National Primary School Mathematics Teaching and Research Work Program
First, the theme of the event: training operational ability, improve classroom teaching effect 2, activity objectives:
1. Make the main role of the students in the real sense of the classroom, change the passive listening situation of students, and open up a way to improve the effect of classroom teaching.
2. Optimize the teaching process, solve the contradiction between the abstraction of mathematics and the level of understanding of students with specific image thinking, and deepen students' understanding of abstract mathematics.
3. Through activities, students can use a variety of senses such as hands, mouth, brain, eyes and ears to coordinate their operations, so that students' practical ability, thinking ability, language expression ability, creativity can be cultivated, and comprehensive quality is improved.
4. Through this activity, each teacher of this group participated in the lectures and grinding classes, created a teaching and research atmosphere that is good at research, willing to practice, and dare to explore, and cultivate team spirit.
Third, the exhibition time: 9:00 am - 11:00 am on the 7th of the year
Fourth, the venue: the classroom five, the activities of the participants: all mathematics teachers.
Sixth, the activities of each stage:
: Find the relevant theory of "Operation Course" and conduct theoretical study.
: Preparing lessons, experimenting, and communicating within the group.
: Study class observation, provide research materials.
: Self-reflection. The instructor talks about his own design and talks about ideas.
: Exchange seminars.
Discussion questions:
What do you think are the teaching ideas of the operation class in this class? How is it reflected? What do you think is the effect?
What problems do you think you have in the operation of teaching? Talk about your specific measures to solve these problems.
: Summary of this event.
: Organize the materials and form a summary.
7. Exhibition stage: 7th of the month
1) Activity process arrangement:
Summary of the sixth-grade activities of the fourth-grade activities
2) Conference arrangement:
Event Hosting: Principal's Activity Recording: The Chair of the Teaching and Research Section Signs in the Information Release: Dean of the Director 8. Summary of Activity Experience:
Because primary school students are mainly based on specific image thinking, it is difficult to obtain the mathematical thinking methods and mathematical thinking qualities contained in the teacher's lectures and conclusions. Therefore, in the teaching, we explored the classroom teaching mode that strengthens students' practical operation training and cultivates students' practical ability, so that students can perceive in practice, give full play to students' potential, and let students solve problems through their own efforts. Knowledge, and to verify in real life, to use in life.
1. Create an atmosphere of equality, democracy, and cooperation, and form the conditions for students to practice.
In the teaching process, the learning atmosphere is an important indicator to measure the teaching effect. The teaching atmosphere of equality, democracy and cooperation will enable students to learn in an atmosphere of no oppression, dare to question, dare to operate and demonstrate, fully mobilize the initiative and enthusiasm of students, and make students become their inner psychological needs. For example, in the teaching of “a preliminary understanding of the scores”, a teacher of our school created a scene for the bears to divide the students, so that the students can experience the average score in the process of the points, and ask how the half cakes should be expressed. The teaching of points is drawn. Here, our teachers transform a single operation demonstration, simple operation simulation of students into exploratory and creative practice activities, and let students discover the mystery of things by learning the operation activities of one point, and gradually form the consciousness of practice and knowledge.
2. Build a reasonable training mode and correctly guide students to carry out specific operations.
In the training process for students to operate, our teachers are not aimless to let students go "operation", but try to build a reasonable training mode, purposeful, step-by-step, and planned to help students master the correct The method of operation guides students to abstract mathematical concepts and conclusions from specific practical operations, which can be expressed in mathematical language and participate in discussion. Finally, the teacher makes a careful evaluation of the student's hands-on operation process and the conclusions reached. For example, when teaching the “cone volume”, let the students hands-on, the teacher guidance not only mobilizes the students' enthusiasm, but also makes the students understand the knowledge they have learned.
3, according to different types of operations to take a variety of methods to encourage students to operate, to develop students' practical ability.
In the hands-on operation, our teachers adopt flexible and diverse forms according to the age characteristics and knowledge level of the students, and encourage students to participate voluntarily according to the different purposes of the operation, so as to exert the initiative, independence and creativity of the students. For example, when a teacher is teaching "the circumference of a rectangle", let the students use a small stick to form a rectangle, and then ask the students to open the square of the rectangle and see the relationship between the circumference of the rectangle and the length and width. Students draw their own formulas for calculating rectangles during the process of spelling and dismantling.
In the teaching of mathematics in small and medium-sized schools, the cultivation of students' hands-on ability is not only reflected in the design and arrangement of comprehensive practical activities, but also in the teaching of each part of mathematics knowledge, so that students can manipulate, draw, collect and organize data and explore the side. Activities such as practical issues have led to continuous improvement in practical ability. Therefore, teachers of all grades actively explored the classroom teaching mode focusing on classroom teaching and strengthening post-class extension, focusing on pre-class, classroom and after-school hours. During these three periods of time, students will be given more opportunities to create practical activities, pay attention to the process of student activities and exploration, and let them improve their practical ability in the process of investigation and operation.
In mathematics teaching, our teachers pay great attention to the cultivation of students' hands-on ability, focus on stimulating students' interest in mathematics, and gain knowledge and development ability through the creative exploration of students' own practice, and ultimately achieve success.
