Summary report on after-class teaching reflection 1
The main goal of this lesson is to help students construct the knowledge system of formulas and equations, express the quantitative relationship with letters, and master the relevant knowledge of equations.
Before class, some students can simply sort out some knowledge by explaining and equations, although some students can't completely sort out what they have learned. By introducing examples, students can be guided to think about the relationship between these knowledge. On the basis of students' practice, the knowledge sorted out by students can form a relatively complete review content, which can highlight the main role of students in the process of knowledge sorting, deepen students' understanding of knowledge and enhance the review effect.
In fact, at the beginning of this class, students were not expected to be confused about the knowledge points of this class, so that many students did not respond in teaching. After the teacher asked questions, the students seemed to know nothing. Because of their previous teaching experience, this situation is presupposed. When students can't solve problems well, they can put them aside and practice a few specific examples, and their thinking and knowledge system will gradually become clear.
Teaching design must consider the actual situation of students and start from their existing experience. We can't think that students can understand what they have learned just by reviewing. For example, when solving problems with equations, students with simple questions do well, but some students can't analyze the questions well and find out the relationships among them. It can also be seen that these students have not mastered this part of knowledge. In the next review, you can focus on reviewing this part of knowledge.
Summary report on after-class teaching reflection II
Formulas and equations focus on reviewing numbers represented by letters, simple equations and their applications.
Success:
Hierarchical learning helps students sort out their knowledge. It is mainly divided into two levels in teaching:
The first level: learn to use the denominator to represent numbers. In teaching, first point out the function of using letters to represent numbers, and then let students say what you will represent with letters. Here, we should focus on giving students examples to inspire them to understand the numbers represented by letters through more examples. On this basis, students are asked to review and summarize what should be paid attention to when writing the multiplication of numbers and letters, and through the practice of line matching, the formulas containing letters are linked with the corresponding meanings expressed in words. The essence of this kind of exercise is the training of mathematical language, which can help students master the transformation between symbolic form and written form of mathematical language, and is also an auxiliary exercise of algebraic writing.
The second level: learning simple equations and their applications. In teaching, we should attach importance to the study of the concept of equation and inspire students to recall the basis for solving the equation, that is, the two basic properties of the equation. Finally, the key to learning the steps of solving problems is the foundation of equations, that is, the equality relationship.
Through such hierarchical learning, students can feel the hierarchy of various knowledge points and play a role in combing knowledge.
Disadvantages:
1. You can't go deep into every knowledge point, you can only taste it.
2. The amount of practice is small, especially many types of equation solving can't be reflected in this course.
Improvement:
You can prepare a certain amount of exercises for each knowledge point you have learned, which is conducive to the consolidation and promotion of knowledge points and the good digestion of each knowledge point by students.
Summary report on after-class teaching reflection 3
Two days ago, I explained the solution of simple equations, addition, subtraction, multiplication and division. I think the children accepted it well. After a class, I practiced a lot of questions, and every child can be handy. I am still a little gratified. But today it surprised me.
Examples 4 and 5 were explained in class yesterday. Children have a preliminary understanding of complex equations, but they are also familiar with each step of analysis. The combination of simple equations becomes complicated, so it is not difficult to master the operation order. Combine the illustrations of examples, separate the examples of colored pencils, and then divide what into what, so that students can understand that the specific formula is also combined with physical drawings. First, consider 3x as a whole, and the remaining four markers. If you want to get a whole box of X-colored pens, you have to distribute 3 whole boxes evenly, so that children can understand the meaning of each step, and they can know to deal with the extra colored pens first, and then consider the whole box of colored pens. This understanding is not a problem. I have practiced several similar questions, which is also very convenient. The explanation of Example 5 is a bit difficult. Children don't quite understand how to treat brackets as a whole, but they can do it through explanation and practice.
I want to check what I learned yesterday today, and the result gives me a headache. Why do many students lose their minds in one night, leaving six problems, and a few good students can work them out smoothly? Most of the students are still thinking, and they helped several poor students after class. It turned out that they forgot the simple equation solution they had learned before, so they had to give their children time to digest. Meeting in class doesn't mean that they never forget, just practice more.
