As an excellent teacher, we all hope to have first-class classroom teaching ability. With the help of teaching reflection, we can improve our teaching ability quickly. Then the question is coming, how to write teaching reflection? The following is my reflection on mathematics teaching in primary schools for reference only. Let's have a look.

Reflection on Mathematics Teaching in Primary Schools 1 This class should grasp the key points in the textbook, highlight the trinity teaching of "schema-language-formula", and promote students to further understand the basic structure of application problems and form a certain appearance. In teaching, we should pay attention to strengthening the training of language narrative ability, and guide students to perceive the basic language structure of application questions from language situations, that is, to ask a question when two conditions are known, and to infiltrate the internal relationship of "schema-language-formula" into students through formula calculation.

In the design of the exercise, we also adopted "Where should I say hello?" This kind of topic allows students to further understand the meaning of question marks and ask questions clearly.

However, in teaching, it is found that there are indeed problems in students' language expression ability, and there are great differences. Some students will say it themselves, and some students will not repeat it completely after being told many times by others. It seems that it is necessary to cultivate students' understanding and expression ability.

Reflections on mathematics teaching in primary schools II. I have been engaged in mathematics teaching for more than 20 years. Through continuous exploration and study, I found that I have gradually adapted to the work of primary school mathematics teaching, and I deeply like the work of mathematics teaching. I dare not say how experienced I am in teaching. Here are just some feelings.

I think math teaching is a very interesting and meaningful job.

In math class, there are deep thinking, right and wrong debate and active cooperation. The present teaching is really different from the teaching methods we accepted when we were young. Our mechanical imitation and fixed thinking can no longer meet the requirements of modern students. They all try their best to show their own thinking and wonderful methods, as if they were interpreting wonderful and true mathematical fairy tales. Unconsciously, challenges have become children's favorite way of learning, and I have begun to be asked to sit among them and listen to the students who are speaking. I like it, and I try to change my teaching methods.

Second, students' learning methods are wrong.

Many times, students just blindly accept the teacher's teaching, get used to ready-made problems, lack self-study, find problems by themselves, and then solve them by themselves. There are still many problems, especially more, and it seems that the responsibility is greater. The first reaction of many students is that they can't do, write calculations, think or try to solve problems by themselves. I don't like thinking very much, and I'm afraid of calculation. In addition, when doing the problem, some students made a mistake, and after class, they didn't analyze where and why they made the mistake, which may also lead him to make this mistake again. There are also topics that the teacher talked about, which are not well understood, similar or slightly complicated, and will not be done next time. Lack of after-class reflection, explain the truth clearly.

Third, the students' purpose is not clear.

Why should I learn this math knowledge? What's the use of learning this knowledge? It seems to be of little use in life. Students can't find the goal of learning yet. So I think learning math is boring and ineffective. In the process of teaching, I explained many examples of the role of real mathematics, and gradually felt that they were more interested in learning mathematics and realized the importance of mathematics in real life.

Reflection on primary school mathematics teaching 3 Teaching reflection, also known as reflective teaching, refers to teachers' critical observation of self-subjective behavior and its behavior basis under the guidance of advanced teaching theory in teaching practice. Through observation, review, diagnosis and self-monitoring, we can think, feedback, evaluate and explore teaching practice, solve practical problems in teaching, make an accurate judgment on the rationality of "teaching" and "learning" activities in teaching, find out our own shortcomings, foster strengths and avoid weaknesses, and constantly improve teaching. Let's talk about some methods of using teaching reflection in primary school mathematics teaching practice.

First, the reflection of teaching design

Teachers should adhere to the spirit of "teaching by learning" when designing teaching plans. When designing teaching plans, it is necessary to predict the problems that students encounter, which are not easy for students to understand. According to the problems that students will encounter, design strategies and methods to solve these problems. Therefore, when preparing lessons, teachers should first reflect on their past teaching experience, reflect on the problems they or others encountered before teaching this teaching content, and what strategies and methods should be adopted to solve these problems. Then carry out a new teaching design.

