Selected Mathematics Teachers' Listening Experience and Understanding of Six Model Essays

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Mathematics teacher's class experience 1

? In Yutian No.3 Middle School, I observed two te

Selected Mathematics Teachers' Listening Experience and Understanding of Six Model Essays

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Mathematics teacher's class experience 1

? In Yutian No.3 Middle School, I observed two teachers' high-quality math classes, and I gained a lot from the half-day lectures. Let me talk about my feelings about this half-day lecture.

? First, teachers are good at creating situations.

? The situation created by teachers in the teaching process has clear goals and can serve teaching. Make students find mathematics interesting by creating situations. Students' learning is the combination of cognition and emotion. Every student is eager for challenges and success brought by challenges, which is the psychological nature of students. Success is a huge emotional force, which can make students have a positive psychological conflict of seeking knowledge. Therefore, in classroom teaching, teachers should consciously set up various situations to provide students with opportunities to challenge and seize opportunities for success.

? Second, teachers carefully design teaching courseware.

? The teaching courseware is well-made, which gives full play to the important role of multimedia technology in classroom teaching. Judging from the collection of subject matter and audio-visual effects, they are very creative, beautiful and fascinating, and they are very close to students' lives, so that they can learn and use mathematics. It embodies that mathematics comes from life, and its application in life makes boring mathematics teaching vivid and intuitive, and fully arousing students' interest in learning is more conducive to students' firm grasp of what they have learned.

? Third, teachers' teaching language is infectious.

? Teachers' teaching language is also very important. Not only should students have accurate mathematics professional language to understand and know knowledge, but teachers should also have timely classroom evaluation, pay attention to students' emotions at any time, praise them more, and mobilize students' learning enthusiasm.

? Fourth, the interaction between teachers and students is fascinating and harmonious.

? In mathematics teaching, according to the characteristics of students' psychological development, boring classroom teaching has been changed, students' interest in learning mathematics has been cultivated, and children's thirst for knowledge has been stimulated. Especially in the process of attending classes, I deeply realized that the teaching methods of these math teachers are different. I feel that there is such a tacit understanding between teachers and students ... I see that every teacher has carefully designed every class, from blackboard writing, pictures to content, and that kind of work attitude and enthusiasm is worth learning from each of us. In their class, there are few children who don't study, because they are deeply attracted by the teacher's class.

? Fifth, pay attention to the learning style of group cooperation in teaching.

? In teaching, we should pay attention to strengthening group cooperative learning, so that students can fully practice and explore the learning content through clear division of labor and coordination, so that students can find answers or laws themselves, cultivate students' cooperative inquiry ability and reflect the exploratory teaching process. The above are some of my experiences in listening to math classes, because the teaching concepts of various subjects are interlinked. I will apply the excellent experience I have learned from listening to the class to my own information technology teaching in the future, so that my class will be more active and students can really learn in a happy atmosphere. Let students fully participate in the teaching of mathematics, in order to truly feel the charm of mathematics! It fully embodies the teaching philosophy of "teachers take students as the main body, students are the masters of learning, and teachers are the organizers, guides and collaborators of learning".

? Experience of Math Teachers in the Second Class

? First of all, I would like to thank the school leaders for providing me with such a learning platform and an opportunity to learn from each other and improve together. Fortunately, I went to the county experimental middle school to listen to the "20 13 National Training Program to send students to the countryside for a quality math class". Now I report my experience after class to the teachers. Teachers all know that classroom teaching is a topic of "different people have different opinions", and everyone has their own unique views on students' understanding. I don't have the level of a teaching expert, and I can't tell you all the thoughts of the experts in this lecture intact. So I can only share with you some superficial views of my personal lectures. Please forgive me for speaking badly. I will talk about the changes in this class activity from the following four aspects.

? (A) also a quiet atmosphere in the math classroom.

