The unforgettable work life is over. I believe you have gained a lot during this time. Let's write a work summary for this year's work. Presumably, many people are worried about how to write their own work summary. The following is my carefully compiled summary essay on mathematics training for the first grade of primary school, hoping to help everyone.
Summary of improving the quality of mathematics in the first grade of primary school 1 Mathematics is an indispensable foundation and tool for learning modern science and technology. With the rapid development of science and technology, the role of mathematics is also expanding. It is widely used in daily life, production and construction and scientific research. Therefore, mastering certain basic mathematics knowledge and skills is one of the cultural qualities that China citizens should possess. Mathematics knowledge comes from life, so learning mathematics should be combined with real life to apply what you have learned. If you are divorced from life and only know how to calculate blindly, you will become an armchair strategist, a bookworm and make a big joke. Then, how to make the first-year students connect mathematics with real life when learning mathematics, and use the knowledge and methods they have learned to solve practical problems in life? How to make both gifted and poor students develop equally? In order to solve the above problems, I have done the following work in this year's teaching:
Mathematics knowledge is abstract, but primary school students mainly think in images. And the children here, because even the most basic language understanding has become a problem, it is difficult to master the new curriculum reform. Under such circumstances, in order to improve students' grades, what teachers must do is to cultivate students and make up for the differences.
There are 20 students in Class 1, Senior High School, including Kazak students 15, and 5 Hui students, one of whom is severely mentally retarded. In addition, Hayishar and Yerken have great difficulties in understanding knowledge because they are minors. However, just because they have difficulties, we should not ignore the teaching work and let it develop. In order to consider that other students in the class may have some negligence in their teaching, we can no longer ignore them in our after-school life. But I think the reason why children here are not easy to learn is not because they are stupid, but because it is difficult for them to learn the same knowledge as those Han children in a language environment with a very bad Chinese learning atmosphere. To learn mathematics well, we must first have the ability to think mathematically. I think the first task of cultivating their mathematical thinking ability should be to improve their Chinese listening and speaking ability. So in my spare time, I will communicate with them more to improve their listening and speaking ability, and I don't think this is the right only for Chinese teachers! Prompted by this clear goal, both of them have made some progress in mathematics, and both of them have improved a few points in the final exam.
This class also has several students with relatively good grades, such as Shuake, Yel Asri, Muhedal and Ma Tongmei. For them, I mainly use the method of elevation, so that they can not only see what the teacher taught, but also find some questions and answers that the teacher did not give, and learn to think with mathematical thinking. Mathematics can make people's thinking meticulous.
In the process of training outstanding students to make up for their differences, I take students as the foundation and give timely guidance to students with learning difficulties on the principle that mathematics comes from life and from life, so that different students have different development in mathematics and enhance their confidence in learning mathematics well. At the same time, it also makes students realize that many mathematical problems come from reality, and that mathematics is closely related to life, which comes from life and is higher than life.
Summary 2. In order to successfully complete the teaching tasks of this school year and improve the quality of education and teaching in this semester, according to the actual situation of our students and around the school's work objectives, in addition to carefully preparing lessons, attending lectures, correcting homework, regularly evaluating students' grades, and completing the teaching of each class with high quality, we should also take measures to cultivate outstanding students inside and outside the class, make plans for cultivating outstanding students, and devote ourselves to intense teaching and training and make up lessons with a high sense of responsibility to achieve good results.
1. Cultivate excellent ideas and make up for bad ideas.
1. Do a good job in students' ideological work, often talk with students, care for them and love them, so that students can feel the teacher's attention to them and stimulate their enthusiasm for learning. Understand students' learning attitudes, habits and methods. So as to provide corresponding counseling according to the students' mentality.
