As a new teacher, classroom teaching is one of our jobs. With the help of teaching reflection, our teaching ability can be improved rapidly. How to write a good teaching reflection? The following is a sample essay (6 selected compositions) of the second volume of the sixth grade mathematics in primary school, Reflection on Inverse Proportional Teaching. I hope it helps you.
Reflections on the inverse proportion teaching of the sixth volume of primary school mathematics 1 This lesson is the teaching content of the second unit of the sixth volume of Beijing Normal University Edition. I designed the teaching on the basis of proportional teaching. Through teaching, I have the following experiences:
First, in the teaching process, pay attention to the combination of mathematics and life, and guide students to understand the inverse ratio through three situations in life, so that students can easily grasp and judge whether the two variables are inversely proportional.
Second, through review, consolidate students' understanding of the meaning of positive proportion. What should students do if they find that the third question is out of proportion? What proportion will it be? Introduce the topic. Questioning not only stimulates students' interest in learning mathematics, but also stimulates students' enthusiasm and initiative to participate independently, paving the way for learning new knowledge, creating conditions for exploring new knowledge independently and inspiring positive emotional attitudes.
Third, pay attention to the echo from beginning to end. After students master the characteristics of inverse proportion, let them really judge whether the two quantities are in inverse proportion, so that the theory can be applied to practice. Then review the two tables presented before class, the addition table with the sum of 12 and the multiplication table with the product of 12, so that students can judge whether the quantities in these two tables are in inverse proportion, so that students can have a sense of echo from beginning to end, and let the classroom.
Disadvantages are:
1. In teaching, I feel that there is still not enough time for students to think, think, do and explore themselves, and always follow the teacher. I haven't completely let go.
2. In the aspect of questioning, we pay too much attention to the mastery of knowledge by students who study well, and too little knowledge expansion training for students with learning difficulties, so we should pay more attention to the whole class.
In the future study, try to let students design their own questions, ask each other questions, make up their own questions, explore themselves, ask their own questions and find out for themselves. This kind of teaching is a deeper teaching and a more professional realm. Therefore, some innovations should be made in the current teaching thinking and teaching mode, so that students can do and think more freely, and the effect will be better.
Reflections on the inverse proportion teaching of mathematics in the sixth grade of primary school II. Inverse proportional quantity is learned after learning positive proportional quantity. In order to absorb the teaching experience of last class, I changed the teaching methods to stimulate students' interest in learning and cultivate their ability of autonomous learning.
First, review old knowledge and introduce new knowledge.
In class, starting from the meaning of positive proportion that has been learned, let students talk about the meaning of the quantity that is said to be positive proportion first, and ask to tell its characteristics; Ask the students to talk about the proportional quantity in life, and then talk about how you judge whether these two quantities are proportional. This not only reviewed the old knowledge, but also laid a good foundation for learning new knowledge. Show me the topic again: inverse proportional quantity. Ask the students themselves: If the quantity in direct proportion is that one quantity increases, the other quantity increases, the other quantity decreases and the other quantity decreases, will the quantity in reverse proportion increase and the other quantity decrease? Two directly proportional quantities have a certain proportion, so what is an inversely proportional quantity?
Second, explore independently and learn new knowledge.
With some questions, I believe the students will be anxious to solve them! I suggest that students read books to find these answers themselves and then communicate with each other. In the process of communication, let students supplement and express their views on other people's speeches in time, which not only learns to think, but also cultivates students' study habit of learning to listen. Then, compare the quantity in direct proportion with the quantity in inverse proportion, and find out the connection and difference between old and new knowledge. In the whole process of autonomous learning, students make good use of the transfer of existing knowledge and experience and understand the meaning of inverse proportion, which not only enables students to acquire mathematical knowledge, but also enhances their confidence in autonomous learning of mathematics and cultivates their ability to acquire new knowledge independently.
The students' initiative in autonomous learning is very high, and the learning effect is good. In order to encourage students' enthusiasm and initiative in learning, firstly, everyone can actively participate in the exploration and learning of new knowledge independently; Second, everyone can fully cooperate and give full play to their respective abilities; Third, everyone has learned how to use old knowledge to learn new knowledge; Fourth, many students have a sense of happiness and accomplishment after acquiring knowledge through autonomous learning.
