1, retake the new textbook. Read the whole textbook first, then carefully read the writing characteristics and teaching suggestions of the textbook for teachers, and then carry out teaching work in combination with the actual situation of the class.
2. Not limited to textbooks. In the teaching process, according to the actual situation of students, we should use the teaching materials flexibly and reorganize the teaching materials appropriately. For example, when I finished teaching Addition and Subtraction (I), I didn't teach it in the order of textbook arrangement, but directly taught Addition and Subtraction (II). Because students have mastered the addition and subtraction within 10, when teaching addition and subtraction within 20 years, quite a few students can complete the addition without carry and subtraction without abdication without the guidance of teachers at all. Only when I teach carry addition and abdication subtraction within 20 hours will I give the necessary guidance. This makes it easier for students to learn.
3. Trust students. The first-year students also have unlimited creative potential. As long as students are given enough time and space to think, their creative potential is infinite. For example, in the composition of teaching mathematics (such as the composition of 4), students can not only sum up three composition methods, but also combine them into one. Virtually, students experience the commutative law of addition.
4. Make full use of students' life experience for teaching. For example, when teaching "height", I first invite a group of students to the podium and line up according to their height, so that students can think about how to line up. Through such practical activities, students will soon be able to say that the short is in front and the tall is behind; It can also be high in the front and short in the back. Then I asked the students to compare various electrical appliances. According to practical experience, students come to the conclusion that one end should be aligned in the comparison, and the length of the comparison is the same.
Second, inadequacy and confusion.
1, although I have been teaching for more than 20 years, I have read more books on curriculum reform in recent years, and I have understood some things I should or shouldn't do in theory, but it often changes in practice. Although we are open-minded and boldly try new teaching methods, the organization in the classroom is so weak and even discouraged. Probably our students' behavior habits can't keep up with the teaching arrangements!
2. The application of modern educational technology in teaching is not enough. First-year students have little life experience and poor attention. If there are courseware matched with the new school textbooks and applied to multimedia teaching, it can greatly improve students' attention, increase their interest in learning mathematics and their confidence in learning mathematics well.
3. First-year students have different starting points (related to their parents' cultural quality). In teaching, it often happens that "the top students don't have enough to eat, and the poor students can't survive". How to teach students in accordance with their aptitude and at different levels? This is another headache.
How to communicate with parents is also a problem. We are located in a mountainous rural area. Most parents' cultural quality is not very high, but they have high expectations for teachers and students. They attribute the quality of students' study and conduct to teachers, and whether students study and grow has nothing to do with their parents. I'm confused about this.