Reflection on Mathematics Teaching in Senior Three: 1 Teacher, how to guide students to grasp the fundamentals, make rational use of time and improve learning efficiency in the process of mathematics review in Senior Three, combined with the actual situation of mathematics teaching in Senior Three, I think that under the current teaching situation, the following points cannot be ignored:
First, textbooks should not be ignored.
In order to achieve the best review effect in a limited time, we must have a deep understanding of the college entrance examination, answer a large number of college entrance examination questions, and understand which are the key points.
First of all, I have carefully studied the math college entrance examination questions in recent years. Throughout the annual mathematics college entrance examination questions, we can find that its outstanding characteristics are its continuity and stability, and the principle of always maintaining stability. According to the form of college entrance examination in our province, this paper focuses on the examination questions of college entrance examination in our province in recent years, and finds some similarities, such as the structure of examination papers, the types of examination questions, the examination methods, the ability requirements, etc., so as to clarify the review ideas and formulate corresponding review plans. This is the last college entrance examination using old textbooks, which requires relatively stable test questions and the same difficulty as before. Review in senior three is often short in time, with more teaching contents and more relative exercises. Therefore, some teachers abandon textbooks in the general review, subscribe to a large number of review materials, and try to "cover" the college entrance examination questions by doing more and doing it repeatedly. In this way, the negative burden on teachers and students is greatly aggravated.
In order to reverse this situation, reduce the burden and improve the teaching quality in an all-round way, in recent years, the mathematics proposition group of the college entrance examination has done a lot of hard work. Every year, the test questions are closely related to the teaching materials, and some directly use the examples, exercises and formula theorem proofs in the teaching materials as college entrance examination questions. Some topics in the textbook are slightly modified and transformed into college entrance examination topics; There are also questions in textbooks that are reasonably pieced together into college entrance examination questions. If finding 1-2 as a college entrance examination question from the textbook can be regarded as curiosity, it is not enough. In the mathematics questions of the college entrance examination for many years, many questions come from the textbook every year, and the good intentions of the proposer are clear enough!
Therefore, we must attach great importance to teaching materials and focus on implementing them according to the contents and methods required by the syllabus.
Second, "double basics" cannot be ignored.
From the facts of college entrance examination in recent years, we can see that basic knowledge, basic skills and basic methods have always been the focus of college entrance examination mathematics problems. Multiple-choice questions, fill-in-the-blank questions and basic routine questions account for more than 70% of the whole test paper, especially the multiple-choice questions and fill-in-the-blank questions mainly examine basic knowledge and basic operations, but the narrative of their propositions or the choice of limbs are often confusing, and some are common mistakes of students. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, they will make mistakes in the examination.
Third, we can't ignore the mathematical thinking method.
In recent years, the mathematics examination questions of college entrance examination not only closely follow the teaching materials, but also attach great importance to mathematical thinking methods. The examination center has clearly pointed out that "we should pay attention to the examination of mathematical ability" "Effectively test candidates' mastery of mathematical ideas and methods contained in middle school mathematics knowledge. "Therefore, students are required to attach great importance to the cultivation of mathematical thinking methods in the usual learning process.
Commonly used mathematical thinking methods include: reduction, function and equation, classified discussion, combination of numbers and shapes, collocation, method of substitution, undetermined coefficient method, reduction to absurdity and so on. These basic ideas and methods are scattered in the contents of middle school mathematics textbooks. In the usual teaching, both teachers and students focus on the teaching of new mathematics courses, lacking the induction and summary of the basic ideas and methods of mathematics. In the review process before the college entrance examination, teachers should consciously and appropriately explain and infiltrate the basic ideas and methods of mathematics while imparting basic knowledge, so as to help students master scientific methods, thus achieving the purpose of imparting knowledge and cultivating their abilities. Candidates can flexibly and comprehensively apply what they have learned in the college entrance examination.
Reflection on Mathematics Teaching in Senior Three 2 During a period of practice, I found that students have several problems in the learning process:
1, many questions depend on me to talk to them. When I talk too much, students do very little. Students are not good at squeezing time and have poor ability to do things independently. If you change the question type a little, you will be at a loss. If you ask the reason, you won't answer. If you have no idea, you won't want to do it. Usually, there are few questions, many questions have not been read, and the level of thinking has not reached a certain height, so it is difficult to do the questions.
