In the real society, we all hope to have first-class classroom teaching ability. The so-called reflection means that we can quickly get out of a scene and state of affairs and see our performance in the previous scenes and States of affairs. So how should reflection be written properly? The following is a brief reflection (general 14) on the popularization of mathematics teaching in primary schools, which I collected for your reference only. Let's have a look.

Reflection on the teaching of primary school mathematics generally abbreviated as 1 number operation is the basic content of primary school mathematics teaching, and computing ability is one of the basic skills that primary school students must form and the basis for students to learn mathematics in the future, so computing teaching is the top priority of primary school mathematics teaching.

First, success

Curriculum standards point out that to cultivate students' sense of numbers, numbers can be expressed in many ways; Be able to communicate and express information by numbers, and choose appropriate algorithms to solve problems; It can estimate the result of operation, so it is necessary to further cultivate students' sense of number in number sum calculation and enhance their understanding of the meaning of operation. Therefore, under the guidance of the curriculum standards, the study of this lesson continues the review method of the last lesson. The textbook puts forward a series of questions from shallow to deep, and forms the structural system of knowledge through solving problems.

In the teaching process, students have a good grasp of the basic operation, the relationship between the parts of the operation, the estimation knowledge and the operation order. In teaching, through students' thinking and communication, let students review the calculation methods of four operations, master the operation order, deepen their understanding of the operation rules, and apply the operation rules to make simple calculations. By reviewing estimation methods, they can learn to use estimation to solve practical problems in real life and apply what they have learned.

Second, shortcomings.

1, students have a good command of addition, subtraction, multiplication and division in calculation, but some students still do not move the decimal point position of divisor in division calculation, especially in fractional division calculation, where the decimal point position is wrongly written.

2. Although students know the steps of solving problems, for more complicated problems.

Third, re-teach design.

Solving problems is still a stumbling block in students' learning process. It is necessary to step by step in review and untie the knots in students' hearts in difficult places.

Reflections on popularizing short teaching in primary school mathematics II. Based on reality, active thinking

The new curriculum standard points out: "Mathematics curriculum should not only consider the characteristics of mathematics itself, but also follow students' psychological laws of learning mathematics, emphasizing starting from students' existing life experience ..." This concept of the new curriculum standard emphasizes the close relationship between mathematics and life. Axisymmetric graphics are introduced into teaching. I pay attention to let students contact their own life reality, look for traces of axisymmetric graphics in their lives, let them feel the close relationship between mathematics and life, learn to look at things around them with mathematical eyes, and realize the value of mathematics from them.

Second, embody the idea of subject integration and feel the beauty of mathematics.

Although this section is a math class, it involves fields far beyond the scope of mathematics, and it intersects with art and aesthetics. Students learn mathematical knowledge-axisymmetric graphics in class, but they also feel the beauty of symmetry. Although one belongs to natural science and the other belongs to social science, there seems to be little connection between them. However, there is beauty everywhere in mathematics. The beauty of number and shape; The beauty of proportion, the beauty of symmetry ... This course is to guide students to know this kind of figure, understand its characteristics and draw the symmetry axis from the mathematical point of view, but whether it is the initial part of the introduction, the research and study part, or even the well-designed beautification classroom ... in one word-beauty is everywhere!

Third, life is the highest realm of mathematics.

Symmetrical figures are common in students' life, but students don't know that these figures are beautiful because of symmetry. They choose symmetrical figures and objects from their lives to reflect the life of mathematics. Let students dress up the classroom, not only to improve students' ability to make symmetrical graphics, but more importantly to improve students' ability to apply beauty and create beauty.

Reflections on the teaching of general short essays in primary school mathematics III. How to make students' learning enthusiasm higher, their knowledge more natural and solid, and their thinking spiral upward has achieved good teaching results.

I do it from the following aspects:

First, create a situation to stimulate interest and let students actively participate in learning.

It is obviously boring for students to understand "common multiple" and "minimum common multiple" from the perspective of pure mathematics. According to students' experience and existing knowledge, I stimulate students' interest in learning, provide them with opportunities to fully engage in mathematics activities, and enhance their confidence in learning mathematics well. Turn these boring knowledge into vivid and ingenious mathematics, so that students can not only learn knowledge but also experience the joy of learning mathematics in the process of solving problems.

