First grade teaching work plan

Part 1: The first grade Chinese language teaching work plan

First, the class profile analysis:
The student just entered the school and did not understand the school's routine. Young age, poor self-discipline. But they are more polite and see the teacher can say hello. Some students have the awareness of speaking Mandarin, and can communicate with teachers and classmates in a simple Mandarin. Individual students do not know how to write, and teachers need to constantly correct and supervise. As for other academic achievements, I still have to learn in the future.
Second, the analysis of this book
The textbook includes six parts: “Enrollment Education, Chinese Pinyin, Literacy, Text, Language Garden, and Spoken Communication”. The purpose of enrollment education is to help students understand school life and learn about study routines. Next is the Chinese Pinyin, which learns 70 common words while learning Pinyin. Then there was literacy, 10 texts, literacy, and 10 lesson. Each of the two literacy units has 4 lessons, each of which recognizes 12 to 14 words. The 20 texts are divided into 4 units, which are arranged in the order from shallow to deep. The text of each unit has a certain connection in the content. Each unit is followed by a language garden to consolidate language knowledge and develop language skills in rich content and diverse forms. In addition, there are 6 oral communication topics in the book, arranged behind each unit, so that students can conduct oral communication training in the created situation. The literacy arrangement is divided into literacy and confession.
The preparation of the textbook is based on the curriculum standards, embodying the basic concepts and basic spirit of the curriculum standards. The content of the textbooks is comprehensive, scientific, contemporary, interesting, and widely applicable.
Third, the teaching objectives of this semester
1. Chinese Pinyin. Learn Chinese Pinyin, read the initial consonants, finals, tones and overall syllables. Can accurately spell syllables, correctly write initials, finals and syllables. Can read Chinese characters by means of Chinese Pinyin.
2. Literacy and writing. Know 400 commonly used Chinese characters, 100 of which will be written. I like to learn Chinese characters and have the desire to take the initiative to read. Master the basic strokes of Chinese characters, and write according to the stroke order rules. Initially develop the correct writing posture and good writing habits.
3. read. Learn to read the text correctly in Mandarin. I like reading and I feel the joy of reading. Learn to read with the help of pictures in the reading.
4. Oral communication. I can listen carefully to others and try to understand the main content of the speech. Talking to others, the attitude is natural and polite. Actively participate in the discussion and express your opinions on topics of interest.
Fourth, the focus of this book, difficult points:
, focus:
1. Chinese Pinyin is a tool for students to learn Chinese, so the teaching of Hanyu Pinyin is the focus.
2. Know 400 commonly used Chinese characters, of which 100 Chinese characters will be written.
3. Learn Mandarin and gradually develop the habit of speaking Mandarin.
,difficulty:
1. Chinese Pinyin is more abstract and confusing, so it is more difficult for students to master. Therefore, Pinyin teaching is difficult.
2. The increase in literacy is the high return rate of students. Therefore, the teaching of 400 Chinese characters is difficult. How to consolidate Chinese characters is even more difficult.
3. How to guide students to accumulate language is a difficult point in reading teaching.
V. Main measures to improve teaching quality:
1. Help students understand school routines and help students develop good study habits.
2. Eat new textbooks, learn more about students, and use new materials creatively.
3. Make full use of multimedia, use the beautiful situation map of the teaching materials, create a relaxed and pleasant learning situation, and stimulate students' interest in learning.
4. Strengthen the connection between language and children's life; guide students to pay attention to life and learn Chinese in life.
5. Set up a study group to allow students to conduct their own research and cooperation, and cultivate a spirit of collaborative inquiry.
6. Seriously correct each class assignment and make timely feedback and summary.
7. Respect the individual differences of students and guide them in a timely manner.
8. Change the society to learn, teach students flexible ways of learning, and give the initiative to students. Try to pay attention to teaching materials and integration, use textbooks as a whole, and strive to use the teaching materials creatively, and prepare the whole unit for preparation. Pay attention to the connection of each teaching point in the unit during the preparation.
