In short, only when mathematics teachers truly have high quality can they make the classroom a place for students to learn and the cradle of growth, and can they find methods that suit themselves in teaching and make classroom teaching truly effective. . Problems and solutions in primary school mathematics teaching. The following is the self-evaluation of primary school mathematics teachers that I compiled for you. I hope you like it!

Self-evaluation of primary school mathematics teachers 1

1. Good self-study skills are the strong backing of efficient classrooms .

For primary school students, the most important thing is to learn to learn, learn to think, learn to discover, learn to create, and master a set of learning methods that adapt to themselves, so that they can learn any kind of knowledge at any time "It is better to have a teacher everywhere than to have a teacher." To this end, teachers must update their concepts, study the wisdom of mathematics, analyze mathematical methods, and strive to enable students to learn, think, discover, apply, and create mathematical knowledge.

In teaching, on the basis of students' mastery of knowledge, students' thinking skills are cultivated and developed. For example, students can be asked to preview before class - record what they don't understand, and listen to the lecture with these questions in mind. For the materials that have been understood in the preview, students can compare their understanding with the teacher's explanation by listening to the lecture. The gap between the two, and whether the perspective of looking at the problem is the same. If there is a difference, which one is better; review after class-students can first close the book and use their own ideas to "go over" the class materials in their minds, and then summarize by themselves. A few "notes" come. At the same time, we should strengthen the analysis and scrutiny of the examples in the books, because although the examples given by teachers in the classroom are not large in number, they are all representative to a certain extent. Study the principles reflected in each example problem, analyze and dissect the key points of each example problem, think about the angle from which such examples can be asked, and what are the consequences of slightly changing the known conditions and solution goals. What is the basis for one-step operation, what existing knowledge is used, what other methods can be used to solve this kind of problem, etc.

The key to mathematics teaching is not to change the mathematics knowledge itself, but to change students' outlook on learning, teach them learning methods, and develop good habits of conscious learning and conscious study of mathematics. Students will benefit from it throughout their lives. . It is necessary to continuously incorporate mathematical learning methods into students’ cognitive structures so that students understand the principle of “teaching a man to fish”.

2. Form good habits to ensure an efficient classroom.

As the saying goes: "Habit becomes natural." The primary school stage is in a critical period for cultivating habits. It should be combined with the cultivation of self-motivation while allowing students to form good learning and living habits. Once good habits are formed, students' self-motivation will be "oriented". Students' self-motivation is one of the important conditions for the success of teachers' organized teaching, so they must be dedicated to cultivating it. There will inevitably be repetitions in the training process. We must be good at grasping and grasping repeatedly. In this way, how can students not make progress?

Secondly, form good habits and cultivate students' sense of responsibility. The cultivation of responsibility must start with cultivating good study habits. In teaching, students should be guided to devote themselves wholeheartedly with an extremely serious attitude, such as: listening carefully, thinking proactively, answering questions enthusiastically, reviewing questions carefully, completing homework on time, and after calculation, carefully check "step by step" and write carefully Etc., gradually students develop conscious, active and serious study habits. These are the basic guarantees for an efficient classroom.

Only when efficient classroom teaching is truly realized, will basic education curriculum reform not be an empty talk, but will be implemented, students will benefit, and a win-win situation for teachers and students will be achieved. Students will be more interested in learning mathematics. , only then will you be willing to learn, eager to learn, learn independently, learn creatively, and become innovative talents.

Primary School Mathematics Teacher Self-Evaluation 2

"Mathematics Curriculum Standards" require students to learn valuable knowledge and practical knowledge to promote student development and improve the effectiveness of classroom teaching. . Efficient classrooms can be summarized as high effectiveness, high efficiency, and high effectiveness. Implementing efficient classrooms gives students a stage for themselves, gives teachers new expectations, and gives schools a more perfect future. I have the following reflections on my own mathematics teaching:

1. Efficient classrooms come from the creation of colorful situations

1. The purpose of situation creation should be clear.

Each class has certain teaching tasks. During teaching, students are promptly guided to use mathematical language to refine mathematical problems from situations. If it is a problem situation, the questions asked by the teacher must be specific, clear, innovative and inspiring, and cannot generally ask questions such as "What did you find?"

2. The teaching situation should have a certain flavor of the times.

In today's information society, students can obtain a lot of information through multiple channels, and the situations created by teachers should also have a flavor of the times.

2. Students’ independent learning is very important

Through students’ active learning and advance preview during self-study class time and other times, we can improve our classroom efficiency and guide students. The case played a very obvious role.

