This semester, I am a math teacher in senior one. There are more than 200 students in Senior One. The students studying in our school have poor junior high school foundation and the overall level of senior one students is not high. Most students have bad study habits, and many students can't evaluate themselves correctly, which brings certain difficulties to teaching. In order to do a good job in teaching this semester, the following teaching work plan is formulated.
First, the guiding ideology:
On the basis of nine-year compulsory education mathematics curriculum, students can further improve their mathematics literacy as future citizens to meet the needs of personal development and social progress. The specific objectives are as follows:
1, acquire the necessary basic knowledge and skills of mathematics, understand the essence of basic mathematical concepts and conclusions, understand the background and application of concepts and conclusions, and understand the mathematical ideas and methods contained in them, as well as their role in subsequent learning. Experience the process of mathematical discovery and creation through different forms of autonomous learning and inquiry activities.
2. Improve the basic abilities of spatial imagination, abstract generalization, reasoning and argumentation, operational solution and data processing.
3. Improve the ability to raise, analyze and solve problems (including simple practical problems) with mathematics, express and communicate with mathematics, and develop the ability to acquire mathematical knowledge independently.
4. Cultivate the consciousness of mathematical application and innovation, and try to think and judge some mathematical models contained in the real world.
5, improve the interest in learning mathematics, establish confidence in learning mathematics well, and form a persistent research spirit and scientific attitude.
6. Have a certain mathematical vision, gradually understand the scientific value, application value and cultural value of mathematics, form critical thinking habits, advocate the rational spirit of mathematics, and appreciate the aesthetic significance of mathematics, thus further establishing dialectical materialism and historical materialism world outlook.
Second, teaching material analysis
1. Based on the characteristics of mathematics teaching in secondary vocational schools, strengthen the foundation, practicality and flexibility of teaching materials. The new textbook is suitable for different regions and types of vocational schools, and provides a suitable learning platform for students with different majors, different levels and different development needs. According to the requirements of the new syllabus, the compilation of teaching materials highlights the foundation and application of knowledge and the diversity of students' means of acquiring knowledge, which is characterized by low knowledge difficulty, and the selection of teaching materials and examples is as close as possible to the learning and life reality of vocational school students, reflecting the characteristics of the times. Especially in the vocational module, the writing concept of "practicality first and sufficiency" is emphasized.
2. Focus on the reality of mathematics teaching in secondary vocational schools, and strive to achieve the goal that students are willing to learn and teachers are convenient to teach through the writing method of "low starting point and clever connection". The compilation of teaching materials follows the law of students' cognitive development, reducing the starting point of knowledge, from known to unknown, from shallow to deep, from concrete to abstract.
Thirdly, the analysis of learning situation.
The students in our school are generally students who failed in the senior high school entrance examination. They are under great pressure to go to school in junior high school. After studying hard, they still have no hope of continuing their high school studies. Because I can't reach the expected learning goal, I lose my confidence and enterprising spirit in learning. In order to find jobs, some students choose to study in secondary vocational schools voluntarily, but a considerable number of students are forced to study in vocational schools because of some external pressures, such as the strong demands of their parents. There are still some students who have not finished junior high school. It is because parents send their children to school to avoid social troubles, and learning knowledge is put in a secondary position. These "students with learning difficulties" are often addicted to video halls, video game rooms, internet cafes and other entertainment places around the school, and the phenomenon of staying up all night surfing the internet to avoid learning occurs from time to time, thus losing the goal and perseverance of job hunting; Therefore, the phenomenon of not writing or doing homework, being late for class, talking, reading novels, playing mobile phones and sleeping is almost everywhere. In addition, due to the poor cultural foundation, young age, unfamiliarity with professional knowledge, and low acceptance, analysis and thinking ability. In addition, the number of courses in secondary vocational education is increasing, the teaching methods are different from those in middle schools, and the teaching progress is faster than that in junior high schools. Therefore, it is difficult for many students to adapt to the teaching methods and progress of secondary vocational schools, and they are gradually tired of learning and give up on themselves. Therefore, there are many potential passive learning factors among students, the overall quality is generally not high, and the learning ability is quite different, which brings great difficulties to the education management and teaching organization of the school.
Fourth, teaching measures.
1. Strengthen self-study, especially the study of mathematics syllabus in secondary vocational schools, thoroughly understand the syllabus, accurately grasp the teaching requirements, improve teaching efficiency, and do nothing;
2. Strengthen lesson preparation, brainstorm and discuss the optimization of lesson plans; Unified schedule, unified requirements, unified homework and unified examination for parallel classes;
3. Conscientiously implement the six serious requirements of teaching, carefully organize teaching, protect students' enthusiasm for learning mathematics, and attach importance to the cultivation of mathematics learning ability;
4. Strengthen contact teaching, break modular teaching appropriately, and let students develop harmoniously.
5. Adopt the teaching mode of combining theory with practice. It is necessary to focus on improving students' ability to determine the curriculum system and knowledge structure of this major, clearly set the necessary knowledge points in curriculum ability training, choose arrangements according to different professional positions and different levels of needs, and determine teaching requirements. According to the needs of employers, we should determine the professional training objectives, choose the corresponding theoretical knowledge to organize teaching, and at the same time, cooperate with relevant skills training, pay special attention to cultivating students' knowledge application ability, so that they can use theory to guide practice and verify theory through practice.
6. Reduce the theoretical difficulty and make a summary. Adjust the curriculum and teaching content in time, follow the principle of learning enough and using enough, instead of learning too deeply, and emphasize learning, using and using enough. Through three years of education, students can be familiar with or master a practical technology or skill to meet the needs of job hunting and gain a foothold in the fierce market competition. For example, appropriately reduce the weekly class hours and leave enough time to strengthen vocational skills training. At the same time, the summary of knowledge is also very important. Summary is an important means for students to construct knowledge structure and sort out knowledge context in classroom teaching. Many terms, concepts, theories, calculation skills and other knowledge in the teaching of secondary vocational schools are understood and accepted by students in a general way, which makes students draw inferences from one another. Therefore, in teaching, we should not only provide students with rich perceptual materials to inspire them to use their brains actively and think at multiple levels, but also pay attention to summarizing knowledge and learning process and improve their ability to summarize.
7. Stimulate students' interest.
(1) Connect with real life and create situational teaching. Linking study with real life makes students love study and life more.
(2) Contrast or analogy teaching. Some courses have similar aspects within or between courses, but they also have different aspects. Using this method, students can find their own similarities and differences, which is convenient for cultivating students' ability of summing up and inducing and divergent thinking.