19 Grade II Mathematics Teaching Plan
This semester is the key period of junior high school study, and the teaching task is very heavy. Therefore, in order to complete the teaching task, we must closely follow the teaching syllabus, combine the teaching content with the students' reality, grasp the key points and difficulties, and strive to successfully complete the tasks of this semester. The ninth-grade graduating class has tight teaching time, heavy tasks and high requirements. How to improve the quality and efficiency of math general review is a problem that every graduating math teacher must face. The following teaching review plan is specially formulated. First, the analysis of learning situation
After the first five semesters of mathematics teaching, students' mathematical foundation and learning attitude have been clearly visible. Through many bottom-up tests and final tests last semester, it is found that the class is characterized by extremely serious polarization. Although a number of outstanding students have emerged who study hard and have excellent grades, the underachievers are very tired of learning because of their low grades in mathematics, and basically give up learning mathematics. Secondly, some middle school students can't remember the basic knowledge they have learned in the past clearly and can't grasp it firmly.
Second, the guiding ideology
Adhere to the party's xx education policy and continue the new curriculum teaching reform. Based on the senior high school entrance examination, grasping the direction of the senior high school entrance examination proposition under the new curriculum reform, focusing on classroom teaching, studying the changes and trends of the senior high school entrance examination proposition in recent years, actively exploring efficient review ways, consolidating students' mathematical foundation, improving students' ability to do and solve problems, and improving the accuracy of solving problems, can we achieve excellent mathematical results in the senior high school entrance examination. And through this semester's classroom teaching, I completed the math teaching task of the second volume of the ninth grade and the math review teaching of the whole junior high school.
Third, the analysis of teaching content
This semester, in addition to completing the prescribed content, we will also begin to review junior high school mathematics, and divide the teaching content of mathematics textbooks for nine-year compulsory education into algebra and geometry, among which six sections in junior high school mathematics teaching, namely "real numbers and statistics", "equations and functions", "solving right triangles", "triangles", "quadrangles" and "circles", are the key contents in the academic examination.
Under the requirements of curriculum standards, cultivating students' innovative spirit and practical ability is the goal of current classroom teaching. In recent years, some novel topics have gradually appeared in the senior high school entrance examination papers, such as exploratory open questions, reading comprehension questions, and practical questions related to real life. These new questions also occupy a certain position in the senior high school entrance examination questions, and there is a trend of expanding year by year. If you want to get good grades in comprehensive questions, applied questions and open questions, you must have solid basic knowledge and knowledge transfer ability. Therefore, in the general review stage, we must firmly grasp the foundation and master some general methods in solving common problems.
The main problems in solving students' problems:
(1) The examination of the question is unclear and the meaning of the question cannot be understood correctly;
(2) When solving problems, drawing geometric figures by yourself will be impossible or biased, which will bring obstacles to solving problems;
(3) Lack of comprehensive application ability of the learned knowledge;
(4) Geometry is still a difficulty for some students, mainly due to their poor ability of geometric analysis and reasoning.
Fourth, teaching objectives.
Attitude and values: Through study, communication, cooperation and discussion, actively explore and improve students' learning methods, improve learning quality and gradually form correct mathematical values.
Knowledge and skills: understand the image, nature and application of quadratic function; Understand the judgment methods and properties of similar triangles and similar polygons, and understand the application of projection and view in life. Master the calculation methods related to acute angle trigonometric function. Process and method: Through exploration and study, gradually learn to operate correctly and reasonably, learn to observe, analyze, synthesize and abstract, and learn simple reasoning of induction, deduction and analogy. Class teaching goal: the excellent rate of senior high school entrance examination reaches 30%, and the qualified rate is 80%.