Reflection on inverse proportion teaching in primary school mathematics volume 6 3 Inverse proportion relationship is an important quantitative relationship and a key point in sixth grade mathematics teaching. It not only infiltrated the idea of elementary function, but also laid the foundation for the inverse proportional function of middle school mathematics. However, because this part of the content is abstract and difficult to understand, it has always been the content that students are afraid of learning and teachers are afraid of teaching. How to solve this teaching difficulty and let students understand and master this important content effectively? I made some attempts in the teaching of this course.
I explore materials from the real life around me, organize activities, and let students find math problems from the activities, thus introducing learning content and learning goals. This stimulates students' interest in learning mathematics, mobilizes their enthusiasm and initiative for independent participation, and creates a good situation for students to explore new knowledge independently.
In teaching, I lost no time in organizing students' cooperative learning, discussing and analyzing Example 3, and thus achieved satisfactory results: the students themselves figured out the quantitative relationship between the two quantities in inverse proportion, and initially understood the meaning of inverse proportion. I'm thinking about doing something similar to Example 3, so I must pay attention to the different learning methods. Therefore, by inviting students to be "teachers", we can further give students autonomy and create a democratic, equal, relaxed and harmonious classroom atmosphere, so as to achieve a deeper effect of learning while exploring. Then through the comparison of example 3, the characteristics of two quantities in inverse proportion are summarized, and then compared with the meaning of positive proportion to guess the meaning of inverse proportion. Finally, after reading and verification, the meaning and relationship of inverse proportion are obtained. It not only completes the teaching objectives of this course, but also cultivates students' reasoning ability.
Reflections on the inverse proportion teaching of the sixth volume of primary school mathematics 4. Considering the proportional teaching, the proportional teaching procedure is adopted in the teaching. Through gradual deepening, help students gradually establish the correct meaning of inverse proportion. From the teaching of specific data and examples in tabular form to the judgment of the relationship between specific quantities. Then we can judge some special cases and gradually form a correct understanding of inverse proportion.
Because the content arrangement of inverse proportional meaning is similar to that of positive proportional meaning, when teaching inverse proportional meaning, I take the form of letting go on the basis of students' learning positive proportional meaning, and directly hand over the requirements of research and discussion to students after the teacher's guidance, so as to create a relationship of mutual communication, cooperation and mutual assistance among students, so that students can actively and consciously observe, analyze, summarize and discover the laws, not just the church.
This course is based on the positive proportion of students' study. Because students have the foundation of learning positive proportion in front, they have a certain degree of * * * when learning positive proportion and negative proportion, so the thinking of the whole class is obviously improved than that of learning positive proportion in front. However, there are still some students in this class who are not focused enough. At the same time, due to the group cooperation in teaching, individual students with learning difficulties did not participate well.
Reflections on inverse proportion teaching, and the arrangement of textbook 5 (1) of sixth grade mathematics in primary schools.
This course is based on the positive proportion of students' study. Because students have the foundation of learning positive proportion in front, and there is a certain * * * relationship between positive proportion and negative proportion in the research sense, the learning of the whole class has been significantly improved compared with the previous learning positive proportion.
(2) Think about the types and quantities of exercises.
In the first class, students are required to answer all the questions during teaching, and do not choose the exercises in the textbook. It turns out that it takes more time for students to become students, and the effect is not particularly satisfactory. With the last experience, the teacher made appropriate supplements and guidance, and the students completed the second class ideally, with short time and high efficiency.
In addition, due to the introduction at the beginning of the class, the number of pages of each book and the solution of the bound book are unknown, and the students in the class have not deliberately explained it. As a result, students do not master the second question very well after class, although some students have solved it by inverse proportion method. Later, I felt that what I learned in this course was inverse proportion. Now that you have learned the inverse proportion, you should not just use the method of last class to solve this kind of exercises assigned after class. I should make full use of what I have learned in this course. On the one hand, it can help students to further understand the inverse proportion, on the other hand, it can also leave a foreshadowing for the later students to learn to use the inverse proportion to solve application problems.
