Elementary school math teacher work plan 5

The content of the plan is far more important than the form, do not need flashy words, simple, clear, operable is the work plan to achieve the basic requirements. The following is my collation of elementary school mathematics teacher work plan, I hope to provide you with reference and reference.

Elementary Mathematics Teacher Work Plan 1

A guiding ideology

In the new semester, I will be guided by the new curriculum provides a new concept, based on the work plan of the teaching team, in accordance with the arrangements of the Office of the Director of the Teaching Department, the classroom around the central task of teaching and teaching and research, to cultivate the student's The exploration of the spirit of innovation and practical ability is carried out throughout the whole process of education and teaching, and the practice of cultivating students' independent learning is carried out throughout the whole process of education and teaching. The development of cooperative learning to comprehensively improve the comprehensive ability of students.

Second, the student situation analysis

Most of the students in grade 5 have a high motivation to learn mathematics, and they can acquire knowledge from existing knowledge and experience, and the level of abstract thinking has been developed to a certain extent, and the mastery of the basics is solid, and they have a certain ability to learn mathematics. They can actively participate in the learning process in the classroom, and have the ability to observe, analyze, self-learning, express and operate. There are individual students with poor basic knowledge, do not listen carefully in class, can not consciously complete the learning task, need teacher supervision and counseling. This semester will focus on students with learning difficulties, in teaching, for all students, create a pleasant situation teaching, stimulate their learning motivation, into the learning dynamic.

Third, the whole volume of teaching materials analysis

The whole volume of teaching content:

This volume of teaching materials include some of the following: equations, determining the position, common multiples and common factors, knowing fractions, find the law, the basic nature of fractions, statistics, addition and subtraction of fractions, problem-solving strategies, circles and the integrated use of mathematics activities.

Equations, Recognizing Fractions, Basic Properties of Fractions, Adding and Subtracting Fractions, and Problem Solving Strategies are the focus of instruction in this booklet.

Teaching Objectives:

(a) Knowledge and Skills

1, so that students contact the existing knowledge and experience, experience the actual problem of abstraction into the process of formula and equation; experience to explore and understand the meaning of fractions, the nature of fractions and fractional addition and subtraction calculation process, the formation of the necessary computational skills.

2, so that students in the use of pairs to determine the location, recognize the characteristics of the circle, as well as to explore and master the circumference of the circle, the area of the formula in the process, to obtain the relevant basic knowledge and the corresponding basic skills.

3. Experiencing the process of using compound line graphs to represent relevant data, and being able to conduct simple analysis and communication; being able to complete relevant line graphs as required.

(II) Mathematical Thinking

1, in the process of recognizing equations, equations, probes, etc., to develop abstract thinking and enhance the sense of symbols.

2, in the process of recognizing common multiples, common factors, etc., to develop good thinking quality.

3, in the process of recognizing the significance of fractions, the development of rational reasoning and preliminary deductive reasoning ability, and constantly enhance the sense of number.

4, in the process of learning to use pairs of numbers to determine the location, recognize the circle, etc., exercise image thinking, the development of spatial concepts.

5, in the process of learning statistics, to further enhance the concept of statistics, develop statistical ability.

(C) problem solving

1, from the real situation to find and put forward some mathematical problems, and can use the learned equations, fractions, pairs of mathematical knowledge and methods to solve problems.

2, in the process of solving practical problems by equations, initially grasp its basic ideas and methods, and appreciate its characteristics and value.

3. In the activities of describing simple walking routes with pairs of numbers and simple graphical transformations, the ability of cooperative communication is improved.

4. To be able to apply the strategy of "inverse conjecture" to solve some simple practical problems.

(D) Emotions and attitudes

1, can actively participate in various mathematical activities, feel their own mathematical knowledge and methods of harvest and progress, and increase interest in learning mathematics.

2. In the process of exploring mathematical knowledge and discovering mathematical patterns, we can further feel the rationality and rigor of mathematical thinking, and continuously enhance our sense of independent exploration.