2. Contact parents and class teachers regularly to learn more about students' family, life, thoughts and classes.
2. Effective measures to improve quality and bridge the gap.
In spare time and evening self-study, students are counseled and improved according to various situations, "teaching students in accordance with their aptitude, and taking corresponding methods to provide quality guidance to students." The specific method is as follows:
1. In class, poor students perform on the blackboard, middle students correct, and top students solve problems.
2. When arranging seats, adhere to the principle of "deskmate" as a study pair. That is, "soldiers teach soldiers."
3. Classroom exercises are divided into three levels: the first level is "required questions"-basic questions, the second level is "multiple-choice questions"-medium questions, and the third level is "thinking questions"-extended questions. Meet the needs of students at different levels.
4. In the process of making up the difference, we should optimize the preparation of lessons, do a good job before class, and consolidate and cultivate the results after class. Cultivate the best and make up the difference, and try to "consume the least necessary time and energy". Only by preparing students, textbooks and exercises can we have a good class and ensure the effect of cultivating excellent students and helping the poor. We should compile exercises carefully and have four exercises teaching. Exercise design (or exercise selection) should have a gradient, closely follow the key points, difficulties, doubts and hot spots, face most students, conform to students' cognitive laws, help consolidate "double basics" and inspire students' thinking; Exercise evaluation should increase the degree of informatization, highlight key points, increase efforts, attract students' attention and help students learn to answer questions; Problem-solving exercises should be multi-angle, multi-solution, changeable and multi-solution, expand ideas, cultivate the flexibility of students' thinking, and cultivate the breadth and flexibility of students' thinking; Problem-solving training should pay attention to accuracy and choose typical questions with clever thinking, novelty, flexibility, representativeness and pertinence. Practice is not quantity but quality, and training should be diversified.
3. Pay attention to the following points:
1, do not discriminate against students with learning difficulties, do not condone outstanding students, and treat them equally.
2. Make a study plan according to the actual situation of excellent and poor students. For example, excellent students can give them some difficult topics to practice, while students with learning difficulties can practice and explain the corresponding topics according to their own level, thus achieving the goal of step by step.
3, often contact with parents, mutual understanding of students at home and at school, * * * cooperate to promote students' homework, cultivate interest in learning, establish learning confidence.
4. Check and evaluate students' homework in time.
5. Conduct quizzes on what you have learned from time to time, and conduct random tests on what you have learned.
Fourth, the implementation of the training plan.
In view of the students' incomplete knowledge and unfamiliarity with basic problem-solving methods, we mainly adopt six levels, and implement teaching routines on the basis of passing on knowledge points to all students one by one, so as to improve * * * *.
1, students are stratified.
According to students' existing knowledge, ability level and potential tendency, students are divided into three levels: A, B and C. Among them, Class A students: excellent grades, solid foundation, conscious learning, able to complete homework independently, rigorous mathematical and logical thinking and strong comprehensive problem-solving ability. B-level students: average grades, can understand in class, can independently complete basic knowledge topics, but lack of comprehensive ability, immature logical analysis thinking and good initiative. Class c students: the foundation is not solid. The manifestations are: weak computing ability, poor understanding ability, bad study habits and weak learning will. On a voluntary basis, students can move between floors or step on two floors.
2. Stratification of lesson preparation:
Preparing lessons is the basis of classroom teaching. Therefore, we insist on defining the teaching objectives and designing the teaching content through collective lesson preparation, and emphasize the discussion and research on cultivating the excellent and making up the poor in collective lesson preparation. After analyzing students' ability growth points and thinking obstacles, we put forward different goals and requirements for students at different levels.
The content of preparing lessons is presented by learning plans and teaching plans. The study plan is for students to use, which mainly includes five parts: examination outline requirements, integration of basic knowledge, exploration of key hot spots, contact with the college entrance examination, summary and induction, and exercises after class. Among them, the integration of basic knowledge, exploration of key hot spots and after-class exercises are all designed with different teaching objectives as the starting point, with reasonable gradients, which can be used by students of different levels. Lesson plans are for teachers. According to the actual situation of the class being taught, teachers write teaching designs around the teaching objectives. The main contents include: teaching content, key and difficult points, classroom examples, setting of inquiry points, methods and rules, assignment, after-class reflection, etc.
