Reflections on the Teaching of arithmetic progression 1
We have finished learning a lesson from arithmetic progression. Looking back, I feel that students have a good grasp of definitions and general formulas, and some basic problems can be transformed into first terms and tolerances as required. You can use simple sex; Flexible transformation between five basic quantities; The atmosphere of classroom presentation and questioning is active. An important reason is that series mainly solves the problem of numbers. The essence of finding the general term of series is to find the law of series. This part is similar to the problem of finding laws that students have learned before, so it is easier and more interesting to learn. For example, students derive the general formula an = a 1+(n- 1) d, which cultivates students' reasoning ability and rigor of thinking. Students' problem solving has certain standardization.
However, there are still some unsatisfactory places. Students can't use the conditions in the topic in the right place, and their computing ability needs to be further cultivated. It is proved that a series is arithmetic progression, influenced by textbook examples, and the process is complicated. It is written as an+ 1-an = an-an- 1, which fails to grasp the definition and simplifies the question types, and is written as an+65438. The understanding of the meaning of the sum of the first n terms in arithmetic progression is not thorough enough, which leads to the incorrect expression of the sum of odd terms and even terms. There is a summation formula for finding the maximum value of the top n terms of arithmetic progression, but it is not skilled enough to study the maximum value from the general terms. In view of the above problems, we will consciously carry out targeted training in the subsequent geometric series teaching, and strive to make students master the key contents and important methods skillfully.
Reflections on arithmetic progression Teaching II.
A, teaching material analysis and ability requirements:
The sum of the first n items in the series is the key content of the series unit, and it is the extension of this question on the basis of fully understanding and mastering arithmetic progression's general term formula; Students are required to understand and master the formula and use it flexibly according to conditions to solve simple practical problems.
2. Emphasis and difficulty in teaching
Mathematical formulas are just symbols, which are easy for students to remember but difficult to use. So the memory of the formula depends on the understanding of the knowledge points. In the teaching of this section, I set an interesting math problem, with life knowledge as the introduction. Set questions are from easy to difficult. In the process of solving the problem, the topic of this section is led out step by step, so that students can find the laws and methods in the problem and summarize them, and finally get two formulas of arithmetic progression's first n sums; In class exercises, discussions and parts are added to help students improve their understanding and induction methods. By analyzing the first n terms and the four quantities in the formula, as long as we know any three of them, we can find the other one, which is summarized as the problem of "knowing one and seeking three" If two quantities are required, the formula can be combined with legislation to solve the problem. In this way, through the induction of problem-solving methods, students' problem-solving ability can be improved.
Three. Reflection on the Teaching Process
In the process of classroom implementation, the teaching ideas are clear and clear, students answer questions enthusiastically, and they can put forward their own different views on the solution of the problem and find out the simplest and most effective solution. Therefore, the derivation of arithmetic progression's pre-N formula has a scientific analysis process, and students have a clear idea and profound understanding of the formula, so as to achieve the preset goal before class. However, due to the compactness of teaching content and the excessive pursuit of teaching quantity, teaching and training focuses on the guidance of methods and ignores the detailed explanation of the process, which will have an adverse impact on students' computing ability and deformation ability, which will be reflected in the next day's homework. In addition, enumerating too many problem-solving methods improves students' problem-solving ability, but students don't have their own thinking space after class, which is insufficient for cultivating students' innovative thinking.
Reflections on the Course Teaching of arithmetic progression III
The first round of review in senior three focuses on laying a solid foundation to solve doubts and doubts, and cultivating and improving students' ability to use knowledge to solve problems. This class is student-centered and teacher-led, which fully mobilizes the enthusiasm of students. Teachers have a natural teaching attitude, good affinity and harmonious classroom atmosphere. The teaching links are set loosely, starting with examples, exploring experiments, summarizing and refining, comprehensive application, strong sense of steps, high participation of students, good guidance from teachers and proper guidance, so that students can fully appreciate the joy of success, thus promoting their interest in learning.
1. The topic is targeted and the comments are in place.
The materials are selected from students' exercises, with strong pertinence and relatively concentrated content; Extracting conclusions from the comments and answers of students' questions conforms to the cognitive law from concrete to abstract.
2. Give full play to students' autonomy in learning.
Students show a high degree of participation and enthusiasm in class. Because the students have prepared a tutoring plan in advance for the content of this class, they have enough time to think and train. Through cooperative learning, they can further apply definitions to solve problems. Students actively participate in the whole process of review, especially the process of induction and arrangement, which provides students with sufficient exercise opportunities.
3. Complete the teaching task systematically and effectively.
Systematically plan the content of review and training to help students systematize the scattered knowledge they have learned. Pay attention to starting from students' understanding, and explore and improve mathematical methods and knowledge through students' experience in solving problems; Pay attention to details and error correction, and feedback the problems in the homework in time. Students' mistakes are corrected through comments, and students' thinking and creativity are improved.
