Wonderful activities have come to an end. I believe that everyone has gained something. It's time to spend some time writing an activity summary. So how do you write an activity summary? The following is a summary model essay on extracurricular activities of high school mathematics compiled by me for your reference only. Let's have a look.
Summary of Extracurricular Activities in Senior High School Mathematics 1 Mathematics Teaching and Research Group Teacher Han Ting participated in the 6th National High School Mathematics Quality Course Competition on behalf of the autonomous region and won the first prize. Teacher Han Ting's excellent performance fully demonstrated the vigor and grace of young teachers in Liupanshan Senior High School, and reflected her solid teaching foundation and good mathematics literacy, which was well received by judges and teachers from all over the country.
This achievement is not only the effort of Han Ting, but also the result of the unity and cooperation of the whole mathematics teaching and research group, and the crystallization of the collective wisdom of all mathematics teachers. From participating in the selection of high-quality courses in the autonomous region, winning the first prize in the autonomous region to participating in the national competition, the whole group of teachers, especially the teachers in the preparatory class of Grade Two in senior high school, actively participated in lectures and comments, and repeatedly revised, polished and improved them, which not only made Han Ting's classes more exquisite, but also improved the classroom teaching ability of the whole teaching and research group. I hope the whole group of teachers will take this opportunity to boost their morale, cheer up their spirits, work hard, study hard, constantly improve the level of education and teaching, and give full play to their talents for the prosperity and development of our school!
This activity has been highly valued by senior high school math teachers, math teaching and research departments and member units. Nearly 93 representatives from all provinces, municipalities and autonomous regions except Tibet, Hong Kong, Macao and Taiwan participated in the activity, which involved a wide range and was enthusiastic. Member units have done a lot of preliminary work. Many member units began to arrange and implement this activity two years ago, refining their work in the process, actively organizing local senior high school young math teachers to participate in observation activities, leading teachers to exchange teaching experience, promoting classroom teaching research through observation and appraisal activities, deepening classroom teaching reform in research, and effectively improving classroom teaching quality and efficiency.
Casio (Shanghai Trading Co., Ltd.) and China Mathematics Education and Mathematics Weekly, the co-organizers of this conference, provided strong support in terms of funds, technology, prizes, manpower and material resources for this event.
All the contestants have made great contributions to this activity, because they have paid great mental work and suffered great psychological pressure. It has taken an important and solid step on the road of teachers' professional growth.
Due to the changes in the organization of this competition, high requirements are put forward for the judges. The judges should not only carefully read and observe the players' teaching designs, teaching design instructions and classroom records in advance, but also carefully observe the players' performance on the spot, and make judgments and comments according to the players' preset and on-site generation. This activity brings together the cutting-edge teaching reform and teaching research information of high school mathematics teaching in China, shows the latest achievements of current high school curriculum reform in China, and reflects the cutting-edge trends of high school mathematics education and teaching research in China.
I. Basic achievements of this activity
1. Activity satisfaction survey. In the form of a questionnaire, the site satisfaction of this activity was investigated:
Participants are most interested in links: 4.9% of the participants' statements represent interaction 16.5%, and the judges' comments are 78.6%. This set of data shows that the vast number of observation representatives have high expectations for the jury.
2. The teaching materials involved in this activity include Education Edition A, People's Education Edition B, Beijing Normal University Edition, Soviet Education Edition, Shanghai Edition and People's Education Edition Outline Edition. The diversity of versions reflects the representativeness and extensive participation of this event from one side.
3. It is a good phenomenon that the content covers all the sections of the senior high school curriculum and there are a large number of concept classes. Concept teaching is a weak link in China's mathematics classroom, which needs to be strengthened. In addition, some players choose some difficult topics for teaching research, such as some conceptual courses in probability and statistics, which need to be discussed emphatically at present, indicating that players can overcome difficulties.
4. The contestants have made great efforts in understanding the teaching content, and their mathematical understanding level has made great progress compared with previous years.
