In the first semester, I continued to be a sixth-grade math teacher, studying teaching theory seriously, being strict with myself from all aspects, actively consulting experienced teachers, and working diligently and conscientiously in combination with the actual situation of our school and students, so that the teaching work can be carried out in a planned, organized and step-by-step manner. In order to make greater progress in the future work, this semester's teaching work is summarized:
I. Guiding ideology
Based on the mathematics curriculum standards, this textbook absorbs the latest research results in the fields of pedagogy and psychology, and is committed to changing the mathematics learning methods of primary school students, promoting quality education in the classroom, and striving to embody the guiding ideology of three aspects. The purpose is to let students understand the close relationship between mathematics and nature and human society; Appreciate the value of mathematics and enhance confidence in understanding and using mathematics; Initially learn to observe, analyze and solve problems in daily life by using mathematical thinking mode; Form a scientific spirit of being brave in exploration and innovation; Obtain important mathematical facts and necessary application skills necessary to adapt to future social life and further development.
Second, prepare lessons carefully, not only for students, but also for teaching materials and teaching methods. According to the content of teaching materials and students' reality, design course types, formulate teaching methods and carefully compile teaching plans. Do every lesson well? Come prepared? Make full preparations before each class, summarize the class in time after class, and write the teaching postscript.
Third, pay attention to the interaction between teachers and students in classroom teaching, develop together, enhance classroom skills and improve teaching quality. In class, I pay special attention to arouse students' enthusiasm, strengthen the communication between teachers and students, fully demonstrate students' relaxed, relaxed and happy study, and cultivate their ability to use language and brain more. This semester, I regard classroom teaching as an environment conducive to students' active exploration of mathematics learning, so that students can fully develop their emotions, attitudes and values while acquiring knowledge and skills, and regard mathematics teaching as a process of interaction and development between teachers and students. Advocate autonomy? Students are the main body of teaching activities, and teachers become the organizers, instructors and participants of teaching activities. ? With the establishment of this concept, students become the masters of learning and learning becomes their needs. There are discoveries, fun and gains in learning, which shows that the process of designing students' active inquiry is a new space, a new carrier and a new way of inquiry learning.
Fourth, innovate evaluation to encourage and promote students' all-round development. We regard evaluation as a means to comprehensively examine students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, and it is also a powerful means for teachers to reflect on and improve teaching. The evaluation of students' learning not only pays attention to students' understanding and mastery of knowledge and skills, but also pays attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Pay more attention to what students have mastered, what progress they have made and what abilities they have. The evaluation results are conducive to establishing students' self-confidence in learning mathematics, improving their interest in learning mathematics and promoting their development.
Fifth, consult other teachers humbly. In teaching, if you have questions, you must ask them. In the study of each chapter, actively seek the opinions of other teachers, learn their methods, learn their advantages, overcome their own shortcomings, and often invite other teachers to attend classes to solicit their opinions and improve their work.
Sixth, carefully correct homework, and assign homework with pertinence and hierarchy. Correct students' homework in time, carefully analyze and record students' homework, classify and summarize their problems in the process of homework, make thorough comments, improve teaching methods in time according to relevant situations, and be targeted.
Seven, do a good job of after-school counseling, pay attention to hierarchical teaching. After class, students at different levels are given corresponding counseling to meet the needs of students at different levels, and at the same time, the counseling for underachievers is strengthened. The guidance for underachievers is not limited to the knowledge guidance for students, but more importantly, the ideological guidance for students. To improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. In this way, the transformation of underachievers has changed from simple and rude compulsory learning to conscious knowledge. Inspired their curiosity and self-motivation, made them interested in mathematics and achieved good results.
In short, a semester's teaching work has both the joy of success and the confusion of failure. Although some achievements have been made, there are still many shortcomings, such as the research and discussion on the new curriculum reform concept, information basic education, and my teaching experience and methods, which need to be improved. I will learn from others' strengths, make up for my own shortcomings, and strive for better results in future teaching work.
Reflections on the sixth grade mathematics teaching of People's Education Publishing House (Part II): I am engaged in the sixth grade mathematics teaching, but I really feel a lot of differences and confusion this time. If you are sleepy, you will be poor, and if you are poor, you will die without fighting. It must change. This semester's mathematics teaching has been innovated and improved in many aspects. The more successful thing is to grasp the key points and give full play to students' thinking and comprehensive application.
In teaching, although many methods have been thought of, some problems have also been found, mainly including:
1. Although we have spent a lot of time and energy on underachievers, from the point of academic performance, it is only a little progress or a small range of progress, which is somewhat different from our expectations.
2. Some students are not good at thinking with their brains and can't extrapolate. Passive acceptance of knowledge is common, so their ability to apply knowledge to solve problems is poor or there are few methods. The performance is as follows: you can do what the teacher said in the exam, and you can't start with a little flexible change in the topic; More complex application problems are not good at comprehensively using knowledge to solve or drawing line segments to help understand and analyze the meaning of the problem; 3. Some students have not developed good study habits.