Our mathematics classroom is exactly the process of: improving the basic knowledge filling in the blanks, studying typical examples, training in synchronous classroom exercises, helping students preview new lessons, solving most simple problems in new lessons, and putting aside the previous tasks of students in class. Solve the problem in advance before class ends and let students listen to the class with questions. After such a long period of implementation, I feel that the efficiency is quite good.

3. Efficient classrooms come from setting problems that are close to students’ lives

We strive to start from the life situations and fairy tale world that students are familiar with, and select mathematical problems that students are interested in and around to inspire them. Students' interest and motivation in learning enable students to initially feel the close connection between mathematics and daily life. In mathematics teaching, teachers must seize the opportunity to create learning situations that are closely related to students' living environment and knowledge background, and are interesting to students, so that students can appreciate the fun of mathematics, generate a need for learning, and stimulate their enthusiasm for exploring new knowledge. Actively and effectively participate in learning.

4. Classroom display, showing confidence and charm

The core of classroom teaching is to mobilize all students to actively participate in the whole learning process, so that students can learn independently and develop harmoniously. Teachers should play the role of organizers, guides, and pointers, drive students' subjectivity and initiative, and allow students to conduct inquiry and learning. Let students think independently and show their personality, so that every student can develop. Make mathematics classroom teaching authentic and efficient.

1. Pre-class demonstration. Before class, a certain student should be arranged to perform a dynamic demonstration according to the needs of this class. If students need to stimulate interest, students can be arranged to introduce historical figures, stories, etc.; if students have the ability to break through difficulties, students can be arranged to review the required knowledge in a graded manner.

2. Student classroom vitality seminar: Let students clarify their learning goals, preview the text with questions, and cultivate students' self-study skills. Students' independent learning before class is an important part of "study case teaching", and the quality of problem design is directly related to the completion of teaching objectives. Intense discussions among students in class help organize, systematize and integrate knowledge. Students help each other and enhance the relationship between students. At the same time, students can find more confidence in lectures.

3. Classroom display allows students to demonstrate their writing skills and generalization skills in the limited blackboard space.

4. Vitality comments are preferably unscripted. This link allows students to have a deeper impression of the knowledge points corresponding to the topic. In the process of speaking, it should be clear and organized, and the links should be clear to achieve the goal. A summary of the methods for answering the questions and a summary of the knowledge points. Exercised students' language expression ability and summary ability. Enhance students' self-confidence and courage and make students interested in learning.

5. Efficient classrooms come from constant reflection on teaching.

"There is no fixed method for teaching, and teaching is a regrettable art." No class will be perfect. Every time we take a class, we must conduct in-depth analysis and reflection, and carefully summarize the consistency between the presupposition and the actual situation of each teaching link, student learning status, teacher regulation status, classroom generation status, etc., and find out regular problems. Things are learned through constant "reflection". To promote the quality of classroom teaching, the teaching effect must also be better.

In short, although I have had a skeptical attitude towards college classes, I am also afraid that although the students are very active in class discussions, I don’t know whether they can really integrate into the new class and whether they can truly guide the discussion. Questions in the study plan. However, after practice, I was relieved. The overall level of students not only did not decline, but also improved slightly. In addition, reform will inevitably have problems of one kind or another. For example, I still have a lot of confusion about the preparation of the tutorial plan; there are still many flaws and deficiencies in the specific operations of some problem-solving classes, consolidation practice classes, and return review classes in class; The enthusiasm of some students in learning has not been improved; how to make those students who love learning love learning more and help those students who are not highly motivated and many other questions. But I believe that now that I have a good start, I will continue to work hard as always. As long as I work hard, I will gain something.

Self-evaluation of primary school mathematics teachers 3

The "New Curriculum Standards" point out that "mathematics classroom teaching should be closely connected with students' real life, starting from students' life experience and existing knowledge, Create lively and interesting situations to guide students to carry out activities such as observation, operation, conjecture, reasoning, communication, etc., so that students can master basic mathematical knowledge and skills through mathematical activities, initially learn to observe things and think about problems from a mathematical perspective, and stimulate learning Interest in mathematics..." In real classrooms, some teachers require students to rely on simple memory, imitation, and training, which is only helpful for students to take exams, but does little to help students develop their logical thinking ability, definite reasoning ability, and generalization ability. Not to mention the cultivation of innovative thinking.