5. Students' subjective consciousness is further strengthened, attention is paid to carefully designing students' activities, and the method of problem-guided learning is adopted, so that students can carry out inquiry activities with questions.
6. In the teaching process, we can consciously pay attention to arranging teaching activities according to students' cognitive rules. It is particularly worth mentioning that many participating teachers can pay attention to arranging the teaching process according to the basic laws of concept teaching, and pay attention to drawing mathematical concepts through induction and generalization of specific examples.
7. The integration level of information technology and mathematics teaching has been further improved, and most teachers can make rational use of information technology to help students understand mathematics content.
8. Full on-site interaction. The judges watched the complete classroom video provided by the contestants in advance, wrote a comment outline in advance, and gave a serious comment according to each contestant's live performance. The participation of the delegates was high and the atmosphere was warm. The interactive principle of putting facts, reasoning and highlighting opinions has been implemented.
Second, several issues that need further consideration
1, correctly understand "three-dimensional target"
In the teaching design provided by the contestants, the expression of teaching objectives is not consistent. Many teachers present their goals in the form of "three-dimensional goals".
On the positive side, teachers have noticed that teaching objectives must reflect the characteristics of content, and pay attention to the difference between explicit objectives and implicit objectives. However, this kind of expression is not accurate except for the classification and expression of the goal (for example, the logical thinking method of "from general to special and from special to general" is inappropriately classified into the emotional field, and the goal of "cultivating students' active and rigorous learning attitude and spirit of exploring knowledge" is taken as the goal of a class. ) and other "technical" problems, the biggest problem is to confuse the relationship between curriculum objectives and classroom teaching objectives.
"Three-dimensional goal" is a curriculum goal rather than a classroom teaching goal. The "three dimensions" have internal unity, all point to human development and blend with each other. Only when students think independently, criticize boldly and apply it to practice can the meaning construction of knowledge be realized. "Emotion, attitude and values" can only be sublimated in students' reflection, criticism and application of mathematics knowledge and skills; "Process and method" can only reflect its existence value if it is driven by students' positive emotions and attitudes and applied to knowledge and skills.
"Three-dimensional goal" is the overall design idea of middle school curriculum goal, which reflects three psychological dimensions in a learning process, not the dimension of teaching goal. Simply applying "three dimensions" when setting teaching objectives will make the classroom overwhelmed.
Teaching objectives depend on the characteristics of teaching content, and should be determined under the guidance of "three dimensions", taking into account the teaching objectives, content characteristics and students' situation of senior high school mathematics. Classroom teaching does not exist to reflect the "three dimensions" of curriculum objectives, but to convey the content of mathematics curriculum to students concretely and solidly, and promote the development of students with mathematics knowledge teaching as the carrier, so as to truly realize "mathematics education".
Therefore, the teaching goal of a mathematics class should be to carry out the teaching of mathematical thinking methods and infiltrate the education of emotion, attitude and values in the teaching process with mathematical knowledge and skills as the carrier. Only on the basis of a correct understanding of the teaching content can we formulate appropriate teaching objectives.
2. Teaching around the core of the concept.
For some time, everyone has done a lot of research on the effectiveness of mathematics teaching. If you search for "effective teaching" on the Internet, there are tens of thousands of papers and many theoretical monographs on effective teaching, and the research on effective teaching can be described as an upsurge. However, in sharp contrast, classroom teaching is inefficient or even ineffective. It seems that the research on "effective teaching" is also in danger of being "ineffective". How can we achieve the effectiveness of classroom teaching? In my opinion, only by teaching around the core of mathematical concepts, explaining and explaining the essence of concepts and mathematical thinking methods, and allowing students to think deeply about details and changes on the basis of understanding concepts and their mathematical thinking methods, can effective teaching be realized. Because the core of concepts and thinking methods is not easy to grasp, this is the key point for teachers to play a leading role; Specific details only give students the opportunity to apply concepts to solve problems and a platform for students to understand concepts. This method of trying to do all the details and changes in class can only drown the key points, keys and cores in the ocean of details, which will not only lead to poor teaching effect, but also lead to excessive burden on students.
