Experience summary of teachers' reflection after class 1
For the college entrance examination class, the main task now is to reserve enough knowledge and experience to meet the college entrance examination. In recent years, most of the innovative questions in college entrance examination are series questions. Therefore, the main teaching goal of this class is to review the relevant knowledge points of arithmetic progression and master the common questions in the college entrance examination.
I arranged this class in this way: first, I summarized the average scores of the series of questions in the college entrance examination in recent five years, aiming at attracting students' attention; then I showed the review objectives of this class, so that students could understand the requirements of the examination outline; third, I asked students to sum up the knowledge points in this section and memorize them for a certain period of time, mainly by memorizing formulas, because this part of the questions is mainly about choosing appropriate formulas to solve problems; fourth, I am a typical example.
According to the learning goal of this class, I combine students' independent inquiry with teachers' timely guidance, and show the knowledge points to students in various ways, so that the teaching process is zero and not scattered, and the teaching activities are numerous and not chaotic, so that students can learn knowledge in a relaxed and happy atmosphere and broaden their horizons. The success of this lesson lies in:
1. In the process of classroom implementation, the teaching ideas are clear and definite, and students are highly motivated to answer questions. They can put forward their own different views on the solution of problems and find out the simplest and most effective solutions.
2. Teaching methods meet the teaching objectives. Review class is to consolidate what you have learned by summing up. Students can easily understand the important and difficult points through the review objectives of this lesson and intuitively understand the main points of the exam through typical examples.
Disadvantages:
1. The schedule is unreasonable. It takes too long for students to recite formulas. After-class reflection, if you show a few formulas for students to recite at the beginning, and then pass the examination of teachers or group members, you may get twice the result with half the effort.
2. "Release" is not strong enough. When analyzing typical examples, I always worry that some students with poor foundation will not. Students could have explained the method of solving problems, and I could have said it myself, so students didn't give enough initiative.
In the future teaching, I will pay attention to giving students enough time and space, building a platform for students to show themselves, fully trusting students' strength and arranging teaching time reasonably.
In short, prepare lessons carefully, you will have a lot of feelings after class, and sort out your gains and losses in teaching in time. If you prepare so carefully for each class, you will seriously reflect after each class, which will really inspire your future teaching. Don't starve that horse. Teaching reflection, logo design, teaching reflection, direction identification, teaching reflection
Summary of teachers' reflection experience after class II
We have finished learning a lesson from arithmetic progression. Looking back, I feel that students have a good grasp of definitions and general formulas, and some basic problems can be transformed into first terms and tolerances as required. You can use simple sex; Flexible transformation between five basic quantities; The atmosphere of classroom presentation and questioning is active. An important reason is that series mainly solves the problem of numbers. The essence of finding the general term of series is to find the law of series. This part is similar to the problem of finding laws that students have learned before, so it is easier and more interesting to learn. For example, students derive the general formula an = a 1+(n- 1) d, which cultivates students' reasoning ability and rigor of thinking. Students' problem solving has certain standardization.
However, there are still some unsatisfactory places. Students can't use the conditions in the topic in the right place, and their computing ability needs to be further cultivated. It is proved that a series is arithmetic progression, influenced by textbook examples, and the process is complicated. It is written as an+ 1-an = an-an- 1, which fails to grasp the definition and simplifies the question types, and is written as an+65438. The understanding of the meaning of the sum of the first n terms in arithmetic progression is not thorough enough, which leads to the incorrect expression of the sum of odd terms and even terms. There is a summation formula for finding the maximum value of the top n terms of arithmetic progression, but it is not skilled enough to study the maximum value from the general terms. In view of the above problems, we will consciously carry out targeted training in the subsequent geometric series teaching, and strive to make students master the key contents and important methods skillfully.
Experience summary of teachers' reflection after class
This lesson is the first lesson in studying arithmetic progression, focusing on cultivating students' basic knowledge and ability. Understand the concept of arithmetic progression, understand the derivation process of arithmetic progression's general formula, and cultivate students' ability of observation, analysis, induction and reasoning; Through practice, improve students' ability to analyze and solve problems.
