Model essay on senior high school mathematics teaching: reflection on senior high school mathematics teaching
First, keep pace with the times and update the teaching concept.
Teachers should actively keep pace with the times and change the original teaching concept. In the past high school mathematics teaching process, most of them focused on teaching all kinds of mathematics knowledge. Under the background of the new curriculum, teachers should actively update their teaching concepts and pay attention to cultivating students' learning ability. Therefore, in specific teaching activities, teachers should boldly abandon the past? Injection? Teaching mode, actively carry out? Heuristic? Teaching. Guide students to analyze various mathematical problems, and inspire students to think about problems and solve practical problems by using the mathematical knowledge they have learned. At the same time, teachers should also pay attention to reflect on students' learning process, think about students' learning effects and existing problems, and then give reasonable summary and guidance.
Second, create a good teaching atmosphere
In the process of high school mathematics teaching, a good teaching atmosphere is very important. Therefore, teachers should actively create a good classroom atmosphere, so as to effectively stimulate students' enthusiasm for learning. In senior high school, students need to learn more subjects, which is more difficult and the overall learning pressure is greater. Moreover, many students think that high school mathematics is boring, even obscure, and their enthusiasm for learning is not high. In addition, mathematics itself has a strong rigor, so the actual classroom atmosphere is often dull, which can not arouse students' enthusiasm for learning. Therefore, in the specific teaching practice, teachers should pay attention to accurately grasp the actual situation of students, and combine the content of teaching materials with various familiar mathematical problems in students' daily life to start teaching. Stimulate students' interest as much as possible and improve teaching efficiency.
Third, fully guarantee the students' dominant position.
In the teaching process, students are the main body, and all teaching activities should be carried out closely around students. However, as far as the actual situation is concerned, in many high school mathematics teaching activities, teachers still occupy the main position and dominate the whole classroom. In this mode, students can only passively and mechanically follow the teacher's footsteps and accept all kinds of mathematics knowledge from the teacher. In this teaching mode, students obviously can't carry out their learning activities well. Therefore, teachers should pay attention to actively changing their roles and fully guarantee students' dominant position. Always put yourself in the position of service provider and guide, and always carry out various teaching activities centering on students. And actively provide students with enough space to play their subjectivity through various channels. For example, in class, teachers should pay attention to interaction with students and encourage students to raise their hands at any time to express their views.
Fourth, actively improve teaching methods.
As the saying goes, teaching has no definite number? . For high school mathematics, it involves a lot of mathematical knowledge, and the specific teaching content, teaching tasks and teaching objectives of each class are different. Therefore, teachers should actively improve teaching methods, choose appropriate teaching methods according to different teaching contents and teaching objectives, and carry out targeted teaching. For example, when explaining the related knowledge of solid geometry, teachers can show students various geometric models by demonstration. With the help of teaching model, students can better understand various geometric conclusions. Moreover, in a class, according to the actual teaching needs, teachers can actively combine various teaching methods to use together. At the same time, teachers should pay attention to fully grasp the actual situation of students and improve the pertinence of teaching methods as much as possible. In short, it is a good teaching method as long as it can serve the teaching activities.
Fifth, introduce modern technology into the classroom.
With the development of the times, more and more modern technologies are applied to the teaching process of senior high school mathematics. Therefore, teachers should pay attention to mastering certain modern teaching techniques and reasonably applying them to teaching activities. Mathematics in senior high school involves a lot of concepts and formulas. If it is taught orally by teachers, most students will find it boring. For some difficult knowledge points, there will be incomprehensible phenomena, which will affect the teaching effect. At this time, teachers can actively introduce various modern technologies into the classroom. Before class, the teacher can make an in-depth analysis of the teaching content, then make the teaching content into PPT, collect some interesting teaching materials and cases from the Internet, and make rich and interesting courseware. Then in the teaching process, the teacher can show the students PPT at the right time. And lead students to observe the content of courseware and analyze various mathematical problems. This not only effectively increases the classroom capacity, but also improves students' interest and teaching efficiency. For example, when explaining some problems in solid geometry, teachers can use multimedia technology to visually display the topics and related graphics in front of students. When explaining the derivation process of pyramid volume formula, it can also be demonstrated by computer.
