Primary school mathematics teacher teaching case analysis sample

Primary school mathematics teaching should be carried out in conjunction with primary school students’ cognitive development levels and existing knowledge and experience, so as to provide students with opportunities to fully engage in mathematical activities. Below are some primary school mathematics teacher teaching case studies that I compiled. I hope you like it!

Primary school mathematics teacher teaching case analysis sample 1

The new curriculum standards place moral education as very important status. The new curriculum standards guide us to cultivate students' patriotism and collectivism spirit, establish socialist democracy and legal consciousness, abide by national laws and social ethics, and gradually form a correct world view, outlook on life, and values; have a sense of socialist responsibility and strive to serve the people , to enable students to become a new generation of people with ideals, morality, culture, and discipline. These requirements fully illustrate that moral education plays an important role in our education and teaching process. Mathematics, as a basic subject, must also pay attention to moral education. Therefore, the main tasks of mathematics teachers are not only to impart mathematical knowledge and cultivate logical thinking and computing skills, but also to provide effective ideological and moral education to students in combination with mathematics teaching. As Suhomlinsky said: The goal of intellectual education is not only to develop and enrich intelligence, but also to form noble morals and beautiful qualities. ?However, as an educator, when listening to the public lectures of some outstanding teachers in schools, I sometimes find that some teachers are not strategic enough to incorporate moral education into mathematics teaching, and they are suspected of taking over the subject.

You have a big watermelon. How are you going to divide the watermelon on Mother's Day?

Student 1: Mother's Day is here. I'm going to divide the watermelon into two equal parts and leave half of it for my mother. I keep half. ?

?Why do you divide it like this? The teacher asked.

Student 1: Half for me and half for mom, the same amount, so no one suffers. ?

The teacher did not make any evaluation.

Student 2: Mother’s Day is here. I divided the watermelon into 8 equal portions. I gave 5 portions to my mother and I kept 3 portions. ?

?Why do you divide them like this? The teacher asked with a smile.

Student 2: Mom works hard, I should give her more on Mother’s Day. ?

?You are really a good child who honors your parents!? The teacher praised her enthusiastically.

Other students raised their hands and answered that they should divide the watermelon into 6 parts, 9 parts, 12 parts, etc. They all said that they should give more to their mothers on Mother’s Day, and the teacher praised them one by one.

At this time, Student 3 raised his hand and answered: "I will give all this watermelon to my mother." ?

The teacher was stunned and quickly asked with a smile: Why did you do this?

I don’t like watermelon at all, so I gave it to my mother. ?

At this time, the smile on the teacher's face suddenly solidified, and he said in surprise: "Why do you give your mother something you don't like to eat? There is something wrong with your thinking!"

Case 2:

[Zu Chongzhi, you are so great]: When another teacher was teaching the calculation of the circumference of a circle, after the students discovered pi, the teacher thought that this should be "penetration". Patriotism education, so after introducing the relevant historical materials of pi research, I asked this question: What do you want to say to the mathematician Zu Chongzhi?

The students were excited.

Student 1: I want to say: Grandpa Zu Chongzhi, you are so great!

Student 2: Grandpa Zu Chongzhi has a diligent and rigorous research spirit. Zu Chongzhi, I admire you.

Student 3:?

The students thought that was the end, but the teacher continued to use the topic to express himself: So, what should we do in the future?

The children are very smart. Under the guidance and encouragement of the teacher, they all speak out their bold words.

However, the ten minutes of classroom teaching time passed like this.

Case 3:

[The last question is wrong]: I remember once attending an open class by a primary school mathematics teacher. He wrote five questions on the blackboard for a Student performance.

3?9=27 4?9=36 5?9=45 6?9=54 7?9=62

When the students finished writing 62, most of the students in the audience They all shouted loudly: Teacher, she was wrong, the last question was wrong.

My first reaction at the time was that she had calculated the last question wrong.

