Mathematics teacher training log

In study, work and even life, when it comes to keeping a diary, everyone is certainly familiar with it. Unconsciously, the day is coming to an end. There must be many unforgettable moments, so you need to keep a diary carefully. Are you still looking for an excellent periodical? The following is the Journal of Mathematics Teacher Training (5 selected articles) carefully compiled by me, hoping to help everyone.

Mathematics teacher training log 1 Recently, I got in touch with the new educational ideas of experts and scholars through online training, and learned about the classroom teaching design of many excellent teachers. At the same time, I also had full communication with the front-line teachers in the class, gained a lot, and realized the lack of self-study knowledge. Therefore, I can say that this online training is timely and the online training materials are profound, and the effect of online training will have a far-reaching impact. As a teacher, I deeply feel the importance of learning. In the future teaching, I will base myself on my own work, strengthen theoretical study, change teaching concepts, practice new curriculum reform, new goals and new theories with my heart, and pave the way for my professional development. Below I have some simple understandings and practices on how to improve the quality of primary school mathematics teaching.

First, a good relationship between teachers and students is the premise of learning mathematics well.

For a long time, teaching has always emphasized "the dignity of being a teacher". In the classroom, teachers often condescend and adopt the practice of "teachers speak and students listen", "teachers act and students watch" and "teachers write and students copy". Students are in a passive state and become "containers" for understanding knowledge. Improving teaching quality: Teachers should respect, care and trust students. Respecting, caring and trusting students and getting along well with them are the basis of creating a harmonious classroom atmosphere. In teaching activities, teachers and students form a stable and continuous relationship psychologically, which is not only manifested in knowledge and potential, but also in emotional and spiritual communication. Most importantly, teachers should care, trust and respect students. Teaching should be equal and open to all. We should not be partial to a few students with good academic performance, nor should we be indifferent to some students with learning difficulties. To be students' good friends, teachers should play with students, study together, learn from each other, know their thoughts, care about their worries and help them. Finally, based on the classroom, improve their own value in practice. Classroom is the main position for teachers to reflect their own values. In line with the concept of "all for the students, all for the students", I fully integrate my love into the students. In the future teaching, I will try my best to apply the new curriculum ideas I have learned to classroom teaching practice, based on "using new and old textbooks and practicing new ideas." Strive to make my mathematics teaching more distinctive, form a unique teaching mode, better reflect the requirements of quality education and improve the quality of mathematics teaching.

Second, mathematics teaching should pay attention to the interest of the classroom.

Pupils are young and have poor self-control, and the influence of psychological factors in learning is dominant. Only by following the rules of students' psychological activities and combining the characteristics of subjects, age and psychology can teachers make students willing to learn and take the initiative to learn. If teachers use the traditional "teacher speaks, students listen;" Teachers ask, students answer, students practice, students will feel very boring, the more they learn, the less they like to learn. Therefore, in classroom teaching, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures and enhance students' interest in learning. Students' clear learning purpose and correct learning attitude are long-term factors that play a role in improving learning intention. Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social benefits of learning mathematics, see the actual value of mathematics and induce their learning motivation. In the teaching process, teachers should clearly put forward and explain the benefits and importance of subject materials, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. In the long-term mathematics study, students gradually realize the benefits of learning, which is the fun of exploring mathematics knowledge.

Third, ingenious teaching methods.

According to the characteristics of primary school students' physical and mental development, it is an effective means to stimulate students' learning intention. Studies have proved that primary school students often study harder under competition conditions than under normal conditions, and the learning effect is more obvious. In the competition, driven by strong competitiveness and curiosity, they always expect to win the first place and always want to be praised by their teachers. We can use this psychology to greatly increase students' interest in learning and their perseverance in overcoming difficulties. In teaching, various competitions can be organized, such as "who is faster and who is right", "who has more solutions", "smarter than who" and "who has more people", which can make students "show their talents". There are various forms of competition, which can be played by the whole class; Can be divided into boys and girls to participate in the competition; Ability to compete in groups; Students can also be grouped according to their potential. There is no grouping principle. In short, we should make every student succeed at all levels and find ways to make every student experience the pleasure of learning success, so that the motivation of primary school students will be greater and their enthusiasm for participating in learning will be higher.

