In order to further implement the goal of strengthening the school by the Education Bureau, according to the spirit of the county teaching and research office meeting at the beginning of this semester, from the end of 10/0 to the beginning of 1 165438 10, junior high school teaching and research staff, under the leadership of leaders, attended more than 30 lectures in Xixian No.3 Middle School and Xixian No.4 Middle School successively. The quality of junior high school mathematics teaching is summarized as follows.
First of all, I saw a gratifying phenomenon.
1. Strengthen respect and encouragement for students.
In class, I often hear the teacher say: You think very well. Does anyone have any other ideas? Do the students agree with his idea? Your group did a good job! He hasn't decided yet. Who can help him? Wait a minute. What else can I do? what do you think? Is there any other way? It is gradually becoming the daily language of teachers; The use of these words not only makes students feel cordial, but also fully reflects the efforts made by teachers in encouraging and respecting students and striving to build an equal and harmonious relationship between teachers and students.
2. Closely connect with real life and create problem situations.
Stimulate students' learning enthusiasm and participation consciousness. In classroom teaching, it is a gratifying change for teachers to pay attention to connecting with real life when creating problem situations. For example, when listening to the passage of Dong Fu's scientific notation in Xixian No.4 Middle School, we can stimulate students' interest in learning by letting them observe the speed of courseware of about 300000000 m/s, so that they have a strong interest in scientific notation. Teachers can combine things around students to create practical situations, so that students can feel the value of mathematics in practice and learn to apply mathematics to solve practical problems.
3. Boldly adopt new teaching methods and attach importance to group cooperative learning.
Group cooperative learning is gradually adopted by most teachers. Teachers often organize students to carry out group cooperative learning when solving inquiry problems or needing practical verification. Teacher Ren Jinfang of Xixian No.4 Middle School adopts the teaching method of learning first, teaching later and training in class. In order to let the students discover and summarize the rules by themselves, the teacher organizes the students to carry out group cooperative research. Through group observation, analysis and discussion, students gradually found out how to draw a graph of similar position and summarized its definition. The continuous application of group cooperative learning not only enhances students' sense of cooperation, but also cultivates students' sense of innovation.
Second, the junior high school mathematics classroom frequently asked questions
1. In the classroom teaching methods, there is still the phenomenon of wearing new shoes and taking the old road. Due to the influence of exam-oriented education and the shackles of traditional concepts, some teachers only pay attention to learning ready-made knowledge conclusions, skills and methods. For junior high school mathematics, the new curriculum standard is mainly reflected in autonomous learning and group discussion, but the actual effect is not very satisfactory. Some teachers are level problems, while others are attitude problems. They are afraid of trouble and want students to discuss.
2. Group cooperative learning still stays in some confusing and superficial forms.
On the one hand, the application of group cooperative learning helps to cultivate students' cooperative consciousness and habits, so that students can learn to cooperate with others and cultivate team spirit; On the other hand, students can also give full play to their respective advantages and improve their overall level through mutual assistance. However, in practice, some teachers actively participate in group activities. During the activity, some students gossip, some students say yours, some students say mine, and some students are on the sidelines. Such a group discussion is not a study with a clear goal. In another case, in order to embody the teaching concept of cooperative learning, teachers put all the questions into group cooperation regardless of whether the questions are exploratory or not, which leads to the problem being too simple. All these show that the current group cooperative learning is not perfect, and the real cooperative learning has not been realized. We need to explore and learn further.
Third, teachers are confused, confused and worried.
1。 Do we have to study together in every class? What should we pay attention to in cooperative learning?
2。 Some students are seriously tired of learning mathematics, and this kind of weariness is gradually expanding. What is the best way to treat these students?
3。 How to locate and grasp the teaching objectives of each class? Which is more important, knowledge and skills, process method and emotional attitude? It is not clear whether knowledge and skills can be realized by emphasizing process experience and experience acquisition.
4。 The class is very lively and the students are active in thinking, but the score is not high in the first exam. What about the senior high school entrance examination?
5。 The polarization of students' academic level has intensified. what do you think? Is this differentiation normal and permissible?
6。 Listening to ideas is good, but it is difficult to do, and it is difficult to do. Teachers are busy with work, want to create, want to engage in teaching and scientific research, want to create one problem situation after another, and have no time. Parents choose good classes and other abnormal educational phenomena?
