How to write a reflection on sixth grade mathematics teaching by using the teaching course of Beijing Normal University Edition? Below, I have compiled a reflection on the sixth grade mathematics teaching in Beijing Normal University for everyone. Welcome to read the reference!
The reflection on the sixth grade mathematics teaching in Beijing Normal University lies in the teaching activities. We must seriously study the laws of junior high school teaching, organically synthesize them, and form effective methods to adapt to our own teaching. According to my teaching experience in recent years, I think we should improve the teaching effect from the following two aspects.
On the one hand, we should start with ideological work. I think to teach students well, we must first make them respect their teachers, which is also the basic principle of being a student. So from the first day I became their teacher, I first asked them to respect and understand the teacher's requirements. But it is not easy to do this. Teachers should use their own abilities, including personality, eloquence and knowledge, to attract children, because students like a humorous, knowledgeable, noble and kind person. One thing should be paid special attention to: it is absolutely forbidden to beat and scold students, which will easily alienate students from teachers, so it is impossible to do a good job in teaching. However, while loving students, we should also be strict with them. They must not let their mistakes go unpunished. If they criticize in time, they will criticize. The way is to be reasonable. The best way to influence students is sincere care and help. For example, when there are underachievers who can't keep up with their grades or are adversely affected, I ask them to point out their shortcomings first, let them know the seriousness of their grades, and at the same time help them find ways to solve their problems with heuristic methods, and at the same time do everything possible to attract their attention to learning. The key point is to build confidence and interest in learning mathematics. It is also important to let them know that the teacher will never abandon them and is on their side. In guiding the progress of underachievers, what can get twice the result with half the effort is the excellent class atmosphere and the surrounding learning atmosphere, which requires the effective cooperation between the class teacher and the classroom teacher. Without these, it is impossible for individuals to work hard. Managing students is an art, and I am still exploring it.
On the other hand, only when the above-mentioned ideological work basically passes and plays a role can the teaching effect be improved. For teaching, I mainly start from the following six points.
The first point: grasp the main points of teaching as a whole, such as the school year, what knowledge points are there this semester, what are the key points and what are the difficulties, so that we can have a goal in our usual teaching.
The second point: pay attention to explore various problems with students. I find that students have the characteristics of exploring the unknown. As long as their curiosity and interest are aroused, their learning motivation will come up. For example, if they have time after class every time, I will come up with several innovative and not difficult related problems to study with students.
The third point: pay attention to the feedback after each new class. If students' lack of knowledge is found in the main homework and the in-class exam, it should be corrected in time.
The fourth point: I am opposed to the sea tactics, but it is necessary to practice with a considerable number of questions. When practicing, we should have a purpose, grasp the basics and difficulties, and infiltrate mathematical thinking. It is emphasized that teachers should pay attention to the formation and exercise of students' mathematical thinking in practice. With a certain thinking ability and a good foundation, you can open multiple doors with one key.
Fifth, we should carefully study and sort out the knowledge points, difficulties, types, difficulties and depth of topics to be reviewed. In this way, it is very important to have a clear goal when reviewing, which will directly affect the effect and result of review. Of course, to achieve this and accurately grasp it, we must have a long period of experience accumulation and summary, and even setbacks, otherwise it will not work. And I am still groping, but I believe that as long as I work hard, I will understand something.
Sixth point: Be an underachiever. Underachievers will affect the grades and average scores of the whole class, so we should try our best to keep up with most promising underachievers. For example, after class, as long as I have time, I usually leave some students with insufficient grades to review, explain or take quizzes. Time is not too much, ten or twenty minutes, but after one semester, many a mickle makes a mickle, which helps to improve your grades. However, we should pay attention to two points. First, teachers in other subjects should coordinate their time. Second, the ideological work of left-behind students should pass the exam, so as not to create resistance because of being left behind, which will affect the review effect.
The above six teaching concepts can only achieve certain results if they are comprehensively applied and organically combined according to the actual situation of the class.
As a math teacher, I am still looking for better teaching methods, combining "routines" with "teaching reform", learning from others' strengths, constantly improving and striving for better results.
The above are my reflections and views on mathematics teaching, for communication only.
The second new curriculum standard of the sixth grade mathematics teaching in Beijing Normal University points out: "In classroom teaching, we should persist in taking students as the main body, let students use their hands, brains and mouths, explore in groups, and guide students to find, ask and solve problems." Judging from the actual teaching situation, students' enthusiasm is very high, and their potential is fully tapped and mobilized, but there are also many puzzles that follow.
First of all, from the arrangement of teaching materials.
The new textbook has changed the requirement of attaching importance to knowledge in the traditional syllabus, and many new educational concepts have emerged. The content of the textbook is broken down into small steps, one is geometry and the other is algebra, just like a machine. Putting all the parts in front of students, as a teacher, is to let students explore how to assemble machines and teach students how to learn. Through the exploration of teaching practice in recent years, I clearly realize that it is necessary to change the previous teacher-centered method in which students mechanically imitate the teacher's problem-solving process and memorize it. This method is no longer effective in teaching stations. At the same time, the new textbook has a unique aspect, that is, it is closely combined with students' real life, considering students' psychological and age characteristics: Grade 7 students still like colorful pictures, so the textbook arranges a lot of mathematics in the game of thinking, doing, cutting and spelling, such as "observation and thinking" appearing in the textbook. The illusion when looking at pictures, the conclusions observed by students are often incorrect because of the optical illusion, which needs to be tested by experiments. The test results are just the opposite of what they observed, which will greatly arouse students' enthusiasm, make boring mathematics interesting and easy for students to understand, thus not only stimulating students' interest in learning, but also realizing that mathematics is around, feeling its interest and function, and experiencing its charm.
Second, from the perspective of teaching
Teachers are students' learning assistants, designers of learning situations and collectors of information resources, such as "machine parts" suppliers. They want to change from "soloist" on the podium to "accompanist" backstage. Teachers must carefully study textbooks, find out the key points and difficulties of textbooks, handle the relationship among textbooks, students and teachers, find relevant mathematical resources, pictures and physical models, and create peace. It is conducive to cultivating students to look at real life from a mathematical perspective, and it is also inseparable from mathematics to experience real life. Enhance students' confidence and determination to learn mathematics well. For example, the sale of goods at a discount is the most common thing in students' life, but students don't know much about mathematics. As long as the materials collected by teachers are prepared truly and effectively, students are interested in answering these questions with mathematical knowledge. Teachers should constantly update teaching languages and textbooks. Vivid materials can leave eternal memories in students' minds. Lively language is a good way to stimulate students' thirst for knowledge. Students of different ages have their own ways of thinking and habits. According to their characteristics, only by choosing appropriate materials and using appropriate language can we achieve the expected results.
In a word, the teaching process is a process of keeping harmony with textbooks, students, curriculum standards and teaching concepts. It is never too late to teach.
;