First, the importance of reflective ability to mathematics learning
Reflective ability is of great significance to mathematics learning. Compared with primary school mathematics, junior high school mathematics is quite different in difficulty, breadth and depth. The depth of junior high school mathematics knowledge makes students feel uncomfortable when they are exposed to new knowledge, and reflection can make students repeatedly contact with new mathematics knowledge, so as to understand mathematics knowledge more deeply. In the process of reflection, students can concretize abstract mathematical knowledge in their own way, thus thinking about mathematical problems more comprehensively. Reflective ability is the core of mathematics learning, which can help students analyze and answer mathematics questions in essence and improve learning efficiency.
Second, the strategy of cultivating students' reflective ability in mathematics teaching
1. Stimulate students' reflective motivation by creating situations.
Interesting teaching is an effective way to improve teaching effect. In the process of cultivating students' ability to reflect on mathematics, we can create certain situations to enhance students' interest in learning mathematics and the motivation to reflect on mathematics knowledge. For example, when talking about rational numbers, irrational numbers, root numbers and other related knowledge, we can explain to the students the importance of calculating the flight trajectory and speed when the space shuttle is in space. In the history of human space flight, the error of decimal point once caused a serious space tragedy, which had a bad influence on the development of human science and technology. The specific plan can first ask "What is the difference between rational numbers and irrational numbers?" Then he asked, "Since the number of digits after the decimal point of irrational numbers is infinite, how to choose?" Finally, it further puts forward "Is it important to choose decimal places?" Use these questions to arouse students' thinking. By telling such situations, students can be stimulated to reflect on mathematics and cultivate their habit of reflecting on mathematical knowledge. In addition, in math class, teachers can also let students play roles and let them judge each other's mathematical analysis ability. This kind of game will make students unconsciously form the ability of independent judgment and the habit of reflection.
2. Enhance the reflection effect through independent exploration and experience.
Autonomous learning is the embodiment of students' subjective initiative in learning mathematics knowledge, and it is also the only way for junior high school mathematics teaching under the new curriculum reform. Using the learned knowledge to solve new problems can make students grasp the essence of mathematics learning more deeply. For example, when learning triangles and polygons, students can measure and calculate the actual land area, let them design their own measurement schemes, compare the results of different measurement schemes, analyze the reasons for the differences in measurement results, and find out the most accurate measurement scheme. Then, guide them to summarize the main points they need to master and the difficulties they encounter in the practical application of mathematical knowledge, and reflect on the application of mathematical knowledge through summary. In this way, students can better understand the methods and specific processes of reflection, form independent mathematical thinking, and deeply understand the role of reflective ability.
3. Cultivate students' reflective ability through problem-solving teaching.
Solving problems is the comprehensive application of learned mathematical knowledge and the direct embodiment of students' mathematical level. In the teaching process, math teachers are often troubled by some questions: Why do students often make the same mistakes? Why can't students do the problems they usually do if they change a little in the exam? In fact, a very important reason for these problems is that teachers have not cultivated enough students' reflective ability to solve problems. Although many students have done a lot of exercise training, their problem-solving ability cannot be significantly improved without regular reflection. When teachers cultivate students' reflective ability through problem-solving teaching, they should guide students to think as follows: which knowledge point is investigated in this question, whether there are other solutions, whether this method is the simplest, what are the mistakes that are easy to occur when solving problems, and whether the purpose of giving inferences by analogy can be achieved through this question.
4. Cultivate students' reflective habits through teacher-student interaction.
Communication and interaction between teachers and students is one of the essential links in modern classroom, which can shorten the distance between students and teachers, so that teachers can understand the problems existing in students' learning in time and formulate solutions to related problems. In the process of communicating with teachers, students can understand and accept teachers, and the teaching ideas conveyed by teachers are more easily accepted by students. The math teacher should set aside some time at the end of each class to summarize and review the content of this class. For example, when talking about statistical analysis, they can vividly tell some joke examples such as abnormal test level to express the use of this knowledge point. In the summary session, students should be allowed to express their views as much as possible and form the habit of reflection.
Third, the conclusion
Judging from years of teaching experience, most junior high school math teachers attach great importance to the role of reflection in math learning, and the ability of mathematical reflection can greatly improve the effect of students' learning math. After the implementation of the new curriculum reform, the new curriculum standards put forward clear requirements for students' reflective ability. Although some changes have taken place in mathematics teaching methods, teachers are still the core of the classroom, the main promoter of mathematics teaching and very important in the process of cultivating students' mathematical reflection ability. It is necessary to study and design various methods to exercise students' mathematical reflection ability.