Reflections on Mathematics Teaching in Junior High School (I)
1. Teachers should change their roles and become organizers, guides and collaborators of students' mathematical activities.
Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. The teaching process is a demonstration of communication, interaction and development between teachers and students. Teachers should change their thoughts, update their educational concepts, shift from condescending authority to equal dialogue with students, give students the initiative in learning and encourage them to actively participate in teaching activities. Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of students' learning. Teachers only give appropriate guidance and help to students in the process of study, discussion and communication. It is necessary for students to acquire knowledge and develop their ability through personal experience and the experience of the formation and application of mathematical knowledge.
2. Teachers should create scenes close to students' lives, stimulate students' learning potential and fully mobilize their learning enthusiasm.
In the new textbook, many subtitles appear in the form of questions, such as: "Why are there not enough numbers?" "Can you catch up with Xiao Ming?" "Mom saves money for your education" and so on, which is very interesting and challenging, and is very suitable for students' appetite. Therefore, teachers should read the teaching materials carefully and understand the intention of the teaching materials, especially when creating scenes, they should not casually or engage in ostentation and extravagance, which is easy to become a mere formality. When creating situations, teachers should have a strong purpose and choose distinctive materials that can stimulate students' enthusiasm and curiosity to create situations, so as to achieve the purpose of creating situations.
For example, when I was explaining the power of rational numbers, I set up the teaching scene in this way. In the "Reading the Power of Rational Numbers" before the new class, I arranged an interesting story "Learning on the Chessboard" for students to present by telling stories. Then the teacher asked a question: Do you think there is so much rice in the king's vault? As soon as the question is raised, the classroom is really "a stone stirs up a thousand waves". The students are discussing in twos and threes, some say "yes", some say "no", and some wait for the teacher's answer with curious eyes. At this time, the teacher seized the opportunity to guide us. After we learned this section, everyone naturally understood, "Is there so much rice in the king's treasury?"
3. Teachers should provide time and space for students to cooperate, explore and communicate, and encourage students to innovate and explore boldly.
In teaching, teachers should not only teach students, but also teach them to learn. Therefore, in class, teachers should not only cultivate students' thinking habits, hands-on ability, independent exploration ability and cooperation ability, but also leave some space and time for students to think, cooperate and communicate in class, so that students can have the opportunity to show their talents.
For example, teach "What do letters mean?" For this question, I will arrange for each group of students to prepare a box of matches before class. In class, the teacher will use the small blackboard to show pictures, and then the students will work together to imitate the teacher's pictures with matchsticks to spell out a puzzle and answer questions:
1, 1 need four matchsticks. How many matchsticks do you need to build two squares? Do you need a matchstick to build three squares? How did you get it?
2. How many matchsticks does it take to build 10 cube? How did you get it?
3. How many matchsticks does it take to build 100 cube? How did you get it?
4. How many matchsticks does it take to build X squares? According to your calculation method, how many matchsticks does it take to build 200 such squares?
In this way, through students' bold attempts, we can draw the conclusion that there are many different ways to express the algebraic expression of x square, and the effect is very good, which is beyond the teacher's expectation. From this point of view, it shows that students' potential can be tapped, and the key question is whether our teachers are willing to develop it.
Teachers should pay attention to the individual differences of students, so that each student can get full development.
Mathematics Curriculum Standard points out that mathematics education should be geared to all students. Realization: Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics. Mathematics education should promote the development of every student, that is, lay a good foundation for all students, and also pay attention to the development of students' personalities and specialties. Due to the influence of various factors, students have differences in mathematics knowledge, skills, abilities and interests. Teachers should recognize this difference in teaching, teach students in accordance with their aptitude and guide them according to the situation. We should proceed from the reality of students, give consideration to students with learning difficulties and spare capacity, meet their learning needs through various ways and methods, and develop their mathematical talents.