2. The basic knowledge is not solid, some formulas that have been memorized are not remembered, and the concepts that have been understood are not understood, especially the solution to the basic problems of solid geometry and the derivative rule of compound functions. , leading to confusion about which formula to use when doing the problem, you need to turn over the book.
3. The class effect is not good. Most students said that I could understand most of what I said in class, but I couldn't do it myself. What these students understand is actually only the superficial thing about a problem, its essence and the thinking method it contains have not been integrated into their brains. They will not extrapolate, see the essence from the surface of the problem, sublimate their thinking, and consolidate their review after class, resulting in the problems they have talked about still not being done.
At present, a few students are lazy and have not developed good study habits. After he knew the train of thought, he only said but didn't do it, and there was no draft paper on the math class table, so that he made the mistake of being too arrogant to get high marks in every exam.
Reflection on Mathematics Teaching in Senior Three This semester, I am in charge of mathematics teaching in Senior Three (2) and Senior Three (13). Due to the influence of various factors on the teaching time of senior three this year (such as the hot climate at the beginning of school, the postponement of the school year and the 9. 16 moss tea festival, etc.). ), some teaching time is more or less occupied, which makes the teaching of senior three particularly tense. In a blink of an eye, a semester has passed, and I am always at a loss in the teaching of several senior three. I often think about how to improve students' grades. The following are some feedbacks from my own teaching experience:
First, how to make the math review class really "live"
The types of mathematics courses in senior three are mainly review courses, with large capacity and high density; If the teacher keeps talking, the students passively understand; Finally, the teacher talked a lot, tired and thirsty, but the students were sleepy, bored and sleepy. This kind of teaching effect can be imagined. It is true that after the third year of high school, the review time is tight and the task is heavy. Teachers are eager to teach students as much knowledge as possible, but they can't just teach hard for this reason, regardless of students' feelings; Regardless of students' understanding; Regardless of students' learning reality. I think senior three review class should prepare students, attach importance to teaching methods and fully mobilize students' initiative to participate in classroom teaching. In view of the poor foundation of students in our school, it is necessary to implement the "student-centered" classroom teaching concept, so that students can really move and the classroom effect will be greatly improved. Let students really become active participants in classroom teaching, not bystanders.
Second, how to correctly handle the relationship between teaching materials and review materials.
In the review stage of senior three, it is an inevitable choice for every subject to choose a review material to adapt to senior three review and college entrance examination. How to make good use of the review materials to maximize their benefits; How to deal with the relationship between teaching materials and review materials; This is a basic problem to be solved first in the review class of senior three. Students in our school have a poor foundation when they enter school, so they must be based on foundation and books. Therefore, in the first round of review, we should stick to textbooks, focus on basic training, and find out the loopholes and defects in knowledge; Then, in view of the problems exposed by students when doing exercises, the exercises and examples are purposefully selected for refining, so as to eliminate the blind spots of students' knowledge and consolidate and deepen the weak links in knowledge. Teachers should make a reasonable choice of the materials in the review materials, and can't take the doctrine of taking them. After reviewing each chapter, it is necessary to check for leaks and fill gaps through unit tests and examination paper evaluation again, so that students can read the textbooks of this chapter in detail in the textbooks, so that the knowledge system is orderly and never leave blank points.
Third, how to grasp the teaching difficulties
In the review process of senior three, the most difficult thing is the difficulty of teaching. In recent years, the difficulty of college entrance examination questions has gradually stabilized, and how to deal with them in teaching is the premise and foundation. Secondly, under the premise of firmly mastering knowledge, it is necessary and necessary to extend some difficulties appropriately. Choosing appropriate examples in class or arranging some difficult topics after class will give students the necessary freshness and favorable stimulation, stimulate their interest in learning, enhance their sense of competition, and thus help to cultivate their personality quality. In combination with the actual situation of our students, we must grasp the basics and not involve too many topics that are too difficult and too big. Mainly to standardize students' problem-solving steps and cultivate students' mathematical thinking quality. The college entrance examination shows that the requirements for students' personality quality are: "Candidates are required to overcome nervousness, take the examination with a peaceful mind, control the examination time reasonably, answer questions with a scientific attitude of seeking truth from facts, establish confidence in overcoming difficulties, and embody the spirit of perseverance." It can be seen that the continuous and appropriate difficulty in the usual review is in line with the test instructions.
