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Summary of 2019 Distance Education Training Work

Distance education training is coming to an end. In these days, we communicated with the experts of the course team, communicated with the students, shared the experience of learning, thought about the sentiment of practice, and looked forward to the prospects of the curriculum reform. This road has come, leaving a lot of memories. We have gained knowledge, harvested ideas, harvested convictions, and harvested... Recalling the spiritual and nutritious meal of the day, it seems to still be reminiscent of the mouth; the wonderful lectures of the experts seem to be still Resounding in the ear; the instructor's hard work and corrections, vividly in mind; stepping on the bells of the class, reviewing the minutes and seconds that have passed, counting the harvest:
I. Transforming the role of teachers and students to update the educational concept. The elementary education starts from the "subject" of the students, with the teacher as the main body and the students as the main body, turning the teaching process into a process of exploring the unknown under the guidance and guidance of the teacher. The main body is " "The key to learning." In order for students to truly become masters of learning and education, the initiative must be given to the students so that the students' potential can be realized, and the students' autonomy, independence, initiative and creativity can be publicized. In the process of teaching, we should combine the reality of classroom teaching with the reality of students to create a classroom atmosphere of democracy, equality, harmony and cooperation. In this classroom atmosphere, teachers and students have achieved full interaction between students and students. Moreover, throughout the teaching process, the role of the teacher is the organizer, the leader, and the collaborator. The teacher and the student are a truly equal and healthy interpersonal relationship and return the class to the students.
Second, deepen the understanding of the new curriculum standard, and reposition some of the original knowledge, such as: reorientation of reasonable reasoning and logical reasoning. In the past geometry teaching, geometric teaching is always considered to be the study of logical reasoning, while ignoring the cultivation of geometric intuition and reasonable reasoning ability, and always complaining that the content of teaching materials is getting simpler and simpler, the students' performance is getting worse and worse, and the level is not as good as the first level. . I don't know, it is because of the decline in the results of teaching that the new concept is not suitable for teaching. For example, for the teaching of the subject, it is always considered that the examination involves very few. When studying, only students are required to read it, take a look, and even skip the lecture to save the teaching time. Through the course training, I realized that through the study of the subject, students can integrate the knowledge and help the students to complete the application and review process of the acquired knowledge, so that the students can really feel the mathematics and our actual situation while reviewing the process of mathematics knowledge. Life is closely related, and the specific application of mathematics in real life is felt, which effectively mobilizes students' enthusiasm for learning mathematics.
Third, highlighting exploratory learning and improving students' traditional mathematics literacy teaching methods are effective in improving students' learning efficiency, which can improve students' ability to "learn and answer". However, most of our students do not ask questions and lack innovation. Can not adapt to the social requirements for talent, and run counter to the purpose of vegetarian education. The key to implementing a quality education that focuses on cultivating innovative spirit and practical ability is to change the way students learn. Research-based learning just follows the trend of the times and brings hope to the cultivation of social talents that adapt to the knowledge economy. The purpose of setting up research-based learning is to change students' learning styles based on simply accepting teachers' knowledge and accepting teachers' knowledge-based learning, constructing an open learning environment for students, providing multi-channel access to knowledge, and integrating the learned knowledge. Set opportunities for practice to promote positive learning attitudes and good learning strategies, fostering innovative spirit and practical skills. Through research-based learning, students can gain hands-on experience in research and exploration, develop students' ability to discover problems and solve problems, and develop students' ability to collect, analyze and use information so that students can learn to share and cooperate.
Fourth, attaching importance to learning and teaching the teaching process is the active process of teacher's teaching and students' learning, which determines that teaching and learning are inseparable organic combinations. In teaching, teachers must not only teach students mathematics knowledge, but more importantly, teach students how to master knowledge and explore knowledge, and teach them to “fishing” so that students can learn. To study any kind of teaching method must be related to the learning method, synchronous development, selection of teaching methods, design of teaching methods, reform of teaching methods, must consider the specific circumstances of students, must complement the learning method, in order to reflect the teaching method Leading, relying on the relationship of learning law as the main body, dialectically unified them in the same teaching process. Therefore, as a teacher, not only must we study the teaching method, but more importantly, we must study the learning method. Only by guiding students to master certain learning methods can the students' subjective initiative be fully exerted, so that students can gradually realize the learning of mathematics. Learn the transformation of mathematics.
V. Strengthening the focus of group cooperation In cooperative learning, teachers should act as “manager”, “promoter”, “consultant”, “consultant” and “participant” to promote the entire teaching process. The development has solved the contradiction between students and new knowledge. Teachers no longer see themselves as workers, but as collaborators. In cooperative learning, the original “authority-submission” relationship between teachers and students has gradually become the relationship of “guidance-participation”. At the same time, group-based learning is not the same as listening to it. In class, we must pay attention to the students' listening state and communication. In the communication, we should pay attention to, according to the students' practical problems and teaching content, try to put forward some challenging and valuable problems, which will lead students to further explore their enthusiasm and improve their thinking ability in mathematics. In the process of cooperative learning, there will be unexpected problems at any time. If these problems are not solved in a timely and effective manner, they will often hinder the smooth development of cooperative learning. Therefore, in many cases, teachers must cooperate with each group. Conduct on-site observation and intervention to provide them with timely and effective guidance.
Through training, I solved some confusion, lost some confusion, and became more sober. I feel that the burden on the shoulder of the teacher is even heavier. In the future work, we must constantly study, study, update concepts, advance with the times, and implement the new curriculum into the teaching. I believe that students will have a better tomorrow!
The road is long and the road is long, I will go up and down!

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