As a new teacher, we should have first-class classroom teaching ability. Teaching reflection can record our classroom experience well. How to write teaching reflection? The following is my serious reflection on junior high school teachers' mathematics teaching. Welcome to reading. I hope you will like it.
Junior high school teachers' reflection on mathematics teaching 1 In the process of learning the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were once regarded as experience with the concept of the new curriculum. Now I will sum up my experience gained in reflection and correct my shortcomings:
First of all, we should change the role in teaching and the existing teaching behavior.
(1) According to the requirements of the new curriculum, teachers have changed from traditional knowledge givers to organizers of students' learning; Teachers become the leaders of students' learning activities, not the leaders; Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning. Teachers and students should study together and make progress together.
Second, we should respect students' existing knowledge and experience in teaching.
When designing lesson plans, we should think about "what life experience and knowledge reserves students have", "how to design lesson plans that students can easily understand according to relevant theories and students' reality" and "what happens when students accept new knowledge". When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates. At this time, teachers should reflect on "why there are such problems, how to adjust the teaching plan and how to adopt effective strategies and measures" according to the feedback information of students, so as to organize teaching along the students' ideas and ensure the teaching process to run along the best track. After the teaching, teachers can ask themselves questions like: "Is my teaching effective?" "Are there any highlights that surprise them in teaching? What is the reason for this highlight? " "What can be further improved?" "What did I learn from it?" Only in this way can we meet the requirements of the new curriculum reform for teachers and help them implement the teaching plan.
Third, teachers should pay attention to communication and dialogue with students.
Full dialogue and communication between teachers and students is very beneficial to the development of groups and the growth of individuals. For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples. In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, and we can appropriately expand the teaching design. Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.
Fourth, teachers should make a summary record of each class.
After the end of a class or the completion of a day's teaching tasks, we should calm down and think carefully: whether the overall design of this class is appropriate and whether the teaching links are reasonable. For example, a teacher asks students to carry out comprehensive training on fractional application problems: the price of a set of tables and chairs is 48 yuan, whether its content is clear, whether the teaching methods are fully used, and whether the key and difficult points are prominent; What actions I have taken today are correct, which ones are not good enough, and which ones need to be adjusted and improved; Whether the enthusiasm of students is mobilized, whether students are willing to learn, whether I am willing to teach, and what are the puzzles. Think about these clearly, make a summary, and then record them for reference in future teaching. After long-term accumulation, we will certainly gain a valuable teaching wealth.
It is understood that most teachers attribute students' learning difficulties to factors other than teachers, such as difficult subject content, poor students' quality and poor family education environment. Only a few teachers think they don't teach well. Students think that they have difficulties in learning, and about one-third of the reasons are already in the teaching and management of teachers. Some people even put forward the view that there are no students who can't teach, only teachers who can't teach.
These fully show that teachers are responsible for the formation of students' learning difficulties. Therefore, as a teacher, we should deeply reflect on our teaching behavior, so as to reduce students' learning difficulties. In mathematics teaching, reflection is the source of finding problems, a good way to optimize teaching design and improve teaching quality, and a reliable way to promote the sublimation of understanding. Confucius, an ancient philosopher in China, once said, "Learning without thinking is useless, and thinking without learning is dangerous." Foreign scholars have also expounded the importance of reflection.
For example, Friedenthal, a Dutch mathematics educator, once said: Reflection is an important mathematical activity, and it is the core and motivation of mathematical activities. Posner pointed out that the growth of teachers = experience+reflection. It can be said that the experience without reflection is only a narrow experience, and at most it is a superficial understanding. Reflection can rectify the existing problems, explore the problems found in time, and sublimate the accumulated experience into theory. Reflection can also improve mathematics consciousness and optimize thinking quality. So what should we reflect on after class? Here are some of my views for your reference:
First, reflect on the teaching objectives.
Teaching objectives refer to the concepts, methods, familiar skills and mathematical ideas that students need to understand in this class, which is the basis and premise of teachers' further teaching and the necessary condition for students to improve their comprehensive ability. Teachers' reflection on teaching objectives is actually to discover whether Chu students really understand the connotation and extension of the concept, the premise and conclusion of the theorem through reflection on the teaching process; Can you use the theorem flexibly to solve problems, the thinking method contained in the theorem itself, the scope of application of the theorem, and whether the basic methods to be mastered in this lesson have been mastered. To know all this, we should first pay attention to students' every move in class. If the students in class are focused, positive, agile and happy, it means that the students are enthusiastic, take the initiative to participate, learn something and have fun.
