Speech Notes for Primary School Mathematics Seminar

In the ever-changing modern society, there are more and more occasions where speech drafts are needed. Using correct writing ideas to write speech drafts will get twice the result with half the effort. How to write a speech to avoid making mistakes? Below is a collection of sample speeches about primary school mathematics seminars (generally 3 articles) that I have collected for your reference. I hope it can help friends in need. Primary School Mathematics Seminar Speech 1

Dear leaders and teachers:

Good afternoon everyone, thank you to the school district for providing us with a platform for this exchange. After several years of sixth-grade mathematics teaching, combined with the actual situation of our school, I have the following ideas and practices for improving the mathematics learning performance of sixth-grade students. I would like to share them with you. If there are any inadequacies, I hope you will provide valuable advice. opinions and suggestions.

1. Improve students’ classroom attention.

Some students do not listen carefully in class and think about things that have nothing to do with class. Although they appear to be sitting upright and listening carefully, they actually do not listen carefully; some are absent-minded and Always distracted. Especially when they are thinking about problems and are quiet, they tend to think about other people and feel uneasy. Sometimes due to seasonal reasons, they will be listless and fall asleep after a while; some are careless and make many mistakes. Due to lack of concentration in class, I was careless when doing my homework and made many mistakes. The attention of primary school students in class is an indispensable psychological state that arises and develops with various psychological activities in primary school students. Without attention, it is impossible to have a relatively stable psychological reflection, and it is difficult to complete the cognitive process. So how to cultivate primary school students' attention in class?

First of all, stimulating primary school students' interest in learning is an important means to cultivate their classroom attention. As the saying goes: Interest is the best teacher, and learning interest also directly indicates the goal and direction of students' classroom attention. In education and teaching, teaching methods, teaching content, and understanding of students are the main factors that affect primary school students' interest in classroom learning. To this end, I stimulate students' interest in learning from three aspects from the perspective of teaching methods, teaching materials, and students.

Secondly, we should set some questions in class in advance. If we find students who are not listening carefully or students who are making small moves, we should ask questions at any time from time to time so that all students can focus, think seriously, and listen carefully. .

Third, use real-life examples to stimulate students’ enthusiasm for learning and improve students’ attention. Mathematics comes from life and is applied to life. I use real-life examples to make students feel that they can apply what they have learned, thereby generating interest in learning. For example, when teaching "percentage", you can use real-life examples such as students' attendance at school and participation in competitions to let students discuss how to improve students' attendance and participation rates. So as to combine the knowledge learned with practice. Stimulates students' enthusiasm for learning, thereby improving students' classroom attention.

2. Improve students’ computing abilities.

Computing ability cannot be developed overnight, but is a long-term and continuous process. After several years of mathematics teaching, I have found that most students at each level have poor computing abilities. In order to reduce students' calculation errors and improve the accuracy of calculations in teaching, we should teach students in accordance with their aptitude and individual needs based on their actual situation. After the computing power is initially formed, it also needs to be consolidated, developed and deepened in future applications before it can be gradually improved. So how can we improve students’ computing skills?

First, cultivate students’ habit of drafting.

Students don’t like to make drafts when calculating. This is a common phenomenon. The teacher assigned calculation problems, and some students did the math directly orally, while others wrote one or two vertical expressions in books or other places as a rough draft. These are all bad calculation habits. For most calculation problems, except for a few students who can actually calculate the results directly orally, () most students probably do not have this ability. In response to this situation, I require students to prepare special draft books and draft carefully. At the same time, I often step down from the podium and walk among the students in class to strictly supervise students' implementation. Over time, students will slowly develop this good habit.

Second, cultivate students’ habit of checking and calculating.

The checking method I teach students to calculate is: one pair of copied questions, two pairs of vertical forms, and three pairs of answers. The method of reviewing the questions is to read twice and think twice. That is: first take a look at the entire calculation, which consists of several parts, and think about how it should be calculated according to the general method; then look at whether there are any special conditions, and think about whether it can be calculated using a simple method. Don't blindly perform simple calculations to avoid getting simple questions wrong.

