Senior three math teachers need to actively participate in teaching and research group activities and lesson preparation group activities, do a good job in each class, and listen to the teacher's class, learn from it, learn from each other's strengths and improve their teaching professional level. Next, I will bring you a personal teaching summary of senior three mathematics. I hope you like it.

Summary of Personal Mathematics Teaching in Senior Three 1 Our Senior Three Mathematics Preparation Group consists of X members, all of whom are diligent and unknown, regardless of personal gains and losses. Through our Qi Xin's concerted efforts and hard work, we have successfully completed the mathematics teaching task of this school year. The work of our preparation team is summarized as follows:

First, pay attention to the requirements of the new curriculum standard and study the syllabus.

Strictly follow the requirements of the examination syllabus, follow the principle of "paying attention to ability while examining basic knowledge", establish the guiding ideology of ability proposition, integrate knowledge, ability and quality, and comprehensively test candidates' mathematical literacy and ability. Our teaching policy is: take students as the main body, pay attention to basic teaching and strengthen ability training. Under this concept, different teaching methods are adopted according to different contents.

With the deepening of the "new curriculum standard" study and teaching reform, it is urgent for us to realize a qualitative change in teaching concepts, teaching methods and teaching means. In order to meet the requirements of the current college entrance examination, it is our key research topic in recent three years. According to the teaching objectives of each stage, different research topics are formulated. In the third stage of high school, we should focus on teaching reform, go deep into the study outline, and constantly improve and formulate review strategies and methods.

No matter which stage of research, we draw lessons from the existing teaching achievements, put forward new teaching ideas, and boldly try and practice in the form of open classes and demonstration classes. Moreover, each class should prepare lessons collectively and unify thoughts and plans, but don't stick to a unified teaching method.

Second, skillfully arrange the learning progress and pay attention to basic exercises.

The review took the whole school year of senior three. In this process, we use weekly tests to strengthen basic training, and at the same time require students to complete two major problems and train synchronously. Due to sufficient time, the effect is also remarkable, and attention should be paid to strengthening knowledge and checking for leaks. During this time, most students mainly do basic exercises by themselves, and the teacher makes appropriate comments and individual answers.

Third, carefully select the review materials and carefully design the classroom content.

In the selection and use of teaching materials for senior three, our strategy is that teachers try to do related exercises at the Expo in person, and then select examples and exercises from them, or adapt them, or give better problem-solving methods to suit our students' cognitive level.

In order to "come prepared" for each class, we have made full preparations before each class and carefully set the questions to be asked, so that students of different learning levels can participate in the teaching activities. After each class, all our teachers should reflect in class and communicate in time after class.

Fourth, pay attention to the training of answering strategies and cultivate good answering habits.

The proportion of fill-in-the-blank questions in the college entrance examination accounts for more than 50%. Therefore, in the sprint stage, we especially strengthened the guidance and training on the problem-solving methods of multiple-choice questions and fill-in-the-blank questions, in order to improve students' problem-solving skills and teach students some technical solutions, such as exclusion method, special value method, numerical calculation, starting from extreme situations and so on.

In addition to filling in the blanks, students' grades ultimately depend on the first four solutions. Doing too many difficult problems is of little practical significance to most students. Therefore, in practical teaching, we focus on the teaching of the first four solutions, spend more time analyzing and explaining the solutions, and give students enough time to do the solutions.

In daily teaching, students are required to standardize their answers and strive to be "correct and complete", and then guide students how to compete for points in exams, how to write without losing points, and how to get step grades. Emphasize the importance of good habits and focus on training in speed, calculation and expression. The exam time is very tight. When reviewing, we should pay special attention to speed awareness, strengthen speed training, and constantly remind students that even if some questions are correct, they will lose points and avoid "making a mountain out of a molehill".

Mathematics college entrance examination has always attached importance to calculation ability, and the operation should be skilled, accurate, simple and fast. In the college entrance examination, it is relatively easy to get the right idea, so how to express it accurately and standardly becomes important. Therefore, students are required to write the problem-solving process clearly and have a clear structure.

Fifth, play a team spirit. The lesson preparation group is a group, and the work of the group is naturally inseparable from each individual.

