Journal of junior high school mathematics teacher training: the textbooks for the implementation of the new junior high school mathematics curriculum provide a lot of clues to mathematics activities and become the starting point for all students to engage in mathematics learning; Starting from the students' reality, learning topics are introduced with familiar and interesting question situations, which provide many interesting mathematical questions and facilitate the development of mathematical inquiry activities. By providing opportunities for operation, thinking and communication, students can form new knowledge through independent exploration and cooperative communication, so as to better understand mathematics in the process of knowledge formation and application. Teachers, as builders of courses and implementers of teaching, are bound to have some new ideas and measures to face new educational forms in the face of many changes in students, courses and teaching forms in classroom teaching activities. I have made some reflections on some attempts and practices in the teaching practice of the new curriculum and some experiences in communicating with other teachers:
First, I feel that students like math better.
The new curriculum attaches importance to the cultivation of students' innovative spirit and practical ability. Compared with traditional textbooks, it pays more attention to students' interests and experiences and the real world of students. It transforms the teaching goal into students' self-demand, closely links with students' life, modern society and scientific and technological development, and guides students to experience, actively participate, practice, think independently and explore cooperatively. Let the students glow in the classroom, and every student's eyes are shining with wisdom. The first volume of seventh grade mathematics begins with "rich graphic world", which makes a good start for future study. In the teaching of viewing profiles in different directions, the rich physical presentation, intra-group and inter-group communication gave students ample display space, and their rich imagination greatly exceeded my expectations; For example, when learning axis symmetry, students are required to design the class emblem with what they have learned and tell their own design intentions. Other students put forward opinions and suggestions, and their thinking was fully activated in the classroom, which also made students realize the modern mathematical concept that graphics come from life and serve life. This kind of atmosphere allows students to master knowledge unconsciously in a happy mood. Flexible and diverse teaching methods, equal communication between teachers and students, and democratic relationship between learning and learning will naturally increase students' love for mathematics.
Second, teachers are facing new opportunities and challenges.
The new round of curriculum reform is both a severe challenge and a rare opportunity for every teacher. To teach new courses and use new textbooks well, we must renew our ideas, actively explore and be brave in practice. The learning of all new knowledge in new textbooks begins with the learning of related problem situations, which is the starting point for understanding and learning knowledge. If we can effectively grasp it, it will certainly have a good teaching effect. Multimedia teaching has great advantages in stimulating students' interest in learning. In last semester's teaching and research activities, Director Zheng watched the lesson "Changing Fish" (eighth grade mathematics) with multimedia. Through the application of geometry sketchpad software, the position of points in the coordinate system, the patterns formed by connection points and the relationship between patterns are vividly displayed, which fully shows the incomparable advantages of modern teaching methods. Therefore, it is necessary to master the relevant information skills as soon as possible, diversify the presentation methods of teaching content, discuss with teachers in the same subject, be diligent in reflection, give full play to the collective strength, learn from each other's strong points and avoid detours.
Third, the problems in teaching
1. The creation of teaching situation of new textbooks is the initial link to trigger students' active learning. We can't dilute the "taste of mathematics" simply by "living" and "interesting activities", while ignoring the main purpose of learning mathematics. We should learn to observe things and think about problems from the perspective of mathematics through problem situations, and really stimulate effective mathematical cognitive activities with emotional experience.
2. Cooperation and communication is an important index to evaluate a student in the new curriculum teaching, but it must not become a mere formality. Every class discussion is rigidly arranged for cooperative discussion, and the level of mathematical thinking is low and the direction is not clear; Discuss for the sake of discussion, ask questions instead of speaking, "two-way communication" is too much, teaching is blind and random, and the teaching process is hasty and messy, lacking integrity. Classroom teaching runs through the new curriculum concept, and we must attach importance to the "three basics": basic knowledge, basic skills and basic thinking methods.
3. Computer is only an auxiliary teaching method. Choosing the courseware and content with exploratory significance in time can arouse students' learning mood, improve their interest in learning, expand their knowledge, inspire their thinking and improve their efficiency. Courseware production can't be a mere formality, but a mobile teaching material instead of a blackboard. Modern teaching methods should be combined with traditional teaching methods (teaching AIDS, learning tools and blackboards) to complement each other and optimize the teaching methods as a whole.
