1. It is the right and obligation of primary and secondary school teachers to participate in continuing education and study.

2. The educational purpose of preventing juvenile delinquency is to (enhance legal awareness).

3. The Compulsory Education Law stipulates that the state, society, schools and families shall guarantee the right of school-age children and adolescents to receive compulsory education according to law.

4. Mathematics curriculum objectives are divided into four dimensions: (knowledge and skills), (problem solving), (mathematical thinking) and (emotion and attitude).

5. Teaching objectives have the function of (guiding) (encouraging) (evaluating) the whole teaching activities.

6. The general structure of teaching cases is (theme and background) (case background) (case description) (case analysis).

Second, multiple choice questions

1. The Education Law of the People's Republic of China has been implemented since (b).

A, 1990 September 1 B, 1995 September 1

2. The higher moral goal of primary and secondary school teachers' professional ethics construction is (a).

A. devote yourself to the people's education. B. be loyal to your duties, be a model and be proactive.

3. Teachers should treat students equally in education and teaching, pay attention to students, teach students in accordance with their aptitude, and promote their actual development.

A, patience B, personality D, individual differences

4, the relationship between knowledge and skills is ()

A, knowledge is the expression of skills. B, skills are the expression of knowledge. C, knowledge and skills are two completely different concepts.

Third, judge the question and correct it if it is wrong.

1, as long as students are given study time to learn by themselves, it is a classroom teaching with autonomous learning as the core. (*)

2. Mastering, understanding and understanding are the behavioral verbs of the process goal. ( * )

3. The diversification of problem-solving strategies requires each student to solve the same math problem in different ways. ㈤

4. After the group cooperation begins, the teacher's role is mainly the organizer. ( * )

Fourth, short answer questions

1. Briefly describe the necessity of strengthening teachers' professional ethics.

2. What contents can organize students to study cooperatively?

3. What is the general procedure of education and scientific research? (Basic steps)

4. What are the requirements and precautions for the test paper proposition?

V. Answering questions

1, calculating

549÷(459+459/460)

1/4064+ 1/254+ 1/508+ 1/ 10 16+ 1/2032+ 1/4064

2. Aunt Li sold two clothes, 168 yuan, one made a profit of 20% and the other lost 20%. Please analyze whether Aunt Li lost or made a profit in this business.

There are six people playing table tennis in 3.ABCDEF. It is stipulated that every two people can play one game, and each person can only play one game a day. It is known that C and E play on the first day, D and B play on the second day, A and C play on the third day, and E and D play on the fourth day. Ask F and () to play on the fifth day.

Xiao Wang is walking on the playground. He first goes west 10 meter, then turns right 45 degrees, then goes forward 10 meter, and then turns right 45 degrees. At this rate, can he go back to the starting point and explain why?

5. Draw the largest circle in a square with an area of 10 and find the area of this circle. You can use several problem-solving ideas.

A case study of intransitive verbs

1, "Knowing Year, Month and Day" Situation Creation

In class, the teacher prepares a calendar from 1994 to 2005 for the students, and then asks the students to observe and discuss in groups. What do you find from these calendars? Students will report for duty in a few minutes.

Health 1: I found that 1999 is the year of the rabbit, starting from February 16.

Health 2: I found that 200 1 year is year of the snake, starting from 65438+1October 24th.

Hearing this, the teacher's expression in class is dignified, but the students' answers continue on this irrelevant information, and the teaching has entered an embarrassing situation. It turns out that there is such a word on the header of every yearbook that the teacher sends to the students: X year (from X month to X day).

Please analyze the occurrence of this situation. If you are teaching this lesson, how do you want to create a situation?

2. Is this the way of teaching? -"Circumference" teaching fragment and reflection.

[Teaching Fragment]

Teacher: There is a record of "Path One on Wednesday" in China's ancient mathematical work "Zhou Bian Shu Jing". Do you know what "Wednesday Trail One" means?

Health: diameter 1, circumference 3.

Health: The circumference is three times the length of the diameter.

Teacher: You all think that this "diameter" refers to the diameter, and you all think that the circumference is three times the diameter. Why not think that the circumference is three times the length of the radius?

