Work Plan for Mathematics Teaching in Grade Three 1
This semester is a critical period for students to study. Class 9 (3) students' grades are quite different, and the teaching task is very arduous. Therefore, in order to complete the teaching task, we must closely follow the examination syllabus, combine the teaching content with the students' reality, grasp the key points and difficulties, and strive to complete the tasks of this semester. In order to improve the quality of mathematics teaching in our classes, improve the efficiency of mathematics review, and make students get good grades in the senior high school entrance examination, this review plan is formulated in combination with the actual situation of mathematics teaching in Class 9 (3) and Class 9 (1 1).
First, review the objectives.
1. Make the learned knowledge systematic and structured, and let students connect their three-year mathematical knowledge into an organic whole, which is more conducive to students' understanding;
2. Practice more, consolidate basic knowledge and master basic skills;
3. Do a good job in method teaching, and guide students to summarize and summarize problem-solving methods (general methods for each type of questions) to adapt to the changes of various types of questions;
4. Do a good job in comprehensive problem training, and improve students' ability to comprehensively apply knowledge to analyze problems.
Second, review measures.
1. Seriously study the 20__ (CD-ROM has been purchased) senior high school entrance examination questions in all provinces of China, especially in 2008 and 20__, the senior high school entrance examination questions in Qiandongnan. In order to determine the review focus (what to test and what to review). Determine the focus of the review can be considered from the following aspects:
(1). According to the 2008 and 20-year senior high school entrance examination questions in Qiandongnan Prefecture, determine the basis and standard of review focus;
(2) Be familiar with the position and function of knowledge points in junior high school mathematics textbooks (refer to the Century Gold List);
(3) Be familiar with the types of examination questions and examination reform of the senior high school entrance examination in Qiandongnan in 2008 and 20 years.
2. Correct analysis of students' knowledge.
(1) According to the students' completion of the exercises related to the Century Gold List, qualitative analysis is made in combination with the situation mastered in the usual teaching; Implement teaching.
(2) Conduct diagnostic tests and talk to each other.
(3) classify students and master the excellent and poor students.
3. Make a detailed and feasible review plan according to the knowledge focus, students' knowledge status and total review time.
4. Do a good job in "double basics" training.
(1) is to keep up with the "golden list of the century" and refer to the requirements of the "golden list of the century", constantly improve and pay attention to the foundation. (2) We should highlight the characteristics of review, bring forth the old and bring forth the new, arouse students' enthusiasm and improve review efficiency. Judging from the review arrangement, the review of basic knowledge mainly depends on systematic review. In each class review, in order to effectively let students understand the structure of knowledge, let students check and fill in the gaps according to their own reality, and review freely and purposefully. Students are required to focus on understanding concepts, clearly define and master basic methods in review, and then through appropriate training, students can deepen their understanding of concepts, grasp conclusions, use methods and improve their abilities.
5. Do a good job in the classification and variant teaching of examples and exercises in the century gold medal list.
In the teaching of mathematics review course, it is not only the need to improve the teaching quality in a large area, but also the means to deal with the exam to tap the role of examples and exercises in the golden list of the century. Therefore, in the review, according to the teaching purpose, teaching focus and students' reality, the relevant examples are analyzed and classified, and the law of solving problems is summarized to improve the review efficiency. For example, the exercises with variability can guide students to carry out variant training, so that students can perceive mathematical methods from many aspects and improve their ability to comprehensively analyze and solve problems.
Three, the specific schedule and review content (specific attached)
(1) the first stage (March 2-April 30): basic knowledge topic-comprehensively review basic knowledge and strengthen basic training.
The purpose of review at this stage is to enable students to fully grasp the basic knowledge of junior high school mathematics, improve their basic skills, be comprehensive, solid and systematic, and form a knowledge network.
1. Pay attention to textbooks and review them systematically.
2. Organize the review according to the knowledge section.
3. Pay attention to the understanding of basic knowledge and the guidance of basic methods.
(2) The first stage (simulation of senior high school entrance examination) (May1-June 10)
1. Choose a good test paper: the test paper should be as close to or in line with the requirements of the senior high school entrance examination paper in terms of the number of questions, knowledge coverage, difficulty, test knowledge points, key points, the proportion of knowledge in each part, and score arrangement.