At the same time, the new textbook designs many questions such as "thinking", "exploring", "trying", "thinking" and "discussing", and teachers can choose according to the actual situation of students. For students with good math scores, teachers can also choose some flexible questions for them to think and explore, thus expanding students' knowledge and improving math scores.
5. Teachers should make full use of modern educational technology to assist teaching and improve teaching efficiency.
Mathematics Curriculum Standard points out that teachers should make full use of modern educational technology to assist teaching, vigorously develop and provide students with richer learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods so that students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities. Therefore, in classroom teaching, teachers should properly use multimedia-assisted teaching according to the teaching content, so as to provide students with broader free time and space and richer mathematics learning resources.
For example, in the teaching of "unfolding and folding" and "cutting a geometric figure", I use multimedia to carry out teaching activities, thus enriching students' ways of perception and understanding, making them more willing to approach mathematics, understand mathematics and achieve greater success in mathematics learning.
In recent years, the outstanding performance in the city examination is: new topics, large amount of reading, giving students practical questions to build mathematical models, which are just difficult for students to master. This requires us to make bold attempts in teaching, constantly sum up experience, improve ourselves, foster strengths and avoid weaknesses, and only in this way can we succeed.
Reflections on Mathematics Teaching in Junior High School (Ⅱ)
With the development and requirements of the times, the value goal orientation of mathematics teaching is not limited to enabling students to acquire basic mathematical knowledge and skills. More importantly, in mathematics teaching activities, we should understand the value of mathematics, enhance the application consciousness of mathematics, acquire the basic thinking method of mathematics and experience the process of solving problems. In teaching, we should handle the balance and harmonious integration of knowledge-based goals and developmental goals, promote students' development in the process of acquiring knowledge, and implement knowledge in the process of development. This requires students to reflect on their own learning. The new curriculum emphasizes the cultivation of innovative spirit and practical ability, and advocates a learning style characterized by "initiative, inquiry and cooperation". Teaching activities are bilateral activities between teachers and students. It takes teaching materials as the center, and teachers' teaching activities interact with students' learning activities, so that students can acquire mathematical knowledge, skills and abilities, develop students' thinking quality, cultivate innovative consciousness and form good study habits. In education reform, teachers are the key and students are the main body. At the same time, the improvement of teachers' ability and students' ability is gradually established through practical exploration. It can be seen that if teachers and students want to develop, they must integrate practice and inquiry, making it a process of promoting teachers and students' development and constantly improving their abilities, and reflection is to effectively combine the two. So from what aspects should we construct a reflective model of teacher-student interaction?
1, ask for a class summary.
At present, letting students listen has become the most commonly used method for teachers. Listening to lectures is not enough for students to reflect on the teaching content. To reflect, there must be content. Therefore, students should make a brief summary of this lesson first. Brief notes in class provide students with a basis for thinking. Students can also better experience what they have learned in class from the brief notes in class. Students' learning activities have also become the main behavior with goals and strategies, which can inspire teachers and students to carry out exploratory and research activities. It is beneficial for students to gain personal experience and improve their creativity in learning activities, so class notes are an important part of students' reflection.
