Three math lessons in primary schools.

Model essay on primary school mathematics lecture 1

These two days, I watched the relevant videos of the national primary school mathematics quality class. The teacher's speech was wonderful, which made me feel very rewarding. Not only did I appreciate the excellent teaching styles of several teachers, but I also felt the flexibility of the primary school mathematics classroom. Let's talk about what I feel most in these classes from the following points.

First, lay a solid foundation for teaching and flexibly control the classroom

What I feel most is that the players have solid basic skills, strong ability to organize and control classes and high theoretical level. Every teacher's class is real, unlike the previous classroom pursuit of tricks, flashy. As the saying goes, "Rome wasn't built in a day", we should have the spirit of dripping water wears away the stone, start from scratch and persistently accumulate experience.

The second is to pay attention to the creation of situations and introduce new courses skillfully.

Carefully create teaching situations, create situational teaching in different ways, and create teaching situations that meet the teaching content in combination with the actual life of students. Students are interested in studying in a more intimate and natural environment. For example, the first section, the meaning of decimal, the teacher introduces himself, such as: height 1. 75 meters, weighing 64. 5 kg, vision: 4. 2,4。 6。 It embodies the difference between decimal and integer and the meaning of decimal. Situation effectively stimulates students' interest in learning, makes boring mathematics knowledge come alive, and is conducive to stimulating students' thinking, which is both effective and reasonable. When teaching the statistical chart of compound broken lines, the teacher thought that the school would hold a one-minute skipping competition. Which teacher should I choose to take part in the competition in the fifth grade? The creation of situation not only stimulates students' interest in learning, but also closely links mathematics with life.

Third, pay attention to students' emotions and attach importance to the formation process of knowledge.

Several teachers can let students solve problems independently, and some slightly complicated problems in teaching are solved by students through their own words, hands and brains. And teachers constantly encourage students to actively try and explore problems, so that every student has the opportunity to participate in thinking and express their opinions, so that every student can become the master of mathematics learning. For example, when learning the calculation formula of parallelogram area, the teacher first asks the students to guess, then verifies it in groups, and finally reports the exchange. The students verified their guesses in various ways and got the final calculation formula. For students' difficult problems, teachers patiently inspire and guide, highlighting the teaching concept of teacher-led and student-centered.

Fourth, the teaching courseware is skillfully made, which gives full play to the important role of multimedia technology in classroom teaching. Learn 23? 12, the teacher skillfully used the grid diagram to make students understand 23? The arithmetic of 12 has broken through the difficulties. Vivid image, attracting students' attention. Fully stimulating students' interest in learning is more conducive to students' firm grasp of what they have learned.

Fifth, the examples are exquisitely designed to stimulate students' interest.

For example, when learning the meaning of fractions, after learning the knowledge points in this section, teachers and students play a small game to imitate 0. Introduce 5 and ask students to ask other decimals: 0. 80,0。 Introduce yourself, let students consolidate the knowledge of this lesson in a pleasant atmosphere. When learning to multiply two digits by two digits, the whole practice process is designed, from easy to difficult, spiraling up, and students are highly motivated. Especially distinguish right from wrong: let students find problems and tell them where they are wrong, correct their mistakes and deepen their understanding of difficulties.

Fifth, pay attention to the role of study groups and give full play to collective strength.

The main body of discussion and communication is the study group. Cooperation and communication are important ways to learn mathematics. Through group cooperation, discussion and communication, we can find the rules and draw conclusions. Teachers summarize, evaluate and modify students' reports, which improves students' enthusiasm for autonomous learning.

Sixth, the teaching language is infectious.

Classroom evaluation is timely and pays attention to students' emotions. In these classes, every teacher can make a positive evaluation of the students' answers, especially the strategies to solve the parallelogram area problem. The teacher's kind teaching attitude, cadence and positive encouragement to the children make the whole class full of vitality.

Through this study, I deeply realize that the mathematics classroom under the new curriculum should be more interesting, exploratory and challenging, full of vitality and vigor, so that students can activate their interest in learning through independent exploration and cooperative exchange, and then continuously cultivate their innovative consciousness and spirit. In classroom teaching, teachers should be good at guiding and promoting students to actively explore, dare to practice and be good at discovering. At the same time, I also realized my own shortcomings. In the future work, I will continue to learn and accumulate, and strive to improve my business ability.