(1) A small number of students have not developed good computing habits.
(2) A few students have not yet developed a good habit of examining questions. This is also a very headache for us.
Questions, some simple questions often make mistakes because of poor exams. .
(3) A few students have not developed good inspection habits. They don't know how to check after they finish the problem.
I can't find it, but I can't see the mistake under my nose; Some students are lazy to check.
There are still some shortcomings in our teaching.
In view of this problem, I seriously thought about it:
1. Underachievers can't make great progress because they forget knowledge very quickly. Maybe what you just taught in the morning was forgotten by him in the afternoon. Some learned it today, but he forgot it in a few days. At the end of comprehensive practice, there is too much accumulated knowledge to make up for.
2. Some students are not good at thinking with their brains and passively accept knowledge. The reason is not only that some students lack the consciousness of autonomous learning and are lazy, but also related to our teachers' teaching ideas and methods. Sometimes I worry that students don't understand, so I often have to speak more, leaving students to think and question.
There will be less time, and with the passage of time, students' desire for autonomous learning will not be so strong.
Excellent study habits can't be developed in a day or two. Some are caused by family education, some by school education. However, some teachers should be prepared to examine questions and calculate skills.
What you teach students should emphasize solidity.
Through reflection and access to relevant books, I think that in addition to continuing to use the previous good practices, we should also actively take certain measures to improve them:
1, for students who are backward in learning, we must let him persist in achieving the goals set by the teacher and answer the exercises independently. Sometimes, you can give him more time to think, and the teacher carefully guides his thinking.
2. Learn advanced educational ideas and teaching concepts, adhere to student-centered teaching, seriously explore ways to guide learning, create more opportunities for students to learn independently and be brave in innovation, stimulate the consciousness of learning subjects, let students discover, explore and solve problems themselves, actively complete learning tasks, and master some basic learning methods. In order to change the phenomenon that teachers talk too much and students passively accept knowledge.
We need perseverance and effective methods to improve students' study habits. For example, cultivate students' computing ability and combine knowledge points to impart methods and skills (such as cultivating students' habit of checking when solving problems); Cultivate students' ability of self-examination and self-evaluation, guide students to analyze the mistakes in their homework and register the reasons for the mistakes, and seriously correct them to improve the correct rate.
4. Preparing lessons and doing research should be deeper, more detailed and more comprehensive, give full play to the advantages of the collective, and do our best to do a good job in teaching.
Reflections on the sixth-grade mathematics teaching of People's Education Press Part III Teaching sixth-grade mathematics this year, using new textbooks for the first time. According to the teaching concept of the new curriculum standard, I strive to make the teaching structure conform to the age characteristics of children, pay attention to promoting students' learning transfer, cultivate innovative consciousness, and pay more attention to letting students experience the connection between mathematics and real life in practical activities. Teaching reform is mainly reflected in classroom and after-school hours. In class, I pay attention to strengthening my ability and cultivating good study habits. And after school, pay attention to let the students? Apply what you have learned? Let students apply mathematics to real life. According to the characteristics of students' mathematics learning in my class, I adopted the following teaching methods and achieved certain results.
First, strengthen the study of oral arithmetic. Through oral arithmetic practice for 3 minutes before class, students can practice in their favorite way in various forms, and it is held irregularly? Fast calculator? Competition, stimulate their enthusiasm. Improve students' oral arithmetic ability, and at the same time improve and help them with written arithmetic.
Second, strengthen the practice of four operations. Because students' computing ability is poor and careless, on the basis of original knowledge and understanding of rules, I ask students to strengthen consolidation exercises to prevent students from making calculation mistakes due to carelessness. Besides teaching, I let students practice several calculation problems every day. Calculation problems also include simple calculation. After a period of intensive practice, students' four computing abilities have been obviously improved.
Third, application problems have always been a major difficulty for students to learn, especially this course. Most students have a poor understanding of application problems. In view of this situation, I ask students to practice more, think more, ask more questions and talk more, and gradually improve their ability to analyze problems. Students are no longer as afraid of application problems as before.
Fourth, increase practical activities to cultivate students' awareness of understanding and applying mathematics. Design some activities that are closely related to students' lives and contain mathematical problems. It enables students to solve problems in activities, feel, experience and understand mathematics, and is also conducive to cultivating students' awareness of discovering mathematical problems from daily life.
In order to carry out the principle of facing all students and teaching students in accordance with their aptitude, I have also designed some exercises with certain difficulty for students with spare capacity to choose, so as to give full play to their specialties and cultivate their mathematical ability.
Through the implementation of the above methods and measures, students' ability to learn mathematics has been improved, but in the teaching process, I also found that students have many problems in learning mathematics. In the future teaching, I will take effective teaching methods according to the characteristics of students and strive to improve the teaching effect.