-Summary of teaching work in the second semester of the 2006-2007 school year.

Senior one students have completely adapted to the teaching ideas and methods of junior high school after the transition of junior high school last semester. Therefore, the focus of teaching this semester has shifted to: how to improve the classroom teaching effect and how to cultivate students' ability. Combining the above two points, I combine the characteristics of students in my usual teaching. Bold attempts and improvements have been made, and good teaching results have been achieved, which are summarized as follows:

First, create a democratic and harmonious learning atmosphere.

To cultivate students' learning ability of independent innovation, we must create the best atmosphere for students' independent learning. With the development of junior high school students' self-awareness, their self-esteem and personality independence will also be significantly enhanced. They need a space and time to exchange feelings with adults on an equal footing, and create a democratic and harmonious learning atmosphere, which is conducive to reducing students' mental burden in learning and arousing students' strong desire for knowledge in teachers' love, respect and expectation. For example, in the section of three-dimensional graphics in life, I ask students to talk about which objects are similar to cuboids and cubes. What objects are similar to cylinders and cones? You can name one or two. Make students arouse a strong desire for knowledge in their love, respect and expectation for teachers, thus prompting students to actively study and explore.

In teaching, teachers and students should be in an equal position to study, discuss and study. Teachers should be equal participants of students and play an active guiding role. In my teaching, I attach importance to the opinions of my classmates, encourage more and reprimand less, make more suggestions and do less. In class, let students think fully, express their ideas and practices, let students dare to speak, love to speak and put forward different ideas, encourage students to ask questions and answer each other in the process of discussion and thinking, realize multi-directional information exchange, and let students really become the main body of learning.

Second, to stimulate students' active participation

Junior one students are young and curious. In teaching, I fully seize this favorable opportunity to stimulate students' interest in learning, give full play to the advantages of new textbooks, make full use of the beginning of each section in the book, create situations, launch competitions, skillfully ask questions, stimulate success, and use audio-visual teaching to stimulate students' strong thirst for knowledge and strong interest in learning. For example, when learning "Basic Knowledge of Statistics", the design situation is: a classmate's mother wants to open a middle school student sports shoe store near the school, and she has already selected the store, and only the goods are left. However, when purchasing, how old should she enter more and how old should she enter less? Then, help her design a solution to the problem today.

Secondly, fully develop classroom democracy, stimulate students' subjective consciousness, develop students' learning potential, truly handle the relationship between teacher-led and student-centered, guide students to actively participate in the learning process, and actively use their brains, hands, mouth, eyes and ears. Make students in the state of subject activation to the maximum extent, and gradually form the ability of active exploration, diligent thinking, courage to innovate and active participation in learning.

Third, advocate group cooperative learning.

According to Eriksson's development theory, the psychological conflict in adolescence is the conflict between identity formation and role confusion. The so-called identity is an individual's quite consistent and complete consciousness of his own essence, value, belief and life direction. Generally speaking, the individual is seeking the answer to the question "Who am I?" Teenagers with strong self-identity often regard themselves as independent and unique individuals. Therefore, I pay attention to cultivating group consciousness and cooperative learning in teaching, enhancing group consciousness and sense of responsibility in learning, attaching importance to "group cooperative learning", mobilizing students' initiative and self-exploration, promoting emotional exchange and information exchange between teachers and students, and realizing multi-directional information exchange, so that students can learn to check themselves in the process of checking others, learn to evaluate themselves in the process of evaluating each other, and learn to learn to learn, learn to cooperate and learn to respect others in information exchange.

Fourthly, teaching materials should be combined with students' reality.

The new textbooks now provide our math teachers with a vast world and are very flexible. I combine my own students and the requirements of the new curriculum, flexibly handle and grasp the teaching materials, re-integrate knowledge, and achieve the best teaching effect. For example, the logical reasoning of geometry in the new textbook was carried out the next day after a certain understanding of geometry, but a lot of rational problems were discussed on the first day. Therefore, according to the actual situation of students who have a certain logical foundation, I will gradually prove geometry when learning parallel lines and gradually rise to the normal requirements. As a result, students have learned the difficulties of geometric proof well.

Fifth, students explore the new and different.

Einstein said, "It is often more important to ask a question than to solve it." "Learning is suspicious." Students have doubts in their study, which shows that they have a strong thirst for knowledge and their brains are actively thinking, which is the performance of active learning. I attach great importance to every student, let them think independently, dare to express different opinions, and strive to create a democratic, lively and vivid learning atmosphere. When students begin to question, they often lack careful thinking. If the question is simple, give it a positive answer. The questions raised were praised as innovative. In this way, after a period of training, most students can find some targeted problems and gradually bring them to the topic.

In addition, when answering questions and solving problems, we should pay attention to more answers and solutions, encourage students to put forward new ideas and methods, let students use their knowledge creatively, and strive to cultivate their innovative spirit.

Sixth, guide the learning strategies.

Darwin famously said, "The most valuable knowledge is the knowledge about methods." To cultivate students' autonomous learning ability, we must infiltrate and guide learning methods in teaching, improve students' learning ability, lay the foundation for their lifelong learning, and form the habit of learning to learn. According to the teaching content, I often teach some learning methods, such as how to preview before class, how to listen to the teacher explain and analyze the topic, how to review, etc. So that my students can gradually master the learning methods and some learning rules, and improve their learning efficiency and learning ability. Secondly, pay attention to guide students to develop good study habits, and habits become natural. Thirdly, students are often guided to summarize the learning process, find suitable learning methods, gradually master learning strategies, and improve their independent innovation learning ability.

After half a semester's practice, the class has initially formed a relatively strong learning atmosphere, and the problems involved in mathematics can cooperate and exchange with each other and actively explore, and the students' language expression ability and innovation ability have been greatly improved. The grades of students in their classes have generally improved. In the past, the so-called "poor students" all had their own positions, especially the questions that needed hands-on experiments. They are very interested and do it quickly. After several unit tests, we can get good results, especially the scores of ability questions have been significantly improved. It fully embodies the educational and teaching ideas under the new curriculum concept.

Huang 2016101October 29th.