Students' autonomous learning is the main theme of curriculum reform. Student-centered? It is the basic idea of contemporary teaching. The following is a reflection log of mathematics teaching specially collected for your reference!
The reflection log of mathematics teaching (1) shows that students are the masters of mathematics learning, and teachers should provide them with opportunities to fully engage in mathematics activities according to their cognitive level and existing knowledge and experience, and help them truly understand and master basic mathematics knowledge and skills, mathematical thinking methods and gain rich experience in mathematics activities in the process of independent inquiry and cooperative communication. With the implementation and promotion of the new curriculum, some teaching methods that overemphasized teacher-centered in the past are being eliminated, and the mathematics curriculum has undergone gratifying changes. In the teaching of "The Basic Nature of Fraction", I reformed the teaching methods this year and in the past, which made me understand the following two problems:
First, how to grasp the starting point of students' learning
Curriculum standards point out that teaching should be based on students' cognitive development level and existing knowledge base. At the beginning of teaching, does the teacher logically reveal the old knowledge related to teaching and pull it in the established direction? Or fully trust students, let go of space, let students arrange their existing experiences and learn new knowledge?
In the first teaching, I reviewed the invariance of quotient and the relationship between fraction and division from the beginning, which gave a clear hint for the learning of new knowledge and fixed the starting point of learning. In the future study, students can easily follow the ready-made road paved by teachers, proceed from the invariance of quotient, and easily deduce the basic properties of fractions according to the relationship between fractions and division.
I didn't make any preparations for the second lecture. At the beginning of the class, I created a situation in which four Tang Priests were sharing cakes on their way to the Western Heaven to learn Buddhist scriptures, which led to questions, prompted students to think, and opened a floodgate for subsequent independent learning. Because I didn't? Prejudice? The starting point of students' learning is fixed on the basis of existing experience, so that they can construct knowledge according to their own experience. Their mathematics learning activities must be? A vivid, positive and personalized process.
Second, how much space to explore for students.
In the first teaching, because I pointed it out clearly, the students just followed suit and soon discovered the basic nature of the score. On the surface, it was also obtained by students' independent observation and analysis, but in essence, the whole discovery process was completed under my control and guidance. I try my best to clear the stumbling blocks on the learning path for my classmates and walk towards the established goals. Is this equal to? Breaking the cocoon for butterflies? Avoid setbacks and block students' spirituality. It is true that this kind of teaching is fast, efficient, time-saving and smooth, but how much room is left for students' autonomy? The students have the same idea and dare not cross the line. Where do their innovative spirit and practical ability come from?
In the second teaching, I didn't try my best to highlight the mystery and attract students to submit. Instead, let students cooperate in their own activities: write a set of equal parts and try to prove them; This kind of treatment creates an education suitable for students, and gives them a lot of exploration space, allowing them to scrutinize, try and make mistakes, doubt and verify in their own space, from which sparks of thinking collide and it is natural to discover the basic nature of scores. In the whole process, I have been inspiring students' thirst for knowledge and trying to put? Cold and beautiful mathematics is reduced to fiery thinking? Students are living individuals, and their innate subjective initiative and creative potential show creative vitality in learning. Under the guidance of teachers, new discoveries, new experiences and new feelings are constantly produced, and thinking ability, emotional attitude and values are developed.
Third, there are shortcomings.
A few students in the class are tired of learning and don't finish their homework on time. Because of my own reasons, I can't miss them in time, which leads to their lucky psychology of having to stay or not do their homework. In practice? Independent cooperation to explore and solve problems? However, all students cannot be taken into account in the teaching mode, and some underachievers lack the spirit of active inquiry. Therefore, teaching methods need to be further explored. Read more books on mathematics, explore students' methods of learning mathematics, win the support of parents, and strive for better grades.
Fourth, the direction of efforts.
(1) Always pay attention to classroom management and create a harmonious classroom atmosphere.
