The second volume of the third grade mathematics teaching plan 1 1, the guiding ideology
We should thoroughly implement the new curriculum standards of junior high school mathematics, take the development of students as the foundation, change the learning style as the goal, train high-quality talents as the goal, and cultivate students' innovative spirit and practical ability as the focus of quality education, and explore new modes of effective teaching. The basic starting point of mathematics curriculum in compulsory education stage is to promote students' all-round, sustained and harmonious development.
We should not only consider the characteristics of mathematics itself, but also follow students' psychological laws in learning mathematics, and emphasize that starting from students' existing life experience, students should experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values. 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 senior high school entrance examination propositions in recent years, collects test papers, selects exercises, establishes a question bank, strives to grasp the direction of senior high school entrance examination, actively explores efficient review ways, strives to achieve the purpose of reducing burdens, boosting pressure and increasing efficiency, and strives to achieve good results in senior high school entrance examination.
Second, the analysis of learning situation
There are 77 ninth-grade students (1, 2), including 4 boys1and 36 girls. The results of the last two classes are average and the polarization is serious. After a period of hard work, many students' study habits have been greatly improved and their learning enthusiasm has been improved. There are also a few students with poor self-control, especially in the last period, who are not strict with themselves and even give up on themselves. These all need to take corresponding measures according to different situations and educate patiently.
Third, teaching material analysis
This textbook is divided into four chapters, namely: solving right triangle, simple event probability, circle, projection and three views. These contents are all important contents in algebra, geometry and probability statistics in junior high school, and play a connecting role. It not only consolidates and deepens the knowledge that has been learned, but also lays the foundation for future study.
There are only two new chapters left this semester: circle and projection and three views. The main contents of a circle are the definition and properties of a circle, the positional relationship between a point, a straight line and a circle, the tangent of a circle, the arc length and area of a sector, and the side development diagram of a cone. The main contents of projection and three views are parallel projection and central projection, as well as three views. There are many concepts and theorems involved, so it is necessary to sort out the context and accurately understand and master the concepts and theorems.
It is difficult to describe basic geometric or physical prototypes according to three views.
Fourth, teaching objectives.
1, Emotional attitude and values: Through learning exchange, cooperative discussion and active exploration, students' interest in learning is stimulated, their learning methods are improved, their learning quality is improved, and correct mathematical values are gradually formed, so that their emotions can be developed.
2. Knowledge and skills: Understand the positional relationship between points, straight lines, circles and circles, the arc length and area of sectors, the side development diagram of cones, parallel projection and central projection, and three views. Master the concept and calculation of the tangent of the circle and the angle related to the circle. Educate students to master basic knowledge and skills, cultivate students' logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems, 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. Improve students' interest in learning mathematics, and gradually cultivate students' good study habits and realistic attitude. Master the knowledge points of junior high school mathematics textbooks and the "basic requirements" of mathematics subjects.
3. Process and method: Through the process of exploration, students can further understand the origin and practice of mathematics, thus affecting practice. Through exploration and study, students will 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 "four blocks" of junior high school mathematics, conduct hierarchical teaching in a timely manner, face all students, cultivate all students and develop all students.
4. Expected goal: pass rate 100%, excellent rate 30%, average score 105.
Teaching plan 2 of the second volume of mathematics in the third grade 1. Analysis of learning situation;
This semester, I am still a math teacher in Grade Three. 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. They need to take corresponding measures according to different situations and educate them patiently. In addition, in the face of the senior high school entrance examination, students should have a general grasp in order to get good grades.
Second, teaching material analysis:
There is only one last chapter left this semester: gardens.
The main contents of this chapter are the definition and properties of a circle, the positional relationship between a point, a straight line and a circle, the tangent of a circle, the arc length and area of a sector, and the side development diagram of a cone. There are many concepts and theorems involved in this chapter, so it is necessary to find out the context and accurately understand and master the concepts and theorems. The vertical diameter theorem and its inference, the judgment theorem and property theorem of the tangent of a circle are the key points of this chapter. The difficulty of this chapter is to prove the vertical diameter theorem and the fillet theorem, and to solve practical problems by using the properties related to circles.
In addition to this chapter, we should also review other contents of junior high school mathematics textbooks.
Third, the teaching objectives:
1. Knowledge and skills: Understand the positional relationship between points, straight lines, circles and circles, the arc length and area of sectors, the side development diagram of cones, and master the concepts and calculations of the tangent of circles and angles related to circles. Educate students to master basic knowledge and skills, cultivate students' logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems, so that students can gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize, abstract and summarize. Using induction and deduction and analogy for simple reasoning can improve students' interest in learning mathematics, gradually cultivate students' good study habits and realistic attitude, and master the knowledge points of junior high school mathematics textbooks and the "basic requirements" of mathematics subjects.