Model essay on the experience of participating in the second class of primary school mathematics

Today is an unforgettable day. In a very short period of time, I was lucky enough to observe the exhibition and evaluation activities of excellent primary school mathematics courses, which made me deeply feel the life and art of primary school mathematics classroom teaching. New ideas, new feelings and new thinking can be described as follows: classroom teaching is a broad stage where "different people have different opinions", so that every family can show their elegance. At the same time, it is also a good opportunity to learn from each other, learn from each other's strengths and constantly improve themselves. So I can only share with you some superficial views of my personal lectures.

1. In class, teachers can create interesting learning scenes for learning according to the characteristics of primary school students and stimulate their interest in learning. Make full use of the psychological characteristics of primary school students, such as curiosity, activeness and inquisitiveness, and closely combine the characteristics of mathematics to create a learning situation that makes students feel real, novel and interesting, arousing their psychological doubts, so as to create the mentality of "thinking but not getting it". The ancients said: "Learning is expensive and doubtful, small doubts make small progress, and big doubts make great progress." Teachers ask questions, set suspense, inspire them to think positively, stimulate students' thirst for knowledge and arouse their strong interest in exploration and pursuit. Promote the transformation of students' cognitive emotion from potential state to positive state, from spontaneous curiosity to strong thirst for knowledge, produce an eager sense of subject exploration, and realize the synchronous development of teachers and students' psychology in classroom teaching. Set doubts and guide thinking, so that students can devote themselves to learning with enthusiasm. Teachers are the guides of teaching, constantly revealing new contradictions in knowledge and allowing students to think and solve problems with mathematical ideas. Finally, the concept of cognition is obtained.

2. In these high-quality classes, teachers let students explore the methods to solve problems independently. In the whole class, every teacher patiently and effectively guides students, which fully embodies the teaching concept of "teachers take students as the main body, students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning". Teachers' language is concise and rich, and it is worth learning to encourage students' language. Teachers of these high-quality courses pay attention to students' real life, create realistic life scenes for students, give full play to students' main role, guide students to learn independently and cooperatively, make people learn valuable mathematics, and different people get different development in mathematics, which embodies the teaching concept of the new curriculum.

3. Each class showed new ideas. To some extent, it helps students to truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, and gain rich experience in mathematical activities, so that students can make progress and development in thinking ability, emotional attitude and values while gaining mathematical knowledge. Let students learn valuable mathematics, make mathematics closer to life, and let students take the initiative to learn, because mathematics comes from life and serves life. Teachers integrate mathematics problems into life, because life itself is a huge mathematics classroom. Our mathematics teaching should be as close as possible to students' lives, so that students can realize that there are mathematics everywhere in life, and there are also truths in mathematics. Strengthen the practicality of mathematics teaching, find the prototype of life for mathematics, and let students experience that "learning mathematics" is not "remembering, memorizing, practicing and testing mathematics", but "doing mathematics". In teaching, students should be the main body and teachers should take the lead, and teachers should help students actively construct knowledge through "guidance". Give full play to students' initiative, enthusiasm and initiative, and finally achieve the goal of enabling students to effectively construct the meaning of what they have learned at present. Let students actively acquire knowledge through activities, and combine perceptual practical activities with students' inner feelings and experiences to promote students' healthy growth and better develop their abilities in all aspects.

4. Through one day's study, I have a new understanding of teaching, that is, teachers attach importance to the close connection between mathematics and the real world, attach importance to the content being close to the reality of students' lives, present it in various ways, attach importance to students' master position in mathematics learning, and attach importance to providing students with space for positive thinking and cooperation and communication; Pay attention to changing traditional learning methods and cultivate students' innovative consciousness and practical ability; Pay attention to stimulate students' interest in learning mathematics and cultivate their awareness and ability to solve problems. 5. Mathematics knowledge, ideas and methods must be understood and developed by students in real mathematics learning activities, rather than just relying on teachers' explanation, imitation and memory. Mathematics itself comes from life, and real life is full of mathematics. We pay attention to starting from students' familiar life situations, choosing things that have certain mathematical value, are lively and interesting, and are conducive to students' active exploration, creating characteristic problem situations as learning materials, stimulating students' learning strategies and wit, absorbing them to carry out learning activities, feeling the close relationship between mathematics and life, and realizing the significance of mathematics.

In a word, students should try to solve some simple problems in mathematics teaching through their own words, hands and brains. Teachers should encourage students to try actively and explore problems actively. Teaching modes such as "discussion" and "cooperation" can be adopted, so that every student has the opportunity to participate, think and express his opinions and become the master of mathematics learning.

