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 train students in and out of class, formulate training plans, and devote ourselves to intense teaching and training and make up lessons with a high sense of responsibility.
Through this mid-term exam, we can further understand the students' situation in the class. The first step of mathematics training and make-up lessons plan is to deeply understand the basic situation and analyze the students' situation: comprehensive quality, learning attitude and learning methods. The second step is to set the goal of cultivating excellent students and make up the difference. The main goal of excellent students is to cultivate their own ability and mathematical literacy (the ability to analyze, solve and transfer problems), while the main goal of students with learning difficulties is to master basic knowledge and basic ability. The final grade goal is the top five in the whole district.
Step 3: Basic ideas and measures of cultivating excellent students to make up the difference;
(A) the cultivation of ideas and make up for differences.
1, do a good job in students' ideological work, often talk with students, care for them, love them, let students 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 cultivate and make up for the differences.
In spare time and the eighth class, 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, poor students perform on the blackboard in class, average students correct, and excellent students solve problems.
2. Classroom exercises are divided into three levels: the first level is the "required questions"-basic questions, the second level is the "selected questions"-medium questions, and the third level is the "thinking questions"-extensive questions. Meet the needs of students at different levels.
3. When arranging seats, adhere to the principle of "deskmate" as a study pair. That is, "soldiers teach soldiers."
4. In the process of making up the difference, we should optimize the preparation of lessons, work before class, the effect is in class, and the results are consolidated and cultivated 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.
5. Test once a week-"Weekly Test" and once a month "Monthly Test" to establish students' learning files.
(3) Pay attention to the following points when training makeup:
First, do not discriminate against students with learning difficulties, do not condone outstanding students, and treat them equally.
Second, contact parents frequently to learn about students' situation at home and at school, promote students' homework, cultivate students' interest in learning and establish students' confidence in learning.
Third, students' homework should be checked and evaluated in time.
Fourth, take quizzes on what you have learned from time to time, and take random tests on what you have learned.
Fifth, according to the actual situation of excellent and poor students, make a study plan. 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 gradual progress.
Sixth, we should pay attention to teaching methods. We should carefully study each class and study the teaching methods of different classes. In the above review class, we should network the knowledge and check the list to make the knowledge system easy for students to master; When talking about exercises, you should not only comment but also talk about the answers of representative students, and talk about the key points, difficulties, hot spots and test sites of knowledge. Realize the interaction between teachers and students, and greatly mobilize students' enthusiasm for learning. Improve the eugenic rate.
There is a saying in the work plan 2 of the first volume of the second day of junior high school that "there are no poor students, only differences", so I will start with the underachievers this semester to improve the learning level of the whole class. I found that there is a knack for transforming "poor students". "Poor students" can be transformed in a short time as long as they are willing to learn well and train in a certain way. The combination of in-class inquiry and extracurricular counseling can help students overcome their inferiority complex, build up their confidence and courage in learning, make every student learn well, make use of what they have learned, improve their mathematics academic performance and improve the teaching quality in an all-round way.
First, the basic situation analysis
1, student situation analysis
I teach two classes, 46 in Class 2 (3) and 46 in Class 2 (2). Judging from the learning situation, mastery of knowledge and skills and daily behavior norms, most students have high enthusiasm for learning, clear learning objectives, serious classes, strong interest in mathematics classes, strong hands-on ability and good quality, and are strict with themselves, especially class cadres, which can play a good role in demonstrating. But at the same time, there are still a few students who don't study hard enough, mainly the 20% underachievers. The main reasons are as follows:
1, due to poor discipline, many questions have been told several times by the teacher, but I still can't remember them.
2, lack of enthusiasm for conscious learning, lazy and playful, not paying attention to class.
At home, some parents spoil their children, so some students can't finish their homework or do their homework while watching TV. Some students' parents have no academic qualifications and can't give timely guidance to their children's study.
2. Cultivate students with small differences.
① Training object
Excellent student: 10.
