Primary school mathematics training log 1 network training for a few days, although the time is very short, but it reunited my student dream. Moved to learn, reflect in learning, harvest in reflection, and harvest this hard-won day. The inculcation of experts has sublimated my educational concept and enriched my educational theory. Various forms of training have made me deeply feel the importance of learning theoretical knowledge and have a deep understanding of educational concepts and educational science theories. I have benefited a lot from practice. For the future work, I have accumulated strength, cleared my mind and made my goals clearer. As a teacher, we should implement quality education, teach and educate people, and strive to be the vanguard of implementing quality education.
1. In the teaching method of mathematics course, it is emphasized that teachers should guide students to carry out mathematics activities through situations and other means.
During the activity, teachers should understand students' ideas, give targeted guidance, and organize students to cooperate and exchange, and draw relevant conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good study habits, create vivid and interesting learning situations, combine students' actual teaching, encourage algorithm diversification, attach importance to students' practical activities, pay attention to students' learning process, and creatively use teaching materials, so as to realize the transformation of students' learning methods and improve their lifelong learning potential.
2. Independent cooperation and exploration-the theme of classroom teaching.
"Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics learning. "So how to implement students' dominant position in classroom teaching? Mainly the student union, the teacher does not talk, students can learn by themselves, the teacher does not teach, students can put forward by themselves, and the teacher does not do it for them. Teachers should seize the opportunity in the classroom, create conditions for students to study, cooperate and explore deeply, let students learn mathematics through playing, speaking, practicing and discussing, and improve the potential of students' independent learning, cooperative learning and inquiry learning. For example, when teaching two-digit MINUS 42-27, let students self-observation explain the formula by himself, and then combine a series of activities such as playing, speaking and practicing through exchanges and cooperation, so that students can learn independently, cooperate and communicate, and explore deeply, which not only enables students to easily grasp the information they have learned, but also enables students to start their thinking. Students are enthusiastic about learning and actively participate in learning, which truly realizes the change of students' learning style and makes the classroom full of vitality.
3. Connecting with the reality of life-mathematics learning in life.
According to the age characteristics and life experience of primary school students in grade one, students should learn from life and things around them that students can usually see and touch, so that students can truly understand mathematics knowledge in the perception of concrete images. Mathematics comes from life and serves real life. For this reason, in teaching, I try my best to create conditions for students, connect mathematics learning with reality and practical activities, make students feel that there is mathematics everywhere in their lives, and improve their potential to ask, analyze and solve problems. Such as: counting stationery; What can 6, 7, 8, 9, 10 represent in practice? In this way, students can connect mathematics with life, which not only stimulates students' interest in learning, but also enables students to fully mobilize their existing life experience to study and improve their learning potential.
You can't walk out of the closed door by following the rules, because you can't make beautiful fairy tales by standing still. In the vast sky of the new curriculum reform, we should not be afraid of failure, keep working hard and keep innovating. It's a long way to go, Xiu Yuan, and my top-down pursuit.
From this training, I feel that as an ordinary people's teacher, the ultimate pursuit and expectation is to form a unique teaching style, rather than being a "teacher" forever. If you want to take this step, you have to pay constant hardships and efforts to truly realize the glory of self-study. Success and achievement are what everyone yearns for, and you are constantly striving for it, in which you have experienced the ups and downs of life and career.
The core idea of the new course "Journal of Primary School Mathematics Training 2" is to take students as the main body of learning, and to promote the development of each student makes my eyes shine, which reminds us once again to give students enough time and space in teaching, so that students can do more hands-on and more operations. By studying materials, discussing and communicating, let them master the basic knowledge and skills of mathematics. Pay attention to cultivating students' innovative consciousness and practical ability, cultivate students' awareness of learning and using mathematics, and make them develop good study habits.
Below I want to share some feelings in this new curriculum standard training:
First, through the interpretation of the new curriculum standards, I understand many new truths: teaching is no longer a simple process of knowledge infusion and transplantation, but a process of interaction between learning subjects (students) and education subjects (teachers, including the environment). Everyone can get a good study and education, so that different people can get different development in teaching, especially in mathematics. Students will no longer be containers of knowledge, but learners of independent knowledge. There is a good saying: "The teacher does not look at how many books he has read and how many years he has taught, but at how many books he has read and how many books he has taught with his heart." The effects of attentive teaching, innovative teaching and repeated teaching are very different.
Secondly, through the interpretation of the new curriculum standards, I think teachers should have innovative spirit in their lives. Spring grass is green every year, and grass is different every year. The same is true of our students, because there are differences between people, so education should not only face all students, but also respect each student's personality. To teach students in accordance with their aptitude, the purpose is to mobilize every student's learning enthusiasm and initiative, so that every student can develop actively and lively. Combine whole teaching, group teaching and individual teaching in organizational teaching; In the process of education, the principle of individual treatment is implemented, and a key is emphasized to open a lock. Students are like young flowers, but everyone has their own unique functions. Therefore, it is more necessary for us to constantly innovate teaching methods and use different teaching methods to water and care for them, so that they can grow up healthily.