Action taken by verb (abbreviation of verb)
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 carefully formulate the general review plan;
2. Do a good job in each class, grasp the key points, disperse the difficulties, highlight the key points, and work hard to cultivate the ability;
3. Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience;
4. Strengthen the contact between school teachers, parents and society, and make joint efforts to improve students' academic performance;
5. Actively communicate with other teachers, strengthen teaching reform and improve teaching level;
6. Always listen to students' good rationalization suggestions;
7. The strategy of "two ends" with "middle" remains unchanged;
8. Pay attention to the guidance of autonomous learning, cooperative learning and inquiry learning in teaching;
9. Seriously carry out extracurricular activities in class to stimulate students' interest in learning.
29 th grade mathematics teaching plan book 2
The year 20xx is coming in a blink of an eye. This school year, there are both new tasks to be completed and review. Therefore, in a very important semester, we should pay attention to cultivating students' innovative spirit and practical ability, and explore new and effective teaching models. Focusing on classroom teaching, closely surrounding the "basic requirements" of junior high school mathematics textbooks and mathematics subjects, this paper studies the changes and trends of the proposition of the senior high school entrance examination in recent years, collects test papers, selects exercises, establishes a question bank, tries to grasp the direction of the senior high school entrance examination, actively explores efficient review ways, strives to achieve the purpose of reducing burdens, boosting pressure and increasing efficiency, promotes students' lively and active study, and strives to achieve good results in the senior high school entrance examination. Through mathematics teaching, students can learn the basic knowledge and ability necessary for modernization and further study, and make progress and development in thinking ability, emotional attitude and values. First, the analysis of learning situation:
This school year, I took classes 3 and 4 of Grade 9. Last semester, students' grades were not satisfactory and polarization became more and more serious. Some students' grades dropped significantly and their study habits were poor. Slowly, several students should pass the eugenics exam, such as Liang Lei, Liu Ziyu, Liu Jie, Chen Xiao and Ma Naiqin. These may be due to the poor supervision of teachers, poor self-control of a few students, lax requirements on themselves, and even self-abandonment. These all need to take corresponding measures according to different situations and educate patiently.
Second, teaching material analysis:
There are only two chapters left in the new content of this semester: solving right triangle and projection.
Third, the teaching objectives:
Grasp the following links in the teaching process:
(1) Prepare lessons carefully.
Carefully study the teaching materials and syllabus, clarify the teaching objectives, grasp the key points and difficulties, carefully design the teaching process, pay attention to the relationship and position of each chapter's content and knowledge before and after class, pay attention to after-class reflection, and design the details of teacher-student interaction in each class.
(2) Good lessons:
On the basis of preparing lessons well, give each student 45 minutes to improve the efficiency of 45 minutes so that every student can understand. For some students with poor foundation, it is necessary to step by step, and the difficulty of the selected examples is different, so that everyone can "eat" well and "eat" well.
(3) Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience.
(4) 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.
(5) 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.
(6) 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.
(7) Actively communicate with other teachers, strengthen teaching reform and improve teaching level.
(8) Always listen to students' good rationalization suggestions.
(9) The strategic thinking of "two ends" and "middle" remains unchanged.
(10) Deepen the subject of dual-phase students.
Four, in strict accordance with the teaching progress, orderly teaching.
Do it with your heart, do it from the details, try your best to catch up with the big ones, and give full play to your ability to do a good job in teaching the graduating class of grade three.
Fifth, strengthen review guidance.
Review in two stages:
(1) In the first stage, review the basic knowledge comprehensively, strengthen the training of basic skills, so that students can master the basic knowledge of junior high school mathematics comprehensively, improve their basic skills, be comprehensive, solid and systematic, and form a knowledge network.
The purpose of this review stage is to enable students to master 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. The current senior high school entrance examination questions are still based on basic questions, and some of them are original or modified in teaching materials. Although the big questions behind are "higher than the textbook", the prototype is generally an example or exercise in the textbook, which is an extension, deformation or combination of the topics in the textbook, so the first stage of review should be based on the textbook.
2. Organize the review according to the knowledge section. Classify knowledge and divide junior high school mathematics knowledge into eleven lectures: the first lecture is numbers and formulas; Second lecture on equations and inequalities; The third lecture on functions; The fourth lecture is statistics and probability; Fifth, basic graphics; Sixth lecture on graphics and transformation; Seventh lecture on angles, intersecting lines and parallel lines; The eighth lecture on triangles; Lecture 9 quadrilateral; Tenth lecture on trigonometry; The eleventh lecture is round. In the review, the teacher puts forward a review summary of each class, instructing students to review according to the "summary". At the same time, we should pay attention to guiding students to review the forgotten knowledge according to their own specific conditions, classify the knowledge while reviewing, deepen their memory, pay attention to guiding students to understand the connotation and extension of concepts, master the derivation or proof of laws, formulas and theorems, choose targeted, typical and hierarchical examples, and analyze the ideas and methods of solving problems.