2. Carefully review the test papers (the 2008 senior high school entrance examination questions in Qiandongnan Prefecture and 20__), and guess the test questions in 20__ "Dynamic".
3. Make comments: correct existing problems in time.
In short, in the general review of junior high school mathematics, I believe that according to my own review plan and the coordinated arrangement of the school, I will definitely get good results step by step.
Work plan of mathematics teaching in grade three II
First, the teaching background:
In order to strengthen the classroom teaching, improve the teaching routine, ensure the smooth development of teaching, complete the mathematics teaching in the last semester of junior high school, and make it efficiently complete the subject teaching task, this teaching plan is specially formulated.
Second, the analysis of learning situation:
This semester, the grades in my class are relatively average. We should pay more attention to them and encourage them, so that these students with poor foundation can master some simple knowledge, improve their learning enthusiasm, establish an enterprising and capable learning team, and let all students set clear mathematics learning goals and form a good mathematics learning atmosphere.
Third, the new curriculum requirements:
The third grade mathematics is implemented according to the mathematics curriculum standard of nine-year compulsory education, and its purpose is to make every student get the most suitable development in the learning process through mathematics teaching. Through the teaching of mathematics in grade three, students are educated to master basic knowledge and skills, and their logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems are cultivated, so that students can gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize, abstract and summarize. Can use induction and deduction, analogy for simple reasoning. Make students understand the origin and practice of mathematics, and then influence practice.
Improve the interest in learning mathematics, and gradually cultivate students' good study habits, realistic attitude, tenacious learning perseverance and new ideas of independent thinking and exploration. Cultivate students' ability to solve problems by using mathematical knowledge.
Fourth, the position and role of subject knowledge in the whole system this semester:
The four chapters of this book cover three areas of mathematics curriculum standards, namely, number and algebra, space and graphics, practice and comprehensive application. Among them, quadratic function and acute trigonometric function are the basic knowledge of basic elementary functions, which belong to the field of number and algebra. However, they are closely related to parabola and right triangle respectively, that is, these two chapters involve both quantitative relations and graphics, which can well reflect the mathematical thought and method of combining numbers with shapes. The content of "similarity" belongs to the field of "space and graphics", which takes similar triangles as the core and also includes the transformation of "similarity". At the end of this chapter, the induction and comprehensive application of four graphic transformations (translation, symmetry, rotation and similarity) learned in junior high school are arranged.
"Projection and view" also belongs to the field of "space and graphics", and this chapter is very applicable. It reflects the mutual transformation between plane graphics and three-dimensional graphics from two aspects: "painting from objects" and "thinking from pictures", which can play an important role in cultivating spatial imagination. For the content in the field of "Practice and Comprehensive Application", this textbook not only pays attention to arranging appropriate content in the texts and exercises of each chapter, but also adopts the arrangement of "subject learning" and "mathematical activities" to strengthen the embodiment of mathematical application. Chapter 29 of this book arranges a special study "Making Stereo Model", and at the end of each chapter arranges 2 ~ 3 math activities, through which the requirements of "practice and comprehensive application" closely related to the content of this book are implemented.
Five, four unit chapters:
quadratic function
This chapter mainly studies the concept, image and basic properties of quadratic function, looks at the quadratic equation of one variable from the perspective of quadratic function, and analyzes and solves simple practical problems with quadratic function. These contents are divided into three parts.
be similar
The main contents of this chapter include the concept and properties of similarity graph, similar triangles's judgment, similar triangles's application example and potential transformation. The congruence studied before is a special relationship between graphs, while the similarity studied in this chapter is a more general relationship between graphs than congruence. Congruence can be regarded as a special similarity (similarity ratio is 1), and understanding congruence is an important basis for learning similarity.
Trigonometric function of acute angle
The main contents of this chapter include: acute trigonometric function (sine, cosine, tangent), solving right triangle. An acute trigonometric function is a trigonometric function when the independent variable is an acute angle, that is, a trigonometric function that narrows the domain. Solving right triangle is widely used in practice, and acute trigonometric function provides an effective tool for solving right triangle. Similar triangles's knowledge is the direct basis for learning acute trigonometric functions, and Pythagorean theorem and other contents are also mathematical conclusions often used in solving right triangles, so this chapter is closely related to Pythagorean theorem and similarity in 18 chapter.
