Evaluation and analysis of mathematics teaching 1
In mid-April, I was lucky enough to participate in the activities of sending teachers to the countryside in the county. The main venue of this activity was held in the Central Primary School, and the main form of class observation activities-heterogeneous classes, benefited our grassroots teachers a lot. Through the class with the famous teachers in our town and county, we saw the elegance of famous teachers, learned the skills of preparing lessons and attending classes from them, and deeply realized the gap between us and famous teachers.
During class, I feel a lot about myself, but the most important thing is "why is our class inefficient" and "can our class go to a higher level?" These two questions have been haunting me, and these thoughts have always accompanied me back to work. Perhaps the first section is about mathematics, so I am deeply impressed by the second volume of third-grade mathematics written by Mr. Wang in the county and Mr. Zhang in our town. In order to better explain the above two problems and what we should do in the future, I will talk about my immature views on how to improve the effectiveness of primary school mathematics classroom.
How to improve the effectiveness of mathematics classroom teaching in primary schools and improve our potential for preparing lessons?
First, face the students' mathematical reality-accurately grasp the teaching objectives
That is, design teaching from students' existing knowledge base, life experience, cognitive law and psychological characteristics. Find the breakthrough point of teaching, highlight the key points of teaching, break through the difficulties of teaching and capture the growing point of teaching. Make the teaching goal practical.
Solution strategy
1, understand students' existing knowledge base and life experience, and determine practical teaching objectives for students. -Pre-class research
2. Mathematics learning activities must be based on students' cognitive development level and existing experience. -Grasp the breakthrough point
3. In teaching practice, students should pay attention to the process of abstracting practical problems into mathematical models and explaining and applying them. -Experience the process
Second, create a good mathematics learning situation-to stimulate students' learning needs.
Creating a good learning situation according to the cognitive rules, psychological characteristics and teaching materials of primary school students is helpful to stimulate students' interest in learning and generate the need to explore new knowledge. Therefore, this learning situation should be realistic, beneficial, valuable and challenging.
Solution strategy:
1, a mathematical activity situation with thinking value
2. Beautiful fairy tale situation
3. Problem situation of thinking cognitive conflict.
4. Learning situations in which mathematics is closely related to life.
5. The problem situation originates from the mathematical knowledge itself.
Third, choose appropriate teaching methods ―― pay attention to students' experience in the process of mathematization.
The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, we should adopt a variety of teaching and learning methods, so that students can learn to learn mathematics in independent thinking, inquiry learning and cooperative communication, and creatively solve problems with mathematical ideas and methods. And try a variety of experiences in the process of mathematical experience.
Solution strategy:
1, find ways to make students need to explore cooperative learning.
2. Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning and discussion, and stimulate the enthusiasm of inquiry and cooperative learning.
3. A good inquiry learning situation, with clear inquiry objectives and challenging and valuable questions for inquiry cooperative learning.
4. On the basis of the grouping principle of "heterogeneity within groups, homogeneity among groups", the dynamic arrangement of groups is implemented, which breaks the long-standing grouping structure-some people play a controlling role and some people are in a subordinate position, so that every student has the opportunity to establish an image and everyone has the opportunity to develop, improve and change themselves.
Fourth, do a good job of double basics and moderate training-promote the internalization of mathematical knowledge.
Grasping the essence of mathematical concepts is an eternal topic in mathematics education. Paying attention to the effectiveness of classroom teaching is undoubtedly paying attention to students' basic knowledge and skills of mathematics. The concept of mathematics is the foundation of supporting mathematical architecture, and the basic potential of mathematics is the guarantee of building a good building. Therefore, knowledge must be in place and potential must be cultivated. It is our unshirkable responsibility to do a good job of "two basics". Of course, the requirements of "double bases of mathematics" should be adjusted and enriched with the times, and the foundation should not be laid blindly, which constitutes a situation of "thatched houses built on granite". Innovation without foundation is a fantasy, and the foundation without innovation is blind. We should integrate the cultivation of innovative consciousness and practical potential into the teaching of basic knowledge and skills and the training of mathematical thinking. "
Solution strategy:
1, give the basic concept of mathematics a core position, fix the basic knowledge of mathematics and lay a good foundation.
2. According to the vertical development of mathematical knowledge, help students connect it into a "knowledge chain"; Through horizontal communication, help students connect them into a "knowledge network"; Then through the refinement of mathematical thinking methods, it constitutes a three-dimensional knowledge module.