Let me briefly talk about some thoughts on efficient classroom teaching based on my teaching practice and what I learned after listening to the class:

1. Pay attention to the learning environment and let students participate in mathematics

Efficient classroom teaching It must be emphasized that students learn in activities, and through students' active participation, students' application awareness and reasoning skills can be developed. The new mathematics curriculum standards abolish the subject-centered theory and establish that mathematics education should be oriented to all students, reflecting the basic and fundamental nature of mathematics teaching. Popularization and development; attaching importance to the connection between mathematics and students' lives, nature and society; reflecting the process characteristics of mathematics learning activities; respecting the individual differences of students, and advocating independent learning and inquiry learning.

2. Focus on problem situations and let students get close to mathematics

1. Create life situations: Mathematics comes from life, so that students can feel that mathematics is around them. Therefore, starting from students’ existing life experiences, we create situations in life and strengthen perceptual understanding, so as to achieve students’ understanding of mathematics. For example, when teaching mathematics at a wide angle, I designed life problems that students are familiar with and used small stones to introduce topics. Small stones are small toys that students usually like to play with. I let them feel that their little games can all be related to mathematics.

2 Create a story situation: Students like to listen to stories and can get more mathematical inspiration from the stories. For example, when teaching "Basic Properties of Fractions", I designed a story where the teacher saw a monkey while traveling and made up a story about a little monkey sharing a piece of cake with his mother. The story brings us a question, and then uses the question to lead to the topic. Student interest doubled. Actively participate in classroom learning.

3. Create challenging situations: Based on teaching materials, create novel and mysterious situations, which can effectively stimulate interest, guide, doubt, and solve doubts, and cultivate students' innovative consciousness.

4 Create game situations: Students have shorter attention spans, poor stability, and poor ability to allocate attention. Teachers can create game situations so that students can learn unconsciously during game activities. To extend the time of intentional attention and enhance learning effects.

5. Create discovery situations: Cultivating students’ innovative awareness does not necessarily mean allowing students to invent and create. What is more important is to allow students to think independently and discover. This discovery itself is creation. For example, when teaching volume, I used the text "Crow Drinks Water" that the students had learned, and took a bottle to do an experiment for the students based on the storyline of the text, so that the students could discover the rules based on the phenomena they saw.

6. Create practical situations: Create practical situations in a timely and appropriate manner to cultivate students’ innovative consciousness and practical ability.

A vivid, interesting, challenging and practical problem situation can subtly trigger students' cognitive conflicts and make students full of strong curiosity for new knowledge.

3. Focus on hands-on operations to allow students to experience mathematics

Thinking often starts from human actions. If the connection between activities and thinking is cut off, thinking cannot be developed. Hands-on practice is the easiest way to stimulate students' thinking and imagination. In teaching activities, teachers should pay great attention to students' direct experience, allowing students to discover, understand and master new knowledge in a series of personal experiences, so that students can "learn to swim while swimming" and "do it" Learn Mathematics in Mathematics" and develop thinking skills.

4. Pay attention to life applications and let students practice mathematics

Mathematics originates from life and serves life. Mathematics is everywhere in life. In teaching, teachers should often let students use the knowledge they have learned to solve practical problems in life, so that students can master the knowledge they have learned in time during the practice of mathematics and realize the value of mathematics learning, thereby enhancing their confidence in learning mathematics well. Learn to see and think about things around you from a mathematical perspective, and expand the field of mathematics learning. In short, we must study "efficient classroom teaching" in a down-to-earth manner. Under the guidance of the new curriculum standards, we should proceed from the students' reality and the goal of quality education, so that our classroom teaching can be built on a more effective basis.

Self-evaluation of primary school mathematics teachers 4

In mid-April, I was fortunate to participate in the county’s activity of sending teachers to the countryside. The main venue of this event was held at the Central Primary School, and the main form of class viewing activities-same class and heterogeneous class, has benefited our grassroots teachers a lot from it. After the teachers in our town and the famous teachers in the county took the same class, we saw the grace of the famous teachers, learned the skills of preparing lessons and attending classes from them, and at the same time, we deeply realized the gap between us and the famous teachers.

While watching the class, I had many feelings, but the most important ones were "Why is our class inefficient" and "Can our class reach a higher level" that have been lingering around me, and these thoughts, He also accompanied me back to the unit. Maybe it was because the first section was about mathematics, so the second volume of Mathematics for Grade 3 "Comparison" written by Teacher Wang from the county and Teacher Zhang from my town left a deep impression on me, and I gained a lot of insights. In order to better explain the two questions above and what we should do in our classrooms in the future, let me talk about my immature opinions on how to improve the effectiveness of primary school mathematics classes.