Second, cultivate students' ability to explore independently.

In teaching, students should not be taught ready-made mathematics, but should be allowed to observe, think and explore mathematics by themselves. When studying the significance of the least common multiple, we designed a series of example methods of open mathematics problems, such as finding the least common multiple, guessing the least common multiple, and decomposing the comparison of prime factors, so that students have enough thinking space to solve problems independently and carry out inquiry activities, and let students realize that mathematics is around us.

Third, insufficient excavation. Need improvement

1. Although the situation creation at the beginning of the class takes into account the connection with the example, the transition is not good enough.

2. How to stimulate students' interest is not only a temporary effect, how to design a plan from the students' point of view, and how to keep students' enthusiasm for learning in class are all issues worth thinking about.

Reflection on the concise teaching of omnipotent primary school mathematics 4 Today's math class is to learn to compare the length and height of things. This lesson is to let students learn to compare the height and length of things after learning to compare the size and quantity of things. The teaching content is not difficult for students, who have mastered the knowledge through three years' study in kindergarten. According to my understanding of students, I pay attention to cultivating students' learning ability such as observation and language expression, as well as cooperation and communication ability.

Through several days of classroom teaching, I found that children have mastered a lot of knowledge and will use this knowledge to solve problems, but their study and behavior habits are not satisfactory. Children of this age have just entered primary school from kindergarten, and these two lives are completely different. Children have short concentration time and poor self-control ability. Many habits of children need to be cultivated by teachers. Classroom is the main position to cultivate children. I decided to let children learn to think, find problems, solve problems, express, cooperate and communicate first. In teaching, I designed two links: the length of the pencil and the height of the deskmate. Teachers guide students to learn to learn and cooperate with others in the inspection. "Please take out a pencil from the pencil box and compare it with the one at the same table. What did you find? " Instruct students to learn to express the comparison results in different languages in the report. In students' cooperative learning, I found that some students are unwilling to communicate with others. I think one is related to the child's personality, and the other is that the child doesn't know what to do. At this time, a few words of encouragement from the teacher and a trusting look will make the child change. It is not feasible to cultivate children's good habits for 40 minutes in a class. After several days of teaching, I deeply realized the hardships of junior teachers' work

It is difficult and persistent to cultivate children's study and behavior habits!

Reflections on the General Short-form Teaching of Mathematics in Primary Schools 5 This lesson is the beginning of the teaching unit "Divider is the division of a single digit". On the basis that students have mastered the multiplication in the table and the corresponding division, and mastered the method of finding quotient by multiplication formula, the teaching content of this lesson is not only widely used in life, but also the basis of "division estimation" and "pen division" in the next lesson, so this content is very important to students.

The teaching content of this lesson is relatively simple, mainly to let students master the oral calculation method of dividing a number into integer tens and integers, and calculate it correctly. Because students have a basis of oral calculation of multiplying a number by an integer of 10 and an integer of 100, most students already know the methods of oral calculation and division by applying the positive transfer of knowledge. So in this class, I mainly teach students in groups and learn from each other, and give them a classroom.

Judging from the results of students' reports, most students use the method of "adding 0", while a few students use the method of "doing division and trying multiplication". Judging from the classroom effect, students all think of methods to calculate from simple algorithms, but do not think of using the meaning of division to understand arithmetic. Therefore, in teaching, I have increased the use of teaching AIDS to help students further understand reasoning.

Because the teaching content of this class is relatively simple, in the later exercise design, I adopted different forms of continuation, such as: time trial, winning the red flag, ..., which not only stimulated students' enthusiasm for learning, but also met the training requirements of consolidating exercises.

In a word, from the feedback of "class homework", the correct rate of students' oral calculation is over 98%, and only a few students make mistakes. In the later teaching, I am more concerned about improving the speed on the basis of ensuring the correct rate of oral calculation, that is, the oral calculation practice is always unremitting.