3. Teaching stratification:
The main idea of hierarchical teaching is: student-oriented, low starting point, gentle slope, so that students at different levels have the opportunity to think and answer questions, so that all students can try to succeed in class.
The hierarchical teaching mode is: basic knowledge integration → trying to explore → hierarchical teaching → induction and summary → homework.
In classroom teaching, we have crossed the parallel advancement and the layered advancement. Basic knowledge review, basic skills training and classroom induction and summary, students at all levels must participate simultaneously; For the extension of key knowledge and the transfer of learned knowledge to exercises, students of different levels understand different concepts and explore different requirements.
4, homework stratification
For homework, adhere to hierarchical design, unified requirements and different corrections.
(1) Hierarchical design: Basic questions can be designed for C-level students, with emphasis on judgment, calculation and understanding; B-level students not only do the basic problems of C-level students, but also have simple example variant exercises. In addition to completing the topics assigned by students in layers B and C, students in layer A designed a comprehensive, open and discussion buffet mainly from the aspects of thinking methods and ability training. There are some mathematical modeling topics (for the buffet, we have answers, we don't accept, change or comment), so that students can feel endless in the process of self-digestion.
(2) Unified requirements: At ordinary times, we require students to do their homework on time and collect their homework on time within the time allocated by the school, so that they can practice and change; Do a good job in time-limited training, turn the school into a battlefield, practice exams at ordinary times, and ask students to establish files of wrong questions, understand internalization in time, and check for missing items.
(3) Different amendments:
Correcting students' homework at different levels in different ways. Try to use face-to-face recognition for C-level students and give them timely guidance to help them improve. For students A and B's homework, we adopt the method of initial revision or rotation revision. After the correction, we ask them to improve independently against each other and encourage them to learn independently and strive for perfection.
5, counseling stratification
Hierarchical review can't completely make up the difference and cultivate Excellence in class. Extracurricular tutoring is a supplement and improvement to classroom review teaching. We use the time of students' self-study class to give counseling to students in Class C and Class A respectively, with different emphases: we focus on educating students in Class C about their interest, confidence and willingness to learn; A-level students focus on cultivating comprehensive application ability and problem-solving methods and skills.
Re-discussion on the transformation of students with mathematical learning difficulties
How to transform students with learning difficulties is an ancient and eternal problem. Because of the subject characteristics of mathematics, it is easier to form subject characteristics and students with learning difficulties. In the implementation of the new round of basic education curriculum reform, if we don't reform them, how can the foundation, popularization and development of mathematics curriculum be reflected? How can we make mathematics education face all students? As a math teacher, I want to talk about my own experience on how to transform students with math learning difficulties.
1. Teachers should have a new view of students.
The core idea of curriculum reform in basic education is "everything is for the development of every student". It means paying attention to every student's study life, emotional life, emotional experience, moral life and personality development. Every student is a developed, unique and independent person, and so are students with difficulties. They are very eager to get the teacher's care, love, understanding and respect. If they are not satisfied in this respect for a long time, they will have rebellious psychology or a serious sense of inferiority, which will lead to fear of teachers, distrust of teachers and unwillingness to get close to them. This will not lead to real teaching and learning, which is contrary to the improvement of students' new curriculum. If teachers can pay attention to students with difficulties with love, participate in their activities more, communicate with them easily and happily, and help them solve the difficulties encountered in life and study, students with difficulties will feel that teachers are approachable, amiable and credible, and will also "kiss their teachers and believe in their ways". Therefore, only when there is no shadow in the sunshine that teachers love, every tender flower of the soul will bloom.
2. Create a math classroom with teacher-student interaction and full participation, so that students with difficulties can show themselves and realize themselves.
