As a new teacher, teaching is one of the important tasks. Writing teaching reflection can sum up our teaching experience, so what problems should we pay attention to when writing teaching reflection? The following is a reflection model essay on the open class teaching of primary mathematics that I compiled for you. Welcome to share.

Reflections on the open teaching of primary school mathematics 1 I have been thinking about such a problem before teaching this course. It is very reluctant for children who have just entered the third grade to understand and master such abstract concepts as rectangles and squares, let alone ask them to calculate the areas of rectangles and squares.

So how to make an abstract image and help students form concepts in their minds is the ultimate goal of my course!

To make this class vivid, let the concept of rectangle and square perimeter and the process of formula derivation be deeply imprinted in students' minds after class. When preparing lessons, I think that if we can make full use of students' active and lively nature and use visual learning tools combined with the animation effect of multimedia courseware, we should be able to get twice the result with half the effort. So in class, I actively mobilize students' enthusiasm, let them stand in the dominant position in the classroom, and let them want to learn, want to learn and take the initiative to learn.

In classroom teaching, students are the main body of cognition, discovery and practice. Educator Paulia pointed out that the best way to learn anything new is to let students discover it by themselves, because this kind of discovery is the deepest to understand and the easiest to master the internal laws and connections. Therefore, teachers should fully respect students' dominant position in teaching, actively create opportunities for students to learn actively, provide them with space to try and explore, make students happy and good at autonomous learning, actively think about problems from different aspects and angles, and seek solutions. At the same time, it is necessary to cultivate students' sense of cooperation, and often carry out cooperative learning and training, so that different ideas and viewpoints can collide fiercely, shining a spark of wisdom in the friction collision, and realizing learning, complementarity and re-creation of knowledge.

Throughout this lesson, from the induction of the concept of perimeter, to the exploration and induction of the calculation methods and formulas of rectangle and square perimeter, and then to the summary of the report after class, every link is a process of students' independent participation and cooperative exploration. This process is a process in which students seek answers and solve problems, and it is also a process in which they learn new knowledge and understand applications. Teachers only play the role of guide and organizer from beginning to end, guiding students to explore knowledge. This kind of teaching can not only stimulate students' interest in learning, improve teaching efficiency, but also cultivate students' spirit of exploration and sense of cooperation.

Reflections on the open class teaching of mathematics in primary schools II. The theme of this lesson is the understanding of 6 and 7. Students learn the understanding of 1 to 5 and know 6 and 7 on the basis of addition and subtraction. In this lesson, students will use 6 and 7 to indicate the number, order and position of things according to the specific situation. Can write 6 and 7 and compare their sizes, master the composition of 6 and 7, and cultivate a sense of numbers. By exploring the cognitive process of 6 and 7, we can cultivate the ability of observation, hands-on operation and knowledge transfer, initially penetrate the idea of combining numbers and shapes, and feel the close connection between mathematics and daily life. I use the situational diagram of the textbook to guide students to experience the process of observation and operation, which enlivens the classroom atmosphere, arouses students' enthusiasm for learning and mutual exchange and cooperation, and makes them fully feel the formation process of the concept of numbers in the activities.

The success of this lesson lies in:

1. Let the students observe the situation map and talk about who and what are the things in the map and what their numbers are. Students count six desks and seven chairs, so that students can intuitively understand that things with a number of six are represented by "6" and things with a number of seven are represented by "7". Students can know 6 and 7 by counting, and feel that mathematics comes from life.

2. Let students use the learning tools prepared before class: disks and sticks, spelling and swinging, and combine numbers and figures to initially perceive numbers 6 and 7, so as to cultivate students' hands-on operation ability and stimulate students' interest in learning mathematics.

3. The exercises are designed in various forms, students answer questions actively and the classroom atmosphere is active.

Disadvantages of this lesson:

1, the first-year students have short attention time in class, so they should be reminded or organized to arouse their enthusiasm.

2, there are many classes, which are easy to make students feel tired, and the review questions can be deleted appropriately.

3. When asking questions in class, we should consider many aspects and take care of students at all levels. For more difficult topics, gifted students can talk more and encourage them to use their brains more; For problems that are obviously easy to solve, give more opportunities to underachievers. As long as they answer correctly or correctly, they will be praised in time, so that they can feel the joy of success and stimulate their desire to use their brains.

The writing of 4, 6 and 7 is the focus of this lesson. The language should be rigorous when explaining, so that students can master the correct writing method. When teaching "Tank No.7" and "Article No.7", it is unnecessary for junior students to overemphasize the significance.

It is very important for freshmen to form habits. Students should be reminded to develop good sitting posture and writing habits in class.

Through the lectures and comments of the members of the math group, they gave me valuable suggestions and benefited a lot. It is necessary to keep the classroom bright, improve the deficiencies, and let students learn math happily and feel the endless fun of math class.

Reflections on the open class teaching of mathematics in primary schools III. Mathematical knowledge comes from life and serves life. Especially primary school mathematics, its prototype can be found in life. So in this class, I provided students with five very familiar life scenes: matching clothes, matching breakfast, unlocking password locks, choosing routes and taking photos. In the teaching process, I adopted the method of asking questions-guiding participation, exploring-optimizing thinking and practical application-solving problems, with clear levels and step by step, so as to make students take the initiative. Mainly reflected in the following aspects:

First, connect with reality, create scenarios, and stimulate interest in learning.

