Primary school mathematics experience (1) To promote the balanced development of compulsory education teachers, improve the classroom teaching ability and professional level of rural primary school mathematics teachers, and improve the classroom teaching efficiency of rural primary school mathematics. The municipal teaching and research section organized a seminar on "paying attention to normality and efficiency" in mathematics classroom teaching in rural primary schools. As I just joined the work, I was lucky enough to attend this three-day seminar of 20xx1654381October 4-6.
In a short period of three days, I observed the quality classes of rural primary school mathematics teachers in Yishui, Tancheng, Feixian, Junan, Pingyi and Linshu, and listened carefully to the comments of experts. I observed and studied the national excellent courses and national excellent courses imitated by the city teaching experts in Hedong, especially the section taught by teacher Wanyuan Liu in Taian, and won the first prize and the second prize in the just-concluded national excellent course, which made me deeply touched. Math class could have been taught like this. I deeply felt the life and art of primary school mathematics classroom teaching, which made me have a new understanding of primary school mathematics classroom teaching.
First, communication before class is very important.
A good beginning is half the battle. The communication before class can be to put forward some requirements for students' performance, talk with students, introduce each other, play math games and tell stories that are conducive to introducing new lessons. Communication can not only relieve students' nervousness, but also stimulate students' interest in learning. They all pay great attention to this when observing these teachers' classes. What impressed me the most was teacher Mao Fangfang, a freshman in Tancheng. Her pre-class communication is two math games: one is to clap your hands to correct the students' sitting posture; The other is a bumper car game, reviewing the subtraction of 8 and 9 that I learned earlier. After finishing these two games, students' enthusiasm for learning is high, and there is a feeling that the arrow will leave the string. Taking the opportunity to enter the new class is self-evident. This is not very good in my class, so we need to learn from these teachers.
Second, the class design can also be unique and unique.
This is my biggest feeling after listening to "Wide Angle of Mathematics-Arrangement Problem" by Teacher Zhang, Grade Two, Linshu High School. Different from other teachers, he didn't directly introduce the examples of using textbooks after class, but set the examples of textbooks as stories, and introduced the new lessons with the stories that students are familiar with about the race between the tortoise and the hare. Then the snail and the ant were not convinced, and wanted to challenge the tortoise. They set up a champion and a runner-up, so that students could draw a conclusion through guessing, communicating, practicing and verifying. Then the teacher introduced the topic of the textbook with appropriate language and strengthened the practice. This should be the highlight of this class, although Mr. Zhang didn't do well.
Third, the classroom content is life-oriented, so that students can feel that there is mathematics everywhere in their lives.
Mathematics originates from life, and there is mathematics everywhere in life. Our daily life is full of a lot of mathematical knowledge. In teaching, we integrate mathematics into life, make them feel that mathematics is around them, and stimulate their desire to learn and discover mathematics. With the help of students' life experience, replace math problems with materials that students are familiar with, interested in and close to real life. For example, in the problem-solving class of Yishui teacher Li Yuzhen, she first introduced her hometown to the students, showed pictures of many scenic spots, and introduced the Rainbow Valley. The students watched carefully and occasionally made a surprised voice: Wow! Then the topic is introduced from the corner of Rainbow Valley Scenic Area, especially the link of consolidating application and internalizing improvement, and a familiar picture of middle school students in life is displayed, including fruit trees, monkeys and birds covered with apples, so that students can play freely, find problems and ask questions. The whole class is a picture of life that students are familiar with, which makes students realize that there is mathematics everywhere in their lives and learn to find problems from the perspective of mathematics, thus increasing the effectiveness of teaching.
Fourth, don't be stingy in class, be good at praise.
Praise is a kind of power, which gives others a source of motivation when others look down. Students are often praised in class, but the language used is relatively simple. This also makes me feel a lot when I watch these teachers in class. They all praised and encouraged the students in different ways and languages in time. Seeing the expression and enthusiasm for learning after praising students, I realized the importance of praise and encouragement. In the future teaching, we should learn from these teachers, praise students in different ways and stimulate their interest in learning.
Fifth, we should pay attention to the reflection link in the classroom.
After listening to Wanyuan Liu's lesson of "Fraction Multiplying Fraction", I fully integrated into the classroom and unconsciously became a real student. When I heard the bell, I felt that the class time passed quickly.
