After reading a famous book carefully, I believe everyone has a lot to share. Write reading notes and record your gains and contributions. So can I really write reading notes? The following is my teacher's reading notes "Examining the Classroom-Zhang Qihua and Primary School Mathematics Culture", which I collected for you. Welcome to read the collection.

1, as a competition category, the most taboo is "anticlimactic".

2. As a young math teacher, when he can't surpass others, he can completely surpass himself and achieve his own wonderful class with his unique understanding and personalized interpretation of math class.

3. The success of a class depends on the mastery of the teaching content and the handling of the teaching structure. More importantly, we should pay attention to the process of students learning mathematics, that is, how students absorb knowledge, form skills, develop thinking and get development.

Life can't take the place of mathematics.

5. Digging the intrinsic cultural value of mathematics and externalizing the cultural significance of mathematics itself should be an important goal of mathematical culture exploration. We should try our best to guide students to go beyond focusing only on the external formal beauty of mathematics content and pay attention to its internal beauty and harmony. This is the correct attitude towards the beauty of mathematics in mathematics class.

6. All classroom language only focuses on thinking about mathematical problems and refuses to be lyrical and sentimental.

7. In the lesson of "Understanding the Circle", Teacher Zhang said: There must be something left. It's very simple, that is, number and shape, then mathematical thinking, mathematical thinking, mathematical thinking.

8. On the road of exploration and practice, there is only a starting point, no end point, and everyone is always on the road. Because, new problems have waved to you not far away.

9. Although there is no accepted definition of mathematical culture, no matter how it is defined, it all points to the way of thinking, value judgment and concept.

10, the culture of mathematics should be based on the understanding of mathematical knowledge and skills. Mathematical culture is not seen with eyes, heard with ears, nor felt with other senses. The abstract and formal characteristics of mathematics come from mathematical thinking activities, and we need to feel mathematical culture through thinking. Without mathematical thinking activities, it is impossible to feel mathematical culture.

1 1. The mathematical culture in the classroom, or the taste of mathematics, permeates the formation of mathematical knowledge and skills! In class, fully display the formation process of knowledge and skills, guide students to actively carry out thinking activities, and let students have the opportunity to understand mathematical methods; Have the opportunity to realize that mathematics does not come from authority and textbooks, and you can create it yourself; Have the opportunity to experience the close relationship between mathematics and life; Have the opportunity to feel how to think and solve problems from a mathematical point of view, and so on. Let students carry out positive thinking activities in the process of forming knowledge and skills, and with the deepening of understanding, cross the pure cognitive level and reach the cultural level of mathematics, which reflects the distinct taste of mathematics. Therefore, teachers should not be divorced from the formation process of mathematical knowledge and skills, but should actively guide students to participate in the formation process of knowledge and skills. In such a math class, the flow of cultural flavor is natural. The taste of things and mathematics has become the soul of the classroom.

12, good lessons, like good tea, are needed. Tea tasting, meditation and enlightenment are the most reasonable. Tasting class, that's all.

13. To measure whether a class is good or not depends not only on what the teacher has done, but also on what the teacher and students can do. In other words, the development status and degree of students in the classroom is the most important index to evaluate a class.

14, good teaching should point to and be reflected in students' autonomous learning.

15. Teachers should not always be "tour guides" themselves, but should consciously reveal the secrets of the design of "tour guide routes" to students, so that students can experience how to be "tour guides" and become "tour guides" as soon as possible. The process of students becoming tour guides is the process of students' independent exploration and learning, and the surrounding scenery is the power to stimulate and induce students' creativity, which comes from the natural integration of design and scenery "secret".

16, many times, our teacher has to spare another hand to study another important part of teaching.

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