As an excellent teacher, one of our jobs is classroom teaching. Writing teaching reflection can sum up our teaching experience and refer to the teaching reflection we need! The following is a reflection on the teaching of Tian Ji Horse Racing in primary school mathematics (generally 6 articles) compiled by me for your reference only. Welcome to reading.

Reflections on Tian Ji Horse Racing Teaching in Primary Mathematics 1 This textbook introduces the application of "Game Theory" from the story of "Horse Racing in Tian Ji". Game theory studies what countermeasures competitors take to defeat their opponents. The story of "Tian Ji Horse Racing" may be understood by a few students, but not necessarily from the mathematical point of view. Here, students can experience the application of game theory in practice through stories and activities. It is difficult for fourth-grade students to learn advanced mathematical knowledge and methods such as optimization methods and game theory. In order to make students understand what they have learned and learn with interest, we should not only grasp the depth scale and improve teaching methods, but also make full use of teaching resources as far as possible to enrich and enrich classroom teaching content, so as to help students better understand these ideas and methods and understand the practical application of these mathematical methods.

Based on the above analysis and the actual situation of students, I changed the teaching design of books, and got a preliminary understanding of the application of game theory in solving practical problems through simple poker examples. In the activity, let students realize the diversity of problem-solving strategies, form the consciousness of finding the best solution to the problem, then ask them to solve the problem of horse racing in Tian Ji, and cultivate their thinking quality of careful analysis and careful thinking. Let students feel the extensive application of mathematics in daily life, try to solve simple problems in real life with mathematical methods, and initially cultivate students' application consciousness and ability to solve practical problems.

Students gain new knowledge and experience, whether cognitive or emotional, through independent inquiry learning, and then make their efforts clear by exchanging feelings and experiences, views and opinions in evaluation activities. This is the most relaxing, exciting and happy time for the students in this class. In this way, on the one hand, students know themselves, on the other hand, they also learn to evaluate their own learning.

I think the disadvantages are as follows:

The students didn't cooperate well and didn't grasp enough time. For example, when the teacher-student ratio is large, the second time students always refuse to play cards, wasting time and making the whole design not completed as scheduled. If the game is not over.

It also omits asking students to cite examples from life. This is also where I have doubts. Tian Ji's strategy is good, but in real life, there are almost no opponents who don't change horses like Wang Qi, especially in sports competitions now. There are examples in business, but I think it's too far away from students. In addition, I think it is not good enough to mobilize the classroom atmosphere.

Reflections on the teaching of "Tian Ji Horse Racing" in primary school mathematics 2 "Tian Ji Horse Racing" is the content of the fourth class of Unit 7 in the first volume of fourth grade mathematics. The textbook of this lesson introduces the application of "game theory" from the story of "horse racing in Tian Ji". This lesson is to guide students to experience the application of game theory in practice through stories and activities. The key point of learning is "to understand the application of game theory in solving problems through simple examples." The difficulty in learning is "to understand the importance of strategy by understanding the story of horse racing in Tianji."

In order to make students truly become the subjects of study and exploration, after the story of Tian Ji Horse Racing was broadcast, a question was raised: Is there any other way for Tian Ji to win the King of Qi? Can only Sun Bin's strategy win the King of Qi? Do you want to verify it? Once again, it aroused students' interest. Students explored knowledge with a positive attitude, and involuntarily entered the process of exploration and verification, so that students could understand things from the simple to the deep, and truly realized the importance of countermeasures in this competition. Let students list all the countermeasures completely in mutual communication, give students the initiative to think positively, and promote the information exchange and activities between teachers and students.

Reflection on students' learning situation: Due to the individual differences of students, it is impossible for some students to fill in all the strategies. As long as there are methods and ideas, everyone is not required to fill them out. In the process of enumerating strategies, students not only consolidate and apply collocation knowledge, but also stimulate students' enthusiasm for exploration, so that they can enjoy learning in the process of exploration. Individual children didn't master the content of this lesson well. When guiding the conditions needed to win, the children did not respond positively, and there was no scene of fierce debate in the preset. Maybe I didn't guide enough, and I was a little anxious about the link.