2. Process and method: Through the process of exploration, students can further understand the origin and practice of mathematics and apply it in practice. Through exploration and study, students gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize and abstract, and use induction, deduction and analogy for simple reasoning. They can sort out their knowledge around the "basic requirements" of junior high school mathematics textbooks and mathematics disciplines, and conduct special review around the main contents of junior high school mathematics.
3. Emotional goals and values: through learning, communication, cooperation and discussion, actively explore, stimulate students' interest in learning, improve students' learning methods, improve learning quality, and gradually form correct teaching values, so that students' emotions can be developed.
Four, the focus and difficulty of teaching
Key points:
The vertical diameter theorem and its inference, the judgment theorem and property theorem of the tangent of a circle are the key points of this chapter.
Difficulties:
Prove the vertical diameter theorem and the fillet theorem, and apply the properties related to circles to solve practical problems.
Measures to be taken in the teaching of verbs (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 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. Actively communicate with other teachers to improve the teaching level.
5. Actively listen to good and reasonable suggestions from parents and students.
6. Adopt the strategy of "two ends" and "middle".
7. Pay attention to the guidance of independent learning, cooperative learning and inquiry learning in teaching.
The third grade mathematics volume II teaching plan 3 I. Guiding ideology
Based on the new curriculum standard of junior high school mathematics, comprehensively promote quality education. Mathematics is an indispensable tool for people's life, work and study, which can help people to process data, calculate, reason and prove. Mathematical models can effectively describe natural and social phenomena. Mathematics provides language, ideas and methods for other sciences, and is the foundation of all major technological developments; Mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity. Mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization. The content of students' mathematics learning should be realistic, meaningful and challenging, which is conducive to students' active observation, experiment, guess, verification, reasoning and communication. Content should be presented in different ways to meet diverse learning needs. Effective mathematics learning activities cannot rely solely on imitation and recitation. Independent exploration and cooperative communication are important ways for students to learn mathematics. Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, proactive and personalized process.
Second, the teaching objectives and requirements
1, the focus of fraction is the four operations of fraction, but the difficulties are the elementary arithmetic of fraction, the solution of fractional equation and the application of column fractional equation.
2. Inverse proportional function Master the concept and properties of inverse proportional function, and use its properties to solve some practical problems. Further understand the dialectical relationship between variables and constants and the thinking method of combining numbers and shapes.
3. Pythagorean theorem: Pythagorean theorem and inverse theorem will be used to solve practical problems.
4. The focus of quadrilateral is the definition, nature and judgment of parallelogram, and the difficulty is the connection and difference between parallelogram and various special parallelograms and the central symmetry.
5. Data description
Third, teaching measures
1, strengthen the teaching of "six conscientiousness" for all students. Because students have different development in knowledge, skills, interests and specialties, we should teach students in accordance with their aptitude. When organizing teaching, we should proceed from the reality of most students and give consideration to students with learning difficulties and spare capacity. We should pay special attention to students with learning difficulties and take effective measures in time to stimulate their interest in learning mathematics and guide them to improve their learning methods. Help them solve their learning difficulties and make them meet the basic requirements stipulated in the syllabus through hard work. Students with extra learning ability should satisfy their learning desire and develop their mathematics ability by teaching their learning content and organizing extracurricular activities.
2. Pay attention to improving teaching methods, adhere to heuristic and oppose injection. Teachers should arrange students to preview before class, guide students to preview at the same time, put forward preview requirements, and arrange trial topics related to the content of teaching materials with moderate difficulty to be completed by students before class. In teaching, teachers should help students sort out the new knowledge, point out the key points and mistakes, answer the questions that students encounter in preview, and then design improved questions for students to try, so that students can experience success in learning, arouse their enthusiasm for learning, and at the same time, they can also motivate students to make up their own questions. Efforts should be made to cultivate students' ability to discover, draw, analyze and solve problems, including the ability to transform actual problems into mathematical models, and pay attention to stimulating students' innovative consciousness.
3. Reform the homework structure to reduce the burden on students. According to students' learning ability, students are divided into several levels, and assignments are divided into three levels: difficult, medium and shallow, so that each type of students can improve on the original basis.
4. After-school counseling is stratified according to the process.
Fourth, the teaching progress (schedule)
Chapter 16 Score 13 class hours.
16. 1 score
16.2 fractional operation
16.3 fractional equation
Review section and test
Chapter 17 Inverse ratio
The second volume of the third grade mathematics teaching plan 4 I. Basic situation:
This semester is a critical period for junior high school study. I'm a math teacher in Class 4, Grade 9, and I'm an experimental textbook for the new curriculum. How to make good use of 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 review at this stage is to enable students to fully grasp the basic knowledge of junior high school mathematics, improve their basic skills, and form a comprehensive, solid and systematic 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 pay attention to the ideas and methods of analyzing the answers to examples.
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, grasping the mathematics content as a whole and improving 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.