Chapter 1: Narrative of Mathematics Teaching in Primary Schools
I remember that when I was teaching a number to multiply by two or three numbers, I arranged for students to complete a seemingly ordinary problem of correcting mistakes (that is, the following problem)
12 52 476
? 7 ? 2 ? eight
74 104 3808
Because the students in the class were very lively and outgoing, and the classroom atmosphere was very active at that time, I turned the topic around. Today, several math patients suspected that they were ill, so they came to see a doctor in our class to see which math doctor had high medical skills. As soon as the voice fell, the classroom atmosphere suddenly entered a new climax. The students buried their heads in serious analysis and quickly raised their hands one by one and shouted:? Teacher, I know how to treat them. Let me do it! ? Some students sitting in the front row even left their seats and put their hands in front of me for fear that I wouldn't let them? Treat a disease? For example. So, I called a student named Zhang: Dr. Zhang, please come up and see the first patient. ? When Zhang heard me call her that, she was shocked at first. Later, she immediately understood my intention to call her that. She was happy to go on stage and start analyzing? What's wrong with you? :? The cause of this patient is that he forgot to bring it here. ? As he spoke, he pointed to a position between one and ten with red chalk. 1? , and then the general ten products? 7? Change to? 8? , said:? So it was cured. ? At this time, before I could speak, the following students had already said:? By the way, by the way, it's the same as my opinion. ? Now that the students have expressed their opinions, what about this? Patient? I really cured the disease, so I took the opportunity to boast: It seems that many doctors in our class are as skilled as Dr. Zhang. Thank you, Dr. Zhang. ? Zhang was so happy to go back to her seat that other students even called her? Dr. zhang? Be a pair of Zhang's classmates? The hero returns in triumph? The appearance and atmosphere are warm and interesting.
On the second question, because the atmosphere created by the question just now still hangs over the students, the students raise their hands more actively. This time, I called a student whose academic performance is not ideal at ordinary times: now I ask Dr. Guo to come up and see the second patient. ? Guo was obviously surprised that I would invite him to the stage, but he immediately cooperated with me and was very happy to go to the stage? See a doctor? Yes He carefully read the topic again and told me with certainty that the patient was not really sick. ? So, I pretended to be surprised and asked the students: Is Dr. Guo's diagnosis correct? Founder immediately stood up and said: His diagnosis is correct, and this question is indeed correct. ? Other students also nodded in agreement. I said happily:? With the diagnosis of Dr. Fang, Dr. Guo and so many doctors, I think he should rest assured and make sure that the patient is really okay. Thank you, Dr. Guo. ? The third question is the same as the first one. Did you invite students? See a doctor, treat a disease? .
At the end of the summary, I said to my classmates: In fact, when we apply new knowledge to solve problems, we will inevitably make mistakes. The key is whether we are a qualified math doctor, find out the cause in time, and then prescribe the right medicine to prevent the small lesions from getting bigger.
Disease, but also to avoid the next time the same disease. Of course, whether problems can be found in time is related to our inspection habits. For those questions that have not been done wrong, just be a free physical examination! Students, I hope you can not only be good math doctors for others, but also be good doctors for yourself, ok? The students answered in unison: good! ? The voice is very loud, but the firm and confident tone moves me even more.
Actually, I just set the wrong topic? Math hospital? I didn't expect the children to show such high enthusiasm and such jumping thinking ability, which surprised me and moved me. Yes, in mathematics learning, many exercises are boring and monotonous, and students often feel submerged in the sea of questions and are very passive. Even if you do it right, you won't feel much joy of success. This requires our teachers to pay more attention to the form of practice design. As long as the forms are diverse, interesting and close to students' lives, students will naturally be willing to do exercises, from which they will experience the fun of learning and their interest in learning will be greatly improved.
The second chapter: the narrative of junior high school mathematics teaching education.
Half a semester has passed quietly, and I have been teaching math for half a semester in Class 8 12. Earnestly complete school education and teaching, actively explore teaching methods, participate in teaching reform, and combine the ideas and concepts of new curriculum standards with the new ideas of classroom teaching in the implementation of efficient classroom teaching mode, fully mobilize students' enthusiasm and achieve good results. Half a semester's mathematics teaching work is summarized as follows:
First, strengthen learning and improve teaching methods.
I actively explore the laws of education and teaching, make full use of the existing education and teaching resources of the school, and boldly reform classroom teaching. Grasping the routine and ensuring the comprehensive completion of education and teaching tasks. Try to use multimedia-assisted teaching, adhere to teaching as the center, strengthen management, further standardize teaching behavior, strive for the organic combination of routine and innovation, and promote the formation of a good teaching style of teachers that is rigorous, solid, efficient and scientific, and a good study style of students that is earnest, diligent, realistic and exploratory.
Start from bit by bit, understand students' cognitive level, find information, prepare lessons carefully, strive to create a relaxed and happy learning atmosphere, stimulate interest, teach students knowledge, teach them to seek knowledge, cooperate and compete, cultivate students' correct learning attitude, good learning habits and methods, and make students learn interesting and realistically, and gain benefits from 45 minutes. Layered design of rich homework, teaching methods, learning situation analysis, so that students can communicate with each other in learning methods, effectively grasp the unit clearance and mid-term quality inspection, grasp the unit acceptance in class to package students layer by layer, and each excellent student will follow a poor student to urge them to complete their learning tasks. Emphasize students' mathematical activities and develop students' sense of number, spatial concept, application consciousness and reasoning ability. Optimize the topic design, truly take the examination as a means to promote students' all-round development and improve teachers' teaching level, timely check for missing items, train outstanding students, help them, base themselves on the classroom and consolidate the double foundation.