Future measures:

1. In the design form of exercises, they solve practical problems in life, thus realizing the application of mathematical knowledge in real life.

2. The practice content should have a certain gradient, which is beneficial for students to understand and consolidate what they have learned and form new skills and technologies.

3. Solving mathematical problems is often not only to get an answer, but more importantly, to restore the inquiry process of students getting answers, because it is this inquiry thinking process that shows the development of students' mathematical inquiry ability.

Reflections on Tian Ji Horse Racing Teaching in Primary Mathematics III. Mathematics Wide Angle-Tian Ji Horse Racing is a "countermeasure problem", which is the content of comprehensive practice and application of mathematics. The study of this class starts with the stories that students are familiar with. With the help of group cooperation with students' full interest, we find that mathematics knowledge can be seen everywhere in life and is also learned in competitions. When the interest is still unfinished, through games, further stimulate students' enthusiasm for learning and deepen their understanding of mathematics knowledge in this lesson. Reflection on the teaching of this class mainly has the following characteristics:

First of all, create a scene to find mathematical knowledge from the story.

At the beginning of the new class, let the students tell stories and introduce the application of "game theory". In this case, let the students know the whole story of "Tian Ji Horse Racing" first. This kind of pre-class lead-in stimulates their interest in learning and makes students have a good and happy learning mood. Next, I make full use of multimedia-assisted teaching, and through the dynamic story situation, let students feel the countermeasures in Tian Ji horse racing, lead to the content of inquiry, and improve their interest in learning. I can't help but think about exploring the "best countermeasures", starting from the students' existing life experience, so that students feel cordial and easy to understand. At the same time, students can experience the application of game theory in practice in a relaxed atmosphere.

Second, independent inquiry, looking for mathematical thinking methods from mathematical knowledge.

The game itself is a very abstract concept. Only when students have experienced the process of knowledge formation can they build a new knowledge system. So when solving problems, give students enough time and space to communicate and discuss. Teachers can guide students to try to find strategies to solve problems from the perspective of mathematics, so that students can learn to find the optimal solution in various schemes, improve their ability to solve problems and give full play to their intelligence.

Third, apply practice to realize the overall planning and optimization of mathematical thinking methods in life.

In the design of exercises, we pay attention to solving practical problems in life and other scenes, which improves the enthusiasm of students to complete exercises. In the design of content, a certain level is also arranged, which is conducive to understanding and consolidating the knowledge learned and forming new skills and techniques.

Fourth, the game is deepened, reflecting the strategy of solving mathematical problems.

Teachers can guide students to try to use the knowledge and methods they have learned to find strategies to solve problems from the perspective of mathematics, which promotes the complementarity and interconnection of knowledge, enables students to learn to listen, learn to empathize, learn to find the best solution among various schemes, improve students' ability to solve problems, and give full play to students' intelligence. Students experience the mathematical thinking method of logistics in pleasant games and cultivate the sense of optimization.

Reflections on the Teaching of Tian Ji Horse Racing in Primary School Mathematics 4 "Mathematics Wide Angle-Tian Ji Horse Racing" is based on the story of "Tian Ji Horse Racing", so that students can explore what strategies Tian Ji used to win the King of Qi. As soon as the teacher gave a topic, the students stood up and raised their hands to explain the story of "Tian Ji Horse Racing". After the story was finished, they enthusiastically discussed all possible countermeasures in the secret, and listed them one by one, and finally determined the countermeasures that the secret could win. When students learn this part of the content, they not only know what they have learned, but also know why they have learned it. Students are also very smart and lovely. Here, teachers don't have to worry about what students can't learn, which is in great contrast with students' enthusiasm and learning effect when learning normal mathematics content, which has to cause each of our math teachers to reflect.

A reflection: improve teaching methods and pay attention to learning methods.