I thought that the teacher would immediately help correct the student’s mistake, but unexpectedly he said something that I still remember vividly. He said: The last question was wrong, but why did everyone only say that she was wrong about this question and not say that she got the first four questions right? It seems that it is so easy for us to discover other people's shortcomings and ignore them. The strengths of others. When we face a person, we must first look at his strengths and treat others with tolerance...?

If our teachers treat us with a tolerant heart students always show a tolerant attitude in class. I believe this is better than the "indoctrination-style moral education" where the teacher simply emphasizes preaching.

With the development and progress of society, we have become more and more aware that the first task of education is to educate people, and the second is to educate talents. Ideological education and humanistic education should permeate every class. So how to carry out ideological education appropriately in mathematics classroom? This is a question worthy of consideration by every mathematics teacher. I feel that ideological education in mathematics classrooms cannot be far-fetched or mechanical. It must be used at the right time and in the right place to achieve the desired results. Teaching must be educational, which is a basic law of the teaching process. In specific teaching, students can not only receive education from knowledge, but also receive ideological and moral education subtly from the teacher's teaching attitude, work style and thoughts and emotions. The so-called teaching and educating people is precisely this principle. However, this kind of education must overcome two erroneous tendencies: one is to overemphasize the ideological and educational significance of teaching, regardless of the specific characteristics of the teaching content, and carry out empty, label-style ideological education; the other is to completely ignore teaching The educational significance of teaching is simply to enable students to acquire knowledge and skills. It only teaches but does not educate people. If we calm down and look at the three teaching cases above, a problem arises.

In Case 1, the student gave the watermelon he didn’t like to eat to his mother. Is there something wrong with his thinking? If we look at it from another angle, we should see that this child has an honest quality. Children have the courage to tell the truth, but we adults often lack this courage. On the contrary, adults may cover themselves up with hypocrisy and insincerity. Not only that, sometimes for the sake of "ideological education", we are still educating our children to tell lies and encouraging them to tell lies. They gradually learned that telling the truth was sometimes inappropriate and would result in reprimands, while echoing the teacher's ideas would also result in praise from the teacher. What a terrible education! How can we cultivate a healthy character without sincere education?

In Case 2, in order to inspire students’ sense of national pride and educate them on patriotism during mathematics teaching, does the teacher have to let the children speak out? What others question is the nature of this teacher. Is it a mathematics class? Or an ideological and moral education class? The kind of teaching method that pursues simple "embedded" or "labeled" teaching methods in the teaching process; the kind of far-fetched and forced ideological education into the teaching content. I think all methods are undesirable. This will only encourage students' bad habits of talking empty words and saying things that go against their intentions, and ultimately make mathematics teaching and ideological and moral education end up in a lose-lose situation. I believe that the most important thing in mathematics teaching is to infiltrate the enlightenment education of dialectical materialism into students. During the classroom teaching process, teachers should focus on cultivating students' serious, meticulous, rigorous and realistic learning attitude and good habits of positive thinking.

Looking at the first two cases and comparing them with the teacher in Case 3, it is not difficult to see that the teacher in the end did just the right thing.

Make ideological education and teaching content closely integrated, let it come naturally, do not be artificial, do not force moral education on students, pay attention to timely and appropriate measures, students are willing to accept it, and achieve the good effect of teaching and educating!

Primary school mathematics teacher teaching case analysis sample 2

(1) Scenario introduction

1. A smart person came to our classroom today. Do you want to know who he is? (Show the cartoon image of Afanti) Who knows him?

