As a new teacher, we all hope to have first-class classroom teaching ability. Writing teaching reflection can improve our teaching ability quickly. What are the characteristics of excellent teaching reflection? The following is an excellent model essay on teaching reflection in the second volume of primary school mathematics, Mathematics Wide-angle Reasoning, which I carefully compiled. I hope it will be helpful to everyone.
Primary Mathematics Volume II Reflection on Excellent Teaching of Mathematical Wide-angle Reasoning 1 The children in Grade Two are younger and prefer practical knowledge, so they are more enthusiastic about learning this course. At the beginning, they introduced new lessons by guessing books, and their enthusiasm for learning was relatively high. From the simplest random guess to simple reasoning, they quickly participate in learning activities and can initially understand the meaning of reasoning. Most students can make simple reasoning by connecting, filling in the blanks or connecting. In the design of classroom exercises, exercises are structured, which not only consolidates new knowledge but also expands students' thinking, so that students at different levels can develop, which is good.
This lesson preparation, we should not only consider the process design of this lesson, but also realize that the teacher's language is meticulous and precise, with clear direction, which has played a full guiding role. For example, when I explore "reasoning with two conditions" in teaching, the change of questioning methods can more effectively guide students to draw two conclusions from two kinds of thinking and effectively develop their thinking level. Display: They are holding a Chinese book and a math book respectively. Xiaohong said, "I'm not holding a math book." Teacher: What information did you get from this clue? By asking students to explore the information they have obtained, and then communicating in class by answering questions, the teacher will make an appropriate summary, so that students' thinking will not be restricted and effective conclusions will not be drawn.
Most students actively participate in the whole class, and students learn interesting and effective. The teaching process is closely linked at different levels. The exercises are designed from shallow to deep, and students can study easily and happily.
Of course, this class also has some shortcomings. One of the students in the class is not very enthusiastic. I used my spare time to ask him about the situation and asked him: Listen carefully in class and ask if you don't understand. And I used my spare time in the afternoon to tutor him, and the effect was good. In the future education and teaching, I will continue to pay attention to every student and not give up any student!
Reflection on Excellent Teaching of Mathematics Wide-angle Reasoning in Primary School Volume II Part II "Mathematics Wide-angle Reasoning" is the content in Volume II of Mathematics Wide-angle Reasoning for Grade Two, and it is also one of the new contents in the new textbook. Through the study of this content, students' logical reasoning ability is cultivated, and students' consciousness of thinking about problems in an orderly and comprehensive way is cultivated.
The whole class is student-oriented, and the group activities are diverse, so that students can fully feel the process of reasoning in the activities. From the initial perception to the understanding of operation, students and teachers are well integrated and have achieved good teaching results. In this class, I present important mathematical thinking methods through the simplest examples in daily life, and organize students to work together in groups to solve these problems.
The teaching of this class focuses on the development of students and highlights the life of mathematics learning; Pay attention to the role of multimedia teaching, organize teaching through courseware demonstration and game activities, and guide students to observe and compare. At the same time, it also pays attention to the study of students' thinking process of acquiring knowledge, which reflects students' active inquiry process under the guidance of teachers. Teachers have made some attempts to change students' learning style, trying to change the previous learning style that overemphasized learning and mechanical training, and implementing the new curriculum to establish a new learning style characterized by "active participation, willingness to explore and active communication", which has received good learning results.
The third part of the reflection on the excellent teaching of mathematics wide-angle reasoning in primary school mathematics is mainly to let students feel the simple reasoning process through activities, let children ask questions according to the information provided, make judgments, reason and draw conclusions, and let students get in touch with and use the exclusion method initially. Through some simple, vivid and interesting examples, the textbook solves these problems by intuitive means such as guessing, realizes the application of mathematical thinking methods in life, initially cultivates students' consciousness of asking questions and thinking comprehensively, and stimulates students' confidence in learning mathematics well.