As can be seen from the figure 1, the circumference should be three times the diameter length, not three times the radius length.

Teacher: Is the circumference of that circle three times the diameter? Watch the teacher draw a picture (draw a radius on the circle with the diameter drawn, so that the included angle between the radius and the diameter is 60, forming a triangle, as shown in Figure 2).

What triangle is this?

Health: This is an equilateral triangle.

Teacher: How do you know?

Health: When you drew a triangle just now, you used a 60 angle as the vertex of the isosceles triangle.

Health: If the two radii in the picture are equal, we know that it is an isosceles triangle, and its vertex angle is 60, so it is an equilateral triangle.

Teacher: How many equilateral triangles are there in this circle?

Health: There are six.

Teacher: I knew so quickly. how do you know

Health: I imagined it, because the right angle is 180, and there are three 60s in 180, so there are three below and three above, so there are six equilateral triangles in a * *.

Teacher: Do you agree with him? The teacher immediately drew five other equilateral triangles on the circle (Figure 3).

Teacher: Now do you think the circumference is exactly three times the diameter and length?

Health: Not just right. Curves are longer than straight lines, so the circumference is a little more than three times the diameter.

The teacher added "more" after the original blackboard writing "The circumference of a circle is three times the diameter and length".

Teacher: What is the number that is more than three times? The formula of pi is derived by introducing pi. )

[teacher's voice]

Some teachers think that teachers do not take hands-on operation as the main learning method, and guide students to measure the circumference and diameter, and intuitively feel that the circumference of a circle is more than three times the diameter, which is contrary to the teaching concept advocated by curriculum standards and is suspected of "indoctrination". Some teachers think that if students follow the traditional teaching methods and the intention of textbooks, they can get that the circumference of a circle is more than three times the diameter and length through calculation and calculation, and the students are hands-on, but they only act as "operators" at the request of teachers, which not only wastes time, but also does not really promote the improvement of students' thinking ability. Like today's teaching, we attach importance to the cultivation of mathematical thinking ability and return to the essence of mathematics. It can be seen from the students' listening state and reaction after listening that the tutor's teaching is effective. Hands-on practice, as a way of learning for students, cannot be understood from the surface. The reason why this teaching case caused controversy among teachers in class lies in the way of understanding that "the circumference of a circle is more than three times its diameter". Some teachers think that "not taking hands-on operation as the main learning method, guiding students to measure the circumference and diameter, intuitively feeling that the circumference of a circle is more than three times the diameter, which is contrary to the teaching concept advocated by the curriculum standards and is suspected of' indoctrination'." However, when we look at the whole teaching case, we find that the whole teaching process is full of sparks of thinking and passion of exploration. From the "Three Circumferences and One Diameter" in China's ancient mathematical work "Zhouyi Shu Jing", this paper leads to a thinking topic: What is the relationship between the circumference and diameter of a circle? Then through a series of exploration and interaction between teachers and students, students can intuitively realize that "the circumference of a circle is more than three times the diameter", and then reveal "pi, and deduce the formula of pi". How can such a learning process be "indoctrination"? The meaning of the so-called "teaching without definite method" has been fully reflected in this case, which has also triggered our in-depth thinking and re-understanding of the learning method of "hands-on practice". The focus of these thoughts and understandings is mainly "how to improve the effectiveness of hands-on practice".

Reflections on the effectiveness of hands-on practice

Hands-on practice, as a way of learning for students, cannot be understood from the surface. The reason why this teaching case caused controversy among teachers in class lies in the way of understanding that "the circumference of a circle is more than three times its diameter". Some teachers think that "not taking hands-on operation as the main learning method, guiding students to measure the circumference and diameter, intuitively feeling that the circumference of a circle is more than three times the diameter, which is contrary to the teaching concept advocated by the curriculum standards and is suspected of' indoctrination'." However, when we look at the whole teaching case, we find that the whole teaching process is full of sparks of thinking and passion of exploration. From the "Three Circumferences and One Diameter" in China's ancient mathematical work "Zhouyi Shu Jing", this paper leads to a thinking topic: What is the relationship between the circumference and diameter of a circle? Then through a series of exploration and interaction between teachers and students, students can intuitively realize that "the circumference of a circle is more than three times the diameter", and then reveal "pi, and deduce the formula of pi". How can such a learning process be "indoctrination"? The meaning of the so-called "teaching without definite method" has been fully reflected in this case, which has also triggered our in-depth thinking and re-understanding of the learning method of "hands-on practice". The focus of these thoughts and understandings is mainly "how to improve the effectiveness of hands-on practice".