9. Literacy teaching follows the principle of separate writing, more recognition, and less writing, so that they can read as early as possible without increasing the burden on students. In the specific teaching process, students are guided to learn the words by means of pinyin and dictionary, find the connection between the new words and the familiar words, and encourage students to use the rules of memory to transfer the learned parts and literacy methods to the new learning of the new words. Respecting students' different learning styles and learning methods, we believe that students can apply the initial literacy skills they have developed to independently literate and encourage them to recognize Chinese characters in their favorite and most accustomed ways. Actively promote the methods, experiences and feelings of literacy exchange among students, play literacy and group words together or create new words and word cards together to promote students' literacy in cooperative learning.
10. Emphasis on the cultivation of students' writing habits, and strengthen the guidance of writing teaching. When guiding the writing, the blackboard test demonstrates that it is not easy to write good strokes, easy to write wrong strokes, and requires students to write and correct the words. For the second-year students, writing in one lesson should not be too much. To avoid student fatigue, writing should be scattered in every class. In the grasp of the amount of writing, pay attention to the quality of writing.
11. Before the oral communication teaching, it is necessary to arrange the preparation work in advance. In teaching, we pay attention to the creation of situations, and generate topics and stimulate students' communicative interests through various means. In the process of communication, actively participate in the communication of students, provide students with objects that can be imitated, pay attention to the state of communication, regulate the process of communication, and form an effective interaction between teachers and students and students. It is also good at discovering the creative and child-friendly language in the process of student communication, and paying attention to regulating the oral language of students. For the former, it is necessary to give affirmation, to make it feel the joy of communication and the joy of success; for the latter, it is corrected at the appropriate time, and generally does not interrupt the students, so as not to interrupt the communication process and affect their emotions and communication. Going smoothly. The cultivation of students' oral communicative competence, in addition to through specially designed oral communication classes, depends to a large extent on various language practice activities. In the usual classroom teaching, it is necessary to consciously conduct communication training for students by answering questions, discussing exchanges. In addition, students should be encouraged to actively and boldly communicate with others in their daily lives, so as to continuously improve their oral communication skills.
Six, teaching progress

Part 2: First-year teaching work plan

First, the analysis of this book material:
Understanding of the number within 20
The understanding of the number within 20 is arranged in three stages: the first unit "Number in Life", the meaning of the number within 10; the second unit "Comparative", knowing the size of the number within 10. These two units have a migration effect on the subsequent numbers. The seventh unit, "Addition and Subtraction," the first lesson, "Bundle Sticks," focuses on the understanding of the concept of positional values, which plays a key role in the learning of the numbers and calculations. The outstanding feature of this part of the textbook is to combine the vivid and specific situation, through the observation, counting, operation and other mathematical activities, to present the learning content, let the students experience the meaning of the number, feel the close relationship between the number and life, develop the logarithmic understanding .
Addition and subtraction
1. The synthesis and decomposition of numbers less than 10 are used as the logical starting point of learning addition and subtraction. Starting from the life experience of students, the process of learning addition and subtraction is combined with the process of solving problems, so that students can experience the abstraction and subtraction of the problem from the problem situation. Explain and apply the process, from which to understand the meaning of the addition and subtraction and the value of the application.
The composition and decomposition of numbers within 2.10 are no longer used as logical starting points for addition and subtraction within 10, but they are still effective means of adding and subtracting within 20 degrees of skill; in fact, the synthetic decomposition of numbers within 10 There is only a formal difference between the addition and subtraction of less than 10, which has no essential difference. Therefore, the textbook not only does not weaken the understanding of the logarithm and can be divided, but also creates a variety of problem-solving or game activities, and constantly strengthens the awareness of the decomposition and composition of numbers.
