Investigation report on classroom teaching of mathematics in primary schools

Investigation report on classroom teaching of mathematics in primary schools

With the continuous improvement of personal civilization, the frequency of using reports is on the rise, so we should pay attention to covering the basic elements of reports when writing reports. You get dizzy when you hear writing a report? The following is a survey report on primary school mathematics classroom teaching compiled by me. Welcome to read the collection.

Investigation report on classroom teaching of mathematics in primary schools 1 1. Basic information:

1. Respondents: We investigated a primary school in Shangrao County, Guangfeng County, Yushan County, Poyang County, yugan county County and Wannian County and a primary school directly under the Municipal Education Bureau. Because of time, Yushan hasn't been there yet, so this survey *** 1 1 school.

2. Investigation method: The method of "drawing, observing, measuring and speaking" was adopted to conduct the investigation. Smoking: every time I go to school, I will decide to attend classes according to the temporary lottery of the course; View: Look at the teacher's class, understand the teacher's classroom teaching situation, see whether the teacher's lesson preparation is standardized, whether the quantity and quality meet the requirements, see the students' classroom performance, and see whether the quality of homework and correction meets the specified requirements; Test: In order to achieve the teaching goal of the lecture, take a quiz of 10- 15 minutes immediately; Talk: Feedback and communicate with teachers about their own class, lesson preparation, homework correction, target test analysis, etc.

Second, the basic characteristics:

In this survey, we strictly follow the documents, and which school and teacher to attend in each county are decided by temporary lottery according to the curriculum, so this survey can be said to be absolutely true. Through the supervision of 1 1 school, it is found that the teaching routine is well implemented in all counties and schools, and 80% teachers can prepare lessons before class, prepare lessons carefully, write lesson plans and make their own teaching and learning tools; In class, teachers can observe the characteristics of subjects and students' age, carefully organize teaching, allocate time reasonably, give timely feedback, design exercises in a gradient and level, reflect after class, correct homework in time every day, pay attention to academic test and evaluation, actively carry out teaching and research activities, and pay attention to the improvement of teachers' professional quality.

On the whole, classroom teaching has the following characteristics:

1, the classroom organization is flexible and diverse. There are such forms as "independent inquiry-cooperative communication-teacher evaluation-problem solving", "mathematical problem scenario-independent inquiry-cooperative communication-practice consolidation", "realistic material-conjecture-verification-modification-application" and "life-exploration-life".

2. The teaching method is flexible.

(1) The combination of situation and real life. Students are guided to engage in mathematics activities with concrete, interesting and challenging materials. Teachers pay attention to the creation of mathematical problem scenarios in mathematics classes, and pay attention to the creation of scenarios close to students' real life, and communicate the connection between mathematics in life and text mathematics, so that life and mathematics can be integrated.

(2) Combining independent exploration with cooperation and exchange. The core of the new round of mathematics curriculum reform is to advocate cooperative learning. "Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. " Now group cooperative learning is widely adopted and actively implemented by teachers in our city. "

(3) Activity teaching is full of mathematics classes. Let students feel, experience and understand mathematics through practical activities such as seeing, touching, posing, doing, calculating, drawing and thinking, so as to "free students' hands and feet, let them move and let them remember".

3. The homework design pays attention to innovation. The idea that "homework is to let students experience mathematics" has been established, and it is rare to engage in sea tactics and mechanically repeat homework. Instead, it is experiential homework, operational homework, personalized homework, autonomous homework, math diary and so on. When students finish their homework, their innovative consciousness and ability are also cultivated.

Third, the main problems

Everything has its two sides, and there are also many problems in the achievements, which can be summarized as follows:

1, which relies heavily on auxiliary ideas and lacks initiative and innovation spirit.

In the survey, we found that 50% teachers did not bring their lesson preparation books into the classroom. In class, teachers use teaching AIDS as teaching plans to guide classes and give new lectures, and mechanically copy the above contents in each section, which accounts for about 30% of the survey. After class, we looked at a few pages casually and found that there were obvious typos in the book. After careful examination, it is found that some teaching contents and class hours are unscientific. Most of these so-called teaching AIDS have not been audited by the education authorities, and they have been stolen and published by unscrupulous merchants for profit. If the teacher doesn't distinguish right from wrong and doesn't make choices, it will not only harm himself, but also delay the students, and the consequences will be unimaginable.

