As a high school math teacher, classroom teaching is one of our tasks. With the help of teaching reflection, we can learn a lot of lecture skills. How to write reflection on mathematics teaching in senior two? The following is my reflection on mathematics teaching in senior two, I hope you like it!
Reflection on Mathematics Teaching in Senior Two (1) is the most concise expression of reflection by ancient educators in China. I have been engaged in high school mathematics teaching for some time. In teaching, I have experienced hesitation and hesitation, and I have experienced classroom teaching from being at a loss to groping slowly, during which there are many collisions of various ideas. It is these experiences and collisions that constantly cause me to reflect on senior high school mathematics teaching and strengthen my belief in curriculum reform.
First, pay attention to the connection between junior high school and senior high school
When I was a freshman in senior high school, I deeply felt that the teaching materials in senior high school spanned a long time, and the requirements for the difficulty, breadth and depth of knowledge were greatly improved. This huge difference makes students who have just graduated from junior high school to senior high school unable to adapt at once, and they are not fully prepared for it. They still study high school mathematics according to the thinking mode and learning method of junior high school, which can't adapt to high school mathematics teaching. Therefore, in the case of different learning potentials, their grades are divided and their learning mood drops sharply. As a teacher, we should pay attention to contact at this time and fully understand what materials students have learned in junior high school. To what extent is it required? What materials need to be studied in high school and so on. Pay attention to the connection of mathematics learning methods in junior and senior high schools, cultivate students' good psychological quality and adaptive potential to correctly deal with difficulties and setbacks, pay attention to the teaching of knowledge formation process, stimulate students' positive learning motivation, strengthen the guidance of learning methods, guide students to sum up and improve their self-learning potential, and cultivate their consciousness of being good at thinking and being brave in learning.
Second, the reflection of teaching philosophy.
Curriculum reform, first of all, is to update teaching concepts and break old teaching concepts. Suhomlinski said: "Knowing is not equal to understanding, and understanding is not equal to knowledge. In order to acquire more solid knowledge, we must think. " The new curriculum reform emphasizes the all-round development of students, the interaction between teachers and students and the cultivation of students' lifelong learning potential. Under the guidance of teachers, students actively participate in learning, acquire knowledge and develop their thinking potential, so that students can experience the joy of success after they doubt, try, explore and fail, and then achieve real learning! Therefore, at this moment, the orientation of the teacher's leading role needs to be based on the observation of students, "timely" point out the students whose thinking is blocked and confused, "moderately" design different levels of thinking problems according to students with different psychological characteristics and cognitive levels, and "appropriately" select guidance methods and skills for different types of knowledge.
Third, teaching reflection.
In the successful teaching process, teachers and students should form a "learning body" to participate in the learning process and communicate with each other. An educator once said, "What the teacher says is not unimportant, but what the students think is more important. Students' ideas should be generated in their own minds. The teacher's role is to "systematically give students the opportunity to discover things". In teaching, teachers should reflect on "how to adjust the teaching plan, how to adopt effective strategies and measures, and what needs to be supplemented" according to the feedback information from students, and organize teaching along the students' ideas to ensure that the teaching process runs along the best track. This kind of reflection can make teaching with high quality and high efficiency.
Teachers must carry out teaching design around the teaching purpose, carefully design according to students' existing knowledge level, and inspire students to think carefully and effectively to maintain classroom tension. Try to ask questions by students themselves, and then guide students to think more deeply. Only through students' thinking can teaching materials really enter students' minds, otherwise it will easily lead to students' dependence on teachers, which is not conducive to cultivating students' independent thinking potential and new methods of composition. Sometimes, when we are in class, marking papers and answering questions, we think that we have made it clear and the students are inspired. However, after reflection, we found that our explanation did not fundamentally solve students' problems, but only wanted them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.
Fourth, reflection on students' learning methods.
