great power of college entrance examination. Mathematics is also the most important subject for senior three students. Mathematics teaching in senior three is directly related to the results of college entrance examination, and mathematics teachers have great responsibilities. I think this year, 20-20 years, the teaching of senior three mathematics in Pingshan Middle School is hard, and it can be said that it has done its best and the result is successful. This year's college entrance examination math paper is more difficult. From what we know, the proportion and passing rate of students with high scores are also satisfactory.
Here are some of our specific practices and experiences this year.
First, the arrangement of time schedule.
We have finished the new teaching of mathematics in senior one and senior two, so senior three began to review in July of the previous year. This arrangement is completely reasonable. We spent the whole first semester of Senior Three reviewing for the first time, which should be sufficient and the effect is remarkable. One month before the second semester, I specially reviewed it, mainly in terms of knowledge. In fact, it is the second review of knowledge, which complements and perfects the first review last semester. From the comparison of the results of the first exam at the beginning of the second semester and the first mock exam in the whole city one month later, the progress is remarkable. After the first mock exam in early April, we arranged to do comprehensive exercises. We arranged to do the math test paper of the college entrance examination the year before last, that is, 20-2000, which is also about one month. The last month, from the end of April to mid-May, has two to three weeks, which is very important. We arrange special exercises to solve problems. We do six unit exercises for the six solutions to be tested in the college entrance examination, namely ① trigonometric function, ② probability statistics, ③ solid geometry, ④ analytic geometry, ⑤ series inequality, ⑤ derivative and its application. This part of the exercise is done by myself, which is more targeted, the difficulty is appropriate, and the students reflect it better. Finally, during the two weeks of students' self-review, we asked students to do some simulation papers this year, mainly the simulation papers of cities in this province this year. The level of these papers is relatively high, the direction of the college entrance examination is relatively accurate, and the difficulty is not great, which is just suitable for the needs at this time.
Second, review must grasp the direction of the college entrance examination.
What is the college entrance examination? Su Jiaoban has a high school Chinese syllabus. The pulse of specific propositions is what every senior three teacher wants to know most, but it is not difficult to grasp. The college entrance examination paper is the focus of social attention, and it can only be done well without mistakes. Every year, the National Examination Center will also evaluate the examination papers of the provinces. Their evaluation is not like that of our provincial education department, which is full of advantages and no shortcomings. Their evaluation is objective and sharp. Facing the double pressure of society, national authorities and their own efforts, the level and quality of proposition in our province have improved year by year. The model of their proposition is the test paper of the previous year's test center, and they are also trying to learn the proposition thought of the test center, so as long as they fully study the test paper of the previous year or two, they can grasp the pulse of the college entrance examination proposition. The same is true in practice. The types of college entrance examination papers are: 22 questions, 12 multiple-choice questions, 4 fill-in-the-blank questions and 6 solution questions. The score ratio of each question is the same as that of last year's test center. The proportion of knowledge points in each chapter and the examination direction of six solutions are similar to those in last year's test paper. This is my idea of guiding the review of the college entrance examination. That is to say, the main direction of our review is the six answers from last year's test center. In addition, we believe that it is not difficult to solve the problems of triangle, probability and solid geometry in the college entrance examination through the information obtained from the outside world, mainly through our own analysis; In the past two years, our province has not focused on the content of the series, which is a defect that can not be ignored, so the content of the series will be tested in the form of problem solving, and the difficulty will not be low, which is consistent with the information we got before the exam; The comprehensive problem of analytic geometry and derivative is the key problem with great discriminant; Judging from the reality of the college entrance examination, what we have grasped in this respect is relatively accurate. Through the analysis of last year's test papers in the test center, it is relatively easy to choose the fill-in-the-blank questions according to the characteristics of our province's propositions, but it is not easy to answer the requirements entitled ensuring the degree of discrimination and the choice of institutions. The overall difficulty of the test paper should be comparable to last year. Facts have proved that our judgment is correct, so our arrangement and actual operation is to pay attention to the key points of the exam and review the key contents.