② Auxiliary difference object
Students with learning difficulties: 10
Second, the mission objectives:
(A) the cultivation of ideas and make up for differences.
1, do a good job in students' ideological work, often talk with students, care for them, love them, let students feel that they are valued and stimulate their enthusiasm for learning.
2. Contact parents regularly to learn more about family, life, thoughts and classes.
(2) Effective measures to cultivate and make up for the differences.
Use spare time to coach and improve students in various situations, "teach students in accordance with their aptitude and prescribe the right medicine". The specific method is as follows:
1. In the classroom, students with learning difficulties perform on the blackboard, middle students correct, and excellent students solve problems.
2. When arranging seats, adhere to the principle of "sitting at the same table" as a pair.
3. The exercises are divided into three levels: the first level is the "required questions"-basic questions, the second level is the "multiple choice questions"-medium questions, and the third level is the "thinking questions"-extended questions. Meet the needs of different levels.
4. The process of training and making up the difference must be optimized. The work should be done before class, the effect should be in class, and the results should be consolidated and trained after class.
(3) Pay attention to the following points when training makeup:
1, do not discriminate against students with difficulties, do not condone outstanding students, and treat them equally. First of all, I am sincere and keep my word; Secondly, we should be tolerant, that is, we can analyze their behavior from the perspective of students with learning difficulties.
2. Make plans according to the actual situation of gifted 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, with * * to promote homework, cultivate interest in learning, build confidence.
The main goal of excellent students is to improve their ability to analyze and solve problems, and the main goal of students with learning difficulties is to master and use textbook knowledge.
5. Check and evaluate students' homework in time. Students with learning difficulties often fail to do their homework. Teachers should distinguish the reasons, most of which are caused by laziness and some are other reasons. I can't do it myself. (2) Dare not ask classmates or suggestions. (3) Not serious, careless, etc. We must find the real reason why students don't do their homework, so as to help students "prescribe the right medicine", feel love and do their best.
6. Take quizzes on what you have learned from time to time, conduct random tests on what you have learned, give timely feedback and make corrections, and give patient guidance.
Work plan for improving the quality of mathematics in the first volume of the second grade 3 I. Guiding ideology
In order to improve the quality of education and teaching in this class, make education and teaching work oriented to all and students develop in an all-round way. Specially formulate the plan and specific measures of "training outstanding students to make up the difference":
Second, the classification of students
According to the usual performance and final exam results, the top students in Class 2 and Class 3 of Senior High School are X; The student with learning difficulties is X.
Three. job objective
1, and strive to improve each student to varying degrees, and control the students with learning difficulties within 5%.
2. Cultivate students with learning difficulties to establish lofty ideals, develop good study habits and behavior habits, and have some learning methods suitable for individuals.
Fourth, the analysis of students with learning difficulties
The proportion of students with learning difficulties in our class is about 10%. The characteristics of students with learning difficulties are as follows:
1, strong sense of inferiority. Students with learning difficulties are criticized more because of their poor performance in all aspects. Parents' reprimand and denunciation, classmates' satire and sarcasm make them feel inferior and then give up on themselves.
2. Strong rebellious mentality. Because I deeply feel the contempt of others for myself, the words and deeds of students with learning difficulties. For example, violating discipline is considered as "courage", and reporting the situation to the teacher is considered as "selling out friends". They attach importance to affection and loyalty when they treat their classmates. Words and deeds cannot be unified in daily moral behavior. The formation of students with learning difficulties is related to family, society and students, but it is more directly related to teachers' educational thoughts, attitudes and methods. As Suhomlinski said: "The foundation of educating talents is to firmly believe that it is possible to successfully educate every child. I don't believe in hopeless children, teenagers or young men and women. " In fact, students with learning difficulties also have their strengths and highlights, and teachers should do a good job in transforming every student with learning difficulties.
Verb (abbreviation of verb) working measures and methods
(A) the overall measures
1. Change the concept, adopt the teaching strategy of "encouragement, independence and creation", take the problem as the clue, make proper use of teaching materials, media and realistic materials to break through the key points and difficulties, talk more and practice more, and realize the interaction between teachers and students, thus mobilizing students to learn actively and improving the efficiency of teaching and learning.