The review work of senior three is extremely heavy, and it is definitely not something that one person can complete. There are x people in our preparation group, each with his own strengths and doing his own thing. It is this spirit that unites us, and we all think in one place and work hard in another. Qi Xin makes concerted efforts to learn from each other's strong points and unite and cooperate. Although the intense and heavy preparation for senior three has come to an end, we have done our best and tried our best. We can proudly say: We have no regrets.

Summary of individualized teaching of mathematics in senior three II. Student situation:

Because I have been teaching this class for almost three years, I have a better understanding of the students' situation, including learning foundation, hard work, personality and so on. At present, the students' learning status is OK, and most students have a sense of urgency, but not all students can put it into action, which really makes teachers feel at ease.

Second, how to effectively organize teaching:

Learn the examination manual, fully grasp the knowledge of teaching materials, and conduct a comprehensive review according to the requirements of the examination manual. Grasping teaching materials is the key, laying a solid foundation is our important work, and improving students' problem-solving ability is our goal. The review time is tight and the task is heavy in the next semester of senior three, which directly affects the quality of the review class.

The results of college entrance examination show that, from last semester's teaching, students' problems are reflected in the incomplete mastery of basic knowledge, low accuracy of basic operation, poor connection and fracture of knowledge chain. In view of the above situation, the review work of this semester is planned as follows:

The first round of review will take three weeks, and some previous algebra exercises will be interspersed.

② Simple comprehensive training is slightly more difficult than examination. The purpose is to let students build a small file of basic knowledge, such as recording their own problems with a small notebook.

(3) Enter the second round, give lectures appropriately, choose the ones suitable for students, and focus on solving the problems in small files.

④ Improve the difficulty of special training and narrow the circle of knowledge that students don't understand.

While doing the review work in an orderly way, pay attention to the following points:

(1) Starting from the actual situation of the class, I want to help the students complete the basic training in a limited time, strengthen the training of calculation ability, and strictly standardize the answers, such as brackets, especially for those students who write "like fog and rain", strengthen guidance and ensure basic scores.

(2) do a good job in the guidance of examination methods and strategies, such as psychological counseling and reasonable arrangement of examination time.

(3) Keep unity with other teachers in the preparation group, cooperate internally and compete externally. Do more research by yourself, such as carefully studying the magazines you subscribe to, studying typical test questions, and grasping the trend of college entrance examination.

(4) Do "practice must be changed, change must be evaluated, and evaluation must be corrected".

(5) For most students in the class, special attention should be paid to top students and poor students, especially poor students. Now there is a student in our class who doesn't pass the exam. His goal is to pass the exam and graduate smoothly. There are also 1 1 students who do not add one. Use other students' time to add a class to tutor these students, and try not to drag their feet. In addition, art candidates basically completed their major in February. If they pass the major, their enthusiasm will be improved and their general foundation is relatively poor. Therefore, the focus of counseling will be biased towards them, just like "holding a child", but if you hold too much at once, you will still fall. Therefore, we should find ways to let them study independently as soon as possible, and give full play to the role of mutual help among classmates. Although everyone is busy, helping them is also a process of combing their knowledge. Therefore, we should advocate that the class is a collective, and our goal is "a rising tide lifts all boats" rather than "getting to the bottom of it".

Third, how to solve specific problems in teaching:

There are many problems in the teaching process. The most important thing is that students are tired of learning and are not interested in learning. I have studied mathematics since I was a child 12 years, and I have long been stereotyped. It is very difficult to change it. Since the teaching content has been decided, the only thing to change is the teaching method. Teaching is an art, and art is endless. You need a little talent and more diligence. It is important to attract students with personality charm, from the organization of teaching process to telling, asking questions, demonstrating and expressing.

From the beginning to the beginning, after more than ten years and decades, it is easy and natural. This is what every teacher expects, and I hope so. Past experience has given me confidence, but it is not enough. Therefore, I must prepare lessons like a novice every day, adjust my state and walk into the classroom full of energy, so that my emotional contagion classmates, although I am not enthusiastic, hope my "lecture" will come.

Fourth, teaching and research team cooperation:

Learning from others' strengths with an open mind is very beneficial to work. The headmaster has always emphasized team spirit, so he should cooperate on the basis of competition and compete on the basis of cooperation. Our four teachers are going to play chess, analyze and solve problems together, and enjoy reviewing materials together. Cooperative learning is also a new teaching concept and method for teachers, because most of our teachers grew up under the traditional education system lacking cooperation. Therefore, in the work, the cooperation between teachers is particularly important. Only through cooperation can teachers feel the meaning of cooperation, experience the happiness and harvest of cooperation and effectively guide students to cooperate. Collective lesson preparation and teaching and research activities of lesson preparation groups are both effective strategies to cultivate teachers' cooperative attitude and spirit.