2. Ignore the study of teaching materials and understand the deviation of teaching materials.

During the inspection, it was found that some rural school teachers did not pay attention to the study of the new curriculum standard textbooks, and they had a superficial understanding of the textbooks, failed to deeply understand the mathematical connotation carried by the textbooks, overestimated the students' learning foundation, and arbitrarily tampered with the teaching content, raising the teaching difficulty, leading to teaching failure.

3. The classroom structure is different and the teaching efficiency is low.

In class, I found that some teachers didn't prepare lessons before class and didn't design classroom teaching seriously, which led to classroom teaching being very casual. For example, some classes will finish the teaching content of two or three classes, and some will only correct a few simple exercises done the day before; Some practice classes only explain two application problems, but most students don't master them. The above classes cause too much or too little knowledge teaching, improper classroom capacity and low teaching efficiency.

4. Misunderstanding collective lesson preparation breeds teacher inertia.

In order to reduce the burden on teachers, some schools prepare lessons collectively in grades. Although the original intention is good, due to the imperfect management system and insufficient strength, a few teachers misunderstood the connotation of collective lesson preparation, and in the name of collective lesson preparation, they missed classes or even did not prepare lessons, which made some teachers have the habit of being lazy.

Fourth, thinking and suggestions:

Compared with cities and towns, teachers in rural schools are weak and the teaching level is relatively low. To further promote the new curriculum reform, we should pay more attention to rural compulsory education, strengthen the training of rural school teachers and effectively improve the level of rural teachers. City and county teaching and research offices organize outstanding teachers to go to the countryside from time to time and carry out some solid and effective teaching and research activities in rural schools; Open the school information network and do a good job in rural network teaching and research; Do a good job in pairing assistance between urban and rural schools. In view of the above situation, the following suggestions are put forward:

(1) Strengthen the construction of teachers' professional ethics and improve teachers' ideological quality.

Teachers should have a sense of professional pride, position their life value on the cause of loyal education, and fully understand the far-reaching significance of fulfilling the norms of teachers' morality in teaching and educating people and cultivating talents. Only in this way can we arouse the moral feelings of loving education and students from the deep heart, consciously overcome all kinds of contradictions and difficulties in education, consciously attach importance to the improvement of professional quality, strengthen the sense of learning responsibility, attach importance to existing problems, and overcome all kinds of bad teaching behaviors according to the evaluation standard of teachers' morality.

(B), strengthen business learning and management, improve the teaching level of teachers.

1, organize learning to revise curriculum standards

After a round of full practice and improvement, the Ministry of Education organized experts and scholars to carry out a comprehensive revision, and now the revised new curriculum standards have been officially released. Teachers should be organized in time to seriously study the newly revised mathematics curriculum standards, understand the spiritual essence of the curriculum standards, try to figure out the profound meaning of the revised contents in the curriculum standards, and clarify the specific requirements of the curriculum standards, so as to better guide teaching practice.

2. Take textbook learning as the top priority.

Textbooks are the carrier of the concept of "curriculum standards", the support of classroom teaching and the important curriculum resources. However, the presentation of the new curriculum standard textbooks is very different from the previous textbooks. There is basically no review, preparation and transition before new knowledge. Most of the teaching contents are presented through situations, dialogues, tables and pictures. And there is no conclusion, only suggestions for students' autonomous activities and questions in the process, which leaves a lot of exploration and communication space for teaching and learning, and also brings some confusion and difficulties for teachers to read textbooks. How to help teachers understand and use textbooks and effectively improve the effectiveness of primary school mathematics classroom teaching? We have carried out a special study in some schools: "Study on reading methods and strategies of primary school mathematics textbooks", expecting more schools to actively participate in it.

3. Pay attention to the design of mathematics classroom teaching.

Everything is established in advance, and it is abolished if it is not foreseen. Without careful presupposition before class, there will be no dynamic generation of class. Scientific teaching design is the premise of smoothly implementing the teaching plan and standardizing the teaching process, and the fundamental guarantee to ensure the teaching effect and improve the teaching quality. Starting from the effectiveness of classroom teaching, we attach importance to the design of mathematics classroom teaching, and take the topic of "Research and Practice of Effective Classroom Teaching Design for Primary Mathematics" as the breakthrough point to carry out extensive and in-depth research in the whole city, so as to deepen the reform of mathematics classroom teaching and comprehensively improve the quality of primary mathematics teaching in our city.

