Teachers must follow the basic laws of teaching activities and carry out teaching activities in accordance with the basic principles and procedures of teaching work. In order to make teachers have rules to follow in teaching work, the inspection and evaluation of teaching work is well-founded. According to the basic principles and procedures of teaching work, modern educational ideas and modern curriculum concepts, combined with the characteristics of disciplines and the reality of our county, the basic requirements of mathematics teaching routines in Fengdu County are formulated.

First, prepare lessons.

Preparing lessons is the teaching preparation that teachers should do before class and the premise of a good class. The process of preparing lessons is actually a design for the cultivation of students, and it is a kind of hard creative work. To be innovative and distinctive in teaching, we must start with preparing lessons.

(A) the principle of preparing lessons

Lesson preparation should not be carried out blindly. Only by reaching the target requirements can we continuously improve the level of lesson preparation. Therefore, we must adhere to the six preparations, five precautions and five taboos when preparing lessons.

Preparation: preparation of teaching plans, teaching materials, students, teaching methods, learning methods and teaching AIDS.

Five: there are three-dimensional goal design, teaching process design, exercise design, blackboard design and after-class reflection.

Five taboos: avoid pursuing form and ignoring effect and the effectiveness of lesson preparation; Avoid preparing only one situation and ignoring the generation problems in the teaching process; Avoid only preparing knowledge and neglecting ability training; Avoid only preparing examples and not practicing, ignoring the pertinence of teaching; Avoid copying textbooks, teaching references and old teaching plans, and ignore students' differences; Avoid only previewing new lessons and ignoring practice lessons, review lessons, practical lessons and test paper analysis lessons.

(2) Requirements for preparing lessons

1, lesson preparation standard: lesson preparation should embody the concept of new curriculum standard and implement knowledge and skills, mathematical thinking, problem solving, emotional attitude and values.

Step 2 prepare teaching materials

(1) Correctly grasp the internal relations of textbooks.

To arrange teaching content, we should grasp the arrangement system of teaching materials and make clear the arrangement intention; We should not only attach importance to the connection between students' existing knowledge and new knowledge, but also communicate the vertical connection between knowledge in the same knowledge field to form a structured and open teaching content system that conforms to students' cognitive level.

(2) creative use of mathematics textbooks

We should make full use of the existing curriculum resources suitable for students, give full play to the educational function of these contents, and improve teaching efficiency. According to the actual situation of students, we should adjust and supplement the curriculum resources in the teaching materials appropriately, effectively integrate the existing teaching resources, and make the teaching content closer to students' real life and more conducive to students' understanding of mathematics on the premise of conforming to the logical connection of mathematics knowledge.

(3) Carefully select design exercises.

According to the requirements of various types of questions in the compilation of teaching materials, screening and analysis are carried out to design basic questions, variant questions to deepen understanding, comprehensive questions to sum up and improve, and thinking questions for thinking training similar to the new curriculum. It embodies the hierarchy, interest and openness of practice and pays attention to the effectiveness of practice.

(4) Pay attention to extracting mathematical problems from life.

When teaching, teachers should embody the basic idea that teaching content should be closely linked with life, whether using the themes in textbooks or supplementary and selective teaching themes, and strive to turn practical problems in life into objects of mathematics research, stimulate students' interest in learning, so as to deepen students' understanding of mathematics and experience its value.

3. Prepare students:

Teaching presupposition should be aimed at students' reality. It is necessary to carefully analyze students' mathematical cognitive basis and accurately grasp students' learning starting point; It is necessary to understand the individual differences of the students' mathematical development level in this class; Analyze students' thinking habits.

4. Preparation method:

The choice of teaching methods should be conducive to the transfer of knowledge and the stimulation of students' interest in learning, fully mobilize students' enthusiasm and initiative, and help students change from learning to learning, highlight key points, break through difficulties, feed back teaching information in time, and implement the "three-dimensional" goal.

5. Compilation of lesson plans.

Preparing lessons is teachers' creative work, and teaching plans are the crystallization of teachers' preparing lessons, which is a concrete plan to implement teaching plans and complete teaching tasks. Therefore, on the basis of preparing lessons, preparing lessons, preparing lessons, preparing lessons, and preparing lessons, teachers must write a practical and truly guiding teaching plan. Lesson preparation must be carried out from three aspects.

Implement the semester teaching plan; Implement the unit teaching plan; Implement the classroom teaching plan.

Second, class.