Summary report on after-class teaching reflection 4
When teaching simple equations in the ninth volume of nine-year compulsory primary school mathematics in the current people's education edition, it is found that the current textbook is different from the previous edition:
The previous teaching method was to add two addends, find one addend and subtract the other addend, that is, addend = and-addend; Multiply two factors to find one factor, and divide the product by another factor, that is, factor = product/factor ";
The current teaching method is similar to junior high school, that is, when solving the equation, add or subtract a number on both sides of the equation or multiply or divide a non-zero number at the same time. However, the difference between junior high school and junior high school is that the way of thinking is the same.
In teaching, it is found that it is difficult for primary school students to master this method, which is mainly manifested in:
First, using letters to represent numbers is not acceptable, easy to understand and unaccustomed;
Second, using an algebraic expression to represent a number or result is not understood;
Third, the simple operation between letters and numbers, letters and letters are incomprehensible, such as a2=a×a, 2a=a+a, and x-5 is used to represent a number.
We know that formula thinking and equation thinking are two different ways of thinking. In some complicated problems, formulas are difficult to work out, but it is much easier to use equations. The current primary school textbooks have the significance of improving equation teaching, aiming at cultivating students' thinking ability and facilitating the connection with junior high schools.
In teaching practice, we find that students can master it well through practice.
Summary report on after-class teaching reflection 5
Unit 5 "One-dimensional equation" in the first volume of mathematics in the fifth grade of compulsory education primary school presents five examples in solving one-dimensional equation.
Among them, the example 1 takes X+3=9 as an example to discuss the equation solution of x plus or minus a certain number. The focus of teaching is to use the properties of equation 1 to solve the equation and introduce the concepts of equation solution and equation solution. As shown in the figure:
In order to show the whole process of solving the equation intuitively, three balanced demonstration diagrams are used in the example to show the complete thinking process of understanding the equation, which is commendable. For students, such graphic analysis helps students explore and understand themselves, learn to solve simple equations, and thus learn how to solve simple equations.
But here's the problem. In the example 1, there is no complete demonstration of the problem-solving process, only the demonstration of the inspection process. As shown in the above picture. However, the complete demonstration appears in Example 3. Example 1 After solving the equation with equation property 1, Example 2 solved the equation with equation property 2, and then progressed to Example 3 to complete the equation transformation solution (the unknown is located in the position of subtraction and divisor, which belongs to the inverse solution equation), and a complete demonstration of solving the equation was obtained.
From the perspective of learning psychology, students' first impression of new knowledge points is extremely important. Learning new knowledge for the first time is an important first step from ignorance to knowledge and from ignorance to understanding. This step is extremely important for students. The first time is new, and the brain is excited to accept new knowledge. At this time, whether it is straight or oblique, the scores of understanding and memory are the deepest. Once you leave, it's harder to change. As a teacher, we must attach importance to students' first contact with new knowledge, and "making up after class" is more effective.
The arrangement of study materials really makes me scratch my head. I can see clearly at a glance, and I can work out the standard of the equation by reading and teaching myself. Such basic knowledge points can only be fully presented in Example 3. In the actual classroom teaching, it is a bit unsatisfactory, and some do not conform to the cognitive law of students' learning.
Summary report on after-school teaching reflection 6
Solving equations is the first calculation class for students since they came into contact with equations, so they can understand the concepts of "solving equations" and "solving equations". Will use the balance of the balance to understand simple equations. On the basis of children's interest, I adopt the form of preview before class and communication in class. Most children can master the solution of equations on the basis of the whole class preview, but some children don't. Reflection is as follows:
1, show the preview outline for children to preview according to the facts.
In order to make children form conscious study habits, teachers guide children to preview and put forward the following three questions:
1. What is the solution of the equation? Give examples.
Second, what is solving equations? On what basis do you solve this equation?
Third, how to test the equation?
Many children can explore these questions and deeply understand their meanings.
