In daily study, work or life, everyone has been exposed to periodicals to some extent. At this time, we need to write a log. So what kind of periodical is a good one? The following is a model essay (generally 6 articles) carefully arranged by me for the online private teaching log of primary school math teachers, for your reference, hoping to help friends in need.
During the training period, I carefully read the experts' interpretation of the new curriculum standards of primary school mathematics, especially the problems existing in all aspects of primary school mathematics teaching and the measures and methods for improvement in the future. I really gained a lot, and I feel that I still have many shortcomings in my daily work. We only work in our narrow field. Through this training, I have the following feelings:
First, this training made me know myself again:
We should continue to completely change ourselves in the future teaching. This research changed my mind at a deeper level. As a primary school math teacher, you need profound knowledge and good thinking quality, which is far from enough. In the process of mathematics study and inquiry, we should no longer take the teaching of mathematics knowledge as our main teaching task and purpose, nor should we spend our main energy on checking students' mastery of knowledge. Instead, we should become a member of the learning group, teachers and students should seek answers together in front of questions, and teachers should become students' partners and friends on the road of mathematical inquiry.
Two, for all students, to lay the foundation for students' all-round development and lifelong development.
For all students, we should do the following:
1, create various scenarios, encourage students to practice boldly, and adopt a tolerant attitude towards their own mistakes and mistakes in the learning process;
2. Provide students with opportunities for autonomous learning and direct communication, as well as space for full expression and self-development;
3. Encourage students to develop their comprehensive abilities of listening, speaking, reading and writing through experience, practice, cooperation and exploration.
4. Create conditions for students to explore and solve problems independently.
Third, pay attention to students' emotions and create a democratic and harmonious teaching atmosphere.
Only when students have a positive attitude towards themselves, their subjects and their culture, can they maintain their motivation to study and achieve results. Rigid modality will not only affect the learning effect, but also affect other development, so we should strive to create a relaxed, democratic and harmonious teaching space. Pay attention to students, we should do:
1, respect every student, actively encourage them to try in their studies, and protect their self-esteem and enthusiasm;
2. organically combine teaching with modality, create various cooperative learning activities, promote students to learn from each other, help each other, experience a sense of accomplishment and develop the spirit of cooperation;
3. Pay attention to those who have difficulties in learning or are introverted, and create language opportunities for them as much as possible;
4. Establish a harmonious and democratic communication channel between teachers and students, often reflect on the learning process and learning effect with students, encourage and help each other, and make teaching targeted.
Fourth, reflect the emotional attitude in mathematics teaching:
The new curriculum emphasizes that "the primary goal of mathematics education should be changed from acquiring knowledge to paying attention to human development first" and "changing to paying attention to the development of every student's emotion, attitude, values and general ability first".
Here, it is particularly important to point out that the development of students' "feelings, attitudes and values" in mathematics education should be directly related to their learning of mathematics knowledge and skills, that is, there is an internal and inevitable connection between them, rather than some external, far-fetched and accidental component. Therefore, there is no doubt that we should emphasize on helping students build up their self-confidence in mathematics learning through mathematics teaching, but this does not mean that mathematics learning should be a kind of effortless "happy learning". Efforts should be made to enhance students' tolerance of suffering in the process of mathematics learning, so that they can truly experience a higher level of happiness through hard study. This is also an important part of the fine tradition of Chinese mathematics education.
Fifth, strengthen the guidance of students' learning strategies.
Guiding students' learning strategies is to let them learn how to learn gradually in the process of learning and using. Then, to guide students' learning strategies, we should do the following:
1, actively create conditions for students to participate in phased learning goals and methods to achieve them;
2. Guide students to learn by thinking, consulting and coordinating;
3. Guide students to evaluate themselves in the learning process, and adjust learning objectives and learning strategies as needed.
The new curriculum reform is not just talk, but must be combined with practice, that is, study hard, make progress actively, actively participate in the curriculum reform, and constantly explore, learn, practice and reflect in classroom practice teaching. I am happy to participate in distance learning, grow up with my colleagues, and practice classroom teaching.
