As a senior one math teacher, to grow rapidly in teaching, writing teaching reflection can reflect on his own teaching mistakes. How to write teaching reflection for senior one math teachers. The following is my reflection on the teaching of senior one math teachers. I hope you like it!

In the content arrangement, the study of trigonometric function in the first chapter makes necessary preparations for the plane vector in the second chapter, and at the same time, the cosine formula of the difference between two angles is derived for the third chapter by applying the knowledge of plane vector in the second chapter, so that the trigonometric identity transformation in the third chapter can be independent. After studying, I have the following experiences:

1, reflect on teaching methods and ability training

In order to emphasize students' subjectivity, some teachers give students back their time and let them read by themselves in class. The teacher's guidance is very poor, there are no tips and specific requirements, and there is no check or feedback on how to read. In some classes, teachers unilaterally pursue the form of group cooperative learning, without carefully designing the purpose, opportunity and process of group cooperative learning. In these learning methods, students seem to have autonomy, but in fact they have not achieved real autonomy.

Classroom teaching is the main channel to carry out reflective learning. In classroom teaching, students should be consciously guided to conduct reflective learning from multiple directions and angles; It is necessary to guide students to ask questions, solve problems and expand problems naturally and reasonably, and improve their logical thinking and problem-solving abilities.

Because asking questions is the logical premise of solving problems, and asking questions has higher requirements for students' thinking quality and initiative, a complete mathematics study should include learning to ask and learning to answer. Teachers should create situations where problems arise and guide students to ask questions from the needs of solving practical problems and the logical development of mathematical knowledge. For example, the cosine formula of the sum and difference of two angles can be put forward by the formula of observation induction, or how to find sin75 =? ，cos 15 =？ It can also be suggested that the image of the function can be obtained from the image of the function through translation, and then it can be guessed that their expressions are also internally related, or it can be raised by corresponding problems in reality. At the end of a class, let the students reflect and think about what they have gained from this class. What other questions are there? Before going to bed that day, reflect on your feelings today; Or reflect on your progress and shortcomings in a week and so on.

2. Reflect on the grasp of curriculum standards.

This module reduces the number of formulas in the chapter of trigonometric function, downplays the skills of proof, and tries to let students discover new knowledge in exploration. While weakening the proof, it emphasizes the cultivation of students' ability to combine reality, observe and apply what they have learned to solve some problems in real life.

In teaching, we should pay attention to control the difficulty, avoid training comprehensive and difficult math problems, and avoid making a fuss about problem-solving skills.

3. Reflect on the effectiveness of classroom teaching.

For the effectiveness of classroom teaching, we should not only have the consciousness of comprehensive measurement, but also have the consciousness of qualitative and quantitative measurement. As far as the current classroom teaching is concerned, we should pay special attention to the level of mathematics teaching. Taking the "Basic Theorem of Plane Vector" as an example, the model of "One Theorem+Three Notices" is adopted, with the emphasis on the imitation and training of students' acceptance of the basic theorem of plane vector, examples and exercises, which is a level; Tell the students that the basic theorem of plane vector contains the idea of decomposition and transformation, and emphasize that the method of obtaining and proving the theorem is another level; Understand the function and significance of plane vector basis, discuss why and how to study this problem, and make clear that the mathematical thought embodied in it is a higher level; If students can understand from the basic theorem of plane vector that "things are interrelated and transformed", "things are composed of certain basic elements and can be expressed by their basic elements", and "studying things can be transformed into studying their basic elements", it will be more ideal to develop the habit of thinking and exploring problems rationally and methodically.

Reflection on Mathematics Teachers' Teaching in Senior One 2 For Senior One students, the environment in senior high school can be said to be brand-new, with new textbooks, new classmates, new teachers and new groups ... It is obviously necessary to have an adaptation process from unfamiliar to familiar. Of course, students who can be admitted to high school should say that the foundation is very good. However, after entering senior high school, some students can't adapt to such changes because of higher requirements on the difficulty, breadth and depth of knowledge, so there are differences in learning ability. Therefore, the study of mathematics in senior one is a critical period in middle school, and it is an urgent problem for freshmen to adapt to the study of mathematics in senior one. Senior one is a turning point in learning high school mathematics. In addition to external factors such as learning environment, teaching content and teaching methods, students should change their concepts, raise their awareness and improve their learning methods.

First, read textbooks and learn to learn.

