As an excellent people's teacher, teaching is one of the important tasks. Writing teaching reflection can summarize many teaching skills in the teaching process and refer to the teaching reflection you need! The following is my reflection on the teaching of triangle characteristics for your collection. Welcome to share.

Reflections on the teaching of triangle characteristics 1 The first lesson of the second volume of fourth grade mathematics is to guide students to understand the characteristics of triangles. In the teaching process of this class, I use the method of guiding students to operate, observe and compare to acquire new knowledge, so as to achieve the learning goal of this class. First of all, by guiding students to draw triangles by themselves, they can initially perceive triangles and know the names of the three parts of the shape. By displaying graphics, we can judge which triangles are, and grasp the two key words of "three line segments" and "enclosure" to further learn the concept of consolidating triangles. This teaching link makes it easier for students to learn and master knowledge more firmly through intuitive feeling. When the teaching triangle is stable, students can observe, experiment, explore and feel, so the triangle is stable.

1, introduce from life and feel the beauty of mathematics.

The theme map provided by the textbook is closely related to life, which makes students feel that there is mathematics everywhere in life and mathematics comes from life. Students can find triangles from the theme map, so that students can realize that the beauty in life is composed of many geometric figures, and triangles are one of them.

2. Explore in activities and perceive the characteristics of inquiry.

In learning activities, children are more willing to experience and practice by themselves. A child may believe what you tell him, but he prefers to believe what he sees and experiences. This is an "experience". Triangle is an abstract concept, and the stability of triangle is explored on the basis of abstract concept, so students need to go through the whole process of obtaining features.

I have gained a lot through teaching. At the same time, the students' harvest is not only the increase of knowledge, but also the publicity of personality and the cultivation of creativity. I will strive for a greater breakthrough in the future teaching and give you a math class with my own characteristics.

Reflections on the teaching of triangle characteristics 2 This part is based on students' understanding of line segments, angles, parallel lines and vertical lines and their understanding of rectangles, squares, parallelograms and trapezoid. Triangle is the simplest and most basic polygon in plane graphics. All polygons can be divided into several triangles, and related properties can be deduced with the help of triangles, so it is very important to master the characteristics of triangles. Learning this part well not only accumulates knowledge and experience for learning other polygons, but also lays a good foundation for further learning triangles. But students have an intuitive understanding of triangles, can distinguish triangles from plane figures, and can name their parts. Because the height of a triangle can only be drawn from the vertex, it is difficult for students to draw the height of the known bottom correctly. However, in the fourth grade, students can draw parallelogram and trapezoid heights through point transfer and draw known straight lines and vertical lines to reduce the difficulty of drawing. Based on the above analysis, when designing this class, I try to make full use of the teaching content of this class and do the following:

1, pay attention to students' existing knowledge and experience, let students find triangles in familiar situations, list triangles in life, arouse old knowledge, mobilize students' existing life experience, enrich the face of triangles and realize the close relationship between triangles and life.

2. Understand the meaning of "encirclement", and summarize the meaning of triangle in the process of drawing triangle, describing painting method and analyzing communication. Cultivate students' observation ability and language expression ability.

3. In the activities of saying, pointing and writing the names of various parts of the triangle, we should know the basic characteristics of the triangle and establish its representation.

4. Understand the base and height of the triangle by reading the textbook, and learn to draw the height of the triangle in the process of hands-on operation, analysis and communication, and students' attempts. Cultivate students' observation and hands-on operation ability.

Reflections on the teaching of triangle characteristics 3. In this semester's parents' open day activities, I taught the lesson of "triangle characteristics". I have also made great efforts in preparing lessons, designing teaching, carefully designing inquiry activities, guiding students to explore independently, and striving to improve learning methods, so that students can devote themselves to the activities and have a profound experience in the activities. After class, I communicated with teachers and parents, and they thought the teaching effect was good.

First, work hard.