Six, I also learned from the class members' questions, comments and homework rich nutrition:
"In a threesome, there must be a teacher." In the process of training, all teachers can actively raise their own questions and express their views on a certain issue without reservation. Seriously discussing the questions raised by students and expressing their own views will help improve our teaching and professional level.
The times require us to make progress. I believe that in the future work, I will work harder to improve my work under the guidance of advanced theory.
Fortunately, I participated in the training of key mathematics teachers in Guangdong Province. During the training, I listened to the wonderful opening report of the leaders of the Provincial Education Department and the experts and professors of xx Normal University, fully appreciated the extensive knowledge accumulation and profound cultural heritage of the experts, and made friends with outstanding and humble colleagues in the province.
In this 10 day, famous professors or experienced first-line principals are arranged to exchange theories with us every day. Every day of training and study brings me a new perspective and ideological baptism, and every day of study makes me constantly think about my teaching and professional development. Through the study, I saw that there is still a big gap between myself and the famous teachers in the province, and the study gave me the motivation to move on. 10 days of training and study is very short, but I have gained a lot. Now my learning experience is as follows:
First, strengthen the school consciousness of key teachers and clarify their responsibilities.
Through this training, I have more clearly defined the responsibilities of key teachers. As a backbone teacher, I want to establish a sense of school, set up my own views on education, teaching, students and quality, and link my personal career pursuit with the development of the school. In the future work, we should pay attention to the integration and utilization of the existing teacher resources in the school, give full play to the leading role of other key teachers at all levels in the school, and create a teacher teaching research culture and a teacher team culture that leads the professional development of teachers in the whole school and even the whole city.
Second, enrich the knowledge of mathematical theory and update the teaching concept.
Through theoretical study, I have a deeper understanding of mathematics education theory. Through theoretical study, I have a further understanding of the characteristics of mathematics teaching under the new curriculum standard: different students have different realities, and different students should have different learning methods. Through the study of the subject structure theory, it gives me a lot of enlightenment in the future teaching: teachers should grasp the teaching materials as a whole, communicate the relationship between subject knowledge, communicate the relationship between the book world and the students' life world, and put the teaching knowledge in a knowledge system. Structured and connected knowledge is easy for students to master. Therefore, in the future teaching, we should pay attention to the internal relationship between the essence of mathematical knowledge and make the knowledge content structured.
Highlight the core position of basic concepts and principles of mathematics in teaching, pay attention to the early infiltration of mathematical concepts and principles, let students perceive abstract concepts in an intuitive form, pay attention to the general transfer of principles and attitudes, and pay attention to stimulating students' interest in mathematics itself. Through the study of the new curriculum standard, we can understand the main mathematical ideas and methods in senior high school mathematics curriculum and their educational functions, realize the importance of attaching importance to mathematical thinking methods in teaching and the necessity of infiltrating mathematical thinking methods in teaching, and clarify the most important issues in mathematics teaching-students' interests, mathematical thinking, innovative thinking, mathematical learning habits and mathematical learning methods.
Remind yourself to pay more attention to the cultivation of students' mathematical literacy in future teaching, help students master mathematical knowledge, train basic mathematical skills, understand basic mathematical ideas and accumulate basic mathematical activity experience; Pay more attention to mobilizing students' active participation, promoting students' development, arousing students' effective thinking in mathematics, handling the relationship between presupposition and generating goals, and the relationship between short-term and long-term teaching effects. This puts higher demands on math teachers, who must provide the most basic math foundation, math preparation and development direction for students' learning and personal development, promote the healthy growth of middle school students, make everyone get good math literacy, and make different people get different development in math. In theoretical study, I also realized that there are still many shortcomings and defects in my subject theory. In the future, I will strengthen theoretical study, read more books on education and teaching, and constantly improve my knowledge structure.
Third, feel the charm of famous teachers and seek professional development.
I was deeply inspired and encouraged to participate in the training of key mathematics teachers in Guangdong Province. I know that what I want to do is not only to teach interesting mathematics and skilled mathematics, but also to teach educated mathematics and thoughtful mathematics. Through different means of education and teaching, students' mathematical potential can be tapped, and students can experience the fun of learning mathematics in the process of learning mathematics.
