Summary of the open class of primary school mathematics 1 This semester, 55 teachers including Zhao xx, Zheng xx, Wu xx and Ding xx participated in the open class of the school. Under the arrangement and organization of the school, all teachers attach great importance to activities, actively participate in them, study hard and cooperate with each other, which provides a platform for the whole school mathematics teachers to show, communicate and learn.
Except the sixth grade, all math teachers participated in class activities and organized class evaluation activities in time. After the teachers' self-evaluation, each grade group made a comprehensive and objective evaluation of the advantages and disadvantages of each class, and put forward valuable opinions, from which both the lecturers and the listeners gained great gains. Now, this semester's math open class is summarized as follows:
1. Teachers truly reflect the requirements of the new curriculum standards in the classroom, use a variety of teaching means and teaching methods, effectively grasp all aspects of education and teaching, and fully combine the leading role of teachers with the main role of students. Many teachers have developed their own characteristics, which have benefited teachers and students greatly and won unanimous praise from everyone. Of course, there are also some teachers who don't grasp and learn enough textbooks, and the classroom organization is not in place, and the classroom effect is not good.
2. Teach basic skills and techniques. Teachers are kind, natural and generous in teaching, full of spirit and passion, and their language is concise, fluent, accurate, vivid and inspiring; The blackboard font is neat, the writing is standardized, the design is reasonable, concise and logical, and the courseware design is quite similar, which is helpful for teaching implementation, students' learning and skilled operation; Solid professional basic knowledge, wide knowledge and strong ability to control teaching materials; Classroom teaching is organized in an orderly way, which can flexibly solve problems in classroom teaching and has strong adaptability and control ability.
3. Teaching objectives. Teachers' classroom teaching objectives are comprehensive, specific and clear. It can be reflected in knowledge, ability, thinking quality and ideological education, and the knowledge goal has quantitative requirements, reflecting the characteristics of the discipline; The key and difficult points in teaching are determined accurately, and the key points are grasped to simplify the complex.
4. Teaching process and methods. Teachers' teaching ideas are clear, and the arrangement, combination, connection and transition of contents meet the requirements of teaching materials and students' reality, and the teaching objectives are implemented; In the teaching process, students are guided to actively participate in classroom teaching, which embodies the main role of students and makes them willing to explore, actively think, question, communicate and cooperate, and actively acquire knowledge; Classroom teaching pays attention to the cultivation of students' thinking quality and fully embodies the process of students' learning; For all students, teaching at different levels, reflecting differences, teaching students in accordance with their aptitude, so that every student can gain and improve.
In the teaching of "continuous addition and subtraction", Mr. Zhao xx designed a teaching link with clear organization, clear hierarchy, reasonable structure and exquisite application of multimedia courseware. In the process of teaching, the guidance of middle school law is diverse, appropriate, supportive and free. Teachers evaluate students accurately and timely. Teacher Zhao's solid teaching skills, amiable teaching attitude and friendly language have narrowed the emotional distance between teachers and students and effectively stimulated students' enthusiasm for learning.
In the teaching of "Preliminary Understanding of Multiplication Formula", Mr. Wang Sheng carefully and patiently guided the children according to the teaching objectives and the key and difficult points of this class, grasped the characteristics of the textbook and had a clear thinking. This class is structured, interlocking, natural in transition and reasonable in time allocation. Teacher Wang's classroom teaching is true and natural, with no performance and no show-off. His unpretentious lectures show his basic skills and dedication to his job, which enables students to learn new knowledge in a relaxed and pleasant atmosphere and the classroom effect is good.
In the teaching of parallelogram area, Mr. Ding xx, guided by the concept of new curriculum standard, combined with students' knowledge and experience, created scenarios to arouse students' interest to the greatest extent. In the teaching process, students' senses such as eyes, ears, mouth and hands are fully mobilized, so that students can actively acquire knowledge and cultivate their abilities of observation, analysis, hands-on operation, logical thinking, language expression and solving practical problems by using mathematical knowledge.
In the teaching of "Knowledge in Collocation", Mr. Wu xx, starting from the students' life example-clothing collocation, has clear overall teaching process, compact and reasonable links, active classroom atmosphere, tacit cooperation between teachers and students, high students' learning enthusiasm and friendly and natural teaching attitude.
Teacher Zheng xx's lesson "verticality and parallelism" gives a comprehensive explanation of the knowledge of verticality and parallelism in an orderly classroom atmosphere. In the whole teaching process, there are not only concepts and rules, but also targeted exercises. Connecting all knowledge points into lines and blocks, the teaching focus is prominent and the effect is good. The whole teaching process embodies the teaching characteristics of "teacher-centered, student-centered and training-oriented".
The development of this activity not only exercised the mathematics teachers, but also laid a foundation for improving the teaching quality, built a platform for the progress of young teachers and ensured the professional growth of the whole teacher group. It not only reflects teachers' high basic literacy and professional level, but also exposes some problems in teaching, such as the embodiment of new ideas in new curriculum standards, the routines of classroom organization in different classes, the formation of students' study habits, scientific and innovative teaching design, and how to better cooperate and communicate with students. In the future work, we will discuss these issues in depth and constantly improve them!
Summary 2 With the end of the open class last week, the school's research activities have also come to an end. But after the end, there are still many wonderful and moving things left for us.