3. The arrangement of addition and subtraction learning content is divided into two parts. From the fourth unit of "Addition and Subtraction", the fourth lesson "Kitten Fishing" begins to add, subtract, and mix; from the length of view, the mix of 60%. There are three advantages to the early addition and subtraction of the addition and subtraction: First, it can raise the addition problem from a problem situation, and can also propose the subtraction problem, which can improve the teaching efficiency. For example, the situation of a little girl lap game, you can ask "1 set in the set, 3 times in the set, how many times have you voted?" List 1+3=4 or 3+1=4; you can also ask "4 times, no set 3 times, how many times in the set?" Or "4 times, 1 set, no set several times?" List 4-3 = 1 or 4-1 = 3. Second, it helps students to understand the relationship between addition and subtraction. For example, the two addition formulas and the two subtraction formulas listed in the above circling situation actually reveal the same quantitative relationship from different angles. Third, from the perspective of psychology, after the addition and subtraction of the mixed content, the learning content is more varied and challenging, and it is not boring because of the single content. It is hoped that such an arrangement will stimulate students' interest and attention. At the same time, students will be able to gradually experience mathematics knowledge as a whole with each other.
4. Reflecting the diversity of algorithms, it provides students with the time and space to choose their own algorithms and exchange their algorithms. The third part of the seventh unit, "There are a few bottles of milk", the fourth lesson "There are several trees", the fifth lesson "Buy pencils" and other practical problems are wonderful examples of the diversity of the algorithm; the first two sections are less than 20 The carry-in addition, the next two sections learn the abdication subtraction within 20.
Space and graphic arrangement
1. Determining the position and order of objects is an essential part of establishing a spatial concept. There are many ways to determine the position and order. The most basic ones are to describe them in terms of front, back, up, down, left and right. The fifth unit, Position and Order, revolves around this theme.
2. Recognizing the shape and size of objects is also the basic content of establishing a spatial concept. The sixth unit, "Knowing Objects," recognizes the shapes of the four most common simple objects: cuboids, cubes, cylinders, and spheres.
Classification and statistics
The experience of classification is not only the necessary basis for statistical activities, but the learning of mathematical concepts is also a kind of classification behavior, so the recognition of objects begins with classifying objects. This booklet classifies the classification into the field of statistics. Whether it is the fourth unit "Classification" or the ninth unit "Statistics", we must pay attention to the experience and experience of the process, and accumulate experience in classification and statistical activities.
Second, the student situation analysis:
There are 33 students in this class. The students are young, innocent, cute, lively and active. They have accumulated certain mathematical experience in daily life, such as counting, writing, and classification. Due to the age and psychological characteristics of the students, students do not like to concentrate on listening during class, lack of participation awareness, unfamiliar with classroom routines and some organizational forms, and rarely have communication skills of listening, communicating, reading, and writing.
Third, the content and objectives of this booklet learning
Number and algebra
1. The first unit, "Numbers in Life", based on the experience of children's counts, combined with the specific situation to understand the meaning of numbers within 10, will recognize, read, write 0 to 10, will use them to represent the object The order of numbers or things, the initial understanding of the meaning of the base and ordinal; the initial feeling of "number" and life's close connection, the initial experience of learning mathematics, and initially form a good study and study habits.
2. The second unit, "Comparative", obtains an understanding of the meanings of symbols such as <, =, > by comparing the number of mathematical activities, and uses these symbols to represent the size of the number within 10; the experience is higher, lighter, and heavier than Practice and mathematics thinking activities such as length and length, experience the diversity and rationality of the “comparative” method; and experience the importance of learning to organize your thoughts and learn to listen in a way that describes or listens to the communication process of your own thinking process.
3. The third unit, "Addition and Subtraction Method", goes through the process of adding and subtracting formulas from the actual problem abstraction 10, and interpreting and applying the process, experiencing the meaning of addition and subtraction, and initially feeling the close relationship between addition and subtraction and life; The addition and subtraction method, master the skills of decomposition and synthesis of numbers within 10; through arranging the addition and subtraction formulas, and exploring the regular activities during the period, cultivate and develop the sense of number.
