You should be familiar with prose in your study, work and life, right? Essays are usually a style in which the author conveys his views and feelings through rhetorical devices. In order to make it easier and more convenient for you to write your composition, the following are my essays on mathematics teaching in the second-grade PEP for your reference only. Let's have a look.
Second-year People's Education Press Mathematics Teaching Essay 1 Second-year students have just come into contact with mathematics for a period of time, and often make the following mistakes: impatient writing, careless examination of questions, careless examination of questions, and chaotic operation. In order to overcome these problems, teachers need to correct them in the teaching process.
First, common mistakes
I learned the calculation of addition and subtraction some time ago. This part of knowledge itself is actually very simple. In the process of learning, students have a good grasp of calculation methods and good verbal ability, and there is basically no difficulty to beat them. However, mistakes often occur in the homework handed in by students, and the correct rate has not been high. Teachers began to pay attention to some common mistakes made by students and analyze them. They found that, generally speaking, students' mistakes are roughly as follows:
(1) writing is impatient, which leads to unclear numbers, misleading yourself when doing problems, and making mistakes;
(2) The examination was not serious, and the wrong operation symbols were copied due to the influence of the previous question;
(3) Inadvertently reading the questions leads to misreading the numbers and copying the wrong questions;
(4) There is confusion in the calculation process. Addition is multiplication, subtraction is addition, and even one bit is addition and ten bits is subtraction;
⑤ When the carry addition reaches 20, 1 is still input only by the method of the past ten, or the carry is correct, but the carry is forgotten when calculating; Subtraction forgets abdication point, resulting in calculation error;
⑥ Copy the horizontal result to the inspection result;
⑦ Do not check and check after completion.
Second, the correction method
Teachers are anxious about the above mistakes made by students. After communicating with teachers in the same grade, it is found that children are more likely to make the above mistakes, which shows that this is a common phenomenon and reflects the commonness of children's thinking development in the same age group. But some of these mistakes are caused by some imperfections and carelessness in my classroom teaching. For these reasons, I think children can be helped to correct in the following aspects:
1. Teachers pay attention to cultivating students' good study habits in the usual teaching process.
(1) The habit of carefully examining questions. Teachers should educate students to carefully examine the questions after getting them, see clearly the requirements of the questions, understand the problems that should be paid attention to in the calculation process, and then start the calculation.
(2) the habit of careful inspection. After all the students' calculations are completed, educate them to check carefully (or check quickly with the estimate we have learned every time we finish a question). This can avoid some big calculation problems).
(3) the habit of writing carefully. Teachers should educate students to write all their homework neatly. This can not only make the exercise book beautiful, but also make yourself see the topic clearly when doing the problem and avoid making mistakes.
Teachers should pay attention to cultivating students' good study habits. Teachers should cultivate students' study habits of careful calculation, seriousness and timeliness. This is not a habit that can be formed in one class or two. In the usual class, teachers should always remind and repeatedly emphasize that students should instill these good study habits into their minds and reflect them every time they do the problem.
For the calculation errors in students' exercise books, the teacher can make a small mark that both teachers and students understand. Don't cross it, let the students find out the reasons for the errors themselves and correct them, and then tick it. This can not only recognize students' mistakes, but also help students build up their self-confidence.
Teachers often practice oral arithmetic for students.
In fact, the formation of students' computing ability is not the result of two classes in one class, but the result of long-term practice and systematic training.
There are many ways to train, but I have to do ten-crossing calculation for each student two minutes before each class. One student prepares in advance, answers questions in class, and other students copy the questions and calculate them. After a semester's training, not only the students' oral arithmetic ability has been improved, but also their writing speed has been greatly improved. You can also insert a small blackboard or a piece of paper in the classroom to show the oral calculation questions so that students can blurt them out as much as possible.
4. Teachers should strengthen the guidance of classroom exercises. When teaching calculation, teachers should not only teach students the calculation method, so that students can master the calculation rules, but also give students more time to practice, strive to practice more in class and complete some classroom assignments, especially give timely guidance to students' mistakes in calculation. I think we should avoid emphasizing some common mistakes found in correcting homework in front of all students, because through practice and communication with teachers of the same grade, I find that the more teachers emphasize not to make mistakes, the more likely students are to make such mistakes. That is to say, because the teacher emphasized that the students' memories are very deep, which led to such memories occupying their thoughts during homework, which led to more mistakes. Faced with such a problem, teachers can call the students who made mistakes individually to guide the revision, so as to suit the remedy to the case and avoid giving other students bad stimulation.