3, in the use of mathematical knowledge and methods to solve simple practical problems in the process, to further feel the value of mathematics, feel the close connection between mathematics and life.

IV. Teaching Methods

(1) Create a pleasant teaching situation to stimulate students' interest in learning.

(2) Promote the diversity of learning methods and pay attention to students' personal experience.

(3) Diversification of the form of classroom training, emphasizing multiple solutions to a problem, solving problems from different angles.

(4) Strengthen the teaching of basic knowledge, so that students can effectively master these basic knowledge.

This semester, we should provide rich teaching resources and space for students' continuous development with new teaching concepts. To give full play to the advantages of the teaching materials, in the teaching process, close the connection between mathematics and life, establish the students in the learning of the main position, create a pleasant, open-ended teaching situation, so that students in a pleasant, open-ended teaching situation to meet the needs of personalized learning, so as to achieve the mastery of the basic knowledge of the basic skills, to cultivate the students' sense of creativity and the ability to practice the purpose.

V. Learning Mode

1, preview the textbook, put forward the focus of knowledge, through what they understand, and what questions.

2, by consulting the information to find out how to solve the problem.

3. Teachers, as the guide of classroom teaching, focus on students' independent learning, and advocate inquiry-based and experiential learning methods to cultivate students' hands-on ability and dispersive thinking ability.

Elementary School Mathematics Teacher Work Plan 2

I. Analysis of the current situation of student knowledge:

Five years three class **** 42 students, including 12 boys, 30 girls. Most of the students have a positive attitude towards learning, have good study habits, and have a strong spatial concept. They can think positively in class, and are able to take the initiative and be creative in their learning. However, some students are less capable and have difficulties in calculation and application problems. Others have a poor attitude towards learning and are unable to complete their homework on time. It is understood that the performance of the students in this class there is a clear polarization, the surface of the backward students is still relatively large, in view of these circumstances, this school year, while focusing on the teaching of the basics, we must strengthen the tutoring of the backward students and the guidance of the best students, to improve the overall performance of the class.

Second, the main tasks and requirements of this semester's teaching:

The content of this volume of the textbook are: multiplication of decimals, division of decimals, the four mixed operations and applications of decimals, the calculation of the area of polygons and simple equations.

Teaching Requirements:

1. Master the calculation of decimal multiplication and division, and be able to calculate more skillfully. Will use the rounding method to intercept the approximate value of the product and quotient.

2. Master the sequence of four mixed operations with decimals and be able to calculate correctly.

3, can use step-by-step formulas or column syntheses to answer three-step calculations of integers and decimals general application problems.

4, master the derivation process of the formula for calculating the area of parallelograms, triangles, trapezoids, the calculation of the area, and be able to solve related practical problems.

5, to be able to use letters to represent numbers, represent common quantitative relationships, laws of arithmetic and formulas, a preliminary understanding of the meaning of equations, will solve simple equations, will be able to equations to solve application problems.

6. Can use a calculator.

Third, the purpose of each unit requirements:

(1) Unit 1: multiplication and division of decimals. Students are required to understand the significance of multiplying and dividing decimals, and to master the calculation of multiplying and dividing decimals (as long as the method of locating the product is mastered, the multiplication of decimals will be solved.) ; will use rounding to intercept the product, quotient and approximation of recurring decimals; will use a calculator to calculate decimal multiplication and division and will perform checking.

(2) Unit 2: four mixed operations with integers and decimals and application problems. Students are required to master the order of operations, skillful and correct calculations, be able to set up comprehensive arithmetic to answer word problems, will set up comprehensive arithmetic to answer three-step calculation of application problems, and improve the ability to solve practical problems.

