As an excellent teacher, we should grow rapidly in teaching, and teaching reflection can record our classroom experience well. So what problems should we pay attention to when writing teaching reflection? The following are my teaching reflections (9 selected articles) after the second volume "Inverse Proportion" in the sixth grade mathematics of Beijing Normal University, hoping to help you.
Reflections on the inverse proportion teaching of the sixth grade mathematics: the inverse ratio of 1 is an important quantitative relationship, which permeates the idea of elementary function and is a key point in the sixth grade mathematics teaching. How to make students understand and master this important content effectively? In inverse proportion teaching, I made some attempts:
1, create scenarios to stimulate the desire for knowledge. I explore materials from the real life around me, so that students can find math problems from them, thus introducing learning content and learning goals. This stimulates students' interest in learning mathematics, arouses their enthusiasm and initiative for independent participation, creates a realistic background for students to explore new knowledge independently, and stimulates positive emotional attitudes.
2. Explore deeply and understand the meaning. I lost no time in organizing students' cooperative learning, and discussed and analyzed two situational problems. Students themselves have figured out the quantitative relationship of inverse ratio between two quantities, initially understood the meaning of inverse ratio, and experienced the fun of exploring new knowledge and discovering laws.
Disadvantages:
1. In teaching, I feel that there is still not enough time for students to think. I didn't give students enough time to think, do and explore themselves. I feel a little stuck.
2. In the aspect of questioning, we pay too much attention to the mastery of knowledge by students who study well, and too little knowledge expansion training for students with learning difficulties, so we should pay more attention to the whole class.
Therefore, in the future study, students should be allowed to design their own questions, ask each other questions, make up their own questions, explore themselves, ask their own questions and discover themselves. In the current teaching thinking and teaching mode, we should make some innovations to let students do it more freely. I think the effect will be better.
Reflections on the inverse proportion teaching of the sixth grade mathematics in primary school. 2. Because a colleague asked for leave, I took over the math teaching of grade six from last Thursday, which was really a big challenge for me.
I watched the teacher's class playback and looked for the content of the last lesson. In the playback, I found that some children have some wrong understandings of the meaning of positive proportion. Two related quantities, their proportions remain the same, and one number expands as the other. Children take it for granted that inflation is directly proportional, and if both related quantities are reduced, it is inversely proportional. This naturally forms a wrong understanding of learning inverse proportion.
So, before class, I mentioned this point, and then I mentioned the names of students who have this misunderstanding, so as to remind students where to attend classes and how to compare their studies. I will stop to consolidate such problems when designing in the middle. After learning new knowledge, in order to deepen students' impression, we also specially arranged exercises and differences between proportional and inverse proportion. Students mentioned more, one is the quotient obtained by division, and the other is the product of two multipliers. It is further found that one is a constant ratio and the other is a constant product, and then the proportional changes of the two quantities are the same, that is, both expansion and contraction decrease, while the inverse ratio is the opposite, that is, one quantity expands and the other quantity contracts. Under the reminder, the students also found what they have in common, that is, they all have three quantities, one of which is a constant. After such a comparison, students understand the connection and difference between the two, which is more helpful for understanding.
Learning is to solve problems better, and in the process of solving problems, it is a process of internalizing and improving the learned knowledge repeatedly.
Reflections on the inverse proportion teaching of the sixth grade mathematics in primary school. The focus of this lesson is to understand the meaning of inverse ratio and learn to judge whether two quantities are inverse ratio.
From the previous teaching, I know that most students understand the meaning of inverse proportion on the surface, but they will not use the meaning of inverse proportion to answer questions. That is to say, when judging whether two quantities are inversely proportional, only the product is equal, not to mention two related quantities. When one quantity changes, the other quantity also changes. Because it is online teaching now, the child is not conscious. In order to attract their attention, I used an animation: a pile of yellow sand was transported by a truck with a heavy load, then by a truck with a small load, and then by a truck with a small load, and asked: What can you think of from the animation? Let the students know that the less you ship each time, the more times you ship. The more ships are transported each time, the less times they are transported, and the construction process of inverse proportion is preliminarily experienced. With this foundation, when we talk about the meaning of inverse proportion, we will immediately know that two related quantities, one of which changes with the other, and the product of the corresponding values in the two quantities is certain. Online teaching makes people happy and worried.
Reflections on the inverse proportion teaching of the sixth grade mathematics in primary school: the content of this lesson is abstract and difficult to understand, and it has always been the content that students are afraid to learn. I explore materials from the real life around me, so that students can find math problems from their lives, thus introducing learning content and learning goals. Based on this, the students launched a heated discussion, which stimulated their interest, enthusiasm and initiative in learning mathematics and created a realistic background for them to explore new knowledge independently.
