As a new teacher, teaching is one of the important tasks. Writing teaching reflection can sum up our teaching experience. How can I write teaching reflection? The following is my reflection on mathematics teaching in junior one. Welcome to reading. I hope you will like it.

Reflection on Mathematics Teaching in Grade One 1 The mid-term exam has ended, and I am very dissatisfied with the students' grades. While blaming the students, I also seriously reflected on myself. Indeed, in these two months of teaching, I did not do well.

My thoughts are summarized as follows:

1, I have no difficulty in understanding knowledge, and my professional knowledge level is enough, but my understanding of students is far from enough. Because of the small age gap, I may indulge my students too much. I didn't stop their mistakes in time. I have always felt that we should tolerate them more and give them more opportunities. But I forgot that students of this age are still children and need more restraint and necessary punishment. In the future, I will improve my professional level in classroom management, strictly demand students and never relax, indulge or give up.

2. Students' foundation is poor, and basic computing ability training is not enough. It is necessary to strengthen basic training and cultivate students' basic computing ability in future teaching. We should actively urge and encourage potential students, and strengthen individual counseling and difficult exercises in future teaching. Students with poor grades should also be managed more, so that students at all levels can gain something, make gifted students better and strengthen the transformation of underachievers.

3. In the future, we should learn from other teachers, attend more lectures, improve our professional knowledge, learn the ability of classroom management and communication with students, and improve our business. Prepare lessons carefully, grasp every minute of the class, make full use of the time before the middle school entrance examination, and strive to improve every student's performance.

4. In the future teaching, we should communicate with students more, do a good job in students' ideological work, care more about students, strengthen communication with students, and let students change their ideas, love learning mathematics, love math classes and love doing math problems.

In a word, I will try my best to improve the performance of my class.

Reflections on mathematics teaching in junior one II. The primary task of mathematics teachers is to establish a correct view of mathematics and actively promote the transformation of their own ideas, so as to realize the transformation from a static, one-sided and anti-theoretical view of mathematics to a dynamic and demonstrative view of mathematics. In particular, to realize the transformation from simple unconscious understanding to conscious cognition of the above problems. We should look at students from a developmental perspective, so that there are people in our eyes and people in our hearts. Someone in the eyes is to pay attention to the current students and cultivate their autonomy, initiative and creativity. Recognize and affirm students' dominant position in the teaching process, cherish and respect students' self-esteem and self-confidence. Cultivate students' self-care ability, stimulate students' interest and curiosity, take the initiative to participate, respect students' differences, and don't judge students by the same standard, let alone judge heroes by scores. Teachers should encourage students to ask why. Do what? How? Encourage students to dare to refute, challenge authority and challenge textbooks. Cultivate students' innovative spirit.

For the first math education and teaching this semester, I reflected on the following aspects:

First, thinking about classroom teaching

1, teaching students in accordance with their aptitude

Students' individual differences exist objectively. Every student has a unique personality and strengths, but also many bright spots and weaknesses. Teachers should understand the individual differences of students, take care of middle-aged students, gifted students and the transformation of underachievers. Therefore, in the teaching process, teachers should teach students in accordance with their aptitude, implement hierarchical teaching, strengthen individual counseling, and design problems at different levels to provide all kinds of students with opportunities for success as much as possible.

2, grasp the three foundations

Three-basic teaching refers to basic knowledge teaching, basic skills training and basic ability training. Junior high school mathematics syllabus

It is pointed out that the basic knowledge of junior high school mathematics is the concepts, laws, properties and formulas in algebra and geometry in junior high school, as well as the mathematical ideas and methods reflected in the contents. Skill is the action and ability to use basic knowledge according to certain procedures and steps, and it is a summary of the processing process of ideological materials. Three basics teaching is the foundation of quality education and the cornerstone of students' further study and development.

3. Develop thinking

Mathematics is thinking. Gymnastics quality education requires paying attention to cultivating students' intelligence and ability. Thinking is the core of intelligence, and the cultivation of ability depends on the formation of good thinking quality. Therefore, developing students' thinking ability in classroom teaching is an important embodiment of in-depth teaching of quality education. In my teaching, I mainly optimize the classroom structure and let students participate in the teaching process, thus developing students' thinking.