In order to achieve the same teaching effect as "mathematics wide angle" in future teaching, mathematics teachers should first strengthen the study of new curriculum standards, update educational concepts in teaching, and strengthen the research of pedagogy and children's psychology. Teachers should communicate with students more, listen to students' suggestions in teaching methods, reflect on teaching every day and be students' bosom friends. In the teaching process, teachers should take students as the main body everywhere, the language should be vivid and humorous, adapt to the age characteristics of students, respect students everywhere, and do not hurt students' self-esteem, so as to create a relaxed and happy learning atmosphere for students in each class. Teachers should always be the organizers of teaching, the guides of learning and the participants of research, and teach students in accordance with their aptitude in all aspects of the teaching process. In terms of students' learning methods, teachers should guide students to learn to explore, cooperate and think, and combine knowledge learning with problem discussion, so that students can truly become the masters of learning.

Reflection 2: Stimulate students' interest in learning in mathematics teaching.

In teaching practice, I deeply realize that the best motivation for students to learn is to be interested in the materials they have learned, and strong curiosity is the motivation for students to have a strong thirst for knowledge. Once students are interested in what they have learned, their thinking will be in the best state of being active, happy and innovative, and there will be unexpected learning effects. In the "wide angle of mathematics" mentioned above, why do students have extraordinary learning effects when studying? The answer is that students are interested in the problem of "mathematical wide angle" design. In order to make students achieve the same effect in future teaching, teachers must strive to mobilize students' enthusiasm and initiative in learning.

Reflection 3: Flexible use of teaching materials in teaching.

When organizing teaching, teachers should fully understand the teaching materials, grasp the teaching materials flexibly, dig the teaching materials skillfully, make effective use of the teaching materials, and carefully process the boring teaching materials into the contents that students like. The content of "Mathematics Wide Angle" design is not only liked by students, but also a matter for students. In order to achieve the teaching effect of "wide angle of mathematics" in future teaching, knowledge should be structured. When designing teaching content, teachers can adjust the structure of knowledge and put together the content with similar knowledge or easily confused by students. For example, Unit 1 "Four Arithmetic" and Unit 3 "Arithmetic and Simple Calculation" in Volume 8, and the meaning of positive and negative proportions in Volume 12, a comparative study of positive and negative proportion application problems can stimulate students' enthusiasm for learning, encourage students to actively explore, constantly reflect and constantly create, and form a complete knowledge structure. Secondly, when designing lesson plans, teachers should make the knowledge content problematic, and when designing the learning content of each lesson, let students study with questions, so that students not only clarify their learning objectives, but also stimulate their desire for knowledge, and students will try their best to solve the problems. Thirdly, when organizing teaching, teachers should let knowledge return to students' life world and realize the experience of learning content. When designing teaching plans, teachers should try their best to dig out problems similar to "wide angle of mathematics", be close to the materials of students' society and real life, realize the transformation of teaching materials from material texts to life texts, and pay attention to experience. For example, when students study cuboids and cubes, teachers can ask students to measure the length, width and height of bricks and refrigerators to calculate the surface area, volume and volume. At the same time, teachers can also ask students to make a budget for their own home floor, painting walls and simple decoration. Let students not only master what they have learned, but also experience the application value of mathematics.

In short, through the "wide-angle mathematics" teaching, I realized that in every link of mathematics teaching, we should do everything possible to encourage students to study independently, explore hard, innovate constantly, want to learn, learn and enjoy learning, mobilize students' learning enthusiasm to the maximum extent, and put the new curriculum standards throughout the teaching.

Reflections on Tian Ji Horse Racing Teaching in Primary Mathematics 5. The course of horse racing in Tian Ji from a wide angle of mathematics is a "countermeasure problem", which is the content in the field of comprehensive practice and application of mathematics, and it is a relatively systematic and abstract mathematical method. Primary school students' thinking is mainly concrete thinking, and they are not ready to learn this knowledge comprehensively. So when I first chose this course as an open class of the Spring Rain Cup Speech Contest, the teachers in the same group said that this course was difficult for students to learn. Therefore, in teaching design, I pay special attention to how to make it easy and choose a teaching method that makes students interested and easy to understand.

