Experience sharing in senior high school mathematics teaching 1. Reflection on 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. Should the design of teaching objectives be based on cognitive objectives? Emotional goals? 、? Ability goal? Ignore it. 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 procedures and cognitive 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 do such a simple problem. I have said this question several times, but I still can't work it out. Under such circumstances, teachers should not blame students, but should deeply reflect on the reasons. Whether students don't accept this kind 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 accept new knowledge? Teachers should fully understand students' existing cognitive level when designing teaching objectives, and on the basis of students' existing cognitive level, use various effective means such as multimedia to mobilize students' enthusiasm and 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 content:
(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 educational function of teaching content;
(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 lecturer is going to say, but thinking about how to handle the same content well, and then comparing the way the lecturer handles the problem 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' enthusiasm for learning is high throughout the 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 positively 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 of students in learning is often the difficulty of a class. Recording the methods to solve students' puzzles in the teaching postscript will 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, consider the teaching design of the next class and modify the teaching plan in time.
What is the philosophical basis of sharing experience in senior high school mathematics teaching (1)? Thus, the dualism of mind and matter, a material world and a psychological world emerged, which has dominated the systematic statement of philosophical problems since Descartes' time. ?
(1) Dualism initiated by Plato and systematized by Descartes became the thinking mode of western traditional philosophy. Dewey, on the other hand, took experience as the starting point and basic point of exploring problems, and endowed it with the significance of empiricism, and then doubted the existence of nature. He advocates that nature and experience are a unified and inseparable whole. Dewey believes that the object of knowledge is produced by thinking in the process of exploration and experiment, that is, knowledge. In a sense, objects are practical things.
② This practical exploration is not only the result of the interaction between the society and the subject, but also the experience that the subject has to repeatedly transform and reorganize, that is, the reflection of the subject. Dewey believes that education, whether for individuals or for society, must be based on experience in order to achieve the purpose of education. Experience not only refers to the existing knowledge, but also refers to people's own experience in life, which is people's behavior and education in the environment. Can not only increase the meaning of experience, but also improve the ability of later experience process? Education is the transformation and reorganization of experience. Dewey's reflective education thought points out that teachers should examine the teaching process and reflect on the rationality of their own behavior in teaching practice. This thought determines the position of teaching subject and is a leap in human understanding of education.
(2) freire's psychological basis? Metacognition? The concept of.
Frevil believes that metacognition is people's understanding of their own cognitive activities. Metacognition includes metacognitive knowledge, metacognitive experience and metacognitive monitoring (that is, in the process of cognitive activities, individuals actively monitor their own cognitive activities and make appropriate adjustments). The essence of metacognitive monitoring is reflective activity. The essence of metacognition is people's self-control or self-awareness of cognitive activities or cognition. Therefore, the process of metacognition is actually a process of regulating and guiding our cognition or cognitive process, and choosing effective cognitive or cognitive strategies for control and implementation. Piaget, Vygotsky and other educators and psychologists have long discussed the idea of metacognition. Mathematical metacognition is people's understanding and control of mathematical cognitive activities, such as the planning of teaching steps, the methods of understanding and memorizing mathematical knowledge, the selection of problem-solving methods, and the evaluation of teaching effect. Metacognition theory has aroused people's great concern about the design, decision-making, evaluation and other factors of education and teaching activities and how to think about teaching. Thus laid the foundation for the practice of teaching reflection.
(3) Critical teaching theory, post-modern critical theory of educational foundation and post-modern ideological trend provide support and guarantee for people to study teaching reflection.
Marx's social criticism theory is his profound reflection on society, and the critical spirit of Marx's theory is manifested in doubt and reflection. Habermas advocated liberation and emphasized the criticism of cognition. The contribution of critical theory to teaching reflection lies in emphasizing the cooperation between people, so as to better understand the theory and improve our education and teaching. Postmodernism is a threat to the authoritative theory of the past. It attaches importance to the examination of the teaching process, gives full play to teachers' subjective initiative, and actively reflects on and studies their own educational and teaching practice.