Looking back on this class, Mr. Liu's language and voice are very friendly, and the whole class goes on naturally without knowing it. It has many advantages of other classes, but different from other classes, Teacher Liu's reflection link-looking back runs through the whole class. At the beginning, mathematical information is directly imported, and students list formulas according to the information. Then ask: Is there a better solution? The students remembered the pictures they had learned before. After teaching the method of drawing in class, let the students close their eyes and think about the process of drawing. At the end of the class, let the students talk about the gains. The courseware set up a harvest garden for students to talk about their harvest. The courseware showed the knowledge of harvest and picked the apples they had harvested. Harvest Garden is a unique link, which I saw for the first time. I can try to use it in class in the future.
Sixth, we should teach with learning, talk less and learn more.
Teachers don't have to say what students can say; Students can't speak, but teachers can. Observing the classes of these excellent teachers, although the highlights of each class are different, they have not ignored this point. In class, every teacher gives full play to his guiding role, giving students enough time to think, explore and communicate, and giving students the opportunity to express themselves freely. The whole class is busy studying and has no time to be distracted.
In short, through this study, I have broadened my horizons, appreciated the teaching styles of many excellent teachers, and added a lot of valuable experience to my classroom teaching. I am also more aware of the importance of learning. Let me be more aware of my own shortcomings in classroom teaching and how to realize the solid and effective classroom teaching of primary school mathematics. I will study hard and study again in the future teaching work. In order to make up for their own shortcomings, learn from each other and improve their teaching level. I cherish every learning opportunity more, constantly improve teaching methods, and strive to have a good class!
Mathematics experience in primary schools (2) This time, through distance learning, I came into contact with the new educational ideas of experts and scholars, learned the classroom teaching design of many excellent teachers, and at the same time had a full exchange with the front-line teachers in the class. I gained a lot and felt deeply, but at the same time I realized my own shortcomings in teaching. Therefore, I can say that this distance training is timely, the training materials are profound, and the training effect will be far-reaching. As a teacher, I deeply feel the importance of learning. In the future teaching, I will base myself on my own work, strengthen theoretical study, change the concept of education and teaching, practice the new curriculum reform with my heart, and pave the way for my professional development. The long-distance study will soon be over, and I personally feel that this study has gained a lot. The summary mainly includes the following aspects:
First, understand the knowledge system and teach students in accordance with their aptitude
Systematic understanding of knowledge system, here "systematic understanding" is not a chapter or a section that we often talk about, but requires us to study the history of mathematics development seriously, repeatedly inspect the knowledge system of existing textbooks, the latest research results of elementary and advanced mathematics at home and abroad, and the practical application and future development trend of mathematics in other marginal disciplines and social fields. Seriously explore the internal relations, we understand that mathematics textbooks are relatively stable compared with other disciplines, and it can be said that the phenomenon of several years is commonplace. This provides an extremely favorable condition for us to better explore the internal relations among textbooks, chapters, sections and knowledge points. Without connection, there is no mathematics. A detailed mathematical system has incomparable internal relations with any other discipline: the derivation of formulas and rules, the introduction of theorems and axioms, the combination of numbers and shapes, the establishment of three-dimensional sense, and so on.
Paying attention to potential needs "sustainable development", which is not a new topic. To realize the sustainable development of talents, the cultivation of potential is very important. Mathematical potential is usually divided into general potential and professional potential, in which general potential includes observation, understanding, memory, application, etc. Professional potential includes: computing potential, logical thinking potential, reasoning proof potential, spatial imagination potential and so on. The cultivation of different potentials often requires different methods. Therefore, before we impart knowledge, we must make clear the potential requirements, so as to be focused and targeted.
To fully implement the strategy of teaching students in accordance with their aptitude, each student has his own characteristics, and it is obviously unrealistic to "unify all students" with a teaching plan. The lesson plan must face all students, which requires that the lesson plan materials should have a considerable "gradient". Let the students with relatively poor foundation "eat well and are reluctant to go", so that they can regain their self-confidence and have a sense of accomplishment on simple topics. Whether to teach students in accordance with their aptitude is an important aspect to test teachers' mastery of classroom potential and teaching level, and it is also a prerequisite for preparing math lessons.
Second, a good relationship between teachers and students is the premise of learning mathematics well.
Teachers should respect, care and trust students. Respecting, caring and trusting students and getting along well with them are the basis of creating a harmonious classroom atmosphere. In teaching activities, teachers and students form a stable and continuous relationship psychologically, which is not only manifested in knowledge and potential, but also in emotional and spiritual communication. Most importantly, teachers should care, trust and respect students.
2, based on the classroom, enhance their own value, the classroom is the main position for teachers to reflect their own value, I am in line with the concept of "everything for students", I will fully integrate my love into the students. In the future teaching, I will try my best to apply the new curriculum ideas I have learned to classroom teaching practice, and strive to make my mathematics teaching more distinctive, form a unique teaching model, better reflect the requirements of quality education and improve the quality of mathematics teaching. At the same time, as a class teacher, I deeply understand that teachers' words and deeds affect students and will set an example for students. Ideological education should always be unremitting, focusing on cultivating students' good moral quality, study habits, work habits and polite behavior habits.