Fourth, use "living" teaching materials.

Mathematics originates from life, and life is full of mathematics. In mathematics teaching, we should closely contact with students' real life, find mathematics themes in the real world, make teaching close to life, and let students see and touch mathematics in life. Therefore, students no longer feel that mathematics is the crown jewel, unattainable, and mathematics is a mirage divorced from reality. Mathematics education is to enable students to acquire the basic mathematics knowledge and skills necessary as a citizen, and introduce fresh topics in life into the big classroom of learning mathematics. For example, reform the form of work and highlight the application operation. For example, after learning the common relationship between multiplication and quantity, I arranged for students to go to the vegetable market with their parents on weekends to buy food or shop, and calculated the price independently according to the unit price. The students were very interested. Pay attention to the practical operation of mathematics learning, straighten out the connection between learning and use, and make learning and use closely combined. This is exactly what one-sided exam-oriented education is seriously lacking, and it is also the need for us to continuously strengthen the reform of mathematics teaching. For example, in the teaching of "yuan, jiao and fen", simulated shopping activities can be carried out; In the teaching of "classified statistics", students can count the classes to be studied in a week, the number of class hours in each class and so on. In the teaching of "meter, kilometer", I lead the students to the playground to count the steps and estimate the length.

In short, in my teaching work, as a teacher, we all want to improve the effectiveness and quality of our teaching. To achieve this goal, we must learn more, communicate more and summarize more.

Mathematics teacher training log 2 Through this period of long-distance training and learning, I have a deep understanding of new mathematics courses and textbooks. Mathematics, as the core course of basic education, has triggered changes in curriculum objectives, teaching behavior, learning methods and educational evaluation, and also aroused my strong interest in mathematics teaching and research.

1, "promoting students' all-round, sustained and harmonious development" is the overall goal of the new curriculum standard mathematics.

Basic education emphasizes that students are sincerely regarded as the masters of learning. It is necessary to put students in the main position and establish a teaching concept based on student development. Therefore, the goal of mathematics curriculum is not only to enable students to acquire necessary mathematical knowledge and skills, but also to develop inspiring thinking, problem solving, emotion and attitude. Emphasize what students have experienced, what they have experienced and what they have felt. Let students be willing to approach, understand and use mathematics. Learn to understand your environment and society from the perspective of mathematics, cultivate students' willpower to overcome difficulties and build up self-confidence.

2. It has a new orientation for teachers' leading role.

With the deepening of education reform, the establishment of quality education concept and the timely introduction of new courses, the society has new and higher requirements for teachers' teaching and teachers' protagonists. In the new period and new form, teachers should also play the following leading roles:

(1) Promoter of students' learning

(2) The cooperator of students' inquiry.

(3) the guidance of students' development

(4) Innovators of personalized teaching.

Quality education emphasizes that teaching should be oriented to all students, all-round development and personality development of students, so as to provide guarantee and lay a foundation for students' sustainable development in the future. This requires teachers to care about students, love students and understand every student; Understand their personality characteristics, hobbies and ideas; Understand what they want and what they don't want; Help them solve problems in life, overcome difficulties in study, let them get rid of ideological burdens and worries, and put more energy into their studies in order to better improve their academic performance; In students' learning and inquiry activities, teachers often bring guidance, help and service to students' inquiry activities as wise elders, with their own knowledge and experience, and with their own insight and decision-making power, playing the dual roles of guidance and service.

This requires me to put down my airs in future teaching, abandon the concept of "I can only teach you" and the teaching path that leads students, so that students can learn independently, speak freely if they don't understand, and communicate with teachers and students. Only in this atmosphere can students give full play to their intelligence. After asking questions, students should be given the necessary time to think, so as to explore the real benefits, not the form.

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

It is necessary to understand students' ideas, give targeted guidance, and organize students to cooperate and exchange, and draw relevant conclusions. Therefore, in the teaching process, teachers should pay attention to cultivate students' desire to learn mathematics, cultivate good study habits, create lively and interesting learning situations, attach importance to students' practical activities, pay attention to students' learning process, and master the use of teaching materials, so as to realize the transformation of students' learning methods and help improve students' potential.