(3) Unit 3: Calculation of the area of polygons. Students are required to master the derivation process of the formula for calculating the area of parallelograms, triangles, and trapezoids on the `basis of understanding, to master the calculation method of the area of each figure, to be able to solve the relevant practical problems, and to cultivate the ability to do hands-on work, observation, generalization, and the ability to solve practical problems.

(4) Unit 4: Simple Equations. Students are required to master some simple algebraic knowledge, learn to use letters to represent numbers, represent common quantitative relationships, the laws of arithmetic, the area and perimeter of plane shapes formula, etc., to understand the meaning of equations and master the method of solving equations, correctly solving equations, will be able to check the calculation, learn to solve equations that require two or three-step calculations, and be able to solve the application of equations to improve the analysis of problem-solving skills.

(5) Unit 5: General Review. Students are required to comprehensively, systematically and firmly grasp the knowledge learned in this semester, further understand the intrinsic connection between knowledge, and improve the ability to comprehensively apply knowledge and the ability to solve practical problems.

Fourth, the focus of the material and difficulties:

1, the focus is the calculation of decimal multiplication and division and simple equations;

2, the difficulty is the decimal division and equations to solve application problems.

V. Measures to improve the quality of teaching in this semester:

1, strengthen the purpose of learning education, fully tap the potential of students, play the role of the main body of students, and correct the learning attitude of individual students.

2. Enhance students' hands-on practical activities and develop students' spatial concepts.

3. Enhance individual counseling to improve the academic performance of latecomers. Give them more care and love, homework appropriate lower requirements.

4, create more learning scenarios, boldly let go of students to self-learning, problem solving, the development of students' individual strengths.

5, pay attention to strengthen the connection between mathematics and real life, so that students in the activities to solve mathematical problems, feeling, experience, understanding of mathematical knowledge.

Elementary School Mathematics Teacher Work Plan 3

I. Class Situation Analysis:

Five (6) class students have a better grasp of the basic knowledge of mathematics and the basic concepts of the students' ability to compute is also strong, there is a certain analysis of the problem and problem-solving ability, but the students' hands-on ability is weak. Their thinking in solving problems is not broad and flexible enough. The overall intelligence level of the class is good, but there are obvious differences in intelligence among the students in a class, and there are a few struggling students in the class. The overall learning habits of the students are good, but a small number of students have poor habits, often do not complete homework, classroom homework is also very sloppy scribbling, classroom often do not pay attention to the lecture, in addition to individual students have to do small movements, free speech. All these phenomena affect the learning of other students. Therefore, to improve the quality of teaching of fifth grade math is a long way to go.

Second, the analysis of the material:

The content of the field of number and algebra is the main content of this textbook, **** arrangement of seven units, divided into five parts. The first part of the understanding of fractions, there are three units: the third unit of common multiples and common factors, the fourth unit of understanding fractions and the sixth unit of the basic properties of fractions. The second part, Operations with Fractions, is Unit 8 Adding and Subtracting Fractions. Part III, Formulas and Equations, is Unit 1, EquationsPart IV, Exploring Patterns, is Unit 5, Finding Patterns. Part V is Unit 9 Problem Solving Strategies. Common multiples and common factors of this unit of the requirements of the syllabus than made adjustments. Unit 4 and Unit 6 are about teaching the meaning and basic properties of fractions, these two units will reveal the meaning of fractions and study the basic properties of fractions. Knowledge of common multiples and common factors is the basis for generalizing and approximating fractions, so the textbook teaches common multiples and common factors first in Unit III. Students have already learned how to add and subtract fractions with the same denominator with denominators less than 10. The textbook teaches addition and subtraction of fractions with different denominators, mixed operations of addition and subtraction of fractions, and easy calculations by applying the law of operations after revealing the meaning of fractions. Students can deepen their understanding of the meaning of fractions in the process of exploring the addition and subtraction of fractions with different denominators, and the process of calculation is the use of the basic properties of fractions. The teaching of mixed operations of addition and subtraction of fractions and the application of the law of operations for simple calculation can guide students to generalize the order of operations and the law of operations of addition of whole numbers to the addition of fractions in a timely manner, and develop the ability to transfer. Finding the law to teach the law of the number of times a simple figure is covered after translation.

