As a people's teacher, one of our tasks is teaching. Writing teaching reflection can record our teaching well. So what is excellent teaching reflection? The following is my collection of primary school math teachers' teaching reflections, for reference only, hoping to help everyone.
More than half a semester has passed, and the following is my reflection and harvest on 12 this month.
65438+February, in class management, we mainly 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.
On June 3rd, I went to a village in our county with the primary school mathematics teaching and research staff and listened to a third-grade math class. The content of the class is "a few". There are three intellectual mistakes in the teacher's teaching. I said two:
Wrong question: One watermelon is equal to 16 apples, and four apples are 1 000g. How many kilograms is1watermelon? The teacher made mistakes in guiding students to understand the quantitative relationship and the name of the unit.
Wrong question: 6 carrots for 2 radishes, 9 radishes for 3 Chinese cabbages, and 6 Chinese cabbages for several carrots. The teacher can't find a direct equivalence.
After the class evaluation, my mood can't be calm for a long time. In the year of teachers' reading, we are all actively advocating teachers' reading. As a rural primary school teacher, what book should I read that is more suitable for me? I think we can consider it from the following three points:
The first is to arrange the time reasonably. Rural primary school teachers are busy with their daily work and are often taken in even at night. It is almost impossible to study at work. Weekends, spring and autumn holidays, winter and summer vacations should be good opportunities for teachers to arrange reading, which should be allocated reasonably and made full use of.
Second, be practical in your work, and read the textbooks first. There are many educational books. The lion opened his mouth and wanted to read everything, but he couldn't read anything well. According to the needs of education and teaching (this article comes from) and research activities, read the teaching materials first; Only after class, can you "choose the most valuable reading materials that best suit your needs". It is very beneficial to our work and ourselves to make up for our own shortcomings and "prescribe the right medicine"
Third, we should combine ourselves, read some books and improve our literacy. Everyone's natural differences determine the formation of different reading interests; Personal interest in reading is different from his major, which leads to the surplus and shortage of his knowledge structure. In view of the characteristics and present situation of one's own knowledge structure, while striving for professional depth and freshness, reading some books outside one's own interests and majors properly can not only improve and broaden the knowledge structure, cultivate a wider reading interest and a deeper humanistic quality, but also make one's work orderly and handy. Maybe my point of view will not be recognized by others, at least not by the leaders, but I still think that if a teacher doesn't even know the textbook, what's the use of letting him read the sage book and write his reading experience?
I hope my point of view can give some enlightenment to rural primary school teachers.
Reflections on the teaching of primary school mathematics teachers Part III I remember a scholar asking this question: If a teacher teaches children well, there is really something wrong. I didn't understand it before, so it's better to prove that students can understand it. Now I understand a little. No problem is the biggest problem, because in this case, children may not have their own thinking and may not dare to ask their own questions, no matter which class they want to go to now.
I always encourage children to ask their own questions or doubts in the usual teaching or after class, but they don't seem to understand the meaning of the questions, either "knowing the past" or "scratching their boots". In our unit summary, I also opened up a territory for them: problem banks. You can ask your own questions or questions, but after several units, this part is occupied by either "method" or "topic". Today, we had a mid-term review. I didn't directly tell them what to review, but let them look through books, recall what they have learned, and then report and supplement.
"Multiplication and division method is a higher level than addition and subtraction. Seeing multiplication, division, addition and subtraction can only make way. But if someone helps, who is it? "
"brackets."
"Well, do you have any questions about brackets?" Here I also want to spread their ideas and see if they can ask their own questions. After some unsuccessful guidance, "Smile has a problem, please see ..."
Show this problem and solve it, and students' thinking will be inspired. "Is the teacher worse than brackets?" What is their operation sequence? "
Review Unit 2, summarize that "observing an object from different angles can only observe three sides at most" and then guide the students "Do you have any questions?"
"The objects we observe are all six faces, and we can see three at most. What if there are multiple faces? "
"Good question, can anyone solve it?"
"Teacher, does he say it looks like a diamond?" The students' ideas were suddenly broadened.
You know what? Go down and check the information and talk about it in class tomorrow. Extending thinking after class, of course, encourages children to ask questions. Everyone will have a sense of accomplishment when they discuss their problems online and check their hearts, and they may think deeper next time. Other students will follow suit, isn't that my purpose?