3. Pay attention to the understanding of basic knowledge and the guidance of basic methods. Basic knowledge is the concepts, formulas, axioms and theorems involved in junior high school mathematics curriculum. Students are required to master the internal relationship between knowledge points, clarify the knowledge structure, form an overall understanding and comprehensively apply it. For example, the senior high school entrance examination often involves the relationship between the root of a quadratic equation and the intersection of the quadratic function graph and the X axis. When reviewing, we should understand this part as a whole, grasp the textbook from the structure, and skillfully transform these two parts of knowledge into each other. Another example is the relationship between quadratic equation of one variable and geometric knowledge, which has very obvious characteristics. We should master its basic solution.
In addition to the basic knowledge, the mathematics proposition of senior high school entrance examination also attaches great importance to the examination of mathematical methods, such as collocation method, method of substitution method, discriminant method and other operational mathematical methods. When reviewing, we should deal with the connotation of each method, and we should master the types of questions it adapts to, including the steps of solving problems.
4. Pay attention to the understanding and application of mathematical ideas. For example, the idea of function, the idea of equation, the idea of combining numbers with shapes and so on.
(2) In the second stage, comprehensively apply knowledge, strengthen ability training, build junior high school mathematics knowledge structure and network, grasp mathematics content as a whole, focus on building junior high school mathematics knowledge structure and network, grasp mathematics content as a whole and improve ability.
It is one of the important purposes of learning mathematics to cultivate the ability to solve problems by using mathematical knowledge comprehensively. The purpose of review at this stage is to make students relate each knowledge and apply it comprehensively, so as to draw inferences from others and draw inferences from others. The examples and exercises at this stage should be difficult, but the harder the better. Let students accept it, so as to stimulate students' desire to solve difficult problems, let students see their own strength from solving difficult problems, enhance their confidence in progress, and have a stronger thirst for knowledge. The second stage is the extension and improvement of the first stage review, which should focus on cultivating students' mathematical ability. At this stage, it is especially necessary to carefully design each review class and pay attention to the formation of mathematical ideas and the mastery of mathematical methods. There are many contents in the general review of junior high school. Review must highlight the key points, grasp the key points and solve problems, which requires giving full play to the leading role of teachers.
The content of review is what students have learned, and each student has a different degree of mastery of the content of the textbook. This requires teachers to do everything possible to stimulate students' initiative and enthusiasm for review, guide students to review in a targeted manner, check for missing information according to their personal situation, classify and solve problems, and deepen their memory on the basis of forming a knowledge structure. In addition to the variety of review forms and novel questions, which can arouse students' interest in review, we should also carefully design the teaching methods of review classes to improve the review efficiency.
Six, continue to learn business, improve business ability and level.
Actively participate in business study, read books and newspapers, and participate in the training organized by the school, so that it can better serve the reform of basic education, master new skills and technologies, make continuous efforts, learn from each other's strengths, foster strengths and avoid weaknesses, and strive to make teaching more open, methods more flexible and means more advanced.
Seven, hierarchical counseling.
Math teaching plan in the second volume of grade 39
First, the basic situation: this semester is the key period of junior high school study. This semester, I am a math teacher in Class 9 (1), which is the experimental teaching material of the new curriculum standard. How to use the new curriculum standard textbooks with new ideas? How to carry out the spirit of new curriculum standard in teaching? This requires that the innovative consciousness and the way of guiding students to think must be different from the previous teaching. Therefore, while completing the teaching task, we must create as many scenarios as possible, so that students can experience the process of exploration, guessing and discovery. Combine the teaching content with the students' reality, and grasp the key points and difficulties. Establish the concept of quality education, aim at cultivating all-round high-quality talents, face all students, and make students develop morally, intellectually, physically, aesthetically and laboriously. In order to do a good job in education and teaching this semester, this plan is specially formulated.