Mathematics teaching activities must stimulate students' interest, arouse their enthusiasm and stimulate their thinking; Attention should be paid to cultivating students' good study habits and mastering effective learning methods. Students' learning should be a lively, active and personalized process. In addition to learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning. Students should have enough time and space to experience activities such as observation, experiment, guess, verification, reasoning and proof. Teachers' teaching should be based on students' cognitive development level and the experience of beneficial friends, face all students, pay attention to heuristics and teach students in accordance with their aptitude, and provide students with sufficient opportunities for mathematics activities. We should properly handle the relationship between teachers' teaching and students' autonomous learning, take effective measures to inspire students to think, guide students to explore independently, and encourage students to cooperate and exchange, so that students can truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods, get necessary mathematical thinking training, and gain rich experience in mathematical activities.
Third, through the interpretation of the new curriculum standards, we can be brave and good at conducting strict introspection and reflection on our own education and teaching. We should not only dare to face up to our own shortcomings and try to explore remedies, but also be good at summing up our own or peers' successful experiences and extracting the essence for reference, so as to lay a solid foundation for theoretical breakthroughs. Combine curriculum standards with teaching materials, innovate teaching, innovative reading, innovative use and innovative application.
Of course, the interpretation of curriculum standards requires a serious attitude, as well as constant learning and constant experience. An educator once said that teaching stops at teaching. As a teacher, you must be a learner. I deeply know that only teachers who study happily can become teachers who teach happily; Only when teachers study happily can they become happy to teach for teachers, happy to learn for teachers, and let students live in happiness and learn in happiness. This is my greatest pursuit. So I must first become a student again, so that I can have a deeper understanding of what our students think. I would like to pursue the perfect teaching art as my life goal and integrate the waves of my life into the tide of education and teaching reform.
I still remember that a big new change in the new curriculum standard is in the problem-solving process. In addition to the previous analysis and problem-solving, problems are also found and raised. This new change is also beneficial to the first grade mathematics I am currently teaching. The calculation formula of drawing in the first grade of primary school, also known as the application problem of reading pictures, is an important and difficult point in mathematics learning in the lower grade. So in class, I often ask children to describe what mathematical information you found in the pictures, and then let them learn to put forward a mathematical problem based on the existing mathematical information, so as to guide them to analyze the problem according to this problem and see what methods to solve it. The whole teaching idea is to teach students to solve problems effectively in this way when doing such problems independently, and at the same time, it can also cultivate their expression ability! This is what I think the new curriculum standard is the greatest guidance for my teaching. According to this idea, the children's ability to read pictures in our class has been greatly improved, but there are still some shortcomings and details that need to be constantly improved, so continuing to learn the new curriculum standard is the key to solve these problems!
Through the study of the current new curriculum standard, I want to do my best in the future primary school mathematics teaching: the teaching goal should be long-term, looking from a height to a distance; Teaching content should pay attention to the essence of mathematics, so that students can learn the knowledge itself thoroughly; Teaching activities should leave more space for students, so that students can show their math ability as much as possible!
In order to further improve teachers' classroom teaching ability, our province organized teachers' distance training and learning activities. All the teachers who participated in this training are enthusiastic about their studies. Under the arrangement of my superiors, I participated in the distance training and learning of "primary school mathematics" class, which benefited a lot. Let's make a study summary.
During the training and study, I often go online to participate in the study: I insist on studying online for more than 20 hours. I studied hard from beginning to end, listened to experts' wonderful lectures many times, finished my homework on time and in quantity, and absorbed their views and essence with my heart.
As a rural teacher with poor living conditions, online learning faces the following problems: the guarantee of hardware equipment, computers and networks, the guarantee of learning time, the limitation of computer use ability, and the existing problems and difficulties can not be solved in time. So I will make full use of the teacher's time on duty during the summer vacation, and seize every minute to study online, watch videos and do my homework. Although studying is really tiring, and I am tired after studying for a long time, I think I have gained a lot from studying.
This training can be said to be a hearty meal for our front-line teachers, with expert lectures as the main content and strong practicality. We not only attach importance to the renewal of students' ideas, but also attach importance to the introduction of specific operational skills, both theoretical guidance and the exchange of specific teaching practice experience. Through study, I have a clearer direction for my career development. Reflect on the confusion in my usual work, and seriously experience the incisive exposition of experts in the study and training, and have a deep understanding.
First, training and learning have improved my ideological understanding.
