Distance training training log for primary school mathematics teachers

Diary training log for primary school mathematics teachers (5 articles in common)

In study, work or life, everyone is familiar with logs. Let us write them carefully together. A diary. Still struggling to find a good log? The following is the remote training training log for primary school mathematics teachers that I compiled for you (5 general articles). It is for reference only. I hope it can help you.

Distance training training log for primary school mathematics teachers 1

Recently, through online training and learning, I have come into contact with the new educational concepts of experts and scholars, and learned from the classes of many outstanding teachers. teaching design, and also had full exchanges with the front-line teachers in the class, gained a lot, and realized the shortcomings of my own teaching background. Therefore, it can be said that this online training came in a timely manner, and the online training materials are very profound. The results of the training will be far-reaching. As a teacher, I deeply feel the importance of learning. In the future teaching, I will be based on my own work, strengthen theoretical study, change teaching concepts, actively practice new curriculum reforms, new goals, new theories, and lay a good foundation for myself. path of professional development. Below I have some brief analysis, understanding and practices on how to improve the quality of primary school mathematics teaching.

1. A good teacher-student relationship is the prerequisite for learning mathematics well

For a long time, teaching has always emphasized the "teacher's dignity." In the classroom, teachers often sit high and down, adopting the practice of "teachers speak, students listen," "teachers act, students watch," and "teachers write, students copy." Students are in a passive state and become the "basic" in understanding knowledge. container". Improve teaching quality: Teachers must respect, care for, and trust students. Respecting, caring for, trusting students, and getting along well with students are the basis for creating a harmonious classroom atmosphere. In teaching activities, teachers and students form a stable and continuous relationship psychologically, which is not only the exchange of knowledge and abilities, but also the relationship between teachers and students. It is also an emotional and spiritual communication. The first thing is that teachers should care, trust and respect students. Teaching must be equal and must be oriented to all students. We must not favor a very small number of students with good academic performance, and we must not be indifferent to some students who have learning difficulties. To become students' good friends, teachers should play with students, learn together, interact and learn from each other, know what students think, worry about students' needs, and help students with their needs. Finally, based on the classroom, improve your own value in practice. The classroom is the main place for teachers to reflect their own value. Based on the concept of "everything for students, everything for students", I integrate my love into the students wholeheartedly. In the future teaching, I will strive to apply the new curriculum concepts I have learned into classroom teaching practice, based on "using new and old teaching materials and practicing new concepts." I will strive to make my mathematics teaching more distinctive and form a unique style. The teaching model can better reflect the requirements of quality education and improve the quality of mathematics teaching.

2. Mathematics teaching should focus on the fun of the classroom.

Primary school students are young and have poor self-control, and psychological factors dominate their studies. Only by following the laws of students' psychological activities and combining subject characteristics with age and psychological characteristics can teachers make students willing to learn and take the initiative to learn. If teachers use the traditional "teacher talks, students listen; teacher asks, students answer, hands-on practice" teaching method, students will find it boring and the more they learn, the less they will love learning. Therefore, in classroom teaching, we should strive for novel forms, entertaining teaching, reducing mechanized procedures, and enhancing students' interest in learning. Students' clear learning objectives and correct learning attitudes are factors that play a long-term role in improving their motivation for learning. Teachers should take advantage of various opportunities and combine with reality to continuously educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social benefits of learning mathematics, see the practical value of mathematics, and induce their learning motivation. During the teaching process, teachers should clearly put forward and explain the benefits and importance of the subject materials. They should also use real life examples to understand what practical problems the learned knowledge can solve, so that they can feel that mathematics is everywhere in life and experience mathematics learning. The importance of stimulating and cultivating the correct motivation for learning.

In the long-term study of mathematics, students gradually understand the benefits of learning and become interested in exploring mathematical knowledge.

3. Skillful application of teaching methods

According to the physical and mental development characteristics of primary school students, appropriately carrying out learning competitions is an effective means to stimulate students' learning enthusiasm. Studies have proven that primary school students are more effective under competition conditions. Under normal conditions, students can often study harder and the learning effect will be more obvious. In competitions, driven by strong competitiveness and curiosity, they always hope to compete for first place and get praise from teachers. We can use this mentality to greatly increase students' interest in learning and perseverance to overcome difficulties. Various competitions can be organized in teaching, such as "see who can calculate quickly and correctly", "see who has more solutions", "whose method is more clever", "see which group can calculate more people", etc., which can all be used. Students "show their talents". There are various forms of competitions. They can be competed by the whole class; they can be divided into male and female students; they can be divided into groups; students can also be divided into groups according to their potential. There is no grouping principle. In short, each student must be successful at all levels. , find ways to let every student experience the pleasure of successful learning, so that the motivating effect on primary school students will be greater, and their enthusiasm for participating in learning will be higher.