5. Carefully design teaching activities, capture and skillfully use teaching resources-activate students' thinking and promote students' development.
Classroom teaching is an organized, step-by-step and planned process of complex psychological and intellectual activities under the guidance of teachers. To improve its effectiveness, teachers must carefully plan before class, that is, accurately grasp the teaching materials, fully understand the students and effectively develop resources. Teaching presupposition is an important guarantee for teachers to play an organizational leadership role.
Classroom teaching activities are a life with different personalities and should be a dynamic generation process. Teaching activities are the process of "dynamic generation" of "static presupposition" in the classroom. The wonderful generation comes from this high-quality careful presupposition. Therefore, to improve the effectiveness of classroom teaching, we should pay attention to both careful presupposition and generation. In this way, in the implementation of classroom teaching, students' generation can be tolerated, and classroom generation can be screened wisely, so as to achieve the purpose of skillfully using generation to promote students' development.
Solution strategy:
1, carefully preset-accurately grasp the teaching and fully understand the students.
Timely and accurate evaluation of effective development resources
2. Pay attention to generation-accept generation with tolerance and understand generation rationally.
Clever selection and clever use
The above is my humble opinion on how to improve the effectiveness of mathematics classroom. In my opinion, if teachers can prepare lessons and attend classes, they can "simple teaching style;" Solid basic training; The teaching capacity is thicker; Students should think more actively; If the teaching methods are flexible, then the efficiency of mathematics classroom teaching in our school will be "high"! And our teacher will be "famous"!
Evaluation and analysis of mathematics teaching II
At present, with the deepening of the new curriculum reform, great changes have taken place in primary school mathematics textbooks. Each textbook can be described by a short story, and teachers should organically link the textbook with real life. Under the background of the new curriculum reform, teachers have a broader development space, and should pay attention to cultivating students' good study habits, so that students can solve practical problems in real life with mathematical knowledge and mathematical ideas. In addition, they should also consider cultivating students' creativity and independence. In the classroom teaching of primary school mathematics, how to make students take the initiative to learn and achieve the teaching goal?
First, create a life-oriented teaching situation
Creating a strong learning atmosphere is an important condition for students to learn mathematics well. Pupils love to play and be active. Even if you are playing, you can learn new knowledge and observe new things from playing. So, how can students really learn knowledge while playing? Practice has proved that when teaching materials are connected with students' life experience, students can consciously explore new knowledge and have high initiative. Therefore, in practical teaching, teachers should start with things that students are interested in or close to life, create life-oriented situations, let students be there, stimulate their desire to explore, improve their application skills, and let them discover things closely related to mathematics knowledge around them. For example, in class, teachers let students make up their own questions and do their own calculations, so that boring math problems become life-oriented and situational, and urge students to devote themselves to math exploration. According to the different materials in each class, teachers can also design corresponding games and stories, so that students can learn mathematics knowledge happily and cultivate their practical ability.
Second, cultivate students' autonomous learning ability.
In mathematics teaching, teachers should pay attention to cultivating students' autonomous learning ability, change boring and abstract mathematics learning, and make students interested in mathematics learning, which is the premise of learning mathematics well. The first-grade students in primary school have already learned about preschool education, and simple mathematics knowledge is no stranger to them. Therefore, in class, teachers should prepare enough teaching AIDS for students to observe independently, and let them find relevant mathematics knowledge in class, such as how many desks, stools and children there are. And you can also lead them to observe at school to see what math knowledge is left in the school and which students speak it well. Let students perceive mathematics independently in our life, around us, cultivate students' good habit of inquiry learning, and stimulate students' enthusiasm for learning mathematics, so as to get twice the result with half the effort.
Third, cultivate students' ability to think from multiple angles.
Guiding students to observe and think from multiple angles is an important way to improve the efficiency of mathematics teaching. With the reform of teaching materials, many math problems are not unique. Teachers should make good preparations before class, encourage students to think boldly and innovate boldly, and arouse their enthusiasm. At the beginning of teaching, students will be surprised when the teacher tells them that there are many answers to a certain question. At this time, students may be at a loss, but under the guidance and encouragement of teachers, students are enterprising, some students answer accurately, some students deviate from the direction, but students are enterprising and are trying to think. At this time, teachers should give targeted praise, especially pay attention to poor students, so that students will be more enterprising. Students can give different opinions. Of course, as long as students dare to speak, teachers should encourage them. In short, teachers should guide students to observe problems from different angles, think about problems from different angles, solve problems in different ways, cultivate students' thinking ability and develop students' divergent thinking.
