Case based teaching work summary, teaching case analysis summary

Cooperative learning in a group is when students work in a group or team to complete a common learning task. Carry out organized and guided activities of mutual teaching, learning and mutual help. Experiencing in activities and harvesting in happiness is one of the major features of my quadrilateral class.

Let students recognize and feel the quadrilateral in a series of teaching activities such as thinking, finding, painting, folding, and dividing, so as to gain new knowledge.

1. Create familiar situations

Because of the situation of mathematical problems, the connection between mathematics and life is closer. The main purpose of creating a situation is to communicate the connection between mathematics and life. Real life is full of quadrilateral shapes and objects, which can effectively arouse students' thinking about graphics.

Therefore, when I introduced a new lesson with my own school campus scene map, the students quickly found a lot of information about the graphics from the familiar theme map, which enriched the students' perceptual understanding of the quadrilateral, and at the same time immediately aroused the students' interest in the lesson. Then ask the students to distinguish the quadrilateral from other shapes according to the number of sides, which is a good preparation for the following teaching. By creating familiar situations, students will be able to absorb new knowledge quickly.

Second, pay attention to hands-on operation

After creating the problem-based context, the teacher explains to the students the importance of cooperative learning, what the content and goals of learning are. Quadrilateral is a very practical lesson, through which students can explore what kind of figure is called a quadrilateral, and at the same time can further understand and consolidate the concept.

Show the figure in class, let the students think about what kind of figure is a quadrilateral, paint the figure you think is a quadrilateral, initially perceive the characteristics of the quadrilateral, and then mobilize the students' multiple senses to take a look, point, say, and fold. Summarize the quadrilateral'Features.

3. Pay attention to students' independent exploration and cooperative learning

Focusing on students' independent exploration and cooperative learning, students can fully develop their emotions, attitudes and values while acquiring mathematical knowledge and skills.

When teaching quadrilateral classification, I ask students to work together in small groups and exchange their ideas, and then arrange for students to explore the characteristics of rectangles and squares by measuring and folding the sides of squares and rectangles in half, so that students can develop in independent learning.

In short, group cooperative learning is an important way to cultivate students' sense of innovation and practical ability, and it is also an important way to promote students' learning and communication. We need to continue to explore and work hard to make this way of learning more scientific and effective.

Here's how to write a teaching case:

1. Promote teachers' reflection on teaching

To write a teaching case, teachers should conduct a real review of the teaching process, "look in the mirror", "go through the movie", reproduce their teaching at a glance, and use new perspectives to conduct rigorous examination, objective evaluation, and repeated analysis. The rights and wrongs, rights and wrongs in the teaching process can be made clear from blur.

It can enable teachers to have a deeper understanding of certain teaching problems and solve them more appropriately. It is helpful for teachers to summarize the successful experience and the lessons of failure, and see their own strengths and weaknesses. The process of writing teaching cases is the process of re-understanding the teaching facts, the process of reflection, the process of research, the process of summarizing, and the process of improving.

2. Promote the learning of teaching theories

Usually, writing a teaching case requires the use of teaching theory to analyze the teaching case. In order to analyze the case thoroughly, it is necessary to have sufficient teaching theory support. Teachers often feel that they do not have enough cultivation in teaching theory and are unable to analyze teaching cases.

This motivates teachers to learn the relevant teaching theories in depth with the practical problems of teaching cases.

3. Summarize the experience of education reform

Case writing is a reflection on teaching practice, and selecting appropriate examples from practice to describe and analyze can provide a clearer understanding of why some practices are successful and why others are not as effective. Through reflection, we will refine and clarify effective teaching behaviors and their theoretical basis, so as to more effectively guide future practice.

Cases are also a good way for teachers to sort out and document their teaching careers. In the classroom, there are many people and things worth thinking about, researching or reminiscing. Some things or thoughts are not suitable for writing **, and you don't want to write a running account, so writing a case is an option.

The case not only describes the teaching behavior, but also records the thoughts, emotions and inspirations that accompany the behavior. It is a personal teaching archive and teaching history, and has unique preservation and research value.

4. Promote teacher exchanges and discussions

Cases are stories in teaching situations, and different people will have different interpretations of stories, so cases are very suitable for communication and discussion, and can become an effective carrier for teaching and research activities and teacher training.

Teaching cases reflect the problems, contradictions, and confusions encountered by teachers in teaching activities, as well as the ideas, ideas, and countermeasures arising therefrom, and it is very beneficial for teachers to improve their analytical ability and professional level by exchanging and discussing these problems and ideas.

5. Form teaching and research results

The teaching cases are small, typical, rich in content, flesh and blood, vivid, authentic, convincing and infectious.