Rong Gui wangchang high school
The new teaching curriculum standard emphasizes taking students as the main body, cultivating students' application ability and innovation ability, and forming students' "basic mathematics activity experience and basic mathematics thought" and "initial formation and modeling thought". This requires teachers to actively contact with real life in teaching, develop teaching materials, and design problems suitable for students' real life, so that students can use their mathematics knowledge to solve corresponding life problems independently, thus forming interest in mathematics learning and forming application ability and innovation ability. Let me talk about my experience in teaching the application of unary linear function in junior high school mathematics:
1. Before class: 1 Divide the students into four groups, and each group tries to count the telephone conversation time of a classmate's home in the last month and make records. 2. There are several ways to check the phone bill in the telecommunication bureau not far from the school, and make a record.
Second, class: 1, recall the relevant knowledge of functions, equations and inequalities.
2. Each group arranges a student to report the findings of their own group. According to your own investigation, think about the number of telephones used and the number of telephone bills paid. 4. Establish the relationship between telephone charges and call time, and express this relationship with mathematical expressions. 5. According to the relationship he has established and the way he used in this group survey, calculate the phone bill of the classmate's home last month, and compare the result with the phone bill paid by the classmate's home. 6. Use another payment method to calculate the phone bill of that classmate's home, and compare it with the previous calculation result. 7. Through the above calculation, what do you think determines the telephone bill, and does the payment method affect the telephone bill? 8. Do you think your team?
Is the payment method for students' families at school correct? How do you choose the payment method? Answer with a function image. 9. If you install a telephone for your home, can you choose a suitable payer for yourself? Design your choice.
Summary and reflection:
In teaching, we often encounter some problems about creating knowledge situations, and most of these problems can be combined with mathematical ideas and methods in teaching to connect with life. Infiltrating mathematical modeling ideas in this teaching process can not only make students realize that mathematics is not only an abstract subject, but also make students feel the beauty of applying mathematical modeling ideas combined with mathematical methods to solve life problems, and then have greater interest in mathematics. As long as the connotation and extension of the relevant contents in the teaching materials are fully explored, the teaching of mathematical modeling ideas can be infiltrated in the teaching process. The so-called mathematical modeling is to find out the meaning of the actual problem, find out the key elements (quantities) that affect the problem from the complex life background, and build the relationship between these elements (quantities) according to the events, and then choose the appropriate mathematical model according to these relationships to turn the actual problem into a clear mathematical problem.
According to the setting of teaching materials, explore life events and introduce them into teaching, organize students to actively participate in the investigation of events and use knowledge to solve life problems contained in events, guide students to actively explore, discuss and cooperate, and infiltrate the idea of mathematical modeling in the process. Turning the process of students' learning knowledge into a process of mathematical modeling can give full play to students' specialties and personalities, and explore ways to solve problems from different angles and levels, which is conducive to the development and formation of students' innovative consciousness. Students can master the ways and means of obtaining useful information in incident investigation and form the habit of cooperation and communication with others, which is helpful for students to understand the process of generating mathematical knowledge, understand the relationship between intuition and rigor, and initially try mathematical research.
Process, experience the passion of creation, establish a rigorous scientific attitude and a scientific spirit that is not afraid of difficulties; It is helpful to cultivate students' habit of being brave in questioning and being good at reflection, and to cultivate students' ability to find, put forward and solve mathematical problems; It is helpful to cultivate students' innovative consciousness and practical ability.
Essay 2 on the Narrative Model of Junior Middle School Education When I was teaching A Simple Addition and Subtraction, I created such a scene in both classes: I chose the best and worst students in the class to have an oral "competition". The two groups of topics are as follows: 1, 324+198 5968-3999 396+498 2, 324+200 5968-4000 400+500. Of course, the result of the game is poor grades. Suddenly, all the students in the class raised their hands to express their opinions. They were "angry". The development of the class is as smooth as designed, but the performance of the students in the "competition" still makes me uneasy: two "excellent" students cried alone and did not express any opinions, while the two "poor students" showed exactly the same: their eyes were shining with pride, but their faces were not smiling, and their "honor and disgrace were not shocking" made me remember. Isn't that what many great men pursue?