4. Use "living" teaching materials

Mathematics comes from life, and life is full of mathematics. In mathematics teaching, we must closely connect with students' real life, look for mathematical topics in the real world, make teaching close to life, and let students see and touch mathematics in life. As a result, students no longer think that mathematics is the crown jewel and out of reach, and they no longer think that mathematics is a mirage that is divorced from reality and insignificant. Mathematics education is to enable students to acquire the basic mathematical knowledge and skills necessary for being a citizen, and to transform their lives into reality. The vivid themes in the book are introduced into the big classroom of learning mathematics. For example, reform the form of homework and highlight applied operations. For example, after learning the common multiplication quantity relationship, I arranged for the students to go to the vegetable market with their parents on weekends to buy groceries or go shopping, and the prices were calculated independently based on the unit price. The students were very interested. Paying attention to the applied operations of mathematics learning, smoothing the connection between learning mathematics and using mathematics, and closely integrating learning and application, this is what is seriously lacking in one-sided examination-oriented education, and it is also what we must continue to strengthen when we reform mathematics teaching. For example, in the teaching of "yuan, jiao, and cents", simulated shopping activities can be carried out; in the teaching of "classified statistics", students can be asked to count the homework to be learned in a week, the number of lessons for each homework, etc.; when learning "meters" In the teaching of ", Kilometer", I led the students to the playground to count the steps, estimate the length, etc.

In short, in my teaching work, as a teacher, we all want to improve the effectiveness of our teaching and improve the quality of our teaching. To achieve this goal, we must learn more and communicate more , a lot of summary. Primary School Mathematics Teacher Distance Training Training Diary 2

Through this period of distance training, I have a deep understanding of the new mathematics curriculum and new teaching materials. As a core course in basic education, mathematics has triggered changes in curriculum objectives, teaching behaviors, learning methods, and educational evaluation. It has also aroused my strong interest in mathematics teaching and research.

1. “Promoting students’ comprehensive, sustainable and harmonious development” is the overall goal of the new mathematics curriculum.

Basic education emphasizes sincerely treating students as the masters of learning. Students should be placed in the main position and the teaching philosophy should be based on student development. Therefore, the goal of mathematics courses is not only to enable students to acquire necessary mathematical knowledge and skills, but also to develop in various aspects such as inspiring thinking, problem solving, emotions and attitudes. Emphasize what students have experienced, experienced, and felt. Let students be willing to approach mathematics, understand mathematics, and use mathematics. Learn to use mathematics to understand the environment and society in which you live, develop students' willpower to overcome difficulties, and build self-confidence.

2. There is a new positioning of the role of teachers.

With the deepening of educational reform, the establishment of the concept of quality education, and the timely introduction of new courses, society has new and higher requirements for teachers’ teaching and teachers’ roles. In the new era and new In this form, teachers should also play the following roles:

(1) Facilitator of student learning

(2) Collaborator of student inquiry

(3 ) Leader of student development

(4) Innovator of personalized teaching.

Quality education emphasizes that teaching should be oriented to all students, oriented to students' comprehensive development and personality development, and to provide guarantee and lay the foundation for students' subsequent development and sustainable development. This requires teachers to care about students, love students, and understand each student; understand their personalities, their hobbies, and their thoughts; understand what they want and what they don’t want; and help them solve problems in life. problems, overcome learning difficulties, let them get rid of their ideological burdens, eliminate worries, and spend more energy on learning in order to better improve academic performance; in students' learning and inquiry activities, teachers often act as wise men As an elder, he uses his own knowledge and experience, his own insight and decision-making power to provide guidance, help and service to students' inquiry activities, playing the dual role of guide and service provider.

This requires me to put down my airs in future teaching, abandon the idea of ????"I can only teach you" and the teaching path that leads students to follow, so that students can learn independently, and do not understand anything. Students can speak freely when answering questions and engage in teacher-student and student-student communication. Only in this atmosphere can students develop their intelligence. When a question is raised, students must be given a certain amount of time to think, so that they can explore the subject in terms of real benefits rather than formality.

3. In terms of teaching methods, it is emphasized that teachers should guide students to carry out mathematical activities through scenarios and other means.

We need to understand students’ ideas, provide targeted guidance, organize students to cooperate and communicate, and draw relevant conclusions. Therefore, in the teaching process, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good learning habits, create vivid and funny learning situations, teach based on students' actual conditions, pay attention to students' practical activities, pay attention to students' learning process, and master The use of teaching materials can achieve changes in students' learning methods and help improve students' potential.