As students have a preliminary experience of graphic translation, but also has a certain ability to explore the law, so the arrangement of this content is appropriate to gradually improve the ability of students to explore the laws of mathematics. Problem-solving strategies are based on solving problems with lists and drawing strategies, teaching the use of inverse (reduction) strategies to analyze quantitative relationships and solve problems. This is valuable in developing students' reverse thinking. At the same time, it can further enhance students' awareness of using strategies to analyze problems and improve their problem-solving abilities. The area of space and shapes is arranged in 2 units, one unit is the understanding of shapes, i.e., the circle in Unit 10 and one unit is shapes and positions. The experience of recognizing common straight line shapes on the plane will help students to recognize curved shapes, which is also an important expansion of students' cognitive structure of plane shapes. This unit will further enhance students' prior experiences and lay the foundation for the study of shapes and coordinates in Key Stage Three. One unit is scheduled in the area of Statistics and Probability, which is Unit 7 Statistics. Teaching compound line graphs of statistics further enriches students' understanding of ways to represent data and gradually develops students' ability to represent data effectively and efficiently according to needs. The contents of the practical and integrated application areas have also made creative attempts in this textbook, **** arranged four times. These practical and integrated applications help students to further understand the wide range of links between mathematics and life, deepen students' understanding of what they have learned, develop the ability to use knowledge to solve problems, and gain a positive emotional experience.

Third, the teaching objectives:

Knowledge and skills:

1, so that students contact the existing knowledge and experience, experience the actual problem of abstraction into the formula and the equation of the process; experience the process of exploring the understanding of the meaning of the fractions, the nature of the fractions and fractions of the addition and subtraction method of calculation, the formation of the necessary computational skills.

2, so that students in the use of pairs to determine the location, recognize the characteristics of the circle, as well as to explore and master the circumference of the circle, the area of the formula in the process, to obtain the relevant basic knowledge and the corresponding basic skills.

3. Experiencing the process of using compound line graphs to represent relevant data, and being able to conduct simple analysis and communication; being able to complete relevant line graphs as required.

Mathematical thinking:

1, in the process of recognizing equations and equations, develop abstract thinking and enhance the sense of symbols.

2. Cultivate good thinking qualities in the process of recognizing common multiples, common factors, etc.

3, in the process of recognizing the significance of fractions, the development of rational reasoning and preliminary deductive reasoning ability, and constantly enhance the sense of number.

4, in the process of learning to determine the location of the number, recognize the circle, etc., exercise image thinking, the development of spatial concepts.

5, in the process of learning statistics, to further enhance the concept of statistics, develop statistical ability.

Problem solving:

1, can find and put forward some mathematical problems from the real situation, and can use the learned equations, fractions, pairs of mathematical knowledge and methods to solve problems.

2, in the process of solving practical problems by equations, initially grasp its basic ideas and methods, and appreciate its characteristics and value.

3. In the activities of describing simple walking routes with pairs of numbers and simple graphical transformations, the ability of cooperative communication is improved.

4, can apply the strategy of inverse conjecture to solve some simple practical problems.

Emotions and attitudes:

1, can actively participate in various mathematical activities, feel their gains and progress in mathematical knowledge and methods, and increase interest in learning mathematics.

2. In the process of exploring mathematical knowledge and discovering mathematical patterns, we can further feel the rationality and rigor of mathematical thinking, and continuously enhance the awareness of independent exploration.

3, in the use of mathematical knowledge and methods to solve simple practical problems in the process, to further feel the

value of mathematics, feel the close connection between mathematics and life.

Teaching measures:

1. Create a democratic and harmonious learning atmosphere, so that students can really become the master of learning, and stimulate students' interest in learning mathematics. Cultivate the spirit of cooperation among students, so that each student can be improved on their own different basis.

