Mathematical investigation report can be described from three aspects. First of all, it can describe the purpose of the investigation report. Secondly, it describes the specific process and data of the survey. Thirdly, it describes the results and analysis of the investigation report.
Model essay on mathematical investigation report 1
With the implementation and promotion of the new round of curriculum reform, the classroom teaching of various subjects in China is undergoing tremendous changes. Over the past year, the small group in our teaching and research section has basically understood the current situation of mathematics classroom teaching in primary schools in our city since the implementation of the new curriculum reform for five years. With the deepening of the new curriculum reform, gratifying changes have taken place in primary school mathematics classroom teaching, and some problems have also been found.
First, 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 is better to use a rope. " After affirming the students' thinking method, the teacher took advantage of the situation and put forward an experiment that can be seen and touched (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 the general rule of finding the 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 passbook cards in life, score in an intelligence contest, further understand the positive and negative numbers, and understand the meaning of positive and negative numbers at the same time.
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.
Model essay on mathematical investigation report II
Abstract: Around the implementation of curriculum reform, I went deep into some primary schools in March 2005 and conducted a half-year teaching survey. The survey results are not ideal, one is happiness and the other is worry. More of a worry. I deeply feel that the implementation of the new curriculum has a long way to go in our city, especially in rural primary schools. There is still a big gap between the needs of curriculum reform and reality.
Our city began to try out new courses and use new textbooks in the next semester in 2003. The Education Bureau has organized four rounds of training. How has this new concept been implemented in the past two years? With these questions, I went deep into the school in March 2005 and conducted a teaching survey for half a year. * * * went to 25 schools, attended 86 classes and visited more than 100 teachers. The general feeling is that there are joys and sorrows.
achievement
During the curriculum reform, many changes have taken place in teachers and students, schools and society, inside and outside classes. Teachers' educational concept and teaching behavior are changing; Students' thoughts are changing, and so are their learning methods. This is a welcome aspect. The following changes are reflected in the classroom.
1, change the preparation before class to scenario import.
In the past, our mathematics teaching usually introduced new courses through review, and students felt that each mathematics class only dealt with numbers and operational symbols. After a long time, students will get bored with mathematics, especially when they encounter difficulties and setbacks in their studies, they will lose confidence in learning mathematics. It's different now. Many teachers, especially junior teachers, can design different teaching situations to introduce new lessons according to the teaching content, so that students can enter new lessons in vivid and interesting situations and learn easily and happily. I became fond of studying mathematics and wanted to study mathematics.
2. Stay away from life and get close to life.
For decades, our students at school only knew that learning mathematics was for exams and for further study, but they didn't know that mathematics was everywhere in life and needed everywhere. This is because the math I teach is far from school life. Now that we walk into the classroom, the situation is completely different. What we see in math class is that math knowledge is closely connected with students' real life, and the living atmosphere is very strong. I feel that math class has approached students' lives. In this way, students will not feel that mathematics is so far away from them; You will really understand why you want to learn math. You want me to learn math because I want to.
3. Change listening to mathematics into doing mathematics.
A piece of chalk is a book. When the teacher came into the classroom, he kept on writing. The students just listen to the math class quietly. This is our teaching method that has lasted for decades. Now this phenomenon has obviously changed. Instead, students take the initiative to learn mathematics, find problems and solve problems by themselves according to the learning resources provided by teachers. Students have more opportunities to talk, do things and use their brains. They are doing math. This is exactly what the new curriculum concept requires.
question
The results are gratifying, and while I have achieved these results, I am more worried. Teachers of different regions and ages have great differences in implementing the new curriculum concept in classroom teaching. The general situation is that young teachers are better than old teachers; Urban areas, factories and mines are better than rural areas; Those who have participated in training are better than those who have not; Junior teachers are better than senior teachers. In short, there is still a big gap between the implementation and requirements of the new curriculum concept in classroom teaching. There are many problems.
1, teaching materials are not flexible.
Textbooks are the carrier of the concept of "curriculum standards", the support of classroom teaching and the important curriculum resources; But it is by no means the only resource. Teachers can and should handle teaching materials flexibly according to the actual situation of students in this class and the geographical location and environment of the school. Some contents can and should reorganize teaching resources. Therefore, before class, the teacher should delve into the textbook and understand the real intention of the textbook. In class, they should use textbooks instead of teaching them.
One of the contents of the eighth volume of Grade Four is "Simple data collation and averaging". This teaching content is to let students master statistical knowledge through specific data. The place names such as "Heping Street and East Street" are used in the textbook, which is only a background material for students. Its purpose is to enable students to use what they have learned to solve some practical problems in real life. When organizing teaching resources, teachers should also use the distribution of students' residence in this class to make up an example, and the data can be found by students themselves, so that students can feel that mathematics is around. Students' interest in learning also arises spontaneously. There are many other copies like this. However, in the survey, we feel that most teachers copy textbooks mechanically and have no flexibility. Too much subject to textbooks, how to write in books, how to teach, unchanging, lack of life breath.