Through this study, I will reflect on my own practice and apply what I have learned, which is the biggest gain of my future training. I will work harder in teaching and scientific research, apply what I have learned to the classroom, optimize the classroom, and attach importance to the cultivation of students' good habits.

Mathematics teacher training log 3 Network training for a few days, although the time is very short, but reunited my student dream. Moved to learn, reflect in learning, harvest in reflection, and harvest this hard-won day. The inculcation of experts has sublimated my educational concept and enriched my educational theory. Various forms of training have made me deeply feel the importance of learning theoretical knowledge and have a deep understanding of educational concepts and educational science theories. I have benefited a lot from practice. For the future work, I have accumulated strength, cleared my mind and made my goals clearer. As a teacher, we should implement quality education, teach and educate people, and strive to be the vanguard of implementing quality education.

1. In the teaching method of mathematics course, it is emphasized that teachers should guide students to carry out mathematics activities through situations and other means.

During the activity, teachers should understand students' ideas, give targeted guidance, and organize students to cooperate and exchange, and draw relevant conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good study habits, create vivid and interesting learning situations, combine students' actual teaching, encourage algorithm diversification, attach importance to students' practical activities, pay attention to students' learning process, and creatively use teaching materials, so as to realize the transformation of students' learning methods and improve their lifelong learning potential.

2. Independent cooperation and exploration-the theme 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? Mainly the student union, the teacher does not talk, students can learn by themselves, the teacher does not teach, students can put forward by themselves, and the teacher does not do it for them. Teachers should seize the opportunity in the classroom, create conditions for students to study, cooperate and explore deeply, let students learn mathematics through playing, speaking, practicing and discussing, and improve the potential of students' independent learning, cooperative learning and inquiry learning. For example, when teaching two-digit MINUS 42-27, let students self-observation explain the formula by themselves, and then combine a series of activities such as playing, speaking and practicing through exchanges and cooperation, so that students can learn independently, cooperate and communicate, and explore deeply, which not only enables students to easily grasp the information they have learned, but also can start thinking. Students are enthusiastic about learning and actively participate in learning, which truly realizes the change of students' learning style and makes the classroom full of vitality.

3. Connecting with the reality of life-making mathematics learning live.

According to the age characteristics and life experience of primary school students in grade one, students should learn from life and things around them that students can usually see and touch, so that students can truly understand mathematics knowledge in the perception of concrete images. Mathematics comes from life and serves real life. For this reason, in teaching, I try my best to create conditions for students, connect mathematics learning with reality and practical activities, make students feel that there is mathematics everywhere in their lives, and improve their potential to ask, analyze and solve problems. Such as: counting stationery; What can 6, 7, 8, 9, 10 represent in practice? In this way, students can connect mathematics with life, which not only stimulates students' interest in learning, but also enables students to fully mobilize their existing life experience to study and improve their learning potential.

You can't walk out of the closed door by following the rules, because you can't make beautiful fairy tales by standing still. In the vast sky of the new curriculum reform, we should not be afraid of failure, keep working hard and keep innovating. It's a long way to go, Xiu Yuan, and my top-down pursuit.

From this training, I feel that as an ordinary people's teacher, the ultimate pursuit and expectation is to form a unique teaching style, rather than being a "teacher" forever. If you want to take this step, you have to pay constant hardships and efforts to truly realize the glory of self-study. Success and achievement are what everyone yearns for, and you are constantly striving for it, in which you have experienced the ups and downs of life and career.

Journal of Mathematics Teacher Training 4 1. Create a democratic atmosphere and let students dare to ask questions.

Pupils are active in thinking, eager for knowledge and curious about things, which is the seed of problem consciousness. However, whether this seed can germinate depends on whether there is a suitable environment and atmosphere. In the actual classroom teaching, many students still have questions to ask, even if they have questions, they dare not ask, or they have no chance to ask at all. To a great extent, the reason for this phenomenon is that teachers have not really changed their educational concepts and paid insufficient attention to the cultivation of problem consciousness. To cultivate students' problem consciousness, teachers should first change their educational concepts. In my opinion, as a primary school teacher, in addition to having an amiable attitude, generous appearance, clear and passionate words, we should also establish a new concept of teachers, respect every student and advocate "no restricted areas for thinking". Create a thoughtful, relaxed, free and harmonious teaching atmosphere, establish an equal and democratic relationship between teachers and students, eliminate students' fear and encourage students to question and ask questions boldly. If a student asks a question, cheer for him loudly at once: "Good question!" Or, "Why didn't I think of that?" "When students discover and ask questions themselves, they should say to all students with a smile," Who has a unique idea for such a good question? "

Second, create a question situation, so that students want to ask.