Some students who "feel good about themselves" often despise the study and training of basic knowledge, skills and methods in textbooks. They often only know how to do it, but they are very interested in difficult problems to show their "level". Their goals are too high, and they pay more attention to "quantity" than "quality". They fall into a sea of questions, either making mistakes in calculation or giving up their formal homework or exams halfway. Therefore, students should start from the first year of high school and enhance their awareness of learning from textbooks. We can treat every theorem and every example as an exercise, carefully re-prove, re-solve, and add some comments appropriately, especially through the explanation and analysis of typical examples. Finally, we should abstract the mathematical ideas and methods to solve such problems, do a good job of reflection after solving problems in writing, and summarize the general and special laws of solving problems in order to popularize and flexibly use them. In addition, students should solve problems independently as much as possible, because the process of solving problems is also a process of cultivating the ability to analyze and solve problems, and it is also a process of research.

Second, take notes and pay attention to the class.

First of all, it is very important to cultivate good listening habits in classroom teaching. Of course, listening is the main thing. Listening can help you concentrate. You should understand and listen to the key points of the teacher. Pay attention to thinking and analyzing problems when listening, but only listening without remembering, or just remembering without listening, it is inevitable to pay attention to one thing and lose sight of another, and the classroom efficiency is low. Therefore, we should take notes appropriately and purposefully to understand the main spirit and intention of the teacher in class. Scientific notes can improve the efficiency of a 45-minute class.

Secondly, to improve mathematics ability, of course, through the classroom, make full use of this position. The process of learning mathematics is alive, so is the object of teachers' teaching, which changes with the development of teaching process, especially when teachers pay attention to ability teaching, the teaching materials can not be reflected. Mathematical ability is formed simultaneously with the occurrence of knowledge. Whether forming a concept, mastering a law or doing an exercise, we should cultivate and improve it from different ability angles. Through the teacher's teaching in the classroom, we can understand the position of what we have learned in the textbook and the relationship with the previous knowledge. Only by mastering the teaching materials can we master the initiative in learning.

Thirdly, if there is no certain speed in math class, it is ineffective learning. Slow learning can't train the speed of thinking, the agility of thinking and the ability of mathematics, which requires that mathematics learning must have rhythm, so that over time, the agility of thinking and the ability of mathematics will gradually improve.

Finally, in math class, teachers usually ask questions and perform them, sometimes accompanied by discussion, so they can hear a lot of information. These questions are very valuable. For those typical problems, problems with universality must be solved in time, and the symptoms of the problems cannot be left behind or even solved. Valuable problems should be grasped in time, and the remaining problems should be supplemented in a targeted manner and pay attention to practical results.

Third, do a good job and pay attention to norms.

It is also necessary to cultivate good homework habits in classroom and extracurricular exercises. In homework, we should not only be neat and tidy, but also be orderly, which is an effective way to cultivate logical ability and must be done independently. At the same time, it can cultivate a sense of responsibility to think independently and solve problems correctly. When doing homework, we should advocate efficiency, and homework that should be completed in ten minutes should not be delayed for half an hour. Tired homework habits make the thinking loose and the energy unfocused, which is harmful to the cultivation of mathematical ability. To master the study habits of mathematics, we must start from the first year of high school and cultivate the study habits from the psychological characteristics of age growth and the requirements of different learning stages.

Fourth, write a summary and grasp the law.

A person can constantly improve by constantly accepting new knowledge, encountering setbacks, having doubts and summing up. "Students who can sum up will not improve their ability, and frustration experience is the cornerstone of success." The biological evolution process of survival of the fittest is the best example. Learning should always sum up the rules, with the aim of further development. Through the usual contact and communication with teachers and classmates, the general learning steps are gradually summarized, including: making plans, self-study before class, paying attention to class, reviewing in time, working independently, solving problems and systematically summarizing.

As well as extracurricular learning, it can be summarized as four links (preview, class, arrangement and homework) and one step (review and summary). Each link has profound content, strong purpose and pertinence, and should be put in place. Adhere to the study habit of "two before and two after a summary" (preview first, then listen to lectures, review first, then do homework, and write a summary of each unit).

Fifth, practice understanding and improve your ability.