The spirit and idea of the new curriculum reform cannot be transformed into practice overnight. We should reflect on our classroom teaching behavior, establish "problem consciousness", actively practice, find out the gaps and problems, further improve our education and teaching quality, truly enter the new junior high school mathematics curriculum, and work hard to realize the ideal of the new curriculum.
Chapter 5: Junior High School Mathematics Training Log (1969 words)
During the training period, I insisted on reading learning cases every day, actively participated in online seminars and offline discussions, exchanged ideas with each other, wrote training speeches, and carefully completed my homework. I am very busy. In this online training, I finished the homework of asking and answering questions. While studying, I also compare my own study with that of other students, actively reflect and find out the shortcomings in my work. At the same time, I had an online discussion and exchange with other students, which improved my ability in all aspects.
From work to now, I have been engaged in mathematics teaching in middle schools, constantly learning mathematics knowledge and participating in various teaching and training for many times. This research is of great help to me. No matter from the teaching concept or teaching method, it has been greatly touched. Whether it is the vivid analysis of cases by excellent teachers in the front line, the vivid explanation of theories by famous experts, and the ability to discuss with many math teachers, it has deeply touched my heart and produced emotional voices. This training gave me a new understanding of mathematics teaching. Mathematics is not a boring teaching of numerical formulas, but a very interesting practical subject integrating life, methods and emotions. As the cultivator and leader of students' interest in learning, only by communicating with students' minds, being close to students and life can mathematics teaching enter students' psychology and make mathematics teaching more and more life-oriented. In the whole learning process, I pay close attention to the advanced teaching ideas of experts. I read it again and again, and every time I finish it, I always get something. Through training, it has promoted my re-understanding and understanding of teaching.
Through this serious study and discussion on the topic of education, I can say that I have gained a lot, and at the same time I have brought many new thoughts to my teaching philosophy. Let me talk about my harvest:
1. The benefits of using various teaching methods to improve teaching effectiveness are: encouraging students to explore independently, advocating cooperation and exchange, and exploring the effectiveness of teaching with various teaching methods.
2. Through the discussion and research on the teaching of space and graphics under the new curriculum concept, we can get the following results: For the teaching involving this issue, we should try our best to link mathematics with real life, attach importance to students' life experience, be close to students' real life, cultivate students' awareness of applying mathematics, and achieve the purpose of applying what they have learned.
3. Through the teaching of "application problems" and the cultivation of students' problem-solving ability, the learning gain is that it is no longer the original fixed step, but a real understanding of the teaching process of application problems. Teaching practical problems should focus on the process, methods and teaching strategies of solving problems, rather than simply letting students remember the steps of solving problems.
4. Through the discussion and research of statistics and probability teaching under the new curriculum concept, the results are as follows: In statistics teaching, our teachers should actively guide students to pay attention to the establishment of spatial concepts and guide students to think in various ways and angles. For the teaching of probability, we should pay attention to the connection between contingency and inevitability, attach importance to connecting with life examples, and guide students to practice and reason more.
Network training has opened up a channel for ordinary teachers to get in close contact with well-known education experts and math teachers. By listening to experts' lectures and appreciating experts' scientific educational theories and advanced teaching methods, the educational concept has been fundamentally changed. At the same time, online training has built a broad communication platform for students. Between students and famous teachers, between students and students through online training platform, full learning and communication, all aspects have been improved. Let me talk about my own research experience:
1, you need to make further efforts to improve your professional quality. Through research and study, I think that teachers should not only have noble professional ethics, but also have profound knowledge and a set of effective methods to master the classroom under the guidance of the new curriculum concept. This is the foundation of our education and teaching work. I will take this long-distance training as an opportunity, use various forms to collect information on curriculum resources extensively, earnestly learn from curriculum experts and peer teams, constantly improve teaching methods, and strive to improve the theoretical level.
2. We need to pay more attention to students' dominant position in teaching. Students are the main body of classroom teaching. Classroom teaching should fully understand students, pay attention to each student on the basis of their existing knowledge and experience, and give each student full opportunities to improve and develop. In essence, teachers' teaching is a process in which teachers teach students to learn, not simply teaching and learning. Students are the real protagonists of classroom teaching, and a dynamic class is embodied by students.