Third, pay attention to students' self-study thinking.
"self-study" means that students read books and understand textbooks by themselves, and teachers guide their study; Find out the key points and mark the problems when you find them. As the ancients said, learning begins with thinking, and thinking begins with doubt. Let students read and think, which not only gives students time and space to think, but also lays a good foundation for the next step of teaching, and enables students to develop a good study habit of being diligent and eager to learn. Pay attention to let students explore mathematics and develop their thinking potential in "doing mathematics". Create teaching problems and arouse students' discussion and debate.
① Pay attention to guiding students to communicate, ask questions and solve doubts in groups. On the basis of students' self-study, exchange key points in the group, question each other, and write down the unsolved problems. In this process, because everyone has to explain their own views and opinions, students' intention and initiative to participate in teaching can be fully mobilized and brought into play, which can drive students with learning difficulties, play a supplementary role in communication and stimulate people's intention to study in depth. At the same time, it can cultivate students' spirit of unity and cooperation.
② Ask and answer questions between groups seriously. First, the students write the unsolved problems in the group on the blackboard, and the students number them according to the textbook data. Psychological research has proved that students have a strong performance. The problem of letting students write on the blackboard on the stage gives them the opportunity to show their talents; The serial number is compiled by students according to the teaching materials, which deepens the understanding of the knowledge system of the teaching materials. Secondly, the teacher organized the whole class to solve the problems on the blackboard, which constituted inter-group solving. During this period, the whole class can express their views on every issue, illustrate their views with examples, and even debate. Students ask questions mainly by solving doubts, and teachers organize, participate, guide and learn in the teaching process. For problems that students can't solve, teachers may study with students, or guide and guide them in time, but they can't think for students.
Fourth, use mathematics to solve practical problems in life.
After learning knowledge, students don't think about the role of what they have learned and don't apply mathematical knowledge to solve practical problems in real life. Then, the students trained by this kind of teaching are just problem-solving experts who adapt to the exam. After students have mastered certain mathematical knowledge, they are very willing to let them apply this knowledge to solve some practical problems around us, which is also the goal we must achieve in teaching.
If we can attach great importance to the life of mathematics knowledge in teaching, we must make mathematics closer to life. At the same time, it will make people feel that life can not be separated from mathematics, and mathematics will become energetic, so that students will be more interested in mathematics, learn mathematics more actively, consolidate mathematics, and even develop mathematics. Mathematics living is the new requirement of educational modernization for mathematics teaching. Teachers should fully tap the materials from modern life, turn them into mathematical model problems, and use what they have learned to solve practical problems, so as to cultivate students' will and interest in learning and applying mathematical knowledge and improve their mathematical quality. Let students truly appreciate the fun and practicality of mathematics learning, let students discover life mathematics and enjoy learning, and let mathematics classroom teaching adapt to the reality of social life, so as to cultivate a group of talents who can really adapt to the needs of the future society.
The experience of primary school mathematics (3) Mathematics, as the main subject to develop human brain resources and cultivate creativity, requires particularly high classroom atmosphere, students' concentration and the speed of entering the protagonist. The introduction of mathematics class can make students enter the realm of mathematics with the least amount of words and time, which can connect the preceding with the following, learn new things, stimulate their desire to learn, and connect with previous knowledge to prepare for the climax of learning.
First, import with suspense.
In the introduction of new courses, teachers skillfully set suspense, carefully set doubts, create "angry" and "disgusting" situations, make students have a strong desire for knowledge, can urge students to consciously complete the established teaching objectives, and make love and knowledge blend to the best state. For example, when teaching "the feature that a number is divisible by 3", the teacher first writes a number "32 1", and then asks the students whether this number can be divisible by "3". After calculating, the student replied: "Yes!" After that, the teacher asked each student to prepare a multi-digit number by himself, and first calculate whether it can be divisible by 3. However, after the test, each student reported a number to see if the teacher could quickly decide which numbers were divisible by 3 and which numbers were not divisible by 3 without calculation. At this time, the atmosphere in the classroom is very active, and everyone seems to want to hit the teacher. However, to the teacher's great surprise, the students can quickly and accurately judge whether the multiple numbers they reported can be divisible by 3. Later, the teacher further questioned: "Without calculation, can you accurately see whether a number can be divisible by 3 at a glance?" The students shook their heads one by one and were stumped. At this time, mastering new knowledge has become students' greatest wish.