Reflections on the All-round Short Teaching of Mathematics in Primary Schools 6. I designed a reasonable situation in this class: Today is the birthday of the Monkey King, and the little monkeys picked 55 strawberries on the mountain. Now they are going to divide these strawberries into eight plates. In the process of repackaging, two monkeys had a quarrel. The first monkey said, "put 7 on each plate on average." The second monkey said, "It is not enough to put seven on each plate, but five on each plate at most." They argued endlessly, and finally, they had to ask the Monkey King to judge them. The Monkey King said, "None of your distributions are correct. Only six can be put on each plate. " Students, do you know why? Students express their opinions. The design intention of this situation is to guide students' attention through interesting stories, and at the same time, to make students think about related math problems while listening to stories, so that students have a strong desire to explore. Then the courseware shows the situation map on page 8 of the textbook to explore new knowledge.

The focus of this lesson is to guide students to try quotient with multiplication formula. Let students practice diversity, find and master the following two points in the activity, and realize the trial quotient:

1, the product of quotient and divisor is less than dividend;

2. The product should be closest to the divisor. These two points are realized by combining the meaning of division.

This lesson also has some shortcomings:

Failing to feedback students' mistakes in time. Because students' mistakes are doubts or deficiencies in students' learning, it is the most important thing to solve the problems in students' learning combined with teaching practice. Therefore, in this class, the mistakes in students' exercises should be shown in the form of copying, so that students can correct them together, avoid similar mistakes and realize the accuracy of writing and answers. In view of the shortcomings, write the wrong questions in the exercise on the blackboard in the next class, so that all the students can correct them together to avoid repeating the same mistakes.

Reflections on the short teaching of mathematics in primary schools 7. This is a practical mathematics practice activity class closely related to life (physical education). In the teaching process of this class, I pay attention to the following aspects.

1. Reduce the learning difficulty with simple situations.

In view of the difference between abstract problems and practical problems in mathematics classroom, textbooks do not directly study the starting line in the actual competition, but learn with relatively simple life scenes. In view of the different starting lines, it is precisely because of the different corners in the competition that this is just a simple two-person semicircle to simplify the difficulty of the problem.

2. Effectively apply problem-solving strategies to classroom teaching.

In the design of this lesson, I will run through the steps and strategies of solving problems, paying attention to both the teaching of mathematical knowledge and the teaching of mathematical learning methods. Students not only enrich their knowledge, but also learn the basic steps and strategies to solve mathematical problems.

3. Layers of in-depth teaching design.

I am in the teaching design of this course, step by step. At the end of the third part, it gives students a chance to release their nervousness. After studying the starting line of the 400-meter runway, the teacher put forward the problem of how to determine the starting line of the 200-meter runway. When the students first received this question, they all lamented the simplicity. In fact, when they really finished, they found that no matter what kind of track, they should first analyze the shape of the specific track and how many corners there are, and then solve the starting line problem. Students further feel from this question that the determination of the starting line must be combined with the specific runway shape.

Reflections on the general short teaching of primary school mathematics 8 As the first unit of first-grade mathematics, there are fewer numbers used in counting, and many children have learned to count these numbers in kindergarten. When looking at pictures and counting objects, as long as they observe carefully enough, I believe they can count the number of objects they choose, so I think a unit is mainly to cultivate students' observation ability, stimulate students' interest in learning mathematics, give students the opportunity to speak as much as possible in class, cultivate their study habits and improve their interest in learning. The learning content of this course is relatively simple, but as students enter the first math class in primary school, it is the key to cultivate their interest in math learning and let them adapt to the learning of primary school mathematics smoothly.

"Mathematics" is the first lesson for first-year students to learn mathematics. In order to make students understand the importance of learning mathematics, students' interest in mathematics is stimulated with relaxed dialogue as soon as class begins. In teaching, we should first have a preliminary understanding of students' counting. Then, we should show students bright pictures (courseware) to attract their attention and stimulate their interest. Teaching activities lead to counting the number of things in the picture first, then counting abstractly, and then returning to counting activities, which is in line with students' cognitive laws. Use a variety of methods, practice step by step and give feedback, and read the numbers within 10 to fully understand the students' mastery. Finally, guide the students to count the things around them, and closely connect the numbers with the real life around them, reflecting the universality of mathematics. The final summary not only summarizes the learning activities of this class, but also extends the activities to extracurricular activities, so that mathematics learning can go out of the classroom.