It is necessary to further strengthen the cooperation and communication between teachers and students. Through this study, I deeply feel the importance of cooperation, especially in today's society that needs extensive cooperation and communication. Through communication, discussion and study, colleagues reflect different wisdom on the same issue, effectively link knowledge, experience and problems, and solve problems encountered by teachers in daily teaching, thus promoting teachers to improve teaching methods.
4. It is necessary to further strengthen the research and application of teaching strategies. Through learning, I further realize that the effective use of teaching strategies is very important to improve teaching efficiency, stimulate students' interest, and cultivate students' practical ability and innovative spirit.
5. It is necessary to further strengthen the reflection on teaching work. Reflect on your own teaching in time, listen carefully to students' reactions and teachers' comments, modify and improve your own teaching design and teaching strategies in time, reflect on your own practice with theory, truly integrate theory with practice, constantly sum up and sublimate your theoretical level and practical ability in practice, and constantly improve your teaching theoretical level.
Finally, thanks to the online training platform. Through this period of study, I have learned a lot of mathematics teaching knowledge, and I also know that many mathematics teachers are constantly exploring and tirelessly pursuing their dreams. Read many excellent articles and comments; Knowing that many experts are struggling for the cause of mathematics makes me full of hope for the future. To be a qualified math teacher, we must keep learning, constantly update our knowledge, improve our comprehensive quality, and strive for education, students and mathematics!
Unconsciously engaged in rural junior high school mathematics teaching for more than ten years. Through my years of teaching, I think mathematics teaching is a very interesting and meaningful work. To be a good teacher, we should not only leave enough time and space for students to explore and think independently, so that students can let go of their own thinking and JASON ZHANG personality. Only by giving students free time in teaching can students have greater creativity. Suhomlinski said: There is silence in the classroom, and the students are absorbed in thinking. We should cherish this moment. In teaching, students are given more time and space to learn according to their own thinking. Even though some attempts may be wrong sometimes, they can be perfected by questioning each other according to their own way of thinking. In math class, there are thinking contests, right and wrong debates, active cooperation and peak confrontation. The present teaching is really different from the teaching methods we accepted when we were young. Our mechanical imitation and fixed thinking can no longer be accepted and satisfied by these elves. They all try their best to show their own thinking and wonderful methods, as if they were interpreting wonderful and true mathematical fairy tales.
With the development of the times and the progress of society, China and even the whole world need talents who dare to question and have the ability to solve practical problems and innovate. However, China's education in this field is not optimistic at present. Recently, there was news on the Internet that a questionnaire survey was conducted among 1200 students in Beijing 10 middle school not long ago, and it was found that 66% students dared to question their teachers after class. 8%, 2 1.5% dare to question the teacher in class, while only 5% dare to point out the teacher's mistakes in class. 59%。 Another news: A survey of nearly 500 freshmen in five majors in a university shows that 40% of them can question their teachers after class, 15% dare to question their teachers in class, and less than 5% dare to point out their mistakes in class. Facing this reality, under the reform of the new curriculum standard education system, we should constantly improve the teaching quality and improve the comprehensive quality of students. I have the following experience in mathematics teaching:
First, persuasive, stimulate the understanding of the problem.
I use various methods in teaching to stimulate students' curiosity, arouse their strong thirst for knowledge, encourage students to constantly ask "why" in their studies, and enable them to establish the spirit of "asking why" and never let go of any questionable questions in their study and life. I borrowed the story "A Strange Question" and asked the students a question: "If you put a stone in a full glass of water, the water will overflow. If you put goldfish of the same size in it, the water won't overflow. Why do you think this is? " The students' answers were varied, more than the children's answers in the story, but none of them questioned the question itself. The students learned from this story that everyone has the right to doubt everything that can be doubted.
Second, carefully design the teaching process
1. Strengthen the rigorous education of mathematics and guide students to ask questions from mathematical language.
Students' doubts are not innate. Teachers should teach students the methods of asking questions in their own teaching process, create opportunities for asking questions, guide students to ask questions and raise valuable questions. Students are often guided to analyze the subtle differences in mathematical language, so that they can find contradictions and loopholes in their thinking and ask questions.
