20 17 exchange speech on teaching experience of math teachers dear teachers,
Hello everyone! I am very happy to sit here and share with you some thoughts and experiences in my work; I also hope that through communication, I can really bring some thoughts and inspiration to everyone and help the future work. We know that the mathematics teaching under the guidance of new curriculum standards, new ideas and new textbooks is very different from that of our childhood, so we must strengthen our own study, research and attempt. An expert once said: Our mathematical research must be carried out on the premise of good examination. ? In fact, there is no contradiction between the requirements of the new curriculum standard and doing well in the exam. Below I will talk about my understanding from three aspects, and talk about some practices in my teaching practice:
First, the classroom is the main position to realize the efficiency of mathematics teaching.
Classroom is the stage for teachers to realize themselves and show themselves; It is the holy land for students to learn knowledge and grow constantly, and the main position and battlefield for teachers and students to work together to improve teaching effect. ? The main battlefield? After the battle, the teaching efficiency and quality have been improved. In order to get better efficiency in class, I think we should do the following in teaching.
1, carefully study textbooks, pay attention to the relationship between old and new textbooks, understand the compilation characteristics of junior high school textbooks, and understand the cognitive characteristics of junior high school students. It is best to have a deep understanding of the intention of the textbook writer. For each part of the content, we should understand its prototype in life and its value in real life. Only by understanding its value and meaning in life can we be moved by these contents. Imagine, if the teacher has never been touched, how can such content move students in teaching? Can students learn these contents well? Therefore, it is every teacher's duty not to attend an unprepared class.
2. Use vivid and interesting materials closely related to children's lives to let children learn mathematics in specific situations.
The first-year mathematics textbook of West Normal University attaches great importance to the choice of students' life, and stimulates children's enthusiasm for learning with their life experience. Almost every topic introduces the prototype of student life. The principle of constructivism teaching theory clearly points out: "The complex learning field should be aimed at learners' past experiences and interests. Only in this way can we stimulate learners' enthusiasm for learning and learn actively. " It can be seen that the stimulation of students' learning initiative has a great relationship with the choice of learning materials close to students' reality.
Students' life experience has the following functions: (1) Experience the mathematical value in life and stimulate their interest in learning (internal and external activities); (2) To provide students with a cognitive platform with life experience.
There are many pictures in each unit of the first-grade mathematics textbook published by West Normal University, aiming at stimulating students' interest in learning and trying to be novel and entertaining when teaching a certain knowledge point. Minimize mechanical procedures and enhance students' interest in learning. Such as the use of colorful teaching AIDS, novel riddles, interesting stories and fascinating games. Try to make students feel novel, novel, fresh and attractive. For example, when I was teaching and understanding, I designed a children's song: Tick-tock, tick-tock, can say no mouth, can walk without legs, it will tell us when to sleep and when to get up. ? Please guess what it is. Introduce topics naturally by guessing riddles. The students' attention was quickly attracted to their studies. Full of interest in learning, the learning effect is excellent.
3. Provide students with exploration space and guide children to think independently and cooperate and communicate.
"People's knowledge is not passively accepted, but actively constructed through their own experience." Textbooks respect this teaching concept, guide students to construct their own knowledge in various ways, and let students experience the learning process in the process of knowledge construction. In order to guide students to actively construct knowledge, the following measures have been taken.
(1) Building a cognitive platform for students
The construction of students is to learn through their own experiences. Whether there is necessary experience or not, the necessary experience will inevitably affect students' interest in active construction, or even fail to actively construct. The students' experience mainly consists of the following aspects:
I. Life experience
B, knowledge cognitive basis
Cognitive strategy
To this end, I actively help students prepare for cognition, such as strengthening the understanding of 1 1~20 before teaching the understanding of numbers and carry addition, and actively using students' life experience to organize students to participate in learning activities, such as "yuan, jiao and fen"
Knowing "and" knowing clocks and watches "will directly affect students' life experience of learning new knowledge. It also pays attention to the cultivation of cognitive strategies, such as guiding students to think about the connection and difference between new knowledge and original knowledge, and promoting the learning of new knowledge by using original knowledge.