People's ideas need to keep pace with the times and constantly update and change. In the past, our front-line teachers only paid attention to teaching experience and rarely absorbed new things and information. After attending this training, I realized that I can learn a very broad world through the network, and I can get in touch with many experienced theoretical experts and teachers and learn systematic professional teaching theory knowledge. Establishing the concept of lifelong learning and keeping up with the pace of social progress is extremely important for the construction of famous teachers and professional development.
Because of working and living in the countryside for a long time, I didn't know the current situation of education and the growth of teachers in time, and I didn't have a comprehensive understanding of my own education and teaching work. Through this training and study, I clearly know that the new curriculum reform has put forward new requirements for teachers. Today's teachers should become researchers of education and teaching, developers and builders of new courses, leaders, promoters and collaborators of students' learning. We should look at our educational work from a broader perspective, constantly improve the level of education and teaching, and constantly sum up our own gains and losses in order to meet the requirements of educational development for teachers. I deeply feel that as a teacher in the new era, it is far from enough to have "love", but only to "preach and teach" and not to be a good teacher. Only by keeping pace with the times, being brave in exploration and innovation, and having professional knowledge and skills can we be good teachers in the new period.
This training requires each student to write homework, study diary, study summary, reflection and introspection. It also made me realize the importance of continuing education, and I felt that the knowledge I had learned before was too limited and my vision of the problem was too superficial. Only by establishing the lifelong education concept of "never too old to learn" can teachers keep up with the times and the pace of knowledge development and be competent for complex and creative education work. Only by constantly learning, constantly enriching our knowledge, constantly updating our educational concepts and constantly denying ourselves can we make continuous progress.
Second, training and study have consolidated my professional knowledge base.
To give the students a drop of water, the teacher must have a bucket of water. This is not accurate. Our teachers should have a bucket of clear, fresh and inexhaustible water. As a primary school math teacher, the first thing you should have is comprehensive and systematic subject knowledge. In this training and study, experts led us into a new education and teaching concept, provided fresh water for our future work, helped me to further understand the teaching concept of the new curriculum, gave me a deep understanding and reflection on primary school mathematics teaching, helped me accurately grasp the main teaching contents and teaching difficulties of primary school mathematics, and helped me understand and master new teaching methods and means, which can be effectively applied to my own actual teaching.
Thirdly, training and learning have updated my teaching philosophy.
Teachers are the concrete implementers of the new curriculum reform, and the consciousness and quality of the implementers are very important. Therefore, in the teaching process, teachers must have a higher professional level, consciously reflect on teaching, carry forward and inherit excellent teaching traditions, update teaching concepts and teaching ideas, practice and explore hard, and improve their classroom teaching level. In training and learning, let me reflect that I can no longer use the old teaching methods. In the classroom, teachers should guide students to participate in the exploration of teachers' design problems, so the requirements for teachers are improved. How do you explore in class? How can more students participate effectively? And so on are all questions that teachers should think about before class. When a class lasts for 40 minutes, students have more opportunities to participate in the class, and the teacher's teaching time will inevitably decrease. In the limited time, how to make students learn what they want to master thoroughly is also a problem that teachers should think about. In short, the traditional "spoon-feeding" and "spoon-feeding" teaching methods have completely failed to adapt to the new curriculum reform. Therefore, as a teacher, we must seriously study new teaching concepts and strive to improve our professional knowledge. At the same time, it is necessary to raise awareness, expand knowledge and improve the level of information acquisition, processing and dissemination.
The content of this training is rich, and the experts talked about their unique views on the field of education and teaching from their own personal experiences. Let me know more clearly how teachers should view their own position and how to improve their professional level.
To cultivate students' application consciousness in mathematics teaching, we should start with the close relationship between "mathematics" and "life". By improving classroom teaching design, teachers can bridge the students' "knowledge world" and "life world" and rebuild students' life world. Only when mathematics is no longer with a straight face, but closer to students' real life, will students have interest in learning, enter the leading role of mathematics learning, learn mathematics, truly feel and experience the charm and value of mathematics, and enhance their understanding and confidence in applying mathematics.
First, the mathematical problem "life"-let mathematics into life
"Life-oriented" mathematics problem is to extend mathematics textbooks to students' real life, let mathematics problems in life enter mathematics teaching, and make mathematics teaching full of the breath and vitality of the times.
1, create a situation close to students' real life.
Most of the learning materials of primary school mathematics can be found in life. Based on the characteristics of children's psychological development, their study has a strong emotional color and they are kind and interested in familiar life situations. In teaching, we should extract the materials of mathematics learning from students' lives as much as possible, so that they can feel that the mathematics knowledge they have learned in class comes from life, perceive the value of mathematics learning and stimulate their interest in mathematics learning.