In this course, students have a good grasp of definitions and general formulas, and some basic problems can be transformed into head terms and tolerances as required. You can use simple sex; Flexible transformation between basic quantities; The atmosphere of classroom presentation and questioning is active. A very important reason is that the series mainly solves the problem of numbers. The essence of finding the general term of sequence is to find the law of sequence. This part is similar to the problem of finding laws that students have learned before, so they are relaxed and interested in learning and have the enthusiasm to explore. For example, students use definitions to derive the general formula ana 1? (n 1)dnN_, to cultivate students' reasoning ability and rigor of thinking. Students' problem solving has certain standardization.
In this class, I always pay attention to "student-oriented", breaking the traditional teaching mode of teacher award and students listening. At first, let students study independently with questions and find them themselves; Then through cooperative inquiry, solve problems with collective wisdom; Finally, the teacher guided, commented and summarized, and the effect was good.
In this class, students' enthusiasm for learning is very high, but there is still a certain gap between design teaching and what students have learned, otherwise students' interest in learning will further increase. In the future teaching, in addition to teaching materials, students should be prepared. Because a good lesson depends not on how well the teacher speaks, but on how well the students learn.
In this class, teachers have full emotions to motivate students, infect students and create a good classroom psychological atmosphere. Because a relaxed and happy learning environment can stimulate students' interest in learning and develop their learning potential, thus helping them to accept new knowledge and form creative learning ability on the basis of acquiring new knowledge. Teachers play a guiding role. Teaching has the law, but teaching cannot. I believe that as long as we boldly explore and try, classroom teaching will be more exciting!
Experience summary of teachers' reflection after class
Inquiry teaching into the classroom provides students with a variety of activities. Here, I make full use of multimedia means, and adopt the methods of students reading aloud, group discussion, cooperative exchange and reporting results, individual answer, collective answer, student performance, and students saying that teachers wrote. I feel that students have a good grasp of definitions and general formulas. For some basic problems, I can use arithmetic progression's general formula to find one of the three and understand the idea of the equation as required. The derivation of arithmetic progression's general formula chooses incomplete induction and superposition to cultivate students' reasoning ability and emphasize the rigor of thinking. However, there are still some shortcomings in teaching:
1, according to the characteristics of arithmetic progression, some students will say that "the difference between the former item and the latter item is constant", so from the function point of view, we will talk about a series of function values corresponding to the independent variable from small to large, so from the perspective of later development, it is more appropriate to use "the difference between the latter item and the former item is constant".
2. "If the three numbers A, A and B are arithmetic progression, then we call A the arithmetic average of A and B". In fact, A is also the arithmetic average of B and A, that is, B, A and A are arithmetic progression.
Calm down and think about it, in the future teaching actually should also pay attention to:
1. When students prove arithmetic progression, they often use the difference of several consecutive terms as a constant, and come to the conclusion that this series is arithmetic progression. In fact, this is an incomplete induction, from special to general, this method is not rigorous. We should use arithmetic progression's.
Mathematical expressions to prove. How to use arithmetic progression's mathematical expression to prove that arithmetic progression also needs to use class time for special training, because the first question about series in the college entrance examination questions is often to prove arithmetic progression by definition.
2. When mathematical modeling is used to solve practical problems, it is by no means a few simple calculations. We must emphasize the format, solve practical problems, and explain the mathematical model clearly. This problem must not be ignored in the usual training. Be sure to repeat the text several times when answering questions, and ask students to use notes in the process of solving problems, so as to attract their attention and not lose the necessary text narration when learning to solve probability problems in the future.
Experience summary of teachers' reflection after class
The first round of review in senior three focuses on laying a solid foundation to solve doubts and doubts, and cultivating and improving students' ability to use knowledge to solve problems. This class is student-centered and teacher-led, which fully mobilizes the enthusiasm of students. Teachers have a natural teaching attitude, good affinity and harmonious classroom atmosphere. The teaching links are set loosely, starting with examples, exploring experiments, summarizing and refining, comprehensive application, strong sense of steps, high participation of students, good guidance from teachers and proper guidance, so that students can fully appreciate the joy of success, thus promoting their interest in learning.
1. The topic is targeted and the comments are in place.
The materials are selected from students' exercises, with strong pertinence and relatively concentrated content; Extracting conclusions from the comments and answers of students' questions conforms to the cognitive law from concrete to abstract.