Through this study, I will practice reflection and apply what I have learned, which is my biggest gain from this training. In the future teaching and research, I will work harder and strive to apply the knowledge I have learned. Focus on the classroom, optimize the classroom, and pay attention to the development of students' good habits. Diary Training Diary for Primary School Mathematics Teachers 3

Online training lasted for several days. Although the time was short, it made my dream of being a student come true again. I learn while being moved, reflect while learning, gain from reflection, and reap the hard-won every day. The earnest teachings of experts have sublimated my educational concepts and enriched my educational theories. The various forms of training made me deeply feel the importance of learning theoretical knowledge, and I have a deep understanding of educational concepts and educational scientific theories. I have gained a lot from practice. It has accumulated strength for future work, clarified ideas, and made goals clearer. As teachers, we must implement quality education, teach and educate people, and strive to be the vanguard of quality education.

1. In terms of teaching methods, mathematics courses emphasize that teachers should guide students to carry out mathematical activities through situations and other means.

During the activity, teachers should understand students’ ideas, provide targeted guidance, organize students to cooperate and communicate, and draw relevant conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics during teaching, cultivate good learning habits, create vivid and funny learning situations, conduct teaching based on students' actual conditions, encourage algorithm diversification, pay attention to students' practical activities, and pay attention to students' learning. process, and creative use of teaching materials to achieve changes in students' learning methods and improve students' potential for lifelong learning.

2. Independent cooperative inquiry--the subjectification of classroom teaching.

"Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics learning." So how to implement students' dominant position in classroom teaching? It's mainly about the students' union, and the teachers don't explain it. What the students can learn on their own, the teachers don't teach, and what the students can propose themselves, the teachers don't do it for them. Teachers should seize opportunities in the classroom and create conditions for students to learn, cooperate, and explore in depth, so that students can learn mathematics through playing, talking, practicing, and discussing, and improve students' potential for independent learning, cooperative learning, and inquiry learning. For example: when teaching the calculation of two-digit subtracting two-digit numbers from 42 to 27, let students observe and explain the formulas on their own, and then combine a series of activities such as playing, talking, and practicing through communication and cooperation to allow students to learn independently, cooperate, communicate, and deepen Inquiry, so that students not only easily master the materials they have learned, but also start their thinking. Students have high enthusiasm for learning and actively devote themselves to learning, which truly realizes the transformation of students' learning methods and makes the classroom full of vitality.

3. Connect with the reality of life - make mathematics learning a reality.

According to the age characteristics and life experience of first-grade primary school students, students’ learning should start from life, from the surrounding things that students can usually see and touch, and in the perception of specific images, students should Really understand mathematical knowledge. Mathematics comes from life and serves real life. Because of this, during teaching, I strive to create conditions for students to connect mathematics learning with actual and practical activities, so that students can feel that mathematics is everywhere in life, and improve their ability to ask questions, analyze and solve problems. For example: counting stationery; talk about what 6, 7, 8, 9, and 10 can mean based on actual practice? This allows students to connect mathematics with life, which not only stimulates students' interest in learning, but also allows students to fully mobilize their existing life experience for learning and improve students' learning potential.

You can’t get out of the closed door by following the rules, and you can’t weave a beautiful fairy tale because you follow the rules. In the vast sky of the new curriculum reform, we should not be afraid of failure, keep working hard, and keep innovating. The road is long and we will continue to explore.

From this training, I feel that as an ordinary people’s teacher, what I ultimately pursue and expect is to be able to form my own unique teaching style, rather than always being a “teacher”. If you want to take this step, you have to put in constant hardships and efforts to truly achieve the glory of your teaching career. Success and achievement are what everyone desires, and they are constantly striving and pursuing for this, and they experience it. The ups and downs of life and career. Primary school mathematics teacher remote training training log 4

1. Create a democratic atmosphere so that students dare to ask

Primary school students are active in thinking, eager to learn, and have a strong curiosity about things. This is The seeds of problem awareness. However, whether this seed can germinate depends on whether there is a suitable environment and atmosphere. In real classroom teaching, many students still have doubts to ask. Even if they have doubts, they dare not ask, or they have no chance to ask at all. The reason for this phenomenon is, to a large extent, that teachers have not truly changed their educational concepts and do not pay enough attention to cultivating awareness of the problem. To cultivate students' problem awareness, teachers must first change their own educational concepts. I believe that as a primary school teacher, in addition to having an amiable attitude, generous appearance, clear and passionate speech, etc., you must also establish a new outlook on teachers, respect every student, and advocate "no restricted areas for thinking." Create an active, relaxed, free and harmonious teaching atmosphere in teaching, establish an equal and democratic teacher-student relationship, eliminate students' fear, and encourage students to boldly question and ask questions. If a student asks a question, immediately cheer him loudly: "Good question!" or say: "Why didn't I think of this?" When the student discovers the problem and raises the question, he should say to all the students with a smile: " Such a good question, which student has his own unique idea? ”