4. The seventh unit, "Addition and Subtraction", experiences the specific operation of the number greater than 20 and its generalization process, and initially understands the principle of the decimal value of decimal digits; the number of numbers, readings and writings within 20, grasp them The order will compare their size; combine simple and structured thinking with activities that solve practical problems, experience the process of communicating their own algorithms with peers, experience the diversity of algorithms, learn the carry-in addition and abdication within 20 Subtraction, gradually and skillfully calculate the addition and subtraction within 20, and can solve simple problems; feel the close connection between addition and subtraction and daily life, and feel the rationality of the mathematical thinking process.
5. The eighth unit, "Understanding Watches and Clocks", combines daily work and rest time, learns to read the time on the clock surface to express the time and half time, understand the writing method of the time, and use "a few hours" or "just a few hours". Words describe time; experience simple and familiar operational activities, experience the length of time; cultivate an attitude of cherishing time and a good habit of arranging time.
Space and graphics
1. The fifth unit, Position and Order, combines vivid and interesting situations or activities to understand the position and sequence of front, back, up and down, left and right, and uses the front, back, up, down, left and right to describe the relative position of the object to establish a preliminary Space concept.
2. The sixth unit, "Knowing Objects", obtains intuitive experience of simple geometry by observing, manipulating, classifying and other activities of objects and models. It can visually recognize that their shapes are cuboids, cubes, cylinders or spheres, which can visually recognize cuboids. Solid graphics such as cubes, cylinders, and spheres.
Statistics and probability
1. The fourth unit, Classification, combines the classification activities that must be carried out in daily life to feel the necessity of classification; can compare, rank and classify objects according to given criteria or select a certain standard, and experience activities in these activities. The results are consistent under the same standard and diverse under different standards.
2. The ninth unit "Statistics" conducts statistical activities based on simple and realistic problems. Experiences the whole process of collecting, sorting, describing and analyzing data, and feels the necessity of statistics. Combining examples, understanding statistical tables and The pictogram will fill in the corresponding chart; you can ask and answer simple questions based on the information in the chart, and share your thoughts with your peers.
Practice
This booklet provides a number of practical activities or small surveys suitable for first-year students in the text and exercises. E.g:
1. Find it and talk about it. Health 1: I am looking for 3 people who are taller than me. Health 2: I am looking for 2 people of the same age as me. Health 3: I am looking for...
2. Let me talk about where to use 0 in your life.
3. Say the addition problem you found in your life.
4. Organize the room you live in and tell your companions how you organized it.
5. Take a look at the library or bookstore, how the books are classified, and talk to your peers.
6. Looking at the sun just rising, what time is it? When is the sun just falling, what time is it?
7. Investigate the number of boys and girls in each group in your class and try to ask some math questions.
8. Investigate the school attendance of 10 classmates in your class. (1) Going to school by car or walking to school? (2) Going with you, or walking alone? and many more.
Students experience the above-mentioned observations, surveys and other practical activities, gain a good emotional experience in the process of cooperation and communication; gain some preliminary experience in mathematics practice, can use the knowledge and methods learned to solve simple problems; feel mathematics in daily life The role of life.
Third, the teaching materials of this book:
1. Mathematics teaching follows the psychological rules of students learning mathematics, in line with the students' development level and mathematics acceptance ability. Teaching that meets the student's developmental standards should have a practical background, using the student's experience, using the language that the student can accept, giving students enough time to explore and examine the mathematical concepts to give meaning, giving students the opportunity to discuss their ideas.
2. It is necessary to gradually develop students' awareness and ability in cooperative learning. In order to avoid group learning in the form, it is necessary to cultivate students' communication skills. Communication has both information output and information input, so talking, listening, reading, and writing are basic communication skills; in addition, for mathematics, communication should also have described skills. Description is an important method of communicating mathematical concepts at all levels; descriptions include transforming a problem or a concept into a new form that transforms a chart or physical model into a symbol or language.