2. Communication in class.
Communication is the collision of students' thinking sparks. For what is the solution of the equation, the children give examples and interpret the meaning of the solution of the equation according to the examples. In the process of communicating what to use to solve the equation, children express their opinions, some use the relationship between the addition parts, some use the properties of the equation, and some use the interface. Show the methods to everyone in turn, so that children can understand the meaning of the solution of the equation and the process of solving the equation. Then determine a unified solution. Children are very interested in this link, and most children can learn to solve equations by using the properties of equations. The whole process allows children to discover laws and methods in their exploration, and students are willing to learn and have a solid understanding of concepts.
Summary report on after-school teaching reflection 7
During this time, we are all learning the relevant knowledge of education and teaching reform. Through learning, we have gained a lot and provided better guidance for my future education and teaching work. Let me talk about my feelings. I am deeply touched by the idea of tolerance.
First of all, the change of teachers' roles reflects the tolerance between teachers and students.
With the in-depth development of education reform, almost every school has raised the banner of education reform, and the government has also put education reform and school improvement on the priority agenda. The curriculum reform of basic education requires teachers as participants, and must break the "teacher-centered" and build a democratic, equal and cooperative classroom "cultural ecology". Teachers should move from condescending authority to equal chief, seek truth with students and share the joy of their success. The teaching process is no longer a monologue of teachers, but a constant dialogue between teachers and students. Teachers should stimulate students' interest in learning and guide them to explore constantly. Among them, teachers mainly encourage students to actively participate in activities and gain positive experience, and actively propose solutions to problems. Teachers become organizers, participants, helpers, guides and promoters of students' learning. The exertion of students' subjectivity needs freedom, and tolerance is the guarantee of freedom. Without tolerance, there is no freedom. The change of teachers' role is the expression of our initiative to create a tolerant atmosphere.
For students, the teacher's deep tolerance for students provides students with opportunities and space to fully express themselves, thus opening an epiphany, conducting more effective education and cultivating students' ability to judge right and wrong. For teachers, in the era of rapid development of science and technology, network communication technology makes teachers no longer have absolute authority advantage, and this role change is also an tolerance for teachers' limited personal ability.
Second, the selectivity of curriculum structure reflects the tolerance of individual differences of students.
The curriculum structure is selective, the curriculum is diversified, the teaching organization system is flexible, the proportion of elective courses is increased, the diversified needs of students are met, the development of students' personality is promoted, and conditions are created for the formation of a tolerant culture. In the short term, the selectivity of curriculum structure provides certain conditions for the free development of students' studies and the cultivation of creativity. In the long run, this will enable students to learn to know themselves, respect themselves and be responsible for their choices as soon as possible before entering the society. Giving students the freedom to choose is to admit their differences and tolerate them.
Third, the comprehensiveness of the curriculum structure reflects the inclusiveness of disciplines.
The new curriculum emphasizes comprehensiveness and overcomes the tendency of too many subjects and mutual independence. Therefore, this kind of integration embodied in the curriculum can enable students to learn tolerance indirectly from comprehensive disciplines, and can also handle and solve practical problems from a comprehensive perspective and multiple perspectives after experiencing comprehensive discipline education.
Education reform can't be achieved overnight, and it needs mutual tolerance and joint efforts among the government, schools, teachers, parents and students. The reform of basic education has a long way to go, and we should work harder.
From this, we have a deeper understanding of Mr. Tao Xingzhi's "life is education", and children have the ability to think and decide after experience, and learn effectively when making mistakes and correcting them. Children's learning ability is sustainable, and so is their growth motivation! Therefore, it is necessary to "1" to emancipate children's minds; 2. Liberate children's hands; 3. Liberate the child's mouth; 4. Liberate children's space; 5, the time to liberate children. "
The development of social economy inevitably requires higher and higher education, and the reform of education must adapt to and even lead the development of society. Therefore, the transformation from "exam-oriented education" to "quality education" is the inevitable trend of education development and the inevitable requirement of the development of the times. In quality education, we advance in exploration, innovate in development, innovate ideas, seek higher, faster and stronger development, and constantly promote the reform and development of basic education in China.
Summary report on after-class teaching reflection 8
Reflection is an important mathematical activity, the core motivation of mathematical activities, a positive thinking activity and exploration behavior, and assimilation, exploration, discovery and re-creation.
