Chapter 1: Primary school math teachers should closely connect with students' real life, create various effective situations from students' life experience and existing knowledge, provide students with opportunities to learn math activities, and stimulate students' interest in learning math and their desire to learn math well. Especially for primary school students, intuitive, concrete and vivid ways can attract them more, so I create various situations in classroom teaching to attract students' interest in learning and let them participate in mathematics learning better. For example, the teaching of multiplying two numbers by two numbers is about to end. Review the teaching of this unit, mainly from the following aspects.
First, combined with the actual life of students, create situations and creatively use teaching materials.
I remember that at the beginning of the first class, as soon as I entered the classroom, I saw the extracurricular reading materials reissued by Xinhua Bookstore neatly placed on the podium. I had a brainwave, why not use this ready-made teaching resource? Pick up one of them and tell everyone that this book has 74 pages. If there are 12 such books now, how many pages are there? How to solve the formula? /kloc-where is the book of 0/5? What about 20 books? Say the names of the students and write them on the blackboard. Ask the students to answer vertically. This not only makes students feel that mathematics comes from life and closely serves life, but also stimulates children's interest in learning mathematics.
Second, the use of independent exploration, cooperation and communication learning methods.
Since students can already calculate two digits multiplied by one digit, and integer ten multiplied by integer ten, transfer learning method can be adopted for the content of this unit, and students' subjective role and autonomous learning ability can be fully exerted by trying to calculate by themselves and then comparing and summarizing. I think in class, we should return problems to students and encourage them to solve problems in interaction. In teaching, students can talk about knowledge by themselves, and teachers should try not to talk about it. Teachers who can let students do it are absolutely not arranged; Teachers who can let students find and find reasonable answers by themselves give affirmation. Only where there are irregularities and inaccuracies can teachers make supplementary explanations, and there is no need for teachers to impose their own conclusions on students. This has narrowed the distance between teachers and students and increased feelings. Positive emotions can improve students' mental and physical activity energy, thus improving their thinking and learning potential.
Third, problem group training, taking the old with the new, looking for rules.
The teaching of multiplication oral calculation method with zero at the end of multiplier mainly uses problem set and transfer method to summarize the judgment that the end of product is zero. Let the students find the law in comparison and consolidate the simple written calculation method. The ancients said, "Learn from your teacher and believe in it." In order to make students believe in teachers, we must change the classroom environment of "centralized teaching" in the past, give full play to students' potential, let students no longer be bound, and let teaching develop towards democratization and humanization.
Chapter II: Journal of Primary School Mathematics Teacher Training Mathematics comes from life, is higher than life, and finally returns to life. Mathematics is inextricably linked with students' life experience, and mathematics will be full of vitality and spirituality only in life. Constructing mathematics classroom with the concept of life is a new realm put forward by "Primary School Mathematics Classroom Standards". In daily life, students have accumulated some life experiences more or less, but they can't turn these life experiences into mathematical knowledge. These teaching links make full use of students' existing life experience, guide students to turn direct experience into indirect knowledge, apply what they have learned to life, solve some math problems around them, and let students understand the role of mathematics in real life, so as to realize the importance of learning mathematics and the useful fun of learning, and the connection between mathematics and life has been better played.
There is mathematics everywhere in life, and life cannot be separated from mathematics, and mathematics cannot be separated from life. Mathematical knowledge comes from life and returns to life. Knowledge that comes from life and returns to life is the most valuable knowledge. In order to make students interested in learning mathematics, the most important thing is to make them feel the value of mathematics. Therefore, in teaching, we should pay attention to the reality of life, actively look for mathematics around us, and put teaching into practice and life. This will not only improve students' interest in learning, make them learn actively and easily, but also improve the effectiveness of mathematics classroom teaching and quickly improve their mathematics level.
I can't turn these life experiences into mathematical knowledge. These teaching links make full use of students' existing life experience, guide students to turn direct experience into indirect knowledge, apply what they have learned to life, solve some math problems around them, and let students understand the role of mathematics in real life, so as to realize the importance of learning mathematics, the fun of learning and being useful, and the connection between mathematics and life is better reflected.
There is mathematics everywhere in life, and life cannot be separated from mathematics, and mathematics cannot be separated from life. Mathematical knowledge comes from life and returns to life. Knowledge that comes from life and returns to life is the most valuable knowledge. In order to make students interested in learning mathematics, the most important thing is to make them feel the value of mathematics. Therefore, in teaching, we should pay attention to the reality of life, actively look for mathematics around us, and put teaching into practice and life. This will not only improve students' interest in learning, make them learn actively and easily, but also improve the effectiveness of mathematics classroom teaching and quickly improve students' mathematics level.
Article 3: I am also a primary school teacher, a humble rural primary school. I think as a good teacher, we should first love, tolerate and get along with children. I'm not a god, just an ordinary person. Maybe I made some mistakes at work, but I will try my best to love my little ones. This semester, according to the study of effective teaching in schools and the age characteristics of students, our math group established the research theme of "Mathematics Teaching in Life".
