1: summary of mathematics teaching in preschool class next semester
Hou Yaomei
This semester is coming to an end. Looking back on my work since this semester, I have gained a lot. Starting from the reality of the class, encourage children to stand on their own feet and take care of themselves, let them accept new knowledge happily and independently in activities, and promote their development from different angles. Mathematics education is a teaching activity that transforms the abstraction of external perceptual activities into internal thinking activities of concrete materials and game activities through intuitive teaching AIDS, and cultivates students' interest in mathematics. Mathematics teaching in preschool classes this semester is summarized as follows:
I. Comparison and achievements
1. At the beginning of teaching, children didn't even know the simplest math knowledge, or even knew it. Some people can't tell the difference between front and back and up and down. However, after several months of practice, children gradually became interested in mathematics, knew the relationship between mathematics and their own lives, and could apply it in life.
2. Children have confidence in math activities, are willing to work hard to overcome difficulties in math activities, and believe in their math ability.
3. Children can read books correctly and develop good operating habits.
4. Children's autonomous learning ability has been improved, and they can solve problems with various ideas, methods and modes.
Second, measures taken to achieve results
(A) adhere to the intuitive teaching.
When teaching children to learn math composition and addition and subtraction, I use a lot of teaching AIDS to assist teaching. For example, when learning the composition and addition and subtraction of 4, the theme I designed was orchard. When the children saw the picture, they quickly asked: There are five apples on the tree, and four have fallen. How many apples are left on the tree? It can be seen that the visual picture teaching aid is the best helper to help children ask questions and learn.
(2) Pay attention to cultivating children's interest in learning.
In teaching, I not only let children learn to answer questions raised by teachers, but also let children learn to ask their own questions. During the activity, some children don't know how to express their doubts. Which means I don't know how to ask questions. In the teaching process, we should pay more attention to them, think about what they think, find out where children are curious and confused, and then guide children to express their doubts in the form of questions, turn curiosity into problems, thus arousing children's interest in further exploration. This kind of cultivation from curiosity to questioning will benefit children for life. Therefore, in every math class, I try to prepare rich teaching AIDS, create interesting problem situations for children, stimulate their visual senses with colors and pictures, and stimulate their interest in learning.
(3) Strengthen the training of outstanding and underage students.
Especially for a few poor students, we always teach them patiently and hand-in-hand, and get in touch with their parents in time to teach them counseling methods. With the joint efforts of their parents, their grades have been better improved.
(D) to carry out game-based teaching activities.
Before class, I carefully analyzed the teaching materials, drew a good wall chart and prepared the required teaching AIDS. Children are very active. Using game teaching can enhance children's interest in mathematics learning, make children get in touch with mathematics for the first time in a relaxed and happy situation, accumulate enough operational experience in the learning process, and make children like mathematics more, develop active exploration, pursue knowledge interest and develop good study habits.
Close cooperation between parents and teachers
Family is the place where children spend the longest time together, and parents are the objects with which children spend the longest time. Parents play an extremely important role. Parents should not only be absent or neglected, but also take some responsibility for their children's cognition and learning. So I attach great importance to communicating with my parents and strive for their cooperation. Let parents participate in children's learning and cooperate with teachers to develop children's mind and learning ability.
Third, the problems and causes of this semester
1. Some classes have prepared a lot of materials, but not all of them.
2. The application of modern educational technology in teaching is not enough. Some facilities in the school can't keep up,
For example, our school is still good, with multimedia classrooms, but there is no supporting preschool, and I have not studied it myself.
3. My educational philosophy needs to be constantly updated, and my teaching level needs to be further improved. take for example
Some students stood up to answer the students' motionless questions, but we just wouldn't let them and insisted on roll call. For another example, students say that some methods of doing problems are correct, but they are not sure because they are unconventional. Their teaching ideas can't keep up with the development needs of students and need further study and improvement.
Fourth, the direction of future efforts and solutions
1. According to the physiological and psychological characteristics of children's development, cultivate students' independent exploration ability. Attach importance to providing familiar scenes based on students' existing knowledge and life experience to help students understand and master mathematics knowledge.
2. Increase the content of contact time, so that students can understand mathematics in real life, feel the close connection between mathematics and daily life, and feel the beauty of mathematics with heart.
3. Mainly choose learning materials and activities that are full of children's interest, stimulate students' interest in learning, and get a pleasant mathematics learning experience.
4. Pay attention to guiding students to explore independently and let them study in an atmosphere of cooperation and independent exploration.
5. Grasp the teaching requirements, promote the development of students, and appropriately improve the methods of evaluating students. In short, in classroom teaching, teachers should let children move more, speak more, watch more, ask more, show more, think more, give children more time to think and more space for activities, and give them the right to ask questions! The math scores of preschool classes have naturally made great progress.