(2) Cultivate students' problem consciousness.
All thinking begins with the problem. In order to promote students' thinking, teaching should cultivate students' problem consciousness. Therefore, in teaching, I pay attention to the design of problem scenarios and use specific scenarios. (such as life scenes: how to send a car), unusual scenes (there are as many trees on each side and as many people in each group), and strange things (such as different portraits from different angles in the next period of Senior One), which can not be solved in theory and practice, trigger students' cognitive conflicts, cultivate students' awareness of problems and promote students' thinking and exploration.
(3) Advocate the methods of independent thinking, independent exploration and cooperative learning.
One of the key points of this curriculum reform is to bring substantial changes to students' learning, which embodies the learning style of advocating independent thinking, independent exploration and cooperative learning.
I pay special attention to the following questions in teaching:
① While advocating cooperative learning, we should first pay attention to independent thinking, and each student should come up with his own opinions before communicating. Attention should be paid not only to students' behavioral participation, but also to students' emotional participation. Because simple behavior participation can't promote the development of students' advanced thinking ability, only the learning style with positive emotional experience and deep cognitive participation as the core can promote the improvement of students' all-round quality, including advanced thinking.
(2) Independent thinking is often combined with the operation of learning tools or experiments, such as "comparison, drawing, reading and writing" in the first volume of senior one mathematics. It emphasizes that the action representation of operation and experiment is supported by the representation of thinking, and the use of hand, brain and mouth promotes students' understanding of knowledge.
I deeply realize that the operations and experiments in the textbook are also different from those in the original textbook, and most of the original operations and experiments are based on certain conclusions. The new textbook is based on the phenomenon and feels the "need". The former emphasizes conclusion, while the latter emphasizes process. Only experiments that emphasize the process are learning experiments.
4. Make the learning content intuitive and colorful.
Modern cognitive psychology research shows that the learning process of junior middle school mathematics should follow the cognitive process of "action-perception-representation-concept and symbol". In this process, action or perception is the starting point of cognition and a key step to construct knowledge independently. Representation is to form the corresponding image of cognitive object in mind on the basis of operation or observation, and it is the intermediary of the transformation from knowledge structure to cognitive structure. Finally, the representation is deeply processed in the mind, and the perceptual knowledge is raised to rational knowledge and then the concept is formed. This cognitive process of students objectively requires that the teaching content should be intuitive and vivid, so as to help students perceive new knowledge. To this end, I try to consider the intuitive image when designing teaching. For example, the villain on page 83 of the first volume of Senior One uses boxes as an intuitive learning tool to help students think about how to calculate carry addition. There are many examples of using vivid pictures to help students understand arithmetic, such as the car map mentioned above and the moon cake map in the second volume of Grade One.
Intuitive teaching content is also reflected in the measures presented in the textbook. For example, in the first volume of senior one, students are required to roll a ball, a cylinder, a cuboid and a cube, and use these objects to build blocks. Through the organization of these operation activities, students are guided to know objects intuitively.
The teaching content is taught in the way of "intuition-semi-abstraction-abstraction". This method accords with children's cognitive law and is proved to be effective by experiments.
Classroom activities are also an important link to strengthen intuitive operation and help students understand knowledge deeply. However, unlike the previous operations, most of them deepen their understanding of what they have learned through comparative operations or cooperative learning. Classroom activities are arranged at the back of almost every topic in the textbook, and the forms of activities are colorful and operable. Colorful classroom activities make the teaching process lively and popular with teachers and students. Therefore, I firmly grasp the classroom activities as a teaching resource. Strengthen and consolidate what you have learned. The thinking of junior students is intuitive and concrete, and their understanding and mastery of knowledge and concepts depend on physical objects. Let students operate by hand not only conforms to the cognitive law of primary school students, enriches their perceptual knowledge, improves the learning effect, but also changes
This kind of teacher talks about the boring teaching methods that students listen to, which makes students interested in learning. Like teaching? 6 understand? At first, I asked students to put pictures with sticks to guide them to think: 6 can be divided into 1 and 5, 2 and 4, 3 and 3. Let students not only know 6 easily, but also learn the decomposition and composition of 6 with interest in the process of hands-on operation, so that students can realize that learning knowledge is a very interesting thing.
