Speech on the exchange of teaching experience of mathematics teachers

Introduction: Preference for underachievers, strict love for excellent students and fraternity for middle-class students make all kinds of students progress and improve to varying degrees. It is not difficult to love students, but it is true love to love students with problems. The following is the speech I collected at the exchange meeting of teaching experience of math teachers. Oh, welcome to increase your knowledge. Speech of 217 Mathematics Teachers' Teaching Experience Exchange

Teachers:

Hello! I am very happy to sit here and share with you some thoughts and experiences in my work; I also hope that through communication, I can really bring you some thoughts and inspiration, which will be helpful for future work. We know that the mathematics teaching under the guidance of new curriculum standards, new ideas and new textbooks is very different from that of our childhood, so we must strengthen our own study, research and attempt. An expert once said: Our mathematical research must be carried out on the premise of doing well in the exam. ? In fact, there is no contradiction between the requirements of the new curriculum standard and doing well in the exam. Next, I will talk about my understanding from three aspects and some practices in my teaching practice: < P > First, the classroom is the main position to realize the efficiency of mathematics teaching < P > The classroom is the stage for teachers to realize themselves and show themselves; It is a holy place for students to learn knowledge and grow constantly, and it is the main position and battlefield for teachers and students to work together to improve their teaching results. ? The main battlefield? The battle has been fought well, and the efficiency and quality of teaching have been improved. In order to get better efficiency in class, I think we should do the following in teaching.

1. Read the textbooks carefully, pay attention to the relationship between the old and new textbooks, understand the compilation characteristics of junior textbooks, and understand the cognitive characteristics of junior students. It is best to have a deep understanding of the intention of the textbook writer. For each part of the content, we should understand its prototype in life and its value in real life. Only by understanding its value and significance in life can we be moved by these contents. Imagine, if teachers have never been touched, how can students be moved by such content in teaching? Can students learn these contents well? Therefore, not going to an unprepared class is what every teacher should do.

2. Make use of vivid and interesting materials that are closely related to children's lives, so that children can learn mathematics in specific situations.

The first-grade mathematics textbook published by Western Normal University attaches great importance to being close to students' life choices, and uses children's life experience to stimulate children's enthusiasm for learning. Almost every topic is introduced into the students' life prototype. The principle of constructivism teaching theory clearly points out: "The complex learning field should be aimed at learners' previous experience and interests. Only in this way can learners' learning enthusiasm be stimulated and learning can be active". It can be seen that the stimulation of students' learning initiative has a great relationship with the choice of learning materials close to students' reality.

students' life experience has the following functions: (1) to experience the value of mathematics in life and stimulate their interest in learning (internal and external activities); (2) to provide students with a cognitive platform with life experience

Each unit of the first-grade mathematics textbook of the Western Normal University Edition has many pictures, with the aim of stimulating students' interest in learning, and trying to be novel in form and entertaining in teaching a certain knowledge point. Minimize mechanical procedures and enhance students' interest in learning. Such as using colorful teaching AIDS, novel riddles, interesting stories and fascinating games. Try to make students feel novel, novel, fresh and attractive. For example, when I was teaching and understanding, I designed a children's song:? Tick-tock, tick-tock, can say no mouth, can walk without legs, it will tell us when to sleep and when to get up. ? Please guess what it is. Introduce the topic naturally by guessing riddles. The students' attention was quickly drawn to their studies. Full of interest in learning, the learning effect is excellent.

3. Provide students with exploration space and guide children to think independently and communicate cooperatively

"People's knowledge is not passively accepted, but actively constructed through their own experience." The teaching material respects this teaching idea, and guides students to construct their own knowledge in various ways, so that students can experience the learning process in the process of knowledge construction. To guide students to actively construct knowledge, the following measures have been taken.

(1) Building a cognitive platform for students

Students' construction is learned through their own experience. Without or without necessary experience, students' interest in active construction will inevitably be affected, and even they cannot actively construct. Students' experience mainly consists of the following aspects:

A, life experience

B, knowledge cognitive foundation

C and cognitive strategies

. I actively help students to prepare for cognition, such as strengthening the cognition of 1 before teaching the cognition of 11-2 numbers and carry addition, and also actively use students' life experience to organize students to participate in learning activities, such as "understanding yuan, angle and minutes" and "knowing clocks and watches", which directly affect students' life experience in learning new knowledge. It also pays attention to the cultivation of cognitive strategies, such as guiding students to think about the connection and difference between new knowledge and original knowledge, and using original knowledge to promote the learning of new knowledge.