7。 Teaching that emphasizes process and method is unaccustomed and cannot be changed in a short time.
Fourth, in view of the above phenomenon, my personal thoughts.
In the future work, we should study again with school teachers and accompany them to change their ideas; Colleagues need peer support and expert guidance; Let old teachers boldly practice their own research reflection, so as to improve teachers' teaching behavior. Learn professional knowledge of mathematics to better understand the essence of mathematics; Learn new curriculum standards and new textbooks, and constantly update and improve their knowledge structure; The ability to learn and study teaching students in accordance with their aptitude.
Skills extension: how to write the investigation report?
main body
The text is generally divided into three parts.
(a) the beginning, or preface, introduction, overview.
There are generally two ways to write this part.
One way is to briefly explain the time, place, object, scope, method and process of the investigation, so that readers can understand the general situation of the investigation report first. This kind of beginning itself has the nature of reporting and investigation, which is more common in the investigation and reporting within the work of organs.
Another way of writing is similar to news lead. It is a brief introduction to some problems related to understanding the full text, such as the situation, background, investigation purpose, problems to be solved, significance and so on. , thus giving people a general impression and playing a guiding role in understanding the full text. This kind of beginning is more common in investigation reports published in newspapers and periodicals. The specific writing can be flexible and diverse according to the needs of the content.
An investigation report introducing new things generally only points out the characteristics of the new things to be introduced at the beginning.
An investigation report that summarizes typical experience and makes a certain theoretical analysis generally begins with a general description of the respondents, forming a typical time and content.
The investigation report of the research problem usually begins with a short question, pointing out the practical significance of studying this problem.
An investigation report that exposes a problem usually begins with a straightforward statement of the problem to be exposed.
(2) Theme
Refers to the main contents of the investigation report. Generally speaking, if this part of the statement is a work inspection report, it is necessary to describe the work situation, experience, experience, practice or problem in detail; If it is an incident investigation, it is necessary to describe the specific situation, occurrence, development, causes and consequences of the incident; If it is an revealing investigation, it is mainly to write clearly the truth, inside story, reason and harm of the incident or problem. In short, we should reflect the truth, find out the law, reveal the essence and rise to theory.
Because the purpose, scope and methods of the survey are different, the main structure of the survey report is also different, mainly as follows:
1, vertical structure. That is, according to the order of event development or according to the order of investigation, the structural hierarchy is arranged. Some investigation reports reflecting new things adopt this structure. Some investigation reports that expose problems are sometimes reflected in the order of investigation or the evolution of the incident itself.
2. Transverse structure. That is to say, the situation, experience and problems obtained in the investigation are divided into several parts in a parallel structure, which are titled with subheadings or serial numbers respectively, and described from different aspects around the center of the full text. This structure is mostly suitable for investigation reports that reflect the situation, introduce experience or study problems.
3. Logical structure. In other words, the structure is arranged according to the internal logical connection between the contents of each part. This structure is most suitable for investigation reports that summarize typical experiences and make theoretical analysis.
4. Point by point structure. That is, according to several points or aspects of the investigation, it is divided into several relatively independent parts to construct.
The requirement of the main part is that the content should be substantial and concrete, from reality to fiction; The form should be hierarchical and clear; Writing rules should be mastered flexibly according to the needs of investigation content and expression, and cannot be stereotyped.
(3) the end, or conclusion.
Refers to the conclusion of the investigation report. This part is the inevitable result of analyzing the problem, drawing a conclusion and solving the problem.
Some investigation reports have no special conclusions and naturally end with the last paragraph of the main part, which means to stop.
If there is a conclusion, it generally includes the following contents: summarizing the full text, deepening the theme and improving readers' understanding; Put forward new questions, point out the direction of efforts, and inspire people to explore further; Supplementary explanations are given to the situations and problems that are not involved in the article but are worthy of attention, and some useful suggestions are put forward for leaders' reference.
According to the purpose and content of writing, adopt an appropriate ending method. Talking more is long, talking less is short, and nothing stops. Don't gild the lily and damage the full text.
nomenclative
The signature of the company can be directly signed under the title. Personal signature can be placed at the bottom right of the end of the article or at the bottom right of the title. Year, month and day, the comprehensive department is at the bottom right of the text.
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