I am an ordinary primary school math teacher. As a teacher, we should first love children, tolerate their shortcomings and get along with them with love. Maybe we have some mistakes in our work, but I will try my best to love my students. I also want my students to know that classroom teaching is the most important and effective.
I teach the fourth grade now. Parents all know that the fourth grade is a climbing grade, but why it is a climbing grade is not clear to parents. This is because the first-year students just entered school and don't know anything. Everything has to start from scratch. We should not only teach him knowledge, but also cultivate his good behavior habits and study habits. The fourth grade students have just entered the middle grade from the lower grade.
The knowledge that students need to master has flooded in this year. At this time, the child's development is in a slow stage, which is also the main reason why the grades of fourth-grade students are generally low. Caused the child's academic performance to decline. I believe that after my explanation just now, everyone has a new understanding of the fourth grade. Cultivate the habit of active inquiry and develop the thinking ability of seeking differences.
In teaching, readers' perception of language meaning, language emotion and language skills is largely related to students' life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in teaching, in order to construct the understanding and experience of number sense, we must guide students to have different opinions and express their own opinions boldly. From another angle, this year's new curriculum training for all staff is coming again. How to innovate the training mode so that rural primary school teachers in ethnic areas can teach students to be human before learning mathematics?
In my opinion, the growth and development of students is fundamental, and learning to be a person is more important than learning. Everyone knows Mr. Tao Xingzhi, right? One of his words made me think deeply: "What is education? In a word, it is necessary to form good study habits. Education is the cultivation of habits. It is better to have a good habit than to have a long history. " Therefore, this semester's math class should start with the most basic classroom routines and homework routines, so that students can develop good study habits. In my opinion, the growth and development of students is fundamental. In short, it is necessary to develop good study habits. Education is the cultivation of habits. It is better to have a good habit than a long history.
Attention should be paid to novelty when introducing new lessons into the classroom. Interest is the best teacher. In teaching, I attach great importance to cultivating and stimulating students' interest in learning. For example, in the introduction of new courses, students can be in a relaxed and harmonious environment as soon as they attend classes, but they can learn mathematics unconsciously, so that students can understand that our mathematics comes from our lives, and there is mathematics everywhere in our lives. We should design different lead-in methods according to different class types. It can also be introduced by telling stories, which can stimulate students' spirituality and open the door to learning by stimulating interest and designing suspense. Let them take the initiative to learn, thus improving the teaching effect.
Although we have made some achievements in our work, there is still a long way to go before we pursue our goals. Collective lesson preparation and training activities cultivate teachers' ability to understand and grasp teaching materials, awaken teachers' awareness of popularizing new courses, and thus better serve students.
Online personal training log of primary school mathematics teachers 4 1. Create a democratic atmosphere and let students dare to ask questions.
Pupils are active in thinking, eager for knowledge and curious about things, which is the seed of problem consciousness. However, whether this seed can germinate depends on whether there is a suitable environment and atmosphere. In the actual classroom teaching, many students still have questions to ask, even if they have questions, they dare not ask, or they have no chance to ask at all. To a great extent, the reason for this phenomenon is that teachers have not really changed their educational concepts and paid insufficient attention to the cultivation of problem consciousness. To cultivate students' problem consciousness, teachers should first change their educational concepts. In my opinion, as a primary school teacher, in addition to having an amiable attitude, generous appearance, clear and passionate words, we should also establish a new concept of teachers, respect every student and advocate "no restricted areas for thinking". Create a thoughtful, relaxed, free and harmonious teaching atmosphere, establish an equal and democratic relationship between teachers and students, eliminate students' fear and encourage students to question and ask questions boldly. If a student asks a question, cheer for him loudly at once: "Good question!" Or, "Why didn't I think of that?" "When students discover and ask questions themselves, they should say to all students with a smile," Who has a unique idea for such a good question? "
Second, create a question situation, so that students want to ask.