2. The teacher introduces the story of Afanti drawing the lottery of life and death. (Afanti was a very smart man in ancient times. He liked to help people. Therefore, everyone liked him very much. But in ancient times, kings and rich bad guys were afraid of him. They always wanted to kill him and found a crime. Lock him up. At that time, there was a regulation in this country that when a criminal was executed, he had to draw a lot for life and death. If he drew a lot for life and death, he would not have to die. In order to make Afanti die, the king put 2. Each word was written as "death". Someone told Afanti about this. The next day, when the king asked Afanti to draw the lottery "life" and "death", he swallowed a paper ball calmly. Everyone was surprised why he did this. Afanti said: "The lottery you swallowed is mine. Please open the remaining lottery. If it is death, then mine is life." Afanti uses his. Wisdom escaped. Today, he came to our classroom to see if his classmates used wisdom to solve problems like him.

2. Explore new knowledge

1. Take out a box and put a red ball and a yellow ball in it.

Teacher: Afanti said: I took a ball, what color do you think it is? (Some students said it was red, some said it was yellow), students come up and try it. try.

Teacher: Why is this happening? If Afanti tells you that he is not holding a red ball, then do you know what color he is holding? What do you think?

2. Teacher: Afanti praises you for your words. He wants to play games with his classmates. (Invite two children to come up, one with a math book, one with a Chinese book, and hide the books behind their backs.)

(1) Student XX said: What I got is not a math book. Please guess. Guess, what book am I holding?

(2) Communicate with deskmates.

(3) Report. (Required to be organized and state the reasoning method)

3. Teacher: Afanti brought 3 animal cards. They are: rabbit, dog and cat, ready to be given to 3 children. (Show Question 3 on page P101 and help name the three children)

(1) Ask students to read what the children in the picture said and tell them how it is different from the book guessing game just now.

(2) Group communication. Each student is required to talk about what he thinks.

(3) Report (pay attention to guide organized reasoning)

4. Game

(1) Group of 3 people, imitate the example on page P100 of the textbook 3. Assign roles.

Talk and guess like them.

(2) Invite two groups to demonstrate and name students to talk about reasoning methods.

Three Consolidate New Knowledge

1. Teacher: Afanti praises the students for their good performance, and also came up with a question to test you. Are you confident?

(1) Let the students look at question 4 on page P101, and the classmates tell each other how many times they took each shot?

(2) Report, name individual students and talk about how they reasoned.

Four Summary

Students, have you mastered the knowledge learned today? These are simple reasoning knowledge in mathematics. We often encounter these problems in life, Afan I hope that when we encounter these problems in the future, we can calmly reason and judge and find solutions.

5 After class game: (The class is divided into 3 groups and leaves the classroom as required.) The first group is not the first to go out, and the second group follows the third group.

Which group of students walked out of the classroom first?

[Reflection after class]

The teaching goal of this lesson is mainly to initially cultivate students' ability to express their reasoning in clear language and in an organized manner. process. Many students know how to solve most of the problems they encounter, but it is more difficult for them to express them in an organized manner. The focus of this teaching period is to enable students to express their reasoning in an organized manner through observation and thinking. Therefore, I use the following teaching methods in teaching.

Feel the fun of mathematics in stories

The "Mathematics Curriculum Standards" point out that primary school students pay more attention to interesting and novel things in the learning process, and stories are the most important part of children's growth. A favorite companion that accompanies children as they grow up. It can focus students' attention and interest in learning. During this teaching period, I use stories that are somewhat related to the teaching content to introduce new lessons. The stories not only provide a preliminary understanding of reasoning knowledge, but also importantly allow students to establish their love for witty characters and their interest in learning mathematics from an early age.

II. Feel the fun of mathematics in games

Interesting games can stimulate students' interest in learning and activate students' thinking. In teaching, I designed to change the example questions into demonstrations and group games for students to participate in, so that students can personally experience the situation. Being able to express the reasoning process clearly and methodically can turn a relatively monotonous section of reasoning knowledge into a vibrant one. Many students are vying to express their own reasoning methods.

There are also some shortcomings in teaching, that is, some students have weak language expression ability and cannot use organized mathematical language for reasoning and expression. Therefore, in future teaching, we should focus on allowing students to practice their "speaking" ability, allowing students to express their own ideas, and improving students' mathematical language abilities.