Fourthly, cultivate students' practical skills.
Teachers should pay attention to cultivating students' practical application skills. We often say that practice makes true knowledge, and students can better master knowledge only in practice. Some students did well in the exam, but they were timid in actual operation and had poor hands-on ability, so many tasks could not be completed by themselves. The knowledge learned can't be applied to practice, and learning mathematics is meaningless unless it is combined with real life. Therefore, it is very important to cultivate students' practical skills in the classroom. Every time in class, teachers should closely link math problems with life practice and guide students to apply what they have learned. For example, when learning the knowledge of money, the teacher can create a supermarket shopping situation, so that students can learn to buy things in the performance, so that students can understand how much money they have spent, how much money they have given to the salesperson, how much money they should get back and how much money they have left. Only in this way can students' practical skills be exercised in specific situations, and mathematics learning can be truly combined with real life.
Fifth, the use of homework comments to stimulate students' interest in learning
Specific, appropriate and reasonable homework comments can not only give targeted guidance to students, improve their learning efficiency, but also motivate students and stimulate their interest in learning. For example, when correcting homework, the teacher can write "Your idea is really unique" and "You are a little genius and a master of calculation!" For some serious and accurate homework. "You are so smart, the teacher is proud of you!" For students who make mistakes in their homework, you can use "great method, but be careful!" " ""You must have a brilliant idea. Come on! "For poor students, teachers should try their best to find their bright spots and give encouragement in time, such as" If there is progress, continue to work hard! " "You have worked hard, and the teacher is really happy for you. If you pay, you will definitely get something." "If you work hard, you will succeed." "You can do it, and the teacher believes you!" "As long as you insist, you will bring surprises to teachers and classmates. "If the teacher insists on using emotional comments and does not give up a student, the students will feel the teacher's concern and expectation for them, enhance their self-confidence and gradually develop a strong interest in learning. In a word, mathematics and life are inseparable. Only by letting students perceive mathematics in life can they understand the importance of mathematics learning, truly understand mathematics knowledge, learn mathematics knowledge and love mathematics learning. However, in actual teaching, many teachers ignore the application value of mathematics learning and the cultivation of students' practical skills, only engage in sea tactics, or the teaching materials deviate from students' real life. This kind of teaching leads to students' rigid thinking, which is not conducive to the cultivation of students' interest in learning. So, teaching
In learning, teachers must encourage students to go deep into life practice, solve problems in real life with mathematical knowledge, and truly apply what they have learned.
Evaluation and analysis of mathematics teaching III
A semester's work is over again, which can be said to be very busy and has gained a lot. Looking back on my work this semester, I have taught mathematics in Class 70 1 and Class 702. There are gains and joys in the work, but there are also some unsatisfactory places. In order to better sum up experience and learn lessons, so that the future work can be carried out effectively and orderly, the teaching work of this semester is summarized as follows:
First, love the work of teachers, improve their thinking, unite with comrades, be selfless and dedicated every day, be strict with themselves, conscientiously complete the tasks and work assigned by the school, strictly abide by the rules and regulations of the school, and do not be late, leave early, ask for sick leave or leave, and earnestly implement the requirements of the school.
Second, take part in all kinds of study and training with your heart, and strive to improve your self-education and teaching level.
Combined with their own characteristics, we made a business study plan. This semester, I study in strict accordance with the study plan, orderly and effective. I feel that my business level has reached a new level. My personality is that I have carefully studied several education and teaching series and feel that I have greatly improved. I usually read books such as Cai and Foreign Ideological Education, understand the teaching art in them, and strive to improve my education and teaching level, which can be well used in my daily teaching work.
Three. Teaching and scientific research
In the teaching work, we should carefully study the teaching materials, deeply understand the teaching materials, flexibly use the teaching materials, design teaching plans according to the characteristics of the teaching materials and the actual situation of students, and do a good job in every class. Prepare lessons thoroughly and carefully. At ordinary times, I study the teaching materials carefully, consult various materials from various sources, deeply understand the teaching materials and accurately grasp the difficulties. When making teaching objectives, we attach great importance to the actual situation of students. The lesson plans are carefully written and lessons are constantly summed up. In teaching, I attach importance to the cultivation of students' thinking potential and self-study potential. While consciously learning advanced educational thinking and methods and excellent teaching methods, we should continue to carry out the research on "classroom teaching" with the focus on stimulating interest-teaching methods-forming habits-cultivating potential-forming character, reforming teaching methods and means, increasing classroom capacity, improving learning interest and realizing. For the students with learning difficulties in the class, we should pay special attention, ask more questions, check more and give more guidance, give appropriate praise to their little progress in the class, talk with them after class, let them build up confidence, stimulate their interest in learning mathematics, mobilize the top students in the class to be tutors for the students with learning difficulties, and form a "one-two" group to set a goal for the students with learning difficulties according to their respective conditions, so that both of them can move towards that goal. Always think, study and summarize, promote students' all-round development, lay a good foundation and cultivate students' innovative potential, and focus on the research and application of "autonomy-innovation" classroom teaching mode.