Reflections on Popularizing Short Teaching of Mathematics in Primary Schools 9 "Understanding of Numbers 1 1-20" is the content of Unit 7 in the first grade textbook. Most children under the age of 20 know numbers at first before entering school, but they may not all know the concept of numbers. At the same time, first-grade children are also involved.

Mathematical activities are rarely because of the need of understanding, but only because of the interest in mathematical activities themselves. Therefore, do the following in this class:

1. Create situations to stimulate interest in learning.

According to the age characteristics and psychological characteristics of lower grade children, create vivid and interesting activity situations. At the beginning of class, I asked if you like fruit. Teacher, there are many fruits here. Count the fruits you like, will you? It immediately caught the attention of the students. Then, let students count peanuts first, and then count them, so that students can always take the initiative to participate in teaching activities in specific and sensible situations.

2. Pay attention to students' emotional experience.

When designing the whole teaching process, I basically started with the basic model of "finding problems-asking questions-actively exploring and solving problems" by students themselves. For example, when students count the number of fruits, how do you count them in time? Besides counting one by one, how can you count? Let students experience in activities, learn through experience, and learn from learning, from which they can learn teaching ideas and mathematical methods, so as to realize the value of mathematics more deeply.

In short, in teaching, I have achieved three highlights: highlighting subjectivity and creating conditions for students to participate; Highlight democracy and change the role of teachers; Emphasize practicality, let students feel that mathematics comes from life, and use mathematics flexibly in practice. Classroom teaching should always bear in mind that students are the main body of teaching, and teaching should be carried out according to the actual situation of students. Only in this way can we fully mobilize students' initiative and enthusiasm and truly acquire the concept of number.

Reflections on the General Short Teaching of Mathematics in Primary Schools 10 This lesson is the content of Unit 4 of the fifth grade next semester of Mathematics People's Education Press. Mainly to let students understand the meaning of approximate score and the simplest score, and master the method of approximate score. The difficulty lies in judging whether the score after approximate score is the simplest score. Facts have proved that students have not mastered it well in practical application.

After reflection, this lesson has several aspects worthy of attention:

1. The concept of reduction is to change a fraction into a fraction equal to it, but with smaller numerator and denominator, which is called reduction. From the concept of reduction, the result of reduction is not necessarily the simplest score, but the numerator and denominator are smaller than the original score, so students are prone to misunderstanding when doing problems. As long as the quantity is small, the reduction is over, so the result is not the simplest. Here I emphasize to the students that although the concept of contract does not require the simplest quotation, all our contract problems require the simplest quotation, so it will be clear to the students if the requirements are unified.

2. Students know that the teacher asks for the simplest result, but some students can't judge when the result is not the simplest, so they will make mistakes, such as 2/ 18, 22/ 14, etc. Some students can't tell whether it is the simplest fraction, especially when the numerator or denominator is a big prime number, and they mistakenly think it is the simplest fraction, such as 17/34, 19/57, etc. I emphasize to students that when the numerator or denominator is a prime number, it is necessary to verify whether the denominator or numerator is a multiple of this prime number. If so, then this score is not the easiest. If it is not a multiple relationship, then this score is the simplest.

At the same time, some reduction techniques are supplemented, such as: first, reduce the integer of ten to zero; When the numerator and denominator are even numbers, divide by 2 first; The relationship between multiplicity and molecular removal and so on.

Reflections on the general short teaching of mathematics in primary schools 1 1 More than half a semester has passed. The following is my reflection and harvest on 65438+ February.

65438+February, in class management, it is mainly to cultivate children's good behavior and study habits, improve their sense of collective honor, set an example among students, always pay attention to arouse students' enthusiasm in daily study, and continue to gradually develop good habits such as listening carefully, doing homework carefully, having a good rest after class, and being polite.

Ushinski once said: "For students' minds, a teacher's personal example is the most useful sunshine that nothing can replace. "During this time, I used my spare time to play with students, which brought me closer to my children. In the communication with children, I will take the lead in setting an example and exert a subtle influence on my students. For example, bending down to pick up paper and arriving at school early have achieved the effect that silence is better than sound.

In mathematics teaching, I mainly learn the knowledge of addition and subtraction, adopt multimedia teaching, and learn addition and subtraction on the basis of addition and subtraction, which has achieved good results.

