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Summary of activities of mathematical research group
Model essay on summary of activities of mathematical research group

Summary is a kind of written material that summarizes and summarizes the performance of study, work and life in a period of time. It can help us find the rules in our study and work. Let's write a summary for ourselves. How should I write a summary? The following is a summary essay on the activities of the math research group I collected for you, hoping to help you.

This semester, the content of our "practical training of block training for primary school mathematics teachers" is: "understanding logarithm"; "Common quantity"; "Positive proportion and inverse proportion" are three major contents. After a semester of study and related discussions and exchanges in various schools, I have gained a lot. This semester, I was lucky enough to open a course in the "Understanding of Numbers" section called "Preliminary Understanding of Decimals". In the collective preparation of lessons by the teaching and research group of the school and the discussion and exchange of the research group, I also have a new understanding of this course. Let me talk about my own understanding of this course.

First of all, from the perspective of the knowledge structure of textbooks, the primary stage of "knowing decimals" is mainly divided into two stages to learn. In the first stage, the second volume of the third grade combined with the length unit and Jiao Yuan points to get a preliminary understanding of decimals; The second stage is arranged in the fourth grade. The significance of systematically learning decimals. In preparing lessons, why not choose yuan as the unit to know decimals, but choose meters as the unit of length to know decimals, which has become the focus of my thinking from the beginning. Later, in the collective lesson preparation of the teaching and research group, I found that this arrangement of teaching materials, that is, when the length of an object cannot be measured to get an integer, can better reflect the necessity of decimal generation, and using yuan as a unit may be just for the convenience of recording and the needs of life. It seems that the situational choice of teaching materials is well thought out.

Thirdly, I want to talk about some puzzles in preparing lessons: I always feel that I don't know how deep to dig the textbook. In the old textbook, this lesson has the introduction of decimal reading and writing methods and decimal meaning, but in the new textbook, the reading and writing methods are given "fuzzy" teaching, which reduces the difficulty a lot. Students are only required to read orally, and there is no special guidance on writing methods. It also requires that we should not learn the meaning of decimals abstractly from the realistic background. So when I designed this course, I taught it almost according to the process in the book, which was not creative. Considering that the teaching difficulty of this lesson is the teaching of the example 1 in the book, that is, to fully perceive the meaning of decimals through the conversion of length units, I divide the example 1 into three levels for teaching:

The purpose of the first-level teaching is to let students know that a few tenths can be expressed in a decimal place. When teaching, I designed such a question: How to express 1 decimeter in meters? Students have learned the meaning of fractions before, so they naturally come to110 meter. At this time, I think the appearance of 0. 1 meter belongs to the knowledge transfer point, and I can directly tell students that the focus should be on110 meter and 0. 1 meter, so it is necessary for the teacher to guide us at this time: since 1 decimeter can be expressed as11meter, it can also be expressed as 0. 1 meter, so it is natural to get1/kloc-.

The second level of teaching, I think, should be better than the first level, because students can easily get 1 cm meters by using the transfer of previous knowledge, which can be expressed by1100 meters. But the slight improvement of the level is reflected in two fill-in-the-blank questions in the book:

3cm =(/)m =()m 18cm =(/)m =()m。

At this time, students can completely let go and do it independently. Through repeated practice, we can draw the conclusion that a few percent can be expressed by a few tenths.

The third-level teaching is 1.30 cm, and the decimal is () m, which I think can be completed by the student group through full discussion and communication. Students should fully understand why 1.30 cm can be written as 1.3 m or 1.3 m when giving feedback. This level of teaching is actually based on the second level of teaching, because previous students have learned that 30 cm is 0.30 m, so 1 m 30 cm is 1.30 m, which is easy for students to understand.

Finally, I want to talk about some feelings and some new experiences after a good class:

After class, I feel that students have learned a solid lesson in decimal reading teaching, finding decimals (extracurricular materials) in life, and the meaning of decimals in prices. However, when teaching the meaning of length unit decimal, the design is far-fetched, and students don't fully understand the relationship between fraction and decimal. Their understanding of the relationship between fractions and decimals only stays on the surface, and has not been internalized into their own things. Most students just repeat the transformation method in the example, but later they find that they are at a loss when they are divorced from the specific situation in the example. After class, I feel that if I am in this session, I can speak in depth and spend more time strengthening. In addition, I still have a feeling that the overall design of example 1 is somewhat lacking. I should create a specific problem situation like the examples in the book. For example, Xiaoming's height 130 cm. Now the teacher just wants to use a unit "meter" to express it. How can I express it? But 30 cm is less than 1 m, what should I do? In this way, students can fully realize that problems appear in order to solve some problems in life, so that they can learn only after they have the need to learn, so that students' learning is an active learning, rather than blindly and aimlessly solving teachers' problems, which is also the purpose of emphasizing situational teaching in the arrangement of new textbooks.

In a word, through a semester of research and the research process of this class, I re-examined myself. Classroom teaching is not only a process for students to learn new knowledge, but also a process for teachers and students to jointly construct knowledge. If the process of knowledge construction is acquired by students' independent exploration, they will deeply understand and vividly remember it. And this kind of classroom is a lively classroom!

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