When designing a new lesson plan, we should learn what new problems we may encounter when learning this content according to the actual situation of our class students. What strategies and methods can be adopted to solve these new problems?

For example, in the teaching of "division with remainder", according to past experience, students do not understand the law that "the remainder is less than the divisor" and the remainder is greater than the divisor. In teaching design, in order to deepen students' understanding and break through this teaching difficulty, I let students study in groups, do experiments with pencils, guide them to observe, compare and discuss, and finally let them operate the experiments.

Second, classroom teaching reflection

No matter how good the teaching is, there is always room for further improvement and optimization. In the process of teaching, we should constantly reflect on the feedback information of teaching effect, reflect on solving problems in classroom teaching, reflect on our teaching behavior in time according to problems, and adjust teaching strategies. Only in this way can we better grasp the teaching materials, design a set of student-centered, cultivate students' divergent thinking ability and innovative ability, and constantly improve teaching methods.

Teachers should reflect on how to inspire and guide students to overcome thinking obstacles when they have thinking obstacles in the learning process, and how to respond tactfully when students have accidents, so that students can return to normal thinking state in time.

For example, when teaching "trapezoidal area", there is a question: the upper bottom of a trapezoid is 3 meters, the lower bottom is 5 meters, and the height is 2 meters. Find the trapezoidal area. When answering this question, a classmate formulated it as: 3+5 = 8 (square meters). When all the students laughed at his mistakes, he said confidently, "The height of the trapezoid is 2 meters. When calculating the area, the formula should be divided by 2, multiplied by 2 and then divided by 2, which can cancel each other out, so just add up the upper and lower bottoms of the trapezoid. " After hearing what he said, it feels reasonable. At this time, I followed the trend: "Can all trapeziums use this method?" Students discuss and analyze: if the height of the trapezoid is not 2 meters, this method cannot be used.

In teaching, we often encounter unexpected problems like this, so we should reflect on them in time to inspire and guide students to overcome thinking obstacles.

Third, the reflection of after-class summary.

After-class reflection mainly refers to teachers' reflective memory of the whole process of teaching behavior after class, including the analysis of their own teaching ideas and teaching behavior, students' performance, teaching success or failure and so on. , find out the success and shortcomings of teaching procedures in the specific implementation process, study the reasons for the shortcomings, and think about the direction of improvement and optimization in the future. Summary reflection after class generally includes the following three aspects:

1. Reflections on the success of teaching

Each class is a teaching activity carried out by teachers and students according to a pre-conceived teaching plan around a certain teaching goal. For example, the organic combination of various teaching methods, the clever introduction of new courses, suspense conclusions, highlights and wonderful fragments in teaching, the inspiration generated by teachers in the classroom with the display of teaching content and the creation of situations and the strong * * * sound of students, and so on. After class, we should seriously reflect and record it to provide reference for future teaching.

2. Reflection on teaching failure.

No matter how perfect the teaching design is, there may be omissions and mistakes. It will be a lesson for future teaching to record these mistakes in classroom teaching, such as misunderstanding of teaching materials, improper handling of teaching key points and difficulties, failure of demonstration and experiment, frustration of students' enthusiasm for some reason, and to deeply analyze and explore their reasons.

3. Think about students' feedback

Students are the object of teaching and the subject of teaching activities. Teachers' teaching activities are student-centered, recording students' wisdom sparks, unique opinions or students' problems, such as ability defects, thinking obstacles, difficulties encountered by students in learning, problems existing in homework, etc., so as to implement remedial measures in the future teaching, especially some strange problems that students put forward in class that teachers can't solve, and record them for after-school study.

Teaching reflection is an important means for teachers to improve themselves, an effective way for teachers to learn how to teach and what to learn from teaching, and an indispensable part of modern teachers' classroom teaching under the research state. Therefore, continuous reflection and refining in teaching, finding problems from it and conducting research will certainly enhance our innovative ability, enhance our professional quality and improve our teaching level. Promote their growth and progress, make themselves reflective, research-oriented and scholar-oriented teachers, and become teaching experts in the new era.