? After listening to this activity of sending a quality math class to the countryside, my biggest feeling is that this quality class is different from the past. In my eyes, the previous large-scale open classes were full of excitement. The whole class is full of applause, praise, group discussion, cheerful shouts of games, and the elusive courseware that can stimulate vision, which makes us unattainable. This class has changed a lot, especially the classes of Mr. Song and Mr. Li who came to Wuhan to give lectures. Get rid of a lot of impetuous and formal things. Back to the basics, the classroom has been much quieter, leaving students time for quiet thinking and returning to the abstraction or logic of mathematics classroom. Classroom has become a space for teachers and students to "enjoy" the positive energy of knowledge and transmit information, so that we can truly appreciate the simplicity and solidity of mathematics classroom teaching.

? (B) classroom teaching reflects the taste of mathematics

? It goes without saying that many teachers think that math class must reflect the taste of mathematics. Teachers all know that in order to cater to the spirit of curriculum reform, in some open classes, teachers have added a lot of knowledge about life to their teaching in order to make math classes more vivid and more attractive to students. In order to expand students' knowledge, the teacher increased the knowledge of natural science; In order to enrich the classroom language, we should have feelings and use a poetic general tone.

? Lectures; In order to save time, a large number of courseware with beautiful pictures are used to prepare students' answers in advance, including teachers and students. After a class, it was brilliant and the evolution was dazzling. Students don't know what this course is, so do math, natural science and comprehensive courses, and finally it becomes "four unlike". However, this class embodies the proper taste of mathematics, which is embodied in two aspects: First, the content of this class is close to life, comes from teaching materials, and it is appropriate and too natural, unlike the previous open classes, which only emphasize form, light essence, light results and light process, and only talk about simple mathematical understanding and avoid some abstract algebraic knowledge. The second is to pay attention to the formation process of learning language expression and thinking. The teacher's language is concise and clear, with no superfluous words. The biggest feature is to train students to express themselves in mathematical language, pay attention to the cultivation of abstract thinking and concrete thinking in mathematics, and pay attention to the rigor of students' language.

? (c) The changing relationship between independent thinking and group cooperation.

? Another feeling of this lecture is that as soon as we entered the classroom, we found the desks of our classmates arranged in our classroom as usual, with ten people in one row and thirty people in three rows. Instead of five or six students sitting around, I saw such a big open class before to facilitate cooperation and communication between groups. Often five or six tables are put together. Cooperative learning is a learning method strongly advocated by the new curriculum reform. In order to cater to the spirit of curriculum reform, some teachers regard cooperative learning as an indispensable link in classroom teaching, and think that with group cooperation in class, there will be a sense of curriculum reform.

? It is an open and energetic classroom, and it is a traditional way of learning to say that students' independent thinking is a closed preparation for the exam. Therefore, in the classroom, especially in the open class, teachers take cooperative learning to the point of "taking it at will" and "cooperating with others", thus ignoring students' independent thinking. The relationship between independent thinking and group cooperation is well handled in this high-quality class. What is discussed at the same table is what needs to be discussed. All questions that don't need to be discussed emphasize students' independent thinking. Unlike previous classes, many cooperative discussions were noisy. In fact, group cooperation and students' independent thinking advocated by the new curriculum reform are not mutually exclusive, but interdependent, and only flexible application can bring the best results. We can't give up independent thinking just because we blindly follow cooperative learning. First of all, we should ask students to think independently. If a person loses independent thinking, what innovation does he have?

? The widespread use of multimedia

? Finally, I will briefly talk about the use of multimedia. Teachers all know that the purpose of using courseware in math class is to save time on the one hand, and to show it to students intuitively on the other. The level of this courseware is quite high, true and effective, which overcomes the phenomenon of flashy courseware in the past. Students' monographs are only on the surface of the courseware, which has not played a role in highlighting the teaching focus and breaking through the teaching difficulties, and the courseware has become a decoration. Courseware is an auxiliary means of teaching, which serves for teaching and is irreversible.