Learning should pay attention to reflection and practice understanding. Teachers usually explain the ins and outs of knowledge in class, analyze the connotation and extension of concepts, analyze key points and difficulties, and highlight thinking methods. But some students don't pay attention in class, don't hear the main points clearly or can't hear them completely, take a lot of notes and have a lot of problems. After class, I can't consolidate, summarize and find the connection between knowledge in time, but I am busy with homework and confused questions, and I know little about concepts, laws, formulas and theorems. Mathematics is responsible for cultivating computing ability, logical thinking ability, spatial imagination, and the ability to analyze and solve problems by using what you have learned. Its characteristics are high abstraction, strong logic, wide applicability and high requirement for ability. Mathematical ability can only be cultivated and improved through continuous reflection on the application of mathematical thinking methods. The content of mathematics changes greatly, and the learning method is backward. In the process of learning high school mathematics, you will certainly encounter many difficulties and problems. Students should have the courage and confidence to overcome difficulties, be proud of victory, be indomitable in failure, and never let problems pile up and form a vicious circle. Instead, we should seek solutions to problems under the guidance of teachers and cultivate our ability to analyze and solve problems. This is the best understanding.

In short, students should develop good study habits, diligent study attitude and scientific study methods, and give full play to their main role, not only to learn, but also to learn. Only in this way can we get twice the result with half the effort and learn mathematics well.

I have a heavy feeling that students' mathematics learning is going downhill, and the average score of students is getting lower and lower. At the end of last semester, the average score of Yueqing senior high school entrance examination was 74, and the average score of this semester's mid-term examination (Wenzhou ten-school joint examination) was only 5 1.42, and the scores of several monthly examinations were 124 (out of 65434). 60. (Full score 100)52 (Full score 100) Students gradually lose interest in math learning, and the number of students who ask math questions gradually decreases. What are the reasons for the decline in math scores of senior one students?

1. At the beginning, the span between high school textbooks was too large, and junior high school textbooks focused on the operation in real number sets, lacking the strict definition of concepts or the incomplete definition of concepts, such as the definition of functions, such as the definition of trigonometric functions; Many mathematical theorems are not strictly demonstrated or given in the form of axioms to avoid proof. For example, many properties of inequality are treated in this way; The slope of the textbook is gentle and intuitive, and each concept is equipped with enough examples and exercises. The first chapter of the textbook for senior one is the knowledge of modern algebra such as set and mapping, and then the problem of function (in the function, it is divided into quadratic function, exponential function and logarithmic function, with different properties and images). The proof of monotonicity of functions is another difficulty, and vectors require high spatial imagination. There are many concepts and symbols in the teaching materials, which have strict definitions and high requirements for argumentation, so it is quite difficult for freshmen to learn. In addition, there are many contents, and the capacity of each class is much larger than that of junior high school mathematics. These are the objective reasons for the large-scale decline in mathematics scores in Grade One of Senior High School.

2. Freshmen in senior high school generally don't adapt to the teaching methods of senior high school math teachers. This semester, I had three discussions with students to understand the learning situation, and the students generally reported that they could understand the math class.

But I can't do my homework. Many students said that they usually feel that they study very well, but their test scores just can't get up. With questions, I have listened to the classroom teaching of junior high school and math teachers many times and found that junior high school teachers attach importance to intuitive and image teaching. After each example, the teacher should arrange corresponding exercises, and students have many opportunities to perform on the blackboard. In order to improve the qualified rate, many junior high school teachers classify the topics and ask students to memorize the methods and steps of solving problems. Key topics are repeated many times. And high school teachers emphasize mathematical thinking methods, extrapolate, and work hard on strict argumentation and reasoning. Teacher Liang and I are both teachers who have just come down from senior three. We may unconsciously follow the review requirements of senior three to teach. As a result, the teaching gap between junior and senior high school teachers is huge, and there is a lack of transition process in the middle, which makes freshmen in senior high school generally unable to adapt to the teaching methods of senior high school teachers. (This has also been recognized by Mr. Yang from Wenzhou Middle School)

3. The learning methods of senior one students are not suitable for senior high school mathematics learning. Senior one students have formed fixed learning methods and habits in junior high school for three years. They listen attentively in class and try their best to finish the homework assigned by the teacher. But in class, I am satisfied with listening, have no habit of taking notes and lack positive thinking; Don't think when you encounter problems, but hope that the teacher will explain the whole problem-solving process; I can't arrange my time scientifically, and I lack the ability to read by myself. Some students think that they can relax when they are admitted to high school (for example, Xin Li told me that my junior high school math is poor, but I studied hard one month before the middle school entrance examination and got a 1350 in math. The above learning methods are not suitable for normal learning in senior three.