Teachers Qin and Liu implemented "oral teaching life" in the lower grades, while teachers Sun and Zhao tried "predicting teaching life" in the middle and high grades and learned to write math diary, with remarkable results. Through more than ten classes of classroom teaching discussion, repeated lectures and class evaluation, teachers have a deeper understanding and thinking about the main topics of the school, have a scientific positioning thinking about effective classroom teaching, and have formed a unique opinion on how to effectively teach.
1, classes generally take three levels: first, individual lectures, all lesson preparation groups attend classes, and the training team leader participates; Second, the second trial lecture, in which all training groups attend lectures and the guidance office participates; Third, the open class, the open class of the school, all teachers and school leaders participate.
2, class evaluation, first of all, personal lectures, talk about feelings; The second is to participate in teacher evaluation, mainly focusing on the concept of curriculum standards, the breakthrough of research points and the participation of students. All teachers must speak. The third is the summary of the director's comments, which was made by the leaders in class. Although we have made some achievements in our work, there is still a long way to go before we pursue our goals. Collective lesson preparation and research activities cultivate teachers' ability to understand and grasp teaching materials, and awaken teachers' awareness of popularizing new courses. Primary school mathematics research groups are gradually developing from "experience" groups to "reflection" and "research" groups. In our view, curriculum reform and teaching research are an eternal theme. Next semester, we will only focus on the superficial review of concrete practice results in the postscript, and improve it to the in-depth reflection of practice itself (practice process) to make the "research" deeper; At the same time, make effective use of math teachers' blogs to exchange ideas with peers and provide services for students.
Chapter four: Journal of Primary School Mathematics Teacher Training. I have a deep understanding after listening to the lectures of experts. In fact, mathematics itself is regarded as a tool, which is the eye and key for human beings to understand this complex world. Mathematics provides a unified and rigorous basis for describing the movement and change of things with quantification and logic, and provides a powerful tool for expressing the world system that human beings have greatly expanded and achieved great results by constantly deriving new branches of mathematics. There are many application tools involved in daily mathematics teaching, but it is not easy for our teachers to use them well every time, because we need to know the application scope and teaching value of these tools.
Mathematics teaching is the process of mathematics activities. The process of mathematical activities is a process in which students acquire knowledge, develop their thinking and cultivate their innovative ability. Therefore, teachers should strive to create conditions for students' mathematical activities. "Mathematical tools" are an important medium for students' mathematical activities, and their greatest value lies in providing students with practical space. Digital ruler, axis, coordinate system, grid diagram and grid paper are all important basic tools in primary school mathematics teaching. Using these "mathematical tools" well, students will have the opportunity to "do" mathematics, and using these "mathematical tools" well, students will have the opportunity to experience mathematics.
In mathematics learning, mathematics tools are "water source", "compass" and "map", which can bring students ideas, methods and strategies to solve problems. The value of "mathematical tools" is not only to help students learn mathematical knowledge better, but also to help students acquire mathematical learning methods, so that students can have a "number" in mind when facing new problems and challenges.
Therefore, in classroom teaching, as a teacher, being good at using mathematical tools is one of the strategies to improve the effect of mathematics teaching. Let students use mathematical tools to solve problems. Master basic mathematical tools, make good use of the measuring function of number axis and coordinate system, and use number axis to generate new units to measure length; Use square paper to create a ruler for measuring parallelism, a moving ruler for measuring circle, a coordinate system for measuring direction and position, an area of a figure, a triangle for measuring right angles, and create special angles by yourself. ...
Therefore, mathematical tools can fully reflect the useful value in teaching. Useful and valuable is the best! Let our students often see mathematical tools, use them diligently, and become good friends in their studies. In this way, students can understand it and finally use it actively. Therefore, as mentioned in the special topic, mathematics provides a unified and rigorous basis for describing the movement and change of things with quantification and logic, and provides a powerful tool for expressing the world system that human beings have greatly expanded and expressed by constantly deriving new branches of mathematics.
But in class, tools are always just tools. They are just a means to help us study. Not every class can use it, especially in high school mathematics teaching. We should pay attention to using mathematical tools to help students learn, instead of always staying in low-level thinking, we should pay attention to the training of students' thinking.
I am an ordinary primary school math teacher. As a teacher, we should first love children, tolerate their shortcomings and get along with them with love. Maybe we have some mistakes in our work, but I will try my best to love my students. I also want my students to know that classroom teaching is the most important and effective.