Classroom is the main channel to implement quality education, the main position to carry out teaching work and the foothold of educational reform. I sincerely hope that through this classroom teaching supervision, we can promote our teaching reform, further implement the teaching routine, improve our teaching work, and make our teaching work go to a new level!

Investigation report on classroom teaching of primary school mathematics 2 In order to better promote the experiment of curriculum reform of primary school basic education, this semester the school launched a classroom teaching investigation activity with the theme of "enhancing the effectiveness of classroom teaching under the new background of curriculum reform". In the spirit of seeking truth and being pragmatic, I conducted a special survey on the effectiveness of classroom teaching with teachers in combination with practical activities of "reading, experiencing, interacting, consolidating classroom teaching and guiding teaching", open classes and joint teaching and research activities.

In this special research activity, we learned that great changes have taken place in our mathematics classroom teaching in recent years under the new curriculum reform, and new ideas have been put forward in the curriculum standards. Teachers are trying to change their teaching methods and constantly improve students' learning methods, so that students can know and understand mathematics, acquire knowledge, master skills and learn to learn through vivid and effective learning activities. The quality of classroom teaching has been significantly improved. Mainly reflected in the following aspects:

First, pay attention to the creation of effective situations.

At present, "creating situation" has become a beautiful landscape in primary school mathematics classroom. In some open classes and seminars, teachers can create some effective, novel, thoughtful and challenging classroom learning situations according to students' cognitive rules and teaching contents, which will broaden our horizons. For example, the class "Circle" taught by the history teacher in our school created a situation in which a little monkey and a little rabbit race in the lead-in part. The little monkey runs along the square route and the little rabbit runs along the circular route. Students, is the game fair? Why? Through the creation of this situation, students can migrate from the circumference of a square to the circumference of a circle by analogy, so that their thinking falls on the circumference of a circle. Just want to know the circumference of their unfair competition.

Second, pay attention to effective operation and practical activities.

Mathematics teaching is mathematics activity teaching, and teachers attach great importance to students' practical activities of understanding new knowledge, so that students can transform abstract knowledge into sensible content through hands, words and brains. For example, in the sixth-grade "Axisymmetric Graphics" class in our school, Mr. Guo can give full play to students' main role, let them operate by hand, understand the concepts of axisymmetric graphics and symmetry axis through activities such as folding, drawing and cutting, cultivate students' hands-on operation ability and spatial imagination ability, develop students' spatial concept, and let them learn to appreciate and create beauty at the same time.

Third, pay attention to effective learning methods.

Under the background of the new curriculum, teachers strive to change students' single and passive learning mode and adopt group cooperative learning mode. In the process of students' independent inquiry learning, students are guided to solve problems through group cooperative learning, exchange and discussion, and deepen their knowledge and understanding of what they have learned. For example, when Mr. Han teaches pushing and pulling, in order to verify that pushing and pulling are two opposite forces, let the students push their palms and pull their wrists in the group, and make statistics and records in the group to guide the students to find the experimental results. As students experience the process of knowledge formation, they experience emotions and acquire knowledge in activities, inquiry and thinking.

Fourth, the effective use of multimedia teaching methods.

Especially in some demonstration classes, open classes and seminars, teachers are trying to change the traditional teaching methods and learning methods. Using computer-aided teaching courseware, the classroom teaching content and information technology are organically integrated to improve the effectiveness of classroom teaching. For example, when Wang Jian, an experimental primary school teacher, used a ruler and a triangle to verify that the two groups of parallel sides of a parallelogram were parallel in the fourth grade parallelogram and trapezoid classes, Mr. Wang Can effectively guided the students to use multimedia information technology, let them operate on the computer, make the triangle close to the ruler, then verify it on the moving triangle, and then exchange the results with each other. Finally, it is concluded that two groups of parallelograms with parallel opposite sides are parallelograms.

While seeing the gratifying changes in these classrooms, it is undeniable that a considerable number of teachers do not grasp the new concept of new curriculum reform, pay attention to form and ignore the essence in the normal classroom teaching of primary school mathematics. This leads to the formalization, inefficiency and even ineffectiveness of classroom teaching, which has to cause us to think calmly, reflect on the past rationally and objectively, face today realistically and face the problems in the classroom with a peaceful mind.

There is a problem:

1, individual classroom teaching methods are single, teaching forms are single, and teaching design pays more attention to teaching than learning. Replacing the thinking of most students with the thinking of a few students, there is a lack of questions and discussions in class, students' subjective consciousness has not been fully exerted, and students have not been given enough time and space to explore and study independently. Some students passively accept what they have learned.