Reflections on mathematics teaching in primary schools iv. Classroom teaching situation is a classroom teaching activity with a certain emotional atmosphere, and it is a reflection on primary school mathematics teaching. That is, in classroom teaching activities. In order to achieve the established purpose, starting from the teaching needs, create or create a scene or atmosphere suitable for the teaching content.

First, contact life and create a situation

Most of the teaching contents of primary school mathematics can be related to students' real life. Only by finding the "breakthrough point" between the content of each textbook and students' real life can students feel familiar and cordial. So as to stimulate students' interest in learning and enthusiasm for participating in learning. For example, when teaching 1 1-20, I created such a life situation: "Did you help mom and dad buy things? I want to buy a book with a price tag of 1 1 yuan. How are you going to pay for it? Is there a good way to pay off the money easily without the change of the salesperson? Then please ask the representative to talk. " In this way, with the help of students' life experience, the method of daily shopping payment is reproduced, so that they can discuss and talk about their experience in establishing decimal system. 1 decimal and 1 add up to 1 1. Teaching with students' life examples in this way will make you feel that there is mathematics everywhere in your life, and then you will like mathematics.

Second, strengthen intuition and create situations.

A famous person once said: "There is a deep-rooted need in people's hearts, that is, they want to feel like a discoverer, researcher and explorer." Therefore, teachers should respect students' subjectivity, carefully design the presentation form of knowledge, create a good research atmosphere, and put students in the situation of exploring problems, so as to stimulate students' innovative potential and practical ability and lay the foundation for their sustainable development.

For example, when teaching "circumference", when students understand the meaning of circumference, I first show a circle surrounded by iron wire, so that students can use their brains to find out the circumference of the circle. Students found that the circumference of a circle can be measured only by cutting and straightening the iron wire, that is, the calculation method of "turning the curve into a straight line"; Then I asked the students to calculate the circumference of the cardboard circle in their hands. Some of them stick transparent tape along the circle, some use winding method, some roll the circle once and measure the circumference of the circle. Then he pointed to the circle drawn on the blackboard and asked, "Can you find its circumference?" "Yes," I inspired, "as early as more than a thousand years ago, Chinese mathematician Zu Chongzhi discovered it. I believe that students will become contemporary Zu Chongzhi after learning. Reflections on the Teaching of Mathematics Teaching in Primary Schools. Students' interest in research was suddenly activated, and they devoted themselves to exploration and research.

Third, the use of multimedia to create situations

An educator once said: Stories are a child's first need. Therefore, teachers should give full play to the advantages of multimedia and create situations according to children's psychological characteristics. Teachers can make up some vivid and interesting stories according to the teaching content, and use multimedia to stimulate students' strong interest in learning and strong desire for knowledge through dynamic perception of images and sound and light, and guide students to actively participate in learning. For example, when teaching the meaning of fractions, teachers use three-dimensional animation technology to introduce new lessons in the form of fairy tales: the Monkey King asked Pig Bajie with a meter ruler: "Can you measure the length of my golden hoop with this?" Pig Bajie picked up the rice ruler and measured the number of sides: one meter, two meters, three meters ... At the fourth meter, Pig Bajie was stunned. What do you mean there is less than one meter left? At this time, the teacher temporarily turned off the mobile phone and used the conventional teaching method to measure the length of the blackboard with a meter ruler for other students to do. When measuring the length of the desktop with a ruler, they will encounter the problem that Pig Bajie encountered: How to express the length less than one meter or one foot? What can I do to make students realize that these problems do exist in real life? In order to arouse anxiety suspense, stimulate students' problem consciousness, encourage students to speculate and guess, and let students expand the range of numbers through practice. At this time, teachers carefully set questions and organize students to discuss their opinions extensively. At the same time, teachers should listen to students' opinions patiently to protect and guide the development of students' creative thinking. After the discussion, the teacher turned on the computer while commenting on the summary. On the screen, the Monkey King pointed to Pig's head and said, "This needs a score. Do you want to know what the score is? In this way, with the help of multimedia teaching methods, teaching situations are created to stimulate students' thirst for knowledge and innovative consciousness.