Through today's class, I found that in order for students to ask their own questions, we should first provide a good atmosphere for students to know that their questions will not be laughed at by other students, but encouraged by teachers. On the other hand, it can guide students to mention it in time. Of course, today is just the beginning. I hope there will be better classmates "real questions" in the future.
Reflections on the teaching of mathematics teachers in primary schools Part IV: Mathematical concepts are the reflection of spatial form-quantity relations and their essential attributes in people's thinking, and are an important part of primary school mathematics knowledge. In teaching, I deeply feel that students make mistakes in operation and have poor problem-solving ability, so they can't apply what they have learned to practice to solve problems. The main reason is that students can't master some mathematical concepts well. Only by organizing all the links in the teaching process can we optimize the teaching process and improve the efficiency of classroom teaching.
First of all, from concrete to abstract, concepts are gradually formed.
Concepts are abstractly summarized from concrete things in the real world. Therefore, in the teaching of mathematical concepts, we must follow the principle of from concrete to abstract, from perceptual knowledge to rational knowledge. According to the age characteristics of primary school students, we should pay attention to observing and comparing things that students are familiar with, or let students operate by hand to gain direct knowledge of the senses. For example, when teaching the concept of volume, I first let the students observe a pencil box and an eraser and ask them who is bigger. Then, ask the students to observe two squares with sides of 2 cm and 4 cm, and ask them which is bigger? Through this comparison, students gain perceptual knowledge of the size of objects, and then further guide students to discover the essential attributes of concepts. Take out an empty box with a shuttle length of 4 cm. First, put a square with a shuttle length of 2 cm in the box. Students can clearly see that this square only occupies part of the space of the box, and then put a square with a shuttle length of 4 cm in the box, which just occupies all the space of the box. From this concrete example, students have gained a perceptual knowledge of the space occupied by objects, and on this basis, they can naturally deduce the concept that the size of the space occupied by objects is called "volume".
Second, create knowledge-seeking situations and guide people to the new curriculum.
From educational psychology, we know that "need" is the source of motivation. Interest is an intrinsic motivation, which is generated on the basis of need. Learning motivation is an internal motivation that directly promotes students' learning. Without this kind of motivation, students can't have initiative and enterprising spirit, and their attention is not easy to concentrate, let alone think positively, and it is impossible to achieve ideal teaching results. Therefore, in teaching, teachers should make full use of students' thirst for knowledge and curiosity, strive to create knowledge-seeking situations, make students have a strong interest in exploring mathematical knowledge, make necessary perceptual knowledge, and then gradually abstract and summarize mathematical concepts through language. Students change from passively accepting mathematical knowledge to actively hunting for knowledge, and are in the best psychological state, creating a good atmosphere for teaching new concepts.
Third, carefully design exercises to consolidate and deepen concepts.
Classroom practice is a feedback activity in teaching and a reflection signal of students' output information to teachers. Through practice, students can not only consolidate and deepen concepts, but also learn correct thinking methods and form skills through practice. Therefore, well-designed exercises and timely evaluation and correction can get twice the result with half the effort. To sum up, we are teaching concepts. If we can reasonably adopt various teaching means and methods according to students' actual life, age characteristics and teaching rules, and handle all links in the teaching process, we can make students' concepts clear and their abilities enhanced. So as to improve the efficiency of classroom teaching and lay a solid foundation for students' follow-up study.
Reflections on primary school mathematics teachers' teaching 5. Since the implementation of quality education today, the quality of our education and teaching has been obviously improved, but there are still more or less problems in the specific operation process, mainly reflected in the following aspects.
First, the teaching objectives are unclear.
Defining the teaching objectives of the new curriculum to be taught is the most basic teaching skill and the most basic requirement for teachers. However, many teachers can't do this. Most teachers think that their teaching objectives are very clear, and what they want to say and teach their students will be recorded clearly and implemented seriously, thinking that this will do. As we all know, teachers' teaching content can not only teach students knowledge, but also teach students why and how to learn. We should not only teach students skills, but also teach them the methods of learning and the truth of being a man. Specifically, the teacher just teaches the contents of the textbook to the students, and keeps preaching in class, which almost occupies most of the classroom time, and the students have no chance to play at all. In this process, teachers teach for the sake of teaching, write on the blackboard for the sake of writing, and attend classes for the sake of class, that is, not for the sake of students. After a class, we feel that the teacher is not helping the students to complete the learning task, but the students are helping the teacher to complete the teaching task. It can be seen that it is inaccurate not to consider students' teaching objectives, and it is incorrect not to set teaching objectives according to students. In the teaching process, teachers should take students as the center, take the classroom as the carrier, always think about students everywhere, and take the cultivation of students' quality and ability as the ultimate goal.