Third, cultivate students’ habit of practicing calculation problems.

No matter what you do, persistence is the key, and calculation problems are no exception. In order to improve the students' calculation ability, I find a few calculation questions of various types every day and let the students complete them independently. The next day, the team leader will check them, check out the wrong questions, and then organize the wrong questions in I specially collect wrong questions in my own notebook for future review. Before class the next day, use three or four minutes to explain the questions that the students cannot do. This will last until the day of the primary school entrance exam. I believe that most students' computing abilities will have improved to varying degrees. .

3. Improve students’ problem-solving abilities.

For any sixth-grade student, application problems are a difficult point. Students are mentally afraid of application problems, and some even don’t know where to start when they mention application problems. Moreover, application questions account for a very high score in primary school entrance examinations. So how can we improve students' problem-solving abilities?

First, eliminate psychological barriers

Psychological problems are an important reason why students have difficulty solving problems. Today's students have weak psychological endurance and are prone to psychological panic when encountering problems. They are afraid of being laughed at by their classmates and punished by the teacher if they cannot solve problems correctly in class. As a result, their minds are confused and they do not understand the true meaning of the problem, let alone fail to understand it. Solve the problem correctly. In order for students not to be afraid when encountering problems and to actively seek solutions to problems, we should consciously give students positive psychological hints during teaching and help students build self-confidence in a harmonious atmosphere. Encourage students to say to themselves often and repeatedly: "If others can do it, so can I", "I am no worse than others", etc., so that they can learn to analyze themselves comprehensively, evaluate themselves objectively, look for their own shining points and actively use their advantages to change. Turn negative self-suggestions into positive self-suggestions, thereby enhancing confidence and determination to solve problems.

Second, classification explanation.

Many problems in primary school mathematics have similar characteristics and rules. Finding the same characteristics and rules of problems, and classifying and summarizing them is an effective way to help students improve their problem-solving abilities. way. We should classify the application questions and give students one category to review, and let students do more questions of the same type. This is not only very general, but also the characteristics of this type of application questions are easy for students to understand. , the method is easier to master.

Third, pay attention to the review and summary of the problem-solving process.

Students do not know how to summarize their learning experience. After completing the questions, they soon forget them. When they encounter the same questions later, they are helpless and unable to draw inferences. In this case, the teaching effect is poor, and we should let students learn to summarize their learning experience. In the process of mathematical problem-solving, after solving the problem, it is a very necessary and important link to go back and review, discuss, analyze and research your own problem-solving activities. This is the final stage of the mathematical problem-solving process and also the way to improve your performance. The stage where students’ analytical and problem-solving abilities are most meaningful. The purpose of problem-solving teaching is not simply to obtain the results of the problem. The real purpose is to improve students' ability to analyze and solve problems and cultivate students' creative spirit. This teaching purpose is mainly achieved by reviewing the teaching of problem-solving . Therefore, in mathematics teaching, we must attach great importance to the review of the problem-solving process, conduct a detailed analysis of problem-solving ideas and methods with students, summarize the main ideas, key factors, and solutions to the same type of problems, and help Students summarize and master the basic ideas and methods of mathematics from problem solving, and apply them to new problems, becoming a powerful weapon for analyzing and solving problems in the future. Primary School Mathematics Seminar Speech 2

Teaching activities are not only a process of imparting knowledge and cultivating abilities, but also a process of improving students’ lives and promoting their all-round development. Today we are in a rapidly developing economy. In society, competition is becoming increasingly fierce, which requires us to cultivate efficient talents who can adapt to social development.

Therefore, this requires teachers to not only guide students to master knowledge during classroom teaching, but also cultivate and develop students' awareness and ability of high efficiency. As a teacher, you should pay attention to improving classroom teaching efficiency during classroom teaching. How to improve classroom teaching efficiency?