Model essay 2 on senior high school mathematics teaching: Application of information technology in senior high school mathematics
The Necessity of the Application of Information Technology in Senior High School Mathematics Teaching
The application of information technology in senior high school mathematics teaching can form dynamic mathematics knowledge, help students better understand relevant knowledge and improve their ability to observe, analyze and solve problems. The content of high school mathematics is related to graphics, and the development of high school students' abilities in all aspects is not perfect. Teachers should give appropriate guidance to help them understand difficult graphic problems, and use information technology to concretize these abstract knowledge, so that the original static graphics? Move it? Simplify complex problems. For example, in the teaching of three views of three-dimensional graphics, taking cuboids as an example, teachers show students some cuboids in life with the help of multimedia teaching equipment, so that students can understand the vertical views of cuboids, and then separate the vertical views of cuboids from these living objects, so that students can have a preliminary understanding of the height, length and width of cuboids, and at the same time, students can find out the height, length and width of cuboids on the screen and draw three views. In addition, students can find cuboids in life and cultivate their spatial imagination. Therefore, the application of information technology in senior high school mathematics teaching is helpful to improve teaching quality, cultivate students' comprehensive ability and greatly promote teaching.
Strategy Analysis of Using Information Technology in Senior High School Mathematics Teaching
1. simulation software, which concretizes abstract mathematical knowledge.
The essence of high school mathematics teaching is the process of students exploring, solving problems and innovating under the correct guidance of teachers. The application of information technology provides rich teaching resources for senior high school mathematics teaching. For example, when teaching spatial quadrangles, if teachers simply show students the plan of spatial quadrangles on the blackboard, students will easily form the wrong idea that diagonal lines of spatial quadrangles intersect. In teaching, students can draw a three-dimensional space quadrangle with the help of the geometric sketchpad and show the students the rotating space quadrangle. In this way, students have a concrete understanding of spatial quadrangles, enhance their sense of space, improve their imagination and observation, and have a better understanding of the knowledge of straight lines in different planes.
2. Using information technology to create an effective teaching situation to stimulate students' interest in learning.
In the traditional high school mathematics teaching, teachers usually introduce the content of this section of knowledge by reviewing old knowledge, and sometimes directly put forward the knowledge to be learned in this section. Mathematical knowledge is abstract and difficult to understand. This way makes the classroom boring, and it is difficult to arouse students' enthusiasm and interest. Only when students are interested in mathematics can they be motivated and take the initiative to learn. Ignoring the cultivation of students' interest in teaching will reduce the final effect of teaching. Using information technology, we can effectively combine sound, animation and video, set vivid teaching situations for students, attract students to class, and stimulate students' interest in learning. For example. Peace geometric series? In the teaching process, with the help of information technology, tell students a short story about the invention of chess. Attract students' attention to teaching, so as to draw out the knowledge of summation of geometric series to be studied in this section, effectively stimulate students' interest in what they have learned, make students think about whether the king has enough ability to meet the requirements put forward by the inventor, and let students learn the summation method of geometric series independently.
Three summaries
This paper first expounds the necessity of the application of information technology in high school mathematics teaching, and then expounds the specific strategies of applying information technology in combination with the author's actual teaching situation, hoping to help the majority of high school mathematics teachers make good use of information technology in teaching and improve the teaching effect of mathematics classroom.
The third model essay of high school mathematics teaching thesis: the practice of high school mathematics new curriculum
First, the transformation of high school mathematics teaching content
At present, the new curriculum high school mathematics textbooks are divided into elective and compulsory, with different versions, which are divided into different modules. Different students can choose different modules and contents according to their own development and needs, so as to meet the personalized development and abandon the teaching criticism of all senior high school students in the previous high school mathematics textbooks. Its characteristics are that students are the main body and teachers are the dominant; Highlight the double basics, delete outdated content, supplement new content suitable for students' development and social progress, and pay attention to the improvement of mathematical thinking ability; Emphasize the development of students' mathematics application consciousness; Reflect the cultural value of mathematics; Pay attention to the integration of modern information technology and curriculum, and better grasp the requirements of new curriculum standards for high school mathematics content. For example, compulsory course 3 has increased the content of the algorithm. ? Algorithm? Its role in today's mathematics and science and technology has been highlighted. It is an important part of mathematics and its application and an important foundation of computer science. It plays an increasingly important role in social development and has been integrated into all aspects of social life. In addition, learning and understanding the basic idea of algorithm is also very important and effective for understanding arithmetic, improving logical thinking ability and developing orderly thinking and expression. In teaching, students should feel, learn and appreciate the basic idea of the algorithm with concrete examples; Program block diagram and basic algorithm language of learning and experiencing algorithm; And the thinking method of the algorithm is infiltrated into the relevant content of high school mathematics, and a method of learning, analyzing and solving problems is studied.