As mentioned above, there is a huge difference in mathematics between junior high school and senior high school, and senior high school has made a great leap in the depth, difficulty, breadth and potential requirements of knowledge. Some students can learn, others can't, and those who can learn get good grades because they learn well. Good grades can stimulate interest, enhance confidence and want to learn more. The better their grades, the higher their potential, which constitutes a virtuous circle. Students who can't learn can't learn law at first, but their grades are not good. If they can sum up lessons in time and change their learning methods, they will learn instead of learning, and they will catch up after some efforts; If you don't want to improve and don't work hard, your grades will get worse and worse. If your grades are poor, you will lose interest in learning and don't want to learn. The more you don't want to get worse, you will have disgust, fear and self-doubt in your mind, completely lose confidence in learning and even refuse to learn. It can be seen that whether students can learn, that is, whether the learning method is scientific, is an extremely important factor for students to learn mathematics well. At present, high school students' mathematics learning methods are still in a passive state, and there are many problems, mainly as follows: 1, lazy in learning and unwilling to use their brains; 2. Do not plan; 3. Ignoring preview, waiting for class, expecting the teacher to explain the whole problem-solving process, being highly dependent and lacking the intention and initiative of learning; 4, can't listen to lectures, 5, rote memorization, mechanical imitation, teachers can understand, examples can understand, that is, the homework in the book can't be done; 6. I don't know, don't ask, have a little knowledge; 7. Not paying attention to basic knowledge, basic methods and basic skills, and being interested in those biased, difficult and strange questions, which affects basic learning; 8. Do not emphasize summary and despise review.
The problems of the above-mentioned students are particularly prominent. Teachers need to spend more time to understand the students' specific situation and learning state, guide students' mathematics learning methods, and strive to combine changing concepts and teaching methods, in-class and extracurricular, learning methods and teaching methods, unified guidance and individual guidance to promote students to master the correct learning methods. Only a good learning method can achieve the learning effect of "getting twice the result with half the effort".
Verb (abbreviation of verb) Reflections on Group Cooperative Learning
Now "group cooperative learning" has become an important teaching organization form under the new curriculum standard, but in practice, we find that there are some misunderstandings in the implementation of group cooperative learning: (1) Group cooperative activities are a mere formality, lacking substantive cooperation. (2) The collocation of cooperative personnel is unreasonable and the responsibilities are scattered. (3) Students lack social skills, communication and in-depth communication, and the cooperation efficiency is low. (4) Teachers did not carefully design the purpose, opportunity and process of cooperative learning before class. (5) insufficient cooperation time. (6) On the surface, "false excitement" is actually "living chaos". (7) The evaluation system failed to keep up, focusing on three aspects, and teamwork existed in name only. The result of cooperative learning becomes: emphasizing individual evaluation and ignoring group evaluation; Pay attention to the evaluation of academic performance, rather than the evaluation of cooperative consciousness, methods and skills; Pay attention to classroom random evaluation, but not to routine evaluation.
Sixth, reflection on exercises and test papers.
Exercises and papers should not stop at pointing out shortcomings, correcting mistakes and explaining methods, but should focus on the cultivation of mathematical potential. We should explore and summarize thinking methods with examples, grasp "common problems" and typical mistakes, grasp "common methods" and typical ideas, deepen students' understanding of thinking methods, make them understand the essence of thinking methods, and constantly improve their potential of solving problems and correcting mistakes.
In a word, there are many places in mathematics teaching that need our reflection. Without reflection, professional potential cannot be substantially improved. In the process of mathematics teaching, teachers should fully understand the requirements of the new curriculum, constantly update their concepts and explore, improve their knowledge and physical and mental literacy, and master new professional requirements and skills. Only by being diligent in analysis, being good at reflection and constantly summing up can we meet the needs of the new curriculum reform, keep pace with the times in education and teaching concepts and teaching potential, and fully implement quality education.