The open class of the first-grade mathematics teaching and research group is "Looking for Laws" taught by teacher Lu Ting. The study of this open class has three characteristics: First, it is extensive. My team is in the battle, and they are all involved. Teachers in this group have arranged teaching, actively participated in trials and lectures, observed and studied, criticized and taught, and encouraged others. The second is the difficulty. Lu Ting, a young teacher, has just joined the work. This week, she will prepare for the parents' meeting, and attend the calligraphy practice of young teachers, attend classes, attend lectures and start classes every day. She still has to study by herself every morning and evening as usual, and she is often busy working overtime. However, she never relaxed her requirements for open classes, but humbly asked the teachers in the same group, tried many times and changed the lesson plans again and again. Especially after class, when she was dissatisfied, Lu Ting thought about it many times, looked up the information many times, and finally made a perfect revision. Get the unanimous praise of the teachers in this group. The third is the teaching means of information technology. Lu Ting, a teacher in this class, also adopted the computer-aided method. In the process of making slides, our teachers actively offered suggestions. Some people suggest introducing topics through computers, others suggest using familiar scenes for content analysis, and still others suggest helping students broaden their knowledge. Teacher Lu Ting accepted the teachers' opinions with an open mind and took pains to redo and modify the slides again and again, making the slide design a highlight of this class.
There are two gains in this open class:
1. Changes in mental outlook. Everyone helped each other with positive and full enthusiasm and made careful preparations. If every student has a requirement for progress, then every teacher has a desire for success. It can be said that these teachers in Lu Ting's open class are successful.
2. The improvement of professional teaching ability. Taking an open class will force you to specialize in textbooks, depending on the consistency of textbooks, so that your understanding of textbooks will be profound. Taking an open class will force you to design the best teaching method, which is the process of improving teaching ability. Secondly, by listening to each other in groups, we can learn from each other and learn from each other, which is helpful to improve our teaching. One is to attend an open class by yourself, and the other is to listen to other people's classes. Third, greatly improve the level of courseware production.
The enthusiasm, enthusiasm and spirit of the teachers in this open class are touching. I want to say to every teacher in this group: "thank you!" " But I prefer to say "tired, but happy." Because we are pursuing ... "
Summary of the open class of primary school mathematics III. Under the careful organization of the school guidance office, the two open class discussion weeks in our school ended successfully today. In the past two weeks, the math group * * * has arranged seven public classes, and the activities are summarized as follows:
I. Teaching arrangement
Teacher's topic in teaching time
20xx65438+10.8, Lin X, sixth grade, the meaning of fractional division and fractional division by integers.
20xx65438+10.9 Tan xx Grade Four "Written Multiplication"
Grade 20xx 10-00-9 xx "angle measurement"
20xx 65438+ 10 9th grade Huang xx "A number divided by a decimal"
20xx 65438+ South Korea's X-class "Seeking the Common Ratio" on February 4th.
20xx65438+February 5th, the multiplication formula of Grade 8 of Zhai xx.
20xx65438+February 5, Chen xx, Grade 3 "Multiply a Number by a Number"
Second, share the harvest.
Through listening to the class, we found that many teachers' classes, many links and many details left a deep impression on our teachers, which is worth learning from all of us.
For example, Mr. Lin X, Mr. Han X and Mr. Zhai xx are full of spirits in the classroom, have the ability to control the classroom flexibly, always bring smiles to students, are good at activating and mobilizing students' learning enthusiasm with vivid language, and highlight the "living" teaching art is worth learning. Young teachers such as Huang xx, Tan xx, Chen xx and Gao xx skillfully use multimedia courseware to enhance the effectiveness of classroom teaching. After class, all the math teachers took part in the interactive discussion activities with the teachers in class. Through communication, lecturers and teachers in the classroom have gained a lot. One round of open classes every semester creates an opportunity for teachers to learn from each other, communicate with each other and learn from each other. We can feel that teachers' understanding and application of the knowledge field of this subject and the new concept of curriculum reform are gradually deepening, especially the progress of young teachers is enormous.
Third, there are problems.
While seeing our advantages, we should also see that all our courses and some teaching links are still unsatisfactory, and there are still gaps that need to be improved.
Question 1: Some courses "reflect students' subjectivity" is not enough. For example, if a good student plays the leading role in class and there are too many answers in class, it is not for students with learning difficulties to ask questions and discuss. As a result, on the surface, teachers are comfortable in class, while some students know nothing about it.
Question 2: In some classes, the teacher explains too carefully and does too many things for the students, so they can't boldly let the students take the initiative to explore; In some classes, students should be given hands-on operation instead of hands-on operation (perhaps for fear of chaos in class). In some cases, there are few writing exercises, which can not guarantee students enough time for digestion practice, and the learning effect can be imagined.
Question 3: Some teachers only pay attention to their own teaching, but can't pay good attention to students' learning. They can't master and understand students' learning state well, and can't feedback and correct students' learning effect in time.
Problem 4: Over-reliance on multimedia courseware and lack of targeted blackboard writing. We should know that courseware is only one of the auxiliary tools in the classroom, and excessive dependence makes students see things in a blur, which is not worth the candle.
Question 5: Some classes are not fully prepared before class, which affects the teaching effect. Teachers should anticipate the possibility of problems before class, make preparations, and don't let temporary problems affect teaching.
Question 6: The textbooks and students' preparation are not thorough, which leads to the lack of outstanding teaching points or difficulties in the classroom; If students don't go deep enough, the problem will be too big to be solved, or the problem will be too detailed and worthless, which will affect the efficiency of classroom teaching.
This activity is over, but our teaching and research reform is far from over, which requires all math teachers to unite and cooperate in their future work, constantly explore and improve classroom teaching and implement effective classroom implementation.