Third, review the key contents.
As mentioned above, the six solutions are the focus of our college entrance examination review, so we should focus on reviewing. In the first round of review, don't spend too much time on the function part, set and simple logic, vector part, continuity and limit, and statistics part are not the key points, so don't do too many difficult questions. In May of the following year, that is, the final stage of the college entrance examination, when time was the most precious, we arranged six special reviews of the six solutions of the college entrance examination. Now this arrangement is completely correct. In the specific review, teachers should guide the selection of exercises. For example, in 2007, there was a difficult normal distribution problem in Hubei college entrance examination. We analyzed the normal distribution to understand the content, and the relationship between standard normal distribution and general normal distribution is not required in the college entrance examination outline. It is obviously beyond the outline for them to solve the problem, so we just introduced it and didn't ask too much. Quadratic function has many solutions in various teaching AIDS. Because we mostly use derivatives to deal with function problems now, all kinds of function problems are not difficult to solve, so the possibility of taking the quadratic function test is reduced, even if it is not difficult, so we have reduced the review requirements for quadratic functions. Our experience is that the college entrance examination review should not follow the teaching AIDS, but should be based on me.
Fourth, pay attention to answering questions.
In the review, it is suggested that we should pay attention to solving problems, at the same time, we should not lose the choice of filling in the blanks, and ask students to work hard to solve problems. Because judging from the college entrance examinations over the years, students' grades ultimately depend on solving problems, and it is of little significance to do too many difficult problems at ordinary times. The difficult choice of fill-in-the-blank questions is very difficult to meet in review, which has nothing to do with whether there are many difficult fill-in-the-blank questions before the exam. Therefore, in actual teaching, we focus on the teaching of solving problems, spend more time analyzing and explaining problems, and give students enough time to solve problems. For example, when reviewing solid geometry or analytic geometry, students are required to do 3-4 problem-solving tasks every day, and students are required to do less, and students are encouraged to work hard to solve problems. From the reality of this year's college entrance examination, our prediction is also accurate, and the effect of our doing so is also very good.
Fifth, choose the status of fill-in-the-blank questions and review strategies.
Although fill-in-the-blank questions account for more than 50% in the college entrance examination, they are not the key points. The direction of the college entrance examination is basic and comprehensive. In order to take into account all levels of candidates (including art and sports candidates), the college entrance examination must test the foundation and the knowledge coverage of the examination should be as large as possible. These design goals are achieved by choosing fill-in-the-blank questions. According to its purpose, it should not be difficult to choose fill-in-the-blank questions, but 2-3 difficult questions in a paper are enough. So when reviewing, don't care too much about the choice of fill-in-the-blank questions. In fact, practice tells us that the difficult choice of fill-in-the-blank questions can't be put on the table. When it comes to it, students can only rely on their own mathematical ability, and the usual practice can't play any role. Therefore, in the second semester, we will reduce the practice of choosing fill-in-the-blank questions by answering the question entitled "Our Review Highlights". There are often some technical solutions to fill in the blanks, such as exclusion method, special value method, numerical calculation, starting from extreme situations and so on. In addition to the usual training, we also did special training to select fill-in-the-blank questions to improve students' problem-solving skills. Judging from the reality of this year's college entrance examination, it is not difficult to choose fill-in-the-blank questions, and many students got full marks. We have done big problems, but we usually practice less and can't do well as a whole.
Summary of Mathematics Teachers' Teaching Experience 4
How time flies! Another semester passed in a blink of an eye. This is a busy semester, but also a full semester, a harvest semester. Under the arrangement of the school's academic affairs office, I am responsible for the teaching of classes (2) and (4) in Senior Two this semester. According to the actual situation of students, I made a targeted teaching plan to make the teaching work planned, organized and step by step. In the examination, class 203 won the second place in the ordinary class and class 205 won the second place in the key class, reaching the second place in the whole grade, which successfully completed the teaching task. The teaching work of this semester is summarized as follows:
First, adequate preparation before class.