Reflection on Mathematics Teaching in Senior Two (Part Two) I have been teaching for two and a half years since I left campus and took up my post. Last semester, I returned to senior one. In order to further improve my teaching level, at the beginning of last semester, I made up my mind to be strict with myself from all aspects, consult the old teachers modestly in teaching, and carry out teaching work in a targeted manner in combination with the actual situation of our school and the students in the class, so that the work can be carried out in a planned, organized and step-by-step manner. After a semester, I have the following feelings about teaching:
First, prepare lessons carefully, and prepare both students and textbooks for teaching methods.
According to the teaching materials and students' reality, design the course teaching, draw up the teaching methods, think about the problems encountered in the teaching process as far as possible in advance, and carefully write the teaching plan. Every class should be prepared, and every class should be fully prepared before class. After class, we should sum up this lesson in time, write a good teaching postscript, and carefully sort out and summarize the knowledge points in each chapter for students to see.
Second, strengthen classroom skills and improve teaching quality.
Strengthening classroom skills and improving teaching quality is the goal of every new teacher. I pursue clear, orderly, accurate, orderly, emotional and vivid classroom explanations; Efforts should be made to make the knowledge clues clear, the levels clear and the teaching concise. I think that only when students participate attentively can teaching achieve better results. So in class, I pay attention to arouse students' intentions, strengthen the communication between teachers and students, fully reflect students' initiative in the learning process, and let students learn simply and happily. In the usual guidance, the master repeatedly stressed that I must pay attention to intensive reading, talk as little as possible in class, and try to let the students use their own words and use their own brains; At the same time, in every class, we should fully consider the learning needs and understanding potential of students at all levels so that students at all levels can be improved.
Third, learn from other teachers with an open mind and ask questions in teaching.
Ask other experienced teachers for advice and learn their methods in each chapter. At the same time, listen to the old teachers' lessons, learn while listening, and constantly recharge yourself to make up for your own teaching deficiencies. We often invite old teachers such as lesson preparation team leaders to attend classes to solicit their opinions and improve teaching.
Fourth, carefully correct homework and arrange targeted and hierarchical homework.
Homework is the process for students to consolidate what they have learned. In order to make the homework targeted and hierarchical, I often collect all kinds of information and screen all kinds of counseling materials so that every exercise can give students the greatest effect. At the same time, correct students' homework in time, analyze and record students' homework status, comment on their problems in the process of homework in time, improve teaching methods in time according to the reflected situation, and be targeted.
Fifth, do a good job in after-school counseling and pay attention to hierarchical teaching.
After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers. Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas. To improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. It is necessary to stimulate their thirst for knowledge and self-motivation through various channels, so that they can realize that learning is not a task, nor a painful thing, but full of fun, so as to consciously devote themselves to learning. In this way, the transformation of underachievers has changed from simple and rude compulsory learning to conscious knowledge. Make learning a part of their self-awareness. On this basis, we will teach them learning methods and improve their skills. And do a good job in leak detection and vacancy filling. Underachievers usually have many knowledge faults, which are stumbling blocks in the transformation process of underachievers. When doing a good job in the transformation of underachievers, we should pay attention to make up lessons for them and supplement the knowledge gaps they have learned before. In this way, they will learn simply and make rapid progress, and increase their interest and thirst for knowledge.
Sixth, promote quality education with heart.
The current examination mode is still relatively traditional, which determines that the teacher's teaching mode should stay at the level of exam-oriented education. Therefore, I pay attention to the cultivation of students' potential in teaching, combine imparting knowledge and skills with developing intelligence and potential, inject factors of ideological and emotional education into the knowledge level, and give play to students' innovative consciousness and potential. Let students' various qualities be effectively developed and cultivated.
Seven, pay close attention to the style of study.