Without rules, there would be no Fiona Fang. Without a good classroom atmosphere, the improvement of classroom teaching quality is unattainable, such as looking at the moon in the water. Good classroom atmosphere is a prerequisite for improving teaching quality. Therefore, combined with the characteristics of mathematics, specific requirements are put forward for students to sit, listen, speak, speak and practice in class. In class, we advocate proper movements, vigor, enthusiasm, daring to operate, being willing to participate in practical activities and speaking freely. When you are quiet, think hard and be diligent in thinking. In addition, we should also pay attention to creating a democratic atmosphere in classroom teaching. With the development of physiology and psychology, the senior primary school students are very different, and most of them are eager to get the understanding and respect of others. As a teacher, I must respect students' personality, maintain students' self-esteem, communicate with students on an equal footing, squat down to talk with students, listen to their voices, teach students what they need, draw inspiration from others, and point out the direction for students who are moving forward in the ocean of knowledge.
(2) Caring for poor students and truly moving people with emotion.
Do it first? Sincerity? Two words, that is, do not dare to have any wrong ideas and accusations in front of students, trust poor students and encourage them to discuss freely. Finally did it? Do you understand? Two words, is to look at things with the eyes of students. Because I can understand them kindly and accept them happily, I have promoted the progress and development of poor students to varying degrees. Secondly, education is a caring cause. In order to cultivate high-quality next generation, we should always give guidance according to students' actual physical and mental health and personality characteristics. For individual poor students, we should make use of many conversations between classes to encourage them to establish a correct learning attitude and face life positively, while for gifted students, we should educate them to guard against arrogance and rashness, make persistent efforts and create new achievements.
(3) Innovative evaluation to encourage and promote students' all-round development.
Evaluation is considered as a means to comprehensively examine students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, and it is also a powerful means for teachers to reflect on and improve teaching. The evaluation of students' learning not only pays attention to students' understanding and mastery of knowledge and skills, but also pays attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Grasping the mastery of basic knowledge, grasping the openness of classroom work, combining qualitative and quantitative methods, adopting grading system for quantitative and commenting form for qualitative, paying more attention to what students have mastered, what progress they have made and what abilities they have. The evaluation results are conducive to establishing students' self-confidence in learning mathematics, improving their interest in learning mathematics and promoting their development. No pains, no gains. There are joys and sorrows in teaching. Will I meet the requirements? Diligent, thoughtful and practical? As always, try to do better.
Mathematics Teaching Reflection Log (2) The third grade of primary school is a transitional season. We must cultivate good study habits and a good study atmosphere. However, it is really difficult for students to concentrate on listening for 40 minutes in a class, even for good students. When the teacher is giving a lecture, he must make them pay attention to the teacher.
Some talented students are smart and active. If you want to catch his train of thought, you must leave him in suspense, and the most attractive thing for him is whether to let him win. Zhao Lu is in my class. She is very clever. I often leave them questions at noon. Because of carelessness, she seldom does everything right. So I used this to educate her not to always think that she is smart and can study without an open mind. If we hit her, she can go to class for several days at a time. Therefore, more attention should be paid to eugenics in class.
For middle school students, it does not disturb classroom discipline. Sometimes you wake him up. He doesn't know what you are talking about. For them, they are absent-minded. We should constantly remind them to pay attention and organize more classroom teaching.
For underachievers, the first goal set for them should not be too high, so that they can't jump up and reach. In this way, they not only felt hope, but also tasted the joy of success. As long as they make a little progress, they should be praised in time. Let them feel that the teacher has not given up on them, and they still have great hope. Warm them with love and let them experience love. If they want to succeed, they must help them more after class. It is easy for them to stick to their poor foundation, so tell them some very simple knowledge to make them progress little by little. Besides that, as a teacher, we should speak softly in class. Create a relaxed and harmonious learning atmosphere, so that students should hold back and explain patiently no matter how angry and anxious they are during the lecture. Always remember: there are no students who can't teach, only teachers who can't teach. Be a teacher that students like. Only when he likes you will he be willing to study this subject.
