Zhang Yunfei, male, born in June, 196 1, from Rugao, Jiangsu Province. Vice President of Jiangsu Baipu High School, in charge of teaching. The eighth batch of special math teachers in middle schools in Jiangsu province, the first famous teacher in Nantong city in the new century, and a member of Nantong primary and secondary school teacher training tutor group. This comrade graduated from1982; 1995 ——1997, postgraduate study in Suzhou university, 200 1—2002, national backbone teacher training in capital normal university, with excellent results, all of them obtained the certificate of completion.

This comrade adheres to the party's basic line, loves the socialist motherland and is loyal to the people's education. Usually, I am always strict with myself, lenient with others, and frank and harmonious with comrades. Love the cause of education, exemplary performance of teachers' duties, teaching for more than 20 years, teaching and educating people, being a model, tireless and forge ahead. He was once rated as an outstanding member of Rugao City, a model director of Rugao City and an outstanding educator of Nantong City. This comrade is the head of Rugao Senior Middle School Mathematics Discipline Base, the deputy director of the Middle School Mathematics Professional Committee of Nantong Mathematics Association, the assessor of Nantong Senior Professional Title, the member of Nantong Expert Evaluation Group such as "Special Teacher", "Famous Teacher" and "Horticultural Award", and the leader of Nantong Expert Evaluation Group such as "Subject Leader and Key Teacher". Member of the research group of Jiangsu Province's Mathematics Curriculum Standard Teaching Requirements for Ordinary Senior High Schools.

This comrade has systematic and solid basic theoretical knowledge and rich experience in mathematics teaching. He is proficient in business and rigorous in academic research. His math class is easy to understand. Through long-term practice and thinking, advanced education and teaching ideas have been formed: mathematics teaching should not only enable students to acquire necessary mathematics knowledge, but more importantly, through mathematics teaching, let students realize that mathematics is a kind of culture, and learning mathematics well can make people acquire mathematics cultivation and better understand and appreciate the civilization of modern society; Mathematics is a methodology. Learning mathematics well can make people be good at living and doing things in modern society and improve work efficiency. Mathematics is a kind of spirit and attitude. Learning mathematics well can make people seek truth from facts, persevere and pursue truth unremittingly. The corresponding forms of mathematics teaching are: not only paying attention to imparting knowledge, but also paying more attention to cultivating ability and improving quality; We should not only pay attention to the results, but also pay attention to the process. In classroom teaching, we should strive to create problem situations, make "dead" knowledge come alive, make "quiet" classroom move, and change simple "transmission" and "acceptance" into active "discovery" and "construction". In other words, mathematics teaching should not only show the solution, but also look for ideas; Not only to find ideas, but also to discuss the process of finding ideas. Classroom teaching requires not only logical reasoning, but also reasonable reasoning, not only "because, so", but also "as if, as if". Through mathematics classroom teaching, we should pay attention to cultivating students' ability to ask, analyze and solve problems. Engaged in senior high school mathematics teaching for 24 years, including senior three 15 years, with outstanding teaching achievements.

This comrade has a strong ability in education and scientific research. For more than 20 years, I have tried to be a "practical researcher and practitioner" based on the principle of "facing reality, paying attention to practicality and paying attention to actual results", raised questions from the reality of middle school mathematics teaching, and wrote a large number of mathematics teaching and research articles through thinking, practice and reflection. Since 1989, this comrade has published more than 60 teaching and research papers in national and provincial magazines. The published articles are long, with 19 articles exceeding 3 full pages; Senior year, published 3 papers in Mathematics Bulletin (1995+02; 1998. 12; 2000. 1 1), Mathematics Teaching1(March 2000), and two articles were reprinted in full by the National People's Congress Book and Newspaper Reproduction Center (1998.438+02; 4, 2005), 8 middle school mathematics articles; A total of 14 articles were published in core journals.