Self-evaluation of mathematics teachers

Model essay on self-evaluation of mathematics teachers (6 general theories)

We may use self-evaluation in our daily life or work and study. Self-evaluation is an important form of evaluation and one of the important contents of people's self-concept. How to write a self-evaluation is appropriate? The following is my collection of self-evaluation model essays by math teachers (generally 6 essays). Welcome to reading. I hope you will like them.

Math teacher's self-evaluation 1 I am currently a math teacher. In my work, I overcame many difficulties, led the students to cooperate closely with the class teacher, and got strong support and help from the school leaders, which improved the class academic performance and discipline to a certain extent. At work, I go out early and come back late, love my work and make selfless contributions.

Since teaching, I have been devoted to education and teaching with patriotism, dedication and sense of responsibility as the driving force. I explored the law of education with a good image of teachers' morality and a scientific method of educating people, inspired students with practical actions that are not afraid of difficulties, and educated students with a simple and dignified image of people's teachers, thus achieving the goal of teaching and educating people in Xiu De. In education, I regard intensive preparation before class, intensive teaching in class and intensive teaching after class as three teaching links to reduce students' burden and improve teaching quality. In the face of limited class hours, I explore scientific methods to improve teaching efficiency in the spirit of reform, stimulate students' consciousness of consciously participating in learning, and maximize teaching efficiency in unit time.

The primary task is to improve teaching efficiency, and the three teaching links are intensive preparation before class, intensive lectures during class and intensive training after class, so as to reduce students' burden and improve teaching quality. Intensive preparation before class refers to studying teaching materials, collecting relevant materials extensively and carefully designing classroom structure and teaching methods, especially studying how to "let students master the most knowledge in the most time-saving and concise way and promote students to transform into abilities as soon as possible". Classroom intensive teaching refers to concentrating time and energy in classroom teaching, clarifying the key points, difficulties, doubts, ability points, ideas and laws of teaching materials, activating the classroom atmosphere, teaching vividly and learning actively, and giving full play to the potential functions of the classroom. After-class refinement refers to the arrangement of homework, which is carefully designed, reasonably distributed and strictly controlled according to the requirements of high quality, small quantity, fine content, flexible methods, diverse forms and strong pertinence.

In class management, actively explore new ways of class management, with pure class spirit and correct style of study. Advocate the teaching style of "rigorous and realistic, enlightening and educating people", constantly strengthen their professional ethics, improve their professional quality, and strive to cultivate students into young people who love the country, society and others. Love students as relatives, give greater support to students with excellent academic performance, encourage and help students with poor academic performance or living conditions, carry out daily activities through class meetings, group activities, flag raising, publicity columns and other forms, cultivate students to establish a correct world outlook, outlook on life and values, encourage students to choose student cadres unexpectedly, and establish the spirit of self-reliance and self-reliance. My request to "study hard" has become the conscious action of students. In teaching, I seriously investigate and study, learn from my colleagues with an open mind, and constantly absorb the experience of others, thus enriching myself and making myself grow and progress rapidly. In class management, I can create a tolerant, understanding and harmonious class atmosphere, respect students' personality, have an attitude of studying with students, and have teaching art that can stimulate students' creative desire. Students should be regarded as the masters of learning, and students who are good at asking questions, asking "strange" questions and answering questions outside the textbook should be warmly welcomed. Encourage students, cherish their self-esteem and confidence, and encourage their creativity; In my long teaching career, I have always followed the following principles: teaching thousands of teachers and teaching people to seek truth; Learn from thousands of things and learn to be a real person. Pay attention to the study of teaching rules, carefully organize teaching, learning is the means, and creation is the purpose.

When I educate students, I aim at cultivating ability, developing intelligence and bringing up new talents. Infiltrate the teaching principles, principles and strategies of creativity training in an all-round way, and explore the laws of students' creative thinking.