2. Cooperative learning is tangible, but not real.
Mathematics curriculum standards require diversification of teaching methods. "Cooperation and communication are important ways for students to learn mathematics." What we are talking about here is an important way, not the only way. At present, there is a strange phenomenon: as long as there are classes or open classes, teachers will adopt cooperative learning regardless of whether the teaching content is appropriate or not and the actual situation of students. Moreover, cooperative learning is mostly a shallow operation, and group discussions are often held. Some questions could have been answered by students at once, but the results have to be discussed for a long time. There seems to be a lack of a procedure that has not been discussed.
Some group learning is a group of students twittering around for a while, giving people the illusion that they are actively discussing problems on the surface. It looks very lively and has no practical effect. Not only that, it will also encourage the formation of bad atmosphere, affect the learning effect and cause new polarization.
According to the survey, most teachers have not mastered the true essence of cooperative learning, and the group cooperative learning mode adopted by teachers has not provided enough time and space for students to have a full discussion. Usually, teachers tell students to stop before they start studying. It's just a formality to make cooperative learning tangible and give people a feeling of showing off.
We can't take "new" and "old" as the main criteria to distinguish "good" and "bad" teaching methods, let alone adopt an extremist attitude and absolutely affirm or deny some teaching methods. On the contrary, we should advocate the diversification of teaching methods more clearly. The traditional method has its advantages, and the popular method also has its limitations. Only through active teaching practice and in-depth understanding of the advantages and limitations of various methods can we choose the appropriate teaching methods according to the specific teaching content, objects and environment. Form your own teaching style. Cooperative learning is a good teaching method, but it is not omnipotent. Don't cooperate easily, but discuss easily.
3. Classroom teaching evaluation pays too much attention to the cognitive field, and the evaluation language is poor and boring.
The curriculum standard clearly puts forward: "The evaluation of mathematics learning should pay attention to both the results of students' learning mathematics and their learning process;" "We should pay attention to students' mathematics learning level, and pay more attention to their emotions and attitudes in mathematics activities. "Teachers seem to know this idea, but in the classroom, the situation is different. In teaching evaluation, teachers often only pay attention to students' mastery of mathematics knowledge and how they can do several problems. The thinking process, problem-solving methods and other abilities of students in the process of learning mathematics; And emotions, attitudes and values. Teachers often don't care much. In addition, the evaluation method is single and the evaluation language is poor. No matter the grade, no matter how difficult or easy the problem is, praise him and do the best; You are great; You are really nice; Reward the five-pointed star and the big red flower for praise. Too much cheap praise is tantamount to killing. Teachers' praise should not be casual and casual; From the heart, let the students really feel that his questions and answers have aroused the teacher's interest. This kind of praise should make students feel a sense of accomplishment. Deny students' conclusions, let them understand the reasons for their mistakes and let them sit down with dignity. Teachers' evaluation language should vary from person to person, and different evaluation languages should be used because of the difficulty of the problem. Only in this way can we achieve the purpose of evaluation.
I saw the teacher lecturing, but I didn't see the students thinking.
The classroom teaching methods mentioned above have obviously changed, but there is still a big gap from the requirements of the new curriculum. The survey found that in our classroom teaching, more than 40% of the classrooms are still teacher-centered, and only teachers keep talking, but students don't talk or do anything. The classroom is very quiet, and it seems that the classroom discipline is very good and orderly, but students are not actively thinking, but passively learning, and there is a feeling of being led by the teacher. This silence seriously restricts the development of students' intelligence and personality. It is not conducive to the growth of students. Contrary to the new curriculum concept.
Classroom teaching is a process of interaction between teachers and students, and meaningful receptive learning is necessary; But it should reflect the process of students learning mathematics. "Students' mathematics learning activities should be a lively, proactive and personalized process. "Pay attention to whether each student is talking, doing and thinking; Also pay attention to every student's words and deeds; How to think and do.
5. Ask only the result, not the process.
This is a common phenomenon. In teaching, most teachers are too satisfied that students can reach a certain conclusion or do several problems, but they are indifferent to students' thinking methods in solving this problem. Although some students get wrong results, their thinking process is different and creative, and teachers turn a blind eye to it. Doesn't seem to care either.
6. Classroom questioning lacks depth.
"Mathematics Curriculum Standards" requires us to ask questions in an open way in class. The questions raised should be thoughtful and have thinking value, and we can't answer them casually, but we should go through some thinking. Those questions that don't need to be thought about and answered casually, ask as little as possible, and it is best not to ask. In this way, the requirements for teachers are high, and it is impossible to do this without careful consideration when preparing lessons. Some need to improvise in class. Teachers need to be resourceful. In fact, few people do this in the survey.
In addition, in class, teachers seem to be afraid of students making mistakes, especially in open classes. Once a student makes a mistake, the teacher will cover his head immediately. I'm afraid it will upset my pre-designed teaching plan.