According to the teaching content and teaching purpose of this class, I designed a complete scene string, taking Xiaohong's activity of dressing up all day to take everyone to the children's playground as a clue, and skillfully designed five scenes, such as helping Xiaohong match clothes, eating breakfast, opening the password door, choosing routes and taking pictures, to integrate students' favorite life situations into the whole class teaching, which fully mobilized students' enthusiasm and stimulated their interest in learning.

Second, cooperative inquiry, so that students can truly become the masters of learning.

In teaching, I will know about clothing collocation, catering, routes and other links, so that students can explore and discover according to their existing life experience. Let students always feel that they are the masters of learning. Students actively think, boldly operate and use various methods to compete with each other in activities such as thinking, discussing, posing, connecting and painting, and show themselves on the stage, fully understand that collocation should be orderly and reasonable, and cannot be repeated or omitted, and initially establish an orderly and reasonable collocation concept.

Third, let students experience the value of mathematics.

The collocation of clothes, the collocation of breakfast, taking pictures and so on are all students' frequent contacts. Through these activities, we not only consolidated the knowledge we have learned, but also realized the significance of learning mathematics and reflected the application value of mathematics in connection with real life.

After carefully reflecting on every detail in the teaching process, I think the main problems existing in the teaching process of this course are:

1, paying insufficient attention to individual differences;

2. Teachers' ability to control the classroom needs to be improved.

In short, as a math teacher, it is our goal to deal with the relationship between "mathematics and life" and build a harmonious classroom teaching between teachers and students, and I will continue to explore.

Reflections on the teaching of mathematics open course in primary schools. The content of numbers is expressed by letters, but it is a formula composed of concrete numbers and operational symbols that is transformed into a formula containing letters, which is a turning point for students to learn mathematics and a leap in the cognitive process. The whole teaching process is essentially an abstract process from individual to general. In order to embody the spirit of curriculum reform, based on constructivism theory, a teaching mode of "subject participation" under the information environment is constructed. According to students' knowledge base and cognitive level, diversified teaching methods are adopted, so that students can gradually understand the meaning of numbers expressed by letters, improve their abstract thinking ability while acquiring knowledge, and become the real masters of learning. After listening to this lecture, I have the following thoughts:

First, introduce life into the classroom.

"The real world is the rich source of mathematics and the destination of mathematics learning. Any concept of number can find its prototype in reality. As long as we carefully observe the world around us, we can find that mathematics is everywhere. " Stimulate interest, introduce topics,

1. Have you ever seen symbols represented by letters in your life? (e.g., SOS, P, M, CCTV…… ..........................) Computer demonstration.

2. What are their characteristics? (concise and easy to understand)

3. Introduce children's songs into the topic to catch students' curiosity.

Through this kind of teaching, students will be surprised to find that "mathematics is in my life", which will undoubtedly have a sense of intimacy with mathematics and will undoubtedly actively participate in learning.

Second, create a situation for students to realize the meaning.

(1) Guess the age

1, let the students guess the teacher's age.

2. Tip: The teacher is 24 years older than xx.

3. Ask the students to calculate the teachers' ages at different ages. And tell me how it was worked out.

For example: 1+24=25 (years old) 2+24=26 (years old) 3+24=27 (years old) ... 1 1+24 = 35 (years old)

(2) Count, guess and find out the rules.

1, hands-on operation, posing as a triangle.

2. Ask the question: 1 how many sticks do you need to put in a triangle? (3) How many sticks does it take to put two triangles like this? 10? Please calculate it. How about an A?

Let students experience the process of operation, thinking, expression and communication, solve problems and explore laws in their own ways, and cultivate students' practical ability and cooperative spirit.

Third, bring games into the classroom.

In the consolidation exercise, children's songs that students are very familiar with are presented:

1 frog, 1 mouth, 2 eyes, 4 legs, 1 plop into the water.

Two frogs, two mouths, four eyes and eight legs, two plopped into the water.

Three frogs, three mouths, six eyes, 12 legs and three plops jumped into the water.

……

Taking funny children's songs as students' material, students can find and solve problems by themselves in the material, and experience the mystery of mathematics from it.

Fourth, there are shortcomings.

1, the focus is not prominent. After each link, teachers should summarize it in time, so that students can think more clearly and focus more on the classroom. For example, after guessing the age, we should focus on summing up, so that students can understand that letters can represent numbers, and formulas containing letters can also represent quantitative relations. So that students will not make mistakes in the later exercises.

2. Difficulties should be dispersed. This course seems simple. In fact, it is found that the contents of laws and formulas expressed by letters appear in this class, and students cannot firmly grasp them. Although I have written it once, only ten students have passed the after-class acceptance, and the class time is not very abundant, which ends hastily.

Combined with the problems existing in the trial lecture, the teaching design of this course is adjusted accordingly. In this class, the laws and formulas expressed by letters are put in the practice class, so that the class time is sufficient. Ask questions to the middle and lower students in this class, ask questions from time to time, and summarize them in time. The students have grasped the difficulties of this class well and done a lot of exercises. The problems in the book and clever mathematics have been completed, and the teaching efficiency is high. There will be enough time to express the formula in letters in the next class (practice class), and the correct acceptance rate will be greatly improved after class.

Through these two lessons, I deeply realized that if each lesson can be constantly reflected and improved in the summary, then every lesson in our future will become more effective.

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