(2) Cultivate students' awareness of questions

All thinking begins with questions. In order to promote students' thinking, teaching should cultivate students' problem consciousness. Therefore, in teaching, I pay attention to the design of problem scenarios and use specific scenarios. (such as life scenes: how to send cars), unusual scenes (there are as many trees on each side and as many people in each group), and strange things (such as different portraits from different angles in the next period of Grade One), which can not be solved in theory and practice, trigger students' cognitive conflicts, cultivate students' awareness of problems, and promote students' thinking and exploration.

(3) Advocating independent thinking, independent exploration and cooperative learning

One of the key points of this curriculum reform is to make students' learning have substantial changes, which reflects the advocacy of independent thinking, independent exploration and cooperative learning.

I pay special attention to the following issues in teaching:

① While advocating cooperative learning, we should first pay attention to independent thinking, and then communicate after each student has thought out his own opinions. Pay attention not only to students' behavioral participation, but also to students' emotional participation. Because simple behavior participation can't promote the development of students' high-level thinking ability, only the learning style with positive emotional experience and deep cognitive participation as the core can promote the improvement of students' all-round quality, including high-level thinking.

② When thinking independently, we often think with the operation of school tools or experiments, such as "Compare, Paint, Read and Write" in the first volume of first grade mathematics. It emphasizes that the action representation of operation and experiment is supported by the representation of thinking, and the use of hand, brain and mouth promotes students' understanding of knowledge.

③ I deeply realize that the operations and experiments in the textbooks are also different from those in the original textbooks, and most of the original operations and experiments are based on certain conclusions for deduction and verification. The new textbook is based on the phenomenon and feels the "need". The former emphasizes the conclusion, while the latter emphasizes the process. Only the experiment that emphasizes the process is the experiment of learning.

4. Make the learning content intuitive and colorful.

Modern cognitive psychology research shows that the learning process of junior mathematics should follow the cognitive process of "action, perception-representation-concept and symbol". In this process, action or perception is the starting point of cognition and a key step to construct knowledge independently. Representation is to form the corresponding image of the cognitive object in the mind on the basis of operation or observation, and it is the intermediary of the transformation from knowledge structure to cognitive structure. Finally, the representation is deeply processed in the mind, and the perceptual knowledge is raised to rational knowledge and then the concept is formed. This cognitive process of students objectively requires that the teaching content should be intuitive and vivid, so as to help students perceive new knowledge. To this end, I try to consider the intuitive image when designing teaching. For example, the villain figure on page 83 in the first volume of Grade One uses the box as an intuitive learning tool to help students think about how to calculate carry addition. There are many examples of using vivid pictures to help students understand arithmetic, such as the car map mentioned above and the moon cake map in the second volume of grade one.

The teaching content of intuitive images is also reflected in the measures presented in the teaching materials. For example, the first volume of Grade One requires students to roll a ball, a cylinder, a cuboid and a cube, and use these objects to build building blocks. Through the organization of these operation activities, students are guided to intuitively understand objects.

the teaching content is taught in the way of "intuition-semi-abstraction-abstraction". This method accords with children's cognitive law and is proved to be effective by experiments.

Classroom activities are also an important part to strengthen intuitive operation and help students understand knowledge deeply. However, unlike the previous operations, most of them deepen their understanding of what they have learned through comparative operation or cooperative learning. Classroom activities are arranged at the back of almost every topic in the textbook, and the forms of activities are also colorful and operational. The colorful classroom activities make the teaching process lively and are very popular among teachers and students. Therefore, I firmly grasp the classroom activities as a teaching resource. Strengthen and consolidate what you have learned. The thinking of junior students is intuitive and concrete, and their understanding and mastery of knowledge and concepts depends on real objects. Let students operate by hands not only conforms to the cognitive rules of primary school students, enriches their perceptual knowledge and enhances the learning effect, but also changes the boring teaching methods that teachers tell students to listen to, making students interested in learning. For example, teaching? 6 understanding? At first, I asked the students to put pictures with sticks to guide them to think: 6 can be divided into 1 and 5, 2 and 4, 3 and 3. Let the students not only know 6 easily, but also learn the decomposition and composition of 6 in the process of hands-on operation with high interest, and then make the students realize that learning knowledge is a very interesting thing.

5. Pay attention to mathematical culture, and cultivate students' interest in learning mathematics and mathematical thoughts

The textbook of Western Normal University began to introduce mathematical culture to students in the form of comic books in the first grade of primary school.