1. First of all, we must improve teachers’ awareness, which is the ideological basis for improving the efficiency of primary school mathematics classroom teaching.

The new curriculum reform requires us to: reduce students’ excessive academic burden and comprehensively improve the quality of education and teaching. This means that we should realize that we should not only focus on improving classroom teaching effects, but also improve classroom teaching efficiency and teaching effectiveness. The student union is required, and teaching efficiency requires the student union to be fast.

2. In-depth study of teaching materials is the theoretical basis for improving the efficiency of primary school mathematics classroom teaching.

To delve deeply into the teaching materials, we should mainly grasp the growth points of new knowledge; grasp the important and difficult points of the teaching materials; grasp the depth and breadth of the teaching materials and grasp the key points of the teaching materials. Only by delving into the teaching materials can we have the ability to control the teaching materials, be proficient in classroom teaching, teach concisely and concisely, and truly improve the efficiency of classroom teaching.

3. Optimizing the teaching process is the key to improving the efficiency of primary school mathematics classroom teaching.

The "Curriculum Standards" point out: "Mathematics teaching is the teaching of mathematical activities, a process of interaction and mutual development between teachers and students, and between students." Therefore, mathematics classroom teaching must start from Starting from the students' actual life and based on their existing experience and knowledge, students are guided to carry out activities such as observation, operation, induction, analogy, conjecture, reasoning, communication, reflection and so on. To stimulate students' interest in mathematics learning. Teachers are the organizers, guides and collaborators of students' mathematics learning activities. They should actively develop and rationally utilize various teaching resources according to the specific conditions of students, reprocess teaching materials, and provide students with rich and colorful learning materials and creative Design a teaching process that is suitable for students' development and fully stimulate students' interest in learning. The efficiency of classroom teaching will definitely be significantly improved.

1. Establish democratic and equal teaching for students, communicative and cooperative teaching, interactive and communicative teaching, creative and generative teaching, in short, we must establish people-oriented teaching. Teachers should respect the personality differences between students, respect the understandings and differences between students, and have dynamic dialogue between teachers and students, and between students, not only in terms of knowledge and information, but also in emotions, attitudes, and behavioral norms. and values, etc., so that every student, especially students who have temporary learning difficulties, can open their hearts and dare to express their opinions in this relaxed and pleasant environment, so that students can establish the desire and confidence to learn mathematics well, which is to improve the efficiency of mathematics teaching. The key.

2. Create real, concrete, vivid and interesting learning situations for students. Life is the source of knowledge. Therefore, teachers should make full use of students’ real life to design vivid, interesting and intuitive mathematical activities, such as telling stories, playing games, simulated performances, etc., or create virtual ones that are closely related to students’ living environment and knowledge background. Learning scenarios allow students to gradually experience the generation, formation and development of mathematical knowledge through observation, operation, conjecture, verification, communication and reflection. For example, when learning the area of ??parallelograms, I designed it like this: I continued the story of the little white rabbit and the little gray rabbit. The little gray rabbit felt ashamed when he saw the little white rabbit giving cabbage to the old goat, and made up his mind to ask Xiaobai. When the rabbit learns, he also has to do it himself, open a vegetable garden and cultivate the land. The two of them plow the ground, plant seeds, water and catch insects together. Does the little gray rabbit want to have the same good harvest as the little white rabbit? The students quickly asked the constructive question "Are their vegetable gardens the same size?" and then showed a rectangle and a parallelogram piece of paper with equal areas, guiding the students to cut the parallelogram piece of paper into a rectangle, thus helping the little gray rabbit. Solve the problem. Creative use of teaching materials and exploration of teaching resources are the rights and obligations given to teachers by the new curriculum to do creative work. They are also teaching methods to stimulate students' desire to learn and improve classroom teaching efficiency.

