Summary of Senior Three Math Group Work 1 Since the beginning of this semester, under the careful guidance of school leaders, X teachers of Senior Three Math Preparation Group have studied the relevant requirements of school curriculum reform and actively organized lesson preparation activities, which effectively improved the classroom teaching efficiency and successfully completed the education and teaching tasks of this semester. The work of this semester is summarized as follows:
The first part: summary of the work of this year's lesson preparation group.
First, unite and cooperate, prepare lessons collectively, and give full play to collective strength.
Senior three math preparation group has both division of labor and cooperation in the content and progress of review, subscription of materials, proposition of test questions, communication of problems found in the revision of test papers, and the state of students' learning mathematics. There are not only unified requirements, but also the actual situation of each class, including the exchange of "students are prone to make mistakes" and the discussion of typical examples, as well as the discussion of lesson plans and the exchange of information. There are voices of discussion, controversy and communication everywhere and at any time.
Second, grasp the learning situation and be targeted.
In-depth understanding of students' actual learning situation, learning level and learning ability, timely mobilization of teaching content, increase classroom capacity, and infiltration of mathematical thinking methods in advance, so that teachers' teaching and students' learning are in line with students' actual learning situation, so that each student can get his own benefits in classroom learning. The greatest advantage of our comrades in arts and sciences is that they can teach at different levels so that students at every level can learn something.
Third, do a good job in "three middle schools" and establish learning confidence.
Grasping the "three middle schools", that is, intermediate questions, intermediate scores and intermediate students, is the basis for students to study intermediate questions carefully and learn intermediate scores well, and is the guarantee of confidence in the college entrance examination; Grasping secondary school students is the basis of improving teaching quality in an all-round way. This is the reality of our students. We must seek truth from facts and do too difficult questions. A student without a foundation can't do it, which discourages students' confidence. Doing too simple questions does not meet the requirements of the college entrance examination, so we take medium questions as the focus of our exercises.
Fourth, pay attention to "three points" and cultivate study habits.
While paying attention to the low starting point and the ability to explore and seek, senior three review also pays attention to grasping the information points, error-prone points and scoring points in analyzing and solving problems, cultivating good habits of examining and solving problems, and forming the habit of standardizing answers and not losing points. Our students have a general foundation, so we should lower the starting point according to the students' reality, break down the learning content into knowledge points that are easy for students to master, slow down the pace, and push students forward step by step through practice and timely feedback.
Fifth, "inside" and "outside", pay attention to all students.
Seriously analyze the learning state of critical students in critical mathematics and critical students outside critical mathematics, and adopt hierarchical management and hierarchical teaching. For example, students who can get into the top 10 in each exam should be given freedom and can do some topics suitable for them after class. For some outstanding students, we have adopted the collective strength of scientific groups to strengthen and improve counseling, arouse students' sense of competition and enhance effectiveness; For some math "students with learning difficulties", we take a low starting point, enjoy success first, and then continue to improve in depth, so as to achieve progress and improvement suitable for our own learning situation. Especially before the exam, we aimed at the top students and students with learning difficulties in mathematics, and used our own rest time to tutor individually or exchange tutors, which achieved good results.
Part II: Some suggestions for the new senior three.
A round of review should be detailed, but not too long.
As the teaching of mathematics, the first round of reviewing knowledge, methods and questions should be comprehensive, not only quantitative but also qualitative, which is the real learning. For example, when analyzing examples, teachers should not only talk, but also give students time to think. Students had better do it first and speak for 5- 10 minutes. Teachers should mobilize students to participate, lead students to read, analyze, write on the blackboard and summarize, and never let go of any details that affect their grades.
Let students really understand how the comprehensive questions are entered and written, what are the main points of grading, and what laws and mathematical thinking methods are included, especially mathematical thinking methods. It is of little use to talk about it specifically, and the college entrance examination has to be tested, so it usually penetrates into every question. Although a round of review should be detailed, the front line should not be stretched too long, which will easily lead to forgetting the previous content in the later review.
Second, the second round should be reviewed according to knowledge or questions.
In the past two rounds of review, most of the time and energy were spent on ideas and methods. Often the teacher speaks methodically and logically, and students can understand it, but it is often not combined with the application and can't see the substantive effect. Therefore, the second round of review should combine the actual situation of students and the examination outline, and carry out targeted question training. Judging from the situation this year, the effect is still good.