3. Design activities to closely follow the purpose of the mathematics activities. Mathematics teaching is the teaching of mathematical activities. Every mathematical activity should have a clear purpose, and the activity itself is the means and process to achieve the purpose. Therefore, it is necessary to closely follow the purpose of the activity to design the procedures and steps for arranging the activities so that the activities are both orderly and effective.
4. Each class will arrange a certain period of time for students to do exercises, write homework, give students the opportunity to read questions, review questions, think and answer independently, the teacher walks down the platform, observes the students' learning process and differences, conducts individual guidance, and obtains feedback. In this process, students who are doing fast should be provided with additional learning materials, and higher requirements should be given to them to do something. The best way to feedback the whole class is to reveal different ideas from the students. The method or answer triggers them to think, judge, and choose, to identify the pros and cons, and to correct the right or wrong.
5. Creatively use textbooks to enrich curriculum resources.
6. Reform the evaluation method and implement the development evaluation.
It is necessary to evaluate students' understanding of mathematical concept knowledge in combination with the process of learning mathematics. Only when students understand the concepts of mathematics and their meaning or interpretation can they understand mathematics and meaningfully “do mathematics”.
Students' understanding of the meaning of addition and subtraction is combined with evaluation in the context of problem solving.
To evaluate the problem, we should first pay attention to the evaluation of the student's description of the problem, that is, how to describe the problem presented by the situational map completely in oral language. Secondly, it is necessary to pay attention to the evaluation of the level of thinking development of individual students in the process of solving problems.
The evaluation of the emotions and attitudes of first-year students in learning mathematics mainly collects relevant information through classroom observations, like they participate in class discussions, try to solve problems, in independent or group study, and always show their emotional feelings in logarithmic learning. With attitude, can you see if you have confidence, whether you are interested, whether you are willing to explore, whether you have perseverance, whether you have curiosity, and who dares to question? Who likes to ask "What if... how about?" Who likes to ask what kind of questions? And an understanding of the role and value of mathematics, and so on. Observation is the most primitive method of evaluation, but it is not the only way to provide valuable information from students' verbal expressions, written assignments, practical assignments, and conversations between teachers and students. If emotions and attitudes cannot be quantitatively evaluated, it is necessary to make objective and descriptive evaluations of the individual's emotions and attitudes. It is also necessary to understand the students' thoughts and actions through the usual teaching process.

Chapter 3: National Primary School Chinese Language Teaching Plan

First, the textbook analysis:
The whole book consists of four parts: “cultivating good study habits”, “Hanyu Pinyin”, “literacy” and “text”. In order to facilitate literacy and reading, the words and texts are all filled with pinyin.
1. "Cultivate good study habits" in two parts, mainly through the pictures to enable the children who are new to school to master the correct reading and writing postures, pay attention to the use of eye hygiene and develop "pose not to read" in practice, "the posture is wrong The good habit of not moving the pen is to make the students cherish the habit of using the school.
2. Chinese Pinyin, consolidate Chinese Pinyin, and use Chinese Pinyin to help literate, read, and learn Mandarin. Can write the initials, finals and copy syllables, and write correctly and neatly on the four-line grid.
3, literacy, divided into 2 groups, each section is equipped with a scene map, so that the row can not only make the students' scene maps literate, but also help students to understand things and stimulate students' interest in learning.
4, text, a total of 14 texts, divided into 6 groups, each text consists of six parts: picture, text, word list, practice, stroke order, and red. In the 14 texts, there are 305 literacy literacy teachings and 168 writings. The texts have new points such as simple head, short length, new content, beautiful illustrations and accurate work. The specific performances are as follows: (1) The texts are short and have a wide range of subjects. The content is lively and the illustrations are novel and interesting. (2) Each text is a full-text phonetic. This arrangement can not only review Chinese Pinyin, but also help students to read and reproduce, recite, train, and develop reading skills. (3) After-school exercises are two times, one is to read aloud, recite or retell, and once is to learn about the basic strokes of Chinese characters and to follow the strokes. In addition, an exercise is arranged after each group of texts. The exercises include reading Chinese characters, consolidating Chinese Pinyin, reviewing strokes, strokes, and training in words and sentences. The six practice self-contained series are relatively independent.
