[Boutique] Mathematical Efficient Classroom Experience

Part 1: Mathematical Efficient Classroom Experience

The effective mathematics classroom of the National Elementary School is to obtain the most optimal teaching effect with as little time and as few teachers and students as possible; that is, within 40 minutes, students get the greatest development and accumulate as much knowledge and experience as possible. The students' thinking and the comprehensive use of language skills are effectively developed as much as possible. I have a lot of feelings about watching this mathematics observation class in Liudaohe School District this afternoon. Below I will talk about some of my own experiences:

1. Successfully established a self-cooperative study group

Group cooperative learning is the basic form of classroom reform. Group building is particularly important. Members of the group should build each group into a spiritual home of group members based on the principles of respect, mutual assistance, promotion and development. Through the lectures, I found that every student in the classroom is full of enthusiasm and passion, can actively participate in and show themselves, ignite the torch of thinking, and show self. Can find problems in the process of communication to solve problems, help students, improve themselves. It can be seen that the teachers must have made some efforts in the construction and development of the group. Teachers make full use of the study group, let the students learn and display in the group, fully understand and apply the language they are learning, which will definitely improve the students' comprehensive language use ability.

2. Active classroom presentation

In the process of teaching, teachers should strive to establish a teacher-student relationship of mutual equality, mutual respect and mutual trust, and form a democratic and harmonious teaching atmosphere so that students can learn in a happy, harmonious and relaxed atmosphere. In this class, the teacher has done the task of letting the students let go, everyone participates, actively demonstrates, learns to communicate, learns to study, is good at listening, and creates a sunny, harmonious and efficient classroom. Realize the use of space for time, use the surface line, seize the key points, and break through the difficulties. In the exchange show, the students' self-confidence has been enhanced, their psychology has been stabilized, their expression has been fluent, and their thinking has become more agile. In the exchange show, students have a sense of accomplishment and found their own value; they have realized imitative learning to autonomy. Learning, research-based learning, and creative learning have improved students' analytical and thinking skills.

3, highly targeted classroom test content

The purpose of classroom testing is to check the completion of the teaching objectives of the students in this lesson. First of all, the design of the exercises is very important. It is necessary to closely follow the knowledge points detected in the classroom. It must be targeted and adhere to the principle of being small and precise. The design of this lesson has always focused on the teaching focus of this lesson. The diversity of forms in classroom testing and solid student learning.

We may have been accustomed to the long-term infusion-based teaching model, and students' self-learning ability is not strong. With this new learning model, we can't help but see the light. With the guidance of the Liudaohe School District, I believe that through our own With the efforts of this new and scientific model, our mathematics teaching will open up a new path of teaching.

Part 2: Mathematical Efficient Classroom Experience

What is “Efficient Classroom”? I believe that the effective classroom is under the guidance of teachers, with students as the main body and exploration as the core classroom. Students are active in a relaxed, democratic and harmonious competitive atmosphere. Within 40 minutes, knowledge is fully utilized. Classroom with a fully improved ability. So, how to build a high-efficiency mathematics classroom in the middle school? Below, I combine the work done by the resounding schools in recent years to create an efficient classroom call, and talk about their own practices and experiences.

First, optimize the teacher-student relationship and create a harmonious learning atmosphere

I firmly believe that students can only "believe in their own way" if they "know their teachers." Concerns about students' lives, psychological concerns, spiritual care, and learning help have brought us closer. Regularly exchange teaching and learning opinions with students, adjust their teaching strategies in time, and strive to create a democratic, relaxed, harmonious and competitive teaching atmosphere, in order to encourage students' sense of autonomy, activate students' creative thinking, and stimulate students' imagination. Conducive to the collision and exchange of different views. This is the premise of building a high-efficiency mathematics classroom in the country.

Second, optimize the student portfolio and rationally divide the student study group

1. Scientific grouping. This semester begins, I combine students with good and bad, three people and one group, two groups of 6 people in front and behind, one in each group, the team leader with excellent grades, follow the "heterogeneity within the group, homogeneity between groups" The principle, the simple problem group discussion and solution, the group can not be determined within the same large group of solutions, can not solve the problem, and then ask the teacher to solve the problem, the classroom flexible arrangement of the size group activities.

2. Strengthen team management. In order to function as a group cooperative learning, it is essential to strengthen management of the group. Before the start of cooperative learning, the teacher should make the students clear the cooperative learning tasks, explain the operating procedures, and educate the students on the spirit of collective cooperation. At the same time, the group leader is given certain powers and responsibilities, and the members of the group are organized to carry out learning activities inside and outside the class. The teachers can guide the work of the group leader at any time, cultivate the management ability of the group leader, and ensure that the group cooperative learning is carried out in an orderly manner.

