Reflections on Mathematics Teaching in Junior High School Under the requirements of the new curriculum reform and new textbooks, how to do well in mathematics classroom teaching, improve students' grades, develop their potential, improve students' interest in learning mathematics, and cultivate students' innovative spirit and ability has become an important topic in the teaching reform. After teaching and learning the new curriculum, I will talk about some experiences of mathematics classroom teaching in combination with my usual teaching work.
First, to stimulate students' interest in learning
Interest is the best teacher. When a student is interested in something, he will consciously and actively explore and learn, and will continue to learn and make progress. If students have great interest in learning mathematics, then our teaching will be much simpler and the effect will be better. Students' learning motivation comes from their interest in learning. Dull learning environment and teachers' teaching methods will only make students more interesting. How teachers consciously stimulate students' interest and desire in learning is a concern of every teacher. Strong curiosity is an important source of interest, which will firmly grasp people's attention and make them explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully set questions to arouse students' curiosity.
When I was explaining the discriminant of the roots of a quadratic equation in one variable, when I asked students to solve some equations, I only took a look and told the students the solution of the equations, and the students didn't understand until they did it. Students just
Curious, they wanted to know why the teacher didn't do it, so they learned about the solution of the equation and talked about it in succession. At this time, students will have great interest in talking about the discriminant function of the root of a quadratic equation with one variable. When talking about some geometric problems, after learning the properties of bisector and perpendicular bisector, we can get the equality of line segments without proving congruent triangles. At the same time, we can explain the situation in different ways under different conditions and prove that the line segments are equal. When we talk about "related properties of circles", we will first introduce some practical examples about circles, why wheels are round, and what they will look like if they are square, thus arousing their curiosity to discuss. And "the tangent of a circle", it is easy to solve related problems. At the same time, teachers should also have the necessary basic skills to make students admire in different ways in solving problems.
Second, teachers should do a good job in students' ideological work while deeply understanding teaching ideas.
First of all, explain to students that people have great potential for autonomous learning and make them believe in their skills; Secondly, let students know that autonomous learning is the requirement of the times, so that they can become the masters of learning and improve their skills of autonomous learning and independent thinking. Only by learning to learn can they survive in the competitive society in the future. However, students' ideological work is not influenced by blunt preaching. It is also necessary to let students feel and have clear learning goals in teaching, so as to mobilize students' initiative and enthusiasm in learning, achieve the effect of improving classroom teaching, develop students' potential and promote students' desire to learn textbooks by themselves. Ask them to think more and dare to do it. Strive to create a learning atmosphere and be willing to learn actively.
Third, cultivate students' cooperative spirit and learn learning methods.
The new curriculum advocates students' cooperative learning, and there are many problems that need students to work together to complete. We should also pay attention to the importance of cooperation when students are independent. Besides, in today's society, there are many jobs that one person can't do. What is needed is a kind of cooperation. Therefore, combine textbook knowledge with life and organize students to discuss. At the same time, when studying, sometimes you have to do it independently. When you encounter difficulties, you should read more questions, whether you have missed the conditions or do them before you run out, and form a good habit to learn to learn. Ask me when they have difficulty in doing the problem. I first asked them if the meaning of the question was clear. Watch it a few times and learn to find problems from problems instead of asking teachers. Let them know that the teacher also answers you from questions. Let them learn to find their own problems from problems. In addition, pay attention to the application of mathematical knowledge in real life. Our mathematics knowledge comes from life, but it should also be applied to our life. Because it is the requirement of new curriculum reform, it will solve some practical problems in life. To increase students' interest in and understanding of mathematics and learn useful mathematics, so we will talk about problems in life when teaching.
For example, the practical problem in the application of quadratic function, "There is a bridge on a river, which is a parabolic arch bridge. The maximum height of the bridge hole is 4m above the water and the span is 10m. A ship with a width of 4m and a height of 3.5m will cross the bridge, which aroused their interest in learning mathematics.
