Near the end of the semester, I went to another class in this grade and listened to a math class. This class is very active. Students either think independently and ask questions in time, or follow the teacher all the time, answer the teacher's questions quickly, and then propose other solutions to the problem through mutual discussion. When the problem is over, teachers and students sum up better ways to solve the problem. The atmosphere in the classroom is very harmonious. Several students with good eloquence aroused my great interest and their ideas were clear. Think about your own classroom, asking a question is often inspired for a long time and no one takes the initiative to answer it, so you have to call the roll, but this is completely different from the nature of students taking the initiative to answer. Students who may be named are not ready at all, because they will be swept away if they can't answer, and there will be psychological burden when answering questions in the future. Some students may have a better answer, and they will lose the opportunity to perform because they are not found by the teacher, so they are unwilling to take the initiative to think about the problem. When communicating with other teachers in this class, it is a * * * knowledge, so it is difficult for someone to take the initiative to answer questions in class. Students usually don't like oral expression, so what kind of ideas do they have in mind? What do they think of math courses, their own math learning and teachers' teaching? When I assigned winter vacation homework at the end of the term, I changed the previous practice of only letting students do math problems, asked them to think hard and write a math composition during the holidays, and asked them to write a wonderful math class and their own analysis process of an exercise. I can also sum up the gains and losses of learning mathematics in previous semesters ... I hope students can feel mathematics well by writing mathematical compositions and sum up the ups and downs they have experienced in the process of learning mathematics. This will not only enable them to practice writing, but also encourage them to reflect on math learning, and let me know their true thoughts from reading their compositions.

Second, all aspects of student work.

After the holiday, although only some students in the class handed in their compositions as required, I read different students' different feelings about mathematics from the articles handed in. A student who made great progress last semester wrote: "I don't know much about algebra books, but I am very interested in geometry." The teacher believes me, and on the basis of learning geometry well, I will gradually become interested in algebra and strive to improve my grades! " A student who usually has some clever achievements on his own reflects on himself like this: "When I first learned triangles, I felt a little careless because I learned them in primary school. When I was studying congruent triangles, I didn't pay enough attention to it, thinking that I just had to do the problem. But when I found my classmates doing the problem on the podium, I realized that there were different ways to do a problem, some of which were very simple, which made me admire and suddenly realized. A girl with a good Chinese foundation wrote: "Mathematics is a science. It depends not on memorization, but on understanding and analysis, with a layer of concern and interest in it. However, interest is very important. As long as you have it, you can learn this course well. Careful is also very important. Careless people often make mistakes. Mathematics seems difficult, but in fact it is very simple. As long as you are not afraid of failure, don't be discouraged when you encounter some difficulties, and take every problem seriously. Many difficulties can be solved. "I have been unknown in my class. Although my brain is not very smart, my study is quite practical. When you have a problem, you don't have to rush for help, but you should meditate there for a while. What Lin said is this truth: "I knew mathematics from primary school and fell in love with it." Although my grades are not very good and I don't know much, I am willing to keep exploring the mysteries hidden in mathematics. I hope the teacher can give me guidance on learning methods. I really love math and I know my own situation. In order to make my math study better, I will make more efforts than others. "Some students wrote about the class teacher's substitute class when I was on a business trip, and also wrote about the feelings of teachers from other schools borrowing their math classes. Another student wrote a touching story about discussing math problems with grandpa at home, because grandpa had little knowledge and almost accidentally hurt him. Afterwards, he not only apologized to grandpa seriously, but also vowed to learn math well to repay him. You Yin's composition made me sweat: "A boring class" teacher talked about several topics that I thought were too simple today, and kept asking us how each step came. I knew it for a long time, but I didn't want to talk about it because I was bored. Why does the teacher speak so slowly? I really hope that the teacher can grasp some key points and talk more. Don't always talk about those details, and then there is no time to review! " I was very moved by the secondary composition: "In the fourth grade of primary school, I met a good teacher. She made me obedient and my grades improved. When I was in junior high school, I was a female teacher, and I was relaxed with us at ordinary times. Slowly, my grades dropped again. Everyone says it's easy to have math class now, so some students take the opportunity to fish in troubled waters and be lazy in class. I think teachers should be more serious in class. "

Third, through the students' mathematical composition, reflect on their own teaching.

I always think my class is not bad; I always thought that my classmates were full of love for me; I always thought that my tolerance for students at ordinary times could win their hearts and let them study easily and experience the beauty of mathematics under my step-by-step guidance; I have always thought that gifted students will consciously increase the difficulty of learning. I should pay more attention to some poor students in class and let the classmates walk on the same line. Through students' practice, I know a lot of emotions accumulated in students' hearts at ordinary times. Because I am busy at ordinary times, I have too little time to take care of them and have no time to listen to what they have to say. The responsibility of keeping silent in class is not entirely on them. Faced with what my classmates told me, I unconsciously fell into meditation: how can I change the status quo? How to help students who especially want to learn math well but have poor methods? Yes, should I talk to them alone? ! Is the cultivation of gifted students just to let them blindly find their own problems, and shouldn't they be properly guided? After all, I am still a student, and my thinking angle is limited. ! For classroom discipline, although being friendly to students is the minimum teaching attitude of teachers, we can't keep a straight face, show a little dignity, firmly grasp the classroom and create a good learning environment for students? ! Hierarchical teaching, so that the whole class can get corresponding development on the original basis, is it just verbal? !

This semester, students write math compositions, and more people speak boldly in class. By reading students' math compositions, I have made great changes in classroom teaching, homework requirements and cooperative learning among students. I will take every step and summarize it in time, so that my math class with my students can truly become the cradle for teachers and students to grow together and leave more beautiful memories for us.

So: You can use the numbers in your life, such as

0.5 yuan

1 yuan

1 km

1 m3

100 step

1 sheet