As a new people's teacher, one of our jobs is classroom teaching. When writing teaching reflection, you can reflect on your own teaching mistakes and refer to your own teaching reflection! The following is my reflection on the teaching of high school mathematics collection for your reference, hoping to help friends in need.

Reflections on the set teaching of mathematics in senior high school 1 1. A brief introduction to the teaching process of the meaning and expression of set;

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 will 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, expression 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 to learn in high school, and it is a knowledge point that students must master well to learn mathematics well. 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 their junior high school mathematics study and life experience, and fuzziness is because they have not fully and accurately understood the description of the meaning of sets, the mathematical expressions of sets and the relationship between elements and sets. 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.

Thirdly, the teaching reform of the concept of set;

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.

Reflections on the set teaching of mathematics in senior high school II. 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.

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