Learning the new curriculum standard of primary school mathematics makes me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability of lifelong learning and make students enjoy it? Happy math? .
1, change? Prepare textbooks? For what? Prepare students?
Teachers should discuss how students learn when preparing lessons, and determine different learning goals according to different contents; Students of different grades should be instructed how to preview, listen to lectures, take notes, review and do homework. We should consider the cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summary ability. The level of a teacher's teaching is not only the level of imparting knowledge, but also the level of cultivating students' learning ability.
2. change? Lesson plan? For what? Generative classroom?
When the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the scheduled and planned process. Teachers should make good use of the immediate generating factors and show their flexible teaching wit, instead of leading students by the nose? Lesson plan? . In order to promote the dynamic generation of classroom teaching, teachers should create a democratic and harmonious classroom teaching atmosphere. Teachers should truly establish a democratic relationship of equal personality and sincere cooperation in teaching. At the same time, teachers should attach great importance to students' words and deeds. On the platform of teaching and learning, learning from each other, teaching because of learning, and establishing the consciousness of grasping teaching opportunities at any time will certainly make our classroom teaching more lively and interesting, more energetic and more able to show the infinite charm of teachers.
3. change? Authoritative teaching? For what? * * * to discuss with you?
The new curriculum advocates the establishment of a learning model of independent cooperation and inquiry, which puts strong demands on the transformation of our teachers' functions and roles. Therefore, the function of teachers is no longer just inheritance, discipline and education, but more encouragement, help and advice; The relationship between teachers and students is no longer based on knowledge transmission, but on emotional communication; The role of teachers is no longer to fill the warehouse, but to light the torch.
4. change? The teacher said? For what? Students say more?
In teaching, teachers should encourage and guide students to understand mathematical concepts on the basis of perceptual materials or make simple judgments and inferences through quantitative relations, so as to master the most basic knowledge and express this thinking process in language, which is conducive to correcting the defects of students' thinking process in time and guiding the whole class. Teachers can organize students to speak according to the characteristics of teaching materials. Teachers should not only understand the results of students' speaking, but also pay attention to the quality of students' speaking, so persistence is conducive to cultivating students' logical thinking ability.
Second, listen to other excellent teachers' classes (May 20 14)
I have listened to many teachers' classes this semester. Now let's talk about the gains from listening to classes this semester:
1, focusing on creating a harmonious teaching atmosphere.
Harmonious classroom atmosphere is the basis of students' lively development in classroom teaching, and it is also an important condition for students to study happily, improve classroom teaching efficiency and construct knowledge structure. Only in this way can we really give full play to students' main role, closely integrate teaching and learning into a whole, and let students learn mathematics in a relaxed and happy atmosphere.
2. Actively create interesting teaching situations.
Close contact with students' life experience, pay attention to creating vivid and interesting teaching situations, let students learn mathematics in real, rich and meaningful situations, stimulate students' interest in learning, and make situation creation truly become a stimulant and catalyst to ignite students' passion for inquiry. The creation of the situation is vivid, interesting, true and credible, and there is no trace of carving. People are convinced of the originality of teaching designers and sincerely admire them.
3. Pay attention to guiding students to experience the inquiry process of knowledge.
The ancients said: what you get on paper is shallow, and you never know. You have to practice, you know it from the bottom of your heart. In teaching, students should be provided with enough time and space to experience and explore, so that students can actively construct knowledge, form skills and develop thinking. The teachers did a particularly good job in the demonstration class of this activity.
Iii. Writing a teaching thesis (June 20 14)
Exploration on the close connection between primary school mathematics teaching and life practice
Mathematics originates from life, exists in life and is used in life. In primary school mathematics teaching, if we can closely combine mathematics knowledge with students' real life according to their cognitive characteristics, then in their eyes, mathematics will be a visible, tangible and useful subject, and it will no longer be a boring number game. In this way, students naturally feel cordial and true when studying, and it is also conducive to cultivating students' interest, attitude and consciousness in observing things around them from a mathematical perspective. It is of great significance for students to better understand mathematics, learn mathematics well, cultivate their ability, develop their intelligence and promote the development of comprehensive quality. Therefore, as a teacher, we should be good at combining the contents of classroom teaching, capturing the mathematical phenomena in life and excavating the life connotation of mathematical knowledge.
First, use the practical problems in students' life to introduce new knowledge.
In the teaching process, if teachers can make full use of the life phenomena around students to introduce new knowledge, students will feel close to mathematics and feel that mathematics is not mysterious when they live together. Moreover, it will arouse students' strong desire to explore new knowledge.
Like teaching? What is the meaning and basic nature of proportion? At that time, I arranged such an introduction: Students, do you know that there are many interesting comparisons in our bodies? When you roll your fist once, the ratio of its length to the length of your sole is about 1: 1, the ratio of height to the length of your arm is also about 1: 1, and the ratio of the length of your sole to your height is about 1: 7. It is useful to know these interesting ratios. When you go to the store to buy socks, just wrap them around your fist and you will know whether they are suitable for you. If you are a policeman, you can estimate the height of the criminal as long as you find his footprints. In fact, all this is calculated with these body proportions, forming an interesting proportion. Let's study it together today? What is the meaning and basic nature of proportion? By using? Interesting proportion in the human body? What does the phenomenon of life lead to? Proportion? Students are interested in learning and actively participate in the exploration of new knowledge. Another example is teaching? Area and area unit? At that time, I introduced an animation with multimedia: Xiaoming was running on the playground. What does he mean by running for a week? If you put a lawn in the middle of the playground, how big is it? What does this mean? Is this what we are going to learn in this class? Area and area unit? . This cartoon comes from students' life, which is their favorite introduction form, so they quickly put themselves into the situation that they urgently need to learn new knowledge.
It can be seen that students can stimulate their interest in learning by introducing new knowledge through these questions with real life background.
Second, learn new knowledge in combination with the actual life of students.
Mathematics is a highly abstract subject, and the thinking of primary school students is mainly visual. Therefore, in order to make it easier for them to master the laws of mathematics, I try to create life scenes related to the teaching content in classroom teaching. Introduce students into real life, through observation and practice, let students understand mathematical concepts, master mathematical methods, and gradually cultivate students' ability of abstraction, generalization, comparison, analysis and synthesis.
For example, when there are problems in teaching, there are three kinds of problems: moving in opposite directions (or moving in opposite directions), moving in opposite directions and moving in the same direction. In order to make students understand the connection and difference between the three problem-solving rules, I organized students to perform a small performance: two people at the same table demonstrated the three situations in the meeting, searched the performance venue freely inside and outside the classroom, and conducted a concentrated exchange performance after 5 minutes. The students were in high spirits and started their performance with smiles on their faces. Through this practical exercise, students have deepened their understanding of three situations when they encounter problems.
In addition, for some practical mathematics knowledge in the textbook, I try to provide students with a natural stage, and move the main position of classroom teaching outside, so that students can learn new knowledge in the actual environment. For example, when learning decimals, I take students to the store to know the prices of various commodities, observe the labels of commodities, and understand the application of decimals in daily life; When studying actual measurement, I took my students to the playground with measuring tools to measure the distance between two points, and organized them to calculate the knowledge of operation surface by step measurement.
Practice has proved that learning new knowledge combined with students' real life can get twice the result with half the effort.
The above is my training record this semester.