As a new teacher, teaching is one of our tasks. We can record the new teaching methods learned from teaching reflection, so what problems should we pay attention to when writing teaching reflection? The following are my excellent reflections on junior high school mathematics teaching (5 selected articles), welcome to share.
The teaching reflection of junior high school mathematics 1 is summed up from many years of teaching experience, which can make students develop timely reflection and is of great significance to the improvement of mathematics teaching results. It is one of the most effective ways to consolidate learning effect and improve learning ability to let students form a habit from the whole learning process, experience and reflection. Math exercises are the only way for students to learn math well. After practice, they accumulate a little reflection, which has a negative effect on students themselves, stimulates the field of thinking and forms guiding ideology. After long-term training, students' thinking will become broader, their thinking of solving problems will become broader, their verifiability will become stronger, their accuracy will become higher and their judgment ability will be improved. Students can use the platform of reflection and accumulation to steadily improve their math scores and their own level. Practice has proved that frequent reflection will form a clear framework in students' thinking field. In the process of solving problems, it will not cause blindness, but will improve students' thinking agility for a long time, leave a deep impression in their minds and form their own knowledge base, thus strengthening the logic of solving problems and greatly improving their ability to solve problems independently.
Students seriously reflect after class, and the feedback information will provide important materials for teachers' teaching. In this way, in the teaching of related chapters in the future, we will pay attention to the influence of these factors, which not only reduces the burden on students, but also naturally clarifies the confusion in students' hearts.
Logical thinking can't be taught by teachers, and students need to accumulate it through their own efforts. Some students have difficulties in homework, and do not seek deep understanding, let alone take the initiative to reflect. Over time, they will form an unrelenting burden, with low math scores and empty logical thinking. Therefore, it is an active and effective teaching measure to cultivate students' reflection in practice.
Reflections on junior high school mathematics teaching II. The new curriculum reform has been with our teachers and students for some time. After the curriculum reform, how to meet the needs of students in mathematics classroom teaching is a difficult problem for all mathematics teachers. I remember when I graduated from primary school in the 1960s, I had to pass the exam to enter middle school.
Today, it has changed a lot. Regardless of the grade, primary school graduates can go to middle school directly, which directly leads to the difference in grades among students. Because of different starting points, this has brought great problems to middle school teachers.
How to teach mathematics? It is worth thinking about.
In the usual teaching process, perhaps we often have such confusion: not only talked about it, but also talked about it many times, but the students' problem-solving ability just can't be improved! I often hear students complain that the consolidation problem has been done thousands of times, but the math scores have not improved! This should arouse our reflection.
It is true that the above situation involves all aspects, but the example teaching is worth reflecting. Mathematical examples are a key step from the generation to the application of knowledge, which is also called "throwing bricks to attract jade". However, in many cases, it only explains examples, and does not guide students to reflect after solving problems, so students' learning will stay on the surface of examples. This is not surprising.
Kong Ziyun: Learning without thinking is useless.
"Nothing" means confusion and no gain. By extending its meaning, it is not difficult for us to understand why the example teaching should reflect after solving the problem.
In fact, post-solution reflection is a process of summing up knowledge and refining methods; It is a process of learning lessons and gradually improving; This is a process of harvesting hope.
From this point of view, the post-solution reflection of example teaching should become an important content of example teaching.
Reflections on junior high school mathematics teaching III. In the process of exploring and proving propositions, there are some mathematical thinking methods. For example: induction, analogy, transformation, etc. Pay attention to the infiltration of these thinking methods in mathematics teaching, consciously guide students to understand these thinking methods and apply them in the process of solving problems, so that students can master the basic property judgment theorem and improve their application ability invisibly.
First of all, some new conclusions are drawn on the premise of creating problem situations, setting questions and raising questions, and then teachers properly guide students to explore and obtain them. For example, in the process of exploring the essence of parallelogram process, students are first guided to transform quadrilateral into triangle, and then they are encouraged to explore the equal relationship between them from the angles of sides, angles and diagonals, and then they are discussed and asked to reflect on their own transformation ideas. On this basis, the isosceles trapezoid is naturally introduced, allowing students to transform and explore on their own. It fully embodies the application of the idea of classification ratio in geometric problems.
Second, in the solution and application of quadratic equation with one variable, we should pay attention to cultivating the idea of mathematical modeling. Based on examples, models such as number-shape combination and formula are established. And in the process of answering questions, let students fully understand the significance of establishing mathematical models. On this basis, let students explore the methods and steps of establishing mathematical model independently, and finally get the answers.