Mathematical culture mainly includes mathematical historical materials, mathematical anecdotes and stories of mathematicians. Its main function is to help students understand the generation and development of mathematical knowledge and the evolution of measuring tools, all of which stem from the needs of human life, to understand the role of mathematics in human development and to stimulate students' interest in learning mathematics. In my opinion, there are many mathematical cultures produced by mathematical knowledge in the first grade, such as the emergence of figures, the evolution of timing tools, the origin of adding and subtracting symbols, the origin of money, etc. Introducing these mathematical cultures to students in time can enrich the teaching content, broaden students' horizons and improve their interest in learning. In addition, comic books, a familiar way for young children, are presented, and pictures are used instead of words, which are simple, concrete, vivid and interesting and easy for students to read. It is popular for students to introduce mathematics culture to students by using comic books in textbooks, and the effect is good. Our front-line teachers should strengthen this work.

6. Reflect the learning method teaching, benefit learning and guide

(1) organically combine knowledge learning, ability training and emotional experience

For example, cultivate students' operational ability and multi-directional thinking ability while learning 1~9 knowledge, and introduce life examples of buying pencils to let students realize the life value of what they have learned, and cultivate students' enthusiasm for mathematics learning. In this way, students not only gain knowledge from one theme, but also improve their abilities and feelings, and combine the three goals, which is conducive to the overall improvement of students' quality.

(2) The classroom design should be conducive to the interaction between teachers and students

I always put learning activities in a social environment when dealing with the teaching of each knowledge content, and vigorously promote the interaction between teachers and students through this environment. For example, set up an environment for buying pencils, ask questions in this environment, promote students' thinking, promote students' communication with students and teachers, and form a teaching process of scene shaping-asking questions-discussing between teachers and students-solving problems-using knowledge. Almost every knowledge point in the textbook has a corresponding cognitive environment. We should make use of this to effectively promote the interaction between teachers and students, and form teaching with "independent thinking, cooperative communication" as the main form. Lively classroom atmosphere can firmly grasp students' attention and arouse their desire for knowledge. According to children's characteristics, we can adopt various forms, such as guessing, telling stories, password matching, games and operation. No matter which form is just right, we can get good results. I am teaching? What's the addition of 7 plus? At that time, a game of picking peaches by monkeys was designed, and children were asked to act as little monkeys, each holding one? How much does 7 add? To pick the peach with the answer to this question written on it, whoever picks the right peach will own it. The children are eager to compete, and the students deeply feel it in the game. Make up ten? The wonderful use of, and then I said in interesting language:? The monkey king was very happy to see that the little monkeys picked peaches quickly again. He gave the little monkeys another problem. ? Then, can I show you the formula? 6+7=? As a result, the children came up with three methods at once in a high mood. In this way, we not only reviewed the ten-sum method of looking at seven thoughts and three thoughts, but also reviewed the position and unchangeable knowledge of the exchange addend. Smart children also introduce the method of looking at 6 and thinking about 4, which makes a good foundation for learning 6 plus several in the next class. It can be seen that good teaching methods can achieve twice the result with half the effort.

(3) Encourage students to imagine and think

Try to reflect the orientation of mathematics to inspire children's imagination and thinking in teaching, and use "Think about it: What new problems did you encounter when calculating"? And situational inspiration to inspire students to think, but also pay attention to using "I think so? "Cultivate students' multi-directional thinking ability. Develop students' imagination by means of "What did you find after playing" and "Guess what's the result".

Second, pay attention to the arrangement, marking and commenting of exercises

In the textbook, there are a certain number of exercises in each chapter. These exercises are an important means for students to understand, master and consolidate what they have learned, and also an important way to develop students' intelligence and test teachers' teaching effect. Therefore, arranging, marking and commenting these exercises plays an extremely important role in improving the quality of primary school mathematics. < P > We should arrange exercises every time we finish a class, and these exercises are planned and purposeful. It is carried out by grasping the content of teaching materials and students' reality. The arrangement of exercises directly affects the teaching effect, so it is extremely important for teachers to design and arrange after-class exercises.

(1) Basic principles of designing and arranging exercises

1. Purpose principle

Exercises serve teaching, so the design and arrangement of exercises should focus on teaching key points, difficulties and teaching purposes. That is, from ① to? Double base? Give priority to training, so that students can master basic skills; (2) combine knowledge with skills to deepen the understanding and consolidation of the learned knowledge; (3) help students to summarize what they have learned and master what they have learned systematically; ④ It is helpful to train students' thinking and develop their intelligence to design layout exercises. For example, in order to learn new knowledge, some new courses can be designed and arranged.