Fourth, how to effectively evaluate the test paper
The review class in senior three can't be separated from the examination paper evaluation. How can the examination paper evaluation play its due role? For a long time, teachers always talk and students listen. As a result, students can't lift their spirits, teachers talk with relish, and the final effect is still not ideal. I think we should boldly let go, hand over the examination papers to the students, and let them study, explore, think and explain themselves. Teachers only need to be mentors and mentors for students.
The above points are my thoughts, and I look forward to giving some encouragement to my colleagues.
Reflection on Mathematics Teaching in Senior Three 4. Teaching Objectives
The new curriculum standard requires us to pay special attention to cultivating students' scientific literacy, that is, "three dimensions"-knowledge, ability, emotional attitude and values, when formulating the teaching objectives of each class (or activity).
Because for the sustainable development of students, ability, emotional attitude and values have wider applicability and longer persistence. A lot of knowledge is easy to forget with the passage of time, what's more, knowledge is updated very quickly now. As long as you have the ability to acquire knowledge, you can acquire knowledge through many channels. When setting goals, I pay attention to cultivating students' thinking ability, and try to guide them how to analyze and solve problems, and gradually form excellent thinking quality.
Second, teaching activities
"There is no teaching without communication", and teaching without communication is a failure. The teaching process is a process of communication, positive interaction and common development between teachers and students. In my teaching process, I deeply realized that teachers are no longer privileged figures, but equal members with students. In the successful teaching process, teachers and students should form a "learning body". I throw questions, stimulate their desire to learn, and guide them to try cooperation and communication with questions as the carrier. However, in this class, due to students' forgetting knowledge, teachers' prompting is too much, and students' activities are not active enough, which fails to achieve the expected goal.
Third, the use of textbooks
Textbooks have always been regarded as the foundation of the curriculum, but under the new curriculum concept, the primary function of textbooks is only as an important resource for teaching and learning, but it is not the only resource. It is no longer a programmatic authoritative text to complete teaching activities, but appears as a reference prompt to show students diverse learning and enrich teaching.
Reflection on Mathematics Teaching of Grade 5 in Senior Three This semester, I undertook the teaching of liberal arts mathematics in Class 3 (1 1) and Class 3 (12). In the past six months, I have carefully studied every knowledge point of mathematics, carefully designed every class, made great efforts to do all aspects of teaching, provided after-school counseling for students, and paid attention to the improvement of students' psychological quality. Personally, I think that the liberal arts teaching in senior three should consolidate the "three basics" and straighten out the knowledge network. Because the college entrance examination proposition is based on textbook knowledge and comprehensively examines ability, it is very important to promote students to consolidate and master basic knowledge, basic concepts and basic methods. The teaching reflections I got from it are as follows:
1. From the first year of high school, you can't relax and consolidate students' basic knowledge. Attach importance to the "process" teaching of knowledge, that is, the formation, derivation process, mutual relationship and application scope of basic concepts, principles, theorems and formulas. Otherwise, in the first round of review in senior three, because time is tight, we are eager to catch up with the progress and try our best to squeeze out more time for problem-solving training, which will cause a big problem that the foundation is not solid, the coverage of knowledge points is small and a complete knowledge network cannot be formed.
2. The formulation of classroom teaching objectives should be as clear as possible. For each goal, it should be decomposed into the content of each class, so that the ability goal can be seen, touched, grasped and operated.
