First, the creation of situations shows the true colors of life.
Situational teaching is a remarkable feature of curriculum reform. Since the experiment of curriculum reform in 2002, 14 years have passed, my situational creation has jumped out of the small circle far away from the reality of life, such as fairy tales, wise old people, cats and dogs, and turned my vision to a broad life. It is no longer to create situations for the sake of creating situations, but to make situations really serve teaching.
For example, teaching the lesson "Mysteries on the Calendar" has its own characteristics. The content of this lesson is arithmetic progression's knowledge. In the lead-in stage, I show the students a set of numbers, let the students box out nine numbers at will, and let the teacher tell the sum of nine numbers at once. There is a competition between teachers and students. The teacher does the math by mouth, and the students use calculators to see who can do it faster and more accurately. Of course, the teacher won. This realistic activity situation greatly stimulates students' desire to explore the mystery of this group of numbers and urges them to actively participate in learning activities. Similarly, there is a lesson on the exchange law of addition, subtraction, multiplication and division, which starts with the idiom story of "chop and change" and guides students to discover the existing mathematical problems. Idiom stories themselves come from life and are refined from life. Introducing this highly refined curriculum resource into the classroom creates a novel and interesting situation, which contains profound philosophy, so that students can learn the truth of being a man while learning knowledge.
In addition, the lesson of "determining position" begins with the queue drill in the junior military academy, "understanding the circle" begins with the introduction of the school emblem, and "observation range" is based on the saying that "one leaf can't see Mount Tai", which all well explains the idea of creating situations to highlight the true colors of life.
Second, the choice of materials is more humane.
Qian Xuesen, a famous scholar in China, said: "Science and humanistic spirit are two sides of the same coin, and they are indispensable." The curriculum standard also points out: "Mathematics activities must attach importance to the development of human potential and the shaping of scientific spirit and humanistic spirit". Throughout the past classroom teaching, although students' emotional experience of mathematics learning was emphasized, the profound connotation of humanistic spirit behind the material was ignored. Therefore, although my class is harmonious, it lacks depth and breadth. I made a bold attempt in teaching the class "Observation Range".
In the new lesson stage, peaches in Zhang Yard are used as materials to teach the relationship among observation range, observation point and obstacle point. The way of the above stairs gradually guides students to understand the truth of standing high and seeing far. In the teaching process, students' experience activities are emphasized, and all knowledge acquisition is based on experience and feeling. After comparing the different observation ranges on the third floor and the fourth floor, the students are guided to explain the meaning of poetry from a mathematical point of view and further sublimate the knowledge of regularity by quoting the ancient poetry of "Only you can go up one floor and broaden your horizons by three hundred miles".
In the stage of applying knowledge, we carefully select materials, demonstrate the formation process of solar eclipse, guide students to explain the origin of this astronomical phenomenon with the knowledge of this lesson, and extend the tentacles of mathematics to the vast universe. Through this material, students not only learned knowledge, but also felt the profoundness of natural science and had a deep admiration for it.
In the teaching of "set", I didn't stop at the explanation of knowledge itself, but further introduced the history of set knowledge, the inventors Wayne and Wayne Diagram, traced back to the source, showed students more three-dimensional and profound set knowledge, and improved the taste of mathematics classroom.
It is precisely because of the intervention of humanistic factors that mathematics classroom has become profound and lasting, which fully demonstrates the humanistic feelings of mathematics teaching.
Third, the thinking process is more concise and clear.
"Thinking begins with surprises and questions." The opening of students' thinking needs all kinds of stimulation and induction, and the most valuable one is the thinking caused by doubt. Questioning is the ignition wire of thinking and the engine of learning, which can change students' thirst for knowledge from potential state to active state.
In the process of learning the meaning of decimals, I attracted the attention of the whole class with its concise and clear ideas and step-by-step questions. Starting with integers, this paper first discusses the relationship between integers, then transitions to integers and decimals, and finally extends to the relationship between decimals. Teaching ideas are clear and step by step, guiding students to understand the meaning of decimals.
In this class, we use simple thinking methods to solve complex math problems. Making the finishing point on the problem triggered a storm of students' thinking, and dazzling sparks lit up the beautiful classroom. Although the process is simple, it is the crystallization of teachers' careful consideration; Although the method is simple, the infiltration of mathematical thought is original; Simple examples that seem handy have actually been carefully screened by me.
The above is just a brief introduction to my experience and gains in actual teaching. What I want to share with you here is that Wu Zhengxian, Hua Yinglong and other mathematics masters have no dazzling courseware, stunning design, passionate scenes and unconventional materials. All they have is nature, simplicity, harmony, plainness and "no makeup". However, a natural and simple classroom does not mean mediocrity. Behind it is the teacher's accurate grasp of teaching materials, the edification of mathematical ideology and culture, the ingenious teaching of learning methods, and the deep thinking of subjective consciousness ... This natural and fresh teaching style is exactly what I appreciate and have been striving for. On the journey of growing up-I am always on the road.
Personal Teaching Style Summary 2 Teaching style refers to the stable and personalized teaching style and style that teachers have gradually formed and creatively used various teaching methods and skills under the guidance of certain teaching concepts in long-term teaching practice. As a math teacher, thirteen years' teaching experience has cultivated my rational teaching style.
First, take a look at the rigor of thinking.
