The first part of the work plan for mathematics teaching in the second volume of the ninth grade
First, the basic situation:
This semester is a critical period for junior high school students. I am a math teacher in Class (2) of Grade 9 (1), and I am an experimental textbook of the new curriculum standard. 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. There is a great difference between the two classes. 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 participating in 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. Deliver qualified seedlings for senior high schools and improve teaching quality in an all-round way.
Third, the teaching content:
The third grade mathematics taught this semester has similarity and trigonometric function. The viewpoint is a new teaching, mainly for the comprehensive review to meet the senior high school entrance examination.
Fourth, the teaching purpose:
1. Attitudes and values: Through learning exchange, cooperation and discussion, actively explore and improve teaching methods and students' learning methods, improve learning quality, and gradually form correct mathematical values.
2. Knowledge and skills: Understand and master basic mathematical concepts and methods. Master the basic operation of number formula, understand the application of equation thought, function thought and combination of number and shape to solve problems, and learn the necessary reasoning methods.
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. Pay attention to junior high school math textbooks and math subjects? Basic requirements? Combing knowledge and focusing on junior high school mathematics? Six big pieces? The main content is subject review, timely hierarchical teaching, facing all students, cultivating all students and developing all students.
The second part of the ninth grade mathematics teaching work plan
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. Taking classroom teaching as the center, teaching closely revolves around the basic requirements of junior high school mathematics textbooks and mathematics subjects. In view of the changes and trends of senior high school entrance examination propositions in recent years, we collect test papers, select exercises, establish question banks, strive to grasp the direction of senior high school entrance examination, actively explore efficient review ways, strive to achieve the purpose of reducing burdens, boosting pressure and increasing efficiency, promote students' lively and active study, and strive to achieve good results in 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 went to Class Two, Grade Nine. Last semester, students ranked fourth in the county, and polarization became more and more serious. Some students' grades dropped significantly and their study habits were poor. Take your time. There are several students to be admitted to the eugenics exam, including Lian Qing, Zhao Xi, Ma Xiaoyu, Li Gongkui, Zhang Xinxin, Xia Sen, Ke Zhaojun, Xu Xinxin and Xu Tingting. These may be because the supervision of teachers is not in place, a few students have poor self-control, 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.
Second, teaching material analysis:
There are only two chapters left in the new content of this semester: solving right triangle and projection.
Fourth, the teaching objectives:
1, 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 class: On the basis of preparing lessons, each class is taught for 45 minutes to improve the efficiency of 45 minutes so that every student can understand it. 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 "taking both ends in the middle" remains unchanged.
(10) Deepen the subject of dual-phase students.
Five, in strict accordance with the teaching progress, orderly teaching. Do it with your heart, start from the details, try your best to catch up with the big ones, and give full play to your best ability to do a good job in teaching the graduating class of grade three.
Sixth, 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. At present, the proposition of senior high school entrance examination is still based on basic questions. Some basic questions are original or modified in textbooks. Although the big questions behind are higher than the textbooks, the prototype is generally an example or exercise in the textbooks, which is an extension, deformation or combination of the topics in the textbooks. Therefore, the first stage of review should be based on textbooks.
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; In the review, the teacher puts forward the review summary of each class and guides the 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 circumstances, classify the knowledge while reviewing, deepen their memory, 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.
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.