Besides these, I think there is another method that is practical for any student, and that is competition. The competition can make the contestants increase their horsepower, strive for victory, speed up, improve efficiency and stimulate their interest in learning. It is the nature of teenagers to be competitive, so I extensively carry out various competitions. Through these competitions, poor students have the opportunity to show their talents and seek their own? Corresponding point? Once you find yourself outstanding in some aspects and respected by others, you will have a kind of self-motivation and take this self-motivation as an opportunity to achieve the goal of progress. However, it must be clever and flexible to apply the method of competition to the transformation of poor students. It is the nature of teenagers to be competitive, but because of poor students? Good face? 、? Saving face? If you feel that you have no chance of winning, you will automatically quit the competition, and you will not be able to stimulate your ambition. However, it is necessary to prescribe the right medicine and carry out various activities according to their respective advantages.
In teaching, I have carefully observed those students who are struggling in their studies and can't make great progress in their grades for a long time. I found that they didn't really realize that learning was a process of hard work, trial and repeated failure. Now most students are only children. What are the advantages of the only child in the family? With the popularization of compulsory education, they successfully entered junior high school. The sense of superiority makes them afraid of trouble-they are eager for success and want to get the answer in one step; Fear of failure, fear of facing failure. However, difficulties in learning are everywhere. After many failures, my mind is out of balance, my learning enthusiasm and enthusiasm are reduced, and my learning has made no progress. Based on this, I try to use the failure education method in teaching, which effectively overcomes this problem. Students' will and perseverance are also cultivated and improved. As long as we attach importance to students' psychological training in teaching and cultivate healthy psychology-not afraid of trouble, failure and challenge, students will certainly achieve something. However, I obviously have many shortcomings in teaching. For example, the classroom is too open and cooperation is a mere formality. In the future teaching, I must really let students establish, understand and apply concepts in active participation, operation, communication, inquiry learning with their brains and mouths. Practice has proved that the change of students' learning style can stimulate students' interest in learning, make the classroom glow with the vitality of teachers and students, and make the classroom more exciting.
Mathematics teaching reflection log (3) Interest is the best teacher for students and the golden key to open the door to knowledge. If primary school students have a strong interest in mathematics, they will have a strong thirst for knowledge, show special feelings for mathematics learning and enjoy learning. This is the so-called "no burden under the fun of learning". Below, I will talk about my own experience in stimulating interest.
First, create a familiar situation for students to solve math problems in practice.
Vivid life scenes help students understand mathematics in real life, feel the close connection between mathematics and daily life, increase their closeness to mathematics and experience the fun of using mathematics. Therefore, in teaching, I often design some situations so that students can learn easily while playing. For example, when teaching Skipping Rope, after the theme map was finished, I invited eight students to the stage and asked, "Which do you like best, apples or bananas? Those who like apples stand on the left and bananas stand on the right. " Then I lead the students to discuss how 8 is composed and how many it is, and list the corresponding formulas. Teachers can also ask: Do you prefer toy cars or ice cream? After school, do you do your homework or watch TV first, and so on. In this way, students can not only master the composition of 8 quickly, but also carry out ideological education.
Second, guided students to explore the mysteries of mathematics by guessing.
As we all know, every child likes to ask why, and every child wants to explore some secrets. According to children's psychology, I have adopted the form of "take an estimate and guess" many times to let students think in curiosity and gradually improve their thinking. For example, when teaching "guessing number games", I first tell students how many beads I have in my left hand and how many in my left hand, so that students can guess how many in my right hand. If this is repeated several times, students can master the decomposition, synthesis, addition and subtraction of numbers in "guessing", deepen their understanding of logarithm and pave the way for learning to use mathematics in the future.
Third, increase competition confidence and cultivate competition awareness.
Children are competitive, have strong self-esteem and love to show themselves. Therefore, we should always create opportunities for students to fully express themselves and let them be psychologically satisfied. We should constantly encourage them to build up confidence, enhance their courage, win without arrogance and lose with grace. For example, a "red flag" competition can be held in groups, and individuals can compare who is faster than who, thus cultivating students' sense of competition.