Second, the class overview:
Shortly after entering the school, the whole class is lively and innocent, and everyone’s thoughts and morals are immature and in the initial stage of formation. I don’t understand the disciplines and regulations of the school class, and the concept of teamwork has not yet formed. I don’t know the spirit of “diligence, research, and carefulness” for learning. The purpose of learning is not clear, and the learning habits are gradually forming. .
Third, teaching requirements:
1, study habits:
(1) Master the correct reading posture and develop good reading habits.
(2) Master the correct writing posture and pen holding method, develop good writing habits, and cherish the habit of learning to use.
2. Chinese Pinyin:
Recognize the right, read the consonant, the finals.
Can accurately spell the syllables.
Can name the tone symbol, read four sounds, learn to read softly.
Know the four-line grid and correctly write the initials, finals and syllables.
3. Literacy:
(1) Cultivate writing interest and good writing habits, and confirm the reading of 305 words.
(2) Say the name of the basic stroke.
(3) It is possible to write and write 168 words in a four-character style according to the stroke order, so that the writing is correct and standardized, the posture is correct, and the volume is neat and tidy. Learn to write according to the script in the field.
4. Oral communication:
(1) Can look at the picture and answer the question with a complete sentence or a few consecutive words.
(2) A simple incident can be said in a few consecutive words according to the picture.
(3) Speaking in Mandarin, with clear voice and generous attitude.
5. Read:
(1) I can contact the course text and life to understand the meaning of common words and sentences.
(2) Recognize the different periods, question marks, and exclamation marks. You can read different expressions such as statements, questions, and sighs, and correctly read the pauses and weights in long sentences.
(3) Reading, memorizing, and specifying the text, and separating the characters into the dialogue.
(4) Correctly repeat the text and sentence coherence.
(5) I can imagine the situation depicted in the text and know the general meaning of the text.
Fourth, teaching measures:
1. Correct the teaching thoughts, improve the teaching methods, correctly grasp the characteristics of the new teaching materials, grasp the key points and difficulties of teaching, and closely follow the teaching purpose for teaching, and avoid wearing shoes.
2. In cultivating habits and methods, we should focus on cultivating correct writing postures, rigorously train, achieve uniform requirements, standardize exercises, practice rigorously in Chinese classes, adhere to practice in other classes, assist parents in training, and check evaluations. Practice, persist in long-term practice.
3. In the teaching of pinyin, the relationship between situational map, contextual song and learning letters should be put forward, the syllable teaching should be strengthened, and the method of teaching students to spell into syllables should be emphasized, and the students should be devoted to the cultivation of independent reading ability.
4. In reading teaching, it is necessary to combine the age characteristics and understanding level of students, grasp the degree of understanding, abandon the cumbersome analysis and empty preaching, and do the "reading" words, read more, concentrate on, and pay attention to the guidance of reading. Pay attention to students' understanding and accumulation of words.
5. Emphasis on paradigm reading, paradigm writing, and fan back, giving full play to the demonstrative role of teachers, combined with paradigm reading and paradigm for listening training, combined with paradigm writing, conducting observation training, and comprehensively improving students' enthusiasm.
5. The combination of ideological and moral education:
1. Carry out education that loves nature.
2, to make students understand: hard work is the foundation of being a man and becoming a talent.
3. Praise the true affection of all kinds of affection.
4. Give students the education of "worker glory, laziness and shame".
5. Carry out educational education for students.
6. Reflecting technological development and social civilization

Part 4: First-year Chinese language teaching
First, the guiding ideology
Guided by the spirit of the 18th National Congress of the Communist Party of China, based on the "Full-time Compulsory Education Mathematics Curriculum Standards", deepen the teaching reform, in order to promote the development of students in a comprehensive, continuous and harmonious way. In the classroom, the development of students is based on activities. The main line, the main purpose of innovation is to focus on the students' innovative consciousness and practical ability, fully embody the "new curriculum, new standards, new teaching methods", actively promote the education of vegetarianism, and strive to improve the mathematics of all students.