2. Do not increase or decrease courses and class hours, do not raise requirements, do not purchase other review materials, and do not leave mechanical, repetitive, punitive assignments and total assignments within the specified time.
3. Through teaching, put forward consistent, scientific and strict requirements for students' learning attitude, learning methods and learning discipline.
4. Change teaching methods. In mathematics teaching, teachers must change "conclusion-oriented" teaching into "process-oriented" teaching, pay attention to reappearing the process of knowledge generation and formation, and guide students to explore and discover.
5, in the classroom to carry out group cooperative learning, let students spell, spell and speak, let students speak freely and communicate with each other, reduce students' psychological pressure, give full play to students' subjectivity, and cultivate students' innovative consciousness and practical ability.
6. Pay attention to the application of open teaching in teaching and cultivate students' awareness of choosing appropriate methods to solve practical problems according to specific conditions. For example, we can broaden students' knowledge, communicate the internal relationship between knowledge and cultivate students' adaptability by means of multiple solutions to one question, changeable questions, multiple questions and multiple compilation of one question.
(B) the transformation measures for underachievers
1, cultivate the self-confidence of students with learning difficulties. Only by establishing the self-confidence of underachievers can we find a breakthrough point in our transformation work.
2. More tolerant of students with learning difficulties, less blame. To achieve "three hearts": sincerity, love and patience.
3. Not only should we pay attention to cultivating the learning interest of underachievers. Pay attention to cultivate the stability and concentration of their interests, so that underachievers have perseverance and perseverance, concentrate on their studies, strive for perfection, seek pleasure from boredom and seek happiness from difficulties.
4. Take them in your eyes and mind, create a safe, equal and democratic relationship between teachers and students, try to find out their "bright spots", "take one as ten" and "take the small as the big", even if it is a small progress, we should praise and encourage them in time and establish their confidence in learning.
5. Give them more opportunities to show themselves and succeed. Do everything possible to stimulate their interest in learning, give them a "green light", use various opportunities to show their talents, and let them enjoy the same fun of success as other students.
6. Find the weak links in your study in time, fill the gaps in time, and strive to make the knowledge clear on the same day.
7. Arrange pairs of excellent and poor students, and help them with the strength of excellent students, so that they can improve together in mutual learning.
8, strengthen contact with parents, let parents clear the purpose of education, master family education methods, do a good job in family study counseling, so that school education and family education form a joint force to help them progress.
Training measures for outstanding students
1, protect the enthusiasm of outstanding students and encourage questioning.
2. Infiltrate extracurricular knowledge in teaching, guide students to study by themselves, and guide students in a planned way after class.
Measures to improve quality
1, help underachievers build up their confidence in learning mathematics and strengthen after-school counseling.
2. Investigate students' homework needs, improve homework layout and inspection methods, and increase interesting, open and practical homework. The arrangement of exercises should be from shallow to deep, reflecting hierarchy. Different students should have different requirements and exercises, and both gifted students and students with learning difficulties should be guided.
3. Strengthen the cultivation and training of students' good study attitude and habits, and combine the quality of study habits with the evaluation of math scores.
4. Teachers should change their ideas, adopt the teaching strategy of "encouragement, independence and creation", make rational use of teaching materials, media and realistic materials to break through key points and difficulties, talk more and practice more, truly realize the interaction between teachers and students, mobilize students to learn actively and improve the efficiency of teaching and learning.
5. Change teaching methods. In mathematics teaching, teachers must change "conclusion-oriented" teaching into "process-oriented" teaching, pay attention to reappearing the process of knowledge generation and formation, and guide students to explore and discover.
6. Strengthen mathematical practice activities, let students understand the relationship between mathematical knowledge and real life, let students feel that there is mathematics everywhere in life, and use the practical significance of mathematics to induce and cultivate students' love for mathematics.