Summary of the mid-term work of the mathematics teaching and research group

This semester is over. All the teachers of our mathematics teaching and research group earnestly study and implement the spirit of the party's national basic education work conference, focus on the work requirements and goals of the Municipal Education Bureau, aim at promoting quality education as a whole, and focus on classroom teaching reform. Carry out teaching research, and with the strong support and help of school leaders, we strengthen teaching and research. Taking classroom teaching reform as the starting point, we will create a "new five-link" classroom teaching model to promote students' lively and active learning direction, strive to improve classroom teaching efficiency, and effectively improve the quality of education and teaching . A series of work has been successfully completed, and the following aspects are summarized as follows:

First, strengthen routine management and optimize classroom teaching .

During the semester, the teaching and research group has strengthened the regular management of classroom teaching , and cooperated with the teaching department to continue the routine monthly inspection work, so that all aspects of preparation, class, quality inspection, homework correction, and listening assessment are in line with standardized teaching requirements.

1. All mathematics teachers participated in the training of subject textbooks in Linyi District and received very good results.

1. Strictly implement the curriculum plan, and the teachers will arrange and arrange the courses from the height of quality education.

2, usually in all grades to the unit check, each test can be carefully done quality analysis.

3. The teaching and research group inspected the preparation of the textbooks, and the teachers were able to prepare for the lessons as required, and prepare the lessons in a timely manner.

4. The whole group of teachers will attend more than 16 sessions, and write a good lecture or reflect in time.

5. Each grade segment discusses the design of the job, the amount of work, etc., and arranges scientific and valuable homework in the usual time, and introduces characteristic work and innovative work in combination with the characteristics of the class students.

Second, the teaching and research group "preparation, research, research, evaluation, evaluation, and conclusion" teaching and research activities, as well as existing problems;

1. In accordance with the classroom reform idea of ​​“taking learning as the main, learning after school, and learning to teach”, combined with the school curriculum reform model, strengthen the group preparation, advocate individualized lesson preparation, and effectively improve the quality and efficiency of preparation. Teachers should prepare for the whole class, prepare for the class, prepare lessons during class, and prepare lessons before class. Prepare lessons for “preparing self, preparing teaching materials, preparing students, preparing for teaching law, and preparing for moral education”. The teaching mode should reflect the requirements of “learning after school” and “being the standard in the classroom”. To achieve "five in place", that is, the classroom should be done: the learning objectives are in place, the self-preparation is in place, the exchanges are displayed in place, the sublimation is in place, and the standard feedback is in place. Taking self-learning, group cooperation and homework innovation as a breakthrough, we will change the teaching methods of teachers and improve the way students learn. Maximize the efficiency of classroom teaching .

2. Organize the classroom teaching reform practice course of “this week, I am the main speaker”. The specific operation method is as follows: “Self-prepared-----collective-----re-prepared-----class -----Reviewing the class-----Re-class-----Rethinking the class again."

Problems:

1. Individual classrooms are still more traditional classrooms, which are not in line with the requirements of the basic sections of the new lectures. The classrooms are still mainly based on teachers and mainly on lectures. Although there are student activities, they only seek formal existence.

2. The display form is single and the display surface is small. In the classroom teaching, students can display a variety of forms, such as oral narrative, intra-group communication, whole-class communication, board performance, exercise book display, and so on. However, from the perspective of actual teaching , the form of display is relatively simple. The student’s classroom presentation is small.

3, individual classroom students' cooperative learning is not enough. It can be said that the "group cooperative learning" of most classes is actually "sub-group learning", which basically does not reflect the characteristics of "group". The group learning tasks are not clear enough and the purpose is not strong. Lack of sufficient attention and research on the problems that arise in group learning.