5. Pay attention to mathematical culture and cultivate students' interest in learning mathematics and mathematical thoughts.
In the first grade of primary school, the textbooks of West Normal University began to introduce mathematics culture to students in the form of comic books.
Mathematical culture mainly includes mathematical historical materials, mathematical anecdotes and stories of mathematicians. Its main function is to help students understand the generation and development of mathematical knowledge and the evolution of measuring tools, all of which stem from the needs of human life, understand the role of mathematics in human development, and stimulate students' interest in learning mathematics. In my opinion, the first grade has a lot of mathematical culture, such as the appearance of numbers, the evolution of timing tools, the origin of addition and subtraction symbols, the origin of money and so on. Introducing these mathematical cultures to students in time can enrich the teaching content, broaden students' horizons and improve their interest in learning. In addition, cartoons, a familiar way for children, are presented, and pictures are used instead of words, which are simple, concrete, vivid and interesting and easy for students to read. Using cartoons in textbooks to introduce mathematical culture to students has been welcomed by students and achieved good results. Our front-line teachers should strengthen this work.
6, reflecting the teaching, learning and guidance of learning law.
(1) organically combines knowledge learning, ability training and emotional experience.
For example, while learning 1~9 knowledge, we should cultivate students' operational ability and multi-directional thinking ability, and introduce life cases of buying pencils, so that students can realize the life value of what they have learned and cultivate their enthusiasm for learning mathematics. In this way, students not only gain knowledge from a theme, but also improve their ability and feelings. Combining the three goals is conducive to the overall improvement of students' quality.
(2) Classroom design should be conducive to teacher-student interaction.
When I deal with the teaching of every knowledge content, I always put my learning activities in a social environment and promote the interaction between teachers and students through this environment. For example, set up an environment for buying pencils, ask questions in this environment, promote students' thinking, promote students' communication with students and teachers, and form a teaching process of scene shaping-asking questions-discussing between teachers and students-solving problems-using knowledge. Almost every knowledge point in the textbook has a corresponding cognitive environment. We should take advantage of this to effectively promote the interaction between teachers and students, and form teaching with "independent thinking, cooperation and communication" as the main form. A lively classroom atmosphere can firmly grasp students' attention and stimulate their thirst for knowledge. According to the characteristics of children, it can take many forms, such as guessing, telling stories, password matching, games, operations and so on. No matter which form is just right, you can get good results. I am teaching? What is the addition of 7 plus? At that time, a game of picking peaches by monkeys was designed, and children were asked to act as little monkeys, each with one? How much does 7 add up to? Pick the peach with the answer to this question. Whoever picks the right peach will have it. Children are eager to compete, and students deeply feel this in the game. Make up ten The wonderful use of, and then I said in interesting language:? The Monkey King was very happy to see the little monkeys picking peaches quickly again. He gave the little monkeys another problem. ? Then, can I show you the formula? 6+7=? As a result, the children were in high spirits and came up with three methods at once. In this way, we not only reviewed the ten methods of thinking seven times and thinking twice, but also reviewed the position of exchange addend and the unchangeable knowledge. Smart children will also introduce the method of seeing 6 and thinking 4, which will lay a good foundation for learning 6 plus several in the next class. It can be seen that good teaching methods can achieve twice the result with half the effort.
(3) Encourage students to imagine and think.
In teaching, we should try our best to embody the direction that mathematics can stimulate children's imagination and thinking, and express it with the words "think about it: what new problems have you encountered in calculation"? And pay attention to cultivating students' multi-directional thinking ability with "I think so too". Develop students' imagination by means of "What did you find after playing" and "Guess what the result is".