I am also the head teacher of Grade One (10) while teaching Grade One (5). Students pay more attention to this subject and pay more attention to it in class. Most students can concentrate on the lecture and finish their homework after class. This will inevitably affect the improvement of other disciplines. In this regard, I am very concerned about the style of study, advocate a serious and realistic style of study in the class, and pursue to make learning full of challenges. At the same time, in order to improve students' learning intention, a learning competition was launched to revive the learning atmosphere of chasing each other among students. Although Class 5 is not their head teacher, most students are interested in mathematics and have strong learning motivation. However, some students did not do well in the exam, and some students were not interested. I told them the importance of learning mathematics and improved their attention. Some of them don't study hard. After I criticize them, I will encourage them, set them learning goals, and urge them to help them at all times. Some students have a poor foundation and are too self-abased. I will help them find out their own learning methods, analyze the reasons, encourage them not to be afraid of failure, give themselves confidence, read more books and practice more at ordinary times, and ask more why. At the same time, I also use my spare time to give them free tutoring. After this semester's study, most students have developed the habit of studying hard and practicing hard, which constitutes a good style of study.
The above points are my experience. I hope I can give full play to my advantages, overcome my shortcomings, sum up my experience and lessons, accumulate experience for future education and teaching, and improve myself as soon as possible.
Reflection on Mathematics Teaching in Senior Two (3) Last semester, according to the need, the school arranged for me to attend the liberal arts of mathematics in Senior Two. In this semester, I strictly demand myself from all aspects, consult the old teachers modestly in teaching, and carry out teaching work in a targeted manner in combination with the actual situation of our school and class students, so that the work can be carried out in a planned, organized and step-by-step manner. After a semester, I have the following feelings about teaching:
First, prepare lessons carefully to prepare students, textbooks and teaching methods.
Last semester, I designed the course teaching according to the teaching materials and the actual situation of students, worked out the teaching methods, and thought about the problems encountered in the teaching process as far as possible in advance, and carefully wrote the teaching plan. Every class should be prepared, and every class should be fully prepared before class. After class, we should summarize this lesson in time, carefully sort out the knowledge points in each chapter, and help students summarize.
Second, strengthen classroom skills and improve teaching quality.
Strengthening classroom skills and improving teaching quality is the goal of every new teacher. Because I am dealing with liberal arts students, the foundation is generally poor, so I mainly base myself on the foundation and let students study simply and happily. Pay attention to intensive lectures, talk as little as possible in class, and let students use their own words and brains as much as possible; At the same time, in every class, we should fully consider the learning needs and understanding potential of students at all levels so that students at all levels can be improved.
Third, learn from other teachers with an open mind and ask questions in teaching.
Ask other experienced teachers for advice and learn their methods in each chapter. At the same time, listen to the old teachers' lessons, learn while listening, constantly recharge yourself, make up for their teaching deficiencies, solicit their opinions and improve teaching.
Fourth, carefully correct homework and arrange targeted and hierarchical homework.
Homework is the process for students to consolidate what they have learned. In order to make the homework targeted and hierarchical, I often collect all kinds of information and screen all kinds of counseling materials to make every exercise effective for students. At the same time, correct students' homework in time, analyze students' homework status, comment on their problems in the process of homework in time, and improve teaching methods in time according to the reflected situation, so as to be targeted.
However, while affirming my achievements and summing up my experience, I clearly realize that my teaching experience is still superficial, and the problems in teaching can not be ignored. There are also some puzzles to be solved. In the future, I will work hard to learn from the old teacher and improve my teaching level.
The above points are my experience. I hope to carry forward the advantages, overcome the disadvantages, sum up the experience and lessons, accumulate experience for future education and teaching, and improve the level as soon as possible.
Reflection on Mathematics Teaching in Senior Two (4) Time flies, time flies. In a blink of an eye, the second semester of senior two has already passed. In order to do a good job in teaching in the future and further improve the professional level, the recent teaching work is summarized as follows:
First of all, prepare lessons carefully
As a teacher, if you want to have a good class, you must first prepare lessons, which is the premise of a good new class. Preparing lessons includes not only preparing teaching content, but also preparing students, and preparing teaching content according to the actual situation of students. To this end, we must read all kinds of teaching reference books and counseling materials to draw nutrition from them, so as to prepare each new lesson more perfectly and lay a solid foundation for a good lesson.