Essays on Mathematics Teaching for Grade Two of People's Education Press 2. Students' autonomous learning is the main theme of curriculum reform, and "taking students as the main body" is the basic concept of contemporary teaching. Stimulating students' interest, making students the main body of learning and turning students' learning from passive to active is the basis of lifelong learning. In my opinion, math preview has the following advantages:
First, it is conducive to cultivating students' awareness and ability to ask questions.
Einstein said, "It is more important to ask a question than to solve it." When students teach textbooks by themselves, they often fail to understand some knowledge due to the limitation of cognitive ability, but they also have some vague understanding, so that students can boldly ask questions they don't understand. Although it seems simple to the teacher, these questions are the breakpoints of students' thinking after thinking. Because there are great differences among students, some problems are worth thinking about, and some are even naive. Attention should be paid to cultivating students' awareness of questioning. In the long run, the drop of water wears away, and the questions raised by students will certainly become more and more exciting.
Second, it is conducive to highlighting key points and improving teaching efficiency.
After previewing, some simple problems can be solved by students themselves, without the need for teachers to set up situations for students to solve in class. Which is more efficient, solving three problems or solving two problems in a unit time? It goes without saying. Students have a strong curiosity and interest in inquiry, and they will definitely pay more attention to their doubts. Teachers should grasp the students' "fuzzy points" in time for targeted exploration and clarification, encourage students to learn to think, think with questions and gain from questions. After the teacher's guidance, "there is no doubt in the mountains and rivers, and there is another village on the Liu 'an", so that students can experience the happiness of success. For teachers, teaching students in accordance with their aptitude is implemented indirectly. For students, it is easy to highlight the key points of study and break through the difficulties of study. If there is no preview, students' brains will be blank, unable to connect with old knowledge in time, and will accept it unconditionally without criticism. After preview, when there is a cognitive conflict, reflect on the learning results in time and collide with the spark of wisdom.
Third, it is helpful for students to draw inferences from others and build a knowledge network.
Because of the different backgrounds and thinking angles of students, the ways of constructing the same knowledge are inevitably diverse. However, due to the limitation of textbook arrangement, it is impossible to show all kinds of ideas, which requires us to respect students and encourage them to show diverse opinions and spark their thinking on the basis of learning from textbook ideas. On the basis of preview, teachers should encourage students not to be satisfied with the acquisition of textbook knowledge, but to dare to challenge textbooks, put forward different opinions from different angles, and fill the blank points in textbooks with their own wisdom, so as to achieve a profound understanding of textbook knowledge.
Fourth, it is helpful to improve teachers' ability to control teaching materials.
After students preview, teachers should change their teaching strategies accordingly, instead of using the materials provided by textbooks as they are. Teachers must stand on the height of students' development, draw up the teaching objectives of each class according to the students' preview and the overall goal of the subject, and then flexibly choose teaching methods according to the teaching content and students' reality, and design a reasonable and scientific teaching process. In the treatment of teaching materials, it should be based on teaching materials but not limited to teaching materials. Handle teaching materials flexibly, let them serve teachers and students, and don't be slaves to them. When students preview, they often know what it is, but don't know why. Therefore, teachers should delve into the teaching materials, carefully design the teaching process in combination with students' reality, skillfully transform the knowledge and ideas in the teaching materials into teaching ideas that students can easily accept, and pay attention to providing suitable space for students' learning. There are great differences in students' psychological structure and acceptance ability influenced by many factors, so teaching students in accordance with their aptitude and at different levels.
It is true that primary school students are young, do not know how to preview, and need teachers to help them step by step. For beginners (such as students in Grade One and Grade Two), teachers can spare five minutes at the end of one class to preview the content of the next class together, teach students the methods of preview, demonstrate how to preview after class, and gradually cultivate students' preview ability and consciousness. For senior primary school students, students can preview by arranging preview homework. In the process of preview, students should be encouraged to find and solve problems by themselves.