Thirdly, to stimulate students' interest in thinking and turn mathematical thoughts into lifelong wealth, we must give them enough stimulation. Therefore, design related thinking problems, apply various ideas to practice again, and affirm their value. Make students' logical thinking ability by going up one flight of stairs.
However, due to the incomplete understanding of students' knowledge level and internal potential, students' ability is underestimated. Therefore, when guiding students to explore and summarize new knowledge, they did not leave enough room for thinking. "gifted students" did not enjoy themselves, and the original opinions of middle school students were not displayed in time. Therefore, in the future teaching, let students do their best. Finally, the summary that makes the finishing point will make your teaching effect further.
Reflections on junior high school mathematics teaching 4. This lesson mainly summarizes three properties of triangle inner angle and outer angle through students' group activities and independent exploration; Through communication and discussion, reasoning and practical test, we can deepen our understanding of the three properties of triangle inner angle and outer angle. In the classroom, students' dominant position and the law of students' learning are fully reflected, and knowledge is discovered-explored-mastered-applied. After this class, I feel that there are still many places in this class that are not well designed. Combined with reality, my thoughts are as follows:
1. Success:
Generally speaking, the teaching focus of this course is the discovery and application of the inner and outer angles of triangles. Through students' group activities, highlight the key points of this class and break through the difficulties. And comment and analyze the students' learning situation, and give feedback to many students' problems; Educated students look at life from a mathematical perspective, so the overall design is successful.
2. Shortcomings and improvement measures:
The following are the shortcomings, I reflect and put forward some improvement measures, hoping to learn from them in the next class:
I spent too much time on the activity 1 Because the knowledge structure of the seventh grade is still incomplete, students are guided to learn mathematics from examples to reasoning: quantity, spelling, arithmetic relationship and making auxiliary lines. So it took some time, but I think it is necessary for students to know that mathematical proof is a rigorous reasoning process, not just "watching".
Improvement measures: In the process of activities, there are many methods to guide in time, which do not need to be explained one by one. As long as students use a mathematical method, they can verify it and provide more time for follow-up activities.
In actual teaching, in order to reflect the subjectivity of students' learning and the leading role of teachers' teaching, a lot of energy is spent on the compilation of students' autonomous learning test papers. However, how to make good use of the study papers and how to guide and explain the students' exploration process is also a very profound knowledge, which needs constant reflection and progress in actual teaching.
Reflection on junior high school mathematics teaching 5 Reflection on the teaching of this chapter, I think we should pay attention to the following aspects in teaching:
First, pay attention to concepts and deepen the understanding of knowledge.
This chapter involves many concepts, which are closely related to the concepts in teaching, such as the middle term of proportion, the fourth term of proportion and the basic nature of proportion. Another example is the teaching of "similar triangles", which should be closely related to "corresponding vertex" so as to write the correct proportional formula. Because in this chapter, if the proportional line segment is wrong, it means that all the problems are wrong.
Secondly, the mathematical thought of combining the permeability number with the shape and equation.
The content of this chapter, almost every problem must have corresponding graphics, and in teaching, we must combine graphics to solve problems, fully reflecting the mathematical thought of combining numbers and shapes; In many calculations, using equations will have a good effect. Therefore, it is necessary to embody the idea of equations and train students to solve problems with equations.
Third, teach problem-solving methods and broaden students' problem-solving ideas.
As the saying goes, "it is better to teach people to fish than to teach them to fish." Much of this chapter can be followed frequently. For example, the conditions for judging the similarity of triangles are: a straight line parallel to one side of a triangle intersects with the other two sides, and the triangle formed is similar to the original triangle. Because this condition for judging the similarity of triangles is widely used in practical applications, it is necessary to explain to students "seeing parallelism and thinking similarity" in triangles with examples. Another example is: the calculation in this chapter will generally have a good effect by using equations; The proof of proportional formula or equal product formula in proof is more regular: generally, the equal product formula is scaled in proportion, and then the basic figure "X" or "A" is found from the proportional formula, or the similar triangles or basically similar figure is found. If you can't find it at once, consider whether the conditions given in the question have equal line segments to replace one line segment in the proportional formula, and then look for it again. If you can't find it, consider adding auxiliary lines (parallel lines) to complete it. In teaching, we should tell students this general rule, and then let students solve specific problems by themselves in teaching.
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