? These are my feelings after listening to this lecture. In short, the classroom teaching reform has gradually matured from being at a loss and following the trend. The idea of curriculum reform teaching is gradually clear, and the concept of curriculum reform is gradually formed. We are sincerely gratified. In a word, teaching must follow the development law of things, follow students' cognitive model and rely on students' cognitive level, so that students can learn independently and happily and grow up healthily and freely. Finally, I wish teachers fruitful results in this experimental field of their own teaching garden.

? Experience of math teacher in the third class

? 201April10 ~1KLOC-0/I had the honor to attend the lectures and study activities in the senior middle schools under my jurisdiction organized by pulandian city Education Commission. The theme of this class is "Problem-based Teaching Seminar", and I learned a lot. I deeply feel that as a new teacher, there are many problems that need to be further improved in the future. Now I will report my lecture activities and experiences as follows:

? I listened to 102 middle school, No.2 middle school, Xinjian high school, 1 middle school, No.38 middle school, and Gulf high school's math class and their respective performance classes. It can be seen that every teacher's solid basic skills are fluent in class. His kind and generous teaching attitude and flexible wit have narrowed the distance between students and teachers, and it is easy for students to feel intimate and become better under the guidance of teachers.

? Teaching design is a process in which teachers systematically plan teaching activities according to the teaching rules in order to achieve the expected teaching goals. From the classroom teaching, we can feel that the preparation of teachers is quite sufficient, not only preparing textbooks, but also preparing students, which embodies the concept that people-oriented student development depends on textbooks. Basic concepts and techniques have also been carefully designed.

? The teaching process is meticulous. Judging from the teaching process of teachers, it is carefully prepared. From the introduction of new lessons to the summary of homework after class, every sentence is very refined and every question is set just right. The blackboard writing also fully embodies the structural system of mathematical knowledge. Be able to design all aspects of teaching according to students' knowledge level and cognitive ability, handle the deep difficulties of knowledge, highlight key points and break through difficulties.

? The first class was taught by 102 senior three student Chen Weiju. In teaching, the teacher didn't have too many flowery words, but the approachable teaching attitude eliminated the inconvenience caused by many students, and discussed the problems thrown by the teacher freely and actively. Then students and teachers give different ideas to solve problems together, which is very applicable. In this class, the teacher is more inclined to think.

? The second class is attended by Mr. Li Jun in No.2 Middle School. It can be seen that teacher Li's tutoring case is carefully designed and organized. By designing seven small questions for a question, students' thinking is very active. They can follow the teacher's steps, and they will also put forward their own ideas and variant questions. It can be seen that students have really become the main body of learning and achieved good results.

? In the third class, I listened to Huang Ying's math class. In class, the teacher first reviewed and consolidated the homework of the last class, and constantly pointed out the problems in the students' homework, which prompted the rest of the students well. Considering the moderate difficulty of knowledge in the new course processing, it is undoubtedly a successful teaching case to let students participate in teaching and let capable students teach, which not only enlivens the classroom, but also benefits both teachers and students.

? The fourth class is a math class taught by Liu Ying, a senior three student in 1. In class, the teacher talks about practice and the students discuss it, which is very active.

? Lesson 5 "Image of Sinusoidal Function" in Senior One, No.38 Middle School. First, by asking questions, according to the problems set in the course, check the students' mastery of the images and exercises of the basic elementary functions they have learned, and lead to the practice of how to make sine function images.

? The last lesson is the application of sine and cosine functions in Bei High School. This lesson mainly talks about the setting problems in the tutoring plan-zero problem and value domain problem. Four students act out each question and discuss the question and the teacher's comments in groups. It fully embodies the teaching concept of efficient classroom.

? In short, when I went out to study in class this time, I found many shortcomings while enjoying the excitement of others. In the future teaching, I must be strict with myself, seriously reflect after class, insist on writing a good teaching postscript, constantly improve my cultural background and professional level, and become a thoughtful and distinctive research-oriented teacher that satisfies students, parents and myself.

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Experience of math teacher in the fourth class

? In order to improve teaching methods and improve teaching efficiency, I listened to some math teachers' math classes this semester. After class, everyone can sincerely give each teacher comments and suggestions and talk about their own gains. Now let me talk about some of my experiences after class.