First, the effectiveness of participation in learning

In the process of learning, we need the enthusiasm and action of the learning subject, which is the guarantee for students to participate in learning and gain harvest. In the above case, we can feel the enthusiasm of students to participate in learning, and we can also touch this enthusiasm through the details in the learning process:

Teacher: How many equilateral triangles are there in this circle?

Health: There are six.

Teacher: I knew so quickly. how do you know

Health: I imagined it, because the right angle is 180, and there are three 60s in 180, so there are three below and three above, so there are six equilateral triangles in a * *.

In the process of learning, it is a great thing that students can use their imagination to participate in learning, which is the embodiment of students' effective participation in learning. We should realize that "hands-on" is only a form of "practice" in the learning process, and a series of internal thinking activities such as students' imagination and thinking can also be regarded as a kind of "practice", but the difference is that this kind of "practice" has the characteristics of implicit and one-way. Therefore, to improve the effectiveness of students' hands-on practice, we must pay attention to the effectiveness of students' participation in learning, and the effectiveness of students' participation in learning should not only pay attention to the form of practice, but also pay attention to the "internal form" of practice.

Second, the effectiveness of learning objectives

The effectiveness of hands-on practice is inseparable from the effectiveness of learning objectives. In the above case, we found that the whole teaching process revolves around the understanding that the circumference of a circle is more than three times the diameter, which means that the teaching goal is very clear. Around this learning goal, teachers and students have a series of exchanges and interactions, and these interactions and exchanges always shine with the light of thought:

Teacher: Now do you think the circumference is exactly three times the diameter and length?

Health: Not just right. Curves are longer than straight lines, so the circumference is a little more than three times the diameter.

For hands-on practice, whether external or internal, it is necessary to have an effective learning goal. Only the effectiveness of learning objectives can ensure the effectiveness of hands-on practice. Otherwise, it is a waste of time, which can not really promote the improvement of students' thinking ability and is not conducive to students' study.

Third, the effectiveness of the learning process.

Learning process is the carrier of learning objectives, and the effectiveness of learning objectives needs to be reflected through the effectiveness of learning process, which is often ignored in our daily teaching. The learning process is a whole, so its effectiveness is actually the effectiveness of a structure at the macro level, and its effectiveness is the effectiveness of a detail at the micro level. In the above case, we can clearly find a process of understanding and exploring "the mystery between the circumference and diameter of a circle". First of all, starting with the record of "Wednesday Diameter" in ancient mathematics works, we use the wisdom of the ancients to stimulate students' enthusiasm for exploration. At the same time, it opens a window for students to understand and explore the relationship between the circumference and diameter of a circle. In this learning process, students can have the opportunity to participate and learn to climb step by step under the guidance of an effective learning goal. Therefore, the structure embodied in this learning process should be suitable for students to learn.

As far as the effectiveness of details is concerned, the details in the learning process are very important, such as the teaching details in the above case:

Health: The circumference is three times the length of the diameter.

Teacher: You all think that this "diameter" refers to the diameter, and you all think that the circumference is three times the diameter. Why not think that the circumference is three times the length of the radius?

When discussing the relationship between perimeter and diameter, why put forward radius? Learning by comparison and learning by questioning is very rewarding. This is the power of detail, which generates attention and attention generates action.

Finally, we should realize that practical activities are never a supplement to the learning process, but a necessary part of it. It's just that this part has a variety of forms. But in any case, as long as such practical activities are "participatory, objective and process-oriented", then such practical activities are effective for students' learning.