As a new people's teacher, you should have first-class teaching ability. Reflection on writing teaching can sum up many teaching skills in the teaching process. Then the question is coming, how to write teaching reflection? The following are my thoughts on the teaching of the first volume of primary school mathematics, 10. Welcome to share.

Reflections on the teaching of "10" in the first volume of primary school mathematics published by People's Education Press. As a teacher, 1 is facing freshmen for the first time. The lack of teaching experience caused me a lot of confusion and hesitation. During this period, I was discouraged, but I was more courageous and regained my enthusiasm for teaching. A semester has passed, so it is necessary to make a summary of this semester.

First, do a good job.

It is not limited to teaching materials, but should be properly reorganized according to students' existing life experience and knowledge experience, so that teaching materials can be used flexibly. For example, when teaching "Which Day", I put aside the static pictures in the textbook and used the life resources in the classroom to let the whole class participate in the activities together, and the students were very interested. Let the students prepare together first. I said, "first row". Then the students in the first row quickly stood up. When talking about the first row, create a tense atmosphere (lengthen the word "first"), let students concentrate, fully understand the concept of the first row in the game, and trust students. First-year students have unlimited creative potential.

As long as students are given enough time and space to think, their creative potential is infinite. For example, students can not only summarize the composition methods, but also combine them into a number, for example. I asked the students to do a set of exercises to show the figure vividly. You can use your body, hands and so on. In the second day's report exchange, I was pleasantly surprised to find the students' great creative ability, and each number became vivid under the deep interpretation of the students.

We should make full use of students' life experience in teaching. For example, when teaching "classification", students can classify things in the room and find that they can be classified according to color, size, use, shape and material. At the same time, students have different views on where to put the classified things. When dividing shoes, students put a layer of leather shoes and a layer of sandals. It can be said that when people line up according to their height, their height is in the front and their height is in the back. Students combine the idea of classification with real life and fully experience the use, benefits and convenience of classification.

Second, inadequacy and confusion.

Although I have learned more theoretical knowledge in normal schools and read more books on curriculum reform, I know how to do it in theory, but it often changes in practice, and the teaching methods introduced in many books are not suitable for practical teaching. Although open-minded, and bold to try new teaching methods, but the classroom organization is a bit weak, the order is not very good, students say one thing and do another, even the best teaching design can not be implemented. In this semester, I tried to use a strict teaching attitude, but also tried to use a gentle and amiable teaching attitude.

However, the effect is not lasting. Next semester, I should probably use both "strict" and "loose" teaching methods and attitudes, but when to be strict and when to be loose is what I will explore and grasp as a new teacher in the next few years: the application of modern educational technology in teaching is not enough. It is hoped that all classes in Grade One who can use courseware will demonstrate the vivid teaching process and attract students' attention and interest. However, due to time, the courseware I made is relatively simple and can't really reproduce vivid pictures. Moreover, it is not enough to download courseware from the internet and communicate with teachers, which is the direction of my efforts next semester.

The different starting points of first-year students are a headache for teachers. In teaching, it often happens that good students "don't have enough to eat" and poor students "can't hold on". Especially in a class I teach, students with good academic qualifications can understand themselves and understand difficult problems, while students with poor academic qualifications can't digest well after three or four times. How to teach children at different levels in accordance with their aptitude? This is another headache.

III. Methods and measures

1, its own educational concept needs to be constantly updated, and its teaching level needs to be further improved. For example, some students stand up and answer questions that students don't understand, but we just won't let them.

I want to choose a student to speak; For another example, the formula listed by students is correct, but because it is unconventional, I won't be sure if I can't figure it out for a while, which exposes that my teaching philosophy can't keep up with the development needs of students and needs further study and improvement.

Because we are a rural school, parents don't pay much attention to their children's study at home, and school education is not consistent with family study. It is necessary to intensify publicity and combine school education with family education.

In short, this semester's mathematics teaching has given me many directions for reflection and suggestions for improvement. I hope I will make progress next semester.

Reflections on the Teaching of "Understanding of 10", the first volume of primary school mathematics published by People's Education Press. 2 10 is a special number, which is both a counting result and a counting unit. In the calculation, 10 is used to carry and abdicate, so it is the key content of children's recognition and the basis of addition within 20. This class has a wide range of knowledge and large capacity. In the face of children who are tired of being quiet and active, I try to create a pleasant and exquisite classroom environment for students, stimulate their enthusiasm and initiative, and make them acquire new knowledge in a happy and harmonious classroom atmosphere. So I started from the life scenes that students are familiar with and applied vivid, interesting and intuitive familiarity activities.

At the beginning, the introduction of stories was used to arouse students' enthusiasm, so that students not only reviewed the size of numbers within 9, but also triggered new mathematical thinking: how to make 9 less proud and help a group of sad zeros naturally led to the number "10" to be studied today. At the same time, the students realize that two numbers can be merged into a new number, and there is a connection between the numbers, so they can be merged.

Create a large number of situations when counting: counting numbers, pigeons, beads, scales and other content is to let students learn in vivid situations, students have high interest in learning and good teaching effect. When teaching the composition of 10, I adopted the method of group cooperation and practical operation. Because students have already had a certain method to decompose logarithm when learning the understanding of 2-9, so let them explore and learn by themselves, which distracts students' thinking. At the same time, it is also the training of primary school students' cooperative learning ability. After returning the answers, let the students talk about what they see and can think of, find out the relationship between the decomposition formulas, and cultivate the students' ability of induction and generalization.