For example, the symbolic languages of fractional division are m≠0 and q≠0, which students can explain, because they are all denominators, so they cannot be zero. When I asked the students why p≠0, the students explained that when it is on the right side of the equation, it is the denominator of the reciprocal, so it cannot be zero. However, logically speaking, this explanation is wrong, because the restriction on the letter P should come from the question rather than the conclusion. The correct explanation is: it is a divisor, and the divisor cannot be 0, so p≠0.
2. Let students innovate freely and suit their age.
We are indeed more understanding than students, so we unconsciously want to arrange everything for them, including how to think and how to do it, but what we think may not be liked and accepted by students, so let them return to the most authentic and natural thinking form of this era and freely produce something innovative. When talking about function images in math class, many people find it difficult to understand the generation process of function images, or just know the process, but it is difficult to understand the essential relationship between numbers and shapes. Obviously, this point has not been strengthened in the book. If students are allowed to stop at this position and use innovative multimedia technology, it will be of great help to future teaching.
Teachers should teach less and let students learn more.
This is the most fundamental embodiment of student-oriented education. Keeping his mouth shut means that the teacher has to do a lot of work. How to make students learn more and how students are willing to learn. It goes without saying that preparation before class is very challenging. How to design interesting and exploratory questions before class is the key to a successful seminar. Preview is not smooth at first, and students only finish it as a task, so preview homework is often not done well. Therefore, teachers should talk less and don't pollute children's minds. If possible, come on, watch the show and applaud. When we need help, it is enough to give them a hint.
4. Group cooperation can not only promote learning, but also enhance friendship.
Group cooperation should be the essence of student-oriented education classroom, students influence students, students teach students, and finally achieve the effect that teachers can learn without teaching students. How to cultivate effective cooperation among groups? At first, my biggest confusion was that it would not guide students to say yes in an orderly and qualitative way. On the contrary, it gives those children who don't like brains a good opportunity to play without brains, and group cooperation becomes a mere formality. This impatience gave me a blow for a while and made me lose the confidence to cooperate with my children. However, perhaps "three heads are better than one Zhuge Liang" illuminates their hearts, or perhaps they understand that cooperation is an encouragement, a sharing and a strength. As a result, they slowly entered the ranks of cooperation. Now, children have been able to have simple discussions in groups and learn to help others. They can also go to the podium as primary school teachers. Students' language expression ability is improving. I believe that if children are given some time and space, constantly renew their ideas and adopt effective methods, they will certainly make greater progress. Let's wait for the flowers to bloom.
Third, strengthen consolidation after class.
In the actual process of education and teaching, it is always found that students with some mathematical knowledge have not mastered and have no problem-solving ideas. So I have been guiding students to understand the ideas and methods to solve these problems, and then find similar problems for students to do. Until students really understand and do it, the fundamental way to improve their grades and solve problems is to let students learn to think, so that they are in a state of "understanding and doing". And I have confidence in students with poor foundation, and I believe they can learn math well. My confidence in students will naturally infect students through communication in class and after class, so that they can build confidence. After a period of study, they naturally cultivated their interest in mathematics learning.
In a word, although I have made some teaching achievements, there is still a certain gap with the requirements of the new educational system reform. In my future work, I will learn more professional knowledge, improve my professional quality, study more textbooks, grasp the core of teaching deeply, arm my brain with advanced educational concepts, and become an excellent professional teacher as soon as possible.
In the teaching process of "three studies" in junior middle school mathematics teachers' research journal, many teachers think that they speak in an orderly way, have thorough knowledge analysis, thorough calculation and clear organization. However, in this way, many students can't draw inferences, which leads to difficulties in mathematics learning. Most teachers attribute this phenomenon to factors other than teachers, such as poor students' quality and poor family education environment, and rarely find that it is caused by their own teaching ability and literacy.