Second, pay attention to the arrangement, correction and evaluation of exercises.
In the textbook, a certain number of exercises are arranged in each chapter. These exercises are an important means for students to understand, master and consolidate what they have learned, and also an important way to develop students' intelligence and test teachers' teaching effect. Therefore, arranging, correcting and commenting on these exercises plays an extremely important role in improving the quality of primary school mathematics.
Every time you finish a class, you should arrange exercises, plan and have a purpose. It is carried out by grasping the content of teaching materials and the reality of students. The arrangement of exercises directly affects the teaching effect, so it is extremely important for teachers to design and arrange exercises after class.
(A) the basic principles of designing and arranging exercises
1. Purpose principle
Practice serves teaching, so the design and arrangement of practice should focus on the teaching emphasis, difficulty and teaching purpose. That is, from ① to? Double base? Give priority to training so that students can master basic skills; (2) Combining knowledge with skills to deepen the understanding and consolidation of the learned knowledge; (3) Help students to sum up what they have learned and master what they have learned systematically; ④ Design layout exercises are helpful to train students' thinking and develop their intelligence. For example, in order to learn new knowledge, we can design and arrange some exercises and preview assignments related to new courses; After learning a new knowledge, in order to make students digest and consolidate what they have learned in time, they can design and arrange consolidation homework related to what they have learned that day; In order to broaden students' horizons, develop their intelligence and cultivate their ability, we can design and arrange some expanding, improving and penetrating exercises. After learning a chapter, in order to make students systematize and organize their knowledge, they can design and arrange related review assignments; In order to let parents know the students' learning situation in time and give targeted guidance to their children, cooperative homework is also designed and arranged for parents to implement.
2. The principle of sequence
Design and layout exercises should follow the principle of gradual progress from simple to complex. According to the requirements of the syllabus, there should be a certain number of basic exercises as well as some comprehensive exercises and thinking questions. ? Therefore, when designing exercises, we should pay attention to the order of knowledge presentation in textbooks, from shallow to deep, step by step. In other words, the order of practice should follow from foundation to synthesis, from imitation to flexible application, that is, from formula to application and then to synthesis. For example, when teaching a new knowledge, it is generally necessary to contact some old knowledge that students have already learned. At this time, can this part of knowledge be extracted from the new knowledge as new knowledge? The tipping point? , set up basic exercises to bring forth the new; Then you can set up scattered difficulties and break them down into several inspirations that play a communication role. Bridge problem? ; After teaching new knowledge, we should first set up orientation exercises to understand new knowledge, which are single in content and focused on one point, so as to promote the internalization of new knowledge, and then set up doubt-distinguishing exercises to deepen new knowledge, consciously combine some old and new knowledge that are both related and different, guide students to observe, think, compare and judge, and analyze those specious and ambiguous things clearly. Finally, set up comprehensive questions and creative thinking questions. In this way, practice is not only basic and coherent, but also understandable, memorable and extensible, thinking and creative, with distinct levels and clear steps.
3. Typical principle
The typicality of exercises is to choose a representative one that best reflects the law of solving problems, and you can draw inferences from others. But also avoids too many simple mechanical repetitions.
4. The principle of diversity
Diversification of practice forms can avoid boring practice. Cultivating students' logical thinking ability from different angles can stimulate students' interest in learning. Generally speaking, it belongs to basic knowledge such as concepts and rules, and most of them are designed to fill in the blanks, choose, judge and correct mistakes. It belongs to general design comparison, number transformation, judgment, correction, filling in the blanks, reasoning and exploration in formula problem calculation; Those who belong to the preliminary knowledge of geometry can also design some practical problems. At the same time, in order to make the practice forms rich and varied, students should use their brains, hands and hearts in practice, and pay attention to the combination of oral calculation and written calculation; Combining oral answers with solving interesting questions; Combine discussion with operation.
Teachers, math teaching is both hard and interesting. Pleasure in bitterness, sweetness with light. Thank you!
