Junior high school mathematics teaching routine

First, prepare lessons.

Including making a semester's teaching plan and a class's teaching plan.

(A) the development of teaching plans

Read the "Junior High School Mathematics Curriculum Standard" thoroughly, especially to understand the target requirements of the curriculum standard for the teaching content of this book. According to the specific situation of students to develop teaching plans, plans generally include the following contents:

1. The specific requirements of the curriculum standard for the teaching content of this book, and make a good analysis of the teaching objectives of teaching material analysis and semester mathematics;

2. Situation analysis. The number of top students, students with learning difficulties and middle students, students' study habits, etc. ;

3. Target requirements. Understand and master the stage objectives of mathematics curriculum standards for grades 7-9 about mathematics knowledge and skills, mathematics process and methods, emotions and attitudes;

4. Teaching progress. Write out the teaching hours and class hours of this unit, including the schedule of project study, review and test (indicate the specific date and week). The requirements are presented in the form of a table (preferably designed by the school).

(B) Teaching design

Mathematics teaching should be carefully designed, pay attention to the implementation of knowledge, prepare lessons in advance 1 ~ 2 hours, and do the following:

1. study the textbook. Learn and be familiar with the writing ideas, characteristics, styles, presentation methods, arrangement intentions, difficulty and level of relevant examples and exercises in textbooks;

2. Understand the academic situation. Fully understand students' existing knowledge and experience, learning attitude and methods; What is the difficulty for students to learn mathematics in this course? Why is it difficult? How to solve the problem?

3. be familiar with the class type. According to the teaching progress, prepare three kinds of courses, namely, basic courses (including new courses, review courses and evaluation courses), extended courses (application or activity courses) and comprehensive courses (project learning courses);

4. Design teaching process and methods

① The teaching plan requires clear learning objectives (including knowledge and skill objectives and process objectives);

② The process design of mathematical activities (the process of putting forward, understanding, forming, applying and expanding mathematical problems) is clear;

③ Appropriate design, evaluation and regulation of learning activities;

④ The teaching content should attach importance to basic knowledge and skills, and students' emotional experience.

5. The use of media and teaching AIDS, according to the content of teaching materials, class types and teaching methods, requires students to prepare school supplies needed for class in advance. The use of media should be moderate, and the process of knowledge display should be detailed.

6. Refining the key information content in teaching. The graphic design on the blackboard or display board (screen) should focus on the teaching objectives, which is conducive to consolidation and feedback.

7. Write lesson plans

On the basis of thinking about the above problems, according to the requirements of teaching materials and students' intelligence level, the procedures and methods of classroom teaching are written in words (so-called teaching plan or teaching design). So as to facilitate the application and adjustment of teaching. The standard format of general mathematics lesson plans includes the following six aspects:

The serial number, teaching date and class hours of the course plan.

(1) topic: refers to the teaching topic.

(2) Teaching objectives: including the three-dimensional objectives of knowledge, skills and emotions and the creative or expanding objectives of this course.

(3) Key points and difficulties: refers to the key points and keys of teaching thinking, and it is necessary to highlight key points and disperse difficulties.

④ Teaching process: Write out the specific design and arrangement of the teaching plan. The process of putting forward, understanding, forming, applying and expanding mathematical problems should have a certain level, emphasizing formative exercises, paying attention to students' feedback and correcting errors in rehearsal forms.

⑤ Homework arrangement: Choose exercises with appropriate difficulty and weight (within the scope of textbooks and exercise books), and pay attention to reducing students' excessive academic burden.

⑥ blackboard writing design: refining the key information content in teaching is conducive to consolidation and feedback.

⑦ Teaching reflection: experience after teaching. We should sum up and analyze in time, be good at finding problems and put forward countermeasures. There is no limit to the number of words in teaching reflection.

8. Actively participate in collective lesson preparation. Collective lesson preparation is based on personal thinking, and individual lesson preparation is combined with collective lesson preparation. It is not allowed to copy other people's lesson plans, and courseware cannot replace lesson plans.

Attachment: Reference format of junior high school mathematics teaching plan 1

Subject: the serial number, teaching time and number of lessons of "XXXXX".

I. Teaching objectives: 1, knowledge objectives; 2. Performance objectives; 3. Emotional goals; 4 expansion target

Second, the key points and difficulties:

Third, the teaching process:

1. Introduction (Creating Situational Experience)

2. New lesson

① Case analysis (focusing on the induction of mathematical thinking methods)

② Classroom exercises (focusing on feedback and error correction)

③ Expansion and improvement (application and improvement of knowledge)

④ blackboard writing design (conducive to knowledge consolidation)

Fourth, homework:

Five, teaching reflection: (written after teaching activities).

Reference format of junior high school mathematics teaching plan II

Project designer

Teaching goal knowledge goal

Skill goal

Affective goal

Teaching focus

Teaching difficulties

teaching process

Teachers' Activities and Students' Activities Design Intention

work arrangement

blackboard-writing design

Teaching reflection

Second, class.

1. Be familiar with teaching plans, clarify teaching ideas, and prepare teaching materials and teaching AIDS. Enter the classroom on time, do not empty classes, do not delay classes, and do not refuse students to enter the classroom for any reason.