1. Make the main role of the students in the real sense of the classroom, change the passive listening situation of students, and open up a way to improve the effect of classroom teaching.
2. Optimize the teaching process, solve the contradiction between the abstraction of mathematics and the level of understanding of students with specific image thinking, and deepen students' understanding of abstract mathematics.
3. Through activities, students can use a variety of senses such as hands, mouth, brain, eyes and ears to coordinate their operations, so that students' practical ability, thinking ability, language expression ability, creativity can be cultivated, and comprehensive quality is improved.
4. Through this activity, each teacher of this group participated in the lectures and grinding classes, created a teaching and research atmosphere that is good at research, willing to practice, and dare to explore, and cultivate team spirit.
Third, the exhibition time: 9:00 am - 11:00 am on the 7th of the year
Fourth, the venue: the classroom five, the activities of the participants: all mathematics teachers.
Sixth, the activities of each stage:
: Find the relevant theory of "Operation Course" and conduct theoretical study.
: Preparing lessons, experimenting, and communicating within the group.
: Study class observation, provide research materials.
: Self-reflection. The instructor talks about his own design and talks about ideas.
: Exchange seminars.
Discussion questions:
What do you think are the teaching ideas of the operation class in this class? How is it reflected? What do you think is the effect?
What problems do you think you have in the operation of teaching? Talk about your specific measures to solve these problems.
: Summary of this event.
: Organize the materials and form a summary.
7. Exhibition stage: 7th of the month
1) Activity process arrangement:
Summary of the sixth-grade activities of the fourth-grade activities
2) Conference arrangement:
Event Hosting: Principal's Activity Recording: The Chair of the Teaching and Research Section Signs in the Information Release: Dean of the Director 8. Summary of Activity Experience:
Because primary school students are mainly based on specific image thinking, it is difficult to obtain the mathematical thinking methods and mathematical thinking qualities contained in the teacher's lectures and conclusions. Therefore, in the teaching, we explored the classroom teaching mode that strengthens students' practical operation training and cultivates students' practical ability, so that students can perceive in practice, give full play to students' potential, and let students solve problems through their own efforts. Knowledge, and to verify in real life, to use in life.
1. Create an atmosphere of equality, democracy, and cooperation, and form the conditions for students to practice.
In the teaching process, the learning atmosphere is an important indicator to measure the teaching effect. The teaching atmosphere of equality, democracy and cooperation will enable students to learn in an atmosphere of no oppression, dare to question, dare to operate and demonstrate, fully mobilize the initiative and enthusiasm of students, and make students become their inner psychological needs. For example, in the teaching of “a preliminary understanding of the scores”, a teacher of our school created a scene for the bears to divide the students, so that the students can experience the average score in the process of the points, and ask how the half cakes should be expressed. The teaching of points is drawn. Here, our teachers transform a single operation demonstration, simple operation simulation of students into exploratory and creative practice activities, and let students discover the mystery of things by learning the operation activities of one point, and gradually form the consciousness of practice and knowledge.
2. Build a reasonable training mode and correctly guide students to carry out specific operations.
In the training process for students to operate, our teachers are not aimless to let students go "operation", but try to build a reasonable training mode, purposeful, step-by-step, and planned to help students master the correct The method of operation guides students to abstract mathematical concepts and conclusions from specific practical operations, which can be expressed in mathematical language and participate in discussion. Finally, the teacher makes a careful evaluation of the student's hands-on operation process and the conclusions reached. For example, when teaching the “cone volume”, let the students hands-on, the teacher guidance not only mobilizes the students' enthusiasm, but also makes the students understand the knowledge they have learned.
3, according to different types of operations to take a variety of methods to encourage students to operate, to develop students' practical ability.
In the hands-on operation, our teachers adopt flexible and diverse forms according to the age characteristics and knowledge level of the students, and encourage students to participate voluntarily according to the different purposes of the operation, so as to exert the initiative, independence and creativity of the students. For example, when a teacher is teaching "the circumference of a rectangle", let the students use a small stick to form a rectangle, and then ask the students to open the square of the rectangle and see the relationship between the circumference of the rectangle and the length and width. Students draw their own formulas for calculating rectangles during the process of spelling and dismantling.
In the teaching of mathematics in small and medium-sized schools, the cultivation of students' hands-on ability is not only reflected in the design and arrangement of comprehensive practical activities, but also in the teaching of each part of mathematics knowledge, so that students can manipulate, draw, collect and organize data and explore the side. Activities such as practical issues have led to continuous improvement in practical ability. Therefore, teachers of all grades actively explored the classroom teaching mode focusing on classroom teaching and strengthening post-class extension, focusing on pre-class, classroom and after-school hours. During these three periods of time, students will be given more opportunities to create practical activities, pay attention to the process of student activities and exploration, and let them improve their practical ability in the process of investigation and operation.
In mathematics teaching, our teachers pay great attention to the cultivation of students' hands-on ability, focus on stimulating students' interest in mathematics, and gain knowledge and development ability through the creative exploration of students' own practice, and ultimately achieve success.
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