Classroom teaching is the basic form of teaching, the central link of the whole teaching work and the key to improve teaching quality. Taking classes is not only a science, but also an art, and it is also a leap in the concrete implementation of the lesson preparation plan. Therefore, we must carry out classroom teaching activities around "high quality" and "high efficiency" to effectively improve teaching efficiency.

1, clear objectives and grasp the teaching requirements, which can neither improve nor lower the requirements.

2, around the goal, to carry out teaching activities.

(1) The introduction of the topic should be concise, which can create an effective learning situation for students according to the growth point (or connection point) of knowledge, arouse students' mathematical thinking and stimulate students' strong desire for learning.

(2) The exploration of new knowledge must be based on students' knowledge, and the arrangement and selection of teaching procedures should conform to students' cognitive rules and the internal connection of knowledge, so that students can experience the formation process of mathematical knowledge and insist on paying equal attention to learning process and results; Strengthen the necessary learning achievements; Understand the cultural background of mathematics.

(3) Being able to grasp key points, highlight key points and break through difficulties; The investigation process should be organized.

(4) The information feedback should be timely, and the evaluation should reflect diversification and diversification; Reasonably allocate teaching time and attend classes on time.

(5) The practice arrangement should be precise and ingenious, targeted, hierarchical, flexible and practical.

3, according to the teaching content, around the goal, choose the appropriate teaching method.

The choice and application of teaching methods lies in giving full play to the enthusiasm of both teachers and students, stimulating students' internal activities, making students' thinking factors in a positive state, actively acquiring knowledge and promoting the harmonious and healthy development of body and mind. Therefore, the requirements for choosing teaching methods are:

(1) Adhere to the teaching methods of independence, cooperation and inquiry, and guide students to actively think and solve problems.

(2) Establish a teaching mechanism of active interaction and multi-directional information exchange.

(3) Insist on teaching with learning. Let students learn mathematics in a variety of ways, and overcome the tendency to care only about what the teacher says, regardless of the students' learning effect.

Step 4 teach basic skills

Mandarin is used in class, and the teaching attitude is cordial and natural; The language is accurate, concise, inspiring, interesting and logical; The blackboard writing is neat and the layout is reasonable; Accurately and skillfully use teaching AIDS; The feedback information is handled properly and the evaluation is timely and diverse.

5. Humanized management classroom

Effective classroom management system is the guarantee to standardize students' bad behavior, establish a good teaching order and urge students to participate in mathematics learning activities seriously. First, the establishment of classroom management system should be comprehensive, including how to prepare lessons before class, how to listen to teachers' explanations and classmates' speeches in classroom learning, and how to participate in discussions so that students can clearly know what to do and what not to do in classroom teaching. Second, the management system should be formulated by students under the guidance of teachers, so that the system can be recognized and understood by students. Third, the management system should embody humanization, conform to the age characteristics of primary school students, and reflect students' self-education and self-management. When students violate the management system, teachers should not only give appropriate tips and education, but also give understanding and tolerance from the perspective of children.

Third, the arrangement and correction of homework.

Reasonable homework should not only help students to consolidate their knowledge and develop their ability, but also help students to study habits and interest in mathematics. In primary school mathematics teaching, homework should be arranged in strict accordance with the relevant provisions of the state.

(1) Transfer requirements

1, homework for class. Students' classroom assignments are generally based on exercises in textbooks, supplemented by teachers' designs. The amount of homework should be appropriate, purposeful and targeted, and completed in class.

2. homework. Generally, there is no written homework in the first grade; Students in the second and third grades should do their homework for no more than 15 minutes a day, for no more than 20 minutes in the fourth grade and for no more than 30 minutes in the fifth and sixth grades, so as to ensure that primary school students have a rest time and participate in other activities every day.

3. Attention should be paid to the hierarchical requirements, and students of different levels should not be required to complete the same amount and difficulty of homework for a long time, so as to ensure that all students can complete their learning tasks and get a successful experience;

4. The operation forms should be diverse and flexible, and the requirements should be clear. It is forbidden to punish students with homework.

(2) Methods and requirements for correcting homework

1, homework correction method

All batches and all reforms; Key amendments; Face to face correction; Spot check and correction; Correct each other; Correct yourself;

2. Requirements for correcting homework

(1) The written assignments in class should be revised in batches; Extra-curricular homework is mainly corrected and checked.

(2) correcting homework on the same day, and not owing orders; There is a typical error analysis record.

(3) Correcting homework should be serious and accurate. Correcting symbols should be clear, which is helpful for students to distinguish.