Because of their age characteristics, children in Grade Two have a high enthusiasm for learning, especially for them to participate in activities. At the beginning, by guessing what books the two students took respectively, students were familiar with life materials. From the simplest random guessing to simple reasoning, the classroom atmosphere was activated, and students were allowed to enter the role and participate in learning activities as soon as possible. Finally, the practice design fully aroused the students' interest in practice, and the practice was structured and the slope was clear, which not only consolidated new knowledge, but also expanded students' thinking. Of course, this lesson also has many shortcomings, which deserve my reflection:
1. The classroom language is not concise enough. Classroom teaching should reflect simplicity. This class pays too much attention to the control of time, so that the teacher talks a little more and less to the students, and it can't be adjusted in time. He should ask students more, including all levels.
2. The language of encouragement to students in the classroom is not rich enough, and the ability to arouse students' enthusiasm needs to be further improved.
Reflection on Excellent Teaching of Mathematics Wide-angle Reasoning in Primary School Volume II Part IV "Mathematics Wide-angle" is the teaching content of the second volume of Mathematics (PEP), the standard experimental textbook of compulsory education curriculum. In order to arouse students' learning enthusiasm and let them study in a relaxed and happy atmosphere, I designed a series of activities, such as guessing two books, guessing three books, guessing numbers, and recess activities, to infiltrate the reasoning thinking method into students and let them unconsciously perceive how to reason. This lesson envisages the following points:
First, create a story situation to stimulate students' interest in inquiry.
The whole class always uses the created story situations to attract students' active participation and stimulate their enthusiasm. Guess the characters on two cards first, and then guide the students to guess three books. Secondly, in order to consolidate the focus of this lesson, two questions are created: guessing the name of the puppy and guessing its figure.
Second, pay attention to students' life experience and knowledge background.
Mathematics comes from life and is also used in life. Mathematics teaching should be based on students' life experience and existing knowledge background, and provide students with sufficient opportunities to engage in mathematics activities and exchanges. "Autonomous, inquiry and cooperative learning" is a special learning method advocated by the new curriculum reform. When designing this lesson, we should pay attention to the opportunity and form of cooperation, so that students can learn in cooperation. When teaching the key points, in order to make every student fully participate, I chose to let the students cooperate at the same table. Before students cooperate to explore, they all put forward clear questions and requirements, so that students can know what problems cooperative learning can solve. In the process of students' cooperative inquiry, we should ensure the time for students' cooperative study as much as possible and give appropriate guidance. After cooperative inquiry, it can be timely and correctly evaluated, which can stimulate students' enthusiasm and initiative in learning.
Third, let students learn new knowledge in colorful teaching activities.
By organizing students to actively participate in a variety of teaching activities, this class fully mobilized students' feelings, coordination and cooperation, which not only made students feel new knowledge, but also experienced success and gained mathematical knowledge, which truly reflected students' dominant position in classroom teaching. This course is for everyone, with students as the main body, and has a wide range of participation, which has aroused students' enthusiasm and interest.
In the process of teaching, I found the following shortcomings and puzzles:
Students' language expression is not enough. After their own independent thinking and analysis, students do not fully express their reasoning process in words, which leads to inaccurate timing. When explaining the three recording methods of reasoning process, the relationship between the three methods and their similarities are not fully explained. Several exercises in the consolidation exercise have no hierarchy and no improvement, so students think faster. I made a class summary before class, which made me feel embarrassed.
Reflections on the excellent teaching of wide-angle reasoning in mathematics, vol. 2 of primary school mathematics, 5 1. Through my careful study of the teaching materials and open-minded consultation, I have made the following arrangements for the teaching objectives and difficulties of this course:
(1) Through the game activities of "guessing", let the students go through the process of simple reasoning and get some experience of simple reasoning.
(2) Let students feel the interest of reasoning in interesting games and cultivate their preliminary analytical reasoning ability.
(3) Let students feel that there is "mathematics" in life and activities, stimulate students' strong interest in mathematics, and gradually develop a good habit of being diligent in thinking.