Through the animation demonstration, students can clearly tell the process, and they can also work out their own solutions. But in homework, they are all static diagrams. Without the process, students can't tell which to calculate first and then which to calculate, so it's not easy to list formulas. And this part of the content has a strong practical application, so in the homework, students should first say and describe the process, and then calculate in the form of a table. Let them fully feel the connection between mathematics and real life. However, students can calculate correctly as long as they are careful, but their mastery of graphic topics is not in place, so they need to strengthen their practice.

Reflections on the general short teaching of mathematics in primary schools 12 This is the first math class for children to enter primary schools. I know that children in grade one have short attention span and are more active, so I downloaded relevant math courseware online before class and took them to the multimedia classroom for their first math class.

Through understanding, I also know that most of them have been exposed to numbers within 10 in preschool classes, and most children can count. Combined with my own mathematics experience, the teaching focus of this class is to teach students how to count, and they will count in a certain order; The difficulty is to let students learn to observe pictures in a certain order, experience counting methods and express them in complete language.

In teaching, I first get a preliminary understanding of students' counting. Then I show students bright pictures (courseware) to attract their attention and stimulate their interest. Teaching activities lead to counting the number of things in the picture first, then abstracting the number, and then returning to counting activities. Use a variety of methods, practice step by step and give feedback, and read the numbers within 10 to fully understand the students' mastery. Finally, guide the students to count the number of items in the multimedia classroom, and closely link the number with the real life around the students. After class, let the children count the familiar things on campus, further expand the activities outside the classroom, and let math study go out of the classroom.

Reflections on the Popularization of Short-form Teaching in Primary School Mathematics 13; The knowledge in this lesson is learned on the basis that students master the addition and subtraction of two digits within 100. A class was very tight and full, and the teaching task was successfully completed. This lesson is focused, difficult and effective.

First, introduce topics of interest to students' life into teaching, stimulate students' interest in learning by creating a situation of "picking watermelons", and further feel the close relationship between mathematics and life. At the same time, the whole class always puts students in the scene and actively participates in the learning process.

Secondly, this course also focuses on cultivating students' habit of careful observation and their ability to find information, ask questions and solve problems. In the process of inquiry and communication, students are encouraged to choose information from a large number of information through common things in life and try to solve problems by using existing knowledge. In the process of extension, we should give full play to students' own intelligence, encourage students to write their own topics, expand students' thinking space, and let students show themselves to their fullest.

Third, independent thinking and problem-solving are complementary to cooperative learning. In the teaching process of this course, before cooperation and communication, giving students enough time to solve problems independently will not only help to develop the good habit of independent thinking, but also help to carry out cooperation and communication effectively. On the one hand, it helps students to compare and analyze various personalized algorithms, on the other hand, it also helps students to help each other and accept each other.

Reflections on Popularizing Short Teaching of Mathematics in Primary Schools 14 The knowledge in this lesson is an abstract lesson for first-grade children, and it is impossible to deeply understand the characteristics of various graphics. In order to let children master the knowledge of this lesson, I downloaded a more vivid and interesting courseware from the Internet to attract students' attention, let them deeply feel that plane graphics are abstracted from the surface of three-dimensional graphics, let them know that a lot of knowledge is closely related to mathematics in our daily life, and cultivate their habit of observing things around them more.

The design of this lesson is more rigorous, which can aim at students' key, difficult and error-prone knowledge points, let students feel the characteristics of plane graphics, cultivate their interest in learning and develop the concept of space according to the requirements of the new curriculum standard. However, some places are still not doing well. It's a good starting point for students to paste the painted plane graphics on the blackboard, but it's not good in the design of blackboard writing. First of all, we should help students do a good job in classification. The teacher should first paste rectangles, squares, triangles and circles on the blackboard, and then paste them in groups in turn, but I can't explain them clearly, and I overestimate the students' ability and don't understand the first-year students deeply. This class can emphasize that plane graphics are derived from three-dimensional graphics, and students must emphasize faces when answering questions, such as the face of the blackboard is rectangular. When students answer questions, one mistake is that they like to say a circle is a circle. The main reason is influenced by the statements of rectangle, square and triangle.

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