Second, the teaching method is incorrect.
Teachers' teaching methods refer to how teachers transfer knowledge to students in teaching activities. In the process of classroom teaching, teachers should study the problem of teaching, not how students learn. Teachers' classroom teaching needs to set certain teaching situations for students, which is the process of students absorbing and internalizing knowledge. But now many teachers only emphasize the externalization of classroom teaching and ignore students' understanding ability. Students' thinking ability and language expression ability are sometimes out of sync, but they may not be able to say what they think; Obviously I can do it myself, but I can't explain it clearly, but the teacher has to spend a lot of time explaining it to the students; Students have mastered the ability to analyze problems and use what they have learned to analyze practical problems in life. However, many teachers still have to spend their time on several abstract application problems for students to calculate. As a result, they have dampened students' interest in learning mathematics knowledge, stifled students' innovative consciousness and affected students' learning of mathematics content. The design of teachers' teaching process requires teachers to make reasonable teaching arrangements for teaching content to make it beneficial to students' learning. Therefore, teachers should consider the problem from the perspective of students, take students as the center, set up teaching links around students, and don't think too much about students. But in fact, many teachers do not fully consider students' feelings, and students have been in a passive state in the process of learning and become teachers' teaching tools. For example, when teaching students to learn application problems, teachers often prepare the knowledge for students to solve application problems in advance, instead of letting students come up with solutions themselves. In this way, students' thinking will be limited to a fixed range, which is not conducive to learning and improvement. In addition, with the continuous development of science and technology, multimedia and other teaching software are introduced into teaching, which should add vitality and vitality to teachers' teaching. However, many teachers blindly pursue the so-called "novelty" and "fashion", use teaching equipment too much, even abuse it, and overemphasize the role of multimedia, thus reducing students' activity time, not only failing to play its due role, but affecting teachers' teaching. Then, what kind of method is a good teaching method to promote teachers' teaching? I think it can be studied from the following aspects: first, teachers should update their educational concepts and make clear the real educational goals. Ideas determine behavior. Today's world is an era of rapid economic development and knowledge explosion. All kinds of information emerge one after another, so we have no energy to learn all the knowledge, and it is impossible to learn all of it. In this case, students must learn to adapt to the development rhythm of society and the times, teach students the correct learning methods, and teach students the survival concept of lifelong learning. As primary school math teachers, we should understand our tasks and responsibilities. In mathematics teaching, we should not only teach students some basic mathematics knowledge and skills, but also actively cultivate students' logical thinking ability and spatial consciousness. At the same time, it is necessary to cultivate students' interest in learning mathematics, establish lofty ideals and ambitions from an early age, and enhance students' confidence in learning mathematics. In this way, the teacher will not be angry because of the poor grades of the students; We will not design the classroom effect for the unilateral pursuit of formal perfection; There will be no "exam-oriented education" that unilaterally pursues the pass rate and enrollment rate. In this way, our math class will be full of vitality and new youth. Secondly, teachers should improve their own quality and change outdated teaching methods. The quality of teachers directly determines the success or failure of curriculum reform. With the transformation from exam-oriented education to quality education, this aspect is becoming more and more prominent. When implementing the 100 scoring system, teachers' achievements can be evaluated by quantifying students' scores. With the emergence of hierarchy, this dynamic thing has become blurred. This requires teachers to look at their work with a better attitude and a higher level. For example, when the grading system was first implemented, teachers discussed the problem of grading students' application problems: if the answer to an application problem is right, but the answer is wrong, is it a pass? According to the truth, this of course counts, because it does not affect the evaluation of students' learning level. However, some teachers think that if this is the case, then simply tell students not to write answers, which will not affect their grades anyway. This small problem just reflects the new topic brought by the reform. We should treat today's reform with higher ideological quality and consciously put more time and energy into the cultivation of students' study habits, innovative ability, learning interest and thinking ability, which are not immediate.