First, pay attention to improving students' self-study ability;

The second is to improve students' awareness of participation;

Third, it can help students develop good psychological quality of not blindly accepting, thinking deeply, daring to deny and express their opinions, and cultivate students' creative thinking ability. Cultivate the habit of studying hard and exploring in learning. And often use their own reading actions to infect students, edify students, and subtly make students develop good study habits.

Now, my mind is more open, my goals are more ambitious and my pace is more solid. I am determined to work harder in junior high school mathematics teaching and research, water more fruitful fruits with my own sweat, and let my efforts shine in the pursuit of my career.

Math teacher's self-evaluation 2 This year, I mainly thought about teaching summary and improvement. I think it is particularly important to learn from the experience of old teachers in this respect.

Here I want to thank the old teachers who have been helping me and caring for me for a year. From their experience, I realized the core of mathematics-problem; Summarize the solution to the problem-ask what, what, what else, what; Teach students how to learn to think hard, be good at asking and solving problems.

Mathematics problems become the carrier of mathematics teaching innovation.

1. When introducing new concepts, connect related old concepts, establish the concept of trusting students, and boldly let students express a certain situation in a mathematical way; When forming the concept, leave enough room for students to think, and put forward valuable questions from multiple angles and in all directions for students to think about; Instruct students to construct new concepts independently. Encourage students to ask questions when identifying concepts. An educator in the Song Dynasty said: "Those who learn without doubt must be taught to doubt. There must be doubts, and there must be progress here. " From the students' point of view, it is a sign of learning progress and the beginning of innovation.

2. When learning mathematical theorems, formulas and methods, it is inseparable from the proof of propositions. It is necessary to change the traditional three-step mode of "showing theorem, deducing theorem and applying theorem" and create a chaotic situation of cognitive conflict for students before proving the proposition in combination with the actual situation. After a period of training, students can clearly understand what is mathematical proof and what is not. And know the value and limitations of mathematical proof.

3. In problem-solving teaching, the traditional practice of problem-solving training has been changed. Strengthen the purpose. Pay attention to penetrating problem-solving strategies. Because strategies are often not easy for students to master. Pay attention to the slope and difficulty of problem-solving training. If there is a gradient in problem-solving training, students can complete a small question step by step from easy to difficult, which is equivalent to taking a step and the last question. It seems that they have climbed to the top of the mountain, looking back and looking down, the mountains are continuous, and the heart of joy can't help but arise. If the problem group is not difficult and students can't have doubts, it will be boring to repeat the meeting. On the contrary, by setting certain traps and difficulties, students can solve problems in exploration and deep thinking, which not only consolidates the foundation, but also realizes the leap from doubt to doubt and experiences the labor value of solving problems.

I want to achieve the above three aspects, we must change the traditional single "teaching-receiving" teaching model. In classroom teaching, we should first create a harmonious atmosphere of equality and mutual acceptance, and put forward challenging new questions in time. These new questions should have thinking value and reflect innovation. And can stimulate students to actively participate in classroom teaching activities. We should leave room for students to think, at the same time, we should encourage students to put forward different ideas and questions, and advocate communication between teachers and students, because communication can make students actively participate and fully participate in classroom teaching activities. Through communication, the teaching information is continuously exchanged, fed back and reflected, and the mathematical thinking methods are summarized and summarized.

In communication, as a teacher, listen to students' questions patiently, capture valuable questions from them, start classroom discussions, and make appropriate evaluations at the right time, so that the class can become a learning body and share the results of learning. Good at dialogue and coordination with others, self-esteem and respect for others, self-reflection and self-adjustment. Secondly, we should try our best to help students actively construct a mathematical cognitive system, so that students can form a good mathematical knowledge network.

Mathematics teacher self-evaluation 3 I am a college student majoring in mathematics and applied mathematics, and I have been an intern math teacher in XX Middle School for several months.