3. Guiding students to ask questions is an important teaching content.
Although teachers have realized that we must pay attention to the combination of teacher-led teaching and students' autonomous activities and the application of "problem-oriented learning" teaching in classroom teaching, the practice that students only have the opportunity to answer teachers' questions but have no opportunity to ask questions still needs further improvement. Teachers should give students a demonstration of asking questions, so that students can ask questions even if they can't solve them. It is important to guide students to ask questions and let them ask quality math questions after independent thinking. The practice of "I'll build the model, you just need to calculate" squeezes the space for students to think independently and deprives them of the opportunity to think substantively.
How to realize "let students ask questions"? In my opinion, if we pay attention to the use of "advance organizers", give more guidance on research methods and provide students with analogy objects and methods, we can let students ask their own questions.
4. "Concept+Mathematical Thinking Method" PK "Question Type+Skill"
In our math class, problem-solving teaching has always been the focus and core. Teachers often pay attention to "question types" and their skills. Many teachers can't distinguish skills from thinking methods, mistakenly regard skills as thinking methods, and often tell students skills directly, and then let students remember skills through imitation training, but the ins and outs of skills are not clear, especially for the teaching of mathematical thinking methods contained in mathematical knowledge, because it is a subtle "slow work", which is judged as "no" by some teachers. The result is that under the condition of slight changes, because there is no support of mathematical thinking methods, "stunts" In the college entrance examination of "ability and intention", it is not surprising that "those who have said that they have practiced may not know, and those who have not said that they will not know".
In fact, skills are often "understandable without words" and cannot be copied, and mastering skills requires a lot of time and energy, which is not worth the candle. Popularizing mathematics education is universal, and its purpose is to cultivate citizens' basic mathematics literacy. Just like normal exercise does not require professional sports skills, nor does it require too many superb problem-solving skills, so it is difficult to teach it in inspiring language. Therefore, the skill and skill of carving insects are not enough! The idea and thinking method it contains is the fundamental solution! We should emphasize the importance of teaching mathematical knowledge and the thinking methods it contains. Ignorant people are incompetent, and it is blind and doomed to be inefficient to carry out problem-solving training without a basic understanding of mathematical knowledge. Problem-solving training should aim at the understanding and application of concepts and cultivate students' habit of thinking and solving problems from basic concepts. In addition, the flexibility of solving problems comes from the substantive connection of concepts, and the skills are unreliable. Therefore, it is necessary to strengthen the connection of concepts and find new ideas to solve problems from the connection of concepts.
5. How to teach thinking?
As we all know, mathematics is the science of thinking, and mathematics is the gymnastics of thinking. One of the core tasks of mathematics teaching is to cultivate students' thinking ability, so that students can learn the basic methods of logical thinking such as perception, observation, induction, analogy, imagination, abstraction, generalization, reasoning, proof and reflection in the process of mastering the basic knowledge of mathematics. Judging from the current situation of classroom teaching, many teachers have not mastered the basic methods of "thinking teaching" and can't effectively seize the opportunity of "thinking teaching".
The research of thinking development psychology shows that generalization is the direct premise for people to master concepts; Generalization is the basis of thinking qualities such as speed, flexible migration, breadth and depth, and creativity. Popularization is the key mechanism of scientific research; The process of learning and applying knowledge is also a general process; Mathematical generalization ability is the basis of mathematical subject ability, and the training of generalization ability is the basis of mathematical thinking ability training; Generalization is directly related to induction and analogy, which are the basis of cultivating creativity. Therefore, the basic method of "thinking teaching" is to build a platform for students' generalization activities with the occurrence and development process of mathematical knowledge as the carrier, and do everything possible to provide students with opportunities for generalization, exercise students' generalization ability and enable students to learn to generalize. Special attention should be paid to students' own activities in the key links of generalization.
By the way, to do a good job in "thinking teaching", the key is that teachers should first understand the essence of mathematics content and become good thinkers themselves.
