The so-called teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. The following is the relevant information of "Three Thoughts on Mathematics Teaching for Grade Two Pupils", hoping to help you.

Reflections on Mathematics Teaching in Grade One and Grade Two of Primary School

In the teaching of this class, I made a deliberate attempt on the content and teaching methods of the textbook, but there are still some problems worth examining: 1, the students' experience is not enough, and I just said in an understatement in class, is addition calculation convenient? Designed to let students experience the simplicity of multiplication. Some students say multiplication is convenient, while others say addition is convenient. They don't really understand the simplicity of multiplication. If students are asked to write the addition formula of the same addend, they will find it really troublesome to express the addition formula of the same addend in speaking and writing activities.

2. When understanding multiplication, my design is that students can write the multiplication formula after experiencing that the same addend can be added by several numbers, but students can get the multiplication formula by themselves after seeing the displayed pictures. I was caught off guard at that time, so I decided to let my children try to talk about their ideas. Fortunately, the students taught themselves multiplication. From addition to multiplication is a leap in students' understanding. We should respect students' existing knowledge and experience and their individual differences. I didn't expect my temporary decision at that time, not only to let students experience the joy of success, but also far better than the direct teaching of teachers.

3. The flexibility of students' thinking in this course is good, but it also exposes a problem. There are many loopholes in students' and my language. Teachers' mathematical language is not accurate enough, and students can't express their ideas well, so this is also an urgent problem for me to solve in future classes.

Reflections on Mathematics Teaching in Grade Two and Grade Two in Primary Schools

"Understanding Angle" is the teaching content of geometry knowledge. This course combines life situations to understand corners. By letting students experience the process of finding, touching, drawing, identifying, making and comparing corners, they can learn more about corners. Finding a corner is to let students find a corner in life and perceive all kinds of corners, from intuition to abstraction, from sensibility to rationality; Touching the angle is to let students feel the vertex and both sides of the angle by touching the angle, paving the way for understanding the characteristics of the angle; Drawing angles is to let students further perceive angles; Recognizing angles is to help students further consolidate their understanding of diagonals and what angles are; Making corners is to let students choose their own materials to make corners under the arrangement of the group leader, so that students can know that the size of corners is related to the size of both sides; Angle comparison is to compare the size of two angles with the moving angle. Through these six processes, teachers make students gradually understand the angle, and the teaching process and cohesion of each step are handled properly. Especially the teaching of bi jiao, I think the teacher handled it very well. Comparing the size of the angle is actually the focus and difficulty of this lesson. The purpose is to let students learn how to compare the sizes of two angles and realize that the size of an angle is related to the size of both sides, but not to the length of both sides of the angle. The teacher can ask the students to compare the angles shown on the blackboard according to the previous content, and the students will immediately think of using the prepared learning tool "activity angle" to compare. In the process of comparison, teachers should pay attention to guiding students to compare by overlapping method (vertex coincides with vertex, one side of the corner coincides with one side, looking at the other side).

Through hands-on comparison, students know that the bigger the fork, the bigger the angle. Then, the teacher made it as big as a corner on the blackboard with longer movable corners on both sides, and then asked the students, "Is my corner bigger now?" Through the study just now, the students further learned that the size of the angle is related to the size of both sides, but has nothing to do with the length of both sides of the angle. Thus solving the important and difficult points of this lesson.

Reflections on Mathematics Teaching in the Third and Second Grades of Primary School

Observing objects: In the learning activities of this course, let students participate in observation activities many times, encourage students to place objects according to the specified view requirements, exert their imagination and explore different placement methods, so that students' intuitive thinking ability and spatial imagination ability can be more fully exercised. In observation, comparison and practice, help students further accumulate experience, so as to deepen their understanding of the relationship between objects and views and develop the concept of space.

In the teaching process, make full use of multimedia teaching facilities, observe objects intuitively, improve learning efficiency and cultivate learning interest. In the teaching of this course, students' subjective consciousness has been fully publicized, and innovative thinking sparks and warm atmosphere are conducive to students' all-round and harmonious development. It is embodied in the following three aspects: subjectivity, inquiry and practicality.

(1) Subjectivity.

Cultivating and developing people's subjectivity is the theme of educational reform, and it is also an important breakthrough to deepen the current educational reform. Based on this guiding ideology, the design of this course always revolves around the learning activities of "autonomous participation-autonomous learning-profound experience", which enables students to enhance their autonomous consciousness in the activities, so as to actively acquire and understand simple mathematical problems in perceptual materials. For example, create familiar life scenes for students to enter learning activities involuntarily, then immerse them in rich learning materials, including toys and daily necessities, encourage students to choose their own observation direction, draw a picture, and then let them leave their seats and observe the painted objects from different directions after painting. Finally, through group cooperation and communication, they can learn from each other that almost all objects in real life are three-dimensional.

(2) ask.

This lesson focuses on creating conditions for students to explore. On the one hand, students are allowed to bring their favorite toy knives to class in groups. On the other hand, I also participate in students' inquiry activities and observe with them. Such operational activities can not only enhance their self-confidence, but also gradually realize the joy of success through their exploration.

(3) practicality.

For this course, I have accurately grasped the teaching requirements. I have prepared learning tools for each student and organized activities effectively so that every student can really participate. Through operation, observation and comparison, students have strengthened their understanding of ideas and objects. Don't use teachers' demonstrations instead of students' operations, and don't use illustrations in textbooks instead of observing objects. Mathematics is a tool, a tool to standardize and simplify the phenomena of natural and social movements.

The most important gain of mathematics learning is to learn to build mathematical models to solve practical problems. Therefore, in this class, a lot of conditions are created for students to apply the knowledge and methods learned in class to real life, so that students can truly feel that mathematics is everywhere in their lives. For example, when observing toys and articles in class, we use materials close to students' lives, aiming at connecting with life, broadening our horizons, extending our study, allowing students to associate the shape of the whole object from a certain side of the object they see, cultivating their ability to observe three-dimensional objects, establishing a preliminary concept of space and developing thinking in images.