During my internship in XX Middle School, I made full use of the superior learning conditions and rich learning atmosphere of the school, carefully studied the relevant contents stipulated in the teaching plan of mathematics and applied mathematics, earnestly completed the teaching plan and managed the class, and formed a good learning atmosphere and a positive atmosphere in the class. During my internship, I mastered a certain theoretical knowledge base and achieved good results. The class I teach is among the best in the age exam.

While teaching math and culture well, I also take an active part in social work and school activities. Whether I participated in the public welfare activities organized by the internship school or the social practice of my classmates, I actively participated, was modest and prudent, worked hard with my classmates, and accomplished various tasks well, showing strong teamwork, leadership and organizational skills, as well as good adaptability to the environment.

Because of my good performance during my internship, my work is often praised and rewarded by teachers and classmates. After the internship, I am an outgoing and enthusiastic person with a wide range of hobbies. Music, books, computers, dancing, sports and so on have become an indispensable part of my life. It is precisely because of these rich study and life experience and perfect living habits that I have strong learning ability and organization and coordination ability; It is also because my comprehensive quality and ability have been greatly improved, which has made me a more tenacious self and a young man who dares to make contributions to society.

I am a young man who likes to make progress, and I am also a young man full of vigor and innovation. I dare to struggle, take risks and explore my own life. An easy life cannot bring me spiritual satisfaction. Only by constantly challenging yourself and moving towards new success will you give yourself more exercise.

Facing the important stage of ending internship and stepping into society, I hope I can take the first step into society. I will enter the society with a modest and prudent living standard and a serious and pragmatic working attitude, and let the society affirm my ability with my own actions.

Self-evaluation of mathematics teachers 4. Overview

There are 29 teachers in the math group and 23 young teachers in the whole group. Is a teaching and research group with strong teaching ability and younger teachers. District famous teacher 1 name, 4 new talents in the teaching field in the district. Being brave in exploration and diligent in research are the characteristics of this team, and promoting teaching through scientific research is the working method of this team. The rigorous style, love, diligence, delicacy and liveliness of the math group are the true portrayal of the education work of all the teachers in the math group.

Second, the focus and content of the work in the past two years

Our Songjiang No.7 Middle School is a school founded for more than 20 years. It is a public junior high school and the base school for the second phase of curriculum reform. School leaders and grass-roots teaching staff are actively involved in the ranks of education reform. Our math group is in the forefront of the second phase of curriculum reform in Songjiang District. The work of our mathematics teaching and research group in recent years is also centered on improving the research function of mathematics teaching, grasping the theoretical research of the second phase of curriculum reform, grasping the teaching practice of the second phase of curriculum reform, grasping the pilot work of new textbooks, and grasping the research of the second phase of curriculum reform.

In the past two years, we have done the following work:

1. Strengthen theoretical study, research topics and actively participate in teaching reform.

Songjiang No.7 Middle School is an experimental school for the second phase of curriculum reform. As the largest group in No.7 Middle School, the teachers of Mathematics Group also actively participated in the teaching reform. In the aspect of improving classroom teaching efficiency, the teachers of the math group have studied classroom teaching strategies and math teaching models, and have also achieved certain results. In order to improve students' interest in learning mathematics and cultivate students' mathematical ability and accomplishment, we have also made active explorations in junior high school mathematics research-based learning. Mr. Ru and Mr. Feng were published in the municipal publication New Curriculum respectively.

(20 1 1) Effective Teaching Phase V: Key Elements of Change and Teacher Cooperation: Key to Effective Teaching and other research-based learning projects have achieved certain results in cultivating students' learning ability and improving teachers' teaching and research ability. On June 5438+February, 2007, Teacher Wang Xiaohui's "Mistakes and Strategies of Implementing the Concept of the Second Curriculum Reform in Mathematics Classroom Teaching" won the first prize of outstanding educational and scientific research achievements in Songjiang District; Teacher Shen Huaping won the second prize of outstanding educational and scientific research achievements in Songjiang District; Teacher Li Yuting's "Creating Problem Scenes to Rejuvenate the Classroom" won the third prize of Songjiang District 20 1 1 Annual Teaching and Scientific Research Achievement Award.