2, focusing on the accumulation of experience and methods gained in the process of knowledge formation and exploration, so that students initially learn to learn independently in the form of learning can be more hands-on, brain, mouth combination, discussion, snatch the answer, and other forms of learning, to cultivate the students from the surrounding context to find mathematical problems and the ability to solve the problem with the knowledge they have learned.

3, the combination of in-class and out-of-class. Learning knowledge in the classroom, learning skills outside the classroom, the use of theory, so that students can really achieve the mastery of knowledge and flexible application.

4, unremittingly grasp the cultivation of good learning habits of students. Emphasis on cultivating students' ability to analyze and solve problems. In the learning process to cultivate students' serious and responsible attitude towards learning and careful calculation and checking the good habits.

5, fine talk and practice, practice makes perfect.

Elementary School Mathematics Teacher Work Plan 4

The new semester has begun, reviewing the last semester's teaching work, and found that there are still many shortcomings. In order to better complete this semester's teaching work, the work plan is formulated as follows:

I. Teaching objectives

1, to strengthen the concept of quality education and moral education penetration, adhere to the "lifelong development of students as the" principle, focusing on cultivating healthy attitudes towards life in seventh-grade students, and to promote the development of good behavioral habits and good mental qualities. We focus on cultivating healthy attitudes towards life and promoting the development of good behavioral habits and good mental qualities in Grade 7 students. For ninth-grade students, the focus is on enhancing their sense of social responsibility and mission, developing their innovative spirit and practical ability, as well as their understanding of society and their ability to adapt.

2. Expanding students' fields of study, enhancing their understanding of culture, society, nature, science and technology in the context of their lives, and promoting the accumulation and development of students' all-round knowledge.

3. To promote the complementary and coordinated relationship between the local curriculum and other curricula, to enhance the local adaptability of the local curriculum, and to reflect the local characteristics of the local curriculum.

Second, the analysis of teaching materials

The content of the local curriculum mainly includes: "school-based curriculum", "traditional culture" and "safety education", "environmental education" four aspects.

1, "school-based curriculum":

School-based curriculum is mainly willow, so that students can understand the process of crafts, to appreciate the wisdom and hard work of working people. Cultivate the quality of success of students, shaping a balanced personality of mature individuals, seeking by "experiential learning" various activities, emphasizing the "learning by doing" mode of learning, the principles of success into the game or other activities, the implementation of quality education, promote comprehensive The students will be able to experience and think in a special learning environment.

2. "Safety Education": its content is comprehensive and its form is novel, reflecting a variety of learning styles such as independent learning, research-based learning, cooperative learning and inquiry-based learning as advocated by the new curriculum; embodying knowledge, comprehensiveness and practicability, and promoting the cultivation of good behavioral habits and good mental qualities; transforming the way of humanistic care for minors, and allowing students to continuously improve their personal experience in the The ability to deal with the problems associated with growing up.

Tens of thousands of innocent lives have been lost in safety accidents across the country.

The central leadership of the instructions on the safety of secondary school students: "People's lives are higher than the sky, the interests of the people is important as a mountain". One of the important contents of quality education, "safety education", to make students in transportation, activities inside and outside the school, fire, disease prevention and other aspects of the really pay great attention to, to eliminate paralysis, the sense of chance, teach students the necessary aspects of safety knowledge, develop safety awareness and sense of responsibility for traffic safety, to ensure the safety of students

Environmental Education

These are the key elements of the quality education of the students. p> 3, "Environmental Education": to cultivate students to develop good habits and protect the environment is everyone's responsibility.

4, "Traditional Culture": let students understand some of the ancient customs of our country, understand the ancient cultural history.

III. Teaching methods and measures

1, to help students develop good habits, basic safety awareness, to obtain some safety knowledge and skills closely related to the actual life.