In addition to normal teaching, we will continue to carry out stratified teaching, and divide the whole grade students into eight grades according to their learning ability, which intersect with English subjects. Each student will have two class hours of targeted review every week. Make up the students who don't add one, and have seven classes a week to help them build up their confidence in making up the vacancies. These are all arranged by the preparation team, and I am responsible for tutoring the classes with the worst foundation.

Fifth, the correlation analysis between the total goal achievement degree and the current teaching goal achievement degree;

I am quite familiar with the textbooks for three years in high school. I have been teaching senior three for six years in a row, and I know the position of every knowledge point in senior high school like the back of my hand. I believe my teaching level belongs to the upper middle class. I am plain, I don't like publicity, I can treat students equally and care about the growth of every student. My aim is that all the students I teach are not necessarily excellent, but I believe everyone will make progress. Let more students like math, at least they are no longer afraid of math. Strive to bring out the study style of "diligence, truthfulness, clearness and liveliness" with the teaching style of "strictness, truthfulness, precision and liveliness".

Six, classroom teaching reform and innovation, the application and integration of information technology:

The second phase of curriculum reform advocates students' development, promotes students' full study and meets all kinds of mathematics needs. The middle school curriculum is divided into basic courses, extended courses and research-based courses, and the exploration and practice of research-based learning are strengthened. The reform of curriculum content requires attaching importance to the connection with real life, strengthening the backbone of the curriculum-the most basic mathematical knowledge, broadening the curriculum channels of creative learning and increasing the selectivity of the curriculum. Now facing the third year of high school. At the same time, how to improve students' mathematical ability is still an important task.

Summary of personal teaching of senior three mathematics 3 I will teach senior three this semester, have the first round of review, and undertake the task of mathematics teaching in two classes. Since a semester, we have been constantly studying and adjusting teaching methods to make students learn more efficiently. The summary is as follows:

First, strengthen their own practice and selectively let students do problems.

Teacher Liu, a math researcher, often says: "Teachers enter the ocean of problems and students leave the ocean of suffering." According to the teaching nature of senior three, the academic affairs office of the school issued a set of real test papers for the college entrance examination to every senior three teacher. This is to let teachers grasp the trends of college entrance examination in time and improve the level of doing problems. Our math group's plan is not only to do this set of papers, but also to lead students to finish 100 sets of papers before the college entrance examination. Of course, teachers should do it in advance, otherwise students may do a lot of useless work and waste time. I have done a set this year, so I should pay close attention to it, practice more and pick out more' good notes' suitable for our students in the future. The key classes of liberal arts take a math test once a week, finish marking on the same day and comment on the next day. After two months of practice, students' math scores have improved rapidly. In the future, we will continue to strengthen practice and combine teaching with practice.

Second, pay attention to the foundation and build a good basic framework.

After careful study of the examination syllabus in recent two years, it is found that more than 60% of the contents of the mathematics examination are very basic topics, especially mathematics, and the examination contents are 80% similar. Therefore, mathematics should attach importance to the basics, explain the basics thoroughly, and at the same time let students practice basic topics more, instead of aiming too high at difficult problems. This is determined by the nature of the first round of review. Through careful study of the examination syllabus in the past two years, the requirements of the examination content at three different levels are carefully scrutinized. Accurately grasp what is understanding, what is understanding and mastery, and what is flexible and comprehensive application. In this way, we can not only know the whole picture of the knowledge system, but also know the backbone and key contents of the knowledge system. What are the mathematical ideas and teaching methods for carefully analyzing the requirements of ability and examination? What are the requirements? Clear general mathematical methods, general mathematical ideas and general logical methods. Good knowledge structure is the guarantee of efficient application of knowledge. Based on textbooks, we should comprehensively sort out knowledge and methods, pay attention to the reorganization and generalization of knowledge structure, reveal their internal relations and laws, and extract thinking methods from them. In the process of deepening knowledge, we should not treat knowledge and methods in isolation, but consciously link them together, integrate them vertically and horizontally, consciously bring new knowledge into the existing knowledge system in time, and integrate algebra, trigonometry, geometry and analytic geometry into one, thus forming a coherent, orderly, networked and efficient organic cognitive structure.