Third, make full use of weekly training and do a good job of consolidation and testing.
There are weekly exercises in all grades, but the weekly exercises in senior three should be different from those in senior one and senior two. Senior one and senior two are in the stage of learning new knowledge, and the content of weekly exercises should of course be based on the latest knowledge. Senior three is in the stage of reviewing and improving what they have learned, so it's best to review the small questions in the high school math week exercises, and there should be two questions that are often taken in the college entrance examination but not reviewed. Through this form, we can also understand the students' shortcomings, so that there will be some deficiencies in the following review process.
Fourth, "reread" the test paper to improve the ability in error correction training.
After the usual teaching and marking, we feel that the main obstacles to improving students' math scores are as follows:
① The two foundations are not solid, and the cognitive structure is not perfect: the basic knowledge and skills are not solid, and the commonly used formulas are not accurately remembered, resulting in undue loss of points.
(2) Lack of careful thinking and written expression' Main link: For the problem with letters, the discussion on the classification of letters is not in place.
(3) The comprehensive level is not good, and the calculation ability is weak. When doing problems, it is often "yes but no".
I think we should start with "wrong questions" and strive to achieve ability transcendence. Because mistakes are often "repetitive", ordinary students have exposed their possible problems in solving problems in previous exercises. If some students' "correction books" are collected in the comprehensive review stage, their mistakes are sorted and classified, and small project training questions are written and given to students to practice and explain, students' problem-solving mistakes can be corrected and their mathematical problem-solving ability can be surpassed.
Fifth, choose the test questions to "relax".
Senior three students have to do many test questions, but time is limited. How to solve the contradiction between them, the work done by the teacher is very important. Before any set of questions is sent to students, I think teachers should do it now. The most difficult questions and the knowledge points examined have first-hand materials. You can't ignore the willy-nilly, it's difficult to hand out the test paper first, and it's hard not to tell or post the answers.
In addition, it should be noted that some comprehensive volumes should be made properly:
1, completed in a limited time, without a limited time, it is difficult to cultivate the ability to take exams;
2. Don't let go of the problem. Without some difficult training, students' psychological endurance and the comprehensiveness and profundity of their thinking can't be cultivated.
3. By doing comprehensive questions, students should consciously look for the improvement points of their grades and take practical measures to solve them. If the content of a chapter is not in place, it should be consolidated in time. Students can only "relax" if they do a good job in multiple-choice questions.
Summary of Senior Three Math Group Work 2 Our Senior Three Math Preparation Group consists of X members, who all work diligently and silently, regardless of personal gains and losses. Through Qi Xin's concerted efforts and hard work, we have successfully completed the task of mathematics teaching in this school year. The work of our preparatory group is summarized as follows:
First, pay attention to the requirements of the new curriculum standard and study the syllabus.
In strict accordance with the requirements of the examination syllabus, follow the principle of "paying attention to ability while examining basic knowledge", establish the guiding ideology of ability-based proposition, integrate knowledge, ability and quality, and comprehensively test candidates' mathematical literacy and mathematical ability. Our teaching policy is: take students as the main body, pay attention to basic teaching and strengthen ability training. Under this concept, different teaching methods are adopted according to different contents.
With the deepening of the "new curriculum standard" study and teaching reform, it is urgent for us to realize a qualitative change in teaching concepts, teaching methods and teaching means. In order to meet the requirements of the current college entrance examination, it is our key research topic in recent three years. According to the teaching objectives of each stage, different research topics are formulated. In the third stage of high school, we should focus on teaching reform, go deep into the study outline, and constantly improve and formulate review strategies and methods.
No matter which stage of research, we draw lessons from the existing teaching achievements, put forward new teaching ideas, and boldly try and practice in the form of open classes and demonstration classes. Moreover, each class should prepare lessons collectively and unify thoughts and plans, but don't stick to a unified teaching method.
Second, skillfully arrange the learning progress and pay attention to basic exercises.
The review took the whole school year of senior three. In this process, we use weekly tests to strengthen basic training, and at the same time require students to complete two major problems and train synchronously. Due to sufficient time, the effect is also remarkable, and attention should be paid to strengthening knowledge and checking for leaks. During this time, most students mainly do basic exercises by themselves, and the teacher makes appropriate comments and individual answers.