2. Be happy to fit in and integrate themselves into the collective life. In the humble, friendly interaction in the experience of friendship.

3. Know how to cherish life and understand the meaning and value of life.

4, learn polite language, learn to be a civilized audience.

5, expand the field of knowledge, improve the overall quality, promote cultural learning, understanding of home, love of home.

6, establish the guiding ideology of health first, willing to participate in a variety of sports activities, know how to care for and care for their own bodies, improve self-care awareness.

7, set up the "peace and security" concept of national defense, inspire love of the military, dedication to the national defense of the ideological feelings, and cultivate the spirit of hard work and endurance.

The local curriculum is an important part of basic education curriculum management and development. With the advent of globalization, information technology and knowledge-based economy, the development and utilization of local curriculum is getting more and more attention. This semester I will combine the actual situation of the development and utilization of various resources in our school, all aspects of education.

Elementary School Mathematics Teacher Work Plan 5

Sixth grade is the last grade of elementary school, the education of students to transfer knowledge is very important, in order to make my teaching work can do better, now plan as follows:

A guiding ideology

Strictly follow the party's policy of education, love of the job and dedication . Correctly impart knowledge to students, and students with appropriate ideological education, to train them to become the successor and builder of the new era of modernization and construction. Seriously cultivate their sense of number, improve their ability to calculate, develop their spatial concepts, and be able to apply what they have learned to the realities of life and solve problems in real life.

Second, the teaching objectives

1, so that students understand the significance of fraction multiplication and division, master the calculation of fraction multiplication and division of the law, more skillful calculation of fraction multiplication and division (simple to be able to calculate orally).

2, so that students can carry out the four mixed operations with fractions.

3, so that students understand the meaning and nature of the ratio, can find the ratio and simplify the ratio.

4, so that students master the characteristics of the circle, will use the tools to draw a circle; master the circumference of the circle and the circle area of the formula, be able to correctly calculate the circumference and area of the circle. Through the mediation of pi history, so that students are educated by patriotism.

5, so that students initially understand the meaning of axial symmetry, the initial recognition of axial symmetry figures.

6, so that students can answer the easier one to two-step calculation of fractional application problems, to be able to synthesize the use of knowledge to solve relatively simple practical problems, according to the specifics of the application problem, the flexible choice of the use of arithmetic solutions and equations to solve the problem.

7, so that students understand the meaning of percentages, more skillful calculation of percentages, able to solve some simple practical problems related to percentages.

Third, the method of measures

1, careful preparation, study the material, so that the classroom can be in-depth teaching, especially to take care of the backward students.

2, the usual practice should be targeted, for the backward students and excellent students to be respectively out of some of the exercises suitable for them.

3, strengthen the operation, intuitive teaching, such as teaching circles and axisymmetric figures, we should use the operation, intuitive teaching, in order to develop their spatial concept.

4. Increase practical activities to develop students' ability to solve practical problems with mathematical knowledge.

5. Strengthen the cultivation of ability. Mainly cultivate students' ability to analyze, compare and synthesize; abstract generalization ability; judgment, reasoning ability; transfer analogical ability; reveal the connection between knowledge, explore the law, summarize the law; cultivate students' flexibility and agility of thinking.

Elementary School Mathematics Teacher Work Plan 5 Related articles :

★ Elementary School Mathematics Teacher Work Plan 5

★ 2021 Elementary School Mathematics Teacher Individual Work Plan 5

★ 2020 Elementary School Mathematics Teacher's Individual Work Plan 5

★ 2021 Elementary School Individual Work Plan for Mathematics Teachers 6

★ Practical 2022 Primary Mathematics Teacher Work Plan 5

★ Semester Work Plan for Mathematics Teachers 5

★ Sample Work Plans for Elementary Mathematics Teachers 5

★ Elementary Mathematics Work Plans Compilation 5 selected

★ Individual Work Plan for Mathematics Teachers Sample 5

★ Elementary math work plan latest collection of 5