Projections and views
The main contents of this chapter include the basic knowledge of projection and view, some three views of basic geometry, the mutual transformation between a simple three-dimensional figure and its three views, and the practical activities of making a three-dimensional model according to the three views. The whole chapter is divided into three sections.
Six, phased test or inspection methods and counseling measures:
(1) Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience.
(2) Batch each assignment: the assignment reflects the effect of a class, how well the students master the knowledge, and carefully correct the assignment, so that the teacher can quickly grasp the situation and prescribe the right medicine.
(3) Check the learning results on time to ensure that the unit test is effective and timely, and the test paper will not be corrected overnight. After the exam, comment on students' psychology of wanting to know the answer immediately after using typical mistakes.
(4) Timely guidance and correction: strive for face-to-face signing and face-to-face teaching. Don't put off today's task until tomorrow, strive for every moment and firmly grasp every minute of Grade Three. Feedback after class. Implement every after-school help, check for leaks and fill gaps. Choose appropriate exercises and papers, correct homework in time, point out problems to students face to face in time and guide them to understand, leaving no difficulty for students to gain something.
(5) Actively communicate with other teachers, strengthen teaching reform and improve teaching level.
(6) Always listen to students' good rationalization suggestions.
(7) The strategic thinking of "two ends" and "middle" remains unchanged.
(8) Deepen the counseling for bipolar students.
Work plan of mathematics teaching in grade three 3
This semester, I am a math teacher in Class 3 and Class 6, Grade 9. After last semester's efforts, many students' learning atmosphere has changed greatly, their learning enthusiasm has improved, and many students' self-knowledge ability is poor. Especially last semester, some students were not strict with themselves and even gave up on themselves. These all need to take corresponding measures according to different situations and educate patiently. In addition, facing the senior high school entrance examination, they should have a general grasp of the students.
This semester, students will face the senior high school entrance examination, so this semester I will try my best to improve my teaching performance, strive to improve the class average, do a good job in cultivating and making up the outstanding students, and pay attention to the students with learning difficulties while improving their performance.
Mathematics review in grade three is usually divided into three stages.
The first stage: comprehensively review the basic knowledge and consolidate the "three basics". Through the first stage of review, students can systematically master basic knowledge, skills and methods, and form a clear knowledge network and a stable knowledge framework.
The second stage: comprehensively apply knowledge and strengthen ability training. The second stage of review is neither a review of knowledge nor a compression of knowledge, but a process of synthesizing, consolidating, perfecting and improving knowledge. That is, pay attention to the integration of knowledge, but also pay attention to leak detection, and strive to make all parts of knowledge an organic whole. Realize the emphasis of basic knowledge, the networking of key knowledge, the question type of network knowledge and the life-oriented design of question types. At this stage, we should take mathematical thinking methods as the main line and students' comprehensive training as the theme, overcome duplication and highlight key points. In the application of mathematics, we should pay attention to the connection between mathematics knowledge and life, interspersed with special review, cultivate students' awareness of infiltrating problems into life, and thus improve students' ability to examine reading comprehension questions.
The third stage: pre-test simulation, build self-confidence. At this stage, we should pay attention to improving students' overall ability, including deepening and consolidating knowledge, cultivating and improving ability, skills and methods of disintegration, speed and accuracy of operation, and pay attention to timely evaluation and feedback.
Overall strategies and methods of review
The overall strategy is to focus on the textbook, closely follow the textbook, pay attention to the training and implementation of basic knowledge, basic skills and basic methods, and never give up the textbook.
The overall method is: focus on group training, strengthen implementation, strive for one lesson and one test, pay attention to feedback and evaluation, and constantly sum up.
Review measures and requirements
1, pay attention to the foundation, pay great attention to implementation, and must be corrected face to face.
2. Stick to the teaching materials, check for missing parts and strengthen training.
3. Take training as the main line, implement one lesson and one chapter, timely evaluate and give comprehensive feedback.
4, comprehensive knowledge, strengthen the ability training, improve the overall level.
5, pre-test simulation, overcome "meeting but not right, right but not complete, all but not beautiful", and strive to "seek accuracy in stability, seek speed in accuracy."
6. To oppose the tactics of "changing the sea", it is necessary to carefully compile the test questions. Do it skillfully and flexibly.