But the key and difficult point of teaching is to let students express the reasoning process clearly and methodically.
Put yourself in the other's shoes and analyze the situation.
It is impossible for a teacher to give a good class if he only pays attention to how he teaches and does not pay attention to how students learn. Therefore, after studying and analyzing the contents of the textbook, we should pay attention to students' learning from now on.
This class faces students who have just entered grade two from grade one. They are competitive and eager to learn, but these students have poor self-control and short concentration time. If you want the whole class to let the children follow the teaching rhythm and participate in learning activities with great interest. Only from the students' psychology, a happy mood is the psychological basis for students' successful cognition, and happy psychological factors are often triggered by situations, such as happy math games, dynamic teaching pictures, vivid math stories, happy math competitions, vivid audio-visual demonstrations and so on. Create two good learning spiritual environments for students.
3. Grasp the essence, set teaching methods and learn methods.
Miss Li often says to our new teacher, "Teaching is to avoid teaching and learning is to learn". The truth is equivalent to "it is better to teach people to fish than to teach people to fish." As a modern educator, we should not think more about how to teach students knowledge, but how to teach students how to learn knowledge. Therefore, in addition to a clear understanding and analysis of teaching materials and students, teachers are also in the classroom. How to choose appropriate teaching methods and learning methods also needs to be weighed repeatedly.
Students in this course need to go through a process of intuitive guessing, orderly thinking, simple reasoning and verification of results, so the main teaching methods used in this course are situational method and experiment. Learning methods are mainly carried out in the form of cooperation and communication.
4, practical structure, fine pecking language.
"Simple Reasoning" is a lesson that Miss Li has practiced for more than five times, so I have complete information in preparing lessons. The whole class focuses on what happened between the three cartoon characters that students like, Beibei, Lele and Huanhuan, and created "Guess Brothers", "Guess Flowers", "Guess Ball", "Guess Numbers" and "Brainstorm". In order to realize the transition from book scene to real life scene, meet students' learning needs, stimulate students' desire for knowledge and strengthen students' knowledge experience process.
Under such a structural arrangement, the teaching plan formed after each trial teaching grinding was overthrown again and again. The main problem is that this is a logical reasoning class, and students' statements account for a considerable proportion in the class. How to guide students to explain the process of reasoning in a rigorous and orderly way requires teachers' language accuracy, organization and logic, and this lesson makes students realize that as long as they know what they already know, reasoning three objects is exactly the same as reasoning two objects. This difficulty, when I was teaching Example 2, I failed to break through the previous three attempts. Ai Pai talked about the connection with this course from the principle of sufficient reasons, from structure to operation, from learning objectives to teaching objectives. Only in this kind of micro-evaluation can I understand. Simple reasoning is to let students go through the process from possibility to certainty in specific situations, think and judge systematically according to conditions, and judge the rationality of their own conclusions.
Reflection on Excellent Teaching of Mathematics Wide-angle Reasoning in Primary School; 6 Simple Reasoning in Grade Two is the basis for students to learn mathematical reasoning and analyze problems in the future. So this content is very important, not only to further enhance students' existing knowledge, but also to prepare for future study. The advantages and disadvantages of this course lead me to the following ideas.
On the bright side:
1, introduce games to stimulate students' interest in learning, which is suitable for students' age requirements.
2. Instructional design is promoted step by step, from two things, knowing one and introducing the other, to the reasoning of three things. In teaching, students are good at creating contradictions, making students have conflicts of knowledge, and then guiding students to reason.
3. Exercises are well designed, interesting and challenging, which can always keep students in a good mental state.
4. The blackboard is well designed, and the design is simple and clear.
Disadvantages:
1, incentives are not diverse enough.
2. Guide students to speak clearly enough.
3, the default problem preparation is not sufficient.
There is still a lot to be improved in the class, but this is a successful class. As long as we keep improving, the class will be better.
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