4. Ideological education

Good personality quality refers to correct learning purpose, strong learning interest, tenacious learning perseverance, scientific attitude of seeking truth from facts, independent thinking, innovative spirit and good study habits. In teaching, the great achievements of mathematics in ancient and modern China are introduced appropriately, so that students can understand the rich scientific contributions of the motherland and gradually improve their self-esteem and self-confidence. Let students realize their responsibility to inherit the glorious tradition of the nation. Make students have good thinking quality, good personality quality and pure thinking quality. Only by truly implementing the quality education of all students in the whole process of mathematics teaching can we meet the fundamental requirements of the quality demand of talents in the 2 1 century.

Second, review and prepare lessons

If classroom teaching is compared to playing a beautiful piece of music, then preparing lessons is composing music. Reflect and pay attention to three points:

1, prepare the textbook. It is necessary to deeply understand the teaching materials and deal with them scientifically. Examples (exercises) in textbooks often appear to be weak. According to the examples (exercises), carefully design some paving or extending topics to form example groups, so that students of different levels can get their places. Do a rational examination of each class, where today's class succeeded, where it failed, and where it needs improvement. Constantly sum up successes and failures.

2. Prepare students. I feel that the difficulty in preparing lessons is to prepare students. The difficulty is that every student is an unbalanced thinking body. Doing face-to-face homework well is an important job to often go deep into students consciously and understand and study students from all aspects inside and outside class. Come to every student in person as much as possible and ask: What do you think? Let students show their cognitive process, discuss and correct in communication. Enhance the feelings between teachers and students, so that students have more active right to correct mistakes when doing homework.

3. Prepare for practice. On the premise of consolidating teaching achievements and testing teaching effect, we should carefully choose homework. Specifically, do three things well: ① exercises that closely correspond to this lesson and can best strengthen the teaching focus; (2) To conform to the practice of this lesson, what knowledge should be learned before, how strange these knowledge are in students' minds, and how to summarize them; ③ In view of the causes of students' mistakes, we are willing to spend time in classroom teaching to make students reflect on the mistakes in the process of solving problems and provide students with an opportunity to re-understand the basic knowledge, so as to deeply understand the basic knowledge.

Third, the transformation of students with learning difficulties in mathematics

1. Correctly understand the differences between students.

According to the theory of multiple intelligences, many students with mathematics learning difficulties are actually students who are weak in language intelligence and mathematical logic intelligence, but have comparative advantages in one or more other intelligences. If these students find a suitable learning method, that is, they are good at using their extraordinary intelligence to study, then they can also get good grades like other students. This requires teachers to choose educational methods suitable for students' different characteristics in the teaching process and teach students in accordance with their aptitude effectively.

2. Cultivate good study habits

In view of the lack of mathematics learning strategies, students will not process and reserve information, and will not reflect on the process and methods of adjusting their own mathematics cognition. In the process of making up for the lack of knowledge, teachers should take mathematics learning and problem solving as the carrier, let students understand the characteristics of mathematical thinking activities, let students master as many basic learning methods and learning skills as possible, and cultivate their ability to use various methods flexibly. For example, when teaching the solution of one-dimensional linear inequality group, students feel abstract and it is difficult to master the method of determining the solution set of inequality group. I taught them two methods. The first is the formula: take the big one and take the big one; Take the small as the big; Small, large and medium search; Can't find the big one or the small one. Students find it easy to understand, remember and relax. The second is the combination of numbers and shapes: first, draw lines on the number axis to represent the solution set of each inequality, and then the numbers covered by all lines on the number axis are the solution sets of inequality groups. Students feel that this method is vivid, intuitive, easy to operate and understand, and has received good teaching results.

3. Pay attention to cultivating interest in learning mathematics.

First of all, through intuitive teaching to attract the attention of students with learning difficulties, so that students can understand the concept and essence. Secondly. Strengthen the artistic application of teaching language to make teaching lively and interesting. In classroom teaching, teachers should pay special attention to observing the learning mood of students with learning difficulties, use lively teaching language and relevant interesting examples appropriately, activate the classroom atmosphere and guide each student to enter a positive thinking state. Third, create situations to stimulate interest. We can make full use of mathematics in our life, tap the beauty of mathematics, and create and educate beauty; You can skillfully set obstacles and create suspense; Teaching can be re-created, re-discovered and re-explored. Let students with learning difficulties stimulate their interest in mathematics under the guidance of pleasant teaching. Teachers should also attach importance to emotional education. Students with learning difficulties especially need teachers' care and love. When they fail, teachers should give psychological comfort in time and take the initiative to help them analyze the reasons and overcome difficulties; When they make progress, they should be encouraged and affirmed in time so that they can experience the joy of success. For example, although we have seen that the calculation of a certain question is wrong, we still use kind words to motivate students, so that students can feel their progress and hope, and at the same time find their mistakes and shortcomings.