Second, the guiding ideology:
The third grade mathematics is implemented according to the nine-year compulsory education mathematics curriculum standard under the guidance of the education and teaching policy of the party and the country. Its purpose is to teach and educate people, so that every student can get the most suitable development in this mathematics learning process. Through the ninth grade mathematics teaching, we can provide the basic knowledge and skills of mathematics necessary for production and further study, further cultivate students' computing ability, thinking ability and spatial imagination ability, apply what they have learned to solve simple practical problems, and cultivate students' mathematical innovation consciousness, good personality quality and preliminary materialism view.
Third, the teaching content:
The third grade mathematics taught this semester, including quadratic function and circle, is Protestant, mainly for comprehensive review to meet the senior high school entrance examination.
Fourth, the teaching purpose:
1. Attitude and values: actively explore and improve students' learning methods, improve learning quality and gradually form correct mathematical values through learning exchange, cooperation and discussion.
2. Knowledge and skills: Understand the concept of the positional relationship between points, straight lines, circles and circles. Master the concept and calculation of the tangent of the circle and the angle related to the circle. Understand the related concepts such as data sorting and analysis, be able to calculate variance and standard deviation, and calculate probability through tables or column tree diagrams, and make some simple applications of the above knowledge. Master the knowledge points of junior high school mathematics textbooks and the "basic requirements" of mathematics subjects.
3. Process and method: Through exploration and study, gradually learn to operate correctly and reasonably, gradually learn to observe, analyze, synthesize and abstract, and conduct simple reasoning through induction, deduction and analogy. Organize knowledge around junior high school mathematics textbooks and "basic requirements" of disciplines, review the main contents of "six blocks" of junior high school mathematics, conduct hierarchical teaching in a timely manner, face all students, cultivate all students and develop all students.
The Key Points and Difficulties in verb Teaching (Verb Abbreviation)
The first stage (week 5-week 12): comprehensively review the basic knowledge and strengthen the basic training.
The purpose of this review stage is to enable students to master 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.
At present, the middle school entrance examination questions are still based on basic questions, some of which are original or variant questions in the textbook, and the big questions behind them are "higher than the textbook", but the prototype is generally an example or exercise in the textbook, which is an extension, deformation or combination of the topics in the textbook, so the first stage review should be based on the textbook. We must dig deep into the teaching materials, never leave them behind, and sum up the contents of the books to form a structure. Students should understand and do well the examples, exercises and homework in the textbook, and think carefully about "reading", "thinking" and "trying" at the end of the book. They should concentrate on the examples and exercises of the ninth and eighth grade teaching contents, and pay attention to the induction and arrangement of problem-solving methods. Blindly engaging in sea tactics and asking students to do a lot of extracurricular exercises all day have no obvious effect and are suspected of putting the cart before the horse.
Teachers' teaching at this stage is mainly organized by knowledge blocks, and the algebra part can be divided into six chapters: the first chapter is numbers and formulas; Chapter II Equations and Inequalities; Chapter III Functions; Chapter IV Basic Graphics; Chapter V Graphics and Transformation; Chapter VI Statistics and Probability. In the review, teachers can put forward a review summary of each chapter to guide students to review according to the "summary". At the same time, we should pay attention to guiding students to review the forgotten knowledge according to their own specific conditions, classify the knowledge while reviewing, deepen their memory, and also pay attention to guiding students to understand the connotation and extension of concepts and master the derivation or proof of laws, formulas and theorems. The selection of examples should be targeted, typical and hierarchical, and attention should be paid to analyzing the ideas and methods of solving problems.
2. Pay attention to the understanding of basic knowledge and the guidance of basic methods.
Basic knowledge is the concepts, formulas, axioms and theorems involved in junior high school mathematics curriculum. Students are required to master the internal relationship between knowledge points, clarify the knowledge structure, form an overall understanding and comprehensively apply it. For example, the senior high school entrance examination often involves the relationship between the root of a quadratic equation and the intersection of the quadratic function graph and the X axis. When reviewing, we should understand this part as a whole, grasp the textbook from the structure, and skillfully transform these two parts of knowledge into each other. Another example is the relationship between quadratic equation of one variable and geometric knowledge, which has very obvious characteristics. We should master its basic solution. Every year, there will be one or two difficult comprehensive math problems in the senior high school entrance examination. The knowledge used to solve these problems is the basic knowledge that students learn and does not depend on those special and non-universal problem-solving skills.