Classroom teaching is a bilateral activity between teachers and students. The essence of classroom teaching is the process of information exchange between teachers and students and the same school. When the teacher learned that students had difficulties in learning mathematics, did he think that it might be because the teacher didn't understand the textbook enough, didn't accurately grasp the key points and difficulties of the textbook, didn't make clear the content level of the textbook, and the teaching method didn't adapt? Under the guidance of mathematics curriculum standards, the purpose of our mathematics teaching is to let students go from "listening" to "understanding", to "meeting" and finally to "meeting". Therefore, teachers must deeply reflect on their own educational and teaching behavior and critically examine the performance and basis of self-subjective behavior. Through observation, review, diagnosis and self-monitoring, we can combine "learning to teach" with "learning to learn" by affirming, supporting, strengthening or denying, thinking and revising, so as to improve the rationality of teaching practice, improve classroom teaching efficiency and achieve the purpose of improving teaching quality. Now I will talk about my views on the following aspects.
First of all, teachers should reflect on educational concepts.
The new curriculum standard requires teachers to change the concept of subject education, always embody the scientific concept of "students are the main body of teaching activities", pay attention to students' lifelong development, and pay attention to cultivating students' strong interest in learning and correct study habits. Mathematics attaches great importance to the close connection between teaching content and real life. However, in teaching activities, many teachers are accustomed to the traditional teaching mode, pay attention to imparting knowledge and emphasize receptive learning, which makes many students lose interest in learning mathematics. In teaching, teachers should seize the opportunity, constantly guide students to create cognitive "conflicts" in the process of setting doubts, questioning and solving doubts, stimulate students' continuous interest in learning and desire for knowledge, successfully establish mathematical concepts, and master mathematical definitions, theorems and laws.
Teachers should base themselves on and cultivate students' independence and autonomy in inquiry teaching, guide students to question, investigate and explore, learn to learn by practice, and gradually form their own learning strategies in cooperative middle schools. For example, when learning the properties of an isosceles triangle, three students can draw the bisector of the top corner, the height on the bottom edge and the center line on the bottom edge. This is why students will find out why three lines are one line. There are many ways to prove the congruence of triangles. Why can't "corner edge" determine the congruence of two triangles? When learning mosaic, you can ask such questions. Why can regular triangles, squares and rectangles be regular hexagons, but regular pentagons are not? Wait a minute.
In this way, teachers' constant questioning and questioning can guide students to think positively, stimulate students' strong interest in learning and desire for knowledge, and urge students to discover and summarize all kinds of mathematical laws in life, thus laying a solid foundation for the next step of learning mathematical knowledge. Therefore, we teachers must reflect on our educational ideas, firmly grasp the relationship between dominance and subjectivity, and solve the problem of students' learning enthusiasm.
Secondly, teachers should reflect on teaching design.
Teaching design is the blueprint of classroom teaching, the overall planning and presupposition of classroom teaching, and outlines the interest orientation of classroom teaching activities. When designing teaching plans, teachers should pay attention to the current teaching content and its status (deconstruction of concepts, separation of thinking methods, contact methods of related knowledge, etc.). ), students' existing knowledge and experience, teaching purpose, key points and difficulties, how to design teaching process according to students' existing cognitive level and logical flow of knowledge, how to highlight key points and break through difficulties, what may happen when students understand concepts and thinking methods, how to deal with these situations, and what exercises to design to consolidate new knowledge. The reflection of instructional design is whether these ideas and presuppositions have been taken into account. After the teaching, we should reflect on the actual process and students' acceptance, find out the successes and shortcomings and their reasons, so as to effectively improve the teaching.
Thirdly, teachers should reflect on teaching methods.
Teachers teach well, and students learn well in essence. In the actual teaching process, do our teaching methods conform to the students' reality? In class, marking papers and answering questions, some teachers think it has been made clear, and students have been inspired to some extent. However, after reflection, it was found that the teacher's explanation did not proceed from the students' original knowledge base and fundamentally solved the problem of students' cognitive gap. Some teachers just blindly imagine solving a certain kind of problem according to their own fixed procedures. Maybe the students understood it at that time, but it was often specious and didn't really understand the essence of the problem.
In junior high school mathematics teaching, example practice teaching is an important part of mathematics teaching and an extension and development of concept teaching. The example exercises in the textbook are carefully arranged by the editor, which are typical and enlightening. They are not only the consolidation of basic knowledge, but also of great significance for cultivating students' intelligence, mastering mathematical ideas and methods, cultivating students' awareness and ability of applying mathematics and improving students' mathematical literacy.
Fourth, teachers should reflect on students' learning methods.