1. Import songs and videos to stimulate interest.

I carefully collected a lot of songs about triangle content, and finally joined the song "The Story of Triangle" through screening. It not only has wonderful lyrics and vivid pictures, but also conforms to the knowledge of mathematics. Students can naturally guess what to learn in class according to the content of music. At the same time, the addition of triangle video makes students feel that triangles are everywhere in our lives. They decorate the beautiful world with rectangles, squares, circles and other graphics, and students enter the study of triangles with great interest.

2. Experience and learning characteristics in activities.

Bruner said: "Exploration is the lifeline of mathematics." There is no development of mathematics without exploration. In teaching, I have designed many operational inquiry activities, so that all students can participate in the process of exploring new knowledge, and strive to guide them to do it themselves, use their mouths and brains, think positively, improve their ability and accumulate experience.

Activity 1: Make triangles by hand.

The team prepared materials to make triangles, including: triangle board, colored cardboard, scissors, sticks (or straws), string, etc. And encourage them to cooperate in making triangles. The students showed many wonderful and ingenious methods, such as: a, folding or cutting with paper; B, swing with a stick, c, enclose with a rope; D, body circumference, etc. Especially the triangle that Lin Wenxuan thought of stringing straws together with a rope and the triangle that Gong Jiahui and Wang Xinze stepped out with their feet impressed me deeply. I see wisdom shining at their fingertips.

Activity 2: Draw a triangle by hand.

Draw a triangle, middle school students boldly try and show it in different ways, then the doctor of computer science shows it in the courseware, and then I show it on the blackboard. Methods: First point three points in different directions, and then connect them in a certain order to draw a triangle. Students experienced different methods of drawing triangles in the activity, and had a deep understanding of triangles.

Activity 3: Explore the height of the triangle.

I created the following situation and came to the conclusion that both the little squirrel and the giraffe like triangles very much. They live in a house with a triangular front. Please guess which room the giraffe lives in. Tell me your reasons. Ask the students to point to the front and say that the height they naturally find is correct: draw a vertical line from a vertex of a triangle to its opposite side. The line segment between the vertex and the vertical foot is called the height of the triangle, and this opposite side is called the bottom of the triangle. Then try to draw the height, and let the students explain the problems that should be paid attention to when drawing the height: draw the height as a dotted line, add vertical symbols at the same time, and then mark the bottom and height.

Activity 4: Study the stability of triangles.

Triangle is an abstract concept, and stability is explored on the basis of abstract concept, so students need to go through the whole process of obtaining features. Among the characteristics of inquiry, the "who is stronger" frame-pulling competition between boys and girls attracted children's thinking, and they experienced the stability of the triangle and left a deep impression. But if this is the only way, and the exploration only stays on the surface, then why is the triangle stable and the quadrilateral easy to deform? A stone stirs up a thousand waves. I asked the students to put them with toothpicks: A. How many triangles of different shapes and sizes can you put? B. How many quadrilaterals of different shapes and sizes can you pose? Finally, they found that no matter how they put the same three sticks, they can only put one triangle, so the triangle is stable; The same four sticks can hold many quadrangles with different shapes and sizes, so quadrangles are easy to deform, so students can see the essence through phenomena.