20 17 Speech on Exchange of Teaching Experience of Mathematics Teachers First of all, I would like to thank all the leaders and teachers for giving me this opportunity to exchange and learn. I am an ordinary math teacher, an ordinary class teacher in the second primary school of xxx County. For so many years, I have been working in obscurity. There is neither a shocking move nor a story that makes people cry. I just silently do everything for my students, and I feel nothing. Experience? There are only their conscientious working attitude and rigorous and flexible methods. Of course, if you want to get good grades, it is directly proportional to your usual efforts. The content of teaching work is too extensive, so I will talk about my own practices and feelings in teaching practice, which can't be called experience, and I should discuss and communicate with teachers.
Go to class with a good mood.
The reason why I feel in class is because I have a short temper, and sometimes I can't hold my breath and get angry easily. Especially when I was a child, I saw students absent-minded, making small moves, fighting and so on. In class, I can gently remind you at the beginning. If it doesn't work, I can't help but fly into a rage and criticize the students. If you are in a bad mood, your temper will be worse. Wait until the whole class is silent before continuing the class. After a class, I feel terrible, not to mention the effect.
In recent years, our second primary school, children have also gone to school, and their understanding and mentality have changed a lot. Their ability to control and adjust their emotions in class is also gradually enhanced. Especially this year, taking the first grade exam is really different from the past. This time, I am in a particularly good mood. I can walk to the podium in high spirits every day. The language is concise, the metaphor is vivid, the examples are rich and practical, and the blackboard writing is neat and appropriate. Students can concentrate on the teacher's lecture, use their brains to think seriously, speak enthusiastically and answer questions boldly. Under the infection of this good mood, see? Naughty students Is it so pleasing to the eye? Poor students? Also feel kind. After a class, I feel very enjoyable, the students are very happy to learn, and the classroom effect is certainly good.
Of course, our teachers also have emotions, such as physical reasons, unsatisfactory work, family reasons, etc., which will lead to bad mood, so we should learn to adjust our emotions in class. If our mood is bad, we should adjust it in time and don't let it continue. If you find yourself in a bad mood before class, you can sit quietly for a while to divert your attention and adjust your mood. When you are in a bad mood because of an accident in class, you should give yourself hints and try to control your emotions, or you can pause a little, so as to stabilize your emotions and stabilize the classroom atmosphere. You can also tell a joke to resolve it; In short, only when we maintain the best emotional state in classroom teaching can we give full play to our teaching level and maintain a good and harmonious classroom atmosphere, and we can have efficient and high-quality teaching.
I summed it up myself, having a good teaching mood can improve teaching efficiency, promote the harmony between teachers and students, and make no mistakes, which is good for your health. Why not?
Second, give good classes and teach good books.
Teaching is our core work. Speaking of this topic, there are too many topics. I really don't know where to start. I think there is a very important reason why the teaching quality is different when the teaching skills of teachers are not much different, which is caused by the understanding and grasp of teaching materials. When we are listening to the class, we often find that different teachers have different sizes and breadth of the same knowledge point. Some teachers can go deep from the outside to the inside, covering a wide range, expanding students' knowledge and improving students' thinking. Some teachers just stop here and students will stop. Therefore, it is very important to prepare lessons well. We should not only consider the transfer and convergence of knowledge points and the breakthrough of difficulties, but also consider the students' learning situation. For example, we just learned a lesson a few days ago, the addition and subtraction of integer decimal. The content is very simple, that is, learning 20 30 30 6 67-4 and other types of calculations. At the beginning of preparing lessons, we felt that the teaching content was very relaxed, and students would certainly know it. There is nothing to talk about, just practice more. But when we calm down and think about it, there are many problems. A student of 20 and 30 can't do it, but he must talk about liquidation. It is also necessary to distinguish why 6 and 3 are not added and why 67-4 can't just talk about 6-4. It is not enough for students to have a more visual understanding of the above knowledge points with the help of counters or sticks. Come to think of it, this course is really not that easy. Because we made full preparations, this class achieved the expected effect. Only when we are fully prepared for every negative can we be comfortable in class.