The so-called problem situation is to expose students to the atmosphere of studying new and unknown problems, so that students can learn mathematics in the dynamic process of asking, thinking and solving problems. It is the carrier for teachers to impart knowledge and students to learn knowledge. In teaching, we should deliberately create a problem situation that is conducive to students' lively mathematics learning, so that students can immerse themselves in this situation, thus generating a strong demand for questions and an urgent inquiry psychology, making them willing to ask questions and cultivating students' problem consciousness.

1. Create question situations that can stimulate students' interest.

Interest is the best teacher and the most direct factor that affects students' learning consciousness and intention. Pupils' interest stems from curiosity. In teaching, we should pay attention to creating interesting problem situations, try our best to attract students' attention to mathematical problem situations, integrate abstract mathematical problems into novel and interesting situations, and explore, solve and master new knowledge with strong interest. For example, before teaching the concept of volume, you can tell the story of crows drinking water to guide students to think: crows can't drink water at first, so why do they drink water later? What is the relationship between the stones put in and the rising water level? What does this phenomenon mean? A stone stirs up a thousand waves. According to the recalled stories, answer the questions designed by the teacher step by step, and the students will immediately think, "Yes! What is the reason? " This has aroused students' strong thirst for knowledge and curiosity, and they really want to find the answer to the question.

2. Create a problem situation close to students' life.

Mathematics originates from and serves life. In teaching, teachers should start from students' life experience and create a familiar situation of life problems for students, so that students can experience that math problems are around them and in their own lives. For example, when teaching "Understanding the Circle", I designed the following scene (courseware presentation): A little monkey rides a car with rectangular, square, triangular, oval and round wheels on the road one after another, and only a car with round wheels can run smoothly. Along the way, the monkey's potholes were very funny, and the students were full of interest. With the question "Why should the wheel be designed as a circle", they are eager to devote themselves to new knowledge.

3. Create an open and challenging problem situation.

Suhomlinski said: "There is a deep-rooted need in people's hearts, and that is to expect themselves to be a discoverer, researcher and explorer." In teaching, teachers should be good at creating some open and challenging problem situations, correctly guiding and cultivating students' reasonable achievement needs, stimulating learning motivation and enhancing self-confidence. For example, when teaching "Comparison of Perimeter and Area between Rectangle and Square", put students in the situation of living room decoration to make them want to participate in the design, and then think: What aspects of decoration can we solve? Let the students understand that the laying of the floor should consider the area of the living room floor, and the problem of kicking the corner line should use the knowledge of perimeter.

Third, guide the way of asking questions so that students can be good at asking questions.

After students have the potential to dare and want to ask questions, they don't have to be able to ask questions properly and highly. Therefore, teachers must guide students to gradually learn to look at problems from a mathematical point of view, carefully design problems, guide students to question boldly, and encourage students to find problems to the maximum extent.

1, pay attention to demonstration, and guide students to "reverse three" through teachers' "drawing inferences from others"

Teachers can choose some typical topics to guide students to analyze from multiple angles. For example, after the teaching of the example of "proportional distribution", students will naturally question: Can this kind of problem be solved by normalization and fractional method, and can it be solved by other methods in the future? Through such training, students can learn how to ask questions and lay a good foundation for learning to ask questions.

2. Ask questions about conventional solutions

Students are usually encouraged to question, evaluate and expand their ideas about conventional solutions in order to seek unique and novel solutions. If the size of 3/4 is compared with the size of 6/7, most students will not hesitate to solve it in points. Few students proposed to change 3/4 to 6/8, and decided that 3/4 was less than 6/7, so they should be encouraged to explore with heart.