2. Create problem situations to make students want to ask

The so-called problem situations are to put students in new research situations. In the atmosphere of unknown problems, students can learn mathematics in the dynamic process of asking questions, thinking about problems and solving problems. It is a carrier for teachers to impart knowledge and students to learn knowledge.

In teaching, problem situations should be deliberately created that are conducive to students' lively learning of mathematics, so that students can be placed in the situation as if they were personally there, thus creating a strong need for questions and an urgent inquiry mentality, making them willing to ask questions , cultivate students’ problem awareness.

1. Create problem situations that can stimulate students’ interest

Interest is the best teacher, and it is the most direct factor affecting students’ learning consciousness and motivation. The interest of primary school students comes from curiosity. In teaching, we should pay attention to creating interesting problem situations, strive to attract students' attention to mathematical problem situations, integrate abstract mathematical problems into novel and interesting situations, and explore and solve problems with strong interest. , master new knowledge. For example, before teaching "Volume Concept", you can tell students the story of a crow drinking water, and guide students to think: Why did the crow drink water after it couldn't drink water at first? What is the connection between the added stones and the rising water level? What does this phenomenon indicate? One stone stirs up a thousand waves. By recalling the story and answering the questions designed by the teacher step by step, the students will immediately think: "Yes! What is the reason for this?" This stimulates students' strong desire for knowledge and curiosity, and they want to find the problem. answer.

2. Create problem situations close to students’ lives

Mathematics comes from life and serves life. In teaching, teachers should start from students' life experiences and create life problem situations that students are familiar with, so that students can experience that mathematical problems are around them and in their lives. For example, when teaching "Understanding of Circles", I designed the following situation (courseware provided): A little monkey rode on cars with rectangular, square, triangular, oval, and round wheels and drove on the road. Only the car with round wheels The car can drive smoothly. Along the way, the little monkey bumping up and down looked very funny. The students were very interested and eagerly devoted themselves to learning new knowledge with the question "Why are the wheels designed to be round?"

3. Create open and challenging problem situations

Suhomlinsky once said: "Deep in the human heart, there is a deep-rooted need. This is the expectation that oneself is a discoverer, researcher, and explorer. "In teaching, teachers should be good at creating some open and challenging problem situations, correctly guide and cultivate students' reasonable achievement needs, stimulate learning motivation, and enhance self-confidence. Heart. For example, when teaching "Comparison of perimeter and area of ??rectangles and squares", putting students in the context of living room decoration makes students want to participate in the design, and then think: What aspects of decoration can we solve? Let students understand that when laying the floor, the area of ??the living room floor should be considered, and the knowledge of perimeter should be used for the issue of skirting lines.

3. Guide questioning methods to make students good at asking questions

After students have the ability to dare to ask and want to ask, they will be able to ask questions appropriately and at a high level without necessarily having to ask questions. . Therefore, teachers must guide students to gradually learn to look at problems from a mathematical perspective, carefully design questions, guide students to boldly question, and encourage them to discover problems to the maximum extent.

1. Pay attention to demonstrations and guide students to "reflect on three others" through the teacher's "exemplary examples"

Teachers can select some more typical topics to make the best use of the situation and guide students to analyze from multiple angles. . For example, after teaching the example of "distribution in proportion", students will naturally raise questions: Can this type of problem be solved by the normalization method or the fraction method? Can it be solved by other methods in the future? Through such training, students are taught to question method to lay a solid foundation for learning to question.

2. Ask questions about conventional solutions

Students are often encouraged to question, evaluate, and expand their ideas on conventional solutions in order to seek unique and novel ways of solving problems. For example, when comparing the sizes of 3/4 and 6/7, most students will not hesitate to solve the problem by using the method of general division. Few students will propose to change 3/4 into 6/8 and decide on the ratio of 3/4 to 6. /7 are small, so they should be encouraged to explore with their hearts.