Primary school mathematics teacher teaching case analysis sample 3

With the implementation of the new curriculum standards, teachers will inevitably have to think about whether their educational behavior is in line with the concept of the new curriculum. Teaching should pay more attention to each student's emotions. Healthy and dynamic learning activities and a mutually respectful learning atmosphere are very conducive to the coordinated development of students' non-intellectual and intellectual factors, and are conducive to the formation of healthy personality. It can be seen that it is important to pay attention to students' emotions in teaching. We should really pay attention to students' emotions. Give underachievers more sunshine, let them develop their inner potential, bathe in the bright sunshine normally, and have a sound personality.

Case description:

During one of my teachings, I created such a scenario: I selected the best and worst students in the class for an oral arithmetic competition. , the two sets of questions are as follows: 1: 2, 5X32, 7, 8 6, 5 2, 2 15X (4-0, 5) 2: 100-63 48 39 17X40 The result of the competition is of course that the one with the lowest score wins, and the whole class immediately The students went from confused to enthusiastic. They raised their hands to express their opinions. They were angry about the unfairness of the competition: Among the two sets of questions, the oral arithmetic of integers was of course easier. -------- The development of the lesson was as designed. It went smoothly, but the performance of the students in the competition makes me still unable to calm down to this day: the two "excellent" students cried sadly alone without expressing any opinions, while the two "poor students" performed in much the same way. There was a flash of pride in the students, but there was no smile on their faces. Their expression of "not surprised by honor or disgrace" is still fresh in my memory. Isn't that the realm that many successful people pursue? So when the students were doing their homework, I immediately called "" Eugenics?, gave him a simple explanation. After class, I apologized to the students and said: "Sorry, the teacher only considered the poor students when setting the questions. He wanted to help the poor students, give them opportunities and build their confidence, but did not consider your feelings." ?He also focused on helping him analyze the reasons for ?crying? in the hope that he would become stronger and calmer when he encounters difficulties. For the poor students, I asked him why he was unhappy after winning. I praised his progress and encouraged them to continue working hard. At that time, I saw his happy smile.

Case analysis:

One: Teaching should pay more attention to the emotions of each student

There is such a paragraph in "Interpretation of Mathematics Curriculum Standards": "As a promotion Students' general development of mathematics learning should pay more attention to the emotional factors of learning. In fact, healthy and dynamic learning activities, independent thinking and cooperative communication learning methods, self-confidence and mutual respect for the learning atmosphere are very conducive to students' very The coordinated development of intellectual factors." This shows the importance of paying attention to students' emotions in teaching.

Educator Zankov said, "Once the teaching method touches the students' emotional and will areas, and touches the students' spiritual needs, this will This teaching method plays a highly effective role. "As a way to promote students' general development, mathematics learning should pay more attention to the emotional factors of learning, especially the emotions of "poor students". In fact, healthy and dynamic learning activities, independent The learning method of thinking, cooperation and communication, the learning atmosphere of self-confidence and mutual respect are very conducive to the coordinated development of students' non-intellectual and intellectual factors, and are conducive to the formation of healthy personality. And a class of "poor students" can best reflect the final effect of learning mathematics. By This shows the importance of paying attention to students' emotions in teaching.

The purpose of creating the scene of this lesson is to arouse the emotional excitement of the whole class. Through the "accident" of poor students calculating faster than good students, it can attract students' attention and stimulate students' interest in learning. , actively think about discovering the characteristics of the question, and understand that the essence of simple algorithms is "rounding up". Educator Zankov said: Once the teaching method touches the students' emotional and will areas, and touches the students' spiritual needs, this teaching method will play a highly effective role. ?For most students, the design of the class achieved the expected results, but when I saw the crying expressions of the excellent students and the "not shocked by honor and disgrace" of the poor students, I knew that I failed for them. Obviously, this Not their spiritual needs. As mathematics learning promotes students' general development, more attention should be paid to the emotional factors of learning. In fact, healthy and dynamic learning activities, independent thinking and cooperative communication learning methods, self-confidence and mutual respect in the learning atmosphere are very conducive to the coordinated development of students' non-intellectual and intellectual factors, and are conducive to the formation of healthy personality. ?It can be seen that it is important to pay attention to students' emotions in teaching.

