As a teacher of the people, teaching is one of our tasks. Teaching reflection can record our classroom experience well. How can I write teaching reflection? The following is my serious reflection on the teaching of "Surface Area of Cylinder", the second volume of mathematics in the sixth grade of primary school, for your reference and hope to help friends in need.
Reflections on the teaching of cylinder surface area in the sixth grade mathematics: Reflections on the teaching of cylinder 1 surface area
The teaching of this course adopts the method of combining operation with demonstration, explanation with practice, so that the new lesson and practice can be organically combined, and the combination of lecture and practice can be achieved.
1. Grasp the key points, break through the difficulties, and use the teaching materials reasonably.
The derivation of the calculation formula of cylindrical lateral area should strictly follow the principle of subjectivity, so that students can operate, observe and discover, promote the transfer of knowledge, make students easily understand and master the calculation method of cylindrical lateral area, and better break through the difficulties.
2. Visual demonstration and practical operation.
Through intuitive demonstration and practical operation, students are guided to observe, think and explore the calculation method of cylinder surface area, and students are encouraged to actively acquire new knowledge.
3. Combination of interpretation and practice
This course has changed the traditional teaching mode of speaking first and then practicing, making the combination of speaking and practicing run through the whole teaching process, and making the practice from easy to difficult with the explanation. When practicing the practical application of surface area, it is natural to carry out "one method in one" teaching, so that teaching and practice can be truly organically combined, and the knowledge learned by students is effective and practical. At the same time, it also stimulates students' interest in learning mathematics and solving practical problems, and cultivates students' application consciousness.
Reflections on the teaching of the second volume of mathematics in the sixth grade of primary school "the surface area of a cylinder" II. In the course of understanding cylinders, I designed a teaching form that allows students to study independently and in groups. Students' group activities are different, and the outstanding advantage is that students' understanding of cylinder characteristics is the main problem in the process of doing it themselves: ① students can't summarize and express their knowledge; (2) Students' inquiry learning is disordered and random; ③ The members of each group have great differences in exploring and thinking about knowledge; ④ Students' self-study ability is poor; ⑤ Students can't communicate and learn.
Learning "knowledge and surface area of cylinder" is based on students' existing knowledge about circular area and the surface area of a long (regular) cube, and they have the ability to study surface area independently. Moreover, the cylinder can be seen everywhere in the exhibition life of primary school students, and it is familiar. Therefore, our preparation group takes this learning content as material for students to explore and study.
Pass the experimental class; We have reflected on the following aspects:
1. The key for teachers to guide students to take this course is to design a table so that students can sum up and understand knowledge in an orderly way.
2. In this class, we should teach more students to gradually cultivate their communication and learning ability and independent thinking and analysis ability.
In the process of students' hands-on exploration, what teachers should do is to help, not to guide and blame. Give guidance when students need it.
4. This kind of classroom helps teachers to observe and analyze students' learning characteristics.
;