Second, the work objectives
1. Further study and implement the "new curriculum standards", deepen the teaching reform experiment, establish a modern education concept of "people-oriented" and "student-oriented", standardize the management of teaching routines, and effectively improve the quality of teaching.
2. Further strengthen school-based training, promote the construction of teachers by school-based teaching and research, conscientiously study and understand new standards, actively carry out research work on new textbooks and national standard experimental textbooks, and improve teachers' business literacy and teaching and research capabilities.
3. Carry out various forms of learning competition activities among students, stimulate students' interest in mathematics, enhance the experience of mathematics in life, and promote the harmonious development of students' personality.
Third, the focus of work
1. Strengthen the management of teaching routines, conscientiously implement and implement the "six seriousness" of teaching. In-depth teaching reform experiments, establish a "people-oriented" "based on the development of students" modern educational philosophy, standardize educational routines, and effectively improve the quality of teaching.
2. Organize the study of "new standards" and play the role of group teaching and research in the preparation group to prepare teaching and research activities for the course group or grade level, and to improve the teaching and research courses. Carry out teaching research on the curriculum of "new curriculum, new standards, and new teaching methods". Accurately grasp the nature, status, basic concepts and objectives of the mathematics curriculum.
3, strengthen classroom teaching, the grade group unified teaching progress, organize various quality testing and competition activities to strive for a new level.
Fourth, work measures
Implement new curriculum standards, reform classroom teaching, and promote the development of teachers and students.
1. Seriously study new standards and strictly implement the guiding ideology of the new standards.
2. Carry out research on classroom teaching, transform the role of teachers, establish student-oriented thinking, respect students, establish equal and democratic teacher-student relationship, create a positive, healthy, harmonious and relaxed teaching atmosphere, and advocate students to practice and autonomously Explore and cooperate with the exchange of learning methods, expand the student information exchange, in the classroom teaching, the student information exchange face should reach 100%, train students to have the interest in learning mathematics, establish the confidence to learn mathematics, and enhance students' sense of innovation. In view of the characteristics of first-year freshmen, we will strengthen regular education, standardize behaviors, and cultivate good study habits.
3. To enable students to "learn mathematics for everyone", "everyone must acquire the necessary mathematics", and "different people have different developments in mathematics", teachers must strengthen their in-depth study of new mathematics textbooks for elementary and young people. In accordance with the requirements and characteristics of the new curriculum standards, carefully analyze the mathematical content, objectives, and difficulties, and propose specific and feasible teaching methods.
Strengthen routine management, optimize collective lesson preparation, and improve teaching quality.
In order to implement the "Six Serious Teaching" work and improve the quality of teaching, the school put forward the "cross" policy of teaching routine work, that is, the preparation of the course should be "deep", the class should be "real", the homework should be "fine", and the teaching method should be "live". Means should be "new", activities should be "diligent", assessment should be "strict", counseling should be "fine", burden should be "light", quality should be "high".
Teachers and teachers learn from each other. During the semester, the teacher will have a high-quality open teaching, strengthen teaching exchanges, and organize teachers to participate in teaching competitions and paper exchange activities at all levels. Each person handed in a paper.