Third, strengthen learning and optimize classroom teaching.

New school, new office environment, new teaching environment. Especially the use of multimedia, our teachers must make full use of these high-quality resources to better adapt to the teaching methods under the new curriculum reform. At the same time, under the new college entrance examination situation, how to teach and learn mathematics in senior three? Both teachers and students feel great pressure. In view of this problem, a strict teaching plan has been formulated, which puts forward specific requirements for optimizing classroom teaching, strengthening collective lesson preparation and cultivating students' quality. That is, optimizing classroom teaching objectives, standardizing teaching procedures, improving classroom efficiency, and comprehensively developing and cultivating students' abilities. Our math teachers often prepare lessons together, participate in math teaching and research activities in time, grasp the correct direction, unify teaching progress, and learn from each other constantly. At the same time, they can also give full play to their own specialties and teach students in accordance with their aptitude, which greatly improves the classroom teaching effect.

Disadvantages:

1, the foundation of mathematics major is not deep, so we need to strengthen our study and learn from experienced teachers.

2. If you don't master the math teaching software in time, you should learn more by yourself to improve the teaching effect.

3. Find more time to talk to students about their psychology and keep abreast of their ideological trends.

Summary of personal teaching of senior three mathematics 4 I will stay in senior three and continue to teach senior three mathematics this school year. As a front-line person who has been engaged in mathematics teaching in senior three for many years, I have benefited a lot from learning the concept of curriculum reform and going deep into the classroom to carry out curriculum reform teaching. It can be said that "there are gains and losses in mathematics teaching." Below I reflect on teaching from two aspects: gain and loss. The following are successful experiences:

First, teaching can start from the reality of students' lives and make students realize the significance and value of mathematics learning.

Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. And I am the teacher of curriculum reform. Through study and practice, I can basically abandon the practice of "cutting off my head and burning the middle part" in the past, and strive to introduce it from life, learn from life and apply it to life in classroom teaching. For example, when I review the course of geometric series, I don't take the way of introducing concepts directly like traditional teaching, but let students preview the problem of the total number of cells after cell division several times in advance and explore it independently, so that we can know that the number of cells is increasing during the whole division process. In the process of reviewing, middle school students have a further understanding of the importance of geometric series, which enhances the internal motivation of learning.

Second, the application of new teaching concepts has improved students' learning style and improved their learning level.

Through learning the new curriculum standards and new teaching concepts, I realized: "Learning style can not only form a person's way of thinking, but also affect a person's lifestyle and achieve a person's career. Traditional classroom teaching blindly adopts indoctrination and intensive training. In classroom teaching, I can not only pay attention to students' acquisition of knowledge, but also pay attention to the process of students' acquisition of this knowledge, so that students can improve their learning level and ability in the process of acquiring knowledge. There are also some shortcomings, such as poor organization of learning activities. Due to inadequate organization and guidance, too many students, students' participation in learning activities is not extensive, and a few students often participate, while most students become "bystanders"; Second, insufficient attention is paid to vulnerable groups. In class, we often see such a situation: some students can actively participate in raising their hands to speak, cooperate with their peers, and enthusiastically explore independently. They are the protagonists of the classroom stage, bringing vitality and vigor to classroom teaching. But careful observation reveals that there are many forgotten corners hidden behind this excitement, and some students are always becoming audiences and listeners. It is inevitable to form "problem students" over time.

According to two ideas: in order to change the above situation, I think: first of all, we should study "_ _", think deeply about the combination of theory and teaching practice, and learn the latest summary of mathematics teaching in senior three in the past 20 years. On the one hand, the learning activities designed in teaching should be realistic and challenging; Instead, we should design hierarchical and open activities so that students at all levels have something to do, something to think about, something to gain and something to experience. Thirdly, in teaching, we should not simply pursue the quantity of activities, but should pursue the quality of activities as a means, so as to ensure that all learning activities have enough time and space. You can also determine the teaching objectives at different levels. Strive to achieve "good students eat enough, poor students eat enough", and provide flexible exercises at all levels for students at different levels to choose, practice and solve.

