A teacher's real ability is not to teach knowledge, but to stimulate students' learning motivation, arouse their desire for knowledge, let them participate in the whole teaching process with interest, and acquire knowledge through their own thinking activities and hands-on operations. A very important aspect of the new round of curriculum reform is to change students' learning status. In teaching, it is more important to pay attention to students' learning process and the development of their emotions, attitudes, values and abilities. As far as learning mathematics is concerned, what are the former students? Study? If you enjoy the success of teaching activities, you will strengthen your learning motivation and like math better. Therefore, teaching design should make students' emotions and interests always in the best state to ensure the effectiveness and predictability of teaching activities.
The new curriculum advocates that students can initially learn to ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and cultivate their sense of application. With the gradual formation of the socialist market economic system, economic and mathematical problems such as interest, insurance, bonus savings and installment payment have become common sense. Therefore, mathematics teaching can not ignore the practical application, which is probably out of date.
Students learn knowledge in order to use it. But the long-term exam-oriented education makes most students wonder, why do you want to learn mathematics? What's the use of learning mathematics? Therefore, in teaching, I aim at students' age characteristics and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems. Like teaching? Understanding of the circle? After that, I consciously led the students to draw a circle with a radius of 5 meters on the playground. Some students think that two people draw a circle with a long rope, some students think that a row of people turn around and draw a circle, and some students think that the whole class circles around and draws a circle along this circle. On this basis, let the students solve it? Why are the wheels all round and the axles all mounted on the center of the circle in real life? When someone is performing, the people watching will naturally form a circle. Why? The practical problem of why the largest range of sheep grazing is round. Through regular training in this way, students can deeply realize how important mathematics is to our lives and how valuable it is to learn mathematics, thus stimulating their strong desire to learn mathematics well. Learn math? For what? With math? .
Reflections on the teaching of the second volume of mathematics in senior one. This lesson is the first lesson of decimal integer, which is mainly to let students understand the meaning of decimal integer, master the calculation rules of decimal integer, and cultivate students' ability to acquire new knowledge actively. In order to make it easy for students to master new knowledge, I tried to do the following:
1. Review the significance of integer multiplication and the law of product change caused by factor change in integer multiplication for students to learn? Decimal times integer? I have made good preparations, especially mastering the changing law of products, which is very helpful for learning the arithmetic of decimal integers.
Second, created a? Buy a kite? Situation, thus stimulating students' interest in learning. When solving practical problems, it naturally leads to the learning content of decimals and integers, which makes students feel cordial and natural, and students explore new knowledge with strong interest.
Third, in the process of learning, I pay attention to students' independent thinking. For example, when solving practical problems, I ask students to think about communication solutions together. In the communication between teachers and students, students can fully express their views and calculation methods, so as to get many creative solutions. Then under the guidance of the teacher's inspiration, help students better understand the arithmetic and method of decimal multiplication of integers.
In short, this course pays more attention to students' learning process. In the study of thinking and communication, different students are given space to develop their thinking and promote their development.
Reflection on the second volume of mathematics teaching in senior one? Create a situation? This is a new bright spot in the mathematics curriculum standard. It makes boring and abstract mathematical knowledge closer to students' social life and accords with students' cognitive experience. Enable students to acquire basic mathematics knowledge and skills in vivid and interesting situations and experience the value of learning mathematics. However,? Create a situation? Whether a teacher's personal task is completed by both teachers and students is two different ways in actual teaching. Next? What is the approximate value of the product? Teaching, talk about my own thinking.
First of all, it is necessary to avoid the situation carefully designed by a teacher when preparing lessons. Students are always taught by the teacher when the teacher asks questions? Lead by the nose? . In this way, students' subjective status and learning autonomy will be greatly reduced. It is necessary to naturally generate problem situations in the process of teacher-student interaction. This lesson is taught through discussion. What information should I consider when buying food? Understand the students' real thoughts when solving this problem. Provide relevant information on the basis of fully respecting students' views, so that each student can become the creator of the situation. This lesson also created? Fill in the invoice? Question situation, by contacting the problem that everyone just solved, put forward? Can you help the seller fill out an invoice for the students? Fill in the invoice? The needs of. Then guide students to personally try to fill in the invoice process, and guide students to master the method of filling in the invoice during the filling process, so as to obtain? Necessary math? . In this problem-solving situation, the main body of thinking is the students, and the teacher only gives targeted guidance according to the problems that students have at any time. Students are always active participants in problem situations. Creating situations is not a teacher's patent. Teachers should actively guide each student to participate in the process of situation design, so that the situation can really help students to learn independently and cooperate and communicate.
Secondly, we should avoid weakening students' dominant position, resulting in less information, and the focus of discussion should avoid staying at? How many decimal places should the product keep? In fact, students should be guided to further experience? What is the approximate value of the product? The application value of. The teaching of this course makes students have doubts in practical application (write the invoice amount for the seller according to the calculation results), and try to solve them by themselves, so as to deepen their understanding and reach an understanding in communication (the money should be kept to two decimal places according to the actual situation), and then it can be used correctly in real life.