In addition to the basic knowledge, the mathematics proposition of senior high school entrance examination also attaches great importance to the examination of mathematical methods, such as collocation method, method of substitution method, discriminant method and other operational mathematical methods. When reviewing, we should deal with the connotation of each method, and we should master the types of questions it adapts to, including the steps of solving problems.
3. Pay attention to the understanding and application of mathematical ideas.
If you tell the independent variable and the dependent variable, you need to write the resolution function, or use the resolution function to find the intersection point, you need to use the idea of function. Teachers should let students deepen their understanding of this idea and do more related topics. Another example is the idea of equation, which uses the relationship between known quantity and unknown quantity to transform unknown quantity into known quantity by establishing equation; Another example is the idea of combining numbers with shapes. Many students only pay attention to algebraic knowledge or geometric knowledge when solving this kind of problems, and will not master the mutual transformation between algebraic knowledge and geometric knowledge skillfully. It is suggested that several topics should be analyzed in the review, so that students can carefully understand how the problem of the combination of numbers and shapes is presented and transformed.
The second stage (week 13-week 18): comprehensively apply knowledge and strengthen ability training.
In the second stage of reviewing the senior high school entrance examination, we should focus on building the knowledge structure and network of junior high school mathematics, grasp the mathematics content as a whole and improve our ability.
It is one of the important purposes of learning mathematics to cultivate the ability to solve problems by using mathematical knowledge comprehensively. The purpose of review at this stage is to let students relate the knowledge of each chapter and apply it comprehensively, so as to draw inferences from others. The examples and exercises at this stage should be difficult, but the harder the better. Let students accept it, so as to stimulate students' desire to solve difficult problems, let students see their own strength from solving difficult problems, enhance their confidence in progress, and have a stronger thirst for knowledge. If the first stage is the basis of general review, and it is the key point, focusing on double-base training, then the second stage is the extension and improvement of the first stage review, and it should focus on cultivating students' mathematical ability. At this stage, it is especially necessary to carefully design each review class and pay attention to the formation of mathematical ideas and the mastery of mathematical methods. There are many contents in the general review of junior high school. Review must highlight the key points, grasp the key points and solve problems, which requires giving full play to the leading role of teachers. The content of review is what students have learned, and each student has a different degree of mastery of the content of the textbook. This requires teachers to do everything possible to stimulate students' initiative and enthusiasm for review, guide students to review in a targeted manner, check for missing information according to their personal situation, classify and solve problems, and deepen their memory on the basis of forming a knowledge structure. In addition to the variety of review forms and novel questions, which can arouse students' interest in review, we should also carefully design the teaching methods of review classes to improve the review efficiency.
Six, teaching measures:
In view of the above situation, I plan to take the following measures in the coming school year:
1. Before the new class begins, spend a week or so reviewing all the contents of last semester, especially the geometry part.
2. Try to adopt the educational methods of encouragement, guidance and less criticism in the teaching process.
3. The teaching speed is mainly to adapt to most students, give consideration to underachievers as much as possible, and pay attention to overall improvement.
4. When the new lesson involves old knowledge, review it accordingly.
5. In the review stage, let the students use their hands and brains. Through the training of various exercises, comprehensive questions and simulated questions, students are gradually familiar with various knowledge points and skillfully use them.
Seven, teaching progress:
Week 65438 +0- Week 2 Chapter 2 Quadratic Function
Week 3-Week 4 Chapter 3 Circle
Week 5-Week 6 Review the seventh grade mathematics.
Week 7-Week 8 Review Grade 8 Mathematics
Week 9-Cycle 10
1 1 week-week 12 to review the ninth grade mathematics.
Week 13 theme 1
Week 14 Theme 2
Week 15 Theme III
Comprehensive simulation training from week 16 to week 19.
In addition to the above plans, I will also expect to carry out the work of transforming individual underachievers, pay attention to the connection between mathematical theory and social practice in teaching, encourage students to observe and think more about mathematical problems hidden in real life, gradually cultivate students' ability to solve practical problems by using book knowledge, and attach importance to practice.