Second, make clever use of migration.
Mathematics is characterized by strong logic and systematicness, and new knowledge is the development and deepening of old knowledge. Using old knowledge skillfully to introduce new lessons can often get good results. For example, when teaching "How much do you know", the teacher first tells the students a story of "the Monkey King dividing moon cakes" in The Journey to the West. Tang Priest and his disciples went to the Western Heaven to learn Buddhist scriptures. On the way, they met an old man selling moon cakes. Looking at the delicious moon cakes, the Monkey King and Pig are drooling. Grandpa said, "If you want to eat moon cakes, I have to test you first." He took out four moon cakes and said, "You two share the four moon cakes equally. How many do you each take? " The two quickly answered. Then I took out two moon cakes and gave them to two people equally. Finally, he took out a piece of moon cake and asked, "You two share a piece of moon cake equally. How many each? " Wukong and Bajie answered, "Half". So how do you write half with a number? This stumped Wukong and Bajie. Using students' favorite story of Journey to the West, it is natural to transition from integer division to cognitive score, paving the way with old knowledge and transitioning to new knowledge. Really "enlightened" and "developed", which aroused students' desire to explore new knowledge.
Third, borrow teaching AIDS to introduce.
The world of children is unique. At the beginning of teaching, purposefully guiding students to observe familiar things, pictures and other teaching AIDS can not only stimulate students' interest in learning, but also cultivate their observation potential and applied mathematics potential. For example, when teaching the "Preliminary Understanding of Corner", first show the physical pictures such as red scarf, five-pointed star and polygonal flower pond in the school, so that students can find the corner from their familiar daily life. When teaching "the advantages of comparison", the teacher displayed a national flag and said emotionally, "Students, this year 10 June 1 is the 55th anniversary of the founding of People's Republic of China (PRC). This is a national flag, 3 cm long and 2 cm wide. " Then introduce the benefits of comparison. There, students were educated in patriotism, and teachers and students created an extremely proud "happy" atmosphere. At the same time, the beautiful national flag also influenced students through artistic beauty.
Of course, there are many ways to guide people in the new lesson, such as telling stories. Solve riddles on the lanterns, playing games and listening to music. Teaching has the law, but teaching cannot. All this should revolve around one goal, that is, to create a pleasant and harmonious teaching atmosphere for students to learn new knowledge, to stimulate students' interest in learning, to stimulate students' consciousness and creativity in learning, and to make students willing to learn, be good at learning and be willing to learn.
Experience of primary school mathematics (4) Effectiveness is the life of classroom teaching. How did a class change the lives of teachers and students? Harvest knowledge and thinking; What kind of physical and mental experience you get is three important indicators to consider the effectiveness of classroom teaching. Objectively speaking, from entering the classroom to leaving the classroom, teachers and students will always have some changes and gain something, as if every class is effective. However, the effectiveness of the classroom varies greatly, and some classrooms can have a lifelong impact on teachers and students; Some classes only leave students with some mechanical memories, and the accumulated differences lead to the differences in people's quality and living conditions. Therefore, the role of each class can not be ignored.
Any responsible teacher wants to improve the effectiveness of classroom teaching, and there are many articles in this regard. Based on my experience and understanding, I think the following three points are the most important.
First, teachers should have the ability to attract students.
First of all, we must put our minds right. When we come into the classroom with lesson plans, if we think to ourselves: I am giving a lecture, the students must sit still and listen to me carefully! Then this class won't be too wonderful! If you come into the classroom with a smile and think to yourself: I am studying with everyone, and I believe I will make everyone happy. This course is half successful. People sitting on the plane think differently from people sitting on bicycles, and so do teachers who stand on the platform and walk among students. Therefore, when you enter the classroom, you should put your role in order, regard it as a collaborator, promoter and guide of students' learning, forget the dignity of teachers, devote yourself wholeheartedly and create a warm and harmonious learning atmosphere.
Secondly, teachers should learn to beautify their goals. Every class has a predetermined goal, but not every teacher can make the goal attractive. Before class, teachers should be good at describing the beautiful scenery after reaching the teaching goal in the most beautiful language, so as to attract every child to move towards the goal.
Third, we should pay attention to the physical and mental experience in the learning process. Teaching is a bilateral activity between teachers and students. In this process, whether teachers and students are happy or miserable, active or passive, is an important index to evaluate the effectiveness of a class. For example, if we just watch the sea, we can't eat well, sleep well and feel bad during the trip. When we appreciate the beauty of the sea, it will be greatly discounted. For teachers and students, the learning process is the normal state of life and an important part of our life. Making the learning process full of happiness is an important topic to improve our quality of life, which can not be ignored.