Fourthly, cultivate students' innovative spirit and ability to meet the development requirements of curriculum reform.
Junior high school students have just entered adolescence, with strong mechanical memory and poor analytical ability. In view of this, in order to improve the teaching effect of mathematics application problems in senior one, students' analytical ability must be improved. This is a problem that every junior high school math teacher deserves serious discussion. After my research on the new curriculum in recent years, combined with my usual teaching work, I have the following working experience:
1. Grasp the main points of teaching, such as the school year, what knowledge points are there this semester, what are the key points, and what are the difficulties, so that you have a goal in ordinary teaching. [through sorting] 2. Pay attention to explore various types of problems with students. I find that students have the characteristics of exploring the unknown. As long as their curiosity and interest are aroused, their learning motivation will come up. For example, if I have time after class, I will come up with several innovative and difficult related problems to study with students.
3. Pay attention to the feedback after each new lesson, and correct the knowledge shortcomings found by students in the main homework and quizzes in time.
4. Have a necessary number of exercises. I am opposed to the sea tactics, but a considerable number of exercises are necessary. When practicing, we should have a purpose, grasp the basics and difficulties, and infiltrate mathematical thinking. It is emphasized that teachers should pay attention to the composition and exercise of students' mathematical thinking in practice. With the necessary thinking skills and a good foundation, they can open multiple doors with one key.
5. That is, we should carefully study and sort out the knowledge points, key points and difficulties to be tested in the exam, and the types, difficulties and depths of the topics to be reviewed. In this way, it is very important to have a clear goal when reviewing, which will directly affect the effect and result of review. Of course, to achieve this and accurately grasp it, we must have a long period of experience accumulation and summary, and even setbacks, otherwise it will not work. And I am still groping, but I believe that as long as I work hard, I will understand something.
6. Be an underachiever. Underachievers will affect the grades and average scores of the whole class, so we should try our best to keep up with most promising underachievers. For example, after class, as long as I have time, I usually leave some students with insufficient grades to review, explain or take quizzes. Don't spend too much time, ten or twenty minutes, but after one semester, every little makes a mickle, which will help improve your grades. However, we should pay attention to two points: first, teachers in other subjects should coordinate their time well; second, the ideological work of left-behind students should pass, so as not to have resistance because of being left behind, which will affect the review effect.
Only when the above six viewpoints are comprehensively applied and organically combined with the actual situation of the class can the necessary effect be achieved. Teaching and learning are long-term. No matter how high the teaching skills are, they also need the cooperation of learning. Rural students have poor learning foundation and poor study habits. How to make them better cooperate with teachers' teaching needs constant exploration. In short, under the new curriculum reform, our classroom is a student's classroom. We should stimulate students' interest in learning, develop their potential, teach learning methods and improve their academic ability. Students are the masters of learning, and teachers are the organizers, guides and collaborators of students' learning. Provide students with opportunities to fully engage in mathematical activities, help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, and cultivate students' ability to analyze and solve problems by using mathematical knowledge. Teachers should be able to think more, explore more, innovate more, teach every class well and talk about every topic well. Only in this way can we take the road of teaching reform and improve teaching results. Adapt to the new teaching requirements.
Reflections on junior high school mathematics teaching 500 words The class I teach this school year is junior high school class xx. The student bases of the two classes are different. There are few excellent students in Class 3, but there are many poor students in these two classes. I just received it and thought it was good. Later, after getting familiar with it, some problems gradually emerged. For the first time this semester, after the exam, each student is required to write a written post-exam reflection material. After the second monthly exam this semester, every student except the top students wrote an exam summary. Combining what they said with my own feelings, I summarized the following points:
First, the lack of consolidation in mathematics learning
In teaching, I found that many students have high enthusiasm for mathematics learning, attach great importance to mathematics learning, and show a lot of positive psychology. Most students listen carefully and answer questions actively in math class. They think they studied well in the past, and now they just need to finish their formal homework. Some students think it doesn't matter whether they do math homework or not, but they can understand it in class anyway. As a result, math homework was put into the "cold palace" by them. Faced with these situations, after half a semester, I took some measures to change the way of checking my homework and check and correct it with my parents. Now it seems that many students have made great progress, but there are still a few students who go their own way and have a headache.