When the students were doing their homework, I immediately called "Eugenics" and gave him a brief explanation. After class, I apologized to the student (the teacher didn't consider your feelings) and focused on helping him analyze the reasons for "crying", hoping that he would become stronger and calmer when he encountered difficulties. I asked the poor student why he was unhappy about winning. I praised his progress and encouraged him to continue his efforts. At that time, I saw his happy smile Case reflection:
Reflection 1: Teaching should pay more attention to each student's emotion.
There is a passage in Interpretation of Mathematics Curriculum Standards: "As a mathematics study to promote students' all-round development, we should pay more attention to the emotional factors in learning. In fact, healthy and energetic learning activities, independent thinking and cooperative communication learning methods, and confident and respectful learning atmosphere are very conducive to the coordinated development of students' non-intellectual factors and intellectual factors, and to the formation of healthy personality. " This shows that it is very important to pay attention to students' emotions in teaching.
The purpose of scenario creation in this lesson is to arouse the emotional resonance of the whole class, attract students' attention, stimulate students' interest in learning, actively think about the characteristics of finding topics, and understand that the essence of simple algorithm is "rounding" through the "accident" that poor students are faster than top students. Zankov, an educator, said: "Once the teaching method touches students' emotional and will fields and their spiritual needs, it will play a highly effective role." For most students, the curriculum design has achieved the expected results, but when I saw the crying expression of the gifted students and the "honor and disgrace" of the poor students, I knew that I had failed them, which was obviously not their spiritual needs.
Reflection 2: Give more encouragement to poor students and frustration education to excellent students in teaching.
The "honor and disgrace" reflected by poor students reminds me of a profound story told by netizens on the "Primary Mathematics Education Network": an old teacher went to the farmer's market to buy food, met a student who made a fortune in a small business, and the student who was selling eggs warmly invited the teacher to dinner. The teacher said, "Don't you feel embarrassed to sell eggs?" The student said, "This is nothing compared with what you taught me in those years." .
This story mainly satirizes the teacher's teaching behavior towards poor students, which deserves our reflection, just as students dare not "speak out" when they win the competition, right! We really should give poor students more sunshine, so that they can not only suffer setbacks, but also bathe in bright sunshine and have a sound personality.
On the other hand, what students benefit most is the teacher's "concern". He became strong in the face of numerous setbacks and blows, and this quality will make him enjoy its fun all his life. Therefore, frustration education is an important lesson in life. Talented students who have been studying well rarely encounter setbacks, so they cry after losing in an informal competition. Someone specially studied the biographies of 293 famous foreign writers and artists, and found that 127 of them suffered great setbacks in their lives. The sentence "heroes have suffered a lot since ancient times, and there has never been a beautiful man" shows that most successful people are made of suffering. Mencius pointed out: "If you want to be a great man, you must first suffer from his mind, work hard on his bones and muscles, starve his body and skin, and empty his body." All these show that frustration education is an indispensable nutrition for children's growth, as well as for eugenics.
Looking back at the previous teaching clips, the teacher apologized for his unconscious disregard of respecting students' personality. However, psychological activities are obviously inclined to eugenics. In the family and school environment, "gifted students" almost all grow up in "preferential treatment". It is characterized by fear of difficulties and poor psychological ability to bear setbacks. In fact, it is impossible for a child's life not to encounter setbacks. Teachers have the responsibility to "immunize" them early. Let them take their time in the face of difficulties and setbacks, and don't have nervous and negative emotional reactions. Calm in the face of setbacks can not be achieved by preaching alone. Children must experience setbacks in order to surpass them. Therefore, teachers should also pay attention to the design of educational environment in education and teaching, and don't blindly create an educational environment for students to meet all their needs easily, let alone hinder them from properly accepting difficulties and setbacks.
Junior high school students' educational narrative model essay 3 in my physics teaching for more than ten years, I have a lot of experience. Let me give you one or two examples to communicate with you: lead-in is an important and easily overlooked detail in classroom teaching. A good beginning is half the battle. Many students find physics difficult and boring, so it is particularly important to introduce new courses into physics teaching.
The introduction of new physics courses should be novel and unique in order to effectively grasp students' attention and stimulate their interest in learning. In teaching, methods such as doing experiments, giving examples, telling stories, asking questions and setting suspense can be used to stimulate students' curiosity and interest in learning. It attracts students' attention in a relaxed and lively atmosphere, paving the way for students to understand and master the basic principles, thus laying a good foundation for the establishment of concepts.