(4) Symbolic usage of correcting homework. Correct use of "√"; Some misuse "half hook"; And use "~" to indicate the error; Completely misuse "×"; The operation is unreasonable. Use "?" ; There is no company name with "()".

3. The teaching and research group (lesson preparation group) conducts a general survey of teachers' homework quality and correction every month and reports it to the guidance office, which is linked with process management.

Fourth, after-school tutoring.

Extracurricular tutoring is to help, train and coach students outside classroom teaching. Extracurricular tutoring is a necessary supplement to classroom teaching, one of the concrete measures to promote students' differential development, and an important way to cultivate mathematics talents.

1. Consultation must be planned, measured and purposeful.

2. Understand the students with learning difficulties, give warm and patient counseling on a regular basis, and keep in constant contact with parents (no less than 2 home visits per semester).

3. For students with excellent grades, provide thoughtful questions to satisfy their thirst for knowledge.

Verb (abbreviation for verb) performance assignment

The expressive evaluation of students' knowledge and skill thinking is an important way and method to check students' academic performance and teachers' teaching effect, and it is also an important link in the whole teaching process. Appropriate examination and performance evaluation can provide necessary data and information for checking the teaching effect and determining the realization degree of teaching objectives. Therefore, the performance appraisal must be correct and reliable. The assessment of students' grades is generally carried out in the form of usual exams and tests.

1, assessment requirements

Comprehensive inspection and correct evaluation. Achieve "four combinations."

(1) Combine knowledge examination with ability examination;

(2) Combining theoretical knowledge with practical application;

(3) the combination of the final exam and the usual exam;

(4) the combination of oral examination, operation and written examination;

2. Form of evaluation

(1) General examination: classroom questioning, classroom answering, homework in and out of class, participation in various competitions, small production, thesis writing, general learning performance, etc.

(2) Staged and summative examination: follow the curriculum standards, according to the teaching materials, pay attention to the foundation, reflect the ability, cover more than 80% of the content, with moderate difficulty, appropriate capacity and various forms (such as oral examination, written examination and homework form). The proportion of low, medium and high difficulty questions is 7: 2: 1, and the proposition of "two-way detailed list" should be the main one.

(3) The record of students' academic achievements should be based on the usual exams, unit exams and final exams.

(4) Quality analysis shall be conducted after evaluation. The contents include: ① the scope, knowledge points, objectives and the proportion of each chapter; ② Analysis and statistics of test papers; ③ Statistics of students' scores; (4) Transfer of error situations, basic concepts, skill problem-solving formats and method knowledge; (5) the cause of the error; ⑥ Measures taken. After evaluation and analysis, it shall be handed over to the guidance office for retention.

(5) Strict examination discipline and discipline, strictly abide by the disciplines of invigilation, marking, grading and quality evaluation, and ensure the authenticity of students' scores. The contents and methods of assessment should be implemented according to the students' foundation and teaching conditions.

Research on the teaching of intransitive verbs

1, teaching and research activities

Actively participate in weekly collective lesson preparation, class evaluation, teaching reflection, case analysis and other teaching and research activities organized by schools and teaching and research groups. Actively carry out self-reflection and peer communication in teaching and research activities and carry out teaching action research. When carrying out teaching action research, we should review our own teaching, observe students' behavior and thinking state, understand the learning effect, and analyze students' homework to find out our own problems in teaching and conduct research. We should apply the rational viewpoint formed through reflection to teaching practice again, constantly improve our teaching, improve our teaching level, and form corresponding experience articles to develop our major.

3. Summary of teaching work

The summary of teaching work is to review and analyze the teaching situation at a certain stage and draw a conclusion that has guiding significance for future teaching work. It is an important way for teachers to improve their teaching work and raise the level of teaching and research. Therefore, we must sum up teaching experience and lessons with a scientific attitude and realistic work style, explore teaching rules, and improve our professional ability and teaching level.

The focus of teaching summary is to affirm achievements, sum up experiences and lessons, and explore teaching rules.

Teaching summary requirements: ① general situation; (2) learning and using ideas; (3) There are teaching achievements, including teaching effects (students' grades, awards, average scores of students' grades, passing rate, grades distribution, etc.). ), teaching experience (exploring teaching rules, teaching methods, transforming students with learning difficulties, studying teaching materials, etc. ), teaching and scientific research reform achievements (special research, published and exchanged teaching reform research articles and experimental results, etc.). ); ④ Problem analysis and solutions.

The summary of teaching work should be made in duplicate, one for the guidance office and one for your own use.