3. Live in the moment and feel the value.

Life is the source of mathematics. We should be good at capturing mathematical phenomena in life for students, excavating the life connotation of mathematical knowledge, creating a living learning environment, and allowing students to accumulate activity experience in the life atmosphere. In class, when the students proved that the triangle is stable through experiments, I used this feature to show many examples of many objects in our lives, showing the students that clothes hangers, bicycles, basketball stands, solar water heaters, telephone poles and walkers all made use of the stability of the triangle. At the same time, I told them that not only we humans are good at using the stability of triangles, but also some animals seem to understand the benefits of triangles. Kangaroos sit on their tails at rest, and their tails are called "the third". Then students are encouraged to observe life from a mathematical point of view, and then find examples of using triangle stability in life. At the end of class, I showed a set of triangular pictures. The contents are as follows: The Bird's Nest is the main venue of the 2008 Olympic Games. Its shape is like a "bird's nest" that breeds life, more like a cradle, and it is entrusted with human hopes for the future. The Eiffel Tower in France is more than 320 meters high and has a history of 120 years. After a hundred years of wind and rain, it is still elegant! The Louvre in France is the first of the four historical museums in the world, with a history of more than 800 years. Pyramid of khufu is the largest pyramid in Egypt, with a height of136.5m, which is equivalent to the height of a 40-story skyscraper. The tower is made of 2.3 million boulders with a total weight of about 6.84 million tons, which is a symbol of the Egyptian state. Let the students fully feel the wisdom of human beings and the charm of triangles, and sincerely feel that triangles have contributed!

4. Make good use of evaluation and encourage students.

Before the class, I asked all the parents who came to attend the class to make a beautiful little star carefully and carefully designed the link of selecting performing stars. Driven by this activity, all the students showed their best, especially Wang Xiaoyi's mother gave each child a little star to reward all the children's performance, which was a great encouragement to the students and also a great encouragement to the children.

Second, work hard.

1, add a drawing demonstration link.

Although some students try to draw the height in the teaching process and the courseware also demonstrates it, I will personally demonstrate the drawing method of the height, so that students can have a deeper understanding of the height.

2. Scientifically control the teaching time. I should control the time better when I make a report in the group, so that I can have time to train the method of drawing the height of right triangle and obtuse triangle in practice.

Friedenthal said, "The best way to learn an activity is to do it." In class, I pay attention to students' practical activities, so that students can fully practice, talk and think, and let them fully experience mathematics activities, which is a lively, proactive and personalized process.

Teaching reflection on the characteristics of triangle 4. Success:

1. Triangle is an abstract concept, and the stability of triangle is discussed on the basis of abstract concept. It is necessary for students to experience the whole process of obtaining triangle features. This lesson allows students to experience activities such as finding triangles, drawing triangles, and pushing and pulling triangles. Especially in exploring the characteristics of triangles, let students personally pull the triangular frame and quadrilateral frame to experience the stability of triangles, which left a deep impression on students.

2. When teaching the concept of triangle, I mainly use the method of getting new knowledge through hands-on operation and observation and comparison. First of all, I draw a triangle to get a preliminary feeling. From "draw a triangle" to "let students try to say what kind of figure is a triangle?" It provides students with space for hands-on operation and abstract thinking. Show counterexamples according to students' statements, so that students can intuitively realize that these statements (statements) are inaccurate.

As a result, students' thinking is led to depth, and a strong desire to further explore triangles is aroused. Then, on the basis of putting a triangle, with the help of three lines in the courseware animation, let the students experience the formation process of the triangle again, so as to more accurately express that "the figure surrounded by three lines is called a triangle". This activity is lively and interesting. Further observation and discussion have effectively sublimated students' understanding of triangles, and the teaching effect is very good. Through graphic judgment, master the three key words of "three line segments" and "surrounding" and learn the concept of consolidating triangle. This teaching link makes it easier for students to learn and master knowledge more firmly through intuitive feeling. With the help of the triangle in the judgment question as an intuitive support, let the students abstract and summarize the basic characteristics of the triangle through comparative analysis. Students experienced the process of abstract generalization of triangle features, and tried to improve their ability of comparison, analysis, summary and generalization by means of comparison, analysis and summary, and gained a successful experience.

3. When teaching the height of a triangle, I use two triangles to compare the heights, let the students guess which triangle is higher, and then abstract the height of the triangle. This link has deepened students' understanding of triangle height, and the effect is good.

Disadvantages:

The analysis of the learning situation is not in place, which leads to the height of the triangle, and some students' understanding is still vague. Because of time, there is no room for children to relax their painting height, so they should be allowed to practice more.