? 1. Classroom teaching should be carefully designed.

? Teaching design is a process in which teachers systematically plan teaching activities according to the teaching rules in order to achieve the expected teaching goals. From the teacher's classroom teaching, we can feel that the teacher's preparation is not very sufficient. From the goal of basic knowledge, the goal of ideological education to the goal of ability, the people-oriented concept of student development can not be reflected. Therefore, we should carefully design every math class, especially the treatment of basic concepts and skills.

? 2. Pay attention to the teaching process.

? Judging from the teaching process of teachers, there is no careful preparation. In our lectures, from introducing new lessons to assigning homework after class, every sentence should be refined, every question should be set properly, and the blackboard writing should fully reflect the structural system of mathematical knowledge. Every teacher should carefully design all aspects of teaching according to his students' knowledge level and cognitive ability, properly handle the deep difficulties of knowledge, highlight the key points and break through the difficulties.

? 3. Pay attention to the combination of knowledge transfer and ability training.

? Teachers pay special attention to this problem in the teaching process: on the basis of understanding the basic knowledge, ask questions for students to think, guide students to summarize, generalize and summarize, and let students draw conclusions before teachers, so as to achieve the purpose of cultivating students' ability on the basis of imparting knowledge.

? Experience of math teacher in the fifth class

? On Tuesday morning, the math group held a teaching evaluation activity. We have four teachers in grade three and four. The contents of the lectures in the two grades are all oral multiplication, but the content is different in difficulty. After listening to three teachers' classes, it gave me another baptism of mind. I admire several teachers' classroom teaching art, which also causes me a lot of feelings.

? Teacher Wang and Teacher Ji of Grade Three teach in a natural, gentle and leisurely classroom language. Simple, realistic and fascinating, let me personally feel their classroom teaching style of "natural but not casual, standardized but not rigid".

? Teacher Li, who teaches in the same grade, has strict teaching language, and her class flexibly uses the teaching mode of self-study-communication-practice. The initiative of this class is really given to the students. At the beginning of the class, Mr. Li first showed the self-study outline, and the students read books independently according to the self-study outline, and outlined the key points and difficulties. After self-study, report and communicate. At this time, the teacher only comments at the right time. After the exchange, the teacher designed three different levels of exercises. When the students do the problem, each group chooses a student to perform on the stage. The group leader plays a great role in this link, not only judging the problems of the group members, but also urging them to correct any mistakes. In a word, students' learning in this course is an active and personalized process, which is easy for teachers to teach and enjoyable for students to learn.

? The teaching art of several teachers deserves our deep thought and pursuit. Their superb teaching art has benefited me a lot. What kind of class is a good class under the new curriculum? Below, talk about your own gains and experiences:

? 1. Create a relaxed and harmonious learning environment for students.

? A good class should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In the "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics, nor will they have the enthusiasm to actively participate. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude, inspiring and creative questions and exploratory activities can create a harmonious environment for students.

? 2. Pay attention to students' learning process, and let students have the opportunity to experience mathematics.

? An important idea of the new curriculum is to provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration.

? 3. Create space and time for students to think,

? Good classroom teaching should be thoughtful, and students should have more room for thinking. In the final analysis, learning is students' own business, and teachers are organizers and guides. The effect of learning ultimately depends on whether students really participate in learning activities, but whether they actively think. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think.

? 4. A good class should be a natural class.

? To evaluate a class, we should not only pay attention to the results, but also pay attention to the process of inquiry. A good class should have the exchange of true feelings and wisdom between teachers and students, and there should be many new things produced through the collision and discussion between teachers and students.

? 5. A good class should pay attention to students' effective study and classroom efficiency.

? Effective learning must be valuable learning, and useful learning is aimed at problems that students generally need to solve and learn.

? Of course, there is no absolute standard for a good class, but I think it should be true, honest, honest and level. These things seem easy to say, but they are really difficult to do. In the future teaching, I will improve my classroom teaching level in the process of hard pursuit and truly enjoy "all the happiness and wisdom experience of teaching as a creative process".