6. How to summarize the lesson?
From this activity, it is found that it is necessary to further study the problems summarized in class. The first question that many teachers ask when summing up is "What did you gain from today's study?" Such questions are too broad, and students' answers are often "Let me know that mathematics is closely related to real life", "Mathematics is very interesting", "Mathematics is wonderful" and "I have learned the idea of combining numbers and shapes" ... Big talk, empty talk, cliches and even lies are flying everywhere, and this "harvest" without the content of this lesson as the carrier is illusory.
The main task of summary is to summarize the content of this lesson, refine the thinking method and summarize the learning experience. To improve the teaching conception of generalization, we should focus on the content of this course and the mathematical thinking method of its reaction, take the occurrence and development of knowledge as the clue, and form a clear knowledge structure (including the connection of related knowledge) about the content of this course in students' minds through generalization. In particular, it needs to include "basic routines" for understanding mathematical objects and "basic ideas" for solving problems. In addition, while summing up "what have you learned", you should also sum up "what have you learned without learning well".
7. Fully understand the position of teaching materials in teaching.
At present, teachers misunderstand the concepts of "teaching with textbooks" and "creatively using textbooks", do not study textbooks in depth, and arbitrarily delete, supplement or change the contents of textbooks without accurately understanding the intention of compiling textbooks. Some people even rashly break away from textbooks and use those inferior teaching AIDS to teach. As a result, teaching has lost its basic foundation, and the mathematics classroom has become chaotic. This practice, which only considers "exam-oriented" and ignores students' sustainable development, ignores textbooks, does not require students to read textbooks carefully, and spends most of their time on the topics of teaching AIDS, which leads students to solve problems without asking questions, imitating problem-solving skills without reading and thinking independently. Therefore, this situation must arouse our high vigilance and make great efforts to reverse it. As an excellent teacher, we should pay attention to:
First, we should correctly understand the connotations of "teaching with textbooks" and "creatively using textbooks". This is aimed at "teaching by the book" and is definitely not advocating "teaching without textbooks".
Secondly, there are some differences between the "basic" textbooks and the "selective" textbooks in the college entrance examination, but learning the textbooks well must be the premise of getting good grades in the college entrance examination, and teachers should focus on helping students master the textbooks skillfully.
Thirdly, understanding textbooks is the premise of being a good math teacher, and the first meaning of "understanding textbooks" is "understanding mathematics". Understanding the background of mathematical concepts, grasping the logical meaning of concepts, understanding the thinking method reflected in the content, excavating the scientific method, rational thinking process and values resources contained in knowledge, and distinguishing core knowledge from non-core knowledge are all teachers' basic skills.
Fourth, we should carefully analyze the intention of compiling teaching materials. Repeatedly consider the structural system and content order of the textbook, carefully choose the language, polish the examples repeatedly, and carefully choose the exercises. Therefore, when dealing with teaching materials, we should adjust the content order very carefully (otherwise it will easily lead to the deviation of teaching objectives), and we can replace examples according to the students' foundation and local teaching environment, but the replaced examples should reflect the intention of the teaching materials and bear the teaching tasks of the examples in the book.
Third, conclusion: Teaching and research as a way of life.
This activity has a great influence on middle school mathematics education in China, and has become an important platform for studying classroom teaching problems, exploring classroom teaching rules, improving classroom teaching quality and efficiency, and promoting teachers' professional development. The purpose of "focusing on participation, focusing on process, focusing on communication and focusing on research" is deeply rooted in the hearts of the people. We are delighted to see that the model of this activity is constantly innovating and the quality is constantly improving. These are all because of everyone's wisdom and creativity, and also because all member units constantly strengthen and improve their processes and research in the preparatory process, and concretize the purpose of this activity. In these days' exhibition and observation activities, it has been icing on the cake and fully demonstrated the research results of various places. Through on-site interactive communication, these achievements have further played a leading and exemplary role.