Summary of personal teaching in senior three mathematics 5 1, lesson preparation: learning outline, combing knowledge. According to the requirements of curriculum standards, prepare lessons in advance and write lesson plans. When preparing lessons, carefully study the teaching materials and teaching reference materials, learn the outline well, and learn from the teachers in the same group with an open mind. Strive to thoroughly understand the teaching materials and find the key points and difficulties. Actively participate in teaching and research activities organized by the teaching and research section, prepare lessons collectively with the guidance and help of old teachers, listen carefully, remember carefully and understand the spiritual essence.

2. Class: pay attention to textbooks, pay close attention to the foundation, and build students' good knowledge structure and cognitive structure. The premise of a good class is full preparation before class. Listen carefully in class, strive to grasp the key points, break through the difficulties, and be precise and concise. Use a variety of teaching methods, proceed from students' reality, pay attention to arouse students' enthusiasm and creative thinking, and let students draw inferences from one another. During the patrol between classes, pay attention to face-to-face counseling for students with learning difficulties, and take notes in time after class to find out the shortcomings.

3, counseling: carefully selected topics, targeted comments.

I use my spare time to tutor students, patiently explain what I don't understand, teach them good memory methods and good study habits, consolidate and review what I have learned, and check for leaks in time.

4, homework: pay close attention to the routine, strengthen the implementation and inspection.

5. Carefully arrange and correct homework. Assignments in teaching should be hierarchical and targeted. And carefully correct homework to ensure the quality of the whole batch. In the process of homework, different problems will be classified, summarized and recorded in time, and analyzed and explained before class. And improve the teaching methods in time according to the relevant situation, so as to be targeted. Because of the heavy academic burden in senior three, I only assign a proper amount of homework, make good use of the planned study plan, and always choose the homework carefully, leaving some homework that is conducive to the development of students' ability and give full play to their initiative and creativity.

6. Love is understanding. Always pay attention to and encourage top students. For students with learning difficulties, we should love, encourage and smile more. Respect students' personality, care about students and stimulate their enthusiasm for learning. Love and approach students, even a simple word of encouragement, can arouse students' interest in learning mathematics, and then activate their thinking of learning mathematics. Facing all the students, the head teacher is further required to strengthen the contact between home and school. We broke the past situation of waiting for students to make mistakes before contacting their parents. I asked the class teacher to contact their parents frequently, to know the students' family situation immediately, and to give feedback to their parents, especially the students with learning difficulties. For individual students, parents are also invited to the school to assist in education. The implementation of the above measures has achieved results and won the praise of social parents.

7. Personal learning: Give full play to the advantages of collective lesson preparation, actively learn various educational theories of other teachers, and enrich yourself and better educate and teach under the guidance of solid theories in work. Persist in preparing lessons collectively every week, attend lectures carefully, discuss classroom teaching optimization, and sometimes discuss special topics and cooperate together, mainly to:

1, each teacher gives a set of rolling questions every week;

2. Take the test at least once a week;

3. Take a big exam every month or every unit;

4. Organize the comprehensive assessment of Grade Three once a month;

5. Summarize and reflect.

The above is a summary of my work this semester, and there are still many places that need to be improved and improved. I will continue to work hard, ask for advice with an open mind, and strive for more satisfactory results next semester.

Summary of Personal Teaching of Mathematics in Senior Three (6) I am teaching mathematics in Class Four, Senior Three this semester. Although the workload is not large, it is the first time to take a senior three graduating class, and I feel that the responsibility is great and the task is arduous. Combined with the actual level of students' weak foundation, prepare lessons carefully, attend lectures, attend lectures and evaluate classes, so that you must talk about and do whatever you have questions, and consult your colleagues at any time. Be strict with students, grade all assignments, guide them in time, try your best to be diligent, and strive to make every student gain something every day. In order to better complete the teaching tasks of this school year, the work of this semester is summarized as follows:

First, according to the review progress of last semester, continue to complete the first round of review. At this stage, brand-new knowledge and a more thorough and comprehensive understanding of old knowledge are produced, and the vertical and horizontal connections between knowledge are emphasized. Knowledge is systematized and integrated according to chapters, with emphasis on flexible and accurate application of basic knowledge. This round of review is for all students.

