Reflection on eighth grade mathematics teaching 1 A semester's work ended in a blink of an eye, facing the torrent of new curriculum reform. The new textbook has changed a lot: the book is problem-centered, flexible and diverse, and has great openness. The new mathematics curriculum has brought us into a vast world. How to change the concept of education as soon as possible, adapt to the new teaching content and change the traditional teaching methods has become the focus of our work. Let's talk about some of my working methods and my confusion.
Improving the level of lesson preparation is an important measure to ensure the quality of classroom teaching and an important way to improve the quality of teachers. The teacher can't just write the lesson plan in detail and be satisfied that I finished class today, corrected my homework and completed my teaching task. Instead, we should always reflect on our own educational and teaching behavior, record our gains and losses in the process of education and teaching, and feel, so as to constantly innovate and improve ourselves and improve the level of education and teaching. Teachers have a lot to reflect on, but it is very important to reflect on the following aspects frequently. A successful math class can often give people a natural, harmonious and comfortable enjoyment. Each teacher has his own unique design in textbook processing, teaching methods, learning guidance and so on, and there will be highlights in the teaching process. Wonderful leads that can stimulate students' interest in learning, the breakthrough point of knowledge innovation in the teaching process, encouraging students to participate in interlanguage learning, and reasonable comments made by students should be recorded in detail for future reference. In the teaching process, there are always some unsatisfactory places in each class, sometimes it is improper spoken language, sometimes it is improper handling of teaching content, sometimes it is improper handling of teaching methods, and sometimes it is not enough practice exercises. For these situations, teachers should think calmly after class and carefully analyze the reasons why students are indifferent and can't master knowledge well. After analyzing the situation, we should formulate future improvement measures in order to improve and perfect teaching in the future. How to teach students, the teacher will say that teaching students in accordance with their aptitude. However, in actual teaching, we use the same standard to measure each student, ask each student what knowledge he should master, and ask each student to complete homework with the same difficulty, and so on. Every student's inner quality, learning attitude and learning ability are different. Students with residual learning ability should help them to advance to a higher level. When you usually assign homework, let the top students finish the exercises in the book, plus two or three difficult problems, so that students can think more. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to finish the exercises in the book. They don't have to do exercises after class, nor do they have to do exercises on other difficult topics in the book. In the mathematics curriculum standard, the general goal of mathematics curriculum in compulsory education stage is defined, and it is proposed to further elaborate from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.
The first teaching method is that teachers teach knowledge and students recite it, which is a kind of cramming teaching.
In the second teaching method, teachers try to help students understand what they have learned, but ignore that the main body of learning is students, and teachers replace students' learning, which can't make every student learn meaningfully and interestingly, so that students can devote themselves to learning activities.
The third teaching method, students understand and master knowledge through their own operation and study. It plays a very good role in completing knowledge, skills and mathematical thinking. However, the latter two goals are lacking. Students' emotions and interests have not been fully developed.
The fourth teaching method, through students' association, stimulates students' interest in learning mathematics, through verifying association, makes students devote themselves to learning activities, and teachers give them enough thinking space, and through verifying generalization, makes students experience the joy of success. So as to actively and happily enter the application. It helps students to understand and master knowledge, cultivate students' interest in learning mathematics, and help students to construct multiplication and addition, so that students can get real development. No one is perfect. Only in teaching can we reflect more, correct the shortcomings and deficiencies in teaching, make continuous progress and improve, and become an excellent people's teacher.
I remember reading in a book that teachers are divided into four types: smart and caring, caring and hardworking, hardworking and conscientious, and seriously responding. Over the years, I have been actively thinking about how to do my job well, hoping to become an excellent teacher with wisdom and love. In my opinion, adults are more important than adults. To cultivate people who are useful to society, we must have a strong sense of social responsibility, positive team spirit, rich cultural and scientific knowledge and healthy body and mind.
Mathematics curriculum standards clearly point out that effective mathematics learning activities can not only rely on imitation and memory, but also practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, it is the general goal of teaching and research activities to explore teaching methods that meet the requirements of the new curriculum, make students' learning methods more diversified and promote students' active and all-round development. In teaching, how to deal with the relationship between independent exploration and cooperation, how to share resources and how to solve problems together. If you encounter particularly difficult problems, you will ask other experienced teachers for advice.
The challenges faced by modern teachers are not only highly unpredictable and complex, but also increasingly unable to find a set of universally applicable contingency measures. Therefore, only when teachers evaluate their work and professional ability development at any time, establish the awareness of lifelong learning, keep an open mind, regard the school as their own learning place, study in practice, constantly study and reflect on their education and teaching, and reorganize their knowledge and experience can they constantly adapt to the new changes. Only by forming the internal mechanism of self-development, self-improvement and self-innovation can the teaching level be improved.