Strive to achieve high teaching quality and high classroom efficiency. Continue to explore the application of mathematical thought between mathematical knowledge and the thinking method and analysis law of mathematical problems; Complete the knowledge tree of junior high school mathematics chapter and junior high school mathematics classification knowledge tree; Write many papers about teaching experience.
Fourth, seriously participate in class management and strive to form a good class atmosphere.
Ideological education is given to students through class meetings and morning meetings. Cultivate class cadres, actively communicate with parents, understand parents' opinions with an open mind, think from the perspective of parents, and strive to reach an agreement with parents' educational ideas. I not only pay attention to students' academic performance, but also pay attention to learning attitudes, methods and habits; I attach importance not only to the cultivation of students' moral character, but also to the cultivation of students' thinking potential and self-study potential. I study with an open mind, be bold and innovative, follow closely, be serious and responsible, give full play to students' self-management, and make the class truly form a good class atmosphere of "unity and progress, strict discipline, clean environment and hard work".
Problems in the work of verbs (abbreviation of verb)
1, the textbook is not deeply excavated.
2. The teaching method is dull, which can't attract students to learn, and the guidance and inspiration to students are insufficient.
3. The research on the new teaching concept under the new curriculum standard is not deep enough. Lack of theoretical guidance for students' autonomous learning and cooperative learning.
4. Poor students are caught in their hands. Due to the lack of understanding of students, students' learning attitude and thinking potential are not clear. What should be said in class and review has already been said. How students grasp the situation is countless in the teacher's mind. Lead to blindness in teaching.
5. Insufficient teaching reflection.
Sixth, the direction of future efforts.
1. Strengthen learning and learn new teaching concepts under the new curriculum standards.
2. Learn the new curriculum standard, excavate the teaching materials, and further master the knowledge points and test sites.
3. Attend more lectures and learn the teaching philosophy of advanced teaching methods of teachers in the same subject.
4. Increase efforts to improve quality.
5. Strengthen teaching reflection and increase teaching investment.
Teachers' work is continuous. I will reflect on the experience and shortcomings in my work in the past semester and do a good job in the future based on my post. Please give me help and criticism from leaders and teachers to make my work more colorful. No pains, no gains. There are joys and sorrows in teaching. We will, as always, make persistent efforts and do a better job in line with the principle of "study hard, think hard and work hard".
Evaluation and analysis of mathematics teaching 4
With the implementation of the new curriculum standards, the reform of primary school mathematics classroom teaching methods is becoming more and more important. Based on the teaching experience in recent years and the requirements of the new curriculum standard, we have some new understandings on the design of teaching methods in primary school mathematics classroom teaching: guiding students to explore independently, stimulating students' interest in learning, and perfectly combining the actual situation with the teaching materials are all effective ways to realize the teaching objectives of the new curriculum standard.
First, attach importance to classroom teaching
The new curriculum standard clearly points out that "mathematics teaching is the teaching of mathematics activities, and it is the process of interactive development between teachers and students and between students." Educators in the new era must change their educational concepts, methods and behaviors. In traditional mathematics teaching, the vivid process of forming results is often "all-inclusive" by teachers, and students are just "containers" for understanding knowledge. Constantly instilling knowledge by teachers makes math class mechanical, boring and lifeless. In teaching, I gradually changed from a traditional single knowledge giver to a student's guide, organizer and tutor, paying attention to the learning process of students acquiring knowledge. When teaching, I mostly come straight to the point, ask questions directly for the important and difficult points of this class, and organize and guide students to learn new knowledge independently. For example, when teaching the formula for calculating the circumference of a circle, we first ask a question: we all calculate the circumference of rectangles and squares. How many meters did the children in the textbook walk around the round flower bed? Can the students in this class deduce the formula for calculating the circumference by themselves? Then I drew several circles of different sizes on the blackboard and marked the diameters of the circles, and organized students to measure the circumference of the circles with prepared lines. Guide students to divide the circumference of a circle by its diameter, and get that the circumference of a circle is always more than three times its diameter. At this point, the teacher introduced pi in time. Then, guide the students to work out a formula for calculating the circumference according to the relationship between the parts of division. Students experience the process of knowledge formation, feel the fun of mathematics learning in the process of learning, and passively understand knowledge.