Second, the transformation of high school mathematics teaching methods
In the traditional high school mathematics teaching, most teachers have outdated teaching concepts, regard textbooks as the only object for students to learn, and memorize them without analysis, but students feel bored, which is a bit like watching a movie. Changing the way of teaching and learning is the basic idea of the new curriculum standard in senior high school. In high school mathematics teaching, teachers should regard students as the masters of learning, fully tap students' potential and stimulate students' interest in learning mathematics everywhere. Teachers can't cover everything, show their conclusions or reasoning directly to students, and let students think independently. On this basis, teachers, students and students can fully cooperate and communicate, and strive to achieve multilateral interaction. Actively advocate? Autonomy, cooperation and exploration? The teaching mode of. At the same time, because students' cognitive style, level, thinking strategy and learning ability are different, there must be individual differences, so teachers should implement them? Differential teaching? Let everyone participate and get the necessary mathematics, which also reflects the democratic and equal relationship in teaching.
Third, the transformation of high school mathematics teaching structure
In the traditional closed teaching, all problems are solved in the classroom (especially in high school mathematics class), and students are always in a passive position. Under the requirements of the new curriculum concept, the mathematics curriculum in senior high school has changed from closed to open, giving students broad learning time and space. Teachers open up organizational forms, such as teaching statistical knowledge. Teachers can organize students to investigate various production situations in units, factories and mines, and the distribution of school age, so as to extend the classroom to extracurricular activities. Open teaching content and new curriculum materials are combined with production and life practice to some extent, such as the calculation of personal income tax. Therefore, teachers should guide students to find fresh mathematics content in the family and society, open the teaching form, and allow students to learn by themselves before class, try to practice, ask questions and cooperate in groups without restrictions according to their learning needs. Open teaching process. Teachers should give students full opportunities to explore, always pay attention to and capture the new situations and problems in the interaction between teachers and students in the teaching process, and adjust the teaching process in time.
Fourth, the transformation of high school mathematics teaching methods.
With the deepening of the new curriculum experiment, classroom teaching is required to be modernized and replaced by the extensive application of modern information technology, such as the use of multimedia teaching platform and the application of network technology. A mouth, a piece of chalk, a book? Traditional classroom teaching mode. Like compulsory course 3? Statistics? Are you online? Data collection and collation? In practice, teachers use computers to design teaching situations and turn illustrations in textbooks into real scenes. Motorcycles, cars, buses and trucks appear vividly on the screen, and students collect data in real scenes, which solves the problem that textbooks are difficult to solve. Students pay attention, have high interest in learning, and fully appreciate the fun of collecting data on the spot, and get twice the result with half the effort. For example, the query function y=Asin (in compulsory 4. x+？ ) image, using multimedia to show the translation and transformation of the image, students can intuitively see the changing process scene, which is naturally easy to accept. Teaching practice has proved that the application of modern information technology will have a great impact on changing the way students learn mathematics, stimulating students' interest in learning mathematics and improving the efficiency of mathematics teaching in senior high schools. Teaching with modern information technology can not only help students understand mathematical concepts and explore mathematical conclusions, but also encourage students to use modern technology to deal with complex calculations and solve practical problems, so as to gain more time and energy to explore and discover mathematical laws and cultivate innovative spirit and practical ability.
Fifth, the reform of high school mathematics teaching evaluation.
Nowadays, under the new curriculum standards, we should give full play to the integrity, motivation and developmental function of evaluation, and emphasize the diversity of evaluation subjects, evaluation contents, evaluation methods and evaluation standards. Change the previous evaluation system of students' academic performance and teachers' teaching effect based on scores. As the evaluation of high school mathematics teaching, it is required to establish a reasonable and scientific evaluation system, which not only pays attention to the results and process of mathematics learning, but also pays attention to the level of mathematics learning and the changes of emotion and attitude in mathematics learning activities. And objectively, because of the different modules selected, students lose comparability. In the new evaluation system, fuzzy grade evaluation and diversification of evaluation contents are introduced, such as course selection hours and usual grades. The evaluation of senior high school mathematics teaching under the new curriculum is more scientific and reasonable, which has a positive role in promoting the transformation from exam-oriented education to quality education, and of course puts forward higher requirements for the future college entrance examination reform and talent selection. In a word, the curriculum reform in senior high school is a complex systematic project with a long way to go. As far as the reform of senior high school mathematics curriculum is concerned, the difficulties encountered at present are only temporary, and we can't blame others. High school mathematics curriculum must be changed, but how to change it is not just an expert's business. Every senior high school math teacher should consciously study and implement the new concept of curriculum reform, reflect and improve his teaching behavior, objectively and calmly analyze and treat the new situation in senior high school curriculum reform, and strive to embark on a road of reform that suits him as soon as possible.