Measures to be taken in teaching:
1, study and study the new curriculum standard seriously, be fully familiar with junior high school mathematics textbooks and teaching objectives, prepare lessons carefully, and make a general review plan carefully.
2. Do a good job in each class, grasp the key points, disperse the difficulties, highlight the key points, and work hard on ability training.
3. Pay attention to after-class reflection, record the gains and losses of each class in time, and constantly accumulate teaching experience.
4. The weekly exam is every other week, and the monthly exam is once a month. It must be evaluated the next day after the exam.
5. Actively communicate with other teachers to improve the teaching level.
6. Actively listen to good and reasonable suggestions from parents and students.
7. Adopt the strategy of "two ends" and "middle".
8. Pay attention to the guidance of independent learning, cooperative learning and inquiry learning in teaching.
9. Carry out extracurricular activities in class to stimulate students' interest in learning.
Work Plan of Mathematics Teaching in Grade Three 4
First, the guiding ideology and work purpose.
Guided by the curriculum standards and the guide to the senior high school entrance examination, aiming at improving the quality of mathematics teaching, and combining with students' reality, optimizing review. The review should achieve the following objectives:
(1) make the knowledge learned systematic and structured, and let students connect the mathematics knowledge of junior high school for three years into an organic whole, which is more conducive to students' understanding;
(2) Exquisite and concise, consolidating basic skills;
(3) Do a good job in method teaching and guide students to summarize problem-solving methods;
(4) Do a good job in comprehensive problem training and improve students' ability to comprehensively apply knowledge to analyze problems. In order to achieve this goal in a short time, I specially made the following review plan:
Second, class analysis
Some boys are lively in thinking, but they don't spend enough time on mathematics, and they can't play a high level only by a little time in class. Some girls have a good attitude. I spent a lot of energy, but it didn't work. There are not many excellent comprehensive exams, but many poor ones. I'm also confused. As for me, my personality is mild and my students are not "afraid". Who are the heartless students running with now? In addition, the current teaching of various subjects is too heavy. Students generally lack time to think, work too much in vain, and lack the time and ability to allocate their own time. Mathematics emphasizes thinking, which requires a certain amount of space and time for independent thinking, which is even more lacking for students in this course.
Third, specific management practices.
Seriously analyze students' learning and ideological status and the balance of various subjects.
(1) is a qualitative analysis of the situation mastered in peacetime teaching;
(2) classify students and give guidance.
(3) Strict management, showing some majesty and being "ruthless".
(4) Strengthen communication with the class teacher and balance all subjects.
Fourthly, concrete practice teaching.
1. Do a good job in "two basics" training. The basic knowledge and skills of junior high school mathematics are the basic materials for students to carry out mathematical operation and reasoning, and are the cornerstone of forming mathematical ability. First, we should closely follow the textbook, constantly improve it according to the requirements of the textbook, and pay attention to the foundation. Second, we should highlight the characteristics of review and innovate ideas to arouse students' enthusiasm and improve review efficiency. Judging from the review arrangement, the review of basic knowledge mainly depends on systematic review. In the review of each chapter, in order to effectively let students understand the structure of knowledge, let students check and fill in the gaps according to their own reality, and review freely and purposefully. Students are required to focus on understanding concepts, clearly define and master basic methods in review, and then through appropriate training, students can deepen their understanding of concepts, grasp conclusions, use methods and improve their abilities.
2. Do a good job in the classification and variant teaching of examples and exercises in textbooks, and give full play to the role of textbooks. In the teaching of mathematics review course, it is not only the need to improve the teaching quality in a large area, but also the means to deal with the exam. Therefore, in the review, according to the teaching purpose, teaching focus and students' reality, the relevant examples are analyzed and classified, and the law of solving problems is summarized to improve the review efficiency. For example, the exercises with variability can guide students to carry out variant training, so that students can perceive mathematical methods from many aspects and improve their ability to comprehensively analyze and solve problems. When explaining, you can start from the following aspects:
(1) Find other solutions;
(2) changing the form of the topic;
(3) the conditions and conclusions of exchanging topics;
(4) changing the conditions of the topic;
5] Further popularize and extend the conclusion;
[6] A series of different problems;
(7) analogy compilation, etc.