Second, the idea of learning mathematics is lax.
For the first-year students, at the beginning, they are more disciplined in class and love to answer questions. But after a period of time, the enthusiasm for learning is getting worse and worse, and the thoughts are getting more and more scattered. Some students feel at home in the classroom. There is another phenomenon. The teacher asked questions and there was silence below. Even if someone knows the answer to the question, they are too bored to talk about it, but they are very interested when the teacher talks about extracurricular things. There is also that students are blind to the purpose of learning and don't know why and how to study. They only know that they can work to earn money in a few years, but they don't realize the importance of knowledge in this era of fierce competition for talents. Without knowledge, you are illiterate. Even if you work, others can only treat you as a coolie. With knowledge, even if you work, others will regard you as a literate person.
Third, learn mathematics and play "cleverness"
Some students rely on the good foundation in primary school to play "cleverness" when they study in junior high school. When they usually do their homework, they do the questions carelessly and their answers are incomplete. Don't look at the questions carefully during the exam, and completely ignore the meaning of solving problems. For example, in mathematics multiple-choice questions, there is only one answer without special instructions, but some students choose multiple answers. If the topic is wrong, some students think it is the right choice; There is no format to solve the problem; Leave multiple choice questions blank, etc. These are all emphasized repeatedly by the teacher in class, but some students make these mistakes.
Reflection on junior high school mathematics teaching: 500 words and three words: "It's hard to know after teaching." Teachers often reflect in the process of education and teaching, and will constantly find confusion and stimulate teachers' lifelong learning. The following is my experience and reflection in the process of education and teaching.
For a long time, teachers have been required to master the syllabus and more teaching materials, so teachers study more teaching materials and more teaching methods, while studying students' thinking activities and teaching methods suitable for students' cognitive process are few. Students' acquisition of knowledge generally goes through the process of active inquiry, group cooperation and active construction. Under the background of the new curriculum, how to make students feel the desire to learn mathematics, regard learning mathematics as a pleasure, and truly become the master of junior high school mathematics. Then guide students to master various learning methods in a planned, step-by-step and hierarchical way. So that our students can learn actively and independently and reach the standards required by the new curriculum. The guidance of specific mathematics learning methods is a long-term and arduous task, and mastering the guidance of learning methods plays a vital role in future learning. Mainly from the following aspects.
First, guide students to preview, read textbooks carefully, and cultivate students' self-study potential.
Students are often not good at previewing and do not understand the role of previewing. Preview is just a form, and you can't see the problems and doubts at a glance. When guiding students to preview, students are required to understand new knowledge and cultivate their mathematical potential mainly in the classroom, so we should pay attention to the learning efficiency in the classroom and seek correct learning methods. Before previewing, the teacher arranges the preview outline first, so that students can have a clear aim. Practice has proved that developing good preview habits can make students change passive learning into active learning, and at the same time, it can gradually cultivate students' autonomous learning potential.
Second, strengthen mutual learning and make progress.
In teaching, teachers should not only cultivate the self-confidence of poor students, but also make full use of the educational resources of excellent students to pair good students with poor students. This is also a way of cooperative learning. Starting from the people-oriented concept, teachers pay attention to the development of poor students and build a good and harmonious learning environment of unity, cooperation and development. At the same time, it also makes up for the shortage of teachers' tutoring time after class.
Third, pay attention to listening in class and cultivate students' thinking potential.
Freshmen in grade one often don't adapt to the increase of courses and classroom learning, concentrate on one thing, lose energy and reduce class efficiency. Therefore, in the classroom, we should closely follow the teacher's thinking, expand our thinking and predict the following steps, and compare the self-explanation thinking with what the teacher said. Personality should focus on the study of basic knowledge and skills, and review in time after class, leaving no doubt.
