First, theoretical research.
Listen carefully to the background, purpose, theoretical basis, ideas and methods of the research organized by Teacher Cai.
On the basis of theoretical study, I have a preliminary understanding of primary school mathematics teaching reflection, and I have made clear my research objectives and tasks.
Second, classroom practice
After a preliminary understanding of theoretical knowledge, I started my own research activities based on the classroom, with teaching practice as the incision and vivid teaching cases as the support. I often pay attention to teaching content, teaching skills, teacher-student interaction and so on. In classroom teaching, we use the teaching reflection generated in the classroom to carry out research. By analyzing the effectiveness of teaching reflection, I can find the effective use and development of teaching content and improve it in the next class, constantly optimize my teaching reflection ability and improve my teaching ability in the classroom.
Third, observe the discussion class.
I actively participate in observation classes, open classes and seminars organized by the school. In the process of observing the class, I pay close attention to how the teacher asks questions to the students in the class and reflect on the emergence of the class in time. I will record good practices and bad practices for reference and research. In the process of class discussion, through everyone's discussion, it is obvious that I have a profound understanding of how to reflect effectively in each class.
Fourth, the composition of words.
On the basis of classroom teaching practice and analysis of classroom teaching examples, I sort out my own feelings, form words, and write cases or papers, such as Comparative Understanding, and the paper On How to Improve Students' Question Consciousness by Using Problems in Primary School Mathematics Classroom. Although these words are not profound and incisive, they can pave the way for my future research.
Research direction of verb (abbreviation of verb)
In the next step, I intend to take effective reflection on classroom generation as the main direction and constantly improve my research ability.
Summary of Personal Research 2 I. Main research work:
1. This semester, you can continue to study the sub-project of "Cultivating students' comprehensive learning ability in changing learning methods", complete a sub-project plan, learn about various ways of comprehensive mathematics learning through reading books and surfing the Internet, and learn a number of theoretical materials related to the project, thus constantly updating your theoretical knowledge.
2. I can actively participate in many theoretical lectures organized by the teaching department, participate in lectures and class evaluation activities inside and outside the school for many times, and can infiltrate the topic ideas into teaching and teaching: knowing the direction and decimeter and millimeter.
3. Be able to do a good job in the accumulation of project materials, complete 2 research teaching plans, 3 lectures, 3 teaching reflections, design case study teaching in discussion classes twice, write 2 teaching records of research classes, write 2 evaluation speeches of research classes, conduct comprehensive learning design twice, design comprehensive homework 1 article, write papers 1 article, and attend classes for more than 40 times.
4. Usually, teaching activities can reflect the thoughts of the subject, closely link mathematics knowledge with students' real life, pay attention to students' participation in learning activities, and pay attention to students' independent exploration and research.
Second, the research experience and research results:
1. In teaching, we can follow the law of mathematics classroom teaching, embody the educational concept of "people-oriented" in the new curriculum standard, further improve the procedure of all students' participation, activate students' thinking, strengthen communication among students, and fully realize teaching objectives. Therefore, the primary school mathematics teaching mode is determined to be divided into four steps: creating situations and introducing inquiry; Explore new knowledge, cooperate and exchange; Practice, expansion and innovation; Evaluate the experience and summarize the promotion.
2. Project research has brought about changes in students' classroom behavior: most students can actively and consciously explore and apply existing knowledge and experience, and actively and consciously look for available learning methods; I can actively carry out various specific learning activities, actively use various senses to receive information, actively screen, process and combine information, and explore new problems through my own series of thinking activities, thus expanding my horizons; Strong sense of unity, take the initiative to participate in collective activities, cooperate with each other and respect each other; Be able to reflect and evaluate new knowledge and the methods used to understand it, so as to accumulate both new knowledge and new methods; Encouraged by their success in learning, they show interest in learning and have the enthusiasm to continue learning and exploring.
3. Through the research of the subject, the teaching concept has been changed and the teaching ability has been continuously strengthened. The educational concept is constantly updated, and the phenomenon of students' passive acceptance in class is obviously reduced, and students' autonomy in learning is more, which brings about the improvement of teaching quality.
Third, thinking after investigation:
Our current teaching form is indeed too single, and we need more diversified and comprehensive activities to lead students to conduct a small amount of on-the-spot observation and investigation outdoors. Theme activity is an important activity of subject integration, and it is also an important measure for us to transform subject teaching. However, classroom teaching is still the main position for students to learn and grow, and it is the most normal teaching form with the largest proportion of time and the highest requirements for teachers. If comprehensive learning is mainly regarded as a special activity after class, first, limited teaching time is not allowed, and more importantly, a gap may be artificially dug between comprehensive learning and normal classroom teaching, which will greatly narrow the horizon of comprehensive learning and reduce its value. Therefore, integrating this subject with students' life will enable students to accurately understand the ideas, methods and objective spirit of this subject. In this way, comprehensive learning is regarded as a normal classroom teaching and a normal learning method, which achieves the original intention of comprehensive learning.