2. Guide students to master the method of reflection.
Classroom teaching is the main channel to carry out reflective learning. In classroom teaching, consciously guide students to conduct reflective learning from multiple directions and angles. Students' practical reflection can reflect on their own understanding, such as things in daily life and content in class, which can guide students to ask more why? ; It can also be linked with other people's practices, leading to a comparative reflection on their own behavior. We can guide students to make similar comparisons and reach the state of "reaching the top, the other mountains all appear dwarfs under the sky."; It can also be an analysis and evaluation of a phenomenon in life or a trend of thought around it. In addition, why are students' reflections staged? For example, at the end of a class, let students reflect and think about what they have gained from this class. What other questions are there? Before going to bed that day, reflect on your feelings today; Or reflect on your progress and shortcomings in a week and so on. There are five specific methods:
① Reflection in solving problems, mastering methods: Solving problems is the only way to learn mathematics. When students solve problems, they often lack reflection on the problem-solving process, do not refine and summarize the problem-solving process, and only solve problems in order to complete tasks, resulting in low quality and low efficiency. Teachers should actively guide students to sort out the thinking process, determine the key to solving problems, review the ideas of solving problems and summarize the methods of solving problems, so as to make the process of solving problems clear, orderly and accurate. ② Reflect in the collective discussion and form the concept: "Activity is the source of perception and the foundation of thinking development". Everyone constructs his own understanding of things with his own experience as the background, so his understanding is relatively limited. Through collective discussion and communication, students can understand their peers' understanding, enrich their own thinking methods, reflect on their own thinking process and enhance their migration ability. The key to the formation of concepts is to pay attention to the process of meaning construction, not just monotonous memory, so we should pay attention to guiding students to promote personal reflection and realize self-innovation through collective discussion and debate. (3) Review the thinking of reflection and refinement in knowledge acquisition: In teaching activities, our teachers pay more attention to creating situations, and guide students to actively acquire knowledge through operational exercises and cooperative inquiry. In fact, in the actual learning process, students always decide the solution method according to the specific situation of the problem. This method is limited by specific circumstances. If it is not refined and summarized, its application scope is limited and it is not easy to transfer. Therefore, teachers should encourage students to reflect on the learning process after acquiring knowledge, guide students to review and summarize their thinking strategies, analyze the basic mathematical methods contained in specific solutions, reprocess specific methods, and extract mathematical ideas with wide application. (4) Reflecting on the analysis of problem-solving methods and experiencing advantages: students are often satisfied with doing problems when solving problems, and never evaluate the advantages and disadvantages of their own problem-solving methods. There are often some shortcomings in homework, such as single problem-solving process, narrow thinking, outdated solution, chaotic logic, lengthy narration, and no emphasis on primary and secondary, which are the lack of flexibility and criticism in students' thinking process and the low level of students' creative thinking. Therefore, teachers must guide students to analyze the advantages and disadvantages of problem-solving methods, optimize the problem-solving process, and strive to find the best solution to the problem. Through this evaluation process, students' horizons are broadened, students' thinking is gradually developed in the direction of multi-starting point, flexibility, accuracy and novelty, and students' generalization ability is improved in the process of deepening their understanding of the essence of the problem, thus promoting students to form a systematic and interrelated mathematical cognitive structure. ⑤ Reflect on the causes of mistakes and enjoy success: Students are often careless in learning basic knowledge, ignoring the reflection on conclusions and being content with a little knowledge, which is an important reason for homework mistakes. As a result, there are often phenomena such as untrue data and errors, especially some "hidden errors" appear more frequently. Therefore, teachers should combine the mistakes in students' homework, carefully design teaching situations, help students analyze the causes of homework mistakes from the perspective of basic concepts and basic knowledge, provide students with an opportunity to re-understand basic knowledge and basic concepts, and let students learn from them.
In the process of correcting homework mistakes, master basic knowledge and understand basic concepts, guide students to consciously test the results and cultivate their reflective ability.
3. Strengthen the cultivation of reflective ability from the reflection of after-school study and the self-reflection of homework.
After a class, meditate, spend some time reviewing what you have learned, and explore some laws between knowledge and knowledge points; Whether there is a breakthrough in solving many misunderstandings of the problem; Whether enlightenment is appropriate; Whether the training is in place and so on. Write down these gains and losses in time and make necessary classification and balance. In homework, we should also seriously reflect, especially after correcting homework, ask students to carefully analyze their own right and wrong questions, write down their own successes and shortcomings, and also write down their own new ideas and innovations.