Second, implement basic knowledge and attach importance to improving teaching methods.
Because students have different development in knowledge, skills, interests and specialties, we should teach students in accordance with their aptitude. When organizing teaching, we should proceed from the reality of most students and give consideration to students with learning difficulties and spare capacity. We should pay special attention to students with learning difficulties and take effective measures in time to stimulate their interest in learning mathematics and guide them to improve their learning methods. Help them solve their learning difficulties and make them meet the basic requirements stipulated in the syllabus through hard work. Students with extra learning ability should satisfy their learning desire and develop their mathematics ability by teaching their learning content and organizing extracurricular activities.
Try teaching methods and implement three-step teaching steps.
In the first step, the teacher arranges students to preview before class, and at the same time guides students to preview, puts forward preview requirements, and arranges moderately difficult trial topics related to the content of the textbook, so that students can finish them themselves first.
The second step, in teaching, teachers help students sort out the new lesson knowledge, point out the key points and mistakes, answer the questions that students encounter in preview, and then design improved questions for students to try, so that students can experience success in learning, stimulate their enthusiasm for learning, and encourage students to make up their own questions. Efforts should be made to cultivate students' ability to discover, draw, analyze and solve problems, including the ability to transform actual problems into mathematical models, and pay attention to stimulating students' innovative consciousness.
The third step is to review after class, check for missing parts in time, and strengthen counseling.
Third, do a good job in tutoring.
The main purpose of tutoring is to fully understand the process of students' learning mathematics, encourage students to learn and improve teachers' teaching, help students check for missing items and build up their self-confidence. The guidance of mathematics learning should pay attention to students' learning results, their learning process, their learning level, their emotions and attitudes in mathematics activities and help them know themselves. Committed to changing students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities. I trained the best first, helped the poor with the best, and counseled at different levels, with good results.
A hard work, a harvest, accompanied by bitter and happy teaching. In the future teaching work, I will constantly sum up my experience, strive to improve my teaching level, and make more efforts to strengthen the counseling of individual poor students. I believe that all problems will be solved, and I also believe that efforts will always pay off!
Chapter Three: Narrative of Mathematics Teaching in Senior High School.
Enlightenment from the problem of finding the general term of sequence
Speaking of it, I have been engaged in high school mathematics teaching for more than a few years. When I talked about my teaching experience and teaching methods, I felt a lot. Now I pay more attention to fully considering students' cognitive factors and emotional factors in every link of teaching, so that I can successfully complete my teaching goals. The implementation of this measure has improved the teaching effect in an all-round way, my classroom is full of vitality and vitality, and students' interest in learning is getting stronger and stronger.
I remember once in class, I was talking about the problem of series, asking students to master the general formula of series through observation. In class, I set out several questions for students to practice and asked them to sum up the general formula of series through the laws of the first few items. When I checked, I found that these questions were generally not well done, and even the good students in the class were puzzled. I was very confused at that time. After class, I made careful thinking and investigation, and found that students were at a loss when they encountered such incomprehensible topics. It really felt like a blind man touching an elephant. Even the top students feel a little lost. But students are very interested and can think seriously. They all think it seems simple to solve this problem, but why is it so difficult? I am really happy to see students learning their own emotions and positions. I remind students that math problems can be divided into two categories, one is the problem of applying math laws, and the other is the problem of inventing math laws. The problem of applying mathematical laws refers to the problem that students need to explain and answer by applying the mathematical laws they have learned before. Inventing the problem of mathematical laws has nothing to do with the mathematical laws that students have learned before. Students need to find patterns from known things in order to explain the answered questions. Most of the math exercises done by students belong to the first class. Finding the topic of mathematical laws is related to one or several variables. The so-called finding the law, in most cases, refers to the changing law of variables. Therefore, grasping variables means grasping the key to solving problems that you don't understand. Through my tips, their curiosity and thirst for knowledge have been aroused. I asked my classmates to collect our related exercises and extracurricular questions, because some students wanted to? Difficult for the teacher? I also want to show myself accurately. So I deliberately inquired a lot of information and found many problems they thought. I also adjusted my teaching plan, and planned to solve this incomprehensible topic in one class, so I made substantial preparations for it.
Another class has begun, and the children are looking forward to it. They all dug their brains, argued with each other, and finally explained their answers, with happy smiles on their faces. Some students asked me questions directly, and I thought hard. Some students are very worried about me. In fact, I want to guide students to learn to think, learn how to solve problems and learn to think on the basis through this process. When I explained and answered the questions that my classmates didn't understand one by one, and affirmed their questions, their happiness seemed beyond words. Next, I pushed the boat and showed the students a series of sequences, so that they could try to find the rules. Although there are some difficulties in solving them from time to time, these problems are finally solved by the students. At this time, I sincerely admire them and give them the most sincere encouragement: you are amazing! Then, I put forward a new question: I tried to sum up the rules from the solved problems and form my own? Axiom? The students were very happy and began to sum up. The whole learning process must be so relaxed and lively. After about ten minutes of induction, the students reached their own conclusions, and then they had a heated discussion. After a fierce struggle, some students who were skeptical about the conclusion also withdrew their doubts. I thought for a long time after class. Is this festival a success?