The premise of a good new lesson is to prepare lessons. According to the content of teaching materials and the students' reality, it is particularly important to carefully design the teaching process and formulate teaching methods. Therefore, I regard preparing lessons as the key.
This semester, theoretical study has been strengthened, especially in the training class for provincial key mathematics teachers, which has benefited a lot. Learned the teaching methods commonly used in primary and secondary schools, including teaching method, discussion method, intuitive demonstration method, practice method and reading guidance method. Common classroom teaching methods include lecture teaching method, question inquiry teaching method, training practice teaching method and teaching method based on modern information technology.
Through studying, it also increased my confidence. Based on the principle of "what to do, what to learn, what to lack, and what to make up", I carefully studied the textbooks, teaching references, teaching plans and test questions before starting a new class at the beginning of the semester, so as to thoroughly understand my knowledge and strive to prepare every class perfectly. Seriously reflect after class and prepare lessons for each class.
Second, efficient classroom teaching
To have a good class, we must do a good job in every classroom teaching. In teaching, I pay attention to sorting out the order and logic of knowledge, insist on making every knowledge point clear and thorough, turn textbooks into knowledge in many ways, avoid giving students raw food, increase situational teaching, and strive to enhance the effect of classroom teaching. After studying the common methods of classroom teaching, including lecture-based teaching method, problem-based teaching method, training practice teaching method and teaching method based on modern information technology, I consciously choose to practice some teaching methods in the classroom.
According to the characteristics of mathematics courses, lecture-based and inquiry-based teaching methods are widely used, such as conceptual topics, and inquiry-based teaching methods are generally used. When I took the elective course "permutation and combination" 2-3, I adopted the problem-based teaching method. Introduce new courses by making the following suggestions:
Question 1: How many ways are there to choose 5 students from 50 students in our class to take part in the math contest? What's the problem? When students answer, they come to the conclusion that what can be described only needs to be selected, and there is no need to study the order, so it is a combination question.
Question 2: What are the seating arrangements if the contestants ask for photos to commemorate after winning the prize? What's the problem? Can you give other examples? Guide students to read textbooks.
Question 3: So the problem that needs to be studied is the arrangement problem. How to find it? So as to naturally guide students to understand the formulas of permutation number and combination number. After the knowledge points are finished, it is the key to solve the problem of permutation and combination to comment on the innate homework and add a question at the same time: to explore which questions are related to the order and which questions are not related to the order. Finally, related exercises were arranged in the class to guide the students to practice, and the students completed it well.
Third, improve after-school reflection.
I have read such a sentence: "thinking is alive, thinking is deep, thinking is deep, thinking is new, thinking is new." At the beginning of the semester, I humbly learned from Mr. Zhang Jianhui, the head of the math group, his teaching methods and the art of classroom treatment. At the same time, I have also received guidance from many colleagues. For example, Mr. Zhuo Zhibo's classroom questioning effect is very good. For example, Mr. Peng's blackboard writing is really awesome, and Mr. Yang Liqun's stepped homework arrangement is very distinctive and worth learning.
After each class, reflect on your own teaching behavior, summarize the teaching gains and losses, and review, analyze and examine the whole teaching process. Only in this way can I gradually form the consciousness of self-reflection and the ability of self-monitoring, enrich my self-cultivation, improve my self-development ability and gradually improve my teaching art, so as to improve the teaching level of teachers themselves.
In a word, the road is long, and I will go up and down. In the past semester, I have made some achievements in my teaching work, and my personal teaching has also improved a little. But there is still a long way to go to meet the requirements of modern teaching quality. I still have some shortcomings, such as the lack of vivid classroom language in teaching work. These problems need to be constantly improved and perfected in the future teaching work in order to reach a higher level and better serve students.