It is a consistent tradition of the mathematics group to require 40 points of quality and quality in teaching and scientific research. Every year, 12 or 13 teachers in the whole group subscribe to "Chinese Mathematics Education" at their own expense to seriously study modern mathematics teaching theory. In the activities of the teaching and research group, we will study together, such as Shanghai education research, classroom teaching research, learning strategy research and so on. Actively absorb the knowledge of teaching and research and put it into activities that require quality in teaching and research.

In the 20 1 1 school year, the mathematics teaching and research group participated in the municipal project "action research on enhancing the effectiveness of basic courses with three as the starting point" carried out by 24 experimental schools in the second phase of curriculum reform in the city. Its research value lies in that in order to better promote the reform of basic courses, we should change the situation that the original courses pay too much attention to knowledge transmission, rote memorization and mechanical training, and pay attention to the change of students' learning attitude and the acquisition of learning ability.

2. Do a good job in the daily work of the teaching and research group.

The teaching and research group carries out teaching and research activities once a month, with themes, teachers and students. The activities are rich in content, including theoretical study and special discussion in scientific research. In view of the requirements of the district education bureau and schools to improve the qualified rate in an all-round way, our mathematics teaching and research group focuses on how to carry out hierarchical teaching, improve the qualified rate in an all-round way, strengthen homework research, improve the effectiveness of homework, and transform students with mathematics learning difficulties. Strengthen the refined management of teaching, improve the effectiveness of classroom teaching, strengthen proposition research and improve proposition ability. To this end, the teachers of the math group have formed the following * * * knowledge:

(1) Cultivate students' interest in learning mathematics and stimulate their enthusiasm for learning mathematics.

(2) Cultivate students' good habit of consciously learning, teach correct learning methods and improve their ability to solve problems.

(3) Care for students, give more respect and trust to students with learning difficulties, and be bosom friends of students with learning difficulties.

(4) Improving teaching methods is the key. For all students, we adopt hierarchical teaching, and implement classroom teaching methods of low starting point, multiple induction, diligent practice and quick feedback in teaching.

Mathematics teachers' self-evaluation 5 The third grade of primary school is a transitional period. We must cultivate good study habits and a good study atmosphere. However, it is not easy for students to concentrate on a 40-minute class, even for good students. Teachers must make them concentrate on the teacher when giving lectures.

For gifted students, some are smart and active. If you want to catch his train of thought, you must leave him in suspense, and the most attractive thing for him is whether to let him win. Zhao Lu is in my class. She is very clever. I often leave them questions at noon. Because of carelessness, she seldom does everything right. So I use this to teach her not to always think that she is smart and can learn with an open mind. If we hit her, she can go to class for several days at a time. Therefore, more attention should be paid to eugenics in class.

For middle school students, it does not disturb classroom discipline. Sometimes you wake him up. He doesn't know what you are talking about. For them, they are absent-minded. We should constantly remind them to pay attention and organize more classroom teaching.

For underachievers, the first goal set for them should not be too high, so that they can't jump up and reach. In this way, they not only feel that they have expectations, but also taste the joy of success. As long as they make a little progress, they should be praised in time. Let them feel that the teacher has not given up on them and that they still have great expectations. Warm them with love and let them experience love. If they want to succeed, they must help them more after class. It is easy for them to stick to their poor foundation, so tell them some very simple knowledge to improve them bit by bit. Besides that, as a teacher, we should speak softly in class. Create a simple and harmonious learning atmosphere, so that students should hold back and explain patiently no matter how angry and anxious they are during the lecture. Always remember: there are no students who can't teach, only teachers who can't teach. Be a teacher that students like. Only when he likes you will he be willing to study this subject.