Teaching reflection is a process in which teachers consciously take their own classroom teaching practice as the object of thinking, and examine and analyze the teaching activities that have happened or are happening, as well as the theories and assumptions behind these teaching activities. Its purpose is to make teaching activities enter a more optimized state, make students develop more fully, and make teachers grow faster and more professional. Reflection is not a simple act after the event, but also includes reflection before and during the process.
The meaning of reflection; Reflection is an important mathematical activity, the core motivation of mathematical activities, a positive thinking activity and exploration behavior, and assimilation, exploration, discovery and re-creation. "This makes us realize the importance of reflection. The significance of mathematics teachers' teaching reflection lies in:
Reflection on the teaching classroom;
(1) Rethink whether a teacher is the master of the classroom or the organizer of students' learning in teaching behavior.
Students are the masters of learning, and an important task of teachers is to provide students with space and time for cooperation and communication, which is the most important learning resource environment for students' autonomous learning. In teaching, teachers can adopt various forms of classroom teaching organization, such as individual study, deskmate communication, group cooperation, inter-group communication, class communication and so on. These forms create a space for students to cooperate and communicate, and teachers must also provide students with sufficient time for independent study, so that they can have a relaxed and harmonious learning environment. For example, in the "Tangram" section, I asked students to design a pair of tangrams and put the figures together. The students are very interested in hands-on operation. Many students have designed clever jigsaw puzzles and spelled out many meaningful figures. Clever conception and rich imagination are refreshing. At that moment, the students realized the fun of their communication and success.
(2) Rethink whether teachers are the guide of students' knowledge acquisition or the dominator of knowledge transmission in teaching behavior.
Traditional teaching methods think that "preaching, teaching and solving doubts" is the bounden duty of teachers, and the task of teachers in class is to try every means to impart knowledge to students, so that students are completely in a passive position and their thinking activities are completely led by teachers. This teaching method can't explore students' potential and hinder their development. The task of teachers is not only to teach students knowledge, but also to guide students to explore and acquire knowledge independently. The content of guidance includes not only methods and thinking, but also the value of being a man. Guidance can be manifested as enlightenment and encouragement. When students get lost, we should guide them to find the right direction and encourage them to overcome difficulties when they encounter difficulties.
(3) Reflection on whether teachers are "teachers with dignity" or collaborators in students' learning.
In classroom teaching, the role of teachers can not be ignored. In the past teaching, it was impossible to shorten the distance between teachers and students, to carry out emotional communication between teachers and students, and to form a good teacher-student relationship and a democratic classroom atmosphere. To change this form, teachers should take the initiative to change from "standing on the podium" to "walking among students", make themselves a member of the students, discuss the problems in learning with the students, and exchange their experiences with the students in a tone of communication, cooperation and discussion, so that the students can have a sense of closeness and trust in the teacher. When I encounter any problems, I am willing to talk to the teacher.
Because mathematical thinking itself is a kind of reflective thinking, in essence, mathematics is the queen of science, mathematics is the foundation of all sciences, and mathematics is a kind of spirit, that is, rational spirit. Mathematics is so important that it stands at the peak of science to expand people's intelligence and explore the truth. The research results of mathematics are passed on to physics, chemistry and other natural disciplines, changing the lives of ordinary people. Mathematics is so beautiful. In the eyes of mathematicians, it is poetry, song and painting. Mathematics is full of beauty of formula, logic and order, which fascinates mathematicians. Therefore, it is more important to reflect on mathematics teaching.
Only through teaching reflection can we improve teachers' teaching level, incorporate teachers' subconscious activities into teachers' conscious activities, improve teachers' educational and scientific research ability, and make mathematics teaching level move towards a higher and more effective realm.
Summary report on after-school teaching reflection 9
In the past month, I was able to actively adapt to the new teaching requirements, abide by the rules and regulations of the school, and earnestly perform my post responsibilities, so that the teaching work was carried out and completed in a planned, organized and step-by-step manner. In order to make greater progress in my future work, I make the following summary and reflection on my teaching work in the past month, so as to find the gap, overcome the shortcomings, sum up the experience and lessons, and thus promote my teaching work in by going up one flight of stairs.