In view of the above problems, I think the following measures should be taken to improve the math scores of senior one in a large area:

1. Senior one teachers should delve into junior high school outlines and textbooks. High school teachers should listen to junior high school math classes and understand the teaching characteristics of junior high school teachers. At the beginning of the school year, we should know the knowledge level of students and their study habits through a bottom-up test and a student forum. On the premise of finding out the three basics (junior high school knowledge system, junior high school teachers' teaching characteristics and students' situation), according to the teaching materials and syllabus of senior one, make a considerable teaching plan, determine the teaching methods to be adopted, and be targeted. At the same time, schools should also organize junior and senior high school teachers to talk and exchange teaching methods.

2. Senior one should slow down the progress, reduce the difficulty and pay attention to the connection of teaching content and methods. According to my practice, I think the class hours of the first chapter of senior one should be increased. We should strengthen the teaching of basic concepts and basic knowledge. Attention should be paid to image and intuition in teaching. For example, when talking about mapping, we can give an intuitive example of "the allocation method of arranging 50 students in a class to 50 single tables" to create a ladder for attracting the concept of mapping. Due to the lack of rigorous argumentation ability of freshmen, a series of training can be carried out when proving monotonicity of functions, and imitation proof can be carried out at first. In order to increase the number of times students practice on the blackboard and find and solve problems in time, chapter exams should not be difficult. Through the above methods, the difficulty of teaching materials can be reduced, the acceptability of students can be improved, the learning confidence of students can be enhanced, and students can gradually adapt to the normal teaching of mathematics in senior high schools.

3. Be strict and lay a good foundation. At the beginning of the first class, teachers should put forward specific and feasible requirements for the five major links of learning. Such as: standardization of homework, independent completion, correction of wrong questions and so on. Students' shortcomings in learning should be corrected within a time limit. Strict requirements are perseverance, which runs through the whole process of students' learning and becomes a habit of students. The density of exams should be increased. For example, the first chapter can be divided into three parts for teaching, and each part should be reviewed. If the pass rate of the exam is less than 70%, you should review the exam again and take a quiz five minutes before class regularly to supervise, check and consolidate the knowledge you have learned. Practice shows that good teaching and strict requirements are the main links to improve teaching quality.

4. Guide students to improve their learning methods. Good study methods and habits are not only the need of high school study, but also the lifelong benefit of students. However, good learning methods and habits, on the one hand, need the guidance of teachers, on the other hand, also rely on teachers' importunities. Teachers should introduce the characteristics of high school mathematics to students, give special lectures on learning methods, and help students make study plans. Here, the key is to attend classes and arrange the time reasonably. When listening to lectures, you should use your brain, pen and mouth to participate in the formation of knowledge, rather than just memorizing conclusions. Teachers should recommend extracurricular tutoring books to students to expand their knowledge. Encourage students to summarize chapters, string knowledge into lines, and turn books from thick to thin and from thin to thick. A learning method exchange meeting should be held at the middle and end of the semester, so that good learning methods can become the common wealth of all students. My article is not consistent with the "educational narrative", but I hope my reflection will be helpful to the teaching of the next senior one, so that we can make fewer detours in teaching outside music and achieve excellent results in mathematics in the next senior one!

Reflections on the Teaching of Mathematics Teachers in Senior One Part Four Senior One is a basic grade, which is different from junior high school learning, so I often sum up the problems existing in the teaching process. Improve the potential of teaching diagnosis, adjustment and error correction, and improve the sensitivity to problems in the teaching process. Develop self-reflective behavior and teaching habits. Breaking through the shackles of experience, let me move from an "experienced" teacher to a "scholar-oriented" teacher. It constitutes the potential of "learning and teaching".

It can be seen from the usual exercises and tests that students' laziness is prominent. There are many materials to be understood in new knowledge, but memory is the basis of all learning, and personality is the memory of students, so it is easy to forget everything without reviewing for three days. Therefore, in the future teaching, I should pay attention to guiding students to remember, understand and master knowledge, mobilize students' learning intention and improve students' learning effect.

As a mathematics teacher, his primary task is to establish a correct view of mathematics and consciously promote the transformation of his own ideas, so as to realize the transformation from static, one-sided and mechanical reflection theory to dynamic and argumentative model theory. Personality is to realize the transformation from simple unconscious understanding to conscious understanding of the above problems.

We should look at students from a developmental perspective, so that there are people in our eyes and people in our hearts. "Someone in the eyes" means paying attention to the current students and cultivating their autonomy, initiative and creativity. Recognize and affirm students' dominant position in the teaching process, cherish and respect students' self-esteem and self-confidence. Cultivate students' self-care potential, stimulate students' interest and thirst for knowledge, take the initiative to participate, respect students' differences, and do not measure students by the same standard, let alone judge heroes by scores. Teachers should encourage students to ask "why?" "Do what?" How? "Encourage students to dare to refute, challenge authority and challenge textbooks. Cultivate students' innovative spirit.