Simplicity is also a kind of beauty. There is no need for gorgeous multimedia courseware or lively discussion scenes. Just guide students to listen carefully and think quietly. Teachers and students interact equally and the debate is clear. My classroom teaching pays more attention to practicality and practicality, and pays more attention to the development of students.
Second, it simply shows the efficiency of the classroom.
My math class pursues simplicity. Simplicity is different from simplicity, which is to abandon all unnecessary luxury and show off, make the classroom more concise and profound, and then achieve high quality and efficiency.
In order to make the classroom simple and efficient, adequate preparation before class is the basis of optimizing classroom teaching. Textbooks are the main carrier of the concept of curriculum standards, the main teaching resources and the main support for teaching and learning. On the basis of understanding teaching methods, we should creatively use teaching materials, boldly improve, supplement and reorganize some shortcomings in teaching materials, actively develop and utilize curriculum resources, and use all kinds of curriculum resources to serve teaching and students. Only in this way can my math teaching be "alive" and "real".
The implementation of classroom teaching is the key to realize efficient classroom. I returned the class to the students, which fully reflected the subjectivity of the students. Attaching importance to the classroom atmosphere, creating a good classroom atmosphere as much as possible, so that teachers and students can communicate in the best state, which is beneficial to teachers and students to have a positive and happy psychological experience in classroom teaching activities, thus improving the classroom teaching effect. I respect students' creativity, and give timely and effective guidance and help through communication, discussion and cooperative learning in the process of students' learning and exploration, so as to improve the efficiency of cooperative learning.
Third, promote the improvement of rational ability.
Mathematics classroom needs practical results, and what is more important is to cultivate mathematics thoughts and abilities. Primary school students' mathematics learning should be visible and tangible, so that students can find mathematical problems from the perspective of life and develop and cultivate students' mathematical ability in the process of solving mathematical problems. Rational mathematics classroom should let students learn to observe, think, deduce, calculate and verify. In this way, the "tension" of mathematics can guide students to pursue a higher mathematical realm.
Cultivating students' thinking ability is one of the key points of education. By guiding students to find and solve problems in mathematics learning, and developing students' mathematical thinking in the process, students' mathematical thinking can form a higher-level cognitive structure. Mathematics teaching in primary schools is mainly to cultivate students' initial logical thinking ability, and on this basis, let students develop good thinking habits.
In my constant practice, reflection and exploration, I think rationally about the problems encountered in teaching. There are fewer formal things in the classroom, and I present a plain, true, solid and pragmatic teaching landscape.
The above are some thoughts and summaries of my teaching style. I will continue to learn and improve in my future work, and strive to make my teaching more attractive!
Summary of personal teaching style 3 This semester, I am a math teacher in grade six. I work hard and dare not be careless. I prepare lessons, approve homework, educate students, and strive to be a teacher deeply respected and trusted by students.
First of all, be a caring teacher.
Love students, be good at entering their emotional world, treat students as friends and feel their joys and sorrows. Love students should be based on respect and dependence, and be strict with love, discipline, credibility and moderation. I often start from a small place, seek the best educational opportunities from the things that students care about, and give students a spring rain-like education. Secondly, my parents and I are constantly exploring ways to educate our children to make their education more rational.
Second, be a teacher with new ideas.
At present, a new round of basic education reform has been fully launched. On the basis of studying the new curriculum standards seriously, combined with the subjects taught by myself, this paper explores effective teaching methods. In math class, I combine math knowledge with students' life, create a rich learning environment for students, and pay attention to students' exploration and discovery, guide students to learn to cooperate and communicate in learning, and improve their learning ability. In class, I changed the traditional teaching method of teacher demonstration and student imitation, and carried out inquiry learning among students, so that students' knowledge came not only from teachers, but also from their understanding of books and communication with their peers, prompting students to learn to learn in learning. While practicing, always reflect on your own teaching behavior and often improve teaching in a targeted way.
Third, be a teacher in the information age.
At present, information technology, represented by computers and the Internet, is changing people's way of life and study at an alarming rate. The high development of information society requires that education must be reformed to meet the requirements of cultivating innovative talents facing the information society. Therefore, we teachers can no longer be satisfied with teaching with chalk, but should take computers and networks as new teaching tools to further extend our classroom! In the usual work, I can get along well with my colleagues, focusing on style in minor matters and principle in major matters.
"Three people must have a teacher", learn from every teacher and strive to form a self-study style. I also use my technical advantages to help my colleagues make multimedia courseware, absorb their good teaching ideas in the process of making, and strive to achieve the perfect combination of technology and ideas. In the school's teaching and research activities, we can make progress in studying courses with teachers and give full play to the role of teachers in party member. I always believe that in classroom teaching, there is no seniority, only continuous innovation can make our classroom full of vitality.
I have been a teacher for a year. Although the teaching method is not very mature, I have learned a lot in teaching. This year, I worked as a math teacher in the third and fifth grades of primary school English. My work was full and challenging. I understand that my own knowledge does not represent the quality of teaching. Teaching is a meticulous work and a skill-based work, so I often want to study teaching as an art, so I actively participate in every teaching and research activity, learn from the lessons of my predecessors and the guidance of experts, and sum up my own ideas.
After a year's work and study, I feel that I have gained a lot, but there are still many deficiencies waiting for me to improve. First of all, I think my teaching design ability needs to be improved; Secondly, it may be youthful, and some things in teaching are too noisy and need more patience. I believe that in the future work and study, after tempering, I will improve my own shortcomings, do better and better, and be comprehensive without losing my style.