First, prepare lessons carefully, learn to reflect, prepare lessons carefully, insist on preparing students, textbooks and teaching methods, arrange teaching progress reasonably according to the content of textbooks and the actual situation of students, and carefully design teaching plans. Make plans before class and make various interesting teaching AIDS to attract students' attention. After class, do a good summary before class, write a good reflection on teaching, and carefully collect the knowledge points of each class on time.
Second, consult other teachers with an open mind. If you have any questions, you must ask them. In the study of each chapter, actively seek the opinions of other teachers and learn their methods. At the same time, we should listen to teachers' lessons more, learn from others' advantages while listening, overcome our own shortcomings and constantly improve teaching methods.
Third, carefully correcting homework should be accurate, targeted and hierarchical. At the same time, correct students' homework in time, carefully analyze and record students' homework, classify and summarize the problems existing in their homework items, make a thorough evaluation, and improve teaching methods in time according to the relevant situation, so as to be targeted. Fourth, the direction of future efforts is endless, never too old to learn. I will constantly update and enrich my knowledge and strive to become a knowledgeable teacher. Because we are educators who face students directly, students will ask any questions, and often they will ask them in the end. Without extensive knowledge, students cannot get a good education.
In my future work, I must always seize all available opportunities, have heart-to-heart communication with students, and gradually infiltrate the education of love into students' behavior habits, manners, ideology and morality. When students quarrel over trifles, we should patiently educate them and tell them to care about others. For students with backward academic qualifications, we should care about them in their ideological life, encourage them often, help them solve their learning difficulties, and give them confidence in learning.
Summary report on after-class teaching reflection 10
"Spring Bamboo Shoots" describes the scene of spring bamboo shoots emerging from the ground and growing sturdily. It enthusiastically praised the tenacious vitality of bamboo shoots. The language of the text is lively and interesting. The language is concise and lively, full of rhythm. It is a beautiful little prose poem, which is very suitable for students to read.
In teaching, I seize a word "fun" and start with it to mobilize students' sensory cognition, so as to integrate into the text and gain experience.
The pictures are intuitive and vivid. Using pictures to reproduce the scene of the text and visualize the content of the text not only conforms to the cognitive characteristics of students' willingness to accept and understand images, but also stimulates students' interest in the text. When teaching, I use multimedia animation effect to show students how bamboo shoots wake up, break ground, climb mountains and grow happily in the spring breeze and spring rain, which makes them interested in seeing and reading in person and opens the door to success for emotional reading.
Let students play the role in the text to interpret the plot in the text, which can make them feel intimate and naturally deepen their inner experience. The images described in this paper directly affect students' senses, which will make them particularly excited, enthusiastic and impressed. "A spring thunder woke up the spring bamboo shoots." The children who played the role of spring bamboo shoots stretched themselves, woke up leisurely, and suddenly stood up, "breaking ground and turning stones" (imaginary stones: books on their heads). Between one stop and one lift, I really felt the tenacious growth will of bamboo shoots. What power is needed for "breakthrough" and "subversion"! At this time, the classroom atmosphere is active and the students' passion is stimulated. If you watch this passage again, the effect will be different. At the end of the article, with the dynamic and lively music, children spread their arms and stand out from the crowd, growing up in the spring breeze, growing up in the sun, rising in the spring rain, rising again and again. Aren't those vibrant little bamboo shoots?
Reflecting on today's classroom, there are two shortcomings. The first is that the classroom rhythm is not well grasped. Literacy and writing should be an important part in the teaching of lower grades, but the biggest mistake in this class is that the time for writing to children at the end is too short to achieve the real training purpose. Secondly, the basic skills are not solid. Before teaching senior students, I didn't pay much attention to their writing, so my blackboard writing was very casual. As a result, I found my own shortcomings in the lower grades. In every class, I teach students to demonstrate Chinese characters one by one in the copybook, but there are still cases where the writing is not standardized and the writing is not good-looking. This is the case when Fan wrote "Chong" in class today. In order not to have a bad influence on the students, I erased it and rewritten it.
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