Reflections on the Teaching of arithmetic progression Course 4
Inquiry teaching into the classroom provides students with a variety of activities. Here, I make full use of multimedia means, and adopt the methods of students reading aloud, group discussion, cooperative exchange and reporting results, individual answer, collective answer, student performance, and students saying that teachers wrote. I feel that students have a good grasp of definitions and general formulas. For some basic problems, I can use arithmetic progression's general formula to find one of the three and understand the idea of the equation as required. The derivation of arithmetic progression's general formula chooses incomplete induction and superposition to cultivate students' reasoning ability and emphasize the rigor of thinking. However, there are still some shortcomings in teaching:
1, according to the characteristics of arithmetic progression, some students will say that "the difference between the former item and the latter item is constant", so from the function point of view, we will talk about a series of function values corresponding to the independent variable from small to large, so from the perspective of later development, it is more appropriate to use "the difference between the latter item and the former item is constant".
2. "If the three numbers A, A and B are arithmetic progression, then we call A the arithmetic average of A and B". In fact, A is also the arithmetic average of B and A, that is, B, A and A are arithmetic progression.
Calm down and think about it, in the future teaching actually should also pay attention to:
1. When students prove arithmetic progression, they often use the difference of several consecutive terms as a constant, and come to the conclusion that this series is arithmetic progression. In fact, this is an incomplete induction, from special to general, this method is not rigorous. We should use arithmetic progression's.
Mathematical expressions to prove. How to use arithmetic progression's mathematical expression to prove that arithmetic progression also needs to use class time for special training, because the first question about series in the college entrance examination questions is often to prove arithmetic progression by definition.
2. When mathematical modeling is used to solve practical problems, it is by no means a few simple calculations. We must emphasize the format, solve practical problems, and explain the mathematical model clearly. This problem must not be ignored in the usual training. Be sure to repeat the text several times when answering questions, and ask students to use notes in the process of solving problems, so as to attract their attention and not lose the necessary text narration when learning to solve probability problems in the future.
Reflections on the Teaching of arithmetic progression Course 5
For the college entrance examination class, the main task now is to reserve enough knowledge and experience to meet the college entrance examination. In recent years, most of the innovative questions in college entrance examination are series questions. Therefore, the main teaching goal of this class is to review the relevant knowledge points of arithmetic progression and master the common questions in the college entrance examination.
I arranged this class in this way: first, I summarized the average scores of the series of questions in the college entrance examination in recent five years, aiming at attracting students' attention; then I showed the review objectives of this class, so that students could understand the requirements of the examination outline; third, I asked students to sum up the knowledge points in this section and memorize them for a certain period of time, mainly by memorizing formulas, because this part of the questions is mainly about choosing appropriate formulas to solve problems; fourth, I am a typical example.
According to the learning goal of this class, I combine students' independent inquiry with teachers' timely guidance, and show the knowledge points to students in various ways, so that the teaching process is zero and not scattered, and the teaching activities are numerous and not chaotic, so that students can learn knowledge in a relaxed and happy atmosphere and broaden their horizons. The success of this lesson lies in:
1. In the process of classroom implementation, the teaching ideas are clear and definite, and students are highly motivated to answer questions. They can put forward their own different views on the solution of problems and find out the simplest and most effective solutions.
2. Teaching methods meet the teaching objectives. Review class is to consolidate what you have learned by summing up. Students can easily understand the important and difficult points through the review objectives of this lesson and intuitively understand the main points of the exam through typical examples.
Disadvantages:
1. The schedule is unreasonable. It takes too long for students to recite formulas. After-class reflection, if you show a few formulas for students to recite at the beginning, and then pass the examination of teachers or group members, you may get twice the result with half the effort.
2. "Release" is not strong enough. When analyzing typical examples, I always worry that some students with poor foundation will not. Students could have explained the method of solving problems, and I could have said it myself, so students didn't give enough initiative.
In the future teaching, I will pay attention to giving students enough time and space, building a platform for students to show themselves, fully trusting students' strength and arranging teaching time reasonably.
In short, prepare lessons carefully, you will have a lot of feelings after class, and sort out your gains and losses in teaching in time. If you prepare so carefully for each class, you will seriously reflect after each class, which will really inspire your future teaching. Don't starve that horse. Teaching reflection, logo design, teaching reflection, direction identification, teaching reflection.
Reflections on the Course Teaching of arithmetic progression;
★ Complete essays on reflection in mathematics teaching
★ 5 essays on reflection on mathematics teaching in senior two.
★ Reflections on Mathematics Education and Teaching in Senior High School
★ 3 essays on teaching reflection of senior high school math teachers
★ 3 essays on reflection of high school mathematics teaching cases (3)
★ Reflection on the teaching of senior high school mathematics teachers
★ Reflection on the teaching of senior three math teachers.
★ Reflection and thinking on mathematics teaching in senior two.
★ Reflective model essay on mathematics teaching in senior high school
★ Reflections on Mathematics Review Teaching in Senior High School