Two: In teaching, we should consider more encouragement for poor students and conduct frustration education for good students

When answering questions to the teacher, what happens after the "poor students" are praised by the teacher? This kind of surprise made me unforgettable for a long time. What made their eyes always shine with that excited look? Over time, I discovered that it was nothing else, but a word of praise from the teacher. Why don't we give more praise to "poor students"? , more encouragement, more sunshine. This will not only allow them to be encouraged, but also to bathe in the bright sunshine normally and have a sound personality. We must also always pay attention to the emotions of "poor students". There is no education without emotions. The education of life. In the classroom, when the teacher enters the emotional world of "poor students" with true feelings, feels the soul with the heart, and wins emotions with emotion, the "poor students" will repay you with twelve points of enthusiasm, like you, and accept you. The knowledge taught, like learning mathematics.

Looking at it from another level: What benefits students the most is the teacher’s care. He became strong in the face of countless setbacks and blows, and this quality will pay dividends throughout his life. Therefore, frustration education is an important lesson in life, and eugenics who have a smooth academic life rarely suffer setbacks, so they cry endlessly after losing in an irregular competition. Someone specifically studied the biographies of 293 famous foreign writers and artists and found that 127 of them had suffered major setbacks in their lives. The saying "Since ancient times, heroes have suffered hardships, and dandies have never been great men" shows that most accomplished people are formed by hardships. Mencius pointed out: "When heaven is about to entrust a great responsibility to a person, he must first work hard on his mind and body. Starving one's body and skin, and depriving one's body all show that frustration education is an indispensable nutrition for children's growth, and the same is true for eugenics.

Recalling the previous teaching episode, the teacher expressed guilt for his unconscious behavior of neglecting to respect the students' personality. But mental activity is obviously eugenic.

In the family and school environment, "eugenics" almost grow up in "preferential treatment". There are characteristics such as fear of difficulties and poor mental ability to withstand setbacks. In fact, it is impossible for children to avoid setbacks in their lives. Teachers have the responsibility to make them immune as early as possible. Let them be calm and calm in the face of difficulties and setbacks, and avoid nervousness and negative emotional reactions. Being able to be calm in the face of setbacks cannot be achieved by preaching alone; children must experience setbacks in order to transcend them. Therefore, teachers should also pay attention to designing the educational environment in education and teaching, and should not blindly create an educational environment for students where all needs can be easily met, let alone hinder their opportunities to properly accept difficulties and setbacks. Education without emotion is education without life. In the classroom, when the teacher enters the emotional world of the students with true feelings, feels the soul with the heart, and wins the emotion with emotion, the students will repay you with 12% enthusiasm, like you, accept the knowledge you teach, and like learning mathematics. .

This makes me understand: only when the emotions between teachers and students resonate in the classroom, students will actively participate in mathematics learning and achieve the purpose of effective learning. Pay attention to students and care for students, so that students can be close to their teachers and believe in their teachings. Instead of rigid indoctrination, teachers and students can discuss together and make the boring mathematics classroom full of emotion and vitality. If teachers just talk and students just listen, there will be a lack of emotional communication between teachers and students, which will make the classroom atmosphere dull, students' emotions suppressed, their thinking idle, and their learning effects poor. Therefore, teachers must carefully design teaching based on the needs of teaching. During each session, more interesting activities are organized to meet the emotional needs of students and allow them to learn knowledge in a relaxed and pleasant atmosphere.