Mathematics Teaching Reflection Log (4) Students' autonomous learning is the main theme of curriculum reform. Student-centered? It is the basic idea of contemporary teaching. Stimulating students' interest, making students the main body of learning and turning students' learning from passive to active is the basis of lifelong learning. In my opinion, math preview has the following four advantages:
First, it is conducive to cultivating students' awareness and ability to ask questions.
Einstein said:? It is more important to ask a question than to solve it. ? When students teach textbooks by themselves, they often fail to understand some knowledge due to the limitation of cognitive ability, but they also have some vague understanding, so that students can boldly ask questions they don't understand. Although it seems simple to the teacher, these questions are the breakpoints of students' thinking after thinking. Because there are great differences among students, some problems are worth thinking about, and some are even naive. Attention should be paid to cultivating students' awareness of questioning. In the long run, the drop of water wears away, and the questions raised by students will certainly become more and more exciting.
Second, it is conducive to highlighting key points and improving teaching efficiency.
After previewing, some simple problems can be solved by students themselves, without the need for teachers to set up situations for students to solve in class. Which is more efficient, solving three problems or solving two problems in a unit time? It goes without saying. Students have a strong curiosity and interest in inquiry, and they will definitely pay more attention to their doubts. Teachers should catch students in time? Blurred point? Conduct targeted inquiry and clarification, and encourage students to learn to think, question and gain. After the teacher's guidance, There is no doubt about mountains and rivers, and Lu' an is another village. Let students experience the happiness of success. For teachers, teaching students in accordance with their aptitude is implemented indirectly. For students, it is easy to highlight the key points of study and break through the difficulties of study. If there is no preview, students' brains will be blank, unable to connect with old knowledge in time, and will accept it unconditionally without criticism. After preview, when there is a cognitive conflict, reflect on the learning results in time and collide with the spark of wisdom.
Third, it is helpful for students to draw inferences from others and build a knowledge network.
Because of the different backgrounds and thinking angles of students, the ways of constructing the same knowledge are inevitably diverse. However, due to the limitation of textbook arrangement, it is impossible to show all kinds of ideas, which requires us to respect students and encourage them to show diverse opinions and spark their thinking on the basis of learning from textbook ideas. On the basis of preview, teachers should encourage students not to be satisfied with the acquisition of textbook knowledge, but to dare to challenge textbooks, put forward different opinions from different angles, and fill the blank points in textbooks with their own wisdom, so as to achieve a deep understanding of textbook knowledge and build their own clear knowledge network system.
Fourth, it is helpful to improve teachers' ability to control teaching materials.
After students preview, teachers should change their teaching strategies accordingly, instead of using the materials provided by textbooks intact. Teachers must stand on the height of students' development, draw up the teaching objectives of each class according to the students' preview and the overall goal of the subject, and then flexibly choose teaching methods according to the teaching content and students' reality, and design a reasonable and scientific teaching process. In the treatment of teaching materials, it should be based on teaching materials but not limited to teaching materials. Handle teaching materials flexibly, let them serve teachers and students, and don't be slaves to them. When students preview, they often know what it is, but don't know why. Therefore, teachers should delve into the teaching materials, carefully design the teaching process in combination with students' reality, skillfully transform the knowledge and ideas in the teaching materials into teaching ideas that students can easily accept, and pay attention to providing suitable space for students' learning. There are great differences in students' psychological structure and acceptance ability influenced by many factors, so teaching students in accordance with their aptitude and at different levels. For example, the division example used in the original text: there are 12 sticks in the textbook, which are divided into 4 parts on average. How to divide it? The point is the average score, how to average it. In order to prevent students from memorizing answers without thinking deeply, it can be changed to: 12, which is divided into 6 parts on average. How to divide it?
It is true that primary school students are young, do not know how to preview, and need teachers to help them step by step. For beginners (such as students in Grade One and Grade Two), teachers can spare five minutes at the end of one class to preview the content of the next class together, teach students the methods of preview, and demonstrate how to preview at home to gradually cultivate students' preview ability and consciousness. For senior primary school students, students can preview by arranging preview homework. In the process of preview, students should be encouraged to find and solve problems by themselves.
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