3. Ask questions to teachers to improve students’ questioning ability

After students develop the habit of questioning during the learning process, they should leave room for questioning in teaching so that students can always In a state of active questioning. For example, when teaching "The Benefits of Fractions", after the new lesson is over, let students question the knowledge of this lesson. The student asked: "Teacher, why is one-half of a piece of paper a half piece of paper, one-half of two pieces of paper a piece of paper, and one-half of a four-piece piece of paper two pieces of paper? The same is true for half a piece of paper." "But the number of sheets of paper is different?" The teacher organized students to discuss, asking students to argue with each other, ask questions by themselves, find rules by themselves, and summarize conclusions by themselves, so as to improve students' questioning ability.

4. Ask questions about life and improve students’ questioning level

Mathematics comes from life, exists in life, and is applied to life. Teachers should try their best to combine mathematical problems with real life, use teaching materials creatively, collect relevant mathematical knowledge from life, guide students to discover some challenging problems, question during discovery, and question during exploration. For example, when teaching "preliminary understanding of decimals", students are assigned to go to the store to investigate the expression of commodity prices; when teaching "yuan, jiao, and cents", a shopping environment is created to allow students to apply it in practice and use existing mathematical knowledge to analyze production and life. mathematical problems, etc.

In short, by cultivating students’ problem awareness in primary school mathematics and allowing students to dare to ask, want to ask, and be good at asking in a relaxed, free, and harmonious learning environment, students’ innovative thinking potential will definitely be improved and develop. Primary School Mathematics Teacher Distance Training Training Diary 5

By participating in distance education training, during this period I made full use of the training time to study, and felt that it was both hard work and rewarding. There is both sacrifice and new gain. Although we have never met, remote training has brought us closer. It has comprehensively improved one's basic quality and comprehensive business potential, which has played a positive role in promoting future development. I feel that in my future work, I should do the following:

1. Change my thinking and update my concepts

I should do the following if I devote myself wholeheartedly to the study of online training. Three "consciousnesses" have been reached: consciously participating in online learning training, consciously participating in discussions, and consciously handing in homework. Through training, I have clarified the nature of modern education and the quality requirements that curriculum reform places on teachers. Through in-depth study, I have made it clear that as a teacher, I must constantly improve myself, enrich myself, have rich knowledge content, and solid basic teaching skills, otherwise I will be eliminated by the times, which enhances the urgency of my own learning and the crisis. We have established a "student development-oriented" educational philosophy, constantly updated teaching concepts, and fundamentally changed teaching behaviors and students' learning methods.

2. Study hard and gain deep insights

Through study and study, I learned a lot of knowledge, which created a broad world of learning for me and enabled me to master advanced educational concepts. knowledge and methods. I feel that there has been a significant improvement in the composition of the theory.

3. Reflect on teaching work and keep making progress

In teaching, I constantly think about my shortcomings in my work, strive to improve my professional level, continue to learn from outstanding backbone teachers, and learn from outstanding teachers. Ask a teacher who knows the scriptures for advice.

4. Based on the classroom and improve one's own value in practice

The classroom is the main position for teachers to reflect their own value. In line with the concept of "everything for students, for everything for students", I I integrate my love wholeheartedly into the students. In the future teaching, I will strive to apply the new curriculum concepts I have learned into classroom teaching practice, based on "using new and old teaching materials and practicing new concepts." I will strive to make my mathematics teaching more distinctive and form a unique style. The teaching model can better reflect the requirements of quality education and improve the quality of mathematics teaching. I deeply understand that every word and deed of teachers affects students and plays a role in teaching students by precepts and deeds. Ideological education must be constantly focused on cultivating students' good moral qualities, study habits, work habits and polite behavior habits.

Through this national training program, I was deeply touched.

Really realize that "live and learn, and there is still much that you have not learned." In short, it means that people should learn all the time and learn everywhere in their lives. As teachers across the ages, these require teachers to continuously learn and improve, and to be innovative teachers, research teachers, and guiding teachers. If teachers do not realize the necessity and importance of self-study and use the knowledge and concepts your teacher taught you decades ago to educate current students, isn't that walking in new shoes and walking the same old path? I think a teacher today should have a dual identity at the same time: a teacher and a student. Teachers learn to "educate people". As teachers, our learning is not ordinary learning, but based on the learning of an educator. Our ultimate pursuit is to educate good people. Learning to "educate people" is the bounden duty of teachers. We should actively participate in various trainings organized by our superiors and continue education. We should continue to learn new teaching methods and new educational and teaching concepts, so that we can become the "source of living water" to better nourish students' thirst for knowledge.

In the future learning process, I will take the initiative to learn, increase knowledge, make full use of this knowledge and apply it in the classroom to improve the quality of teaching. ;