National Mathematics Training Experience

The experience of the national mathematics training experience :

I participated in the online training, and let us personally understand the true meaning and rich knowledge of the training. At the same time, I personally feel that a sublimation of knowledge begins here. In general, the form is diverse and famous. Thematic presentations and sharing, and the interactive discussions of the students around the topic have broadened the way of learning and education for our educational career. Looking back on the past six months of study, I have both conceptual baptism and theory. The improvement of the above has both the accumulation of knowledge and the growth of teaching skills.
During my studies, I deeply felt the impact of new educational concepts. This shock comes from textbooks, from teachers, and from methods. Wonderful knowledge, let me eat a nutritious theoretical meal, and triggered my constant reflection, and the confidence and unique personality of the experts also left a deep impression on me, from them, I am getting more than just the growth of professional knowledge and methods of learning, but more of a high-grade life form that they are obsessed with career, rigorous and diligent, diligent, and tireless, and as a teacher, as a scholar. Personality charm gives me an infection. Here, I broaden my horizons, broaden my thinking, change my mindset, reflect on my education at a higher level, think more seriously about the challenges I face, and think about how the future will go. I realized my responsibility and realized the weight of the specific implementer of quality education in education. I realized the importance of establishing a new concept of education, teaching, teachers and students.
Most of our teachers believe in education reform. As long as the examination and selection system exists, education can only be a test-oriented education. Any advanced concept is only a good ideal. As a result, many of us are comfortable with the status quo, staying in the teaching of teaching ginseng, blaming the exam for the lack of education and mistakes, and blaming the students for their ignorance. In such an environment, the time is long, do not pay attention to the improvement of their own cultural literacy, the training of educational skills, do not pay attention to the study of educational theory, even if they study, they only install some new terms, new concepts, and do not with teaching practice. Combine and digest into your own thoughts. Now I want to come, inadvertently I have become a hindrance to the implementation of the new curriculum.
“Teachers grow up in action research”, the lectures of the professors have caused me to think. The previous research on the subject is to study the results, not for the students, but for the subject reviewers, which once caused the research to be fake, large and empty. The situation, write a title, report, and then add a bunch of information, you can justify the problem, over time, the teachers' interest and enthusiasm for the subject is gone, plus we are tired of coping Teaching, the subject is a burden for us. From this point of view, we do not really recognize the nature and importance of the topic.
After decades of hard work, I have worn away the passions and dreams I have had, leaving too much confusion and confusion. In the past six months, we have quietly listened to the lectures, quietly writing our experiences, and lingering in the joy of learning. I am more clearly aware of my poverty, my own shallowness, and I have seen the past myself: being comfortable with the status quo, being more self-sufficient, less urgency, less sense of crisis; eating more old ideas, less awareness of lifelong learning; The vulgarity is bound, the inertia is large, the enthusiasm is less; the meaningless time is more, the valuable attempts are less explored; the class shows more talents and less opportunities for students to participate. Through training, I am soberly aware that passion and innovation are the necessary factors to make you go to a famous teacher. We will move in this direction in the future.
In this training, the words that are most heard, except for "reflection," are "not reading the ink and not reading." The teachers all share the same feelings when they communicate: teaching has certain experience, and we can say that we are still very proud of the class results. There are also a lot of readings. When it comes to papers, most teachers can say that they have no achievements. The reason why, in addition to the lack of teaching theory, can not combine their teaching practice with theory, there are many teachers who are negligent, every time you write something can be said to be digging, and your evaluation is always concise four The word "text is not up to the point", this is the result of my usual "read and write separation." Students do not practice pen essays have not improved, our teachers are also the reason. The study of this training class, the new must be written every week, can be regarded as a poke to my pain. Therefore, the heart is very touching, but there is no way, the homework must always be handed over and strive for excellence. Every time I finished my homework like a dystocia, but I unexpectedly wrote that I had written a few homework in such a “difficult way” and found that I was not as vocal as I was in the past, and occasionally I could “learn the classics”. A moment, this is progress!