For this semester's senior one mathematics education and teaching, I have reflected on the following aspects:

First, the reflection of teaching objectives

Teaching goal is the first link of teaching design and the program of a class. If you don't know the procedure clearly or make a mistake, you are doomed to lose the battle. For our new teacher, I think there are the following shortcomings:

1, not paying enough attention to the idea of teaching goal design, and goal design is a mere formality.

2. The design of teaching goals still focuses on cognitive goals, ignoring "emotional goals" and "potential goals". Emphasis is placed on the instillation of knowledge and the transmission of skills, and the educational function of textbooks is seriously ignored.

3. The design of teaching objectives is vague, unpredictable, not comprehensive and open enough.

The formulation of teaching objectives should conform to students' cognitive process and level. Too high or too low a teaching goal is not conducive to the development of students. Let the students jump up and pick peaches. "I can't even do such a simple question." "I won't do it after a few times." In such a situation, teachers should not blame students, but should deeply reflect on the reasons. Is it because students don't understand this way of explanation, or there are differences in understanding; Is the student not interested, or is the teacher not in place? It is the difficulty of teachers' formulation that is out of step with the difficulty of students' cognitive level; Is the teacher expecting too much, or does it take a process for students to understand new knowledge? ..... Teachers should fully understand students' existing cognitive level when designing teaching objectives, and on the basis of students' existing cognitive level, use effective means such as multimedia to mobilize students' intentions and stimulate students' interest, so that students can develop to a higher cognitive level through their own efforts with the help of teachers. Let students experience the joy of success and form a benign development. Teachers must not blame students and reflect on themselves, which will only backfire and turn simple problems into difficult problems for students. Therefore, teaching design should be able to stimulate students' enthusiasm and interest in learning mathematics and teach students the mathematics they need.

Second, the reflection on the teaching plan

In teaching design, there are still several shortcomings in the arrangement of teaching materials:

(1) Lack of textbook translation;

(2) Lack of analysis, synthesis, comparison, induction and overall systematization of the learned knowledge;

(3) Lack of spiral application design for the analysis and application of old knowledge;

(4) Lack of development and utilization of the educational function of textbooks;

(5) Lack of self-study experience.

Third, class reflection.

Listening to lectures is by no means simply evaluating the pros and cons of others, not paying attention to what the speaker is going to say, but thinking about how to handle the same information well, and then comparing the way the speaker handles problems with his expected way to find out the differences.

Fourth, solicit students' opinions

Teachers who are committed to improving teaching level often ask students for feedback on teaching, which is an important channel for teachers to reflect on teaching.

If a good teaching situation is designed in the classroom, students' willingness to learn is very high in the whole classroom. After class, I summarized the following two successful experiences:

(1) Grasping the essential characteristics of knowledge and designing some induction exercises can induce students to think attentively and stimulate their curiosity.

(2) The design of questions should not stay in the simple variant and superficial question-and-answer form, but should design some questions that can make students touch and think, so that students can stimulate their desire for new knowledge in the process of "observation, practice, induction, guess and proof".

The confusion that students encounter in learning is often the difficulty of a class. Recording the methods to solve students' puzzles in the teaching postscript will continuously enrich their teaching experience.

Fifth, remember students' unique views in teaching.

Students are the main body of learning and the practitioners of teaching materials. Through your own personal feelings, you will often have some unexpected good opinions. Sometimes students' solutions are unique, and teachers should record these opinions in time.

Sixth, the redesign of memory teaching.

After each class, we should make a comprehensive review and summary of the teaching situation. According to the teaching experience of this class and the feedback information of students, think about the teaching design of the next class and revise the teaching plan in time.

I believe that when teaching reflective behavior becomes a habit. I will definitely break through the shackles of experience and let myself move from an "experienced" teacher to a "scholar" teacher. It constitutes the potential of "learning and teaching".

I have been teaching for two and a half years since I left the campus and set foot on my job. Last semester, I returned to senior one. In order to further improve my teaching level, at the beginning of last semester, I made up my mind to be strict with myself from all aspects, consult the old teachers modestly in teaching, and carry out teaching work in a targeted manner in combination with the actual situation of our school and the students in the class, so that the work can be carried out in a planned, organized and step-by-step manner. After a semester, I have the following feelings about teaching:

First, prepare lessons carefully, and prepare both students and textbooks for teaching methods.