Third, the student group should learn to pay attention to the problem

1. Teachers help effectively. In the process of cooperative learning, teachers should provide timely and effective guidance and help for students. In the process of student discussion, teachers should go deep into the various groups to understand the effect of student cooperation, the focus of discussion, the process of cognition, and give timely evaluation and summary when necessary, and praise or reward.

2. Timely incentives and evaluation

In order to fully mobilize the enthusiasm of the team members, cultivate the team's sense of solidarity and cooperation, and play the role of the group, the group evaluation adopts a bonus system, so that each child has the opportunity to experience success and enjoy the happiness of success! Excellent support and mutual promotion; the teams compete with each other and improve together.

Fourth, carry out the teaching guidance to cultivate students' good habits

Mr. Ye Shengtao said: "Education is to cultivate habits." Good study habits will benefit students for the rest of their lives. A group of students with good study habits, study and active learning is naturally the most powerful guarantee for efficient classrooms.

However, we must know that the development of students' good habits is inseparable from the strict requirements of teachers. Therefore, in the group cooperative learning, we should pay attention to the following habits of students.

1. The habit of independent thinking. Before organizing cooperative learning, teachers should leave time and space for students to think independently. Only through independent thinking about the problem can students actively provide psychological and material preparation for the construction of new knowledge, in order to cultivate students who are not blind and have their own unique insights.

2. Express the habit of communication. In the teaching, the teacher should create a situation, give the students the opportunity to speak, let them boldly state their opinions and opinions in the group, and even debate with the classmates. For example, when I studied the Rationality of Rational Numbers, I created the question: “If a piece of paper has a thickness of 0.1 mm, what is the thickness of it after 27 folds? This height is the height of Mount Everest. Comparison, which is higher?", the members of the group are enthusiastic, origami, measured, estimated, and express their opinions! Finally, the group comments are summarized, most of them can not imagine the total height of a piece of paper after folding will exceed the Everest Feng, at this time, the teacher throws bricks to attract jade, and introduces the new lesson of the rationality of the rational number. Students are actively engaged in new lessons with great curiosity and curiosity. They can effectively understand and master the knowledge of this section on the basis of self-study, discussion and practice. Finally, they can solve the above problems on their own, exchange views and views within the group and further. Inspire students' interest in the passengers and feel the value of mathematics.

3, good at listening habits. In the teaching, let the students say that many teachers can do it, but let the students learn to listen and most of them will be ignored. Learning to listen, this is not only respect for others, but also in the process of listening, to clarify the similarities and differences between others and their own thinking, to understand the central ideas of others to speak, and then to improve themselves. Learning to listen and be good at listening to the methods and habits is an indispensable part of achieving group cooperation learning.

4. The habit of hands-on practice. The curriculum standards point out that “hand-on practice, independent exploration, and cooperation and exchange are important ways for students to learn”. In the teaching, the process should be given to the students. The teachers who belong to the students are not possessed. The teachers who can make the students practice will never substitute, so that the students can develop the habit of being dare to do and be good at hands-on. For example, in the chapter of "Colorful Graphics", we must give full play to the cooperative effect of the group, observe in the process, find in the observation, think in the discovery, summarize the law in the thinking, and then understand and master the knowledge from the sensibility Rise to reason!

Fifth, choose the appropriate form of learning

1. Discuss self-study. For the content suitable for students to learn by themselves, they will be assigned to the groups at the beginning of the class, and they will be informed of the learning objectives, and then the learning activities will be carried out under the leadership of the group leader. According to the different situations of the group cooperation, different forms can be selected, such as Center speaking, designated speaking, two-two combination, relay cycle, free speaking, division of labor cooperation. In the process of self-study exchanges, teachers should inspect and guide, explain when necessary, praise the group with good self-study at any time, and encourage the group with slow progress. Make sure to really play the enthusiasm of each team member and form a collective wisdom.

2. Test competition. After learning a unit, each group conducts mutual testing. Each team member will test a number of test questions according to the knowledge points, copy a few copies, exchange test questions between the group and the group during the class, and complete the test within the specified time, and then submit the other party to correct. According to the quality of each group of questions and mutual test of the students' knowledge of the knowledge, the teacher presents the competitions prepared before the class, evaluates the rankings, and finally gives the group's class activities according to the rankings.

