A good teacher should have language charm. As a math teacher, the language should be rigorous and concise, have affinity, and praise and encourage children. Although Mr. Zhang Chun is a male teacher, his language is gentle and friendly. His childish language has always attracted children's attention and been praised in time, which is worth learning. As a young teacher who has just joined the work, Teacher Yulin's language has always been rigorous and concise. This is a point that I should always pay attention to in my future teaching.
Second, mathematics comes from life and will eventually return to life. Learning knowledge is for application, and it is of little significance to learn knowledge without practice. Therefore, in math class, students must be aware of their application in reality. At the end of the lecture, these teachers will combine what they have learned today with real life, which is what I should do in future classes.
Thirdly, teachers are flexible in their educational wit. In the consolidation exercise, Zhai Lihua gave timely feedback to correct the problem, which decomposed the difficulty of the problem. Give full play to students' initiative and enthusiasm, and give full play to the role of cooperative inquiry and group cooperative learning in the classroom.
In short, these teachers have excellent basic skills, which fully demonstrate the comprehensive charm of teachers and are worth learning. In the future, we must learn more from other teachers, sum up our own experiences and lessons, and achieve better results in teaching.
How to write the comments of primary school mathematics lectures? First, pay attention to cultivating students' ability to capture mathematical information from situation diagrams.
In the usual teaching, the situation diagram provided by the textbook always takes the dialogue of elves as an example to connect, simplifying the problem-solving to solving the application problem. The reason is that students are not worried. They are worried that their ability to collect and process information is not strong enough, and they cannot correctly judge the order of conditions and correctly handle the information in the situation. If they are allowed to explore independently, they are afraid that they will not finish the teaching task and can only return to single application problem teaching. In classroom teaching, it is the key to solve the problem that we should make full use of the space of situation diagram to show students' talents, let students fully participate in the process of knowledge formation, actively participate in analyzing problems, and understand and analyze the important role of quantitative relations in solving problems. So when teaching and reviewing, students should understand and master? Solve the problem? Various presentation methods cultivate students' ability to capture mathematical information, seek mathematical problems, analyze quantitative relations and process information from various life situations, so that students can use existing mathematical knowledge to solve mathematical problems and learn to sum up ideas and methods to solve problems.
Second, strengthen the training of learning strategies and optimize the knowledge structure.
In teaching, the key is to give students the opportunity to think and discover, and let them have the opportunity to experience the process of trying and exploring. As a guide, teachers should not only ensure that students know the basic quantitative relationship, but also encourage students to exchange their own solutions boldly and make their own decisions through comparison? Optimize screening? Point out the problems in the process of thinking analysis, so that students can master the basic problem-solving methods while understanding the diversity of problem-solving methods, and infiltrate the optimization idea of problem-solving methods.
Third, pay attention to the mathematical thought of infiltrating and solving problems.
In problem-solving teaching, students should be consciously guided to summarize and accumulate problem-solving methods and ideas. Student-oriented, let students participate in the inquiry of problems, give students time and space to think and do things, and truly make the inquiry process the main theme of classroom teaching.
Fourth, make good use of immediate evaluation and delayed evaluation in the process of solving problems.
Teachers should seize the opportunity in the teaching process, give full affirmation, encouragement and praise to students at different levels, so that students can gain psychological confidence and successful experience, stimulate students' learning motivation, arouse students' interest in learning, and then make students learn actively. When students make progress in learning attitude, learning habits, learning methods and learning achievements, they should seize the opportunity and make an encouraging evaluation in time. When students' understanding is not accurate enough and their expression is not complete enough, teachers should not rush to make negative evaluation, but should take delayed evaluation. Instead, we should make good use of the lifelong resources of students' mistakes, supplement questions, stimulate students' thinking, let students experience a self-satisfied innovation process in since the enlightenment, and really play the role of evaluation in promoting students' learning.