Summary of personal research III. Analyzing the current classroom teaching, I think it is necessary to study the topic "Application and research of effective learning materials for primary mathematics". So I actively participated in the research activities of this subject. Over the past year, under the guidance of teacher Fan Shuhong, I have learned what kind of learning materials are effective and what kind of learning materials are invalid, and gradually explored the theory and method of effective use of learning materials. I will participate in the one-year research activities of this topic as follows:
First, theoretical research.
Listen carefully to the background, purpose, theoretical basis, ideas and methods of the research organized by Teacher Fan.
On the basis of theoretical study, I have a preliminary understanding of the effective use and development of mathematics learning materials in primary schools, and have made clear my research objectives and tasks.
Second, classroom practice
After a preliminary understanding of theoretical knowledge, I started my own research activities based on the classroom, with teaching practice as the incision and vivid teaching cases as the support. I often pay attention to the selection, use and development of learning materials in classroom teaching, and classify them into: learning materials in textbooks, learning materials supplemented by teachers, learning materials generated in classrooms, and learning materials needed by students for hands-on operation. I study on the basis of classification, find out the shortcomings and advantages of learning materials in the process of effective use and development by analyzing the use process and effect of learning materials, and make improvements in the next class to continuously optimize learning materials to make me effective.
Third, observe the discussion class.
I actively participate in observation classes, open classes and seminars organized by the school. I'm watching a class.
In the course, I pay close attention to how teachers choose, use, develop and deal with the learning materials produced in class. I will record good practices and bad practices for reference and research. In the process of class discussion, through everyone's discussion, I made clear my deep understanding of the application and development of learning materials in each class.
Fourth, the composition of words.
On the basis of classroom teaching practice and classroom teaching case analysis, sort out my own feelings, form words, and write cases or papers, such as the teaching case of "Year Month Day" and the paper "Creating Effective Learning Materials to Improve the Effectiveness of Classroom Teaching". Although these words are not profound and incisive, they can pave the way for my future research.
Research direction of verb (abbreviation of verb)
Next, I intend to study the application and development of students' false information as learning materials.
Personal research abstract 4 1. Optimize the experience process of teaching.
For example, teaching the third lesson "Climbing Tiandufeng": "I stood at the foot of Tiandufeng and looked up: Ah, the peak is so high, above the colorful clouds! Can I climb up? Look at that steep stone step. The chain on the stone steps seems to fall from the sky, which is really chilling! "
1, try reading: communicate how you read and how you feel after reading.
2. Imagine: Have you ever seen a mountain or a tall building? How do you feel facing such a high mountain?
3. Reading aloud: Read this paragraph again with this feeling, pay attention to punctuation and read the tone.
Second, optimize the text experience teaching process
For example, the first 1 1 lesson 1 autumn rain.
(A) the introduction of songs to stimulate interest in experience
Play the song "Rain Whistling", and the courseware displays the lyrics.
(B) stratified reading to stimulate thinking experience
1, reading the text freely, reading accurately and smoothly, showing a wonderful reading sound.
2. Read the text repeatedly. Do you like the autumn rain described in the article?
3. What is your favorite passage? Praise the autumn rain with a beautiful voice.
(3) Expand and express the feelings of experience.
1, there are countless beautiful scenery in autumn. Do you still know what the beauty of autumn is?
2. Optional homework: collect autumn words; Draw the beauty of autumn; Autumn outing with parents.
Third, respect students' experiences and feelings.
① Understand the language experience of students' personality.
For example, in the article "Climbing Tiandu Peak", I stood at the foot of Tiandu Peak and looked up: Ah, the peak is so high, above the colorful clouds! Can I climb up? Look at that steep stone step. The chain on the stone steps seems to fall from the sky, which makes people shudder!
Look at that steep stone step. The chain on the stone steps seems to have fallen from the sky. It's really chilling!
② Respect students' unique emotional experience.
A successful experiment: why can the experiment succeed?
Health: The little girl puts herself in front of others.
Health: The little girl is calm and calm.
Student: Cooperation between classmates.
……
③ Encourage students to experience multiple thinking.
Grey finch: Lenin looked at the boy and the grey finch and said with a smile, "Hello! Grey finch, where did you go yesterday? " -Why did Lenin ask about the grey finch instead of the boy?
Health: Lenin didn't ask the little boy directly for fear that he would be sad.
Health: Lenin didn't want to hurt the little boy's self-esteem.
Health: Lenin was afraid of embarrassing the little boy.
Health: Lenin was actually talking to the little boy when he was talking to the grey finch. ……
The above is a summary of my research this semester, and I will continue to carry out research work in this direction in the future and do a good job in research.