6. Using multimedia-assisted teaching methods to stimulate students' interest in learning

The application of multimedia in mathematics teaching can give full play to the characteristics of intuitive audio-visual, time-saving and large-capacity, and stimulate students' interest in learning. For example, for the understanding of geometric stereoscopic graphics, we chose 3DS 3D animation. In the demonstration, any geometric figures and solid geometric figures are reproduced in three-dimensional form, so that various geometric bodies can be presented to students in static and dynamic conditions. In this way, it not only stimulates students' interest in learning, but also greatly speeds up the understanding of students. This can improve students' enthusiasm and curiosity, and make them voluntarily learn mathematics, thus improving the efficiency of mathematics classroom teaching in the country.

In short, in the past few years, in my work of building an efficient classroom, although I have made some explorations, my understanding is inevitable and I feel that I am not good enough. However, in the future teaching practice, I will strengthen Self-study on curriculum standards and teaching materials, further develop students' self-learning ability and scientific learning methods, continuously summarize and continuously improve, and strive to do a better job in the construction of mathematics efficient classroom work in the country.

Part 3: Mathematical Efficient Classroom Experience

Since our school started the experiment of effective classroom teaching reform last year, I deeply realized through the theoretical study and teaching practice of efficient classrooms that changing the learning style is the core of the new round of basic education curriculum reform, and cooperative learning is the curriculum reform advocate. One of the important ways to learn. With the gradual advancement and deepening of the curriculum reform, I have realized that group learning is the most basic form of learning in the effective classroom. The student's autonomy, cooperation, and inquiry learning methods are usually organized through study groups. It is important to have an effective classroom group. Therefore, I have the following experience and reflection in the teaching implementation process of the "1+345" teaching mode under the conditions of modern educational technology:

First, the efficient classroom pays attention to the preparation of lessons before class.

The main processes of our school's efficient classroom teaching are: preliminarily navigating, collaborative exploration, display communication, sublimation, and practice feedback. Then I took these five steps to prepare lessons in the lesson preparation.

Carefully determine the teaching objectives of each class. Before preparing for the class, I carefully read the textbooks and teachers' books, and I must understand the three-dimensional goals of the content being taught and the characteristics of the textbooks, and formulate practical classroom teaching goals in light of the students' actual conditions. The proposed teaching objectives should be specific and operable. If the goals are too high or too low, it is easy for students to lose interest, but should be in the student's “recent development zone”, that is, “jumping can pick the fruit”.

Instructional design should focus on the student learning process. Preparing lessons is the premise of taking good classes, so what is the preparation for the lesson? The important guiding ideology for teachers to prepare lessons is not to prepare teachers for “teaching”, but to prepare students for “learning”. Teachers should pay attention to the students' learning foundation and learning status, and carefully design the process of student learning. It is necessary to fully presuppose which part of the students' learning is difficult, how to implement it, and which parts of the students are likely to have differences or unique opinions, and how to deal with them. The three teaching methods of our school's teaching mode are pre-study, study, practice, and four teaching behaviors are listening, autonomous, cooperative, and display throughout.

Use the materials creatively. Since the implementation of the curriculum reform, teachers have realized that they should “use” teaching materials instead of “teaching” textbooks. Teachers should use the teaching materials creatively and change the "dead teaching" textbooks into "living" teaching materials, making classroom teaching vivid and effective. The creative use of teaching materials is one of the keys to improving the effectiveness of classroom teaching. Teachers should use the teaching materials creatively. First of all, on the basis of carefully studying the teaching materials, the teaching materials can be improved and supplemented according to the academic situation and teaching needs, so that they can better serve the teaching and serve the students. Secondly, teachers must be brave in innovation, boldly “re-processing” and “re-creating” the teaching materials, making the teaching materials more relevant to the students' reality and improving the effectiveness of classroom teaching.