2. Put full energy into teaching activities, teach in Mandarin, with a cordial and natural teaching attitude and clear, vivid and accurate language; The blackboard writing is neat, standardized and orderly; Reasonable and appropriate use of media to assist teaching.

3. For all students. The organization of teaching activities takes into account students with good, medium and poor levels. Choose appropriate and reasonable teaching methods to help students overcome learning difficulties, build up self-confidence and develop good study habits.

4. Follow the characteristics of mathematics discipline and teaching rules, and connect with students' existing life experience, so that students can experience the process of abstracting practical problems into mathematical models and explaining and applying them, and attach importance to the development of students' mathematical understanding, thinking ability, emotional attitude and values.

5. Effectively organize students' learning activities. Asking questions should have thinking value, and encourage students to question difficult questions and express their opinions. Learning activities should highlight key points and break through difficulties, and the relationship between presupposition and generation should be handled well in teaching.

6. The classroom teaching time is allocated reasonably and the structure is scientific. Leave time for students to think independently and do basic exercises. Carefully organize classroom exercises and feedback, adjust in time, practice should be gradient and hierarchical, adapt to most students, and take targeted measures and methods for students with learning difficulties.

Third, the arrangement and correction of homework.

1. Job Settings. Requirements: ① Select exercises from textbooks and exercise books; ② The difficulty and weight of homework are appropriate, and students of different levels have different homework requirements.

In addition to extended courses (application or activity courses) and comprehensive courses (project learning courses), 3-4 homework questions (problem-solving questions) are left after each class, and every 3 multiple-choice questions and fill-in-the-blank questions are converted into a problem-solving homework. The third grade always reviews the teaching stage and corrects the unit or comprehensive questions at least twice a week.

2. Work instruction. Counseling is an effective measure to promote the development of every student under the class teaching system. Requirements:

① Implement the principle of teaching students in accordance with their aptitude. Correct problems in time, especially for students with learning difficulties, pay attention to the development and improvement of top students, and advocate more individual counseling and more counseling on learning methods;

Counseling should run through the whole teaching process, including before, during and after class. Guide students to finish their homework on time, seriously and independently, and cultivate good homework habits;

(3) Counseling students should be patient and encouraged to help them build up their confidence in learning.

3. homework correction. Homework correction is an important channel for teachers to understand students' learning situation, teaching quality and improve teaching.

(1) Homework correction and correction must be timely and pay attention to feedback;

② Grading students' homework;

(3) register students' usual homework scores;

④ Correcting should be strict, and actively encouraged and guided, so that students can develop good homework attitudes and habits.

4. Job evaluation

(1) timely evaluation and appropriate time arrangement;

(2) Creative answers or typical mistakes in students' homework should be extracted and used as teaching resources. It is necessary to comprehensively analyze the causes of errors in time and put forward countermeasures and methods;

(3) Students with various evaluation forms, poor foundation and weak ability can be given help and guidance through face-to-face tutoring, peer help and other ways. For common * * * mistakes, you can organize the whole class to discuss, analyze and correct them by explaining them;

(4) Show and evaluate outstanding homework or achievements in mathematical practice in a planned way (65438+ 0-2 times per semester).

Fourth, quality evaluation.

Teaching quality evaluation is an important part of mathematics teaching. Through evaluation, we can fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching.

1. Mathematics teaching quality evaluation should be based on mathematics curriculum standards, pay attention to students' development process, and establish a multi-objective and multi-method evaluation system. Written examination, oral examination, practical exercise, growth record and comprehensive performance should be actively adopted, and the content of quality evaluation should be comprehensive. Including knowledge and ability, process and method, emotional attitude and values. The evaluation should proceed from the reality of students and teaching, and pay attention to appropriateness and scientificity.

2. The evaluation of mathematics learning should not only pay attention to the results of students' learning, but also pay attention to the learning process. We should not only pay attention to students' mathematics learning level, but also pay attention to students' emotions and attitudes in mathematics activities, so as to help students understand themselves correctly and build up confidence.

3. The questions of quality evaluation should be based on the teaching curriculum standards and refer to the selected teaching materials. Pay attention to the examination of the "three basics" of mathematics (basic knowledge, basic skills and basic thinking methods), and the content of the examination should be as comprehensive as possible, highlighting the key points. Pay attention to general methods, downplay special skills, moderately strengthen the examination of mathematical application consciousness and analyze and solve problems with mathematical viewpoints, and appropriately reflect the examination of practical ability. The test questions should be graded, but the easy questions (the difficulty coefficient is above 0.8) should account for 70%, and the expression of the test questions should be scientific, standardized, concise and unambiguous.

4. Scientifically select evaluation methods and properly arrange unit tests and final exams. Do a good job in unit testing, organization, marking, score recording, paper analysis and so on. The unit formative test shall be conducted at least 6 times each semester, and the whole batch shall be revised, commented and revised. Timely and systematic analysis, reflection and feedback on the detected situation will help students understand the shortcomings in the learning process, make teachers reflect on the problems in the teaching process and put forward corresponding measures to further improve the quality of teaching and learning.

5. Establish a quality evaluation system in which students and teachers participate together, so that students and teachers can obtain information through multiple channels, which is conducive to reflection and adjustment, improving students' learning and teachers' work, and improving teaching efficiency and quality.

6. Establish students' mathematical learning growth files and record them in time. Teachers should write a quality analysis report of their classes every semester.