In the whole teaching process, the teaching reflection case of Counting (the second volume of senior one mathematics) is characterized by guiding students to fully operate, gradually establishing the concept of number 100 on the basis of repeated counting, and cultivating students' learning methods of active exploration, active discovery and independent construction of knowledge through this process.

Some details of this course can be dealt with in more detail. After my repeated thinking after class, I will briefly sort out these contents now:

1. When a student shows some sticks on the platform, his back is turned to the students below, which blocks everyone's view. It is not clear how he calculated it.

2. The number of laps is not handled properly and the focus is not enough, such as counting from 49 to 50. Yeah, 29 years old. How much is the extra one? How much is 39 plus 1 should be emphasized more. Because in the counting training before class, students can basically count above 100.

It is not enough to summarize after a class. This point must be strengthened in the future teaching process.

4. The teacher talks too much. Many places that should be spoken by students have been robbed by teachers, leaving insufficient room for students to think orally. Let students finish independently, and actively create a classroom atmosphere with students as the main body and teachers as supporters and guides.

5. Praise language is rarely used, and the form of praise is single, and students' answers are not effectively praised. Sometimes even praise is a bit stiff and unnatural. Classroom teaching lacks artistic flavor. In the future teaching, I will continue to strive to improve the classroom teaching effect.

extreme

Compare series, reflect on teaching and sum up success;

1, students are the masters of learning, and teachers are only the organizers, guides and collaborators of students' learning, so that students can play while learning. It helps students to truly understand and master mathematical knowledge and skills in the process of independent exploration and cooperation. When preparing lessons, I designed the second and third questions of Exercise 8 into two games. For example, in the third question, I printed out the numbers in the question and cut them into small pieces of paper. The "box" is made of two cigarette cases made of red paper, and "Numbers greater than 60" and "Numbers less than 60" are printed on the box. Ask two students to move the boxes and let the other students throw their numbers into the corresponding boxes. If he votes correctly, the students below will applaud him. If you make a mistake, the students below will be silent. In the game, the students are in high spirits.

2. Teaching for all students. When designing the teaching process, I took into account the need to get all the students moving. For example, if a student thinks that one student is the worst, I will let her recite the counting box, and the other two will also let them participate in the counting game.

3. Save time to some extent. When preparing lessons, consider that the content and exercises are not on the same page, and many students in Grade One are slow to turn over textbooks. I use the computer to put the examples and corresponding exercises on two pieces of A4 paper, which makes the students feel very fresh. As soon as they attend class, they concentrate on their studies, which saves time to some extent.

4. Teaching design conforms to the characteristics of children's psychological development, that is, the concrete thinking of images is dominant and gradually transitions to abstract thinking. This feature is particularly prominent for children in Grade One, so I try to design the teaching process vividly and intuitively. For example, I downloaded two hens of different colors from the Internet, printed them out and cut them into realistic chickens. In teaching, with my persuasion, students can easily compare the size of two numbers. I also printed the other four counters on A4 paper, and the students quickly wrote the numbers represented on the counters and compared their sizes according to the original knowledge structure.

Disadvantages:

1, there is not enough time for students to think. For example, ask a student to come on stage and color the number "three out of ten places" green; Color the number in position 3 yellow; Numbers that are the same as the ten digits are colored pink. "I think it's a bit slow for students to find a number that is the same as ten digits, so I will remind them. If I give the students enough time, the students will find out. Also, when students are playing the game of arranging numbers, one student's number position is wrong. I will remind them that because the prompt is too obvious, the students will correct the mistake immediately. I should let the student think clearly, not prompt him, and let him find the correct position of the number himself.

2. Sometimes the speech speed is too fast and the affinity is not enough. Sometimes I speak unconsciously and speak quickly. For children in senior one, if they can't keep up with their thinking, they can't talk about the affinity of language. The affinity of language is, to a certain extent, the centripetal force of first-grade children to their teachers.

3. The theorization of classroom summary does not conform to the thinking characteristics of freshmen. For example, when summing up how to compare the sizes of two numbers, I just said, "Look at the numbers first, and the numbers with more digits will be bigger;" The number with the same number of digits depends on the number of digits, and the number with more digits is large. "In fact, I should give examples on the blackboard while talking about theory to help students understand what the teacher said.

In short, "failure is the mother of success". In the future teaching, I must pay attention to correct my own shortcomings, make up for my own shortcomings, constantly sum up and reflect, and improve my teaching level.