Second, the second round of review, this round is a special training, mainly to strengthen comprehensive training and improve students' ability to take exams. The third round of review, this round of review is sprint simulation review, which is basically exercise class and simulation test paper, to evaluate and cultivate students' ability and strategy to take exams.

Third, study the college entrance examination information and grasp the review direction. Seriously study the college entrance examination questions in recent years, look at the math questions in the college entrance examination every year, understand the continuity and stability from them, always keep changing while maintaining stability, pay attention to the characteristics of new textbooks, be familiar with the outline requirements, and analyze the outline guide.

Fourth, timely psychological counseling for students. Senior three students, especially those with poor foundation, tend to be impetuous and impatient in the comprehensive review stage, feeling caught off guard, unable to start, or even giving up. Therefore, in the course review, we should pay attention to unblocking students' psychological barriers, so that students can establish self-confidence, adjust their mentality and face the college entrance examination with a positive attitude.

In short, starting from the actual level of teachers and students, we should first improve our knowledge structure, learn from colleagues' advanced teaching experience with an open mind, and do every detail of teaching work conscientiously and effectively. At the same time, urge students to complete the corresponding learning tasks seriously and make joint efforts to draw a satisfactory full stop for the year of senior three.

Teaching reflection is the process for front-line teachers to take stock of the success or failure of teaching activities and the fundamental guarantee for improving the level of education and teaching. Only with reflection can progress be made, so after a certain period of teaching activities, it is necessary to calm down and reflect on teaching. Below I will state my teaching reflection since I entered senior three for more than two months.

First, the contradiction between the progressive concept of mathematics teaching and outdated teaching methods.

Usually, due to the pressure of entering a higher school in the teaching process, I am always worried that the classroom tasks will not be completed. Dare not try boldly, timid, can not let go. I can't walk out of the classroom teaching form based on knowledge transfer. The teacher talks too much, the students listen, memorize and practice passively, the teacher sings a monologue, and there is little interaction between teachers and students. This single form of teaching method greatly weakens students' interest in active learning and inhibits students' thinking development, thus failing to achieve results. In order to change this situation in the future, I want to give students more opportunities to speak and act in class, create conditions for students to always want to express themselves in front of teachers and classmates, let students train their thinking in thinking actions, let students come forward and promote intellectual exchange between students.

Second, ignore teaching students in accordance with their aptitude and turn a blind eye to students' differences.

The two liberal arts classes I teach have more than 50 students in each class, and their cognitive level is different. Usually, students with learning difficulties are treated equally, and they don't pay much attention to their learning situation, which makes them "unable to eat" and fall further and further. According to this situation, my teaching content should be aimed at most students, and the design of teaching methods should pay attention to all students. The design of classroom questions should not only pay attention to some outstanding students, but also give most students, even those with learning difficulties, the opportunity to speak, tolerate different opinions, tolerate students' mistakes, and even encourage students to try and make mistakes boldly. I believe that every student can learn mathematics, let students learn mathematics at different speeds and in their own way, and different students can learn mathematics at different levels, thus promoting the common growth of all students.

Third, attach importance to the design of teaching methods and neglect the guidance of chemical methods.

The situation of students' learning style largely reflects the quality of a student's math performance. In the teaching process, I mostly only pay attention to the design of teaching methods, but downplay the guidance of students' learning methods, so I often hear students have such confusion: "I can understand what the teacher usually says, but I can't do it myself", or "I don't usually do math problems, so how can I finish the exam?" I think this is not enough guidance for students' learning methods. For those students who only pay attention to acceptance, memory, imitation and practice, the basic knowledge is solid, but the mathematical thinking ability and application consciousness are weak, so it is difficult to complete the ability-based problems when solving problems. For these students, it is best to design some questions in class in a planned way to guide and encourage them to explore more and arouse their enthusiasm. For those students who are autonomous in class, active in thinking, careless in solving problems and imprecise in reasoning, they will lose points at first sight. In class, we can design some in-class exercises to strengthen their training, improve their computing ability and reduce mistakes and lose points.

In short, the success of teaching is inseparable from students, and the design of teaching should be based on the success of students and teachers. Only by caring for and caring for students, can we stimulate their learning potential and improve the effectiveness of classroom teaching.

The above is my reflection since I taught senior three for more than two months. I think teaching and learning are endless. We must always teach, think, reflect and summarize, so as to make continuous progress and perfection.