Mathematics teachers' teaching experience summary 5 pages
Unconsciously, 20 years have passed. Through teaching practice, mastering students' learning situation and understanding the teaching requirements of "intensive speaking and more practice", I gradually adapted to the understanding potential of students at this level, and students gradually adapted to my teaching mode. This is a test for me, and it also gives me a deeper understanding of teaching and makes more preparations for future teaching. The following are some of my understandings and feelings in the teaching process:
First, teach students in accordance with their aptitude
In teaching, we often take our own experience in learning mathematics as an important reference in choosing teaching methods. Each of us has been a student, and each of us has studied mathematics. The experiences of joys, sorrows, nervousness, pain and joy that we have tasted in the process of learning still have necessary enlightenment for our students today.
However, at the beginning of the class, I often saw the students' vacant eyes, the situation of Duke Zhou lying on the table, and the repeated "teacher, I don't understand!" It makes me feel very uneasy: am I talking too hard? Too hard to understand? Looking back, I found that I thought about teaching based on my previous situation as a student, and didn't think more about the current situation of students. At this time, I realized that our existing mathematics learning experience is not enough to bring us more, more valuable and more reflective materials. At this time, we should stand on the students' point of view, and refer to and formulate teaching methods suitable for us from the students' point of view. The situation of each student may be different. We should think about the learning situation of most students before we can prepare lessons and teach properly.
Second, discuss the intra-group communication of the lesson preparation group.
Through the communication with colleagues and student representatives this year, we all agree that we should not rush for success and catch up with the progress, but should consolidate the foundation of students and integrate some relevant knowledge points of junior high school into classroom teaching. The requirements of the new curriculum for the teaching process are: to stimulate students' interest in mathematics with vivid classroom process, to let students understand the basic knowledge points they have learned, to grasp the emotional streamline of students in a class, to strengthen students' understanding of the problem-solving process, to let students master the potential of independent exploration, and finally to let students apply the knowledge points.
Through the discussion and communication in the teaching process, the members of our senior one preparation group have reached a * * understanding of the teaching requirements of "intensive speaking and more practice", and strive to achieve intensive speaking and more practice in the future teaching process to better improve the effectiveness of classroom teaching.
Third, listen carefully to students' opinions and suggestions on math class.
In the process of classroom teaching, the students' situation is not very good in the first week, many students sleep in class, the completion of homework is not optimistic, the problem-solving format is not clear, and the concept is chaotic. So I often put their feelings, opinions and suggestions on math class on a piece of paper (anonymously). In the process of reading their opinions and suggestions, I found many shortcomings of myself and the basic situation of students:
1, talk more and practice less. This point has been gradually improved in the subsequent teaching process.
2. Classroom examples should be based on textbooks, and questions should be targeted, from easy to difficult.
3. The explanation and analysis of the topic should be clear and clear, and the steps should be clear. In this respect, after listening to many old teachers' lectures, I have greatly improved, especially under the current situation of homework completion, the problem-solving format is obviously much clearer.
4. Enhance the interactivity in the classroom: in the classroom, analyze the students' completion of classroom exercises, analyze the students' problem-solving situation, and ask other students to help the whole class analyze the reasons for the wrong questions, so as to achieve an effective combination of speaking, practicing and evaluating.
In this year's senior one students, the students' foundation is generally poor, so be patient and careful, and don't be too eager for success. Before each lesson preparation and class, we should first think about the students' mastery in the last class to prepare lessons and teach. And try to review junior high school knowledge points related to memory every time to help students consolidate junior high school knowledge.
Fourth, the students' requirements and feedback
In view of the students' performance in class and homework, in the second week, I clearly put forward the following three requirements for students:
1. Be sure to preview the new lesson materials before class. Doing a good preview is the premise of learning this lesson well. Without preview, you won't understand what materials to take in this class and what you can't do, and you won't understand the key and difficult points of the new class.
2. Be sure to prepare a special notebook for mathematics in class, which can be used to take class notes and practice. In class, we should use our brains, hands and pens. Only by doing more questions and understanding the problem-solving process can we absorb, understand and apply knowledge points more effectively and remember related knowledge points better.
3. Finish the review in time after class, carefully sort out the knowledge points in the textbook, try to independently complete the exercises and homework assigned by the teacher that day, and consolidate the foundation through practice. Doing more problems and finding out your own shortcomings and omissions is an important way to learn mathematics well.
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