1. Pay attention to teaching exchange
On the one hand, strengthen collective lesson preparation, on the other hand, develop off-campus communication. Grasping collective lesson preparation and realizing the sharing of brain resources of lesson preparation groups is not only an important measure to improve the level of lesson preparation and ensure the quality of classroom teaching, but also an important way to improve the overall quality of teachers. In the group, we discuss and communicate before class.
The second is to make a reflection summary after class. Mathematics curriculum standards clearly point out that "effective mathematics learning activities can not only rely on imitation and memory, but also practical practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Therefore, it is the general goal of teaching and research activities to explore teaching methods that meet the requirements of the new curriculum, make students' learning methods more diversified and promote students' active and all-round development. Set aside some time to meet each other every day to talk about our teaching progress, the teaching objectives, key points and difficulties of this class; Take out the teaching materials and put forward the good ideas and problems you think of in preparing lessons; In teaching, how to deal with the relationship between independent exploration and cooperation and exchange ... Good methods, sharing resources and solving problems together. Everyone will find opportunities to talk about whether this class has achieved the expected results after class; Did the students have any particularly good or bad reactions? What are the new problems and how to solve them? Let's discuss whether there is a better way to explain it, so that other teachers who haven't taken this course can learn from their experience and master the teaching materials better. This is our core work and must be done every day. We will ask other experienced teachers for advice when we encounter particularly difficult problems. Sometimes the envisaged teaching method is quite different from the actual teaching effect. At this time, we will do a teaching experiment, that is, discuss a more feasible teaching method in a class and try it. Last semester, during the discussion before class, everyone found this course difficult. We push bicycles to learn some proper nouns, but we still feel afraid that students will not understand them. At this time, we will prepare lessons collectively. I try to give a lecture in Class Four first, and the other members will listen in the back. Then the students' responses, teachers' self-evaluation and teachers' opinions are integrated, and then improvements are made. Other teachers will go to class again and try to achieve the best results. We have done many such teaching experiments, and the effect is not bad. Everyone thinks the benefits are not shallow. After school, we never miss any opportunity of teaching and research activities, especially the opportunity of attending classes and commenting in open classes. We also keep teaching and research exchanges with other schools. We have established contact with the math lesson preparation leaders of Wu Luo Road Middle School, Dongting School and No.25 Middle School, and we can study together if we have any questions. Especially in the final review, we communicate more frequently. Besides, I often make use of my classmates and friends to discuss and exchange lessons with my math teachers in Tanqiu Middle School, Liangdao Street Middle School, No.45 Middle School and xxx Middle School. It is easy to find your own gap through communication, so as to make up for what you ignore as soon as possible; Through communication, we have broadened our horizons and learned a lot of new things.
2. Solidarity, mutual assistance and efficient cooperation
Although several members of our preparation group have the same personality, they also have their own characteristics. According to everyone's strengths and working methods, reasonable distribution of work can produce the greatest synergy. For example, every time a test paper is handed out, it will go through such a procedure: first discuss the purpose, scope and time of the test, and then divide the responsibilities: compiling questions, searching information on the Internet, drawing, copying and printing, and soon a test paper with collective wisdom will be released. For example, this mid-term exam paper is that we discuss it collectively first, and then xxx, xxx and I independently work out a set of questions, from which we choose to sort out the final draft. In this way, some good ideas of the four of us are reflected in this paper. There are many places in the new textbook that need to use teaching AIDS. Everyone should prepare carefully and then enjoy the resources. Speaking of which, I remembered a little thing that moved me very much. Some time ago, we were going to learn and discuss what plane figure we would get by cutting a cylinder. Prepare some cylindrical drinking cups with some water in them. The water surface can be regarded as a cross section to help students understand. I changed my homework temporarily that day. At the beginning of school, xxxx saw that I didn't take those water cup teaching AIDS. She was so anxious that she thought I forgot to take them and sent them to my class immediately. The emotion in my heart at that moment can't be expressed in words. Imagine, with such a group of good partners, what work can't be done well? There are times when we disagree on a certain knowledge point, but every time we agree, everyone will clap their shoulders with a smile and say, "OK, that's it." We also break class boundaries and face all students, regardless of each other. For example, sometimes people are asked to make up the difference, and students in other classes who also need to make up the difference will be asked to make up in Class Two. I still remember that in order to make up for a girl with serious learning difficulties, we took turns to explain. Our four members are closely United as molecules, working together and making progress together. There are also some difficulties in teaching. Although we are trying to make students like mathematics and take the initiative to learn mathematics, students are very tired of learning now, and because they have not been exposed to the textbooks of the new primary school curriculum, the teaching content with great changes in style now makes them feel at a loss and can't understand, and even some students can't understand such calculation questions as asking for interest tax, income tax or comparing several different internet access fees. Moreover, the level between students has greatly expanded, and the teaching of a group of underachievers has become difficult. How to narrow the gap, so that every student can learn valuable mathematics, get the necessary mathematics, and different students get different development in mathematics, which has become the bottleneck of our work. However, we believe that everything depends on people's efforts, and there is no hurdle. As long as we continue to study, summarize and reflect, with the help of leaders and teachers, we will certainly be able to walk through the swamp of mathematics and reach the oasis of mathematics. The challenges faced by modern teachers are not only highly unpredictable and complex, but also increasingly unable to find a set of universally applicable contingency measures.
Therefore, teachers can only evaluate their work and the development of their professional ability at any time, establish the awareness of lifelong learning, keep an open mind and regard the school as their own learning place. The school is the research center, the classroom is the research room, and the teacher is the researcher. Only by making full use of our resources, giving full play to the collective wisdom of school teachers, studying in practice, constantly studying and reflecting on their own education and teaching, and rearranging their own knowledge and experience can we constantly adapt to the new changes. Strengthen communication and cooperation between teachers and schools to form a long-term mechanism. This is the need of teachers' work, survival and development, and also the need of schools' survival and development. Only in this way can the school have the research function and ability, form the internal mechanism of self-development, self-improvement and self-innovation, and become a real learning organization.