3. Let students truly become the masters of learning. We must abandon the previous classroom teaching "teachers give orders and students obey orders" and must carry out fundamental changes in students' learning methods. Hands-on practice, independent inquiry, cooperation and communication are important ways for students to learn mathematics, and they are also the motivation and interest of students in learning. is the basis for improving the efficiency of classroom teaching. 4. Evaluation of encouraging language.

The important purpose of evaluation is to stimulate students' enthusiasm for learning, enhance students' successful experience, help students build confidence, and promote students' comprehensive, sustainable and harmonious development. Teachers should be good at making encouraging confessions about students’ progress in mathematical knowledge and skills; teachers should be good at sincerely praising students’ unique personalities in mathematics learning methods and processes; teachers should be good at expressing true admiration for students who dare to question... …Teachers are generous in their praise, so that motivation always accompanies students’ learning and growth, students always maintain a positive learning attitude and high enthusiasm for learning, and continuously strengthening students’ motivation to learn mathematics is a long-term effective mechanism to improve the efficiency of classroom teaching.

How to improve the efficiency of classroom teaching. This is just my personal immature opinion from these aspects. Please criticize and give me advice! Primary School Mathematics Seminar Speech 3

Educator Ye Shengtao once said, "What is education? In simple terms, it only takes one sentence to cultivate good study habits." I have been teaching advanced mathematics for a long time, so I will inevitably encounter succession situations. Every time we take a new class, we attach great importance to cultivating students' study habits in all aspects, especially the habits of attending class and homework.

First, classroom study habits

Focus on teaching students: how to listen, how to see, how to think, and how to speak.

Ability to listen: When students listen, they should listen, think and remember, and grasp the key points. Not only should you listen carefully to the teacher's explanation, but also to what your classmates say. Due to reasons such as their young age and large class sizes, some students in the lower grades are fumbling in class, distracted, and unable to listen. After taking over the class, I paid attention to observing each student, and from time to time used encouragement, praise, eye prompts, etc. to attract students' attention, and promptly guided students to listen carefully to the class. In order to test and train students' "listening" ability, I often carry out some activities: such as listening and arithmetic, that is, the teacher dictates the topic, and the students directly list the equations or write the numbers; and retelling after listening, when explaining the key parts, I will often Have students stand up and repeat. Use this kind of method to train students' attention, develop thinking agility and conscious memory ability.

Able to see: Teachers must not talk or talk less about anything that students can grasp by looking and thinking on their own. In teaching, sufficient observation materials should be provided to attract students to look, and gestures should be used to guide students to look. Teachers' blackboard writing and demonstrations should be accurate and vivid, and can arouse students' interest in observation. In classroom exercises, more questions should be designed to arouse observation interest and aim to train observation skills. Enable students to gradually master the observation method of discovering patterns through observation and comparison.

Think: Teachers should design more inspiring and guiding questions to give students opportunities to use their brains. Students are also required to ask questions and everyone must think about them and prepare answers. When asking students questions, I paid attention to the hierarchy: first, let the less qualified children answer first, and then ask those who are good at answering to answer the former questions. In this way, we can not only understand whether the underachievers are thinking and what the obstacles are, but also improve the problem-solving ability of ordinary students, so that their thinking flexibility and profundity can be exercised. For the same question but different ideas in class or homework, I encourage students to think differently. I will give affirmation and praise in a timely manner to students who dare to find new ways and ideas. Even if it is immature or wrong, we appreciate students' unique understanding and expression from different aspects. Don’t obliterate students’ original thinking. In addition, I will appropriately add innovative questions for after-class exercises to guide students to explore and study. This will cultivate students’ learning habits of being brave enough to think and innovate.

Can say: Language is the result of thinking. If you can speak, you can promote the other three meetings.

