As a people's teacher, to grow rapidly in classroom teaching, our teaching experience can be summarized in teaching reflection. How to write teaching reflection? The following are my serious reflections (5 selected articles) on the excellent math teaching after class in the seventh grade of junior high school, for reference only, and you are welcome to read.

Reflection on excellent teaching after class in seventh grade mathematics in junior middle school 1 This is an open math class I teach in the district. After listening to the class, the district group commented on the class, which gave me great inspiration and made me have more experience and thinking about teaching:

In the study of equations and their properties, I mainly use the teaching method of experiential inquiry to provide students with the opportunity to operate by themselves, guide students to explore and discover the properties of equations by using existing experience, knowledge and methods, and make students directly participate in teaching activities. Students gain perceptual knowledge of abstract mathematical theorems in hands-on operation, and then rise to rational knowledge through the guidance of teachers, thus gaining new knowledge. Make students' learning a process of re-creation, at the same time, let students learn the ideas and methods of acquiring knowledge, realize the importance of cooperation with others in the process of solving problems, and lay the foundation for students to acquire knowledge and explore and discover in the future.

Looking back at this lesson, I think there are still some problems in some teaching design and teaching process:

1, can't grasp the operation time correctly, and can't achieve the learning effect. As a teacher, the difficulty of experimental operation should be proportional to the given discussion time. Give more time to the more difficult operation problems, or give less time. This not only ensures the effectiveness of the experiment, but also does not waste time. However, when exploring the properties of the equation 1, it takes too long to experiment with the balance (10 minute), which always stays at one level, making the activity not really have the initial effect.

2. We didn't pay attention to cultivating students' diversity of thinking. In the inquiry process of mathematics teaching, the final result of the problem should be a process from "seeking differences" to "seeking common ground" step by step, instead of letting students think in the direction set by the teacher in advance at the beginning, which controls the development of students' thinking. For example, in the process of learning the properties of the equation 1, I guided it step by step and pulled it out layer by layer for fear of making mistakes, which limited students' thinking.

3. The "formula" in real estate 1 cannot be reasonably explained.

4. For the use of nature, I use the form of teachers asking students to answer, without taking into account the participation of all students.

Thoughts on excellent mathematics teaching after class in seventh grade of junior middle school II. Reflection on 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 objectives still only focuses on cognitive objectives, ignoring "emotional objectives" and "ability objectives". 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 procedures and cognitive 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 problem." "I have done this problem several times." In this case, teachers should not blame students, but should deeply reflect on the reasons for this situation. Whether students don't accept this kind 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 accept 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 arouse students' enthusiasm and 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 content:

(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 educational function of teaching content;

(5) Lack of self-study experience.

Reflection on excellent teaching after class in seventh grade junior high school mathematics 3 Compared with primary school mathematics, junior high school mathematics is more abstract and theoretical, because many students are very uncomfortable after entering junior high school, especially the first grade. After entering school, algebra first encounters negative numbers, which makes some students who are used to natural number operation feel at a loss and have fear, and makes some students who are good at mathematics in primary schools unable to adapt quickly and feel difficult. Freshmen enter junior high school math class. However, 50% of students think that "mathematics is the most difficult subject to learn". According to the survey, there is a common question in mathematics teaching: "How do we learn mathematics well?

As a math teacher, we should not be busy with new lessons, but should first teach students how to learn math. I have the following suggestions:

First of all, you should be interested in mathematics.

Some students find mathematics boring, so they don't like learning it. In fact, mathematics is closely related to real life. As long as we are interested in it, learning it is very easy.

Second, we should change our ideas.

In the primary school stage, especially in the sixth grade, through a lot of practice, you can obviously improve your grades. This is because primary school mathematics knowledge is relatively simple and easy to master. Through repeated practice, you can improve your proficiency and grades. Even so, your understanding of some problems is not deep enough, or even unknown. Junior high school mathematics is theoretical and abstract, so it needs to work hard, think more and learn more.

Third, improving the efficiency of class is the key.

Students spend most of their time in class when they are at school. So the efficiency of class determines the quality of academic performance. To improve the efficiency of lectures, we should pay attention to the following aspects:

1, preview before class can improve the pertinence of lectures.

The difficulty found in the preview is the focus of the lecture; New knowledge that you can't understand in preview; After preview, compare and analyze what you understand with the teacher's explanation to improve your thinking level; Preview can also cultivate your self-study ability.

2. Arrange courses reasonably.

First of all, we should make material and ideological preparations before class, so that we won't forget books, exercise books and other things in class. Secondly, we should concentrate on the class. Concentration is to devote yourself to classroom learning, from ear to ear, from eye to heart, from mouth to hand.

3. Review and reflect on the knowledge in class in time.

Fourth, do exercises and consolidate in time.

Some students think that I understand everything the teacher said in class and forget it in a few days. The crux of the problem is that there are not enough problems to be consolidated in time. Therefore, if you want to learn math well, you must do more problems and use them flexibly.