? Experience of math teacher in the sixth class

? 20xx April 10 ~ 1 1, I had the honor to attend the lectures and study activities organized by pulandian city Education Commission in my senior middle school. The theme of this class is "Problem-based Teaching Seminar", and I learned a lot. I deeply feel that as a new teacher, there are many problems that need to be further improved in the future. I am glad that you came, and I am deeply impressed. Now I will report my lecture activities and experiences as follows:

? I listened to 102 middle school, No.2 middle school, Xinjian high school, 1 middle school, No.38 middle school, and Gulf high school's math class and their respective performance classes. It can be seen that every teacher's solid basic skills are fluent in class. His kind and generous teaching attitude and flexible wit have narrowed the distance between students and teachers, and it is easy for students to feel intimate and become better under the guidance of teachers.

? Teaching design is a process in which teachers systematically plan teaching activities according to the teaching rules in order to achieve the expected teaching goals. From the classroom teaching, we can feel that the preparation of teachers is quite sufficient, not only preparing textbooks, but also preparing students, which embodies the concept that people-oriented student development depends on textbooks. Basic concepts and techniques have also been carefully designed.

? The teaching process is meticulous. Judging from the teaching process of teachers, it is carefully prepared. From the introduction of new lessons to the summary of homework after class, every sentence is very refined and every question is set just right. The blackboard writing also fully embodies the structural system of mathematical knowledge. Be able to design all aspects of teaching according to students' knowledge level and cognitive ability, handle the deep difficulties of knowledge, highlight key points and break through difficulties.

? The first class was taught by 102 senior three student Chen Weiju. In teaching, the teacher didn't have too many flowery words, but the approachable teaching attitude eliminated the inconvenience caused by many students, and discussed the problems thrown by the teacher freely and actively. Then students and teachers give different ideas to solve problems together, which is very applicable. In this class, the teacher is more inclined to think.

? The second class is attended by Mr. Li Jun in No.2 Middle School. It can be seen that teacher Li's tutoring case is carefully designed and organized. By designing seven small questions for a question, students' thinking is very active. They can follow the teacher's steps, and they will also put forward their own ideas and variant questions. It can be seen that students have really become the main body of learning and achieved good results.

? In the third class, I listened to Huang Ying's math class. In class, the teacher first reviewed and consolidated the homework of the last class, and constantly pointed out the problems in the students' homework, which prompted the rest of the students well. Considering the moderate difficulty of knowledge in the new course processing, it is undoubtedly a successful teaching case to let students participate in teaching and let capable students teach, which not only enlivens the classroom, but also benefits both teachers and students.

? The fourth class is a math class taught by Liu Ying, a senior three student in 1. In class, the teacher talks about practice and the students discuss it, which is very active.

? Lesson 5 "Image of Sinusoidal Function" in Senior One, No.38 Middle School. First, by asking questions, according to the problems set in the course, check the students' mastery of the images and exercises of the basic elementary functions they have learned, and lead to the practice of how to make sine function images. Secondly, teachers and students use sine lines to complete y? sinx，x？ [0,2? 】、y？ sinx，x？ R function image, teachers and students use the summarized "five-point drawing method" to finally go from shallow to deep, y? Sin (? The practice of X), ysinx and other images fully embodies the "two, four, three" mode of classroom reform in No.38 Middle School.

? The last lesson is the application of sine and cosine functions in Bei High School. This lesson mainly talks about the setting problems in the tutoring plan-zero problem and value domain problem. Four students act out each question and discuss the question and the teacher's comments in groups. It fully embodies the teaching concept of efficient classroom.

? In short, when I went out to study in class this time, I found many shortcomings while enjoying the excitement of others. In the future teaching, I must be strict with myself, seriously reflect after class, insist on writing a good teaching postscript, constantly improve my cultural background and professional level, and become a thoughtful and distinctive research-oriented teacher that satisfies students, parents and myself.

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