The essay 3 1 "Life-oriented and Applied Exercises" published by People's Education Publishing House clearly points out: "In teaching, teaching should strive to find valuable practical assignments and let students seek answers in reality. Therefore, we can design exercises with strong operability, interest and openness, so that students like to finish them voluntarily. For example, junior students are young, thinking in images is dominant and they like vivid things. So we can use customs clearance games, children's paradise and mathematics kingdom to stimulate students' enthusiasm and interest. Senior students can explore and study mathematical problems in real life, find the best solution, and change the situation that learning and practice are students' burdens.
2. The cooperation and practicality of mathematics exercises enable students to independently complete the existing mathematics textbooks, make teachers think constantly, and pay attention to cultivating students' autonomy and cooperation. In order to give full play to students' subjective initiative, cultivate students' spirit of cooperation and practical ability, and form a good personality and quality of life and study, students can regularly produce a mathematical handwritten newspaper or a mathematical wall newspaper with rich and colorful contents and full of life fun. Students can independently collect math problems or common sense found in life or through books and the Internet, and make interesting, comprehensive and enlightening newspapers through exchanges and discussions. student
3. The combination of subject life and all-round development Students can use the form of "math diary" to record the solved or unsolved mathematical problems, hearsay or interesting mathematical problems found in their lives, without limiting the content and form, and independently acquire mathematical knowledge according to their own interests, so that mathematical exercises are more contemporary, autonomous and personalized. Students have a deeper ability to discover and explore mathematical problems in life.
4. Evaluate life and give full play to the incentive function of evaluation. In the past, mathematics evaluation was often just a single grade evaluation, which only played the role of investigating and feeding back students' learning situation in order to adjust teaching strategies and teaching methods. It's boring, and it doesn't inspire the subject. And the life-oriented mathematical evaluation just makes up for these. In addition to evaluating students' mastery of knowledge, we also comprehensively evaluate students' problem-solving ideas, abilities, habits, emotions and qualities. Praise the advantages, point out the shortcomings, point out the direction, let students know themselves, affirm themselves and establish learning information in real and daily situations, which greatly improves their enthusiasm for learning mathematics. For example, for the students who write neatly and conscientiously, your homework is really beautiful, and it is really a beautiful enjoyment to correct it! Keep working hard, I believe you will be better! To the clever and careless students: Your idea is really good, but something is wrong. Check it and see what the problem is. I hope you will bid farewell to carelessness and make friends carefully. The teacher believes that you will succeed! Such languages will make students love and learn mathematics more. In short, under the new curriculum concept, our mathematics teaching needs to rely on teachers to actively create conditions for students, create as many vivid and interesting life problem scenarios and exercises for students in teaching, integrate life examples into mathematics, let mathematics problems return to life, be a person with conscience in life, seriously discover mathematics problems in life, and truly experience that "life cannot be separated from mathematics" and "everyone has mathematics around him". The application of mathematics can solve practical problems in life, encourage students to learn mathematics through the evaluation method close to life, so as to have a close feeling and strong interest in mathematics, enhance students' awareness of the application of mathematics knowledge, cultivate students' independent innovation ability and problem-solving ability, and let students learn useful mathematics and learn to use mathematics.
According to the characteristics of primary school mathematics textbooks and the thinking rules of primary school students, Essays on Mathematics Teaching in Grade Two of Primary School 4 summarizes a small rule: use situational diagrams to stimulate students' positive thinking, design novel and interesting practice forms, and achieve better teaching results.
In mathematics teaching, teachers should consciously adopt various forms to gradually cultivate students' thinking ability in order to achieve better teaching results. The first volume of the experimental textbook for the second grade of the primary school mathematics people's education edition is divided into two units (the third unit and the sixth unit) to complete the teaching of the multiplication formula of 1 ~ 9. When we open the textbook, it is not difficult to find that each multiplication formula has the following characteristics: scenario diagram-presenting addend and sum with addition, list or number axis-writing multiplication formula-writing formula. This arrangement is not only full of interest in mathematical life, but also reflects the formation process of knowledge. Therefore, in the teaching of multiplication formula, we should pay attention to the following three points:
First, make good use of the scene map.