Experience in the study of mathematics of small and medium-sized students:

Through this period of remote training, I have an in-depth understanding of the new mathematics curriculum and new textbooks. As the core curriculum of basic education, mathematics has triggered changes in curriculum objectives, textbook writing, teaching behavior, learning methods, and educational evaluation.
1. The mathematics curriculum puts forward the goal of “promoting the all-round development, continuous and harmonious development of students” as the overall goal.
The new round of basic education emphasizes the cultivation of objects and the implementation of quality education to establish teaching ideas and regard students as masters of learning. Put students in the status of the subject, and develop the teaching philosophy based on student development. Therefore, the goal of the mathematics curriculum is not only to provide students with the necessary mathematical knowledge and skills, but also to include developments in enlightening thinking, problem solving, emotions and attitudes. Emphasize what students have experienced, what they have experienced, and what they feel. Let students be close to mathematics, understand mathematics, and use mathematics. Learn to use mathematics to understand the environment and society in which you live, develop the willpower of students to overcome difficulties, and build self-confidence.
2. The mathematics curriculum is designed to build a new mathematics curriculum system that promotes student development, reflects future social needs, and understands the spirit of quality.
The new textbooks establish the main position of students in mathematics learning, change the students' previous learning styles, and advocate the mathematics learning methods of independent exploration, cooperation and practice and innovation. Under the guidance of this idea, the new textbooks are not presented in the form of examples, exercises, etc., but in the form of mathematical activities, thus providing a large number of practical activities such as observation, operation, and experimentation.
3. A new orientation to the role of the teacher.
With the deepening of education reform, the establishment of the concept of quality education, and the timely introduction of new courses, the society has new and higher requirements for the teaching of teachers and the role of teachers. In the new era and new forms, teachers should also play The roles are: a student learning facilitator b student inquiry collaborator c student development leader d individualized teaching innovator, etc.
Quality education emphasizes that teaching should be open to all students, oriented towards the overall development and individual development of students, providing a guarantee for students' follow-up development and sustainable development. This requires teachers to care for students, care for students, understand each student; understand their personality, understand their hobbies, understand what they think, what they want, what they don't want; help them solve their lives. To overcome the difficulties in learning, to let them get rid of their worries, to eliminate worries, to put more energy into their studies, so as to better improve their academic performance; in the students' learning and inquiry activities, teachers are often wise men. The identity of the elders, with their own knowledge and experience, with their own insight and judgment, provide guidance, help, and service for the students' inquiry activities, and play the dual role of the instructor and the service provider.
4. The mathematics curriculum emphasizes the teacher's way of guiding students to carry out mathematics activities through scenarios and other means.
During the activity, teachers should understand the students' ideas, guide them in a targeted manner, and organize students to cooperate and communicate to draw conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good study habits, create vivid and interesting learning situations, combine teaching with students, pay attention to students' practical activities, pay attention to students' learning process, and master well. The use of textbooks to achieve a change in the way students learn can help improve students' abilities.
I think: I can use this study to reflect on practice and apply what I have learned to make my teaching more convenient.

The experience of mathematics training in small and medium-sized schools:

Time flies, it is the beginning of a semester, and I am honored to participate in this training, and I am very happy to have such a sharing opportunity. The content of the training is simply two words rich. It has tailored a good learning platform for us in the teaching process. Let us see the growth and progress of others, and let ourselves see their own strengths and feel that they may be more Excellent place. Through this training, I found that it is not entirely a student's reason in the usual teaching. To really get a good math class, you must not only have basic mathematics knowledge, but also how to mobilize the enthusiasm of students in the classroom, how to stimulate students' interest in learning mathematics?
So, how can we stimulate students' interest in learning in the classroom?
1. Change the learning environment of the class.
When you are in class, you should not worry about teaching knowledge. Instead, you should first create a teaching situation that students are interested in, and first introduce the attention of students into the classroom.
2. Reform teaching methods.
In class, we must take into account the age characteristics of the students and carry out a variety of activities. Fun is the nature of children. It is necessary to grasp the characteristics of students and let them play middle school and play in school. This makes students happy to accept what they want to learn and help them understand the knowledge.
3. Improve the classroom atmosphere.
When I was in class, I was afraid that students would be noisy and asked students to remain quiet. But in the process of teaching, I found that there is nothing wrong with proper "noisy". Of course, this "noisy" is not really noisy, but creates an environment for students to argue in the classroom. This kind of controversy helps students to understand the knowledge, let the students learn from each other in the competition, and make progress together in the study.
4. Strengthen communication.
In the process of learning mathematics, you should always communicate with students and enter their world. You can't just think and do it. As the saying goes, "A slap in the face does not sound." Only by truly understanding the students and grasping the child's cognitive rules can it be more effective in teaching.
In my opinion, a good math class is not only to impart knowledge to students, but also to help students understand and master knowledge. Therefore, there are still many things that we need to work hard. In the future, we will study harder and learn together with students. It is not that primary school students don’t understand anything. If you study carefully, they also have many advantages, but they may I don't know if this is a bit of theirs. It's like a sweet smile, a very good language tone, a good attitude, or a respectful aspect of the process of obedience. You can go through some small things. In fact, there are a lot of places that people around you can't do, because in fact, the big reason is that there are some small truths, you can do the details around you, I believe that there is nothing that can't be done, and how much truth is there.

The experience of mathematics training in small and medium-sized schools:

During this period of training, I have carefully read the experts' interpretation of the new curriculum standards for the national mathematics, especially the various problems in the mathematics teaching of the national minors, the measures and methods for improvement in the future. Understand and comprehend. It is indeed a small gain, and I feel that there are still many shortcomings in my daily work. We only plan our work in a narrow area of ​​our own. Through this training, I have the following feelings:
First, this training made me realize myself again:
We must continue to completely change ourselves in the future teaching. This study has brought a deeper shift in my thinking. As a national mathematics teacher, you must have profound knowledge and good thinking quality, which is not enough. In the process of mathematics learning and inquiry, we no longer regard the teaching of mathematics as our main teaching task and purpose, and we no longer spend the main energy on checking the degree of mastery of knowledge, but in the learning group. Members, in front of the problem, the teacher and the students look for answers together, and the teacher becomes a student's partner and friend on the path of exploring mathematics.
Second, for all students, to lay the foundation for the overall development and lifelong development of students.
For all students, we should: 1. Create a variety of scenarios, encourage students to practice boldly, adopt a tolerant attitude towards their mistakes and mistakes in the learning process; 2. Provide opportunities for students to learn independently and communicate directly, and 3. A space for performance and self-development; 3. Encourage students to develop comprehensive skills in listening, speaking, reading, and writing through experience, practice, cooperation, and exploration; 4. Create conditions for students to explore some of their own problems, and Solve problems autonomously.
Third, pay attention to students' emotions and create a democratic and harmonious teaching atmosphere.
Students can only maintain their motivation and achieve results if they have a positive attitude towards themselves, their disciplines and their culture. The rigid modality will not only affect the learning effect, but also affect other developments. Therefore, we must strive to create loose democracy and harmony. Teaching space. Focus on students: 1. Respect each student, actively encourage them to try in learning, protect their self-respect and enthusiasm; 2. Combine teaching and modality organically, create various cooperative learning activities, and promote students Learn from each other, help each other, experience a sense of accomplishment, develop a spirit of cooperation; 3. Focus on learning difficult or introverted learning, and create language opportunities for them as much as possible; 4. Establish harmonious and democratic communication channels between teachers and students, often Rethink the learning process and learning outcomes with the students, encourage and help each other, and be relevant to teaching.
4. Expressing emotional attitudes in mathematics teaching:
The new curriculum emphasizes that “mathematical education should shift from acquiring knowledge as the primary goal to focusing on human development first” and “transforming to first focusing on the development of each student's emotions, attitudes, values ​​and general abilities”. Here, it is particularly important to point out that the development of students' "emotions, attitudes, and values" in mathematics education should be directly related to the learning of their mathematical knowledge and skills, that is, there is a memory between the two, which is inevitable. Contact, not an external, far-fetched, accidental component. Therefore, we should undoubtedly emphasize the help of students to establish self-confidence in mathematics learning through mathematics teaching, but this is by no means an exponential learning should be an effortless “happy learning”. We should strive to enhance students' hard work in mathematics learning. Difficult to withstand, and thus able to experience the happiness of a higher level through hard work. This is also an important component of the fine tradition of Chinese mathematics education.
Fifth, strengthen the guidance of students' learning strategies.
Guide students' learning strategies, that is, let them learn how to learn in the process of learning and using. Then, to guide students' learning strategies, we should: 1. Actively create conditions, let students participate in the staged learning objectives, and achieve the goals; 2. Guide students to use speculation, review and coordination methods; 3. Guide During the learning process, students conduct self-evaluation and adjust their learning goals and learning strategies as needed.
The new curriculum reform is not just to talk about it. It must be combined with practice. It is about to study hard, be aggressive, actively participate in curriculum reform, constantly explore in the classroom practice teaching, continue to learn, practice constantly, and constantly reflect. I am willing to participate in remote training, I am also willing to grow together with my colleagues, I am also more willing to practice classroom teaching.
6. I also learned a lot of nutrition from the questions, comments, and homework of class members:
"Three-person, there must be my teacher." In the training, all teachers can actively raise the problems they have encountered, and can also unreservedly express their own views on a certain issue. The questions raised by the members of the class can be seriously discussed and their opinions can help improve our teaching and improve our business.
The times require us to make progress. I believe that in the future work, I will work harder to improve my work under the guidance of advanced theory.