Chapter two: Summary of mathematics teaching in preschool class next semester.
The main task of pre-school mathematics education is for teachers to expand by organizing students to carry out rich activities, sort out students' experience of mathematics in life, master superficial mathematical knowledge, cultivate students' interest in mathematics and their ability to understand things by using mathematical knowledge initially, so as to lay the necessary foundation for entering primary school.
I. teaching material analysis
Cultivate students' cognitive ability through mathematical activities, design various activities for students by providing sufficient conditions, and guide them to observe and understand the relationship between numbers with various senses, thus cultivating their ability to find, ask and solve problems. The content of preschool mathematics education mainly includes the basic knowledge of mathematics such as classification, number decomposition, sorting and correspondence, the meaning of numbers within 10, addition and subtraction within 4, addition and subtraction within 20, and the mixture of addition and subtraction. Because it is difficult for students, the teacher suggested that we focus on explaining the relevant geometric shapes and the time and space of things (such as knowing clocks and watches) for the time being.
Second, the requirements of teaching purpose
1. In the teaching process, under the guidance of teachers, students can combine practical experience in life.
Distinguish and understand the relationship between some things, understand, analyze and summarize the meaning of numbers and the relationship between numbers through their own operations, and can accurately add and subtract.
2. Cultivate students' multiple abilities in activities: observation, imagination, thinking and language expression.
Third, the analysis of students' basic situation
Because of the difference between the study time and the foundation before entering the park, Yue and Chang Xinyi have better mathematical foundation than Zhang Ling, so the teacher is going to slow down Zhang Ling's teaching progress and let him keep up with the previous two students. In short, teachers teach students in accordance with their aptitude and lead students to carry out math activities seriously, so that every child can make progress on the original basis.
Fourth, teaching measures.
Mathematics learning in preschool class is an active activity, which can observe and operate things in the surrounding environment according to one's own interests and needs, and at the same time carry out internal thinking activities such as association, imagination, comparison and analysis. Therefore, in mathematics teaching activities, teachers should be prepared to closely combine mathematics knowledge with students' daily life, cultivate students' interest in mathematics learning through games, and create and provide certain conditions to help them use their mastered mathematics knowledge reasonably and transform it into the ability to understand things.
Verb (abbreviation for verb) comprehensive plan
Help and guide students to make triangles, ellipses, trapezoids, etc.
Chapter III: Summary of Mathematics Teaching in Preschool Class in the Next Term.
This semester, I am a math teacher in preschool class. I have a good attitude towards them, especially a few poor students. I never give up what I ask of them. I always guide patiently and teach by hand. Let every child make great progress. They are only exposed to simple mathematical knowledge. How to make children adapt to school life and mathematics teaching more quickly and have a strong interest in mathematics, I am constantly summing up and reflecting.
According to students' personality characteristics, cultivate students' ability of independent exploration. Attach importance to providing familiar scenes based on students' existing knowledge and life experience to help students understand and master mathematics knowledge. In the process of contact with students, I learned that students are very interested in stories and games, so I added games and stories to the classroom and combined them with the knowledge in the text to stimulate students' interest in learning, so that students can understand mathematics in real life and feel the close connection between mathematics and daily life.
As soon as the children entered the school, they were all in high spirits and full of whimsy. When the teacher asks questions, he will immediately express his views. When the teacher asked them to raise their hands to answer, they all scrambled to raise their small hands. It can be seen that children have certain doubts and desires for self-expression. Questioning in class has always been a teacher's "patent". It seems natural for the teacher to ask and the child to answer. The teacher's questions are designed according to his own understanding of the textbook, his own thoughts and wishes. In this receptive learning style, children lose the right to ask questions, question and think deeply, and finally lose the ability to find and solve problems. Therefore, I think that in the activities, teachers should first correct their roles, respect children, regard children as the main body of the activities, and change "full house irrigation" into teacher-student interaction. For example, after teaching children to learn numbers within 10, I prepared a lot of autumn fruits to help them compare the relationships between numbers. First, I asked the children to classify, and then I asked them to compare who had the most. Who has the least? Who has more than who? Who waits less than who. Children can tell what they have observed. The most important thing is to give every child a chance to take every child's problem seriously. No matter whether this question is right or wrong, I will take it seriously, give encouragement and praise in time, and lay some foundation for him to dare to ask questions in the future.
In short, in classroom teaching, teachers should let children move more, talk more, watch more, ask more, show more and think more, let children "jump up and pick the fruits they want", give children as much time and space as possible, and give them the right to ask questions!