Fourth, prepare lessons carefully. We all have the feeling that when we enter the classroom that is ready for class and the classroom that is not ready for class, our mood is different. Suhomlinski also said: It takes a lifetime to prepare lessons. Really, the high efficiency of the classroom comes from careful preparation! The charm of the classroom also comes from careful preparation! Being able to attract students is the guarantee to improve classroom efficiency.
Second, strive to expand the width of the classroom.
The time of a class is limited, and the goal to be achieved is certain. If we learn more about relevant knowledge and increase the width of the classroom in the process of achieving the goal, the effectiveness of classroom teaching will be improved.
To achieve this state, teachers need to have a deep knowledge reserve, pay attention to everything around them, and need to constantly think and carefully design. The width of the classroom is the decisive factor to improve the effectiveness of the classroom.
Third, dig the depth of the classroom.
What determines the size of a container is its volume, which is proportional to its depth. The effect of a class is also directly proportional to the depth of knowledge. Our textbook knowledge is so simple that students with average intelligence can understand it after reading it several times. If a teacher just teaches textbook knowledge like a megaphone, it is difficult to satisfy students' thirst for knowledge. Appropriately excavating the depth of knowledge is an effective way to improve teaching efficiency.
In fact, every class should be deepened on the basis of textbook knowledge to increase the capacity of the classroom and improve the efficiency of classroom teaching.
Fourth, extend the length of the classroom.
When students leave the classroom, if they feel that everything in the classroom has been learned, then the class is by no means perfect; If students are still frowning and thinking about unsolved problems, such a class is absolutely wonderful. In class, it should always be a question mark, not a period. Therefore, when the class is over, students must be allowed to walk out of the classroom with thinking, extend the length of the classroom and improve the effectiveness of classroom teaching.
There are too many factors that affect the effectiveness of classroom teaching. As long as we think hard, are willing to explore, and regard ourselves as students' peers in exploring knowledge, we will certainly find a better way. Palmer, an American educator, said: "Teaching is to create an isomorphic space for practicing truth, in which we pursue truth with like-minded friends." Let's work together to explore effective ways to improve classroom teaching efficiency.
Experience of primary school mathematics (5) The five-week primary school mathematics training is over. If you want to say that you have learned a lot of teaching methods and solved some puzzles in teaching, you have been greatly inspired. I learned not only professional knowledge, but also a good life lesson. I feel that I have benefited a lot and gained a lot.
First of all, we should know the art of appreciation and love.
As a teacher, only by appreciating and loving children can we win their love and respect. "Only by kissing their teachers can we trust their ways". A relaxed and lively classroom atmosphere, vivid and humorous explanations and novel and unique teaching methods. The children's heartfelt laughter, flashing eyes of curiosity and the expression of wanting more after class are the best evaluations of teaching. Let the children really like it, really want to learn, and really want to follow the teacher into the wonderful knowledge hall.
Second, create an attractive learning background.
"Mathematics Curriculum Standard" points out that in mathematics teaching, it is necessary to create learning situations that are closely related to students' living environment and knowledge background and are of interest to students. Let students gradually experience the process of the generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, communication and reflection, and gain positive emotional experience. The creation of mathematics teaching scene is a powerful form to stimulate students' interest in learning mathematics. It can fully mobilize students' "emotional intelligence" in learning mathematics, stimulate their learning motivation and curiosity, cultivate their curiosity, promote their thinking to enter the best state, experience the emotions in mathematics content in the process of learning mathematics, and make their mathematics learning interesting, effective, confident and successful.
Third, provide space for students to explore and communicate.
Only in this way can students develop good study habits and improve their learning ability. The teaching of each class strives to achieve: first try, then explain, first guess, then verify, first think independently, and then cooperate and communicate in groups. Think, listen, communicate and summarize with the eyes of mathematics, so that students can get good learning motivation and sustainable development. Mathematics teachers should pay attention to the training of method ability and logical thinking ability, rather than just staring at their eyes. If we really pay attention to the sustainable development of students in teaching, we will get twice the result with half the effort.
After the training, I put more pressure on myself, because primary school mathematics teachers should have the qualities of mathematical thinking, mathematical consciousness, mathematical spirit and mathematical aesthetic feeling, so as to impart mathematical knowledge to students vividly and achieve higher teaching efficiency. In order not to be eliminated, we must work harder to improve our professional quality, theoretical level, educational and scientific research ability, classroom teaching ability and so on. This requires me to spend more time and energy, study all kinds of educational theories hard, be brave in practicing in class, and reflect and standardize my education and teaching in time. I believe that through my continuous efforts, I will gain something.