(3) Some thoughts on the writing of the quantitative relationship between positive and negative proportions.
Explain in class: the area of a rectangle is certain, its length and width. This question is whether the students can answer the triangle correctly, so add: the area of the triangle is certain, is its base inversely proportional to the corresponding height? Why?
This question gives me a better understanding of why the arrangement of teaching materials should use letters. At first, I wasn't sure why I used letters. Now I think that in mathematical language, the symbol of letters can be used to judge whether it is inversely proportional, so it can be written as ah=s (certain) to explain that the base is inversely proportional to the height. In this way, when students write quantitative relations, their thinking methods will be clearer.
Reflections on the inverse proportion teaching of the sixth volume of primary school mathematics 6. Combined with the exploration of effective teaching mode carried out by the school, this course mainly focuses on the process of effective teaching. In the teaching process, there are mainly students' autonomous learning, group cooperation, students' cooperative display, and teachers and students' generalization and consolidation exercises.
In teaching, students' learning autonomy should be emphasized, so that students can break through the difficulties of this class in group cooperation. In the process of students' self-study, most students can read the textbooks according to the self-study thinking questions and find out the answers. In group cooperative learning, students take turns to speak and listen carefully, and discuss and solve problems with each other when they can't. The effect of group cooperative learning is ideal. Usually, students are trained how to speak and how to talk about many topics. In student presentation, students will look at the topic first, then analyze it, and then explain the process of the topic. Although they are not familiar with the concept of inverse proportion, on the whole, the expression is relatively smooth and clear. The full participation of the whole class in the classroom can highlight the key points and difficulties. Through observation and consolidation exercises, we can see that the learning effect is good. However, the following areas need improvement:
First, the classroom atmosphere is not active
Classroom atmosphere is one of the important manifestations of whether students actively participate in classroom learning. An active classroom atmosphere can drive students to think positively and participate in classroom discussions and speeches. Dull classroom makes students' thinking limited, unable to fully discuss and think, and will have fear of what they want to master, which will affect the learning effect. An active classroom atmosphere is easy to form a relaxed classroom, allowing students to study in a relaxed atmosphere and improve their acceptance and mastery of knowledge. The classroom atmosphere in this class is very inactive, which is far from the usual classroom. I also attended an open class last semester, and the classroom atmosphere was also inactive. After reflecting and questioning students, there are two reasons. First, teachers are not good at praising students and do not strongly encourage students to speak actively.
In class, after the teacher asks questions, let the students answer them. The students answered correctly or wrongly. The teacher didn't give praise and encouragement in time, so the students couldn't find a sense of success, and they didn't have the enthusiasm to raise their hands to speak. Secondly, the content of this course is abstract and conceptual, and some students have limited expressive ability. However, when there is a teacher in class, the students are afraid of saying something wrong or missing, and they are under certain psychological pressure, so they dare not raise their hands without fully mastering it. In the future, we need to praise students more in ordinary classes, so that students can have a sense of accomplishment, feel the affirmation of teachers, and cultivate students' awareness of daring to speak and competing to speak on stage. Not afraid to waste time in class, let students talk about a problem until no students have different opinions, encourage students to express their opinions and exercise their courage.
Second, the problem design is not in place.