2. Make full use of students' existing experience to learn mathematics.
Children have accumulated some experience in their past study and life. These seemingly scattered, disorderly, chaotic and superficial experiences are often important resources for them to learn mathematics and solve problems.
Second, the "mathematicization" of life problems-let life enter the classroom
1, mathematics in the eyes
In mathematics teaching, teachers should be good at guiding students to observe the real world from the perspective of mathematics. Only by observing the surrounding things from the perspective of mathematics, finding out the factors related to mathematics and putting forward the problems solved by mathematics can we realize the importance of learning mathematics and enhance our confidence in learning mathematics well.
2, learn to use mathematics, so that students have the opportunity to solve practical math problems. 3. Accumulate life and return to mathematics-make mathematics teaching more "wise after the event".
(1) Learn problem-solving strategies.
① Drawing strategy: Due to the limitation of primary school students' understanding level, it may be difficult to reason about the nature and operation of symbols. If they are allowed to draw a picture on paper in time, it can expand students' thinking of solving problems and help them find the key to solving problems. Therefore, we believe that drawing should be a basic problem-solving strategy for children. Why is painting important? Mainly intuitive, drawing can concretize some abstract mathematical problems and simplify some complex problems. Common drawing methods include: direct view, schematic diagram, line segment diagram, tree diagram, set diagram, etc.
② Reasoning strategy: Reasoning is the basis of understanding and applying mathematics, while logical reasoning is an important problem-solving potential. Students should use logical reasoning to adjust their guesses when guessing, testing and correcting; When using charts, we should use logical reasoning to analyze charts. In most cases, it is difficult to separate logical reasoning from other strategies. The "analysis method" and "synthesis method" we mentioned before can be regarded as simple logical reasoning. But some problems are mainly solved by logical reasoning. Whether it is the main strategy or the combination with other problem-solving strategies, logical reasoning is very important for students to solve problems successfully.
(3) List strategy: In the process of solving problems, we list the conditional information of problems in the form of tables, which can often get twice the result with half the effort in characterizing problems and seeking solutions.
4 try to adjust the strategy: try the strategy. Simply put, when you don't know where to start, you can guess and try first. The result of the guess should be reasonable, but it does not meet the requirements. We need to put the result of the guess into the question, further adjust and find the answer.
⑤ Simulation operation strategy: Simulation operation is a strategy to simulate the problem situation through exploratory hands-on operation activities, so as to obtain the solution to the problem. Through the process of self-exploration, students turn the problems that need to be solved into known problems for deductive research. Through this developmental operation strategy training, students can not only solve problems, but also cultivate their creative thinking in the process.
(2) The thinking method of learning mathematics.
Wisdom cannot be taught directly like knowledge. In the process of acquiring knowledge and accumulating experience, teachers need to be constantly awakened, enlightened, enriched and enlightened by their own wisdom. Effectively create and use curriculum resources, guide students to truly experience the process of "mathematization" in mathematical activities of observation, experiment, guess, verification, reasoning and communication, and acquire necessary mathematical ideas and methods.
Through teaching, it is found that in order to let students master the problem-solving methods better, we must follow the characteristics and laws of children's thinking and combine the structural characteristics of application problems to change the teaching methods to make them easier. In my teaching, I made the following attempts in view of the different structural characteristics of the questions and the problems existing in the students.
First, in order for students to solve problems, students must be familiar with the problems to be solved.
Only by making students form the habit of looking at the questions carefully and keeping the plot and quantitative relationship of the questions in their minds from beginning to end can they solve the problems better. Specific practices are as follows:
1. Use practical examples in life to improve students' interest and let students master the methods of solving problems.
2. According to the plot of the application problem, demonstrate directly in kind, so that students can understand the specific meaning of the problem by observing the change of the quantitative relationship.
3. Demonstrate graphically.
Second, guide students to find "intermediate problems" in various ways.
Because of the complexity of the quantitative relationship of complex problems, the scope involved and the wide range of reflecting real life, students must have the necessary thinking level to solve problems correctly. Therefore, the application problem of "two-step calculation" has become the key to solving compound application problems and an opportunity to improve the potential of solving problems. We must adopt effective methods to urge students to find a breakthrough in the "gap" between conditions and problems and make a good transition in understanding.
When learning simple application problems, we should strengthen training in the form of supplementary conditions and supplementary questions. We can also help students understand the structure of compound application problems by asking two questions in succession and changing the questions or conditions, thus paving the way for seeking "intermediate questions".
Third, carefully design exercises to improve the problem-solving potential and thinking level.
1, the training of multiple solutions to one problem
2, changeable training.
3. Check the training of multiple questions
The above is my experience in primary school mathematics education over the years. I want to communicate with all the teachers and look forward to your valuable opinions.