The classroom is a place where mistakes are made. It is normal to make mistakes, but it is not normal to make mistakes. This is the simplest truth. The students all know, but what do we need teachers to do? Students make mistakes. Teachers should let students finish their problems and then analyze the reasons for their mistakes. So as to prescribe the right medicine. This is our teacher's attitude towards students' "wrong answers".
In short, from the above situation, our curriculum reform has a long way to go.
analyse
Curriculum reform has been implemented in our city for more than two years, and the new curriculum concept has not been really implemented in the classroom, for many reasons. There are objective reasons as well as subjective reasons. To sum up, there are mainly the following reasons.
1, ideological understanding is not in place
Some teachers think that the education reform has been changed for decades, and it is still the same; Some teachers also think that this is propaganda made by the above leaders to promote teaching materials, which is a bluff. Therefore, the curriculum reform has not been paid attention to ideologically and has not attracted enough attention.
2. The understanding of the new curriculum concept is not thorough enough.
Although the new curriculum training has been carried out for four rounds, it may be once for every teacher, and there is no study after returning to school. It is understood that quite a few teachers have not read the curriculum standard. After only a few days of study, how can we thoroughly understand the real concepts contained in the curriculum standards? Naturally, not to mention how to practice in class.
3. The teacher is older.
Primary school teachers are older, which has been an old problem for many years, but grandparents really teach primary schools. In recent years, the problem of older primary school math teachers has become more prominent. In some school districts, there are few young math teachers. In other primary schools, the average age of math teachers is over 50. These teachers have accumulated a lot of teaching experience for decades, but at the same time their thoughts have become fixed and it is difficult to accept new things; Some old teachers think that this has been the case for decades, and whether it is changed or not is all teaching. Reform is a matter for young people. Old teachers are a huge team on the mathematics platform of primary schools in our city, so it is not surprising that there are the above problems in classroom teaching.
4. The assimilation of young teachers is serious.
Young teachers should be the new force of "curriculum reform". In rural areas, it is difficult for schools to form a teaching and research atmosphere, because most of them are old teachers who are not enterprising. Young teachers, who are rare in this nature, live in such an environment that is not conducive to their growth for a long time, making them prematurely old, lazy and enterprising. Nature has influenced their growth. Therefore, it is inevitable that rural primary schools lack excellent young math teachers. The implementation of curriculum reform will inevitably be affected.
5. The teaching staff is unstable
For a long time, people always think that primary school teachers can teach everything, which is wrong. If you know everything, you know nothing, let alone be good. Systematic knowledge needs long-term study and accumulation. As far as primary school mathematics is concerned, I believe everyone will, and so will those who collect waste products. However, not everyone can teach math well. We know that middle school math teachers may not be competent to teach primary school math, let alone other subjects. If you don't specialize, it is not convenient for teachers to study business, and it is naturally not conducive to the improvement of teachers' own business. Teaching Chinese this year and mathematics next year makes teachers at a loss, and teachers can't adapt to specialization. Needless to say, I don't even know the systematic knowledge of mathematics in primary school for six years. How can I teach mathematics well? ! In our investigation, we found that some math teachers went back to school to teach Chinese after taking part in math training, others took part in other training to teach math, and some didn't take part in any training at all, and there was no curriculum standard to learn. How can we understand the new curriculum concept and embody the new concept in the classroom? The instability of primary school teachers has seriously affected primary education. Without the implementation of new ideas, conventional teaching becomes a problem.
suggestion
1, strengthen teaching research at the grass-roots level.
Effectively strengthen the teaching and research in school districts and schools. We should really sit down and study problems instead of metaphysics, emphasizing form and going through the motions. Research activities that only attend classes without discussion can't solve the problem.
2. Strengthen teachers' theoretical study.
Theory comes from practice and plays a guiding role in practice. If teachers don't even understand the new educational concept and the specific requirements of mathematics curriculum standards, how can they put the new educational concept into classroom teaching? Therefore, at this stage, the urgent task for teachers is to strengthen theoretical study. School districts and schools should organize teachers to learn new educational concepts and mathematics curriculum standards in a planned and purposeful way.
3. Enrich the teaching staff as soon as possible.
The idea of the new curriculum depends on teachers to implement it. Relatively speaking, young people are enthusiastic, pioneering and quick to accept new things. However, the aging phenomenon of primary school math teachers has reached a very serious level. Therefore, educational administrative departments at all levels should carry out macro-control and enrich the ranks of primary school mathematics teachers as soon as possible.
4. Effectively stabilize the teaching staff.
It is very important to implement the new curriculum and stabilize the teaching staff. The phenomenon that primary school teachers teach this subject this year and that subject next year must be eradicated. Only in this way can teachers' enthusiasm and sense of responsibility be benefited; Conducive to the improvement of teachers' professional level; Conducive to the implementation of the new curriculum; Conducive to the improvement of teaching quality.
The above is what Bian Xiao shared today, and I hope it will help everyone.