4. Layered design exercises and test questions

I arranged two feedbacks in one class. Try to practice the first feedback. Found the problem, timely supplement, strengthen the adjustment; Second feedback on class assignments. If defects are found again, they can be remedied in class. Carefully design each exercise, aim at it, pay attention to comments on the basis of feedback, help students with learning difficulties make up for their lack of knowledge, let them master what they have learned in practical application, and gradually form skills. When assigning homework, we should pay attention to the degree of difficulty, guide and transform students with learning difficulties, and urge them to finish it seriously. Students with learning difficulties who have done their homework well or made progress in their homework should be praised and encouraged in time; When writing papers, we should consciously set some easy questions, cultivate their confidence, let them taste the sweetness, let them realize that they can learn well, and put forward specific requirements for them before the exam, and give individual counseling to the weak points of knowledge, so that some students with learning difficulties may get higher scores through hard work, so that they can feel that they can pick peaches in one jump, and gradually change their impression that they are always inferior to others in learning. Cultivate them step by step and encourage them to strive for progress.

From the rational examination of the final exam, I realize that the process of teaching is not only the process of promoting students' learning, but also the process of teachers guiding themselves to know themselves. I am determined to explore boldly, run teaching with wisdom, irrigate students with emotion, and make due efforts to improve students' mathematics quality.

Reflection on Mathematics Teaching in Grade Three and Grade One With the passage of time, the mid-term exam has quietly passed and the tense mid-term exam has come to an end.

For this exam, I have the following feelings:

First, pay more attention to students who are weak in mathematics learning in class and encourage them with the simplest questions;

Second, after-school homework, you can choose homework suitable for students of all ability levels, so that they have a sense of accomplishment when doing homework and feel that they have learned something today.

Thirdly, for students with strong ability, we can give them some difficult topics to think about and improve their enthusiasm for learning mathematics.

Measures for future mathematics teaching;

1, strengthen basic skills training and reduce unnecessary points.

In mathematics marking, we found that the students in our class are not low in problem-solving ideas, methods and skills, but they often lose points in some basic links, which is especially reflected in this calculation. Therefore, we should always pay attention to strengthening students' basic skills training in teaching. It is necessary to implement the training of the accuracy of operation, the speed of solving problems, the conciseness and accuracy of expression, and the standardization of writing.

2. Strengthen students' training in solving fill-in-the-blank problems.

Fill-in-the-blank questions account for a lot of points (20 points), and most of them are basic questions, which should be a good place for candidates to get points. However, it can be seen from the previous difficulty statistics that many candidates are frustrated from this site. This is mainly because the fill-in-the-blank questions only fill in the final results. Even if the thinking and process of solving the problem are correct, as long as there are errors in the calculation or the expression of the results is not satisfactory, you can't score. Therefore, as long as the result of filling in the blanks is not the requirement of the process, there is both a loose side (you can not write the process) and a harsh side (you can't make mistakes) for candidates. Many people (including some teachers) only pay attention to the former and ignore the latter, which is one of the main reasons for the low score of filling in the blanks. In this regard, we should strive to improve the accuracy of students' operations and the standardization of the expression of results.

3. Improve the teaching level of "situational" problems.

"Situational" problem teaching can not make a fixed model for students to follow, but let students learn to use existing knowledge flexibly to solve practical problems. Don't always engage in some old problems (of course, it doesn't mean that you don't want to engage in old problems at all). Instead, we should make up new problems for students to solve based on the materials that reflect the content of today's market economy. Obviously, the teacher's scripted teaching in order to save trouble has not adapted to today's situation.

4. Strengthen ideological education in mathematics teaching.

The analysis results show that the polarization of mathematics scores in our class is more prominent. Junior high school is compulsory education, and teaching should emphasize all students. Some students can't even add, subtract and fill in the blanks of rational numbers. Obviously, this can never be attributed to the foundation and brain quality of these students, but to the result that they are tired of learning and have no intention to learn at all. In view of this, we believe that mathematics teachers have the responsibility to strengthen ideological education for students, inspire and encourage underachievers, and cultivate their interest in mathematics. Only in this way can we effectively narrow the gap between poor students and make the mathematics teaching achievements in our class reach a new level. Soon, we will usher in the final exam of this semester. I believe that students will grow up little by little after each exam.

;