2. Give full play to students' autonomy in learning.
Students show a high degree of participation and enthusiasm in class. Because the students have prepared a tutoring plan in advance for the content of this class, they have enough time to think and train. Through cooperative learning, they can further apply definitions to solve problems. Students actively participate in the whole process of review, especially the process of induction and arrangement, which provides students with sufficient exercise opportunities.
3. Complete the teaching task systematically and effectively.
Systematically plan the content of review and training to help students systematize the scattered knowledge they have learned. Pay attention to starting from students' understanding, and explore and improve mathematical methods and knowledge through students' experience in solving problems; Pay attention to details and error correction, and feedback the problems in the homework in time. Students' mistakes are corrected through comments, and students' thinking and creativity are improved.
Experience summary of teachers' reflection after class
A, teaching material analysis and ability requirements:
The sum of the first n items in the series is the key content of the series unit, and it is the extension of this question on the basis of fully understanding and mastering arithmetic progression's general term formula; Students are required to understand and master the formula and use it flexibly according to conditions to solve simple practical problems.
2. Emphasis and difficulty in teaching
Mathematical formulas are just symbols, which are easy for students to remember but difficult to use. So the memory of the formula depends on the understanding of the knowledge points. In the teaching of this section, I set an interesting math problem, with life knowledge as the introduction. Set questions are from easy to difficult. In the process of solving the problem, the topic of this section is led out step by step, so that students can find the laws and methods in the problem and summarize them, and finally get two formulas of arithmetic progression's first n sums; In class exercises, discussions and parts are added to help students improve their understanding and induction methods. By analyzing the first n terms and the four quantities in the formula, as long as we know any three of them, we can find the other one, which is summarized as the problem of "knowing one and seeking three" If two quantities are required, the formula can be combined with legislation to solve the problem. In this way, through the induction of problem-solving methods, students' problem-solving ability can be improved.
Three. Reflection on the Teaching Process
In the process of classroom implementation, the teaching ideas are clear and clear, students answer questions enthusiastically, and they can put forward their own different views on the solution of the problem and find out the simplest and most effective solution. Therefore, the derivation of arithmetic progression's pre-N formula has a scientific analysis process, and students have a clear idea and profound understanding of the formula, so as to achieve the preset goal before class. However, due to the compactness of teaching content and the excessive pursuit of teaching quantity, teaching and training focuses on the guidance of methods and ignores the detailed explanation of the process, which will have an adverse impact on students' computing ability and deformation ability, which will be reflected in the next day's homework. In addition, enumerating too many problem-solving methods improves students' problem-solving ability, but students don't have their own thinking space after class, which is insufficient for cultivating students' innovative thinking.
The experience summary of teachers' reflection after class
The author of the article Stars that we are studying now is Mr. Ba Jin. This article expresses the author's love for the starry sky by describing the different stars he sees, because it is a self-reading text. According to the teaching points of self-reading text, I adopted the following teaching methods and steps in the teaching activities of this class:
Because every student can see the starry sky every day and have a general understanding of the stars in daily life, but students are still not very clear about the starry sky, which is too far away from us, and modern people's understanding of the starry sky is also very limited, so I went to class before class to watch the starry sky at night and take a closer look at what is wonderful about the starry sky that we usually think is familiar with. In the formal class, I let the students read the text by themselves first, and have an impression of the description of this article. In the subsequent teaching, I made full use of the advantages of modern multimedia to play pictures of the starry sky and scientific explanations of some phenomena in the starry sky found on the Internet, and the students were full of interest in this knowledge.
After playing the multimedia, I guide the students to discuss the content of the text, find out which rhetorical devices are used in the article, what feelings are reflected by the metaphors and personification sentences used by the author in the article, and which sentences in the article do you think are the most beautiful. Students' enthusiasm for learning is very high, so I guided them to imitate the writing style of the article and wrote a short article in combination with the actual situation, which consolidated their study. However, I think there is still room for improvement in the classroom grasp in the teaching process, because I arrange the time very tightly in the teaching process of this course, leaving little time for students to think and study independently, which has a certain negative impact on the learning effect of students. In the future teaching, I want to allocate time reasonably to ensure students' independent learning and thinking time, so that students can study better and have better ability to control the classroom.
Experience summary of teachers' reflection after class
First, the choice of teaching strategies:
1, student-centered, fully mobilize students' learning enthusiasm.