To improve the effectiveness of classroom teaching, we must pay attention to and optimize every detail in teaching. Teachers' gestures and language expressions also affect students' mood and attention. Because, every word, every look, every movement and so on. Are stimulating conditions that act on students' senses and will have a positive or negative impact on students. The effect of just saying one sentence. Once in class, after finishing the definition and examples of stress, I asked the students, "Do the students understand?" Most students replied in unison: "I understand." I asked anxiously, "Is there anyone who doesn't understand?" At this time, a girl stood up timidly and quietly asked a question that she still didn't understand: Why is there a relationship between air pressure and altitude? I answered patiently and seriously, and finally added, "Listen carefully in the future!" "It is this seemingly concerned word that made this classmate blush at that time. After class, I reflected on the teaching details of this lesson, thinking of the students' blushing, and suddenly realized that there was something wrong with the handling of this detail. The last sentence is not only redundant but also inappropriate! According to the new curriculum concept, students' learning process is a process of never knowing, not attending meetings and building their own knowledge. Because students have different foundations, different life experiences and different ways of thinking, it is normal to have something that they don't understand for the time being. If you don't understand a question, you think you haven't listened carefully. It's too arbitrary. This seemingly casual remark is actually telling students that there is something they don't understand in class, that is, they don't listen carefully. In fact, the questions that students don't understand are embarrassing in themselves. Only when they get up the courage to say it. If the teacher labels him as "inattentive in class" again, it will not only make students feel wronged, but also kill their courage and confidence in asking questions boldly, so that students will never admit that they don't know anything, which will have a great negative impact on teaching and seriously affect their enthusiasm for learning. Serious problem! So I quickly found that classmate to understand her thoughts. Sure enough, she felt very wronged and had great ideological pressure. I sincerely exchanged views with her and made self-criticism, which eliminated her ideological burden in time.
People often say that the power of example is infinite. In teaching, teachers' thinking habits, methods and attitudes to deal with problems all play a subtle role in students' growth and directly affect the effectiveness of teaching. For example, in physics classroom teaching, the teacher's blackboard writing design plays a great guiding role in students' physical expression habits and writing norms. In teaching practice, I once found such a phenomenon: students' physics homework, examination papers and other writing are messy, untidy and irregular, but after repeated emphasis, it has little effect. Later, I reflected on myself and found that the reason was my own making. Because my blackboard writing is random, messy and scrawled in class, I don't pay much attention to the standardization of writing when explaining examples, and students have strong imitation ability. In this way, sloppy, careless and irregular problems are naturally reflected in homework and test papers. After finding out the reason, I will suit the remedy to the case, starting from myself and starting from every detail. The blackboard writing is persistent, neat and serious, neat and beautiful, and the problem solving is accurate, standardized and meticulous. Gradually, students' homework and test papers began to be neat and standardized.
The emphasis and optimization of teaching details is also reflected in the detailed handling of teaching content. In physics teaching, a good teaching effect is nothing more than mastering physical thinking methods and improving problem-solving ability. Among all kinds of strategies to solve physical problems, besides the factors of cognitive structure, the flexibility of thinking is the most basic and important strategy. Flexibility refers to the transformation and convergence of ideas, not limited by fixed thinking. When one method doesn't work, we can flexibly change other methods and find feasible methods in time. An important way to cultivate students' flexibility is to carry out variant training for students. One of the details is to change the conditions of the topic and make a reasonable transformation of the problem. Through the analysis and treatment of examples, we can appropriately broaden and extend them, dig out the connotation and extension of the problem, and change a way of thinking and method, which can give full play to the role of examples, stimulate students' desire for knowledge and the enthusiasm, initiative, flexibility and divergence of thinking, achieve the purpose of expanding thinking, learning to be flexible and enlightening wisdom, and thus sublimate understanding and ability.
Being good at finding favorable opportunities in class, making good use of environmental resources and favorable conditions, enlightening and inspiring students' minds with sincere attitude and wise language, and influencing and infecting students' behaviors with scientific thoughts and correct methods are effective methods to optimize teaching details and important ways to improve teaching effectiveness.