In a word, only when math teachers really have high quality can the classroom become a place for students to learn and a cradle for their growth, and can they find their own methods in teaching, so that classroom teaching can really achieve practical results. Problems and Countermeasures in Mathematics Teaching in Primary Schools
Reflections on the teaching of mathematics teachers in primary schools. The life of primary school mathematics is based on classroom teaching. The new curriculum standard likes to advocate the life of primary school mathematics, which is put forward in view of the serious disconnection between the teaching content and real life in traditional mathematics teaching, but it does not deny the traditional teaching methods. Life-oriented mathematics teaching in primary schools is conducive to stimulating students' interest in learning, improving their enthusiasm for learning, cultivating their creativity, improving their mathematical literacy and practical ability, and improving the effectiveness of mathematics teaching. Mathematics brings teaching into life, which accords with students' cognitive situation and psychological characteristics. Starting from the reality of students' life and connecting with existing life experience, students' learning efficiency will be higher. Based on the author's own teaching experience, this paper probes into the life-oriented mathematics teaching in primary schools. Mathematics teaching originates from real life, and the progress of life production provides the need for the development of mathematics teaching. Mathematics and real life are closely linked and inseparable. Life-oriented mathematics teaching is not only to apply mathematical knowledge to solve practical problems, but also to guide students to form scientific mathematical ideas and methods. In people's daily life, mathematical knowledge is everywhere, and people need to apply mathematical knowledge in daily consumption, bank interest settlement, delivery and management of property fees. Therefore, the mathematics curriculum standard under the new curriculum standard puts forward that primary school mathematics teaching should effectively connect with students' real life, create effective life situations for students' learning, guide students to acquire necessary mathematics knowledge, form scientific mathematics methods and improve their practical ability to solve problems.
First, the necessity of life-oriented primary school mathematics teaching
1, requirements for students' learning situation. Mathematics learning is of great value and significance to students' all-round development, but students are not interested in mathematics learning, and theory and practice are out of touch. They will not apply mathematics knowledge to real life and apply what they have learned. This has a certain relationship with the disadvantages of traditional mathematics teaching. In traditional teaching activities, students mainly listen and memorize mechanically in class, and the learning space is only limited in class. Students rely heavily on teachers, lack the initiative and innovation of exploration, and their practical ability can not be effectively improved. Therefore, it is necessary to improve the life-oriented mathematics teaching in primary schools.
2. Requirements of new textbooks. In the current field of education, the life of primary school mathematics has been highly valued by educators. In the process of compiling primary school mathematics textbooks, more attention is paid to the connection between textbooks and real life. However, there are still many problems in the actual compilation process. The real content of life is not closely linked, the topic of life lacks innovation, and life is out of touch with the requirements of the times. Therefore, it is necessary to constantly innovate teaching materials and fully enrich the teaching content.
3. The necessity of improving classroom teaching effect. At present, the traditional teaching mode is still adopted in primary school mathematics teaching, which pays attention to logical reasoning and ignores the extension of knowledge and the introduction of background. In classroom teaching, it is still "a blackboard, a pen and a mouth to the end". This traditional teaching mode is still rooted in classroom teaching. The two magic weapons of teachers in the teaching process are spoon-feeding teaching and sea tactics. Students have no time and space to think for themselves, lose interest in mathematics teaching, become more and more interested in mathematics teaching, and even get tired of learning. Therefore, to improve the effectiveness of mathematics teaching, we must strengthen the connection between mathematics and real life.
Second, the implementation of life-oriented mathematics teaching needs attention.