3. Pay attention to separating the problem-solving method from the training of mathematical thinking method. Don't think that as long as you do more problems, you will naturally master the mathematical thinking method. We should penetrate mathematical ideas and methods while explaining the basic knowledge. For example, when explaining that arithmetic progression's general formula is a linear function of natural numbers, it is clear that its geometric meaning is that the point (n, an) is on a straight line, and the tolerance D is the slope of this straight line, which embodies the idea of combining function equation with number and shape implied in arithmetic progression. Similarly, in problem-solving training, we should effectively reveal the mathematical thinking methods contained in problem-solving methods, and pay attention to the role of example teaching. Don't covet more difficulties when talking about topics. Summarize more questions (such as reading comprehension questions, information transmission questions, inquiry questions, application questions, etc.). ), reveal the law (such as finding the optimal solution, extension, transformation, generalization, abstraction, finding new conclusions), and reflect after solving. It is not advisable to substitute practice for theory and practice for theory.
4. Try to study the basic laws of the college entrance examination, the characteristics of the college entrance examination questions, and the guiding role of previous college entrance examination questions and examination instructions for senior three review. Try to study the psychological and physiological changes of students who take the college entrance examination. Prevent students from finding the feeling of solving problems and entering the state before and during the exam, which directly affects the performance of the exam level. It is particularly important to emphasize the second cycle in senior three math review. In the first round of review, we often want to put our knowledge in place in one step, and it is not advisable to raise the difficulty of review to the difficulty of college entrance examination questions. As a result, it often happens that most students still can't do college entrance examination questions. I feel that there is not enough research on the review mode of college entrance examination mathematics classroom and lack of innovation. You should learn more from other teachers in the future.
In recent years, the mathematics test questions of college entrance examination adhere to the proposition direction that new questions are not difficult and strange, emphasizing "paying attention to general methods and diluting special skills" In other words, the most important thing in the college entrance examination is general methods and related knowledge. Although the review time is tight, we should pay attention to returning to the textbook. Instead of memorizing the questions and conclusions, we should grasp the outline, recall and sort out the knowledge from the textbook catalogue, focus on the knowledge covered by examples and problem-solving methods, and select some highly targeted topics for intensive training, so that the review can be effective.
When doing your own questions, consciously find out the best way, try not to make a big leap in thinking, and choose according to the reference questions, or mark the wonderful or wrong questions. The process of checking and filling gaps is the process of reflection. In addition to understanding different problems, we should also learn to "draw inferences from others" and summarize them in time.
The psychological quality of students is extremely important. Take the exam with a peaceful mind, answer questions with a scientific attitude of seeking truth from facts, and cultivate the spirit of perseverance. Examination is a kind of knowledge. If you want to get good grades in the college entrance examination, you should not only rely on solid basic knowledge, skilled basic skills and excellent problem-solving ability, but also rely on improvisation. We should regard the general examination as an important way to accumulate examination experience and the college entrance examination, and constantly adjust and adapt from the aspects of psychological adjustment, time allocation, rhythm control and the operation of the whole examination.
Through teaching, I am more aware of the significance of mutual learning. I will continue to work hard in my future teaching work and constantly improve my education and teaching level.
Reflection on Mathematics Teaching in Senior Three Through one year's study and exploration, how to guide students to grasp the fundamentals, make rational use of time and improve learning efficiency in the process of mathematics review in Senior Three has some experiences and thoughts on the teaching work in Senior Three. Based on the actual situation of senior three teaching, I think the following points can not be ignored under the current teaching situation. My self-summary is as follows:
First, textbooks should not be ignored.
For a teacher who has no teaching experience in college entrance examination, how to get into the role as soon as possible in a limited time and achieve the best review effect requires a deep understanding of college entrance examination, answering a large number of college entrance examination questions and understanding which are the key points. First of all, I have carefully studied the test questions in recent years. The content of the test paper has not changed much, and the key and difficult points are relatively stable. There is no big change, but every year there will be some new questions or problems that we can't expect. However, they are not divorced from the basic knowledge of textbooks. Moreover, the score of the basic knowledge test accounts for more than 70%. Secondly, it is also important to pay attention to the changes in teaching materials and new syllabus. Every year, the test questions are closely related to the teaching materials, and some of them are directly proved as college entrance examination questions by examples, exercises and formula theorems in the teaching materials; Some topics in the textbook are slightly modified and transformed into college entrance examination topics; There are also questions in textbooks that are reasonably pieced together into college entrance examination questions.