"Internal cause is the fundamental reason for the development of things." It is the theoretical basis. According to the basic position of "set" in high school textbooks, it is also the first lesson of high school mathematics. First of all, although the main content is a little material for the collection and founder. But Cantor, the founder here, is young, pioneering, frustrated, sickly and scientific, and finally recognized. This tortuous life and great achievements have to make us respect him. Especially during the intermission of mental illness, I can also engage in research. His persistent spirit is worth learning, and at the same time, it can stimulate curiosity about what he has learned. What makes Cantor so persistent? Then, briefly introduce the basic position of set in mathematics to students. Let students feel the importance of learning this course well.
2. According to students' experience, cultivate students' ability to sum up laws.
According to the theory of cognitive psychology, the role of perception in organizing and explaining sensory information mainly depends on past experience. Therefore, when learning the concept of set, first of all, according to the common sense of "birds of a feather flock together, people are divided into groups", let students cite some examples in life, and then cite such examples in recent mathematics. One is to make a premise for summarizing the set, and the other is to make students realize that mathematics knowledge comes from practice. Then, by combining these examples that can form a set, we can naturally understand the concept of a set.
3. Choose different teaching methods according to the characteristics of teaching content.
(self-study, cooperation, teacher-student interaction, examples, practical exercises) The content of this lesson is complicated. Some simple things that need to be memorized are taught by students themselves. For example, the representation of sets, the notation of number sets, the concept of elements, the representation of elements, the relationship between elements and sets and the classification of sets. Students are required to teach themselves. As for the difficulty of element certainty, can the students who skip rope form a collection? Let the students discuss the problem. With regard to the difficulties that are different from each other, this paper first explains them through students' understanding of "different from each other", and then points out that when using a computer, two identical files cannot be stored at the same address. What if there are the same objects in a collection? By giving an example, "What is the set of 1, 1 and 0?" Then start the operation, put an apple, three oranges and four jujubes into a set (put them in a box).
4, according to the characteristics of students and teaching content, multi-angle and multi-level selection of exercises. (Oral answer, written answer, judgment, choice, solution) In order to enliven the classroom atmosphere, we also chose the form of answering questions and answering questions.
Second, the shortcomings in teaching and improvement methods.
1, lack of teaching experience, the ability to control the classroom needs to be strengthened. Timidity and slip of the tongue often appear in class, and the language organization ability in class needs to be improved.
2. For students, we should also strengthen the psychological quality training, and avoid the situation that simple questions can't be answered in class.
3. Mathematics teaching should not be limited to simple knowledge teaching, but also carry out ideological and moral education. There is no difference between teaching and educating people.
Experience summary of teachers' reflection after class
Firstly, the teaching process of the meaning and expression of set is briefly introduced.
1, the class standard of this class requires:
(1) Understand the meaning of set through examples;
(2) The set will be represented in an appropriate way;
(3) Cultivate students' ability of abstract generalization.
2. According to the requirements of the curriculum standard, I will determine the teaching focus of this course as follows: the meaning and expression of set; The difficulty is identified as: appropriate representation choice.
3. In order to break through the difficulties in teaching, I designed five links in this class, as follows:
(1) Create a situation and introduce a new lesson: In this link, I inspire and guide students to recall and list examples of sets they came into contact with in junior high school, such as the solution set of equations and the concept of circle. To enhance students' perceptual knowledge of the concept of set;
(2) Give the concept and learn new knowledge: In this link, I add some familiar examples on the basis of students' examples, and guide students to analyze their similarities and differences, and then give the expression of the meaning of set, so as to enhance students' understanding of it and let students explore symbols, representation methods, the relationship between elements and sets and other related knowledge on the basis of self-study;
(3) Classroom training, improving skills: In this session, I designed a number of examples and exercises combined with the teaching materials, and used various training methods such as collective answering, individual oral answering, questioning, written exercises, blackboard writing performance, etc. Explore what you have learned with students, so as to achieve the purpose of strengthening;
(4) class summary, timely consolidation: let students discuss and summarize what they have learned in this class, complement each other, sort out the knowledge system in time, and cultivate students' good study habits;
(5) After-school homework, expand and extend: set some necessary after-school homework according to the teaching content, which plays a role in consolidation and testing, and arrange flexible homework, so that students with conditions and spare capacity can use network resources to find relevant knowledge, broaden their horizons and enhance their interest.