1, be careful not to pursue the prototype of life too much. The close combination of primary school mathematics teaching and real life is a concern in current education. Therefore, some teachers believe that all the teaching contents of primary school mathematics teaching should be linked with real life, otherwise it will not be a successful teaching. Some teachers implement life-oriented teaching in order to prove that they accept new teaching concepts and implement new teaching schemes. However, it should be noted that life needs to be related to the content of learning, rather than a tough and infinite life, which puts unnecessary life on the coat of life. We can often see that in daily teaching, some teachers try their best to design innovative teaching situations, some may have scientific basis, and some may make things up, which is easy to mislead students. It should be noted that teachers should not have the wrong idea that they can find prototypes in real life without mathematical knowledge. Some teachers think that life serves mathematics, but the development of mathematics actually serves people's production and life. Not all the teaching contents are suitable for life, and it is not necessary for teachers to create corresponding life situations in every class. There is no excuse. According to the actual teaching situation, according to the actual teaching content, it should help students to find, analyze and solve problems, improve their practical ability of hands-on operation, and improve their innovative consciousness and thinking.
2. The relationship between mathematics and life is more formal. In actual teaching, many teachers seem to be living, but in fact they simply add knowledge and life together, which is of little value to mathematics teaching and improving students' comprehensive quality. For example, how does the teacher explain that "you can definitely touch the red ball"? What the teacher often does is to let the students touch the ball and feel the possibility of touching balls of different colors. This is the superficial level of life. In education and teaching, we should first understand students' knowledge background, transfer students' knowledge base and life experience, guide students to actively participate in teaching practice, solve practical problems with their own real life experience, and feel the practical application value of mathematics. In teaching, combining knowledge with real life can easily stimulate students' curiosity, thirst for knowledge and comprehensive ability. For another example, when learning which method is more cost-effective, teachers can create such a life situation. In order to attract customers better, a supermarket has set up a turntable that can rotate freely. When customers spend all their money in 200 yuan, they can have a chance to turn around. When they stay in different areas of red, blue and yellow, they can get different shopping vouchers, but there are no shopping vouchers in other areas. If customers are not interested in spinning, they can directly get shopping vouchers from 20 yuan. Teachers want students to die, how to design is more cost-effective for customers. This design, which is closely related to real life, is conducive to students' active and serious thinking, to developing primary school students' thinking and to improving students' ability to solve practical problems. In short, the life-oriented teaching of primary school mathematics plays an important role, and primary school mathematics teachers should constantly think and explore to improve the effectiveness of mathematics education and teaching.
Reflections on the teaching of mathematics teachers in primary schools Part VII This lesson is the beginning of the teaching unit "Divider is the division of a single digit", which is based on the students' mastery of multiplication in the table and the corresponding division, and their mastery of the method of finding quotient by multiplication formula. The teaching content of this class is not only widely used in life, but also the basis of the next class "division estimation" and the following "division by writing", so this content is very important for 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 method of oral calculation division by applying the positive transfer of knowledge. So in this class, I mainly teach by letting students learn from each other in groups-returning the class to the students.
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 practice design, I adopted different forms of continuity, 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 teaching of primary school mathematics teachers 8 Reflections on the teaching of primary school mathematics: In the teaching of the new curriculum, I am delighted to see that the conservative receptive teaching mode has been replaced by lively primary school mathematics activities. The classroom is alive and the students are dynamic: they dare to think, ask, speak, do and argue, full of curiosity and desire to express.
Below, I reflect on the teaching of some specific cases, look at the curriculum reform from the changes of my classmates, and talk about my teaching experience:
Teaching reflection 1. Teaching from life makes students feel the joy of learning.
This semester's textbook has a lesson about "graphics and change". On the premise of students' understanding of rotation and translation, let students observe their daily life more. Where there is rotation and translation, come back the next day to answer. Students begin to become active and inspired. Every student is looking for an example in life. From this lesson, students can deeply feel the new concept of "everyone learns useful mathematics".
Teaching reflection ii. Communication allows students to share happiness and resources.
Students' existing life experience, activity experience and original life background are all good curriculum resources. In the lesson of "Preliminary Understanding of Grams and Kilograms", there is a question about what weighs about one kilogram. I think if students are given a few answers directly, they not only don't understand why, but also can't imagine how much a kilogram weighs. So I asked the students to bring two bags of salt from home, let them weigh it by hand, tell them that it is one kilogram, let the students form a sensory understanding from a general concept, and then weigh it.
Teaching reflection iii. Practice is the premise of learning mathematics well.
In the problem of "10 100 is 1000" in this semester's exercise, I think if there are no actual students, there will be no three-dimensional sense. So, I asked my classmates to bring small sticks to practice in class and put them on their hands, which inspired their enthusiasm for learning.
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