"Mathematics Curriculum Standards" points out that effective mathematics learning activities can not only rely on imitation and memory, but also practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, changing mathematics learning methods and advocating meaningful learning methods are the core tasks of curriculum reform. Junior high school students are generally between the ages of 12 and 16. They are in the period of growth and development. They are immature in thought, unstable in behavior, emotional in handling affairs, fond of showing off, impulsive, shy in meeting teachers, and have the habit that newborn calves are not afraid of tigers. In mathematics learning, students' interests, emotions and personalities are more prominent, and many students also have certain problems in their learning methods. At the same time, it is often difficult for them to find that their learning methods are inappropriate. Therefore, teachers should reflect on students' learning methods, find out their existing problems, and help them try to change inappropriate methods to make students meet the requirements of the new curriculum standards.
In short, to learn, we must take thinking as the basis, thinking can get it, and thinking can't. Teaching is also this law. If you don't think about it, you will become a teacher who teaches dead books, and students will not get good benefits. If you want to be an excellent teacher, only by summing up while teaching and reflecting while teaching can you achieve your goal.
Journal of junior high school mathematics teacher training iv. Distance training of continuing education has opened up a channel for ordinary teachers to get in close contact with well-known domestic education experts. By listening to experts' lectures and appreciating experts' scientific educational theories and advanced teaching methods, the educational concept has been fundamentally changed. At the same time, distance training has built a broad communication platform for students. Between students and experts, between students and students through the online training platform, full learning and communication, all aspects have been improved. During the training period, I insisted on watching video lectures, learning cases, actively participating in online seminars, exchanging experiences, writing training speeches, and earnestly completing my homework. I am very busy. In this online training, I watched all the online videos and finished my homework. While studying, I also combine my own learning practice, compare what I have learned with the class situation, actively reflect, find out the shortcomings in my work, and fully discuss and communicate with other students to improve my ability in all aspects.
Although I often participate in district and municipal teaching and research activities, continuing education and research are of great help to me.
No matter from the teaching idea or teaching method, it has been greatly touched. Whether it is the vivid analysis of the case by the excellent teachers in the front line or the vivid explanation of the theory by the expert tutor, it has deeply touched my heart and produced emotional voices. This training gave me a new understanding of mathematics teaching. Mathematics is not a boring teaching of numerical formulas, but a very interesting practical subject integrating life, methods and emotions. As the cultivator and leader of students' interest in learning, only by communicating with students' minds, being close to students and life can mathematics teaching enter students' psychology and make mathematics teaching more and more life-oriented. In the whole learning process, I pay close attention to the advanced teaching ideas of experts. I listened to it again and again, and every time I listened to it, I always got something. Through training, it has promoted my re-understanding and understanding of teaching. Let me talk about my own research experience:
1, further efforts to improve their professional quality. Through research and study, I think that teachers should not only have noble professional ethics, but also have profound knowledge and a set of effective methods to master the classroom under the guidance of the new curriculum concept. This is the foundation of our education and teaching work. I will take this long-distance training as an opportunity, use various forms to collect information on curriculum resources extensively, earnestly learn from curriculum experts and peer teams, constantly improve teaching methods, and strive to improve the theoretical level.
2. Pay more attention to students' dominant position in teaching. Students are the main body of classroom teaching. Classroom teaching should fully understand students, pay attention to each student on the basis of their existing knowledge and experience, and give each student full opportunities to improve and develop. In essence, teachers' teaching is a process in which teachers teach students to learn, not simply teaching and learning. Students are the real protagonists of classroom teaching, and a dynamic class is embodied by students.
3. Further strengthen the cooperation and communication between teachers and students. Through this study, I deeply feel the importance of cooperation, especially in today's society that needs extensive cooperation and communication. Through communication, discussion and study, colleagues reflect different wisdom on the same issue, effectively link knowledge, experience and problems, and solve problems encountered by teachers in daily teaching, thus promoting teachers to improve teaching methods.
The distance training platform for continuing education has made me hear the footsteps of so many unknown educators' practical exploration, see so many peers' tireless pursuit of their dreams, and read a series of wonderful comments and insightful articles full of students' painstaking efforts. I will continue distance training and learning, and strive to improve my education and teaching level.