Second, reflection on the teaching design of set concept;
Set is the first class for students in senior high school, and it is a knowledge point that students must master when learning mathematics. At the same time, set is an undefined original concept, which is both familiar and vague to students. Familiarity is because students have mastered a large number of examples of sets in junior high school mathematics learning and life experience, and fuzziness is because the description of the meaning of sets, the mathematical expression of sets and the relationship between elements and sets are not fully understood and accurate. At the same time, although this lesson is not difficult for students, there are many concepts and symbols, which are easy to be confused and need students to understand and remember. In the teaching process of this course, there are some phenomena and practices that are more or less eager to achieve success, so the time left for students to study independently and explore cooperatively is insufficient, the students' thinking space is not fully opened, and the students' display may not be enough. Some training exercises may be designed too comprehensively and the difficulty is not grasped properly.
Third, the concept set teaching reform ideas:
If I take this course again, I will choose interesting examples that are closer to the reality of students' lives to help students understand what they have learned and enhance their interest in learning. At the same time, leave enough time for students to study and explore, so that students can fully show their thinking process and learning results. At the same time, we can also strengthen students' participation and enthusiasm in class and improve classroom efficiency through learning plans, group cooperation, competitions and other learning methods.
Experience summary of teachers' reflection after class 10
When students enter high school, the first lesson in learning mathematics is assembly. Set is not only closely related to many contents of high school mathematics, but also has penetrated into many fields of natural science and is widely used. Mastering collective knowledge is not only the need of mathematics learning itself, but also the essential content of improving mathematics literacy in an all-round way. However, due to the abstract concept of set unit and many symbolic terms, the research methods are obviously different from those when learning junior high school mathematics, which makes some students feel difficult to adapt to set when they are beginners, often leading to problem-solving mistakes, forming thinking obstacles and even affecting the whole senior high school mathematics learning. In order to help students solve this problem, several matters worthy of attention in collective teaching
First, accurately grasp the concept of set and skillfully use the relationship between set and set to solve specific problems.
Abstract concepts and symbolic terms are the salient features of set units, such as the concepts of intersection, union and complement and their representations, the relationship between sets and elements and their representations, the relationship between sets and representations, the definitions of subsets, proper subset and sets, and so on. These concepts, relationships and representations can be used as the basis, starting point and even breakthrough point to solve the set problem. Therefore, if students want to learn the content of set well, they must grasp the concept of set accurately and skillfully use the relationship between set and set to solve specific problems.
Second, pay attention to understand the nature of the elements of the set, and learn to use the element analysis method to investigate the related problems of the set.
As we all know, a set can be regarded as the sum of some objects, and each object is called an element of this set. The elements in the collection have "three attributes":
(1) Certainty: The elements in the set should be certain and cannot be ambiguous;
(2) Reciprocity: the elements in the set should be different from each other, and the same element can only be counted as one in the set;
(3) Disorder: The elements in the set are out of order.
The relationship between sets, the operation of sets and so on are all defined from the perspective of elements. Therefore, when solving the set problem, grasping the characteristics of elements for analysis is equivalent to Petunia grasping the nose.
Third, understand the mathematical thinking method contained in the set problem and master the basic law of solving the set problem.
Bruner said that mastering mathematical thoughts can make mathematics easier to understand and remember, and understanding mathematical thoughts is a "bright road" to the road of migration. There are rich mathematical ideas in the set unit, such as the idea of combining numbers with shapes, the idea of classified discussion, the idea of equivalent transformation, and the idea of opposing what is difficult, which are very active. In the process of learning, paying attention to mining, refining and infiltrating these mathematical ideas can not only effectively master set knowledge and control the solution of set problems, but also have great significance in developing intelligence, cultivating ability and optimizing thinking quality.
Fourth, pay attention to the particularity of empty set, so as to prevent the problem-solving mistakes caused by ignoring the special situation of empty set.
Empty set is a very important special set, which has the function of "empty set is empty, but it does something". In the process of solving problems, we should always pay attention to the possibility of empty sets, otherwise it will easily lead to mistakes in solving problems. We must attach great importance to this.
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