Secondly, in the process of preparing lessons, I personally prefer to adapt the limited topics in the textbook, such as? How to solve a problem? , what else? A changeable question? 、? Use one method for multiple purposes? 、? Draw more pictures? And so on, in order to examine students' reading ability and flexible problem-solving ability, provide students with a broad space for thinking and participation, mobilize all students' positive factors, show their thinking process, and realize classroom teaching by exchanging the wisdom of concentrated groups? Hero? 、? Chorus? . For a typical topic in textbooks or paradise, I like to take one out, spread it out in a class, and fully penetrate the knowledge points or mathematical ideas of problem-solving methods that can be involved, especially for such excellent students. As for the similar topics of textbooks and amusement parks, which one is the most representative, I will not focus on other topics. This method saves time, but does not affect the teaching effect.
Teaching mathematics means teaching methods and ideas. It is better to teach people to fish than to teach them to fish. Mastering the method is equivalent to having a golden key to open the treasure house of knowledge. For example, mathematics pays attention to transformation, so I pay great attention to the infiltration of this mathematical idea when I give lectures. Conversion can transform unfamiliar topics into familiar ones; Turn a difficult problem into a simple one; Turn abstract topics into concrete topics; It can disperse difficulties, simplify the complex and have the beauty of easy solution. Simply put, chemistry? New? For what? Old? Change? The whole? For what? Zero? Change? Difficult? For what? Is it easy? Change? Hide? For what? Show? In the process of imparting new knowledge, we should grasp the intersection of old and new knowledge, so that students can appreciate the beauty of transformation, thus prompting students to actively try to use the idea of transformation when solving problems.
Our school advocates teachers to summarize and reflect after teaching, so as to better promote teaching. I think students should also be encouraged to summarize and reflect in time in math class. When learning to a certain extent, it is very important to guide students to sum up in time, make incomplete induction and form conclusive language, which will deepen students' understanding, consolidate what they have learned in class, master the rules and inspire students to think positively. At the same time, it can effectively improve students' language summary and expression ability, which is more conducive to improving learning efficiency.
Third, cultivate students' good study habits.
Listening, speaking, reading, writing and thinking are all aspects that we attach more importance to. Let me briefly talk about my own practice in cultivating the habit of listening.
Listening in math class is very important. I told the students that as long as they listen carefully in class, not doing homework will not affect their grades.
From the beginning of the first class, I told the students that, first, we should listen carefully to the teacher's requirements and lectures. The teacher will only say each knowledge point once and will not repeat it. The second is to learn to listen to students' voices. When children are young, they often only pay attention to the teacher's lectures and ignore the speeches of their peers. When others say it, they will answer it. If they let him speak, he is actually not as good as others. This habit cannot be corrected overnight. I often ask students to pay attention when answering the questions raised by the teacher, and think while listening: Is the classmate's answer right? If you have any questions, let yourself answer them. What should I say? Please raise your hand if you need to add or have different opinions, and stand up and express your different opinions if you are allowed. And it is clearly stipulated that raising your hand means: raise your hand first, then you can speak. For those students who listen carefully to others' speeches, actively question or put forward different opinions, praise them with great fanfare. When I talk about the key points, I will slow down and remind students to concentrate before explaining.
Fourth, participate in collective lesson preparation and communicate with colleagues.
A threesome requires a teacher. We are in a collective environment, which is very beneficial to our career growth.
Our teaching and research group has a good habit. Besides preparing lessons, attending lectures and evaluating classes collectively, we often have brief communication between classes, such as discussing with teachers during classes? What are you going to do with this place? How can I handle this place? It doesn't feel good. How did you handle it? Putting forward my own doubts in teaching, discussing with each other and brainstorming will also promote my teaching. Young teachers are especially encouraged to participate in the discussion. After a long time, they naturally benefited a lot.
These are some of my superficial experiences, please give me more advice. Thank you!
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