Reflection on Excellent Mathematics Teaching after Class in Grade 7 of Junior High School 4 Most of the Grade 7 students are teenagers, and they are in the stage of physical growth and knowledge growth. They are curious, enthusiastic, lively and full of vitality in all aspects. But they have poor self-control and lack of concentration. Let me talk about my experience in seventh grade mathematics this semester:

First, make clear the purpose of learning. The level of seventh-grade students' learning enthusiasm is generally determined by their learning motivation.

Second, carefully set up doubts, stimulate interest in learning, and ignite the spark of students' "love" for mathematics. Einstein famously said, "Interest is the best teacher." If a person has the mentor of "interest", his perception will be clear, his memory will be profound and lasting, and his learning will turn from passive to active. In teaching, we should pay special attention to attracting students with knowledge itself. Clever introduction and careful questioning make students eager for new knowledge and stimulate their enthusiasm and initiative in learning. For example, using the illustrations at the beginning of each chapter of the textbook to ask general practical questions can not only improve students' interest in learning, but also help students understand the learning purpose of each chapter; In addition, I also use the feedback of students' daily homework and unit test results to further stimulate and cultivate students' interest.

Third, carefully design the teaching process, change the classroom teaching methods, and adapt to the physiological and psychological characteristics. Students' learning psychological state is often directly affected by the classroom atmosphere. Therefore, it is necessary to mobilize students' inner learning psychology. When preparing lessons, we should determine the starting point, depth and breadth of teaching according to students' intellectual development level and psychological characteristics of mathematics, so that students at all levels can gain something. In order to adapt to the physiological characteristics that learning attention can not be concentrated for a long time, the teaching time of each class is no more than minutes, and the rest of the time is spent reading books or doing exercises.

Fourthly, integrate mathematical thoughts into classroom teaching. Mathematical concepts, ideas and methods are an important part and soul of mathematical science. While imparting knowledge, teachers should pay attention to the education of mathematical thinking methods, and timely and appropriately teach students reasoning and problem-solving thinking methods that are not specifically described in ordinary textbooks, which is conducive to improving students' initiative and ability to analyze and solve problems. For example, the chapter of rational numbers highlights the idea of combining numbers with shapes, introduces the corresponding relationship of numbers step by step, and inspires students to find and solve problems from both numbers and shapes. In practice, students are guided to think about the conclusions in general situations, and inductive thinking methods are infiltrated from them to promote the formation of thinking ability.

In fact, mathematical thought permeates the definition of concepts, the derivation of laws, the proof of theorems and specific answers, which requires teachers to tell the rare treasures that students can't see between the lines of textbooks from the perspective of methodology, and to tell the methods of decision-making and creation, which are carefully refined, deliberately infiltrated and often used.

Thoughts on optimizing teaching after class in the seventh grade of junior middle school. This semester, I am a math teacher in Grade One. I always feel that there are many shortcomings and reflections in teaching this semester. Many exams have found a serious problem. Many students have great problems in mastering basic questions. However, there are various mistakes in these seemingly short titles. In the usual teaching, students always feel that these problems are understood and there is no need to emphasize them more. However, this is actually a serious problem. It seems that it is necessary to further implement the feedback and correction of students' exercises in normal teaching.

In the usual teaching process, we ask students to hand in their math homework on time. The purpose is to discover the problems existing in students' homework in time, effectively implement the role of correction, implement feedback correction, and effectively understand, solve and correct on the same day, that is to say, feedback should be timely and correction should be in place. In addition, we should also pay attention to whether the feedback information is true and whether the correction method is effective. Because the feedback information is false or not completely true, then we can't find the problem, we can't fully understand the students' situation, and we won't take timely and accurate correction methods. I think we should pay attention to the following aspects:

First, pay attention to the timeliness of feedback error correction. In classroom teaching, we should pay attention to guiding students to concentrate, think diligently and speak and do things actively. Students' feedback information can be obtained by asking questions or acting on the blackboard. Generally speaking, questions, answers, comments and corrections should be closely combined, and comments and corrections should not be delayed for too long. It is best to solve problems in class and give timely feedback within one day.

Second, pay attention to the accuracy of feedback correction. In teaching, we should often go deep into students to understand their difficulties and requirements, actively and enthusiastically help them solve problems, let them feel the warmth of teachers, and try to taste the sweetness of learning and improvement by actively cooperating with teachers and truly providing information.

Third, pay attention to the flexibility of feedback error correction. We can use flexible and diverse feedback to correct the situation in teaching. You can design the marking scheme in advance, and you can also predict the places where students are prone to make mistakes. After obtaining the information, we should carefully analyze the nature of the problem and the causes of the problem, and then implement the corrective plan in a targeted manner. In the process of homework review, it is required to further confirm whether students plagiarize their homework and seriously revise their homework. In short, feedback correction must be implemented.

We need automatic consultation to correct it in time. To further cultivate students' automaticity and consciousness, of course, if we only emphasize students' automaticity and consciousness, but not our own, the result is not ideal.

In a word, feedback and error correction always go back and forth in teaching. Constantly strengthening feedback and error correction will definitely promote our teaching and students' learning. Therefore, we should pay attention to feedback and correction in the usual teaching.

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