Actively explore knowledge. Finally, the most effective consolidation exercises will be carried out for the important and difficult points in this class, and the teacher will give guidance in time.
Second, ask some provocative questions.
It is impossible for students to concentrate on your class in 40 minutes. They are more or less absent-minded. Some may not even take out their books or open them, or even talk and fight. At this time, if you ask questions, students will suddenly become nervous and think about your problems. But when asking questions, you can't just ask some selective questions, because it will make them have little room for thinking, which is not conducive to cultivating students' thinking ability. In addition, ask questions evenly and don't ask one student repeatedly, which will make other students' enthusiasm for answering questions fade. In a word, to meet the challenge of the new curriculum reform, we must change our educational concept, use more brains and think more ways to closely link mathematics with real life, so that students can do, understand and develop mathematics in the process of studying practical problems from life experience and objective facts, and enjoy "happy mathematics".
Evaluation and analysis of mathematics teaching 5 pages
It is understood that most teachers attribute students' learning difficulties to factors other than teachers, such as the difficulty of subject teaching materials, poor quality of students and poor family education environment. Only a few teachers think they don't teach well. Students, on the other hand, think that autonomous learning is difficult, and about one-third of the reasons have been in the teaching and management of teachers. Some people even put forward the view that there are no students who can't teach, only teachers who can't teach. All these fully prove that teachers have the necessary responsibility in the formation of students' learning difficulties. Therefore, as a teacher, we should deeply reflect on our teaching behavior, so as to reduce students' learning difficulties. In mathematics teaching, reflection is the source of finding problems, a good way to optimize teaching design and improve teaching quality, and a reliable way to promote the sublimation of understanding. Confucius, an ancient Chinese philosopher, said before that "learning without thinking is useless, and thinking without learning is dangerous." Foreign scholars have also expounded the importance of reflection. For example, Friedenthal, a Dutch mathematics educator, once said: Reflection is an important mathematical activity, and it is the core and motivation of mathematical activities. Posner pointed out that the growth of teachers = experience+reflection. It can be said that the experience without reflection is only a narrow experience, and at most it is a superficial understanding. Reflection can rectify the existing problems, explore the problems found in time, and sublimate the accumulated experience into theory. Reflection can also improve mathematics consciousness and optimize thinking quality. So what should we reflect on after class? Here are some of my views for your reference:
First, reflect on the teaching objectives.
Teaching objectives refer to the concepts, methods, familiar skills and mathematical ideas that students need to understand in this class. They are the basis and premise of teachers' further teaching and the necessary conditions for students to improve their comprehensive potential. Teachers' reflection on teaching objectives is actually to discover whether Chu students really understand the connotation and extension of the concept, the premise and conclusion of the theorem through reflection on the teaching process; Can you use the theorem flexibly to solve problems, the thinking method contained in the theorem itself, the scope of application of the theorem, and whether the basic methods to be mastered in this lesson have been mastered. To understand all this, we should first pay attention to students' every move in class. If students pay attention, reflect their intentions, act quickly and have a good mood, it means that students are enthusiastic, take the initiative to participate, learn something and have fun. If students are listless, deaf, procrastinating, exhausted and at a loss in class, it shows that the classroom atmosphere is dull, students are not focused, and their study is very hard and the effect is not good. Secondly, check the situation of students doing classroom exercises. If most students can correctly complete the prescribed topics within the prescribed time, then it can be said that the teaching objectives have basically been reached; If most students can't write or only do some steps of the project, or even if they do, there are still some problems, which means that students have not really understood the information in this section and their knowledge and skills have not passed the test. Third, review students' homework after class. If students have clear thinking, well-founded reasoning, proper use of theorems and formulas, accurate calculation and detailed steps, it shows that students have mastered basic mathematical knowledge and thinking methods. On the contrary, if students do problems,
Upset, formula confusion, theorem misuse, and constant calculation errors show that students' basic knowledge is crucial, but their skills are crucial. Through the above series of methods and means, find out the problems and think about remedial measures. What should be supplemented must be supplemented, and what should be changed must be changed; What the masses emphasize must be emphasized by the masses, and individual tutors must be individual tutors. Prepare class materials for the following study.