National Small Mathematics Training Experience 5:

As a national mathematics teacher, participate in training training. In the study, I broadened my horizons, understood the forward-looking thoughts of education, and gained enlightenment in the communication with the teachers. The training time was short, but the things left for me were profound. I am very cherished for this study, because I feel from the heart that it is necessary for teachers to participate in learning.
Through the study of the six topics, the harvest is indeed not small, but also bring a lot of new thinking to your own teaching, the following is a summary of this training:
First, through learning, I solved many difficult problems that I encountered in actual teaching, such as: how to solve problem-solving teaching to create a situation close to the actual life of students, and how to learn how to use the right time. I have greatly improved my skills in teaching, education, teaching methods, and so on. The skills of mastering classrooms, grasping teaching materials, communication, teaching design, class management, and teaching reflection have also been greatly improved. The educational theory has been updated, and the teaching experience has been enriched. It has laid a good foundation for the future work in mathematics teaching and class management, and further improving the efficiency of classroom teaching. At the same time, I also met many excellent teachers, broadened my horizons and enriched myself.
Second, teachers should continue to learn, strive to improve their professional quality, and constantly promote their professional growth. Through the study and study, I believe that in order to master the classroom under the guidance of the new curriculum concept, teachers must not only have a noble morality, but also have profound knowledge, which is the basis of our education and teaching work. Taking this long-distance training as an opportunity, we will continue to strengthen our own learning and improvement, use various forms to collect information on curriculum resources, and carefully learn from the team of course experts and peers, and constantly improve and improve our professional ability and professional quality to be competent. Education and teaching work.
Third, through this training, I have further established in my mind the transformation of students' learning style, the transformation of teachers' teaching methods, and the importance of changing the concept of education and teaching, so that they firmly believe that as long as they persist in quality education, they must adhere to the development of students. The core, supported by the professional development of teachers, and further attention to the subjective status of students, can achieve a win-win situation for students' literacy development and teaching achievements.
Fourth, further strengthen the reflection on teaching work. Strengthen the reflection of teaching, listen carefully to the opinions of students and the suggestions of the lecturers, and timely modify, supplement, adjust and improve the teaching design and teaching strategies, which is very necessary for the professional development and improvement of teachers. If a teacher insists on writing reflection on teaching, he will probably become a famous teacher in a few years. We must persist in writing after-school reflection, staged reflection, reflection after the semester, and reflection on the school year, growing up in reflection, and progressing in reflection.
In the future education and teaching work, I will be stricter in asking myself, work hard, carry forward the advantages, correct the shortcomings, open up the progress, and make my own contribution to a better tomorrow.