Teachers' professional development is an endless process, which requires teachers to regard teaching and research as their normal life, or even a way of life. This is an attitude that teachers need to be a model and a professional spirit that teachers should have. Teaching and research should have the attitude and spirit of "knowing silently, never getting tired of learning, never getting tired of teaching": teaching and research is not for performance and show, but for calming down and knowing silently without distractions, that is, "knowing silently"; Teaching and research should also have the spirit of "never getting tired of learning", because it can't make you get promoted and get rich, but it's even more boring, so many teachers give up, but this is the beginning of progress, so teaching and research should be prepared for "facing the wall for ten years"; Teachers should have a "tireless" attitude. Today's education, polluted by the utilitarian social environment, has forgotten its fundamental responsibility of "teaching and educating people". Parents, society and administrative departments talk about heroes with "education GDP" (enrollment rate), which is very annoying. Mathematics teaching can't stay out of it. Teachers have to make students do a lot of mechanical repetitive training for grades, but the educational responsibility of mathematics (cultivating thinking ability and developing rational spirit) has been thrown out of the window. This kind of education without mind and soul has "created" a large number of students who can only solve problems but can't read. In such an environment, a real math teacher must have a bodhisattva heart and love students selflessly; We should also have the knowledge, spirit, patience and endurance of all sentient beings, and take pains to pass on our mathematical knowledge, thoughts and spirit to students. Only by adhering to the spirit of "teaching people tirelessly" can we realize our own life value and find pleasure in life while teaching and educating people.
I hope our math teachers sincerely love teaching and research, concentrate on teaching, think anytime and anywhere in the teaching process, discover anytime and anywhere, practice anytime and anywhere, experience anytime and anywhere, comprehend anytime and anywhere, and reflect anytime and anywhere. This is the true meaning of teaching and research, and also the true meaning of teaching and educating people and being a good person.
Summary of extracurricular activities in high school mathematics 2. There are 42 classes in our school. There are 23 math teachers and senior teachers 17, with a large number, high professional titles and strong ability. In order to cooperate with the overall work of the school and the municipal teaching and research center, according to the characteristics of this subject, the following work has been done this semester.
1, strengthen the training of young teachers.
(1) New and old teachers join hands to guide young teachers to grow up as soon as possible. Mr. Qiu Jinlong is a newly assigned teacher from Wang Zhuan, and Mr. Zhang Shengli is a teacher from Liu Lai who has graduated for three years. The two tutors have done a lot of guidance work. With the help of the instructor, the two young teachers grew up quickly and did not write teaching essays according to their own teaching experience before the deadline.
(2) Liu Lai, a young teacher, won the second prize in the city high school math lecture contest, and Wan Yu won the third prize in the city high school math lecture contest.
(3) The mathematical modeling guided by Mr. Liu Lai was recommended by the Municipal Association for Science and Technology to participate in the April Provincial Science and Technology Invention Competition and won the third prize; The mathematical modeling guided by teacher Wang Zhuan won the third prize in the Science and Technology Festival in June.
(4) Young teachers, Liu Lai and Wan Yu, took advantage of their Sunday breaks to attend Casio graphic calculator training, gave up their breaks, and persisted in learning new knowledge and writing papers. After a year's study, they graduated in May and were rated as excellent students. The text written by Wan Yu won the second prize in the city.
2. Pay attention to the routine work of teaching, practice basic skills and actively undertake.
Open classes in the city and schools. Cooperate with the academic affairs office to strengthen the inspection of teachers' class situation, exchange opinions in time after class, learn from each other's strengths and improve together.
(1) Strengthen collective lesson preparation, advocate preparing lessons in chapters with lesson preparation groups as units, make courseware, share resources, and strengthen class attendance and mutual learning.
(2) Pay attention to the work of monthly examination, unit examination and paragraph examination, strengthen the independent proposition work of senior one and senior two, do a good job in proposition, invigilation, marking and evaluation, and truly test the effect of teaching and learning. Every teacher can count the score rate and average score according to the requirements of the mathematics center group and the school.
(3) Teacher Zhang Shengli won the grand prize in the problem-solving competition for senior high school math teachers held by the Municipal Teaching and Research Office.
