The teacher came to our school to guide the review of senior three in Shanghai Middle School. On behalf of all our senior three teachers, I would like to express my heartfelt thanks and warm welcome to you! According to the arrangement of the school's teaching and research group, I report to my colleagues about the math preparation group of senior three in our school. All of you here are the teaching elites and backbones of various schools, and have rich teaching experience in the first line of senior three. What are the shortcomings? I hope you can give me more advice.
First, the basic situation of Shanghai middle schools
First of all, let's talk about some basic information of our school this year: there are 18 classes in our school this year, including science 1 1 and grade * *1/06. In 2065,438+05, there were 15 students in the math group, which were divided into two preparation groups: arts and sciences. The leader of the science group is Xie Changcheng, and the members are President Lu, Qi, Lang,. The liberal arts group is headed by me, and its members are Ding, Yu Kangchuan and She Jianguo.
Second, teaching and research measures
1. Cultivate confidence and strengthen learning methods.
As the youngest urban students, the students we are facing now are all pre-graduation students, with poor students, lack of learning confidence, heavy weariness of learning, poor study habits and methods, and students are generally afraid of complicated calculations, thinking deeply and doing more homework. We ask teachers to help students set goals, communicate with students more, and try their best to protect students' confidence in mathematics learning. Because many students lack strict argumentation ability, especially liberal arts students, the writing process of solving problems is extremely irregular, so we ask students to make an answer in their exercise books every day. It is not difficult to find and solve problems in time by increasing the number of blackboard writing and projection exercises for students. Through the above methods, the difficulty is reduced, the acceptability of students is improved, and the learning confidence of students is enhanced.
2, grasp the outline, the good direction.
Mathematics review in senior three should take "exam notes" as the key link, take the title of college entrance examination as the guide, base on the teaching materials, and grasp the accurate review direction and depth. Compared with the syllabus and exam instructions, we pay more attention to the study of exam questions, which are actually reflected in the classroom. Every teacher knows all about the college entrance examination questions in recent years (in the first week of school, we distributed the 04- 10 Chongqing college entrance examination math questions to every teacher and student). Before each chapter begins, we give students a set of self-tests. In the first lesson of each chapter review, we all watch the college entrance examination questions in Chongqing with the students under the guidance of the teacher, see what to test, how to test, and let the students see what to test. In the usual teaching, we should boldly deal with the examples and exercises in the materials and try to replace them with Chongqing college entrance examination questions.
3. Strengthen the research of school-based curriculum and make efforts to carry out classroom teaching reform.
"Don't exchange teachers' health for quality" is one of our school-running ideas. He asked us to do some school-based teaching and research, study the classroom teaching mode, and demand quality from the classroom. Our senior three math preparation group has also set up a course "How to have a good senior three math review class". The project application, concrete implementation, strive to implement, pay attention to the process, and do not expect certain results. Our common teaching modes are: revealing the goal, compiling the research group, hitting a wall in practice, guiding by teachers, consolidating and deepening, and guiding summary.
4. Combination of teaching and practice, promoted by layers.
The foundation of mathematics in our school is relatively poor, and the "three basics" exposed in the exam are not solid, which is a very prominent problem for a long time. Most students' understanding and mastery of the "three basics" before the college entrance examination review is optimistically estimated to be only 20%-30%. In view of this, the general review of senior three should proceed from the teaching materials and students' reality, focusing on middle and low-grade topics, and should not be blindly promoted. Pay attention to the combination of lectures and practice, carefully design the questions (low starting point, slow slope, detailed analysis, small difficulty and many small exercises), let students participate in the process of knowledge formation, problem solving and mathematical thinking and method refining, give students enough time to think and practice independently, give lectures and practice, and give full play to students' main role. The density of imparting knowledge and skills in a class seems to have decreased, but in fact it has increased.
My name is xxx, and I am a math teacher in xxx District of xxx City. The theme of my thesis is: the problems and countermeasures in mathematics teaching in mountain schools.
I have been teaching mathematics in mountain schools since I graduated from 1983, and I have a deep understanding of the present situation of mountain schools. Compared with urban schools, there are obvious gaps and serious imbalances in teaching facilities, teachers, student base, family conditions, parents' quality and social environment in mountain schools.
In recent years, with the deepening of reform and opening up, labor-intensive enterprises need a lot of labor. Rural people in mountainous areas are no longer bound by land, living with their backs to the loess, and they can easily find jobs when they go out. On the contrary, many college graduates are unemployed at home because they can't find suitable jobs for a while. This makes a large part of people in mountainous rural areas no longer think that reading is useless. Driven by pragmatism, many parents and students have lost the motivation to learn. Through home visits in recent years, I learned that about one-third of parents of children in mountainous areas hope that their children can study hard and learn more knowledge; About one-third of parents let their children grow naturally; Another third of parents don't want their children to concentrate on their studies from the bottom of their hearts, fearing that their children's further studies will bring them economic pressure. Instead, I hope that children can go out to work early and reduce the burden.
Compared with urban schools, there are obvious gaps and imbalances in teaching facilities and teachers in mountain schools. For example, my town is located in a mountainous area with complex terrain, vast territory and sparsely populated. There are less than 130 people in one grade in the township. Because they are far away from each other and the traffic is inconvenient, two classes should be held in the township center and one class in the other two places. Resources are not well integrated and facilities are outdated and backward. The school building of our school has just built a new teaching building with the assistance of China Petrochemical, while the dormitory for teachers and students is still in a dangerous building. After 20 15 moved into the new teaching building, there was the only multimedia classroom. When using multimedia classrooms, teachers have to assign them in advance, which also seriously affects the application of modern educational technology. In recent years, the number of students is rapidly decreasing, and the number of teachers is only naturally decreasing, without increasing the opportunities for new teachers, and the number of teachers is seriously aging. There are 22 teachers in three grades and six classes, including administrators. Only two teachers are under the age of 30, and the rest are over 35. Among them, there are 9 teachers over 45 years old, accounting for 4 1% of the total. The average age of teachers is over 43. It can be said that this age structure is seriously irrelevant, and the school therefore lacks sufficient vitality. Moreover, due to the lack of computer equipment in early mountain schools, many older teachers have not been able to flexibly use modern educational technology for teaching.
Children in mountain schools rarely have access to new things outside, and their knowledge and living conditions are not comparable to those of urban children. Many students lack a pan-perceptual cognitive basis for many things outside the mountain, such as trains and highways. Most students are far from the school, and the accommodation conditions of the school can only accommodate a few students who have to board. Some students who are far away from school get up at 6 o'clock in the morning to make a fire and cook, go on the road before 7 o'clock, go out with a flashlight in winter, and it is already the official class time to arrive at school at 8 o'clock. For the safety of children, the school had to shorten the lunch break, so as to finish school early in the afternoon and let them go home early. In particular, some left-behind children, when they are thirteen or fourteen years old, should learn to take care of themselves while taking care of their elderly grandparents for their parents. Not only do they lack care when they grow up, but they will also affect their studies.