初中数学教师个人教学计划(28篇)

第页共页初中数学老师个人教学方案(28篇)初中数学老师个人教学方案篇一1.认识常用汉字200个，累计识字3000，完成小学阶段识字任务。写字150个，累计会写常用汉字2300个。2.读写由识写字组成的词语；读记由认读字组成的词语。3.朗读课文，要有感情。默读课文，有初步感受，并有一定的速度〔每5分钟不少于300字〕。4.能用多种方法〔借助词典，联络上下文，利用生活经历等〕理解词句，能区分词语的感情色彩，体会词句的表达的效果。5.阅读叙事性作品，能把握主要内容，体会思想感情，理清叙事顺序，领悟表达方法。阅读诗歌，大体把握诗意，想象诗歌描绘的情境，体会诗人的情感。阅读说明性文章，能读懂内容，理解根本的说明方法。6.略读文章，粗知大意。学习阅读，能根据需要搜集信息。课外阅读不少于25万字。7.能写简单的记实作文和想象作文，内容比拟详细，感情真实。练写书信，表扬稿及简单的研究报告，注意格式。能根据需要分段表述，使用常用标点。40分钟完成约400字的习作。8.修改习作，做到语句通顺，正确，书写标准。9.听，能抓住要点；说，有条理，语气、语调适当。乐于交际，敢于发表自己的意见。稍作准备，能当众作简短的发言。10.积极参与语文综合性学习，在制订方案、开展活动、进展展示交流中发挥作用。学习运用获取的资料，写简单的研究报告。本册教材继续以专题组织单元，共八组，分别是：第一组“走进西部”，第二组“永远的童年”，第三组“语言的艺术”，第四组“他们让我感动”，第五组“中国古典名著之旅”，第六组“走进信息世界”，第七组“作家笔下的人”，第八组“异域风情”。本册教材还编排了两次综合性学习。第一次是在“语言的艺术”这一组，以课文学习为主，同时安排了一些语文理论活动，我们称之为“小综合”。第二次是在“走进信息世界”第六组，编者打破了以课文为主体的教材构造，改为围绕专题、任务驱动、活动贯穿始终的编排形式，我们称之为“大综合”。除去第六组，全册共有课文28篇，精读和略读各14篇。这七组教材，每组由“导语”“课例”“口语交际·习作”“回忆·拓展”四局部组成。在每组课文之后设“词语盘点”。其中“读读写写”的词语，是由会写的字组成的，要求能读会写；“读读记记”的词语，只要求认记，不要求书写。一些课文的后面还安排了资料袋或阅读链接。全册共安排了五次“资料袋”，两次“阅读链接”。全册还编排了8篇选读课文，并附两个生字表。生字表〔一〕是要求认识的200个字。至此，完成小学阶段认识3000个常用字的识字任务。生字表〔二〕是要求写的150个字，至此累计写字量为2300个。教学重点难点：1、继续加强阅读根本功的训练。2、发现语言规律，学习表达方法。3、把握每个单元丰富的人文内涵，把情感、态度、价值观的目的落到实处。4、加强平时练笔的指导。5、让学生学会怎样写研究报告。本班有学生40人，其中女生21人，男生19人。从语文学习情况来看，学生的语文根底知识日渐扎实，但学生的学习习惯较差，学习态度不够端正，上课听讲不够专心，对一些简单的抄抄写写的作业都能较认真地完成，但要求动脑、动手等思维性较强的题目大局部学生不知所措，所以应付了事，个别男生作业书写不够整洁；课外阅读的兴趣有所增强，但课外阅读习惯差，知识面狭窄；语言表达才能弱，不太擅长表达自己的思想；特别是学生的独立阅读才能及写作才能差，作文篇幅短，内容空，读起来干瘪无味。所以，在本学期我要努力激发学生读书的热情，真正拓宽学生的语文知识面，努力全面进步学生的语文素养。1、继续加强词句训练词句训练始终是小学阶段的一个重点。在低中年级训练的根底上，应进步其训练的要求。要引导学生自觉地运用、联络上下文和社会理论的方法准确理解词语，特别是那些含义比拟深化的句子。要鼓励学生在阅读的过程中积累词语，学习作者用词造句的方法。2、考虑练习的教学要充分利用考虑练习中的问题，启发学生考虑和讨论，实在进步学生的理解才能，学到读书作文的方法。3、要加强朗读的指导和训练。朗读是重要的阅读根本功，课上一定要有朗朗的读书声。课堂教学要多读少讲，使学生有更多的时机练习朗读，指导朗读，不要单纯从朗读的技巧上指导，使朗读和理解亲密结合，在理解的根底上，通过朗读准确表达课文的思想感情。4、要注意发挥学生的积极性和主动性，引导学生进展探究、合作学习。充分发挥老师的主导作用，包括引导、点拨、范读以及必要的归纳、小结和讲解。要提倡在学生独立考虑的根底上，通过老师的指导，围绕重点开展讨论和交流，鼓励学生发表不同的见解。1、要充分信任学生的学习信心和才能，引导同学间形成互相学习、互相帮助的学习气氛，进步课堂教学效率。2、课后作业要合理布置，一定要腾出足够的学生自我总结、归纳和预习的学习时间，3、课堂上要充分相信学生，尽量总结少讲、精讲，多给学生主动自我学习的时间，引导形成学生自己能学懂的知识，就少讲或不讲，4、每一节课前必须认认真真做好充分准备，否那么无法满足学生学习的需要。1、课堂即时评价：是指在课堂教育教学过程中，老师针对学生的语言、思维等学习行为，作出及时的价值判断。2、作业评价：通过作业的设计、布置、修改、反应等多个流程对学生进展评价，是师生对话的重要平台，也是形成性评价的主渠道。3、老师自我反思：是老师主体对自我既往教育教学理论的重新审视，对其合理性，成败得失进展判断与考虑。4、形成性评价：在某项活动的过程中进展的评价。它具有“重过程、低起点、小目的、勤评价、快反应”的特点。5、考试评价：考试是一种较为严格标准的详细评价方式。根据一定的目的，按照一定的要求进展命题，通过学生解答的过程与结果，考察学生的开展状况。6、开放式考试：让学生走出考场，给以充分的时间，在一个命题的引导下，或在一个特定的环境中，查找资料、考虑问题、经历研究、解决问题……老师不仅可以对学生的考核结果进展评价，还可以通过观察、交谈、辩论，对学生在整个过程中的情感、态度以及表现出来的才能、才华进展评价，这种考试就是开放型考试。初中数学老师个人教学方案篇二��������1.��ê¶ï¿½ï¿½ï¿½ãºï¿½ï¿½ï¿½200�����û¼ï¿½ê¶ï¿½ï¿½3000�����ð¡ñ§ï¿½×¶ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½150�����û¼æ»ï¿½ð´ï¿½ï¿½ï¿½ãºï¿½ï¿½ï¿½2300��������2.��ð´ï¿½ï¿½ê¶ð´ï¿½ï¿½ï¿½ï¿½éµä´ï¿½ï¿½ï£»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ï¿½éµä´ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ï¿½3.�ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½òªï¿½ð¸ï¿½ï¿½é¡£ä¬ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ð³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ù¶è£ï¿½ã¿5���ó²ï¿½ï¿½ï¿½ï¿½ï¿½300�ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½4.���ã¶ï¿½ï¿½ö·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµä£¬ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¾­ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ê¾ä£¬ï¿½ü±ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½é«ï¿½ê£ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ä±ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½5.�ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ü°ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½é£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ê«ï¿½è£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ëµï¿½ï¿½ï¿½ð¡ï¿½ï¿½ä¶ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ü¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ë½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½6.