(4) In the activities organized by the school, three senior high school math group leaders and four young teachers participated in the open class, and the teachers in the group actively attended and evaluated the class, which fully reflected the theme of "standardizing the class", promoted everyone's thinking and improvement, and gave all teachers a platform to learn from each other, achieving the expected goal.
(5) Actively participate in municipal teaching and research activities. Every teaching and research activity organized by the Municipal Teaching and Research Center will send teachers to participate according to the requirements of teaching and research staff.
3. Strengthen scientific research awareness
Establish that teaching research should serve teaching, actively summarize the problems in teaching practice, persist in teaching in teaching research, explore in teaching, actively summarize the problems in teaching practice and write papers.
In the teacher training organized in 20xx, each teacher wrote at least five papers, many of which were well received by teachers and experts from other schools.
Teacher Liu Lai won the third prize in the province for instructing students to do mathematical modeling, the third prize in the city for instructing students to do mathematical modeling, and the second prize in the city for the course written by teacher Wan Yu. Teacher Zhang Shengli published papers in important journals, and teacher Qiu Jinlong published many articles in journals.
Young teachers Liu Lai and Wang Zhuan did not write their teaching papers according to their own teaching experience with the help of their tutors.
4. Make-up and match each grade in the competition.
Grade groups should do a good job in cultivating outstanding students and making up for them, so as to ensure the implementation of teachers, subjects, students and time. Students' voluntary participation and proper management have played a role in cultivating interest and improving their grades.
In February, 65,438 students from Grade One and Grade Two participated in the city's senior high school mathematics competition, and relevant teachers actively trained and organized them. Two students from Grade One/KLOC-0 won the third prize in the city, two students from Grade Two won the second prize in the city, and eight students won the third prize. Judging from the students' situation in our school, it is not easy to achieve this result, which fully shows the effectiveness of high school mathematics training and the processing ability of teachers.
5, the lack of work
In the teaching and research activities of this semester, the teaching and research activities of each preparation group are not active enough and there is no innovation. Sometimes it is not good to prepare lessons collectively, and it should be further strengthened next semester.
Summary of extracurricular activities in high school mathematics 3 There are 40 classes in our school. There are 22 math teachers and senior teachers 14, with a large number, high professional titles and strong ability. In order to cooperate with the overall work of the school and the municipal teaching and research center, according to the characteristics of this subject, the following work has been done this semester.
1, pay attention to teaching routine work
(1) Each lesson preparation group strengthens collective lesson preparation, and advocates that lesson preparation groups make courseware in chapters to share resources.
(2) Insist on assigning homework inside and outside each class, and insist on grading homework. The amount of math homework is relatively large, and the teacher is hard.
(3) Carefully cooperate with the Academic Affairs Office to select supplementary teaching materials, which must meet the actual situation of our students and the requirements of new curriculum standards and new textbooks. Really improve the effect of teaching and learning. Completed the selection of textbooks for next semester.
(4) Pay attention to the work of monthly or unit exams, mid-term exams and final exams, and do well and carefully from the aspects of proposition, invigilation, marking and evaluation. So as to truly test the effect of teaching and learning. Every time the city's senior three mock exams are held, each teacher counts the score rate and average score according to the requirements of the teaching and research staff, and has done a lot of work, which has been affirmed by the teaching and research staff.
2. Research, study and implement new curriculum standards and new textbooks.
(1) Senior one has studied and implemented five modules of compulsory textbooks for senior high school, and determined the teaching order of compulsory one, compulsory four, compulsory five, compulsory two and compulsory three, which successfully overcame the problem that students could not adapt to the new textbook structure.
(2) The research and implementation of elective courses in senior two and the study arrangement of five elective textbooks in science.
(3) Senior three students should study the syllabus carefully, combine the ideas of new textbooks, and refer to the new questions in the simulated test questions of various cities in Guangdong Province to guide students to review for the college entrance examination.