3. Ask questions to teachers to improve students' questioning potential.

In the process of learning, after students form the habit of asking questions, there is room for students to ask questions in teaching, so that students are always in the state of asking questions actively. For example, when teaching "the benefits of fractions", after the new lesson, let students question the knowledge of this lesson. The student asked, "Teacher, why is half of a piece of paper, half of two pieces of paper is one piece of paper, and half of four pieces of paper is two pieces of paper, which is also half, but the number of sheets is different?" Teachers organize students to discuss, so that students can refuse to argue, ask their own questions, find their own rules, sum up their own conclusions and improve their questioning potential.

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

Mathematics comes from life, exists in life and is applied to life. Teachers should combine mathematics problems with real life as much as possible, use teaching materials creatively, collect relevant mathematics knowledge from life, guide students to find some challenging problems, and ask questions in discovery and inquiry. For example, when teaching "the preliminary understanding of decimals", arrange students to go to the store to investigate the expression method of commodity prices in advance; When teaching "Yuan, Jiao and Fen", we should create a shopping environment for students to use in practice and analyze mathematical problems in production and life with existing mathematical knowledge.

In a word, cultivating students' problem consciousness in primary school mathematics, making students dare to ask, want to ask and be good at asking in a relaxed, free and harmonious learning environment, will inevitably improve and develop students' innovative thinking potential.

Mathematics teacher training log 5 By participating in distance education and training, I make full use of the time of training activities to study, which feels both hard and rewarding. There is both pay and new income. Although we have never met, distance learning has brought us closer. It has improved its basic quality and comprehensive business potential in an all-round way, and has played an intentional role in promoting its future development. I think in my future work, I should do the following:

First, change ideas and update them.

I devoted myself to the study of online training, and I should have achieved three "consciousnesses": consciously participating in online learning and training, consciously participating in discussions, and consciously handing in homework. Through training, I have made clear the essence of modern education and what kind of quality requirements the curriculum reform puts forward for teachers. Through in-depth study, I made it clear that as a teacher, I must constantly improve myself, enrich myself, have rich knowledge and solid teaching basic skills, otherwise I will be eliminated by the times, enhance my sense of urgency, crisis and responsibility in learning, establish the educational thought of "student-oriented development", constantly update my teaching concept, and fundamentally change my teaching behavior and students' learning methods.

Second, study hard and understand deeply.

Through research and study, I learned a lot of knowledge, created a broad learning world for me, and enabled me to master advanced educational concept knowledge and methods. I think the composition of the theory has been greatly improved.

Third, reflect on teaching work and keep making progress.

In teaching, I constantly think about the shortcomings in my work and strive to improve my professional level. I keep learning from excellent backbone teachers and consulting thoughtful teachers.

Fourth, based on the classroom, enhance their own value in practice.

Classroom is the main position for teachers to reflect their own values. In line with the concept of "all for the students, all for the students", I fully integrate my love into the students. In the future teaching, I will try my best to apply the new curriculum ideas I have learned to classroom teaching practice, based on "using new and old textbooks and practicing new ideas." Strive to make my mathematics teaching more distinctive, form a unique teaching mode, better reflect the requirements of quality education and improve the quality of mathematics teaching. I deeply understand that teachers' words and deeds affect students and will set an example for them. Ideological education should always be unremitting, focusing on cultivating students' good moral quality, study habits, work habits and polite behavior habits.

Through this national training study, I am deeply touched. Really realize that "it's never too old to learn, but not too much to learn", in short, people should learn all the time throughout their lives. As teachers through the ages, all these require teachers to keep learning and improving, and to be innovative teachers, research teachers and guiding teachers. If teachers don't realize the necessity and importance of autonomous learning, and use the knowledge and concepts your teacher taught you decades ago to educate students at the moment, isn't that wearing new shoes and taking the old road? I think teachers nowadays should have dual identities: both teachers and students. Teachers study to "educate people". As teachers, our study is not ordinary study, but based on the study of an educator. Our ultimate pursuit is to educate good people, and learning for "educating people" is the bounden duty of teachers. We should participate in all kinds of training and continuing education organized by higher authorities, constantly learn new teaching methods and new teaching concepts, make ourselves a "source of living water" and better nourish students' thirst for knowledge.

In the future study process, I will actively study hard, increase my knowledge, make full use of this knowledge and apply it to the classroom to improve the teaching quality.