�ô¶ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½â¡£ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¸ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ñ¼ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½25���ö¡ï¿½ï¿½ï¿½ï¿½ï¿½7.��ð´ï¿½òµ¥µä¼ï¿½êµï¿½ï¿½ï¿½äºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ý±è½ï¾ï¿½ï¿½å£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½å£ï¿½ï¿½ï¿½ï¿½ï¿½å¼°ï¿½òµ¥µï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½æ£¬×¢ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ü¸ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ö¶î±ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ã³ï¿½ï¿½ã±ï¿½ã¡£40�������ô¼400�öµï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½8.�þ¸ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ë³ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ð´ï¿½æ·¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½9.������ץסòªï¿½ã£»ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ú·ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµä·ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½10.�������������ûºï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½æ¶ï¿½ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ð·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ñ§ï°ï¿½ï¿½ï¿½ã»ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ð´ï¿½òµ¥µï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½æ¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ä¼ï¿½ï¿½ï¿½ï¿½ï¿½×¨ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é£¬ï¿½ö±ï¿½ï¿½ç£ï¿½ï¿½ï¿½ò»ï¿½é¡°ï¿½ß½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ï¿½é¡°ï¿½ï¿½ô¶ï¿½ï¿½í¯ï¿½ê¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡°ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¸ð¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡°ï¿½ð¹ï¿½ï¿½åµï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡°ï¿½ß½ï¿½ï¿½ï¿½ï¢ï¿½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学生自评和互评。评价既要注重过程又要注重结果。高效课堂建立关系学校的高品位开展、老师的高程度开展和学生的高智能开展，利在当今，功在长远。我们只有坚持不懈地抓平时、抓细节，才能有效地改变我们现今不太理想的课堂教学效果，才能使高效课堂方案结出丰硕的成果。初中数学老师个人教学方案篇八��������â¿î³ì¸ä¸ï£¬è«ï¿½ï¿½ï¿½ï¿½êµï¿½â¿î³ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¢ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ó¢ï¿½ï¿½ï¿½ñ§è«ï¿½ìµï¿½ï¿½ï¿½ð§ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½êµê©ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ó¶ï¿½ï¿½ï¿½êµï¿½ï¿½ß½ï¿½ñ§×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ì¡ï¿½ñµï¿½ï¿½ï¿½ï¿½â¡¢ï¿½îºó¸¨µï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ûµï¿½ï¿½ï¿½ð§ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��ñ§ð£ï¿½ï¿½ö¯ñ§ð£è«ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ñµï¿½ï¿½ñ§ï°ï¿½ï¿½ñµï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½22������ê±ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ò»ï¿½î¡ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ãµä½ï¿½ê¦ï¿½ï¿½ì³ï¿½ï¿½ï¿½ì·ï¿½ä£ê½ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½í¸ï¿½ð§ï¿½ï¿½ï¿½ãµäºï¿½ï¿½å£¬ï¿½ï¿½î¹ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ãµè¡ï¿½ï¿½ï¿½ï¿½ï¿½2����îªò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½îªï¿½ë¸ï¿½ï¿½ãµø¹ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ã£ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½î¼ï¿½ñ§ð£ï¿½ï¿½ö¯ï¿½ï¿½ï¿½ï¿½ñµï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï£ï¿½ñ§ï°ï¿½ï¿½ñµï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½22������ë¼ï¿½ï¿½ï¿½ë²ï¿½ñ§ð£3331�ì·ï¿½ä£ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß²ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ø½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ê·ñ§ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½