Besides these, I think there is another method that is practical for any student, and that is competition. The competition can make the contestants increase their horsepower, strive for victory, speed up, improve efficiency and stimulate their interest in learning. It is the nature of teenagers to be competitive, so I have extensively carried out various competitions. Through these competitions, poor students have the opportunity to show their self-ability and seek their "corresponding points" in various attempts. Once they find themselves outstanding in some aspects and respected by others, they have a kind of self-motivation. Take this self-motivation as an opportunity to achieve the goal of promotion. However, it must be clever and flexible to apply the method of competition to the transformation of poor students. It is the nature of teenagers to be competitive, but because poor students are also "good face" and "love face", if they feel that they have no chance to win, they will automatically quit the competition and fail to stimulate their ambitions. However, it is necessary to prescribe the right medicine and carry out various activities according to their respective advantages.

In teaching, I have carefully observed those students who are struggling with their studies and their grades have never been greatly improved. I found that they didn't really realize that learning was a process of hard work, trial and repeated failure. At present, most students are only children. With the "one-child advantage" and the popularization of compulsory education, they successfully entered junior high school. The sense of superiority makes them afraid of trouble-they are eager for success and want to get the answer in one step; Fear of failure, fear of dealing with failure. However, difficulties in learning are everywhere. After many failures, the balance in my mind is unbalanced, and my enthusiasm and enterprising spirit are reduced, but they have not been improved in my study. Based on this, I try to use the failure education method in teaching, which effectively overcomes this problem. Students' will and perseverance have also been cultivated and improved by _ _ _. As long as we attach importance to students' psychological training in teaching and cultivate a healthy psychology-not afraid of trouble, failure and challenge, students will certainly succeed in their studies. However, in teaching, I obviously have many shortcomings. For example, the classroom is too open and cooperation is a mere formality. In the future teaching, I must really let students establish, understand and apply concepts in active participation, operation, communication, inquiry learning with their brains and mouths. Practice has proved that the change of students' learning style can stimulate students' interest in learning, make the classroom glow with the vitality of teachers and students, and make the classroom more exciting.

Self-evaluation of math teachers 6. The life of primary school mathematics is based on classroom teaching. The new curriculum standard likes to advocate the life of primary school mathematics, which is put forward in view of the serious disconnection between teaching materials and real life in traditional mathematics teaching, but it does not deny the traditional teaching methods. Life-oriented teaching of mathematics in primary schools is conducive to stimulating students' interest in learning, improving students' initiative in learning, cultivating students' creativity, improving students' mathematical literacy and practical ability, and improving the effectiveness of mathematics teaching. Mathematics makes teaching live, which accords with students' cognitive situation and psychological characteristics. Starting from the reality of students' life and connecting with their existing life experience, students' learning efficiency will be higher. Based on the author's own teaching experience, this paper probes into the life-oriented mathematics teaching in primary schools. Mathematics teaching originates from real life, and the improvement of life production provides the demand for the development of mathematics teaching. Mathematics and real life are closely linked and inseparable. Life-oriented mathematics teaching is not only to apply mathematical knowledge to solve practical problems, but also to guide students to form scientific mathematical ideas and methods. In people's daily life, mathematical knowledge is everywhere, and people need to apply mathematical knowledge in daily consumption, bank interest settlement, delivery and management of property fees. Therefore, the mathematics curriculum standard under the new curriculum standard puts forward that primary school mathematics teaching should effectively connect with students' real life, create effective life situations for students' learning, guide students to acquire necessary mathematics knowledge, form scientific mathematics methods and improve their practical ability to solve problems.

First, the necessity of life-oriented primary school mathematics teaching

1, requirements for students' learning situation. Mathematics learning is of great value and significance to students' all-round development, but students are not interested in mathematics learning, and theory and practice are out of touch. They will not apply mathematics knowledge to real life and apply what they have learned. This has an inevitable relationship with the disadvantages of traditional mathematics teaching. In the traditional teaching activities, students mainly listen and memorize mechanically in the classroom, and the learning space is limited to the classroom. Students rely heavily on teachers, lack the initiative and innovation of exploration, and their practical skills cannot be effectively improved. Therefore, it is necessary to improve the life-oriented mathematics teaching in primary schools.