Third, carefully select the review materials and carefully design the classroom content.
In the selection and use of teaching materials for senior three, our strategy is that teachers try to do related exercises at the Expo in person, and then select examples and exercises from them, or adapt them, or give better problem-solving methods to suit our students' cognitive level.
In order to "come prepared" for each class, we have made full preparations before each class and carefully set the questions to be asked, so that students of different learning levels can participate in the teaching activities. After each class, all our teachers should reflect in class and communicate in time after class.
Fourth, pay attention to the training of answering strategies and cultivate good answering habits.
The proportion of fill-in-the-blank questions in the college entrance examination accounts for more than 50%. Therefore, in the sprint stage, we especially strengthened the guidance and training on the problem-solving methods of multiple-choice questions and fill-in-the-blank questions, in order to improve students' problem-solving skills and teach students some technical solutions, such as exclusion method, special value method, numerical calculation, starting from extreme situations and so on.
In addition to filling in the blanks, students' grades ultimately depend on the first four solutions. Doing too many difficult problems is of little practical significance to most students. Therefore, in practical teaching, we focus on the teaching of the first four solutions, spend more time analyzing and explaining the solutions, and give students enough time to do the solutions.
In daily teaching, students are required to standardize their answers and strive to be "correct and complete", and then guide students how to compete for points in exams, how to write without losing points, and how to get step grades. Emphasize the importance of good habits and focus on training in speed, calculation and expression. The exam time is very tight. When reviewing, we should pay special attention to speed awareness, strengthen speed training, and constantly remind students that even if some questions are correct, they will lose points and avoid "making a mountain out of a molehill".
Mathematics college entrance examination has always attached importance to calculation ability, and the operation should be skilled, accurate, simple and fast. In the college entrance examination, it is relatively easy to get the right idea, so how to express it accurately and standardly becomes important. Therefore, students are required to write clearly the problem-solving process and have a clear structure.
Fifth, play a team spirit. The lesson preparation group is a group, and the work of the group is naturally inseparable from each individual.
The review work of senior three is extremely heavy, and it is definitely not something that one person can complete. There are x people in our preparation group, each with his own strengths and doing his own thing. It is this spirit that unites us, and we all think in one place and work hard in another. Qi Xin makes concerted efforts to learn from each other's strong points and unite and cooperate. Although the intense and heavy preparation for senior three has come to an end, we have done our best and tried our best. We can proudly say: We have no regrets.
Summary of the work of three groups of mathematics in senior three. Mathematics review in senior three involves a wide range and heavy tasks. How to make students change from passive to active, so as to achieve twice the result with half the effort, which is the goal that every senior three math teacher is eager to pursue. To achieve this goal, I think finding the right goal and improving efficiency are the key factors. After a year of continuous exploration, I summarized my immature practices and experiences as follows:
First, clear levels and tasks.
Senior three mathematics review cycle is long and the task is heavy, so it is very important to arrange the review time reasonably. Because there are two important exams in senior three mathematics, I divide the review of 20xx senior three mathematics into three stages, and the review content of the three stages is divided into three levels, and the tasks of each stage have their own emphasis.
1, the first review stage
According to the requirements of the syllabus, combined with the exam instructions, based on textbooks, the basic knowledge is networked by systematically combing and optimizing the knowledge structure and thinking structure, so as to improve students' quality and pass the exam and lay a solid foundation for the college entrance examination.
At this stage, I chose the handout "Combing Zero Distance Mathematics Knowledge in College Entrance Examination" as the main part. The exercises are mainly small questions and medium questions, and students have a certain mathematical foundation through the first round of review. Therefore, the review after the final exam of the first semester should aim at the college entrance examination and develop from unit longitudinal review to comprehensive horizontal review.
2, the second round of review stage
To this end, we make our own handouts, supplemented by "Senior Three Mathematics Review Handouts", which are divided into three topics for review.
Firstly, it is a systematic introduction of mathematical methods and ideas, including collocation, method of substitution, reduction to absurdity, functions and equations, classified discussion, equivalent transformation, and the combination of numbers and shapes.
Second, according to the syllabus, list the key contents in senior high school mathematics textbooks;
Third, according to the college entrance examination syllabus and previous college entrance examination papers, the high-frequency hot issues of college entrance examination are listed.