Part 5: First-year mathematics teaching work plan

First, the class situation analysis
There are 23 students in this class, including 15 girls and 8 boys. Relatively speaking, it is better to discipline. The first-year students have just entered the national school. The new study and life are full of curiosity and fun for the children. The school, the environment, the teachers, the classmates, the classroom, the learning, the requirements of the school are full of freshness. At the same time, they are young, active, prone to fatigue, and easy to distract. Especially when they first entered school, 40 minutes of classroom learning is really difficult for them! However, “learning to listen” is the new curriculum standard. An important goal put forward by the first-year national students. Modern psychology has proved that students with a high concentration of lectures are far more efficient in learning and learning than students with distracted attention. In response to these characteristics, I have to find ways to use various means to stimulate students' interest in listening to the lectures, so as to cultivate good habits. First of all, we must strive for childification and fun in the classroom language. Second, let students have as many opportunities to answer questions as possible, so that they are always in a proactive state of learning. For students who have difficulty in learning, they should be individually counseled in a timely manner. For the best students, try to let him "eat enough."
Second, the textbook analysis
This volume of textbooks includes the following contents: number one, one ratio, ten or less number of recognition and addition and subtraction, recognition of graphics, classification, understanding of 11~20 numbers, recognition of clocks, carry-up within 20, using mathematics , mathematical practice activities.
The key teaching content of this volume is the addition and subtraction within 10 and the carry addition within 20. These two parts and the abdication subtraction within 20 are the beginning of students' learning and counting, and they are widely used in daily life, and they are the basis of multi-digit calculation. Therefore, the addition of the one-digit number and the corresponding subtraction are the most basic content in the mathematics of the country, and are the basic knowledge and basic skills necessary for the lifelong learning and development of the students.
In addition to the recognition and calculation, the textbook arranges an intuitive understanding of common geometric figures, how many, length and height, simple classification, and preliminary understanding of the clock face. Although there is not much content in each unit, it is very important to help students understand the practical application of mathematics and cultivate students' interest in learning mathematics.
Third, the teaching objectives of this semester:
1. Skillfully count the number of objects within the number of 20, and distinguish between a few and a few. Master the order and size of the numbers, master the composition of each number within 10, and read and write 0-20 numbers.
2. Initially know the meaning of addition and subtraction and the names of each part of the addition and subtraction method. Initially know the relationship between addition and subtraction, and skillfully calculate the addition of one digit and the subtraction within 10.
3. Initially learn to solve some simple practical problems based on the meaning and algorithm of addition and subtraction.
4. Know the symbols "=", ">", "<", and use these symbols to indicate the size of the number.
5, intuitive understanding of the cuboid, cube, cylinder, ball, rectangle, square, triangle and circle.
6, a preliminary understanding of the classification method, will be a simple classification.
7, the initial understanding of the clock, will know the whole hour and half time.
I believe that at the same time of learning, students should have the ability to think independently, learn independently, and communicate with each other; cultivate students' initial logical thinking ability, observation ability and reasonable reasoning ability; cultivate students' initial sense of number, symbolism and preliminary Mathematical thinking; experience the close connection between mathematics and daily life through practical activities, and use the knowledge learned to solve some simple problems. In the study, I will learn the fun of learning mathematics and improve my interest in learning mathematics. I will build the confidence to learn mathematics and develop good habits of earnestly completing homework and writing neatness; and cultivate correct aesthetics, values ​​and outlook on life.
4. Specific measures to improve teaching quality during the semester
1. Starting from the age characteristics of students, more game-based teaching is adopted to guide students to participate in mathematics learning activities.
2, in the classroom teaching, pay attention to more problems that are conducive to the child's understanding, rather than blindly difficult and wide. Students should consider the actual level of thinking and take care of students with moderate and slow thinking.
3, arrange some interesting homework, such as hands-on homework, less rigid exercises.
4. Strengthen the connection between parent education and school education, and appropriately teach parents some correct ways to guide their children's learning.
V. My work goals for the current semester
I transferred from early childhood education to general education this year. I am not very familiar with teaching in this field. I decided to start from scratch with a new person. In the usual work, I humbly consult with experienced old teachers, reflect on my own deficiencies every day, earnestly conduct business studies, and strive to improve my business ability and teaching standards. Love work with great enthusiasm, love students, and respect everyone around you. Do your best to achieve excellent teaching results.