Second, reflect on teaching methods.
Teaching methods are measures and auxiliary tools to complete teaching tasks and achieve teaching objectives. As the saying goes, "there is a law in teaching, but it is impossible in teaching." The choice of teaching methods depends on students' actual cognitive level. Usually, according to the different teaching materials, teaching methods such as lecture, heuristic, discovery and questioning method can be adopted, and auxiliary teaching such as wall charts, models, objects, small blackboards and multimedia courseware can also be used. To reflect on teaching methods, we must first break through the most difficult, difficult to understand and difficult to master in their study, start from the most boring places, and start from the places that they are easy to ignore but rich in teaching value. Secondly, teachers should seek the best teaching form that is most conducive to students' understanding, students are most willing to understand, students are most interested in mobilizing their learning intentions, students are most interested in cultivating their scientific creativity, and students are most interested in the coordinated development of all aspects. If the introduction of the topic is too dull to arouse students' interest in learning, it can explain the growth process of mathematicians, novel mathematical problems, mathematical problems around them and so on. If the deduction of theorems and formulas is proved to be limited to textbooks, students can not understand them easily, so they can dig out new ideas, change strategies, use rich materials, be easy to understand and step by step, satisfy students' thirst for knowledge and stimulate their creativity in scientific knowledge; If it is the lack of depth in the handling of example exercises, it is not easy for students to master them. We can make inferences in simple terms and try our best to cultivate students' concentrated thinking on the premise of mastering basic methods and skills.
Peacekeeping divergent thinking. As long as we are observing and thinking about goodness,
We must be able to gradually improve our teaching level and quality.
Third, reflect on the teaching value.
Teaching value is the sublimation of teaching efficiency, thinking cultivation and moral sentiment under the condition that teachers complete teaching objectives and students complete learning tasks, which is a higher realm of education and teaching. There is an educational motto that says well, "education is a cause that needs our selfless dedication;" Education is a science, which needs us to study hard. Education is an art that needs constant innovation. " Reflecting on the teaching value is to explore the value of cognitive education, emotional education and behavior education which are rich in this course. It should be understood that every mathematical thought contains a philosophy of life, every problem-solving method enriches students' values and world outlook, and every bit of mathematical knowledge purifies students' hearts. As long as we carefully observe, carefully analyze, think deeply, strive to expand, don't let go of the clues in classroom teaching, and don't let go of every word in the textbook, we will certainly be able to do it and do it well. For example, the idea of classified discussion teaches students to look at problems dialectically, and the idea of function teaches students not only to pay attention to the phenomenon of problems, but also to recognize the essence of problems; The combination of numbers and shapes teaches students what mathematical beauty is, how to appreciate it and how to use it. Reducing to absurdity makes students realize that it is not necessary to attack directly to solve problems, and sometimes it is better to detour sideways. The growth process of mathematicians can set an example for students and inspire them to study hard; The long and splendid history of mathematics development in China can make students have a strong sense of national pride and stimulate their patriotic enthusiasm, so as to study hard and devote themselves to the modernization of the motherland. Modern education is not to teach a group of nerds, not to teach one.
A group with high scores and low abilities, but for the future of students, make necessary knowledge preparation and psychological preparation for their colorful lives. Knowledge is dead. If you don't know it, you can learn it from books, but the potential quality is intangible and can't be taught. A person's quality determines his survival potential and development prospects. In the final analysis, the value of teaching has been shaping people, giving students the truth of being a man, giving students a scientific way of thinking and the basic quality of self-development, so that they can all become useful people to society.
Mathematical teaching evaluation analysis model paper related articles;
★ Model essay on evaluation and analysis of teachers' teaching effect
★ Model essay on evaluation and analysis of teachers' teaching effect (2)
★ Selected 6 model essays of teaching quality analysis report.
★ Analyze and summarize excellent teaching quality models.
★ Model essay on case teaching analysis of primary school mathematics
★ Model essay on teaching case analysis of primary school mathematics teachers
★ Reflection on Senior High School Mathematics Teaching Experience: A Collection of 5 Essays 2020
★ Essays on Teachers' Classroom Teaching Evaluation
★ Model essay on self-evaluation of primary school mathematics teachers
★ Five selected personal feelings about primary school mathematics teaching.