The so-called problem situation is to expose students to the atmosphere of studying new and unknown problems, so that students can learn mathematics in the dynamic process of asking, thinking and solving problems. It is the carrier for teachers to impart knowledge and students to learn knowledge. In teaching, we should deliberately create a problem situation that is conducive to students' lively mathematics learning, so that students can immerse themselves in this situation, thus generating a strong demand for questions and an urgent inquiry psychology, making them willing to ask questions and cultivating students' problem consciousness.
1. Create question situations that can stimulate students' interest.
Interest is the best teacher and the most direct factor that affects students' learning consciousness and intention. Pupils' interest stems from curiosity. In teaching, we should pay attention to creating interesting problem situations, try our best to attract students' attention to mathematical problem situations, integrate abstract mathematical problems into novel and interesting situations, and explore, solve and master new knowledge with strong interest. For example, before teaching the concept of volume, you can tell the story of crows drinking water to guide students to think: crows can't drink water at first, so why do they drink water later? What is the relationship between the stones put in and the rising water level? What does this phenomenon mean? A stone stirs up a thousand waves. According to the recalled stories, answer the questions designed by the teacher step by step, and the students will immediately think, "Yes! What is the reason? " This has aroused students' strong thirst for knowledge and curiosity, and they really want to find the answer to the question.
2. Create a problem situation close to students' life.
Mathematics originates from and serves life. In teaching, teachers should start from students' life experience and create a familiar situation of life problems for students, so that students can experience that math problems are around them and in their own lives. For example, when teaching "Understanding the Circle", I designed the following scene (courseware presentation): A little monkey rides a car with rectangular, square, triangular, oval and round wheels on the road one after another, and only a car with round wheels can run smoothly. Along the way, the monkey's potholes were very funny, and the students were full of interest. With the question "why should the wheels be designed as circles", they are eager to devote themselves to new knowledge.
3. Create an open and challenging problem situation.
Suhomlinski said: "There is a deep-rooted need in people's hearts, and that is to expect themselves to be a discoverer, researcher and explorer." In teaching, teachers should be good at creating some open and challenging problem situations, correctly guiding and cultivating students' reasonable achievement needs, stimulating learning motivation and enhancing self-confidence. For example, when teaching "Comparison of Perimeter and Area between Rectangle and Square", put students in the situation of living room decoration to make them want to participate in the design, and then think: What aspects of decoration can we solve? Let the students understand that the laying of the floor should consider the area of the living room floor, and the problem of kicking the corner line should use the knowledge of perimeter.
Third, guide the way of asking questions so that students can be good at asking questions.
After students have the potential to dare and want to ask questions, they don't have to be able to ask questions properly and highly. Therefore, teachers must guide students to gradually learn to look at problems from a mathematical point of view, carefully design problems, guide students to question boldly, and encourage students to find problems to the maximum extent.
1, pay attention to demonstration, and guide students to "reverse three" through teachers' "drawing inferences from others"
Teachers can choose some typical topics to guide students to analyze from multiple angles. For example, after the teaching of the example of "proportional distribution", students will naturally question: Can this kind of problem be solved by normalization and fractional method, and can it be solved by other methods in the future? Through such training, students can learn how to ask questions and lay a good foundation for learning to ask questions.
2. Ask questions about conventional solutions
Students are usually encouraged to question, evaluate and expand their ideas about conventional solutions in order to seek unique and novel solutions. If the size of 3/4 is compared with the size of 6/7, most students will not hesitate to solve it in points. Few students proposed to change 3/4 to 6/8, and decided that 3/4 was less than 6/7, so they should be encouraged to explore with heart.
3. Ask questions to teachers to improve students' questioning potential.
In the process of learning, after students form the habit of asking questions, there is room for students to ask questions in teaching, so that students are always in the state of asking questions actively. For example, when teaching "the benefits of fractions", after the new lesson, let students question the knowledge of this lesson. The student asked, "Teacher, why is half of a piece of paper, half of two pieces of paper is one piece of paper, and half of four pieces of paper is two pieces of paper, which is also half, but the number of sheets is different?" Teachers organize students to discuss, so that students can refuse to argue, ask their own questions, find their own rules, sum up their own conclusions and improve their questioning potential.