Fourthly, to guide students how to solve multiple-choice questions and fill-in-the-blank questions accurately and quickly, higher requirements are put forward: the average error of choosing and filling-in-the-blank questions can only be 3. In five minutes. At this stage, in addition to the normal assignment of homework, a classroom exercise and a comprehensive exercise focusing on filling in the blanks are arranged once a week, and comments are made in time and feedback is given quickly.
3, the third round of review stage
Through the first two rounds of review, students' mathematical foundation has been greatly improved. How to make students play their best in the college entrance examination is the main work we have to do in the final stage before the college entrance examination. Review at this stage has always been the weakness of our school. We mainly select some simulated test papers and several sets of self-made simulated test papers to be concise and accurate.
Therefore, it is necessary to carefully select topics, compile papers, carefully study the training function and grading standard of each question, carefully organize exams, and get twice the result with half the effort, so as not to engage in sea tactics, which will affect students' precious review time. Accurately speaking, it is necessary to conduct a thorough analysis of sexual problems and not let go of individual problems easily. At the same time, teach students the skills of examination, so that students can learn to take the exam. In short, students should be able to reflect problems through tests, improve problem-driven ability through comments, and gradually adapt to the college entrance examination environment.
Second, correctly handle several relationships.
1, correctly handle the relationship between teaching materials and materials.
Because there are many types of routine questions in college entrance examination from books, in the first round of review, we combine textbook exercises to check students' mastery of important examples and exercises in textbooks, and then make necessary deletions and supplements according to the actual situation, so as to be targeted.
2. Correctly handle the relationship between teaching and learning.
Teaching activities are two-way, and teachers play a leading role in the whole activity. To do this well, teachers must strengthen collective lesson preparation and give full play to group advantages. To this end, I first carefully studied the "two outlines and one solution" and the college entrance examination papers in recent years and their comments and review suggestions, especially the current situation of students, and made a set of practical review plans accordingly.
At the same time, we should learn from other teachers in the lesson preparation group, and truly make collective lesson preparation from simple and unified progress to unified content, from lesson preparation plan to lesson preparation students, from lesson preparation after class to in-depth lesson preparation. Due to the change of class adjustment, students' personal mathematics level is very different, especially the mathematics foundation of girls is very weak. In view of this actual situation, I put the focus of review training on the topics with low difficulty. Adhere to the principle of "moderate difficulty and appropriate speed" and aim at improving the level of poor students in mathematics in a large area.
3. Handle the relationship between in-class and out-of-class
To really reduce the burden of learning mathematics for senior three students, we must improve the efficiency of 45 minutes in class, and earnestly achieve "time is spent preparing lessons, and kung fu is obvious in class".
First, in class, before explaining the examples, give students time to think, let teachers and students show their thinking process, try to solve more than one problem and use more than one problem. Facts have proved that full-time irrigation not only makes teachers tired, but also makes students not relax, and the effect is poor.
Secondly, in addition to the normal daily homework after class (homework that students usually finish in 45 minutes), I also try to make top-notch makeup. Arrange one or two problems for students who have spare capacity for study every day, and arrange extracurricular tutoring once a week. Students voluntarily sign up to give individual guidance to students with poor math foundation, and stipulate that each person should ask at least two questions to the teacher every day, and regularly check their wrong problem sets. Homework and test papers are always corrected by everyone in our preparation group so that we can evaluate and correct them in time.
Third, do a good job after the suspension of classes
About two weeks before the exam, students enter the stage of free review. During this period, in principle, homework is no longer assigned, and the teacher's time is also relatively loose. They mainly sit in class to answer questions, sort out the last simulated test paper and prepare the content of the pre-test counseling class.
Pre-test counseling is the last two classes of senior three students in school, and students have high hopes for these two classes. Therefore, I attach great importance to it. I have prepared lessons with other teachers for many times and revised them many times.
Pre-test counseling courses mainly include four aspects:
1, error-prone basics;
2. Common problem-solving methods;
3. Test problem-solving skills;
4. Examination psychological guidance.
During the suspension of classes, I also ask students to do a good job of sorting out, recalling, checking for leaks and filling vacancies, and pay attention to adjusting their competitive examination status.