Although I broke the traditional old teaching mode that teachers talk and students listen, I haven't done enough in organizing teaching activities in the form of deskmate cooperation, discussion and evaluation. It seems that I am a little worried that the first-grade children can't fully develop good behavior habits and can't complete some teaching links well. After this class, I feel that many worries are unnecessary. A successful teacher should dare to break through and innovate in teaching, and I should boldly let students operate and innovate.

Reflections on the teaching of 10, the first volume of primary school mathematics, published by People's Education Press 3. Students write numbers composed of two numbers for the first time, and the coordination between learning and writing is relatively poor. When writing 1+0, it is required to be slightly oblique, and it is written as a sharp point after combination. The problem is that the requirement of writing 0 in front is not strict enough. The understanding and composition of 10 is based on the understanding of the composition of numbers within 9. In this lesson, I made the following links around the three characteristics of interest, novelty and vividness embodied in the curriculum standard.

First, the story import, stimulate interest

Interest is the best teacher and the motivation for students to explore new knowledge, but interest always arises in specific situations. To this end, at the beginning of the new class, I pay attention to creating situations and stimulating the motivation to participate. By listening to the stories of thin man 1 and fat man 0, we can guide the students to listen to the stories and wonder what is behind 9 in time. In this lesson, we will learn 10. This design stimulates students' strong desire for knowledge and motivation to actively participate in learning, so that students' learning mood is high and they can reach the best learning state.

Second, combined with textbooks, know 10 and learn to count in order.

First, according to the textbook, show a theme map, and let the students statistically abstract the number 10, then know the order of the numbers in 10 and 10, compare the sizes of two adjacent numbers, and finally learn the composition and writing of 10. There are two main differences between the arrangement of this part and the understanding of 8 and 9: first, the ordinal meaning of 10 is not arranged, because students are familiar with the ordinal meaning of natural numbers; The second is to advance the composition of 10 to written numbers, which is beneficial to better highlight the composition of 10 by comparing the order and size of numbers in 10 in teaching.

Third, stick in and learn the composition of 10.

Divide the sticks into two piles in numerical order and let the children try their best to understand the composition of 10. This not only deepens students' understanding and memory of 10 composition, but also cultivates their practical ability.

Of course, this course also has many shortcomings and needs to be improved:

1. Mathematics cultivates students' thinking and ability, not simple imitation, memory and superficial things. In the process of teaching from abstraction to emphasis, I simply let the students look at the pigeon of 10 and draw the corresponding points with the person of 10, without further cultivating the students' sense of numbers. I should add another link to estimate points, so that students can estimate whether this is 10 points. Draw two points first, which is much less than 10. Draw 20 points to make students think that this is much more than 10 points. From this comparison, students can better understand the point 10.

2. The teaching arrangement of cardinal number and ordinal number of "10" is not ideal. The key point here is to make students understand that there is only one number 10, and 10 is 10. I should give different numbers when doing the problem and change them at any time, so that students can use them flexibly, instead of mechanically showing two similar beads and elephants.

3. In the composition teaching of 10, I adopted the method that students divided 10 sticks on white paper into two piles (draw a picture) according to certain rules. My idea is that children in grade one are more active. If some children play with sticks when they take them to a club, they can't save points when they finish one. Students may not know how many methods are divided in the end, and each method can be well recorded by drawing. However, the problem has also come out. By drawing wooden sticks, students can't understand that the total number is unchanged, and they can't understand well that 10 can be divided into 1 and 9,9 and 1 in the same way, but the positions of wooden sticks are reversed. Therefore, this part of the treatment should be more detailed.

Only by truly making students the masters of the classroom and comprehensively improving their thinking ability and cooperative inquiry ability can students consolidate their knowledge and always maintain their interest in mathematics. Similarly, as a teacher, while creating a relaxed and pleasant teaching atmosphere, we should also actively explore ways to make students move from intuitive understanding to profound understanding, and constantly improve the level and depth of teaching.

Reflections on the teaching of the first volume of primary school mathematics (10) published by People's Education Press 4. This class has many shortcomings and needs to be improved: 1. Mathematics cultivates students' thinking and ability, rather than simple imitation, memory and superficial things. In the process of teaching from abstraction to emphasis, I simply ask students to look at the pigeons of 10 and draw corresponding circles with the people of 10. ...

This course has many shortcomings and needs to be improved:

1. Mathematics cultivates students' thinking and ability, not simple imitation, memory and superficial things. In the process of teaching from abstraction to emphasis, I simply let the students look at the pigeon of 10 and draw the corresponding points with the person of 10, without further cultivating the students' sense of numbers. I should add another link to estimate points, so that students can estimate whether this is 10 points. Draw two points first, which is much less than 10. Draw 20 points to make students think that this is much more than 10 points. From this comparison, students can better understand the point 10.

2. The teaching arrangement of cardinal number and ordinal number of "10" is not ideal. The key point here is to make students understand that there is only one number 10, and 10 is 10. I should give different numbers when doing the problem and change them at any time, so that students can use them flexibly, instead of mechanically showing two similar beads and pigeons.

3. In the composition teaching of 10, I adopted the method that students divided 10 sticks on white paper into two piles (draw a picture) according to certain rules. My idea is that children in grade one are more active. If some children take them to the club to play with sticks, they can't save points after finishing one. Students may not know how many methods they have scored in the end, and each method can be well recorded by drawing. However, the problem has also come out. By drawing wooden sticks, students can't understand that the total number is unchanged, and they can't understand well that 10 can be divided into 1 and 9,9 and 1 in the same way, but the positions of wooden sticks are reversed. So this part should be dealt with in detail.

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