First of all, my teaching method, which gives students autonomy, creates a democratic, equal, relaxed and harmonious classroom atmosphere, so it can achieve a deeper effect in learning and exploring examples. Then the students compare the examples of positive and negative proportions, sum up several characteristics of inverse proportions, and then compare them with positive proportions to guess the meaning of inverse proportions.
Finally, after reading and verification, students get the meaning and relationship of inverse proportion, which not only achieves the knowledge goal of this lesson, but also improves students' reasoning ability.
In short, in the teaching activities of this course, I pay more attention to students' interests, experiences and emotional attitudes, and give full play to students' subjectivity in various ways. Under my careful organization and guidance, students build a new knowledge structure, improve their abilities and cultivate positive emotions and learning attitudes through autonomous learning, cooperative inquiry and guessing. Make learning a pleasure.
Reflections on the inverse proportion teaching of mathematics in the sixth grade of primary school. 5. Inverse proportion is based on students' learning positive proportion. Because students used to have the basis of learning positive proportion, they had a certain * * * when learning positive proportion and inverse proportion in a sense, so they followed the previous method of judging positive proportion, mainly to see whether the product of the two quantities to be judged is constant or to adopt an example method. Therefore, students' thinking in the whole class is obviously improved compared with the positive proportion of previous studies. In the classroom practice, I have the following experience:
First, thinking and dealing with the arrangement of textbooks.
For the purpose of presenting teaching materials, I first guide students to find the characteristics of their similarities by observing two tables: one number changes with the change of the other, and one number increases while the other number decreases. So much for the first part. When students understand the meaning and characteristics of inverse proportion, they should grasp the two completely opposite quantitative relations, and take the concept name "positive and negative" as the starting point to guide students to make a reasonable guess on the meaning of inverse proportion, and let them explore what kind of situation inverse proportion is: it is a certain sum in Table A and a certain product in Table B. Compared with the positive proportion studied in the last lesson, finally, combined with the judgment method of inverse proportion, we can judge why Table A is not used. In this way, students constantly understand these two tables in the introduction, study and practice, make full use of the teaching materials, and feel that learning the characteristics and significance of "inverse proportion" is more natural.
Second, the construction of inquiry learning methods
Suhomlinski said: "In people's hearts, there is always a deep-rooted need to be a discoverer, researcher and explorer." In classroom teaching, I maximize the time and space for students to move freely and give students the initiative in learning. Organize students to study cooperatively, discuss and analyze. In the process of group research, students express their opinions, analyze, judge and compare. Students themselves understand the quantitative relationship of inverse ratio between two quantities, initially understand the meaning of inverse ratio, and experience the fun of exploring new knowledge and discovering laws. In this link, it is self-evident to cultivate and improve students' ability of analysis, comparison, synthesis, judgment and reasoning.
Third, contrast exercises, through comparison, sum up the law.
By practicing problem groups and comparative exercises, aiming at the key and difficult points of the problem, we make a thinking shock and separate layers, and use the concept to accurately judge whether the two quantities are inversely proportional, so as to achieve the degree of understanding and application. For example, explain in class that a rectangle has a certain area and length and width. Think about whether the students can answer parallelogram and triangle correctly. If the area of parallelogram is fixed according to "base × height = area of parallelogram", it is easier to migrate when the base and height of parallelogram are inversely proportional. But if the area of the triangle is fixed according to "base × height ÷2= area of the triangle", what about the base and height of the triangle? How to judge? Students can clearly distinguish that there are two methods in the process of judgment: bottom × height ÷2= area → bottom × height = area ×2, and area → area × 2 is also certain, so it is inversely proportional. In practice, some students also have some questions: (length+width) ×2= the circumference of a rectangle. Is the length and width inversely proportional? The perimeter of the rectangle here is unchanged, and some students mistakenly think that the product here is certain and should be inversely proportional to the length and width. Students have this understanding because they can't judge the relationship between two variables completely according to abstract calculation methods. It can be said that they are influenced by the "X" in "X 2" and think that the product is "X", so they are in inverse proportion, but they do not clearly distinguish who is described in inverse proportion, but simply rely on "product must" without thinking deeply about "product must". Therefore, I instruct students to review the topic again, distinguish what the two related quantities specifically mean, so that students can clearly know whether the length and width are inversely proportional, and then observe the table, so that students can realize that the product of length and width is not certain or inversely proportional. I lead students to further analyze the calculation method. Later, students found that the sum of length and width remained unchanged, so the sum of length and width remained unchanged, that is to say, the sum of length and width here remained unchanged, so it was similar to the situation in Table A, making full use of teaching materials resources.