2. Teachers don't have enough research on teaching materials, so they can't grasp the intention of compiling teaching materials and make full use of teaching materials resources.

3. The form of group cooperative learning has no substance. In some teachers' classes, students' group learning is a mere formality and lacks substantive cooperation. The main manifestations are: the content of cooperative learning has no discussion value, there is no process for students to think independently before group cooperation, the degree of students' participation is uneven, the cooperation between students is not active enough, and teachers can't give students enough time and space.

4. The design of classroom exercises is single, lacking layering and interest. The internal connection of knowledge is not excavated in place, and the promotion and expansion of knowledge are not enough.

5, situation creation, far-fetched. Some classes pursue teaching situation too much, and some mathematics contents are mechanically placed on the situation, which is out of touch with reality and overemphasizes the source of life. Thus wasting valuable time and hindering students' real understanding of mathematics knowledge.

6. Teaching pursues modernization too much. Now it seems that modern teaching methods are not adopted or the concept is not advanced. For this reason, some teachers spend a lot of time making courseware carefully, but the effect is not ideal. Some courseware is just a textbook-style move, and some teachers simply stop writing blackboard books because of multimedia, and use courseware instead of blackboard books.

7. Individual teachers lack educational tact in the face of new problems in the classroom, and the teaching language is not accurate, vivid and rich enough.

Suggestion:

1, seriously study the new curriculum standards and understand new ideas. Seriously study teaching materials and teaching methods, deeply understand and grasp the intention of compiling teaching materials, use teaching materials scientifically, reasonably and creatively, and design teaching plans for each class.

2. Explore and study the effective classroom teaching mode in line with the new curriculum concept.

3. Accurately grasp teaching materials, fully understand students and effectively develop teaching resources. Provide students with valuable and dynamic mathematics teaching content.

4. Pay attention to the cultivation of students' learning ability in teaching. Let students learn to think and learn to learn.

5. Teachers should use teaching AIDS, learning tools and multimedia teaching methods scientifically, reasonably and effectively in combination with teaching practice.

6. Teachers should be able to carefully design exercises with clear levels, various forms, interest and strong thoughts.

7. Pay attention to the research on the effectiveness of group cooperative learning. Let everyone move, truly cooperate and exchange, enjoy resources and solve problems satisfactorily.

8, continuous learning, practice, reflection, improve their own classroom teaching wit and educational wisdom, and promote professional growth.

In a word, the core link of curriculum reform is curriculum implementation, and the basic way of curriculum reform implementation is classroom teaching. The effectiveness of classroom teaching is the life of classroom teaching. Exploring and establishing effective classroom teaching methods that meet the requirements of the times has become the need of new curriculum reform practice. Only by constantly learning advanced education and teaching concepts and constantly reflecting on their own classroom teaching can teachers improve the effectiveness of classroom teaching.

Investigation report on mathematics classroom teaching in primary schools 3 i. gratifying changes

(A) the change of learning style

The new curriculum standard of mathematics points out that effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Mathematics teaching is the teaching of mathematics activities, and it is a process of interactive development between teachers and students. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to engage in mathematics activities and help them gain rich experience in mathematics activities.

It can be seen from the lectures that 80% of the basic organizational forms of classroom teaching are effective, interesting and exploratory activities. In these activities, students have experienced the mathematical thinking process of guessing, verifying, thinking, communicating and explaining, so that students can learn effectively in various activity situations.

For example, case 1: "Possibility" in Grade Two.

This lesson teaches students to feel the uncertainty of things from their favorite and familiar coin toss game. In the activities of observation, throwing and guessing, students initially realize that coins may fall face up or face up. Then the group plays the game of touching the ball, experiences the activity process again, feels the uncertainty of things, and quickly understands the phenomena of "impossible" and "certain". It has achieved the expected goal and fully embodied the concept of "learning by doing".