Second, "double basics" cannot be ignored.
From the facts of college entrance examination in recent years, we can see that basic knowledge, basic skills and basic methods have always been the focus of college entrance examination mathematics problems. At first, students are too careless in teaching or don't know much about the basic knowledge in learning, which can easily lead to misjudgment in the exam. However, in recent years, the requirements for basic knowledge in college entrance examination mathematics questions are higher and stricter, and only candidates with a solid foundation can correctly judge. Only with solid basic knowledge and skills can we think clearly in some difficult problems, give full play to our problem-solving ability and get high marks; On the other hand, due to the large number of test questions, candidates with slow problem-solving speed often cannot complete all the test papers, and the problem-solving speed mainly depends on the proficiency and ability of basic skills and methods. Many students sighed after the exam: it's not that they won't be careless. I don't think so. Often there are mistakes in basic knowledge, the main reason is that you don't pay attention to details in your usual practice and there are no strict answering steps. Even many students just look at the questions and feel that they don't care when they do it, and they don't seriously complete the basic format and its steps. As a result, there are more or less problems in time, accuracy and writing format during the exam, which leads to losing points.
Three, can't ignore the "examination outline" and "new curriculum standards".
Examination outline is the basis of college entrance examination proposition. Studying Exam Notes can analyze the exam questions over the years at the same time, so as to deepen our understanding of it, realize the gap with experts in teaching and proposition at ordinary times, and try to narrow this gap, so as to overcome blindness, enhance consciousness and better guide candidates to review. For example, "Examination Outline" points out: "Examination requirements are divided into four different levels, from low to high, which are understanding, cognition, mastery, flexible application and comprehensive application". However, the syllabus does not clearly point out how to define "understanding, comprehension, mastery, flexible application and comprehensive application". Similarly, the examination syllabus also points out: "The examination aims to test the basic knowledge, skills and methods of middle school mathematics, calculation ability, logical thinking, spatial imagination and the ability to solve problems by using the learned numbers." How to define and concretize these abilities? The above can only be embodied through in-depth study of mathematics test questions in recent years, thus guiding our usual teaching work. In this sense, it is very necessary to study the Examination Outline and analyze the mathematics questions in recent years.
Fourthly, reflective teaching.
In the process of reviewing, especially after doing questions, unit exams and large-scale exams, I always look back and think about whether my review has any effect on improving students' grades, whether the knowledge and skills mastered by students have been consolidated and deepened, and whether the ability to analyze and solve problems has been improved. In this way, students can review their knowledge and solve problems according to their actual situation, instead of simply finishing exercises and answering answers. At the same time, I put more energy into typical exercises and representative exercises. In this regard, my approach is to put the easy-to-mistake questions and key questions in the provincial and municipal quality inspection papers together so that students can repeat them and prevent them from repeating the same mistakes. In this way, when students encounter a problem they have done, they can clearly understand what this problem examines, what are its characteristics, and is there any other better solution? Long-term adherence to the practice of typical exercises can turn decay into magic, master the inherent laws and relations of mathematical knowledge and its application, be good at grasping key points and flexibly solve mathematical problems, so as to achieve the purpose of drawing inferences from others. Over time, students' ability to analyze and solve problems will be improved. In fact, the most important thing to reflect on the teaching of senior three is "grasping implementation". After a mold, students know something about their own knowledge, so I ask each student to find out the knowledge points that he has not mastered well according to his own situation and the requirements of the college entrance examination outline. Then I summarize, pick out the key points, and then do some exercises according to these, hoping to eliminate all the weak links of students in this link. I always pay attention to the comprehensiveness, emphasis, accuracy, relevance and application of knowledge in the review process, which is also the principle I mainly followed in teaching last year and the leading idea of review. I think this kind of review has a certain influence on the students in our class. In addition, I often find some students whose test scores have changed greatly after each monthly exam to discuss their learning problems, find out their problems in the learning process and help them find the correct learning methods.