How to improve the effectiveness of primary school mathematics classroom teaching and improve our ability to prepare lessons?

1. Face the students’ mathematical reality—accurately grasp the teaching objectives

< p> That is: design teaching based on students’ existing knowledge base, life experience, cognitive rules and psychological characteristics. Find the starting point of teaching, highlight the key points of teaching, break through the difficulties of teaching, and capture the growth points of teaching. Make teaching goals realistic.

Solution strategies

1. Understand students’ existing knowledge base and life experience, and determine teaching goals that are realistic for students. ——Pre-class research

2. Mathematics learning activities must be based on students’ cognitive development level and existing experience. ——Grasp the entry point

3. The actual teaching should focus on allowing students to experience the process of abstracting practical problems into mathematical models and explaining and applying them. ——Experience the process personally

2. Create a good mathematics learning situation-stimulate students’ learning needs

Create good learning based on the cognitive rules, psychological characteristics and teaching materials of primary school students Situations can help stimulate students' interest in learning and create a need to explore new knowledge. Therefore, this learning situation should be realistic, meaningful, valuable, and challenging.

Solution strategies:

1. Mathematics activity situations with thinking value

2. Beautiful fairy tale situations

3. Thinking recognition Problem situations that conflict with knowledge

4. Learning situations where mathematics is closely linked to life

5. Problem situations that arise from mathematical knowledge itself

3. Selection of appropriate The teaching method - focusing on students' personal experience of the process of mathematics

The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, a variety of teaching and learning methods should be used to enable students to learn mathematics through independent thinking, inquiry learning, and cooperative communication, and use mathematical ideas and methods to creatively solve problems. And try a variety of experiences while experiencing the mathematical process.

Solution strategies:

1. Find ways to make students need inquiry and cooperative learning.

2. Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning, and collaborative discussion, and stimulate enthusiasm for inquiry and cooperative learning.

3. A good situation for inquiry learning, with clear inquiry goals, and challenging and valuable inquiry and cooperative learning problems.

4. Based on the grouping principle of "heterogeneity within the group and homogeneity among the groups", implement dynamic group arrangement to break the long-term structure of the group - some people play a controlling role, while others Being in a subordinate position gives every student the opportunity to establish an image and provides everyone with opportunities to develop, improve, and change themselves.

4. Pay close attention to dual basics and moderate training-promote the internalization of mathematical knowledge

Grasping the essence of mathematical concepts in teaching is an eternal topic in mathematics education. Paying attention to the effectiveness of classroom teaching undoubtedly requires attention to students' basic mathematical knowledge and basic skills. Mathematical concepts are the foundation that supports the mathematical building, and basic mathematical skills are the guarantee for building a good building. Therefore, knowledge must be in place and skills must be trained. It is incumbent upon us to do a good job in both fundamentals. Of course, "the requirements for dual foundations in mathematics should be adjusted and enriched with the times, and the foundation cannot be laid blindly, resulting in a situation of "building a thatched house on a granite foundation." Innovation without a foundation is utopian, and there is no foundation for innovation. It is blind. We should integrate the cultivation of innovative consciousness and practical ability into the teaching of basic knowledge and basic skills and the training of mathematical thinking."

Solution strategy:

1. Give the basic concepts of mathematics a core position, position the basic knowledge of mathematics well, and lay a good foundation.

2. Based on the vertical development of mathematical knowledge, help students connect it into a "knowledge chain"; through horizontal communication, help students connect it into a "knowledge network"; and then through the refinement of mathematical thinking methods, Constitute a three-dimensional knowledge module.

5. Carefully design teaching activities and capture clever use of teaching resources - activate students' thinking and promote student development

Classroom teaching activities are organized, step-by-step and step-by-step under the guidance of teachers. A complex mental and intellectual process of planning. To improve its effectiveness, teachers must make careful planning before class, that is, accurately grasp the teaching materials, fully understand the students, and effectively develop resources. Teaching presets are an important guarantee for teachers to play an organizational and leading role.

Classroom teaching activities deal with living beings with different personalities, and it should be a dynamic process of generation. Teaching activities are the process of "dynamic generation" of "static presets" in the classroom. Wonderful generation comes from this high-quality careful preset. Therefore, to improve the effectiveness of classroom teaching, we must both carefully presuppose and focus on generation. In this way, in the implementation of classroom teaching, we can tolerate and accept the creativity from students and tactfully screen the creativity in the classroom, so as to achieve the purpose of skillfully using creativity to promote students' development.