4. Help students improve the effect of reflection.
When we often guide students to reflect, if we simply do it every time, students will soon get bored, which requires us to give them a lot of encouragement, inspiration and evaluation every time we guide students to do it, so that students can realize the benefits of doing so, so that they can be inspired and inspired in the process of doing so and succeed in their future studies. For example, at ordinary times, every time I guide students to reflect, I will praise those students who think seriously and guide everyone to learn from some students who can ask questions on the basis of reflection. I often tell students that as long as they can make progress under the condition of reflection, this is the greatest success, then this student is a warrior, because he has always been able to overcome difficulties and win. Let children feel that they can continue to succeed after continuous reflection and often reflect seriously, then students will truly understand the thoughts and methods of life and study, optimize their cognitive structure, develop their thinking ability and cultivate their innovative consciousness in reflection.
Reflection on Mathematics Teaching in Junior Middle School (Ⅲ)
Mathematics teaching should design teaching activities consciously and planned, guide students to understand the connection between mathematics and real society, strengthen students' awareness of mathematics application, constantly enrich problem-solving strategies and improve problem-solving ability. Combining with relevant teaching contents, we should cultivate students how to make preliminary analysis, synthesis, comparison, abstraction and generalization, judge and reason simple problems, gradually learn to think in an orderly and grounded way, and pay attention to cultivating agility and flexibility of thinking. In our daily study and life, we can get rid of the concrete image of things and extract the essential attributes of things, thus gaining new knowledge.
Inquiry learning of primary school mathematics is an effective way and method to change this situation. The following are some teaching situations that I have summarized in the teaching process, which I think are very suitable for the teaching of mathematics in primary schools.
1. Design life practice and guide students to explore actively.
This teaching design is conducive to stimulating students' interest in learning, making them have a strong desire to learn new knowledge, giving full play to students' initiative, thus tapping students' thinking ability and cultivating students' habit and ability to explore problems.
In teaching, we should make a reasonable teaching design according to our own reality and students' reality. Pay attention to the development of students' thinking ability, and connect mathematics with real life from 1, so that students can feel that there is mathematics everywhere in their lives. Make the teaching design vivid, attract students greatly, grasp the characteristics of students' understanding, form an open teaching model, and achieve the effect of pre-class teaching.
2. Give students sufficient thinking space, combine imparting knowledge with cultivating ability, and attach importance to the cultivation of students' non-intellectual factors; Create a reasonable teaching situation, stimulate students' learning motivation, pay attention to stimulate students' learning enthusiasm, and promote students' awareness of activities.
3. Ask questions in teaching, let students develop and cultivate their thinking ability through testing, and let students take the initiative to find questions and acquire new knowledge.
4. Use reasonable questions and discussions, give full play to the group role of the classroom, and exercise students' language expression ability. Realize independent and active learning and actively cooperate with teachers to achieve goals.
5. Teachers in the whole classroom should always maintain an equal relationship between teachers and students, constantly encourage and appreciate students and form interaction.
2. Design query teaching to stimulate students' learning desire and encourage students to actively participate in practice and acquire new knowledge.
1, fully tap the teaching materials, based on the students' existing knowledge and experience.
2. Attach importance to the combination of knowledge imparting and ability training, give full play to and make use of students' intelligence, actively mobilize students to actively explore problems, and cultivate students' habit of autonomous learning.
3. While imparting knowledge, we should pay attention to the cultivation of thinking methods, fully mobilize students' intellectual and non-intellectual factors, and enable students to acquire knowledge actively.
4. In teaching, we should create a problem situation that conforms to students' logical thinking mode and follow the law of creative learning, so that students can analyze, compare and synthesize the existing knowledge and experience.
3. Create an open and exploratory problem situation.
The problem situations provided in teaching should be open to some extent and provide some challenging and exploratory questions. This can not only stimulate students' motivation for further study, but also enhance their self-confidence after solving these problems and greatly improve their enthusiasm for learning mathematics. I think the open and exploratory question situation plays a great role in cultivating students' thinking ability and stimulating their interest in learning. Based on the above understanding, I think that creating various situations suitable for teaching needs in primary school mathematics teaching can stimulate students' desire to learn, help students truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in hands-on practice, independent exploration and cooperative communication, improve students' ability, make students develop in an all-round way and truly become masters of mathematics learning.
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