In short, in mathematics teaching, teachers should create situations, encourage students to actively participate in activities and have more opportunities to express themselves. In class, teachers should give students as much time and space as possible to talk, think and do, so that students can fully express themselves and experience and enjoy the happiness of success.

Reflection on Mathematics Teaching in Primary School 5 I went to an experimental primary school for a class yesterday. The topic is the first lesson "Multiplication and division of fractions". First of all, Teacher Qin introduced the rules of multiplication and division of fractions by reviewing the multiplication and division operations of fractions. Then Mr. Qin asked the team leader to correct the group members' preview homework, and then the team leader reported the inspection and listed the mistakes in the calculation questions one by one. I looked at my watch. It's been 15 minutes. Then, taking the students' mistakes as an example, Mr Qin explained the multiplication and division operations of two questions whose numerator and denominator are monomials. At that time, I was thinking, the most important thing in a class is the first 20 minutes. Why haven't you explained the calculation of fractional multiplication and division with polynomial denominator? I think calculation is a weakness of students. Teachers should demonstrate solving problems first, and then learn to strengthen practice. Only when students do their own calculations will they find the shortcomings. The class lasted about 25 minutes, and Mr. Qin began to explain the fractional multiplication and division method in which the numerator and denominator are polynomials. Teacher Qin didn't explain it separately, but interacted with the students and wrote down the problem-solving process step by step, so that the students could tell the basis. Finally, Miss Qin invited four students to do exercises on the blackboard. Maybe the time allocation is not good, leaving an extra tail.

After that, we made a class evaluation. After listening to teacher Qin's brief introduction to the topic, I found that my class evaluation was in the wrong direction. Teacher Qin's topic is to study the mistakes that students will make in preview and discuss the types of wrong questions in preview. Finally, I think Mr. Qin's class is still excellent and worth learning.

Reflections on Mathematics Teaching in Primary Schools 6 There are always several "children" in a class that teachers are particularly worried about, and so is my class. I don't pay much attention to this phenomenon, so I'll say a few words about their serious violation of discipline. I always feel inexperienced and don't know how to handle it properly. Nowadays, children can't beat or scold, and sometimes I get angry, that is, I just punish them a few times casually, for fear that the handling will affect the students' mood. For informal groups, there is even no way. I feel that they are basically out of control, and freedom seems to have become a habit of them. I only criticize them when there are problems, educate them, and hope they can correct them from now on, but the effect varies from person to person, which makes me deeply understand one sentence: teach students in accordance with their aptitude. (reflection: formulate strict classroom rules, which are completed by teachers and students and implemented by teachers and students. Class meetings can be held to educate students about events and emotions, and to enhance the harmonious relationship between students and teachers, students and students. )

Primary school teaching, especially in the lower grades of primary school, is more about taking care of the characteristics of children of this age. In the first grade children, concrete thinking in images is the main part, so teachers are required to prepare more objects in teaching, namely object intuition and model intuition in pedagogy. Stimulating the brain with these objects, expanding thinking, and helping children to extend their thinking with concrete objects will help children develop and cultivate abstract thinking and lay a solid foundation for future study. As the saying goes, the ultimate goal of teaching is to let children go out to the society and use what they have learned to solve practical problems. Only by moving and seeing more with their hands can they put more into their heads and have more to extract. Doing more and thinking in teaching can better serve children's imagination and give them wings to create. (reflection: collect more teaching charts, teaching molds and make more teaching AIDS. If there is an opportunity, we can make teaching instruments with students according to the teaching content, so that students can better observe, think and master knowledge. )

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