3. Pay attention to routine teaching, practice basic skills hard, and carry out open class activities in groups this semester. This semester, according to the requirements of the school, every math teacher held an open class in the group, and everyone exchanged and studied with each other, and achieved good results. Pay attention to the effect of classroom teaching and research methods. In the feedback of mid-term teaching, 13 teachers scored more than 90 points, including Zhang Shengli 100 points and Gao Xia and Chen Donghui 99 points, ranking first among all teachers.
4. All grades insist on training and make up the difference. Senior one and senior two do a good job in preparing for the competition of the municipal teaching and research center and the eugenics exam. Conduct training in the third grade to make up for the college entrance examination.
5. Strengthen scientific research consciousness, establish teaching and scientific research to serve teaching, and develop school-based teaching materials. Senior high school mathematics research groups Cao Zhenxin, Zhang Shengli, Gao Xia and Liu Lai continue to work, doing teaching plans and related problem-solving work; Now what the teacher should have done has been completed.
6. Take an active part in the related discipline activities organized by the Municipal Teaching and Research Section, and complete the various disciplines assigned by the superior departments and schools. Give full play to the role of the preparation group and carry out more related activities with the preparation group as the unit. Senior one preparation group participated in related discipline activities organized by the municipal teaching and research office twice, senior two preparation group participated in related discipline activities organized by the municipal teaching and research office twice, and senior three preparation group participated in related discipline activities organized by the municipal teaching and research office four times.
7. Strengthen the training of young teachers, and guide young teachers to grow up as soon as possible with new and old teachers. Gao Xia and Zhang Shengli continue to serve as mentors for young teachers. Teacher Liu Lai has made rapid progress and achieved good results in teaching achievements, teaching research papers and students' evaluation of teaching.
Summary of Extracurricular Activities in Senior High School Mathematics On September 26th, I was lucky enough to listen to the classroom teaching of the sixth batch of senior high school mathematics teaching experts in Shandong Province. The contestants come from 17 cities in the province, and the judges are composed of professors from Shandong Normal University and Qushi Normal University, editors from People's Education Publishing House, editors from middle school mathematics magazines and teaching experts from Inner Mongolia. All the contestants draw lots one day in advance to decide what they are talking about, and the students are all from Zhucheng No.1 Middle School.
In this lecture, the following points left the deepest impression on me:
First, the importance of the opening remarks of open classes. Because each player is the first time to contact the students in Zhucheng No.1 Middle School, it is particularly important to close the distance with the students. Every contestant tries his best to show his best side to students, judges and all teachers. For example, a contestant talked about the peace segment in arithmetic progression. On his own PPT, he showed such a passage: the written content shows the history and culture of Zhucheng, which can easily arouse students' pride and * * *; The arrangement of characters is arithmetic progression's arrangement, which laid the foundation for the development of this class. It's killing two birds with one stone.
Second, the embodiment of the players' own teaching style.
(1) Oral English can well reflect this feature of the players. For example, Wei Qingquan used the most sentence in Liaocheng No.2 Middle School: Please see the standard answer. Zhuang Zengchen, High School Attached to Shanshi Normal University: Any questions? Wang Jian 'e of Beizhen Middle School: Try it, son; Very powerful; Very beautiful; Very good.
(2) Set the background and handling method of the problem. Some players step by step, starting from reviewing the nature of the function and gradually dealing with the application of the function. Some contestants go straight to the point and change the background of the examples given in the textbook to an environment that is related to them or familiar to students, so as to improve students' interest in learning.
(3) 3) The production of PPT fully reflects the players' grasp of every link in the classroom. For example, Gong Zhongsheng of Weifang No.2 Middle School: The first one: Welcome to the math class; Second: review and review; The third: scene introduction; Fourth: group communication; Fifth: formula application; Picture 6: Practice in class.
(4) Refined language expression. In summing up the application of functions, Lin of Shandong Experimental Middle School said: Set, list, solve and answer. The four words highly summarize the steps of applying functions to solve related practical problems, so that students can see at a glance and teachers can deeply feel the players' high refinement of mathematical knowledge.
;