3. Implement the training of various mathematical thinking methods to improve students' mathematical quality. Understanding and mastering all kinds of mathematical ideas and methods is the premise of forming mathematical skills and improving mathematical ability. Through different forms of training, students can master important mathematical thinking methods skillfully.
(1) adopts different training forms. On the one hand, we should always change the types of questions: fill-in-the-blank questions, multiple-choice questions, short-answer questions, proof questions and so on. Let students realize that although the topic has changed, the essential method of answering questions has not changed, which will enhance students' interest in training. On the other hand, we should change the structure of the questions, such as changing the questions and changing the conditions.
(2) Appropriate problem group training. Special training for this method for a certain period of time can strengthen this method, leave a deep impression on students and master it quickly and firmly.
In short, in the first round of review, it is fundamental to explore teaching materials and lay a solid foundation, provided that participation and attention are paid to the process; Selecting exercises, improving quality and reducing burden are the core; Strengthening training and developing ability is the goal. Only in this way can we change constantly, open up students' thinking space, and really exercise students' comprehensive ability and level. See the plan of the lesson preparation group for the course arrangement.
Work plan of mathematics teaching in grade three 5
I. Guiding ideology
According to the work plan of the school and the work plan of the teaching room, combined with the implementation of the teaching mode of "double thinking, three rings and six steps" in the teaching department of the school, we will continue to implement the education and teaching regulations based on the new curriculum standards, implement quality education and self-education through mathematics learning, develop students' logical thinking ability and cultivate students' reasonable reasoning ability; Let students learn useful mathematics and infiltrate the idea of lifelong mathematics education; Let mathematics education face all students, everyone learns the necessary mathematics knowledge, and cultivate students' spirit of self-improvement and success through emotional infiltration in mathematics classroom.
Second, the analysis of learning situation:
This class is dominated by rural children. Although most of them are simple and kind, most of the students' poor grades are due to their parents' inability to control them since childhood and their failure to develop good study habits. Through one and a half years' efforts, the math scores of this class have made great progress, students' math thinking and math ability have been exercised and trained, and their math knowledge has been firmly mastered. In terms of study habits, students have formed the habit of previewing before class and taking notes in class. In terms of learning methods, mathematical thinking methods such as multiple solutions to one problem, multiple solutions to one problem and looking at problems from different angles have been formed in some students' minds. However, the ability of some students to draw inferences from others needs to be strengthened, and some high-level contents in mathematics knowledge are still vague, and the participation in class is not high, sometimes teachers need to remind them. Students' ability to expand their knowledge independently after class is not great, and the number of students who take every homework seriously and correct mistakes in homework in time is not ideal.
Third, a brief analysis of teaching materials:
The teaching content of this semester is divided into five chapters, chapter 16: scores; Chapter 17: inverse proportional function; Chapter 18: Pythagorean theorem; Chapter 19: quadrilateral; Chapter 20: Data Analysis. The first four chapters are both important and difficult.
Fourth, measures to improve the quality of teaching:
1, study the new curriculum standards carefully, study new textbooks, expand the content of textbooks according to the new curriculum standards, listen carefully, correct homework, give careful guidance, and carefully select test papers, so that students can learn to study hard.
2. Introduce mathematicians and history of mathematics to students, introduce relevant interesting mathematical problems, and give out extracurricular thinking questions of mathematics to stimulate students' interest.
3. Guide students to actively summarize the law of solving problems, guide students to solve more than one problem, cultivate students to see the essence through phenomena, and improve students' ability to draw inferences from others. This is one of the fundamental ways to improve students' quality, cultivate students' divergent thinking and keep them in a state of thinking.
4. Instruct teaching with the concept of new curriculum standards, and actively update the inherent educational concept in your mind. Different educational ideas will bring different educational effects.
5. Cultivate students' good study habits and ask them to be open and honest, please every day and pay off every month.
6. Implement hierarchical teaching, and take care of three types of students in the class: good, medium and poor.
7, in order to continuously improve the quality of teaching, carefully write teaching reflection and teaching plan.
8, individual counseling, eugenics to improve their ability, lay a solid foundation; Talk with poor students, especially Jiang, and focus on some basic knowledge and some key knowledge to pave the way for further improvement of academic performance in the future. And through example education, let them establish self-improvement and success confidence.