2. Requirements of new textbooks. In the current field of education, the life of primary school mathematics has been highly valued by educators. In the process of compiling primary school mathematics textbooks, more attention is paid to the connection between textbooks and real life. However, there are still many problems in the actual compilation process, such as the lack of close contact with real life materials, the lack of innovation in life themes, and the disconnection between life and the requirements of the times. Therefore, it is necessary to constantly innovate teaching materials and fully enrich their contents.

3. The necessity of improving classroom teaching effect. At present, the traditional teaching mode is still adopted in primary school mathematics teaching, which pays attention to logical reasoning and ignores the extension of knowledge and the introduction of background. In classroom teaching, it is still "a blackboard, a pen and a mouth to the end". This traditional teaching mode is still rooted in classroom teaching. The two magic weapons of teachers in the teaching process are spoon-feeding teaching and sea tactics. Students have no time and space for self-thinking, lose interest in mathematics teaching, become more and more interested in mathematics teaching, and even get tired of learning. Therefore, to improve the effectiveness of mathematics teaching, we must strengthen the connection between mathematics and real life.

Second, the implementation of life-oriented mathematics teaching needs attention.

1, be careful not to pursue the prototype of life too much. The close combination of primary school mathematics teaching and real life is a concern in current education. Therefore, some teachers believe that all textbooks of primary school mathematics teaching should be linked with real life, otherwise it will not be a successful teaching. Some teachers implement life-oriented teaching in order to prove their self-understanding of new teaching concepts and implement new teaching schemes. However, it should be noted that life needs to be linked to learning materials, rather than a tough and infinite life, putting unnecessary life on the coat of life. We can often see that in daily teaching, some teachers try their best to design innovative teaching situations, some may have scientific basis, and some may make things up, which is easy to mislead students. It should be noted that teachers should not have the wrong idea that they can find prototypes in real life without mathematical knowledge. Some teachers think that life serves mathematics, but the development of mathematics serves people's production and life. Not all textbooks are suitable for life, so it is not necessary for teachers to create corresponding life situations in every class, and there is no excuse. According to the actual teaching situation, combined with the actual teaching materials, it is helpful for students to find, analyze and solve problems, improve practical skills of hands-on operation, and improve innovative consciousness and innovative thinking.

2. The relationship between mathematics and life is more formal. In actual teaching, many teachers seem to be living, but in fact they simply add knowledge and life together, which is of little value to mathematics teaching and improving students' comprehensive quality. If the teacher explains that "you can definitely touch the red ball", what the teacher often does is to let the students touch the ball and feel the possibility of touching balls of different colors. This is the superficial level of life. In education and teaching, we should first understand students' knowledge background, transfer students' knowledge base and life experience, guide students to actively participate in teaching practice, solve practical problems with their own real life experience, and feel the practical application value of mathematics. In teaching, linking knowledge with real life can easily stimulate students' curiosity and thirst for knowledge and promote the development of students' comprehensive skills. For another example, when learning which method is more cost-effective, teachers can create such a life situation. In order to attract customers better, a supermarket has set up a turntable that can rotate freely. Customers who spend a lot of money in 200 yuan can have a chance to turn over. They can get different shopping vouchers when they stay in different areas of red, blue and yellow. There are no shopping vouchers in other areas. If customers are not interested in transferring, they can directly take the shopping vouchers from 20 yuan. Teachers want students to die, how to design is more cost-effective for customers. This design, which is closely related to real life, is conducive to students' enterprising and serious thinking, to developing primary school students' thinking and to improving students' ability to solve practical problems. In short, the life-oriented teaching of primary school mathematics plays an important role, and primary school mathematics teachers should constantly think and explore to improve the effectiveness of mathematics education and teaching.

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