If students are listless, deaf, procrastinating, exhausted and at a loss in class, it shows that the classroom atmosphere is dull, students' enthusiasm is not high, learning is very hard and the effect is not good. Secondly, check the situation of students doing classroom exercises. If most students can correctly complete the specified topics within the specified time, the teaching objectives can basically be achieved; If most students can't write or can only do some steps of the project, or even if they do, there are still some problems, which means that students have not really understood the content of this section and their knowledge and skills have not passed the test. Thirdly, review students' homework after class. If students have clear thinking, well-founded reasoning, proper use of theorems and formulas, accurate calculation and detailed steps, it shows that students have mastered basic mathematical knowledge and thinking methods. On the contrary, if students do flip-flops, confuse formulas, misuse theorems, and make constant calculation mistakes, it shows that students' basic knowledge and skills are not enough. Through the above series of methods and means, find out the problems and think about remedial measures. What should be supplemented must be supplemented, and what should be changed must be changed; What is emphasized collectively must be emphasized collectively, and what is suggested by individuals must be suggested individually. Make up the content of the class for later study.
Second, reflect on teaching methods.
Teaching methods are measures and auxiliary tools to complete teaching tasks and achieve teaching objectives. As the saying goes, "there is a law in teaching, but it is impossible in teaching." The choice of teaching methods depends on students' actual cognitive level. Usually, according to the different teaching contents, teaching methods such as lecturing, heuristic, discovery and questioning can be adopted, and wall charts, models, objects, small blackboards and multimedia courseware can also be used to assist teaching. To reflect on teaching methods, we must first break through the most difficult, difficult to understand and difficult to master in their study, start from the most boring places, and start from the places that they are easy to ignore but rich in teaching value. Secondly, teachers should seek the best teaching form that is most conducive to students' acceptance, students' acceptance, students' enthusiasm for learning, students' scientific creativity and students' coordinated development in all aspects.
If the introduction of the topic is too dull to arouse students' interest in learning, students can be explained the growth process of mathematicians, novel mathematical problems, mathematical problems around them and so on. If the deduction of theorem and formula is proved to be limited to textbooks, students can not understand it easily, so they can explore new ideas and change strategies to satisfy students' thirst for knowledge and stimulate their creativity in scientific knowledge with rich content, easy to understand and step by step; If the treatment of example exercises is lack of depth and students can't master it well, we can explain it in simple terms and draw inferences at different levels, and try our best to cultivate students' concentrated thinking and divergent thinking on the premise of mastering basic methods and skills. As long as we observe and think about goodness, we can gradually improve our teaching level and quality.
Third, reflect on the teaching value.
Teaching value is the sublimation of teachers' teaching goals, students' teaching significance, thinking cultivation and moral sentiment when they complete their learning tasks, and it is a higher realm of education and teaching. There is an educational motto that says well, "education is a cause that needs our selfless dedication;" Education is a science, which needs us to study hard. Education is an art that needs constant innovation. " Reflecting on the teaching value is to explore the value of cognitive education, emotional education and behavior education which are rich in this course.
We should know that every mathematical thought contains a philosophy of life, every problem-solving method enriches students' values and world outlook, and every bit of mathematical knowledge purifies students' hearts. As long as we carefully observe, carefully analyze, think deeply, strive to expand, let go of the clues in classroom teaching and the words in textbooks, we will certainly be able to do it and do it well. For example, the idea of classified discussion teaches students to look at problems dialectically, and the idea of function teaches students not only to pay attention to the phenomenon of problems, but also to recognize the essence of problems; The combination of numbers and shapes teaches students what mathematical beauty is, how to appreciate it and how to use it. Reducing to absurdity makes students realize that it is not necessary to attack directly to solve problems, and sometimes it is better to detour sideways. The growth process of mathematicians can set an example for students and inspire them to study hard; The long and splendid history of mathematics development in China can make students have a strong sense of national pride and stimulate their patriotic enthusiasm, so as to study hard and devote themselves to the modernization of the motherland.
Modern education is not to teach a group of nerds, not to teach a group of high scores and low abilities, but to think about students' future and make necessary knowledge preparation and psychological preparation for their colorful lives. Knowledge is dead, ignorance can be learned from books, while ability and quality are intangible and cannot be taught. A person's quality determines his viability and development prospects. In the final analysis, the value of teaching has been shaping people, giving students the truth of being a man, giving students a scientific way of thinking and the basic quality of self-development, so that they can all become useful people to society.
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