4. Ask questions about life and improve students' questioning level.
Mathematics comes from life, exists in life and is applied to life. Teachers should combine mathematics problems with real life as much as possible, use teaching materials creatively, collect relevant mathematics knowledge from life, guide students to find some challenging problems, and ask questions in discovery and inquiry. For example, when teaching "the preliminary understanding of decimals", arrange students to go to the store to investigate the expression method of commodity prices in advance; When teaching "Yuan, Jiao and Fen", we should create a shopping environment for students to use in practice and analyze mathematical problems in production and life with existing mathematical knowledge.
In a word, cultivating students' problem consciousness in primary school mathematics, making students dare to ask, want to ask and be good at asking in a relaxed, free and harmonious learning environment, will inevitably improve and develop students' innovative thinking potential.
5. The online personal training log for primary school mathematics teachers. Various forms of training have made me deeply feel the importance of learning theoretical knowledge, and have a deep understanding of educational concepts and educational science theories. I have been deeply touched in practice and gained a lot. For the future work, I have accumulated strength, cleared my mind and made my goals clearer.
1. In the teaching method of mathematics course, it is emphasized that teachers should guide students to carry out mathematics activities through situations and other means.
During the activity, teachers should understand students' ideas, give targeted guidance, and organize students to cooperate and exchange, and draw relevant conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good study habits, create vivid and interesting learning situations, combine students' actual teaching, encourage algorithm diversification, attach importance to students' practical activities, pay attention to students' learning process, and creatively use teaching materials, so as to realize the transformation of students' learning methods and improve their lifelong learning potential.
2. Independent cooperation and exploration-the theme of classroom teaching.
"Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics learning. "So how to implement students' dominant position in classroom teaching? Mainly the student union, the teacher does not talk, students can learn by themselves, the teacher does not teach, students can put forward by themselves, and the teacher does not do it for them. Teachers should seize the opportunity in the classroom, create conditions for students to study, cooperate and explore deeply, let students learn mathematics through playing, speaking, practicing and discussing, and improve the potential of students' independent learning, cooperative learning and inquiry learning. For example, when teaching two-digit MINUS 42-27, let students self-observation explain the formula by himself, and then combine a series of activities such as playing, speaking and practicing through exchanges and cooperation, so that students can learn independently, cooperate and communicate, and explore deeply, which not only enables students to easily grasp the information they have learned, but also enables students to start their thinking. Students are enthusiastic about learning and actively participate in learning, which truly realizes the change of students' learning style and makes the classroom full of vitality.
3. Connecting with the reality of life-mathematics learning in life.
According to the age characteristics and life experience of primary school students in grade one, students should learn from life and things around them that students can usually see and touch, so that students can truly understand mathematics knowledge in the perception of concrete images. Mathematics comes from life and serves real life. For this reason, in teaching, I strive to create conditions for students, and link mathematics learning with reality and practical activities, so that students can feel that there is mathematics everywhere in their lives and improve their potential to ask, analyze and solve problems. Such as: counting stationery; What can 6, 7, 8, 9, 10 represent in practice? In this way, students can connect mathematics with life, which not only stimulates students' interest in learning, but also enables students to fully mobilize their existing life experience to study and improve their learning potential.
You can't walk out of the closed door by following the rules, because you can't make beautiful fairy tales by standing still. In the vast sky of the new curriculum reform, we should not be afraid of failure, keep working hard and keep innovating. It's a long way to go, Xiu Yuan, and my top-down pursuit.
This is my brother's first online training. This time, I can personally experience the real connotation and rich knowledge in the training, and at the same time let me personally feel that a sublimation of knowledge begins here. Generally speaking, there are various forms, including lectures and sharing by famous teachers, and interactive discussions among students around topics, which broaden the learning and education methods for our education. Looking back on these two months' study, I have both ideas.
During my study, I deeply felt the impact of the new educational concept. This influence comes from textbooks, teachers and methods. Wonderful knowledge, let me eat a nutritious theoretical meal, and caused me to constantly reflect, and the confidence and unique personality of experts also left a deep impression on me. From them, I get not only the growth of professional knowledge and learning methods, but also their persistent career, rigorous diligence, devoted research, tireless high-grade life style and flashing personality charm as teachers and scholars.