The original intention of situation diagram is to embody the basic idea of "starting from students' existing experience, let students experience practical problems and abstract them into mathematical models, and then explain and apply them, so that students can gain an understanding of mathematics, make progress and development in thinking ability, emotional attitude and values, and attach importance to students' experience and experience". Its connotation is rich, and teachers must understand and give full play to the role of situational maps in teaching. Some situation diagrams of these formulas need students to put in their hands, such as the multiplication formula of 4 and 5; Some require students to observe, count, think and calculate, such as the multiplication formula of 6, 7, 8 and 9. These situation diagrams all contain two functions:
1 to stimulate students' interest.
Starting from students' existing experience, students can naturally enter the study of new content in a relaxed atmosphere. For example, in the teaching of multiplication formula of 5, students are required to creatively pose a figure with five sticks, then pose several such figures, and then count how many sticks are used to think and communicate numbers. This not only allows students to operate easily and naturally and enter the learning state, but also cultivates the ability of observation, thinking and cooperation and communication.
2. Help students understand the source and significance of the formula and provide rich inquiry materials.
For example, in the teaching of multiplication formula of 5, students put sticks, count sticks, add several identical addends and fill out their sum. According to the graphic meaning and the result of addition, students will soon list the multiplication formula and understand the source of the formula and product. Another example is the multiplication formula teaching of 8. Using the drum queue, let the students count the number of people in each row or column, then fill in the numbers, and finally list the multiplication formula. In teaching, such a situation map will be more vivid after the teacher's language description or technical treatment, so that students can feel that mathematics is around and realize the value of learning mathematics, which can not only stimulate interest, but also help students understand the source and significance of formulas.
Second, let students experience the formation process of knowledge.
According to the spirit of curriculum standards and the characteristics of students' learning mathematics, the compilation of experimental teaching materials of People's Education Edition restores the vivid construction process of mathematics as a teaching content, so that students can experience similar creative processes and learn and understand mathematical knowledge. The key point of formula teaching is to understand the meaning and source of each multiplication formula. Therefore, in formula teaching, in order to let students experience the formation process of knowledge, we must pay attention to the following three points.
1, let students experience the practical process of hands-on operation.
For example, when teaching the multiplication formula of 5, let students put a number, then count how many numbers are put and how many sticks are used to highlight the five numbers. Another example is the multiplication formula in teaching 6. First, show the goldfish chart, let the students observe and count how many triangles the goldfish is made of. How about two? How to calculate?
2. Instruct students to fill in the blanks independently and list multiplication formulas.
For example, the multiplication formula in Teaching 5 instructs students to say the addition formula while completing the continuous addition to fill in the blanks, then lists the corresponding multiplication formula and writes the product according to the result of continuous addition.
3. Instruct or let students compile multiplication formulas independently.
After listing multiplication formulas, guide students to make one or two formulas, and the rest can be explored by themselves in the way of "filling in the blanks-listing multiplication formulas-making formulas". Through a series of activities, students understand the source and significance of the formula. Even if they forget a formula in the future, they can deduce the product according to the method of continuous addition or the formula before and after. The multiplication formula of 5 is the first time for students to learn the compilation formula. Teachers can instruct students to write one or two formulas first, and then let them explore and write by themselves. With five experiences in writing multiplication formulas, students can write other multiplication formulas through knowledge transfer.
Third, design novel and interesting exercise forms, application and memory formulas.
Proficient in oral multiplication is the most basic computing ability that students should have, and it is required to blurt it out. According to the operation regulations of standard logarithm in the course, most students are required to multiply two one-digit numbers and do 8 questions per minute. In order to achieve this goal, teachers should organize exercises in a planned way, fully tap the rich contents contained in the exercise form of textbooks, use them flexibly, stimulate students' interest in practice, and at the same time give each student more opportunities to practice and let students memorize formulas. For example, using the resources provided by the textbook, organize game activities such as "matching passwords", "finding friends", "winning red flags" and "picking fruits" to memorize formulas and stimulate students' interest in participating. Another example is "driving a train", "delivering letters", "relay" and "climbing mountains". These exercises are not only fun, but also convenient for all employees to participate. In teaching, teachers should actively design novel and interesting practice forms, so that students can memorize formulas in pleasant practice activities and improve their level.