I teach the fourth grade now. Parents all know that the fourth grade is a climbing grade, but why it is a climbing grade is not clear to parents. This is because the first-year students just entered school and don't know anything. Everything has to start from scratch. We should not only teach him knowledge, but also cultivate his good behavior habits and study habits. The fourth grade students just entered the middle grade from the lower grade. The knowledge that students need to master has flooded in this year. At this time, the child's development is in a slow stage, which is also the main reason why the grades of fourth-grade students are generally low. Caused the child's academic performance to decline. I believe that after my explanation just now, everyone has a new understanding of the fourth grade. Cultivate the habit of active inquiry and develop the thinking ability of seeking differences. In teaching, readers' perception of language meaning, language emotion and language skills is largely related to students' life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in teaching, in order to construct the understanding and experience of number sense, we must guide students to have different opinions and express their own opinions boldly. From another angle, this year's new curriculum training for all staff is coming again. How to innovate the training mode so that rural primary school teachers in ethnic areas can teach students to be human before learning mathematics? In my opinion, the growth and development of students is fundamental, and learning to be a person is more important than learning. Everyone knows Mr. Tao Xingzhi, right? One of his words made me think deeply: "What is education? In a word, it is necessary to form good study habits. Education is the cultivation of habits. It is better to have a good habit than to have a long history. " Therefore, this semester's math class should start with the most basic classroom routines and homework routines, so that students can develop good study habits. In my opinion, the growth and development of students is fundamental. In short, it is necessary to develop good study habits. Education is the cultivation of habits. It is better to have a good habit than a long history.
Attention should be paid to novelty when introducing new lessons into the classroom. Interest is the best teacher. In teaching, I attach great importance to cultivating and stimulating students' interest in learning. For example, in the introduction of new courses, students can be in a relaxed and harmonious environment as soon as they attend classes, but they can learn mathematics unconsciously, so that students can understand that our mathematics comes from our lives, and there is mathematics everywhere in our lives. We should design different lead-in methods according to different class types. It can also be introduced by telling stories, which can stimulate students' spirituality and open the door to learning by stimulating interest and designing suspense. Let them take the initiative to learn, thus improving the teaching effect.
Although we have made some achievements in our work, there is still a long way to go before we pursue our goals. Collective lesson preparation and training activities cultivate teachers' ability to understand and grasp teaching materials, awaken teachers' awareness of popularizing new courses, and thus better serve students.
Chapter VI: Training of Primary School Mathematics Teachers Through training and study, I have a profound understanding of mathematics teaching. Mathematics textbooks have been adapted, and classroom teaching should be reformed. In this way, our teachers should renew their ideas, prepare lessons, change teaching objectives, teaching behaviors, learning methods and educational evaluation.
1, the teaching goal has changed, which is to cultivate students' comprehensive abilities, such as innovation, understanding, expression and imagination. Teachers should renew their ideas and regard students as the masters of learning. The teaching concept of taking students as the main body and taking students' development as the foundation. Therefore, the goal of mathematics curriculum is not only to enable students to acquire necessary mathematical knowledge and skills, but also to inspire thinking, solve problems, develop emotions and attitudes. Emphasize what students have experienced, what they have experienced and what they have felt. Let students be willing to approach, understand and use mathematics. Learn to understand your environment and society from the perspective of mathematics, cultivate students' willpower to overcome difficulties and build up self-confidence. 3. Teachers become the service providers and leaders of students' learning.
2. In the classroom, the role of teachers has changed. Teachers become promoters of students' learning, partners of students' inquiry, leaders of students' classroom learning and innovators of personalized teaching. Quality education emphasizes that teaching should be oriented to all students, all-round development and personality development of students, so as to lay a foundation for students' future study. This requires teachers to care about students, love students and understand every student; Understand their personality characteristics, hobbies and ideas; Know what you want and what you don't want; Help them solve problems in life, overcome difficulties in study, let them get rid of ideological burdens and worries, and put more energy into their studies in order to better improve their academic performance; In students' learning and inquiry activities, teachers play the dual roles of instructors and service providers.
3. Mathematics curriculum is a new version based on promoting students' development, reflecting the real society, adapting to social needs and implementing quality education. The new textbook establishes students' dominant position in mathematics learning, changes students' previous learning methods, and advocates independent exploration, cooperative exchange and practical innovation in mathematics learning. Under the guidance of this idea, the new textbooks are arranged in the form of mathematical activities instead of examples and exercises, thus providing a large number of practical activities such as observation, operation and experiment.
4. In the teaching method of mathematics course, it is emphasized that teachers should guide students to carry out mathematics activities through scenarios and other means. During the activity, teachers should understand the students' ideas, guide them in a targeted way, and organize students to cooperate and exchange, and draw relevant conclusions. Therefore, in the teaching process, teachers should pay attention to cultivate students' desire to learn mathematics, cultivate good study habits, create lively and interesting learning situations, attach importance to students' practical activities, pay attention to students' learning process, and master the use of teaching materials, so as to realize the transformation of students' learning methods and help improve students' ability.
5. The evaluation method of the new curriculum has changed, from reflecting students' grades in the form of scores to quantifying grades in different grades, reflecting the dominant position of individual ability.
6. Homework has changed, and it is arranged in layers according to students' learning differences. For example, in the summer vacation, students with learning difficulties and middle school students finish their summer homework on time, and excellent students make it more difficult to finish the homework of the new curriculum next semester.
7. The classroom form is more scientific and open, more active and full of vitality. For example, students can explore and discuss by themselves, summarize and return to mathematical conclusions, and the classroom position can be adjusted to zero according to the needs of teaching materials.
Through this study, practice reflection and apply what you have learned, you will become an excellent teaching expert.