I have highlighted several characteristics in the teaching design of this class:

First, boldly abandon teaching materials and choose poker games that students like. This will not only improve students' interest in learning, but also make it easier for students to understand the "best strategy" in digital form. Take the story of Tian Ji horse racing in the textbook as an attempt. In this way, we can realize the transition and extension from numbers to words, and penetrate the "optimal strategy" more deeply.

Second, pay attention to guiding students to learn deeply and infiltrate optimization ideas. Let students go through the process of finding out various possibilities and choosing the best strategy from them. Feel the optimization thought in mathematics.

Thirdly, it embodies the teaching idea that mathematics comes from life and serves life. For example, countermeasures are also used in sports competitions and military command. Let students try to use the knowledge and methods they have learned from the perspective of mathematics to find strategies to solve problems. Improve students' ability to solve problems.

Deficiencies in teaching:

First, the teacher didn't really "give full play to the students' dominant position" and talked too much. In the future, we should strive to make every student truly become a successful participant in exploring problems.

Second, their own language organization ability is poor. It needs to be constantly improved in the future teaching work.

Third, when trying to practice the story of horse racing, we should find the best strategy directly according to the methods obtained in the game, and don't let students explore all the schemes. It would be better to ask the following questions here: What would happen if Tian Ji played one more start? Guide students to think of other solutions, because it is difficult for students to explore all the solutions at once. I hope it can be improved in the future teaching.

Reflections on Tian Ji Horse Racing Teaching in Primary Mathematics 6. This semester's wide-angle mathematics makes students feel the mathematical thought in life and games. Let students have an unburdened baptism of mathematical thought. When I was teaching Tian Ji horse racing-countermeasures, the first thing I thought of was how to make the class interesting and how to let students learn knowledge through games.

First of all, I will introduce the games that students are most interested in. I regard myself as one of the students and play games with them instead of taking them to play games. At the same time, make your language more playful. Fortunately, the students are very active in this part of the class and try very hard to beat me.

Second, find the secret in the story. I didn't tell the students the secret of winning poker first, so they listened to the first paragraph of Tian Ji horse racing while watching. Children are often immune to stories. When they say they want to tell a story, they all listen quietly and seriously, and they will think with the plot of the story. Before I could ask questions, several children scrambled to say, "I know how Tian Ji hit Qi Weiwang." . But this is only for good children. I will take care of those backward children step by step. First of all, make clear the difference between the horses in Tianji and Qi Weiwang's horses, which is also the premise of using countermeasures. Then use enumeration to find out how Tian Ji can win. Finally, grasp the winning order and think deeply about the countermeasures used by Tian Ji.

Third, use countermeasures in the game. Back to the beginning of the poker game, the students had an epiphany and were eager to play again. Comply with the students' ideas, continue to play poker games, and let them experience the countermeasures again in card changing and confrontation layout.

Finally, let the students try to come up with their own countermeasures to defeat their opponents. Two people at the same table play a game of touching chess pieces.

Through this class, I also have the following thoughts:

First, after this class, I feel that my language is not infectious enough, and the evaluation language is not "powerful" enough to fully mobilize the enthusiasm of students. I believe that for some children, he is just joining in the fun. Especially in the last game, when the same table touched the chess pieces, the students were so involved that they forgot to think about the strategy of "ensuring victory". But this strategy is a bit difficult for students, so I think the teachers gave me good advice. I want to explain the strategy of horse racing in Tian Ji thoroughly, and the strategy of touching chess pieces will be discussed in a separate class.

Secondly, after class, I wonder if I can omit the link of listing all Tian Ji's coping strategies. After a class, I found that all the students can make a list. Many students habitually look for the countermeasures that Tian Ji can win at once, leaving other countermeasures alone. I think, although listing can be clearer, it also permeates a mathematical method and takes care of those underachievers. But when students do this, will they think that the teacher is carrying coals to Newcastle and knows things right away, so why write them all out first and then look for them? And I believe that even the underachievers can understand after other students have explained this method and truth.

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