According to the teaching materials and students' reality, design the course teaching, draw up the teaching methods, think about the problems encountered in the teaching process as far as possible in advance, and carefully write the teaching plan. Every class should be prepared, and every class should be fully prepared before class. After class, we should sum up this lesson in time, write a good teaching postscript, and carefully sort out and summarize the knowledge points in each chapter for students to see.

Second, enhance classroom skills and improve teaching quality.

Strengthening classroom skills and improving teaching quality is the goal of every new teacher. I pursue clear, orderly, accurate, orderly, emotional and vivid classroom explanations; Efforts should be made to make the knowledge clues clear, the levels clear and the teaching concise. I think that only when students participate attentively can teaching achieve better results. So in class, I pay attention to arouse students' intentions, strengthen the communication between teachers and students, fully reflect students' initiative in the learning process, and let students learn simply and happily. In the usual guidance, the master repeatedly stressed that I must pay attention to intensive reading, talk as little as possible in class, and try to let the students use their own words and use their own brains; At the same time, in every class, we should fully consider the learning needs and understanding potential of students at all levels so that students at all levels can be improved.

Third, learn from other teachers with an open mind and ask questions in teaching.

Ask other experienced teachers for advice and learn their methods in each chapter. At the same time, listen to the old teachers' lessons, learn while listening, and constantly recharge yourself to make up for your own teaching deficiencies. We often invite old teachers such as lesson preparation team leaders to attend classes to solicit their opinions and improve teaching.

Fourth, carefully correct homework and arrange targeted and hierarchical homework.

Homework is the process for students to consolidate what they have learned. In order to make the homework targeted and hierarchical, I often collect all kinds of information and screen all kinds of counseling materials to make every exercise effective for students. At the same time, correct students' homework in time, analyze and record students' homework status, comment on their problems in the process of homework in time, improve teaching methods in time according to the reflected situation, and be targeted.

Fifth, do a good job in after-school counseling and pay attention to hierarchical teaching.

After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers. Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas. To improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. It is necessary to stimulate their thirst for knowledge and self-motivation through various channels, so that they can realize that learning is not a task, nor a painful thing, but full of fun, so as to consciously devote themselves to learning. In this way, the transformation of underachievers has changed from simple and rude compulsory learning to conscious knowledge. Make learning a part of their self-awareness. On this basis, we will teach them learning methods and improve their skills. And do a good job in leak detection and vacancy filling. Underachievers usually have many knowledge faults, which are stumbling blocks in the transformation process of underachievers. When doing a good job in the transformation of underachievers, we should pay attention to make up lessons for them and supplement the knowledge gaps they have learned before. In this way, they will learn simply and make rapid progress, and increase their interest and thirst for knowledge.

Sixth, promote quality education with heart.

The current examination mode is still relatively traditional, which determines that the teacher's teaching mode should stay at the level of exam-oriented education. Therefore, I pay attention to the cultivation of students' potential in teaching, combine imparting knowledge and skills with developing intelligence and potential, inject factors of ideological and emotional education into the knowledge level, and give play to students' innovative consciousness and potential. Let students' various qualities be effectively developed and cultivated.

Seven, pay close attention to the style of study.

I am also the head teacher of Grade One (10) while teaching Grade One (5). Students pay more attention to this subject and pay more attention to it in class. Most students can concentrate on the lecture and finish their homework after class. This will inevitably affect the improvement of other disciplines. In this regard, I am very concerned about the style of study, advocate a serious and realistic style of study in the class, and pursue to make learning full of challenges. At the same time, in order to improve students' learning intention, a learning competition was launched to revive the learning atmosphere of chasing each other among students. Although Class 5 is not their head teacher, most students are interested in mathematics and have strong learning motivation. However, some students did not do well in the exam, and some students were not interested. I told them the importance of learning mathematics and improved their attention. Some of them don't study hard. After I criticize them, I will encourage them, set them learning goals, and urge them to help them at all times. Some students have a poor foundation and are too self-abased. I will help them find out their own learning methods, analyze the reasons, encourage them not to be afraid of failure, give themselves confidence, read more books and practice more at ordinary times, and ask more why. At the same time, I also use my spare time to give them free tutoring. After this semester's study, most students have developed the habit of studying hard and practicing hard, which constitutes a good style of study.

The above points are my experience. I hope I can give full play to my advantages, overcome my shortcomings, sum up my experience and lessons, accumulate experience for future education and teaching, and improve myself as soon as possible.