Here, I have broadened my horizons, broadened my thinking and changed my ideas. I can reflect on my education at a higher level and think more seriously about the challenges I face and how to go in the future. I am aware of my responsibility, the importance of being a concrete implementer of quality education in education, and the significance of establishing a new concept of education, teaching, teachers and students.
Most of our teachers believe that as long as the examination and selection system exists, education can only be exam-oriented education, and any advanced concept is just a beautiful ideal. As a result, many of us are content with the status quo, staying in the teaching of teachers, and blaming the lack and mistakes of education on exams and students' ignorance. In such an environment, after a long time, I don't pay attention to the improvement of my own cultural literacy, the tempering of educational skills, and the study of educational theories. Even if you study, you just put in some new terms and concepts, which are not combined with teaching practice and digested into your own thoughts. My work summary module of primary school mathematics research and training. Now that I think about it, I have inadvertently become an obstacle to the implementation of the new curriculum.
"Teachers grow up in action research", the professor's lecture caused me to think. In the past, the topic research was aimed at summarizing the topic, not at students, but at reviewers, which once caused a false, big and empty situation in the topic research. Write an opening and closing report, and then make up a pile of materials, so that the topic can be properly concluded. Over time, the teacher's interest and enthusiasm for the topic disappeared. In addition, from this perspective, we have not really realized the nature and importance of this problem.
After more than 30 years of hard work, I have worn away my passion and dreams, leaving too much confusion and confusion. In the past two months, we have been quietly listening to lectures, quietly writing our experiences and wandering in the joy of learning. I am more aware of my poverty and ignorance, and I see myself clearly in the past: content with the status quo, more complacent and self-sufficient, less sense of urgency and crisis; There are many thoughts of eating old books and less awareness of lifelong learning; It is easy to be bound by vulgar ideas at work, which is inert and less aggressive; Meaningless time-consuming, less valuable attempt to explore; Show your talents in class and give students less opportunities to participate. Through training, I clearly realize that passion and innovation are the necessary factors to make you a famous teacher. We will move in this direction in the future.
In this training, apart from "reflection", the most frequently heard words are "no pen and ink, no reading". Teachers feel the same way when communicating: we have some teaching experience, and we are very proud of the class results we have brought; I usually read a lot, but when it comes to papers, most teachers can say that they have made no achievements. The reason is that, in addition to the lack of their own teaching theory, they can't combine their own teaching practice with theory, and many teachers are negligent in writing. Every time they write something, they can be said to have racked their brains, and their evaluation will always be a concise four-word "irrelevant", which is the result of my usual "separation of reading and writing". Students will not improve their writing if they don't practice writing, and neither will our teacher. I have to write something new every week in this training class, which is also a sore point for me. Therefore, I am ambivalent, but I can't help it. I always have to hand in my homework and strive for Excellence. I finish my homework like a dystocia every time, but to my surprise, after writing my homework several times, I find that I have nothing to say on the opposite side of teaching theory as before, and I can occasionally quote classics. This is progress!
I always think that a teacher whose students can achieve something is a good teacher. So at work, a large part of my energy is concentrated on teaching. Preparing lessons, attending classes, and approving homework are repeating this "three steps" every day. Especially preparing lessons, holding a textbook and teaching reference in your hand, coupled with your own understanding of mathematics, is called fully preparing lessons and then going to class with confidence. This training, let me really know the meaning of "preparing lessons". Teachers must have "professional knowledge, educational psychology knowledge and practical knowledge" in order to have a good class. In a word, this seminar has benefited me a lot. Even a small case of teacher-student interaction I saw in my spare time can make me realize that this interaction is necessary and can enhance more development potential.
In the process of training, I can't help but think that this is a great vision, an ideal and something that I know must be completed. I even think that a lot of rich knowledge in it is my masterpiece, even worse than my masterpiece. I believe that this rich knowledge can arouse my greater goals and achieve them.
;