1. Reflections on Mathematics Teaching in Senior One.
Senior one is a basic grade, which is different from junior high school, so I often sum up the problems existing in the teaching process. Improve the potential of teaching diagnosis, adjustment and error correction, and improve the sensitivity to problems in the teaching process. Develop self-reflective behavior and teaching habits. Breaking through the shackles of experience, let me move from an "experienced" teacher to a "scholar-oriented" teacher. It constitutes the potential of "learning and teaching". It can be seen from the usual exercises and tests that students' laziness is prominent. There are many materials to be understood in new knowledge, but memory is the basis of all learning, and personality is the memory of students, so it is easy to forget everything without reviewing for three days. Therefore, in the future teaching, I should pay attention to guiding students to remember, understand and master knowledge, mobilize students' learning intention and improve students' learning effect.
As a mathematics teacher, his primary task is to establish a correct view of mathematics and consciously promote the transformation of his own ideas, so as to realize the transformation from static, one-sided and mechanical reflection theory to dynamic and argumentative model theory. Personality is to realize the transformation from simple unconscious understanding to conscious understanding of the above problems.
We should look at students from a developmental perspective, so that there are people in our eyes and people in our hearts. "Someone in the eyes" means paying attention to the current students and cultivating their autonomy, initiative and creativity. Recognize and affirm students' dominant position in the teaching process, cherish and respect students' self-esteem and self-confidence. Cultivate students' self-care potential, stimulate students' interest and thirst for knowledge, take the initiative to participate, respect students' differences, and do not measure students by the same standard, let alone judge heroes by scores. Teachers should encourage students to ask "why?" "Do what?" How? "Encourage students to dare to refute, challenge authority and challenge textbooks. Cultivate students' innovative spirit.
For this semester's senior one mathematics education and teaching, I have reflected on the following aspects:
First, the reflection of teaching objectives
Teaching goal is the first link of teaching design and the program of a class. If you don't know the procedure clearly or make a mistake, you are doomed to lose the battle. For our new teacher, I think there are the following shortcomings:
1, not paying enough attention to the idea of teaching goal design, and goal design is a mere formality.
2. The design of teaching goals still focuses on cognitive goals, ignoring "emotional goals" and "potential goals". Emphasis is placed on the instillation of knowledge and the transmission of skills, and the educational function of textbooks is seriously ignored.
3. The design of teaching objectives is vague, unpredictable, not comprehensive and open enough.
The formulation of teaching objectives should conform to students' cognitive process and level. Too high or too low a teaching goal is not conducive to the development of students. Let the students jump up and pick peaches. "I can't even do such a simple question." "I won't do it after a few times." In such a situation, teachers should not blame students, but should deeply reflect on the reasons. Is it because students don't understand this way of explanation, or there are differences in understanding; Is the student not interested, or is the teacher not in place? It is the difficulty of teachers' formulation that is out of step with the difficulty of students' cognitive level; Is the teacher expecting too much, or does it take a process for students to understand new knowledge? ..... Teachers should fully understand students' existing cognitive level when designing teaching objectives, and on the basis of students' existing cognitive level, use effective means such as multimedia to mobilize students' intentions and stimulate students' interest, so that students can develop to a higher cognitive level through their own efforts with the help of teachers. Let students experience the joy of success and form a benign development. Teachers must not blame students and reflect on themselves, which will only backfire and turn simple problems into difficult problems for students. Therefore, teaching design should be able to stimulate students' enthusiasm and interest in learning mathematics and teach students the mathematics they need.
Second, the reflection on the teaching plan
In teaching design, there are still several shortcomings in the arrangement of teaching materials:
(1) Lack of textbook translation;
(2) Lack of analysis, synthesis, comparison, induction and overall systematization of the learned knowledge;
(3) Lack of spiral application design for the analysis and application of old knowledge;
(4) Lack of development and utilization of the educational function of textbooks;
(5) Lack of self-study experience.
Third, class reflection.
Listening to lectures is by no means simply evaluating the pros and cons of others, not paying attention to what the speaker is going to say, but thinking about how to handle the same information well, and then comparing the way the speaker handles problems with his expected way to find out the differences.
Fourth, solicit students' opinions
Teachers who are committed to improving teaching level often ask students for feedback on teaching, which is an important channel for teachers to reflect on teaching.
If a good teaching situation is designed in the classroom, students' willingness to learn is very high in the whole classroom. After class, I summarized the following two successful experiences:
(1) Grasping the essential characteristics of knowledge and designing some induction exercises can induce students to think attentively and stimulate their curiosity.
(2) The design of questions should not stay in the simple variant and superficial question-and-answer form, but should design some questions that can make students touch and think, so that students can stimulate their desire for new knowledge in the process of "observation, practice, induction, guess and proof".
The confusion that students encounter in learning is often the difficulty of a class. Recording the methods to solve students' puzzles in the teaching postscript will continuously enrich their teaching experience.
Fifth, remember students' unique views in teaching.
Students are the main body of learning and the practitioners of teaching materials. Through your own personal feelings, you will often have some unexpected good opinions. Sometimes students' solutions are unique, and teachers should record these opinions in time.
Sixth, the redesign of memory teaching.
After each class, we should make a comprehensive review and summary of the teaching situation. According to the teaching experience of this class and the feedback information of students, think about the teaching design of the next class and revise the teaching plan in time.
I believe that when teaching reflective behavior becomes a habit. I will definitely break through the shackles of experience and let myself move from an "experienced" teacher to a "scholar" teacher. It constitutes the potential of "learning and teaching".
2. Thinking about mathematics teaching in senior one.
I have been teaching for two and a half years since I left campus and started to work. 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 to make every exercise effective for students. 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.