The new curriculum emphasizes that teaching is the communication and interaction between teaching and learning. Only when teachers and students communicate with each other, inspire each other and complement each other can we enrich the teaching content, make new discoveries and realize the common development of teaching and learning. The elite education classroom with excellent students as the "protagonist" and difficult students as the "supporting role" or "audience" is the main reason why some students become difficult students. In the new mass education class, teachers should create an environment in which all students actively participate, make mathematics education face all students, let everyone learn valuable mathematics, let everyone get the necessary mathematics and get different development in mathematics. For example, when I was teaching the relationship among three sides of a triangle, I asked, "① Can three sticks with lengths of 4㎝, 5㎝ and 7㎝ form a triangle?"? ② What about 2 ㎝, 4㎝ and 7㎝? What about 34 ㎝, 5㎝ and 9㎝? "At this moment, a classmate answered immediately, but I didn't explain it immediately. Instead, let the students test in groups with sticks prepared before class. I patrol among the students, especially stopping beside the poor students. All the students were enthusiastically guided, affirmed and praised. After students' experiments, thinking and discussion, we finally come to the conclusion that the sum of any two sides of a triangle is greater than the third side. The whole class actively participated in it, and every student showed some performance.
3. Discover and use the "bright spots" of students with learning difficulties, and give full play to their learning potential.
Students with learning difficulties generally lack motivation, interest and perseverance. And have the psychology of inferiority and weariness of learning. However, they always have some desirable places or "bright spots". Teachers should pay attention to discovering and using their "bright spots". Some "bright spots" may not be directly related to learning mathematics, but as long as they are helped to transfer their "bright spots" to learning, they will create favorable conditions for guiding them to learn mathematics well. For example, in 2003, a boy transferred from a class was very talented in playing basketball, and he was not afraid of hardship and fatigue when exercising. He is a rare sports genius in our school. But he is not interested in learning mathematics, has no perseverance, is afraid of suffering, and has poor grades. I found him and said, "You are good at basketball and can bear hardships. Have you ever thought about developing in this field in the future? " He said, "Yes, but my grades are poor and I can't get into the sports school." I said, "yes, but the enrollment of sports schools pays more attention to the achievements of sports majors and has lower requirements for cultural mathematics." I think there is nothing wrong with your physical education major. As long as you study from now on, your wish will come true. But don't be afraid of suffering! " From then on, he really put his "bright spot" of not being afraid of hardship into learning mathematics. Later, he was admitted to the special student class of the provincial key high school, and his wish came true.
4. Encourage in expectation and develop in encouragement.
Students with learning difficulties in mathematics are gradually formed because of the influence of some subjective and objective factors in the process of learning mathematics, and the transformation of students with learning difficulties is often a long and tortuous process. This shows that we should work hard, take pains, help them persistently, and wait for the development of students in expectation. At work, I found a good prescription-encouragement, which can cultivate students' interest and enhance their perseverance. I remember that after an exam, a girl shyly walked into the office with a test paper and blushed and pointed to "59 points". I understood what she meant, picked up a red pen and changed it to "60 points". When I returned the test paper to her, I said, "I hope you can get more than 60 points in the next math exam, ok?" Sure enough, she has changed since then. Actually, it's not cheating. This is a sign that students want to improve their grades. Wouldn't it be better to give her a hope value and let her take the initiative to complete this hope value?
Strategies for Cultivating Top Students in Mathematics
No matter in any era, excellent talents are needed. Without such talents, the progress of culture and science is impossible. This is the need of the times and the need of national construction. The current society is an era of rapid development of knowledge economy, and all walks of life are calling for the emergence of outstanding talents. Top students with mathematical talent can't appear spontaneously. No matter what he does, he can't be self-taught. They need training, targeted guidance and strict training. And teachers can't ignore the task of finding and cultivating top students in mathematics on the basis of general improvement. As a people's teacher who transports outstanding pillars for the country, it has an unshirkable responsibility to focus on cultivating outstanding students.