In the exploration of effective teaching in schools, it is most important for teachers to make adequate teaching preparations in advance, especially the preparation of teaching plans. The tutoring plan can not only reflect the teacher's design, but also let the students know the main content and learning objectives of this lesson. In the case of tutoring, the most difficult thing is to learn thinking problems by yourself. Self-study thinking problems are designed according to the contents in the book. In design, it is necessary to combine the learning objectives and learning difficulties of this lesson, and the expression needs to be clear and easy to understand, so that students can basically find the answer in the process of self-study. The content of this lesson is conceptual and abstract, but there are less contents and more charts in the textbook, so there is no conceptual content. The information that students can get from books are examples, images and introductions in reverse proportion. When designing problems, they are basically designed according to the contents of books. Among them, the first question (what does the image of the first picture and the second picture in the book represent, and what is the difference? ) is to let students know that the inverse scale image is a curve, but only a few students have found the answer in class, and most students don't know where the answer is. In fact, the answer is to look at the two pictures carefully and look at the words on them. But it is even difficult for students to understand this problem. Later, I thought about it. First of all, this question is not well designed. What I said is only the first picture and the second picture, which is obviously instructive, so that students can only look for answers by pictures and ignore the words. Secondly, students' knowledge of self-study textbooks is not in place, and they have no habit of reading textbooks carefully. Most students only look at the problem according to the thinking questions given by the teacher, but they don't really read the book first and then look at the problem, or read the book with the problem. The cultivation of students' preview still needs to be strengthened.
Third, the difficulties are not in place.
The teaching difficulty of this lesson is to find out the meaning of inverse proportion through group cooperative learning and learn to judge whether two quantities are inverse proportion. Judging from the effect of the exercise, only some students have mastered the important and difficult points of this lesson, and some students have understood the meaning of inverse proportion, but they will not use the meaning of inverse proportion to answer questions. The main reason is that the steps and solutions are not clear when talking about examples. For example, 1, the speed and time from home to the Great Wall in Wang Bo are shown in the following table. Please complete the form before answering this question. The correct answers in the table are fast speed, short time and certain distance. Most students can fill in the form, but some students can't. If you fill in the form directly in proportion, the speed will be slow and the time will be reduced. This example is also part of the students' presentation on the stage. The students talked about everything from analyzing the topic to how to fill in the form, and finally explained the problem. Students give speeches on stage, which are mainly aimed at most students who have done it right. Students who can do it can hear it clearly, but students who can't do it can't understand it at all. Especially for middle and lower class students, it is not enough to speak once, but they still don't understand. Teachers should explain how to fill in the form, how to calculate each data and why the distance is certain after the students show it. Re-strengthening is very important for the middle and lower classes. If you don't study today, it will be difficult to make up for it later. When students do exercises, they won't do them if they don't understand the examples. At least I didn't master the method. In the future teaching process, teachers must repeat difficult questions so that students can clearly understand why. How should I answer this question?
Fourth, the exercise design is not reasonable enough.
Practice is the most direct way to test the teaching effect. In the practice of this class, the students' completion is not ideal. Most of the students only did the second question of the exercise, and there are still three unfinished questions. Although the design of exercise questions basically follows the requirements of exercise questions in textbooks, the level is clear, but there are still unreasonable places. There are too many topics to explain in practice design, and students are slow to express themselves in words, especially the newly learned concepts. It is difficult for students to write down the concept of each question from beginning to end. In practice, the first two are such topics, which stumped the students at once. The direct judgment questions in the back should be put in the back, and the second question should be put in advance to examine the students' mastery of the application of inverse proportion. Because in future exercises, it is mostly to directly judge whether the two quantities are inversely proportional, and it is less necessary to write the reasons word by word.
Fifth, the timing is not good.
The whole class is very tight, but obviously there is not enough practice time. Finally, the students perform on stage, only one topic, and then class is over. The content of this lesson is very difficult. Teachers can put the content of self-study before class and send questions to students in advance, so that students can have a look at the problems to be considered before class. On the one hand, students will spend more time reading books, on the other hand, they can leave more time to do exercises in class. In the process of students' cooperative learning, there is a little more time left, which can be reduced appropriately, because after the discussion, most students are actually busy writing answers instead of discussing, so they need to be flexible. Only some students raised their hands to speak. In the process of cooperative learning, as long as the group leader makes proper records, it is not necessary for every student to write them. We shouldn't leave so many gaps in guiding learning and design. Only by grasping the time of each link can our teaching effect be reflected.
Constantly reflecting on yourself in practice is the most direct way to improve teaching ability. Although the content of inverse proportion course is abstract, it is also an attempt as an open class. I hope that in future classes, I can learn the lessons of this class and make continuous progress in the above aspects to strive for greater progress.
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