Fourth, guide students to think.
Mathematics learning is a process in which learners form a new mathematical cognitive structure on the basis of the original mathematical cognitive structure and through the connection between old and new knowledge. Because this kind of work must be done by each learner relatively independently in the end. Therefore, in the teaching process, teachers should guide students to think about the law, and teachers should focus on the following points: make students reach the realm of mastery. In the guidance of thinking methods, students should pay attention to: think more, think diligently, and think with listening; Deep thinking, that is, tracing back to the source and being good at asking questions boldly; Good thinking, through listening and observing to associate, guess and summarize;
Fifth, do more problems properly and develop good problem-solving habits.
If you want to learn mathematics well, it is inevitable to do many problems, but you can't do poorly in the tactics of asking questions. You should be familiar with the problem-solving ideas of various questions. Students are often eager to finish their written homework after class, while ignoring the necessary consolidation, memory and review. Therefore, the phenomenon of imitating solving problems with formulas as usual appeared, which led to doing homework for handing in homework and failed to play its due role in consolidating and deepening the understanding of knowledge.
Sixth, guide students to remember.
It is very beneficial for students to teach them how to overcome forgetting and memorize mathematical knowledge in a scientific way. Because junior high school freshmen are in the primary logical thinking stage, there are more mechanical memory components and less clear memory components when memorizing knowledge, which can not meet the new requirements of junior high school students. Therefore, it is an inevitable requirement for junior high school mathematics teaching to attach importance to the guidance of students' memory methods.
Reflection on Junior High School Mathematics Teaching As a young teacher, I have encountered many problems in my teaching work. With the help of other teachers, I made the following reflections on my math teaching in the first half of the semester:
First, the reflection of 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. The design of teaching objectives still only focuses on cognitive objectives, ignoring "emotional objectives" and "ability objectives", emphasizing the instillation of knowledge and the transfer of skills, and seriously ignoring the educational function of textbooks.
3. The design of teaching objectives is vague and not fully open.
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 students' development. Students should jump up and pick peaches. "I can't even do such a simple problem." "I have done this problem several times." In this case, we should not blame the students, but reflect deeply on the reasons, whether the students do not accept this explanation or have differences in understanding; Is the student not interested, or the teacher's guidance is not in place, and so on; As a teacher, we must not blame students and reflect on ourselves, which will only backfire and make simple questions difficult for students. Therefore, teaching design should stimulate students' enthusiasm and interest in learning mathematics and teach them the mathematics they need.
Second, the reflection on the teaching plan
In the teaching design, the arrangement of teaching content still has the following shortcomings:
(1) Lack of analysis, synthesis, comparison, induction and overall systematization of the learned knowledge;
(2) Lack of development and utilization of educational function of teaching content;
Third, reflect on the teaching misunderstanding.
I used to think that students would understand if the teacher made it clear. Now I think that if teachers only pay attention to their own lectures and ignore students' feedback, teachers and students' thinking can't be synchronized. Students just passively accept and have no room for thinking and understanding, so they either don't understand or swallow it. After class, through active exploration, students can discover knowledge and comprehend what they have learned. At the same time, we should give students timely feedback, strengthen the feedback of the effect, give students a second chance to make up for what they didn't hear clearly, clear the obstacles in time, and eliminate hidden dangers in learning in the bud.
As an inexperienced student, I often complain that I can't do such a simple problem! As we all know, the knowledge level and acceptance ability of teachers and students are often quite different. For students, it takes a process to accept new knowledge, and the ability of students can never be measured by the level of teachers.
Therefore, in teaching, we must fully understand students' foundation and ability, and carry out teaching with low starting point, multi-level and high requirements, so that students can learn basic knowledge step by step and improve their ability in learning knowledge.
It is not easy to recognize the problem and think about it overnight. I firmly believe that as long as I continue to work hard, renew my ideas and deeply reflect on my teaching behavior and teaching norms, I will certainly develop and progress!