As a new teacher, one of our tasks is teaching. Writing teaching reflection can record our teaching well. How to write teaching reflection to play a better role? The following is my reflection on the first volume teaching of sixth grade mathematics in People's Education Press for reference only. Let's have a look.
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school by People's Education Press 1 The Application of Comparison is closely related to the previous comparative knowledge, especially the application of scores. Therefore, I fully consider the actual situation of students when designing teaching, starting from the actual situation of students. The following is my reflection on the teaching of this course:
First, wake up and generate.
In the process of arousing and generating, I fully considered the students' existing knowledge, so I designed a new lesson like this: first review the significance of comparison, let students talk about the relationship between two numbers, and then lead to the practical problems my mother encountered in life, that is, example 2, students have been able to master the relationship between two numbers in comparison, so they will not be unfamiliar with the examples cited, but also cause students' knowledge conflicts, break students' psychological balance and stimulate students' learning.
2. Inquiries and solutions
In this link, I am guided by the new ideas in the curriculum standards, aiming at changing students' original learning style, from simple acceptance to independent inquiry, and fully mobilizing and exerting students' subjectivity. Therefore, in the teaching process, I try my best to throw the questions to the students and let them solve them in groups. Teachers can comment on them in time when communicating with the whole class, so as to sum up the methods and truly change the learning style. I give students enough time and space to communicate and cooperate with each question, then observe and compare, and finally draw a conclusion. The whole process is very important to cultivate students' autonomous learning ability.
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school by People's Education Press II. This is a comprehensive practical course of mathematics, which is designed on the basis of students' knowledge of the concept and perimeter of a circle. Through this activity, on the one hand, students can understand the structure of the playground runway and learn how to determine the starting line, on the other hand, they can realize the wide application of mathematics in life. From the question "Are their starting lines in the same position" to "Why are the starting lines in different positions", this paper introduces that the process of making students clearly determine the starting line position is the focus of activities, and it is difficult to understand what the starting line position is related to.
The sixth-grade students are no strangers to the activities, so the classroom shows the playground with multimedia courseware and asks "Are their starting lines in the same position?" "Why are the starting lines in different positions?" Through observation and discussion, the students reached the understanding that "because the length of each runway is different, the starting line is also different, and the starting point of the outer ring should be moved forward." Then show the relevant information, and let the students make full use of the calculator to calculate the length of each lap of the runway through group cooperation, so as to determine the position of the starting line.
Mathematical knowledge comes from life and also serves life. Applying the learned knowledge to solving problems in real life can not only make students feel the close connection between mathematics and life, but also cultivate their innovative spirit and cooperative spirit.
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school by People's Education Press. Looking back on my teaching process, I mainly get the following results:
1. Some students are not good at thinking, so they can't draw inferences. Passive acceptance of knowledge is common, so their ability to apply knowledge to solve problems is poor or there are few methods.
2. Some students have not developed good study habits.
(1) A small number of students have not developed a good habit of examining questions.
(2) A few students have not developed good inspection habits. They don't know how to check the problem after they finish it, and they won't check it, but they can't see the mistakes clearly under their noses; Some students are too lazy to check.
I still have some shortcomings in teaching. For example, in this semester's exam, it is reflected that some students have a poor grasp of the application of scores, which shows that I have neglected the consolidation of this knowledge point.
In view of this problem, I seriously thought about it:
1. Some students are not good at thinking with their brains and passively accept knowledge. The reason is not only that they lack autonomous learning consciousness and are lazy, but also related to my teaching ideas and methods.
It is difficult for underachievers to make great progress because they forget knowledge very quickly. Maybe what you just taught in the morning was forgotten by him in the afternoon.
Good study habits can't be developed in a day or two. Some are caused by family education, some by school education. However, some teachers should always emphasize the examination methods and calculation skills, and emphasize solidity.
Through reflection, I think that in addition to continuing to use the previous good practices, we should also actively take certain measures to improve them:
1, for students who are backward in learning, we must make him insist on meeting the requirements put forward by the teacher and answer the exercises independently.
2. Learn advanced educational ideas and teaching concepts, adhere to student-centered teaching, seriously explore ways to guide learning, create more opportunities for students to learn independently and be brave in innovation, stimulate the consciousness of learning subjects, let students discover, explore and solve problems themselves, actively complete learning tasks, and master some basic learning methods.
We need perseverance and effective methods to improve students' study habits. Cultivate students' ability of self-examination and self-evaluation, guide students to analyze the causes of mistakes in their homework, correct them seriously, and improve the correct rate.
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