Reflections on the teaching of the sixth volume of primary school mathematics "Inverse Proportion" after 6. The new curriculum reform requires changing the traditional receptive learning mode into a new inquiry learning mode, that is, highlighting the cognitive activities such as analysis, discovery, inquiry and innovation in the learning process, so that the learning process becomes more of a process for students to discover, solve, explore and innovate. When designing the meaning of inverse proportion, I consider that students have learned the meaning of positive proportion before, and have a good understanding of "what is the relevant quantity" and "the characteristic that two quantities are in direct proportion". Therefore, I use teaching materials flexibly, creatively process the teaching content, strive to overcome the limitations of teaching materials, maximize the space for students to explore and learn, and improve students' interest in learning.
When students are asked to guess what inverse proportion is, some are proportional, and some may be what quantity. Some students say that as long as the ratio of these two related quantities is not necessarily inverse proportion, some students say it is wrong, and the inverse proportion should be a product before it. In this process, students have experienced conjecture, thinking and debate, and the classroom atmosphere is very good.
Students have the foundation of learning positive proportion, and it is very easy to learn inverse proportion today.
Reflections on the inverse proportion teaching of the sixth grade mathematics in primary school. The main teaching goal of this review course is to make students understand the meaning of positive proportion and inverse proportion, the relationship and difference between positive proportion and inverse proportion, and finally use them to solve mathematical problems in life.
(1) are mainly students. Students organize, communicate and report first, and teachers only play the role of communicating students and teaching materials.
(2) Give priority to textbooks. In the review, let students firmly grasp the basic knowledge, expand, and organically combine textbooks and materials to make them complement each other.
(3) Give priority to class. Try to solve problems in class. Careful preparation before class, students' organization before class, teachers' careful preparation of teaching plans, in the teaching process, concise.
(4) Give priority to practice. The teacher practiced while talking, and the practice went from simple to deep, from simple to complex, which reflected the foundation and level. Especially the last question, pay attention to multiple solutions to one question, let students participate more in the learning process, learn to think from multiple angles, and cultivate students' divergent thinking and problem-solving ability.
(5) Pay attention to improving students' ability. Students' methods of sorting out and reviewing are not very skilled, so they need teachers' timely guidance in class and guidance on learning methods. Students should not only master knowledge, but also learn to study, which is an important goal of this course.
Teaching students to learn needs a long-term process, and teachers need to constantly infiltrate in every class. In the long run, students' ability can be improved.
Reflections on the inverse proportion teaching of the second volume of mathematics in the sixth grade of primary school 8 When teaching the meaning of inverse proportion, I first contacted the old knowledge and penetrated the difficulties. Because the arrangement of this part of the meaning of inverse proportion is similar to the meaning of positive proportion, when teaching the meaning of inverse proportion, I put forward the "requirement" of autonomous learning based on the meaning of positive proportion that students have learned, so that students can actively and consciously observe, analyze, summarize and discover the law.
For students, the quantitative relationship is not unfamiliar, and it has been repeatedly emphasized in previous applied learning. Therefore, it is easier for students to observe, analyze and summarize. When I finished learning the example 1, I didn't rush to ask the students to summarize the meaning of inverse proportion, but asked them to learn and try according to the method of learning the example 1, and then compared the example 1 with the attempt to find their similarities. On this basis, the meaning of inverse proportion is revealed, which seems to come naturally.
Then, let the students judge two related quantities by speaking, and deepen their understanding of the meaning of inverse proportion. Finally, by comparing the positive and negative proportional meanings of students, the internal connection of knowledge is strengthened, and knowledge is consolidated by distinguishing different concepts. Through the teaching of this class, I deeply realized that it is very difficult to have a good math class, and it is even more difficult to have a good math class. There are many reasons ... Although I made full preparations before this class, there are still some problems. For example, the difficulty of practice is not arranged in place. Because the students' meaning of inverse proportion is new, it is necessary to practice the topics that students are exposed to, so that the students' foundation can be consolidated and the newly established knowledge structure of students will not be overwhelmed by problems.
Reflection on inverse proportion of after-school teaching, primary school mathematics volume 6, 9. Many links in the imagination are not reflected, and the actual effect is not far from the design. Perhaps too much has been done to achieve the expected and designed results, and students' ideas have been more or less ignored in the preparation process. In the process of preparing lessons, students are not ready, and it is not enough to design the classroom from the perspective of students. Therefore, although the teaching design embodies intensive teaching and real-time testing, the effect is still average.
In addition, the teacher's exemplary role in the classroom is not very good, the blackboard writing is not correct enough, the body language is redundant, and there are many redundant words similar to the mantra. We need to be strict with ourselves in the future teaching process and improve in all directions!
After such a class, I gained a lot and reflected more. The road to teaching is the accumulation of every class every day, and there is only one secret to the success of this road: practicality! For me, there is still a long way to go. I will move forward silently, improve myself and make every child I teach better!
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