Solution strategies:

1. Careful planning - accurate grasp of teaching and comprehensive understanding of students

Effective development of resources and timely and accurate evaluation

2. Pay attention to generation - accept generation with tolerance, understand generation rationally

Screen generation wisely, and use generation skillfully

The above is my clumsy opinion on how to improve the effectiveness of mathematics classroom. I think that if teachers can achieve "a simpler teaching style; a more solid basic training; a more substantial teaching capacity; a more active thinking among students; and a more flexible teaching method" in preparing lessons and teaching, then the mathematics classroom teaching efficiency of our school will also be improved. "High"! And our teachers will also be "famous"!

Self-evaluation of primary school mathematics teachers 5

Rabindranath Tagore has a famous saying: "We see the world wrong, but Instead, they say that the world has deceived us. We are dealing with children and young people, living people with distinctive personalities. Every child is a precious life, every student is a vivid picture, and each of us is We should cherish them.

1. Harmonious classroom, happy learning

The classroom is a place for students to learn knowledge and a base for teachers to work. We should pay attention to classroom teaching. Bring harmony into the classroom, Make the classroom full of vitality. Only in a relaxed, equal, harmonious, lively and energetic atmosphere can students' creative interests and creative thinking be aroused.

The teacher's teaching art is not only about imparting knowledge, but also about motivating, awakening and inspiring. Teachers should pass on joy and enthusiasm to students, so that students can be subtly affected, so that they can devote themselves to mathematics learning happily and energetically.

2. Life classroom is more meaningful

Life is inseparable from mathematics. Mathematics comes from life. Mathematics and life can never be separated. Mathematics without life is pale and powerless. Mathematics can only exist in It can be extended in practice. Life is the source of life of mathematics.

Teachers should try their best to create situations and conditions to organically combine the classroom with the actual life of students, so that students can feel like they are there and see them. People, if they hear the sound, strengthen their perception and stimulate their thinking. For example, in the chapter of "Quadrilateral", we determine whether "two parallelograms with equal bases and equal heights when put together are still parallelograms" seems right at first glance. But after practice Through hands-on operation, you will find that "two parallelograms with equal bases and equal heights when put together do not necessarily remain a parallelogram."

3. Flexible classroom, easy learning

Students are not learning machines , teachers should make reasonable and scientific arrangements. Change the old practice of super-intensity, large-volume questions, mechanical training, and using time and sweat to improve performance. We should promote concise teaching and refinement. Only talk about ideas and methods, guide yourself to discover, explore, and Give students the time to think, return the thinking process to students, and cultivate the habit and ability to encourage students to think independently. For example, when teaching "If you remove an acute angle from an obtuse angle, what is the remaining angle?" you cannot fix an answer. Another example is It is estimated that the answer to "390×15" may be 7800 or 8000. Everything cannot be generalized and requires students to grasp and apply it flexibly. In real life, for example, "fourth grade students go on an autumn outing. Each set of tickets and tickets is 49 yuan. How much should I prepare?" Money?" In the formula 49×104, 49 is regarded as 50, but 104 is regarded as 110 and cannot be regarded as 100. This is more reasonable and practical.

You should not be rigid when dealing with word problems. You should master the methods. Some There are many ways to solve the problem. Some problems can start from the problem, and some problems start from the known conditions. As long as you master the method and draw inferences from one example, you can learn mathematics easily.

4 . Humorous classroom, full of energy

A person with a sense of humor will be loved by everyone. Humor drives away worries and brings laughter. Students also like teachers with a sense of humor, which is just right in teaching. Humor in the classroom can completely drive away study fatigue and enliven the classroom atmosphere. At the same time, it can develop students' thinking agility and determination, and further harmonize the relationship between teachers and students. For example, once a student turns around in the classroom and talks from time to time, I saw He called me several times, but he still ignored me. I walked up to him calmly, changed the topic, raised my voice and said to him, "Why did you put a ball on your butt?" My classmates, who had never heard this sentence before, were all amused. I became more energetic and looked at this classmate smiling knowingly. Then I unexpectedly found that all the students were listening attentively, as if they were 100 times more energetic. At this moment, I suddenly understood that humor allows me to give students a beautiful experience. , feel the charm of humor.

In short, mathematics teaching is full of knowledge and charm, and mathematics classes are even more charming. As long as teachers are caring people, good at learning, good at drilling, and good at innovation, mathematics classes will be full of vitality and the classroom will be full of vitality. It will be more exciting.

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