Second, it is important to train the study team leader in efficient classroom teaching. It can be said that the key to efficient classroom construction lies in the efficiency of the study group, the construction and training of a group, and the grasp of the soul of an efficient classroom. After recognizing this problem, I have adopted the following six measures: first: to clarify the responsibilities and roles of the team leader; second: to hold regular meetings of the group leader. In the training of the team leader, I personally held a group leader meeting to clarify the team leader's responsibilities and provide them with practical and effective method guidance. Each group in each class is specially prepared for a small book to let the team leader register the classmates' pre-study situation and the assignment and evaluation. They understand the difficulties in their thoughts, study and life in a week and solve them in time, so that the group leader can feel the care and warmth of the teacher. Third: Add a “buffet” to the group leader. The team leader serves the students very hard, has enough resources to learn, and must pay off. The problem of "buffet" should be noted: there are regular methods to summarize the answers to the targeted exercises; the amount is from small to large; the team's learning effect should be examined and evaluated, which actually exercises the team leader's self-learning ability. Fourth, students who have excellent mathematics scores must be the team leader, which can drive the enthusiasm of other students. Fifth: Affirm, commend and motivate the team leader in a timely manner. Maslow needs hierarchy theory to believe that human needs are hierarchical and can be divided into physiological needs, security needs, belonging and love needs, respectful needs and self-fulfilling needs. After low level needs to be met, high-level needs are required. Efforts, in the current situation of the vast majority of students to meet the needs of survival and security, the team leader leading a group is also the need to meet higher levels such as attribution, respect, self-realization, so that they realize this self-satisfaction, self Achieving psychological satisfaction and glory is the internal motivation and source that motivates them to work harder for the group. Sixth: Regularly held the team leader training session, giving the team leader a certain amount of time to exchange group management experience or experience, and each class to judge the outstanding team leader.

3. In the process of implementing the effective class teaching, I also inevitably encountered some practical problems, and the students once appeared some unsuitable phenomena:

During this period of time, students use self-directed study cases to learn independently. In the course of implementation, they find that they are far from the actual situation. In the actual implementation process, one or a few links in the five rings can only be completed in one 40 minute class. The lesson plan takes 2-3 hours to complete, which is why the results of the weekly test feedback are still very unsatisfactory. More than 50 assignments in the whole class, the correct rate is only 7% or 80%. Because of the incorrect calculation order and incorrect writing format, the errors are 20% each. Others have poor learning habits. Errors account for about 10%...

In the process of group discussion, some students only follow other people's minds and have no own opinions. In addition, students only discuss this knowledge point in order to focus on a certain knowledge point, but less on other knowledge points. Take into account all the knowledge points? The group cooperates to explore how to achieve "excellent care and balance" and "interaction and interaction"?

Students did not develop good habits for preparation. Many students will not use the guidance program, and there is no preview to promote the second day of the class, which delays the time. There are still students who don't pre-read, take a look at the pre-study, and can't think about problems and do it. Other students are lazy in learning, attitudes in learning, and so on. I have repeatedly thought and found that these problems are caused by many factors: under the new model learning, my evaluation can't keep up, students' incompatibility, etc. The most important thing is the practicality of the guidance program and the teachers. There was a problem with the guidance. In addition, in the process of the five-ring classroom display, only the students’ opinions were emphasized, and the students’ eyes were low, which led to many problems.

Fourth, combined with the actual mathematics learning of the class, accurate positioning, with the help of the "five-ring" classroom teaching mode, explore the progress in the experiment and form their own unique classroom features.

In the future teaching, I will try my best to: 1. Let the students do a good preparation, further guide the students to prepare, teach the students to prepare the methods and give them clear goals, and let the students build their initial knowledge structure. 2. Open the classroom and learn independently. To break the traditional teaching mode, let the students move in the classroom - body movement, heart movement, and movement. Let students fully develop their potential and talents in the classroom, and start group study, independent study, study, and group study; let students develop the ability to study alone, cooperate and explore, and challenge. Let the classroom be harmonious and democratic, the students dare to ask, dare to speak, dare to move, form a proactive, eager to live up to the intense and lively learning atmosphere. 3. Teaching should be open to all students. Students of different levels are treated equally in teaching. Taking advantage of students' cooperative learning opportunities, students will be responsible for part of the teaching tasks, making them become small teachers, forming "military soldiers", "military training", "military soldiers"; good students drive middle students, middle students drive poor students, lively and vivid A strong learning atmosphere. Affirmation and praise of effective group cooperation models and behaviors lead to students' self-evaluation group evaluation and teacher evaluation, combining external incentives and internal incentives to promote students' growth. Through the evaluation of everyone, students can get feedback on the behavioral performance of cooperative learning. To this end, in the future teaching process, I also need to take the initiative to go to the students, integrate into the students' learning activities, use the encouragement to look at the students, and use the inspiring language to enlighten the students. Affirmation, and timely praise, timely evaluation. Insist on doing so to improve students' self-confidence. In addition, it is necessary to create as many opportunities as possible for teachers and students to interact, so that the students' fear of the teacher can gradually disappear naturally, and the teacher can become a good friend and intimate person of the student, so as to change the attitude of students to learn mathematics, in order to stimulate students to learn. The potential of mathematics. In short, the success of teaching is inseparable from the success of students. The success of teachers depends on the success of students. Only by caring and caring for students, all thinking for students can inspire students to learn the potential of mathematics, so that the effectiveness of classroom teaching can be improved.