Second, attend classes in advance.
As a young teacher, in order to teach every class well, I try to listen to other teachers' opinions in the math group of Senior Two, learn from each other's strengths and form my own unique teaching style. I insist on attending classes every semester and have learned a lot from teachers with teaching experience, which greatly shortens the adaptation period and makes me full of confidence in teaching.
Third, summarize in time.
It is very important to consolidate the summary in teaching, otherwise it will have no practical effect if you forget the front after learning. Try to set aside two or three minutes before each class to review the content of the last class and emphasize the key points and difficulties again. After the end of a unit, summarizing the unit and leading students to sort out the knowledge structure and key issues of a lesson can help students review in time and consolidate what they have learned.
Fourth, diligence and conciseness
If you only learn knowledge and don't apply it, you can only talk on paper. It is not advisable to just do the questions blindly. Therefore, teachers should pay attention to the guidance of problem-solving angles, methods and skills in class. At the same time, let students be concise after class, find problems in time from students' homework, check for missing parts and strengthen weak links. The above is my teaching experience in the second semester of my sophomore year. I will work harder and do better in teaching in the future.
Reflection on Mathematics Teaching in Senior Two (Part V) As a front-line subject teacher, I learned the concept of curriculum reform and went deep into the classroom to carry out curriculum reform experiments, which benefited a lot. I can say that there are gains and losses in mathematics teaching. Let me reflect on the teaching of senior two from two aspects: gain and loss:
First of all, there must be clear teaching objectives.
Teaching objectives are divided into three areas, namely, cognitive area, emotional area and motor skill area. Therefore, we should choose teaching strategies, methods and media around these goals when preparing lessons, and reorganize the materials when necessary. When preparing lessons, you should follow the textbook, but you should not stick to the textbook and use it flexibly.
Second, we should be able to highlight key points and solve difficulties.
Each class should have a teaching focus, and the whole teaching is gradually carried out around the teaching focus. In order to make students clear about the key points and difficulties of this class, teachers can write these materials briefly on the corner of the blackboard at the beginning of the class to attract students' attention. Teaching key textbooks is the climax of the whole class. Teachers should stimulate students' brains through the changes of sounds, gestures and blackboard writing, or apply visual teaching AIDS such as models and projectors to make students excited and insert jokes related to this kind of knowledge appropriately.
Third, according to the specific information, choose the appropriate teaching methods.
Each class has its own teaching tasks and goals. As the saying goes, "there is a law for teaching, but there is no fixed law". Teachers should be able to use teaching methods flexibly with the changes of teaching materials and teaching objects. There are many methods of mathematics teaching. For the new teaching, we often teach new knowledge to students by lecture, and we can also flexibly adopt various teaching methods such as lecture, reading guidance, homework and practice in combination with classroom materials.
Fourth, care about students and encourage them in time.
The purpose of the new high school curriculum is to pay attention to the development of students. Students' performance in the classroom should be summed up in time, encouraged appropriately, and accidents in the classroom should be handled well, and classroom teaching should be adjusted in time. In the teaching process, teachers should keep abreast of students' mastery of materials. Sometimes, for students with poor foundation, we can ask them more questions and give them more exercise opportunities. At the same time, teachers should encourage them in time according to their performance, cultivate their self-confidence and let them love and learn mathematics.
Five, pay attention to basic knowledge, basic skills and basic methods.
As we all know, in recent years, the novelty and flexibility of mathematics test questions are getting stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their potential, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. Take out formulas and theorems in a hurry in teaching, or train students to pass too many questions by telling an example in a hurry. If teachers are too careless in teaching or students don't know much about the basic knowledge in their studies, they will make mistakes in making decisions in the exam.
In short, in the mathematics classroom teaching under the background of the new curriculum, in order to improve students' learning efficiency in class for 45 minutes and improve teaching quality, we should think more and prepare more, make full use of teaching materials, prepare students, prepare teaching methods, improve our teaching wit and give play to our leading role.