To cultivate top students in mathematics, we must first be good at finding and choosing good seedlings. Top students should have a solid foundation, active thinking, agile thinking, excellent learning potential and strong ability to analyze and solve problems, and have a strong interest in mathematics and innovative spirit. Mainly from the following aspects:
1. Pay attention to the all-round and balanced development of students' learning level in all subjects. As top students, young people should not only have solid strength in mathematics and physics, but also have a good foundation in liberal arts, so as to have strong understanding, expression and induction. This is an indispensable prerequisite for top students to become talents.
2. Pay attention to students' intelligence level. Some students are diligent, good at imitation, cautious and patient. They often do well in regular exams, but they are confined to books and lack potential in learning. Such students are not suitable as the seeds of top students. Some students have strong thinking ability, like studying, reading extra-curricular books, learning by themselves in advance, being ingenious, but careless. His math scores are unstable. This kind of students have great learning potential, and as long as they are properly guided, they are all good prospects.
3. Understand students' non-intelligence factors. Good young people who are among the best in mathematics often have a strong desire to learn, good self-confidence and perseverance, unique learning methods and scientific learning habits. These non-intellectual factors can just strengthen the depth of learning and improve the efficiency of learning.
It is very important to select the top students in mathematics accurately, but this is only the first step. More importantly, how to train top students in mathematics. Here, we should solve the relationship between popularization and improvement, and solve the contradiction between the top and the general. If we don't solve these problems, we will lose sight of one thing and lose sight of another. How to deal with these problems, so that top students in mathematics can be fully developed and their knowledge and skills can be reached to a higher level? According to the specific characteristics of these top students, effective corresponding measures should be taken:
1, strict requirements, solid foundation. A strict teacher makes a noble apprentice. To train top students in mathematics, we must first be strict and let students lay a good foundation. Only with a solid foundation can we study deeply, further cultivate our ability and develop our intelligence. Some top students are complacent about some achievements. They are too ambitious in their studies and are unwilling to lay a solid foundation. This is a fatal weakness. We should affirm our achievements and establish confidence in top students. But don't praise too much, but also point out the shortcomings, take advantage of the situation, and play it slowly and steadily. We must strengthen practice and consolidation in learning mathematics. In particular, we should use our brains and do more work.
2, select the content, pay attention to cultivate the ability of thinking and learning, improve the ability of self-study. According to the learning level of top students in mathematics, some high-quality learning contents are compiled, and some necessary extracurricular learning materials are provided to help them make certain learning plans. Give necessary guidance on learning methods, especially guide them to learn to compare, summarize and summarize in self-study, take notes, accumulate knowledge and solve problems. When looking at the topic, don't just stare at it, but summarize and synthesize it, so as to draw inferences from others. We should gradually let them grope for progress instead of doing things for them. When encountering difficulties, only point out the key points, make the finishing point, let students express their opinions more, cultivate original spirit and encourage innovative thinking.
3. Strengthen the infiltration of mathematical thinking methods. Mathematical thinking method is a dynamic tool for students to acquire mathematical knowledge and develop their thinking ability. In the process of training top students in mathematics to solve problems, we should grasp the good opportunity to infiltrate mathematical thinking methods, consciously and purposefully combine mathematical knowledge with mathematical problems, appropriately put forward the background of problems, provide mathematical thinking materials, and repeatedly use mathematical thinking methods to deepen the "problem solving", thus further improving the mathematical quality of top students in mathematics.
4. Actively carry out extracurricular interest group activities. Adhere to extracurricular activities and incorporate them into your teaching work plan. You can put some difficult and comprehensive math problems on the wall or copy them on the blackboard every day. Small-scale math competitions are often organized. Use holidays to hold competition-related counseling lectures to deepen and broaden students' knowledge. Encourage them to actively participate in different levels of mathematics competitions and their training.
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