Therefore, I attach great importance to the cultivation and training of students' "speaking" and adopt the following methods:

1. Speak loudly. In the first lesson, teachers and students introduced each other, and the training began. Ask students to introduce themselves, say their names out loud, and say in one or two sentences their plans to learn mathematics well in the new school year.

2. Let students get used to "talking about ideas". In class, every student should be given the opportunity to express his or her own ideas. They can speak alone, practice speaking in the same position, speak to each other in groups, etc., so as to cultivate the orderliness of students' language and the logic of thinking.

3. Use mathematical language. In teaching, students are required to use mathematical terms to express their ideas concisely and accurately. After guiding students to observe, analyze, reason, and judge, students are inspired to summarize definitions, rules, or formulas in their own words.

Pay attention to the accuracy of standardized expressions in students' narratives, and finally unify them into the language of the textbook. In the process of organizing language, students' thinking orderliness and accuracy are practiced.

4. Give students with learning difficulties a voice. I regard the first few classes after taking over as key classes for students with learning difficulties. Before class, I tell the underachievers the review questions and teach them specifically how to answer them. Because the students with learning difficulties learn first and have confidence in their minds, they dare to raise their hands to speak in class and their voices are loud when answering. If you make a little progress, take the opportunity to praise. I also often give the underachievers the opportunity to retell and imitate after outstanding students express their thoughts, and encourage them: "You also said it very well." This mobilizes their enthusiasm. For those simpler questions in the class, the opportunities are of course for underachievers. When the answers are correct, they will be encouraged in time: "Very correct, there is progress." If the answers are wrong, then adapt to the situation: "You can speak boldly, which is progress. The teacher believes that you will succeed next time." "For children who have just changed teachers, if the teacher can praise and encourage them, they will feel very honored and it will also increase their courage and confidence in speaking.

Second, homework habits

For the first homework, the teacher first explains the requirements of the homework. When students do homework, the teacher not only pays attention to whether the students do it correctly, but also checks whether the students follow the teacher's requirements and complete the homework independently. I will pay special attention to the first class assignment and divide the corrected assignment into three parts: those that are done correctly and meet the requirements; those whose format does not meet the requirements; and those that make mistakes. Then I showed the most beautiful assignments to the whole class. From the writing of each word to the completion of each format requirement to the attitude towards the assignment, students could appreciate, evaluate and comprehend one by one, allowing students to correct themselves in time. Bad practice. Sometimes I also communicate with students individually.

When school first started, there was a child who didn’t finish his homework well. After correcting it collectively, he still had problems with his writing. I asked him to write a few words carefully and I found that his handwriting was very beautiful. After communicating with him, I I gave him a suggestion: "Redo this homework. The teacher believes that every homework you do will be completed beautifully." What impressed me is: two months have passed, and there are no problems with his homework anymore. , was rated as "Excellent Homework" by classmates in the homework evaluation. Of course, there are also more and more “improved assignments” in assignment evaluations. During daily homework, if you do well, I will praise you in time; if you do it quickly, I will give you timely guidance: "You did it really fast, but correctness is the most important thing. A certain classmate is checking it carefully. Let's compare and see who did it." "It's right and fast." For students who have bad habits such as plagiarizing homework, I will encourage them: "If you complete it independently, your ideas will definitely be the most original. Believe in yourself!", "If you write with your heart, the homework will be the most beautiful!" "The multimedia equipment in the classroom is also playing a role. I will often let students show their homework to remind students of the importance of writing, correct errors and evaluate them together, and let students grade their homework to get grades.

I communicate with parents regularly after class. I send homework books to students so that parents can evaluate the students’ homework and learning performance at home. I then evaluate the students’ performance in school. I wrote it in the homework book. In this way, the homework book became a platform for me and my parents to communicate. We studied, discussed, and cooperated together to find the best way to help students develop good classroom and homework habits.

Habits determine a person’s destiny. Teachers should teach by words and deeds, set strict requirements, and cultivate students' good study habits so that students can benefit for life.