Another example is case 2: sixth grade "circumference"

When measuring the circumference of a circle, the teacher first asked the students: "When learning squares and rectangles, you can directly measure their circumference with a ruler. The circumference of a circle is a closed curve. How can you measure its circumference? " You can measure the circumference of several circles on the experimental platform with a ruler and a white cloth strip. How many ways are there? Let's experiment. "In an instant, everyone in the class began to participate. You use this method, he uses that method. The atmosphere is very lively. Since then, everyone has published their own experimental results. Some said, "I measured it with a scroll bar. Someone said, "I think the rolling method has its limitations. If you encounter a circle that can't be rolled, I think it's better to measure it with a rope. "After affirming the students' way of thinking, the teacher made use of the situation and put forward a visible and intangible experiment (one end of a rope is tied with a button, the other end of the rope is held in your hand, the rope is wound around a circle, and the button draws a circle in the air). "Like this circle, can you measure its circumference with rope and rolling? This shows that there are some limitations in measuring circumference by rope rolling method. Can you find a universal law for finding a circle? " Then the teacher used the media to show the traces left by two circles of different sizes after rotating at the same point for one week. Q: "Who has anything to do with the circumference of the circle you see? What does it matter? " Let's experiment again until we come to the conclusion that the circumference of a circle is л times the diameter. In this way, through operation, discussion, observation and thinking, students can actively participate in learning and exploring problems, not only mastering knowledge, but also developing thinking.

In short, students' learning style in classroom teaching has changed from passive single learning to autonomous learning, from obtaining knowledge conclusions to experiencing inquiry process, from question-and-answer learning to group cooperative learning. The whole learning process is the process of students' active construction.

(B) Mathematics into life

Mathematics originates from life, and there are mathematics and mathematical ideas everywhere in life. In the listening class, almost all teachers pay attention to talking about mathematics in connection with life from the students' life experience and existing life background, so as to mathematize life problems and make mathematics problems live.

For example, case 1: collocation learning in grade three.

Teachers solve practical problems in life by organizing students to match clothes and making recipes, so that students can feel the close connection between mathematics and daily life.

Case 2: Grade One "Know the Clock"

The teacher instructs the students to review what they have done at this moment every day in combination with the time on the clock shown by the teacher. Combine the abstract knowledge of time with concrete examples of life to make it more life-oriented.

Case 3: Grade Four "Positive and Negative Numbers"

At the beginning of class, the teacher asked the students to be weather forecasters, report the weather forecasts collected before class, and introduce positive and negative figures. In class, guide students to observe the bank cards in life and score in an intelligence contest to further understand the positive and negative numbers and understand their meanings.

Case 4: "Pen Master" in Grade Three

In the exercise, the teacher designed an open topic close to students' life: buy a box of medicine and give a bottle of 96 yuan in the love pharmacy (seven tablets in each box). Yimin Pharmacy 78 yuan a box (7 sticks per box). Ask the students that the medicine in that drugstore is cheaper. As soon as the topic is put forward, the students are interested and actively use their brains to find the answer. So that students have a deeper understanding of mathematical methods, a more real feeling, and a better understanding of the application value of mathematical knowledge.

There are countless such examples, from which we can see that 98% of teachers pay full attention to the mathematical problems in life, know how to extract mathematical problems from life, and guide students to solve practical problems in life with mathematical knowledge.

(C) the application of modern educational technology

In math class, nearly one-third of the classes have applied modern educational technology. Create a harmonious learning environment for students through multimedia audio and video images. Use external situations such as sound, light, color and image to mobilize students' non-intellectual factors to participate in learning activities.

Case 1: "brush division" in grade three.

The teacher created the problem situation of the Monkey King sharing peaches for students in the form of multimedia. "the Monkey King brought back 48 peaches from the Heavenly Palace. Two little monkeys saw them and asked the king to distribute them equally." The teacher asked: What mathematical information did you get from the animation? Then guide students to learn the algorithm in the form of columns. Then use multimedia to show four monkeys and three monkeys peaches to guide students to learn. The whole learning process runs through this situation, so that students can constantly ask mathematical questions in creating situations and use mathematical knowledge to solve problems, thus obtaining a successful experience of using mathematics.

Case 2: Sixth grade "circumference"

By demonstrating the courseware made by teachers, students can intuitively perceive the relationship between the circumference and diameter of a circle, which fully demonstrates the unique role and charm of modern educational technology in the field of mathematics teaching.

(D) the display of mathematical culture

In recent years, attaching importance to the cultural value of mathematics in mathematics curriculum has formed a * * * understanding. Mathematics curriculum should not only help students learn and master knowledge and skills, but also help students understand the value of mathematics (including cultural value). In the class we listened to, although it is not common to attach importance to the display of mathematical culture, it can be said that it has begun to take shape.

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