A model essay on the experience of attending the third class of primary school mathematics

I am very lucky to be able to participate in the "Tenth Observation and Exchange Meeting on Deepening the Reform of Mathematics Teaching in Primary Schools in Jiangxi Province". In a short period of three days, I observed the classes of math teachers in 12 primary schools in various cities of Jiangxi province. This course has been fruitful and benefited a lot, which not only made me appreciate the teaching style of excellent math teachers, but also made me feel the importance of players' think tanks, and even made me realize my shallowness and shortcomings in classroom teaching. In the future teaching, I will try my best to do every class well and learn from the excellent teachers around me. Here are some of my experiences: First, a wonderful tutorial is very important.

Almost all of these 12 teachers have carefully designed classroom lead-ins, some in the form of small games, some in the form of riddles, and some in the form of storytelling. Teacher Xu Wenyan took the students into the triangle world with the characteristics of their favorite game-triangle; Teacher Yao introduced simple reasoning by guessing the teacher's age; Teacher Xiong Ying introduced the equivalent substitution with the story of Cao Chong calling an elephant? They stimulate students' interest in learning, enable students to quickly devote themselves to their own teaching activities, narrow the distance between teachers and students, make students more teacher-centered, actively participate in teachers' teaching activities, and improve the efficiency of classroom learning.

Second, teachers are good at creating situations.

In this 12 class, teachers can create interesting learning situations for students according to the age characteristics of primary school students, so as to stimulate students' interest in learning, make full use of the psychological characteristics of primary school students, such as being curious and good at asking questions, and closely combine the characteristics of mathematics subjects to create real, novel and interesting learning situations for students and stimulate students' interest in learning. For example, when Mr. Hong Xu was teaching the "Preliminary Understanding of Decimals", he created the situation of "Red Scarf Small Bank" in Jiujiang Primary School, so that students could devote themselves enthusiastically to their studies. Teachers are the guide of teaching, constantly revealing new contradictions in knowledge, allowing students to think and solve problems with mathematical ideas, making them think in doubt and learn knowledge in thinking. Thirdly, the teacher-student interaction created by teachers is charming and harmonious.

In teaching, teachers have changed the boring classroom teaching according to the characteristics of students' psychological development, thus cultivating students' interest in learning mathematics and stimulating children's thirst for knowledge. Especially in the process of listening to teacher Zhang Yi's Determine the Position, I deeply realized the uniqueness of teacher Zhang's teaching method and the tacit understanding between teachers and students? Seeing every teacher carefully design every class, from language, blackboard writing, pictures to content, that kind of work attitude and enthusiasm is worth learning from each of us. In their class, we seldom see children who don't study because they are deeply attracted by the teacher's class. In the future teaching, I will learn from their excellent experience, make my classroom active, really let students learn in a happy atmosphere, and let students fully participate in mathematics learning, so as to truly feel the charm of mathematics and fully embody the teaching concept of "teachers take students as the main body, students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning".

Fourthly, teachers' evaluation is timely and multifaceted.

In the teaching process, almost every teacher pays attention to timely evaluation and encouraging evaluation, and constantly encourages and praises students, such as "share your achievements with everyone, ok?" "Thank you for bringing different voices to the class." "Because of your mistakes, we have a deeper understanding of decimals." "The students who agree give him your applause." "You know so much." Wait a minute. These seemingly insignificant evaluation languages can arouse a lot of emotional waves in students' hearts and have a very positive impact on the improvement of the whole classroom teaching effect.

Fifth, the teaching courseware is well-made, giving full play to the important role of multimedia in classroom teaching.

Teachers all know that the purpose of using courseware in math class is to save time, and the other is to show the teaching content to students intuitively and vividly. The courseware has high production level and good use effect. It is very creative in the collection of theme materials and audio-visual effects, colorful and fascinating, and most of them cite video files, which are vivid and vivid, enliven the classroom atmosphere and stimulate students' interest in learning. Each class is displayed through multimedia courseware, which makes abstract knowledge more intuitive, easier for students to understand and accept, and more conducive to students' firm grasp of what they have learned.

After studying for three days, * * * listened to 12. After listening to each class carefully, I feel that every teacher has made painstaking preparations, so every class has very bright spots for our reference, study and reference. Of course, there will be discrimination if there is comparison, so I will absorb the essence and try to apply it to the future classroom teaching process to gradually improve and improve myself.

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