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, once students "learn" and enjoy the success of teaching activities, they will strengthen their learning motivation and thus enjoy mathematics 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, mathematical problems in economic aspects such as stocks, interest, insurance, bonus savings and installment payment have become common sense. Therefore, mathematics teaching can not be ignored, regardless of 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. For example, in the factorization class, an exercise from last class was introduced to guide students to explore the concept of factorization together. Everyone can deeply feel the new concept of "everyone learns useful mathematics" from this lesson. Through regular training in this way, students can deeply realize how important mathematics is to our lives and the value of learning mathematics, thus stimulating their strong desire to learn mathematics well and changing "learning mathematics" into "using mathematics".
Cooperative inquiry is an important way of inquiry teaching under the guidance of the new curriculum concept, and it is also an important means for students to acquire knowledge, develop their thinking, enhance their sense of cooperation and improve their communication ability. Cooperative inquiry will bring students the joy of success. For example, in the teaching design and teaching of the "mean median model", students are required to collect the relevant data of the most interesting thing in your life in groups of four, and the data must be collected through actual investigation to ensure the accuracy of the data source. Students collect data through newspapers, TV broadcasts and other media, or conduct surveys, interviews or obtain information on issues of interest to them. The collected statistical charts are rich and colorful, involving all walks of life. Let students understand the practical significance of statistical charts in social life, and cultivate the learning quality of being good at observing life and being willing to explore and study, and the consciousness of cooperation and communication with others.
Under the guidance of students' online inquiry and careful design, the classroom activity of "I am a little designer" went smoothly: this lesson designs a picture with circles and polygons and explains what you want to show. The teacher will assign the content of the topic to the students in advance. Two students are the hosts of this class, and the other students show their works and explain their creativity. Finally, as a special guide, the teacher summarizes the students' geometric design, creativity and speeches, and then the students summarize and reflect on themselves. In the whole class, students have experienced the modern mathematical concept that graphics come from life and serve life, which better embodies the effective learning mode of students' active exploration and exchange learning, and is also an attempt of interdisciplinary comprehensive learning.
In the implementation of the new curriculum, we are delighted to see that the traditional receptive teaching mode has been replaced by lively mathematical activities. The classroom is alive, and the students are dynamic: they dare to think, ask, speak, do and argue, and are full of thirst for knowledge and expression.
In the third part, our group of teachers summed up that in order to improve the teaching effect and achieve the teaching purpose, we must do a good job in guiding students to participate in the whole process of teaching activities: strengthen students' awareness of participation; Increase students' participation opportunities; Improve the quality of students' participation; Cultivate students' participation ability.
First, pay attention to the stimulating effect of learning motivation in the teaching process.
By stimulating students' enthusiasm for participation and gradually strengthening students' awareness of participation and good learning motivation, only students with good learning motivation can actively prepare for learning, concentrate, think seriously and actively explore unknown areas. In practical teaching, introduce the history of mathematics development, mathematicians' stories, interesting mathematics and so on. Full of educational significance, through the induction, stimulation and sublimation of interest, students form the motivation to learn mathematics well.
Second, pay attention to the enlightening role of practical activities in the teaching process.
Through observation, thinking and discussion, students are induced to participate in the whole process of knowledge formation and development, and the opportunities for students to participate are increased as much as possible. In mathematics teaching, we should encourage students to use eyes, ears, nose, tongue, body and other senses, so that students can accumulate rich typical perceptual materials and establish clear representations, so as to better compare, analyze and summarize a series of thinking activities, and then truly participate in the whole process of knowledge formation and development.
1, let students observe more. Although mathematics is different from some experimental subjects, students can directly observe the experimental situation and draw conclusions, but the generalization and abstraction of mathematical concepts, the discovery and derivation of mathematical formulas, and the solution and demonstration of mathematical problems can make students observe better.
2. Let students think more about the presentation of concepts and abstract formulas in classroom teaching, the search for ideas and methods to solve problems, the analysis of problems, and the connection and structure of knowledge.
3. Let students discuss in class how to solve teachers' questions, discussions, questions and questions. Through discussion, students can fully express their opinions and achieve the effect of communication and improvement. In addition, allowing students to practice more, ask more questions and perform more in teaching can increase the opportunities for students to participate.
Third, pay attention to the role of learning environment in the teaching process.
By creating a good human-field relationship and learning atmosphere, students are encouraged to release their learning potential and strive to improve the quality of students' participation. Harmonious teacher-student relationship is conducive to students' initiative and enthusiasm in learning. Only through a series of behaviors, such as being proactive, simple and generous, knowledgeable, lively and interesting in lectures, natural and generous in teaching attitude, serious in attitude, rigorous in scholarship, affable and impartial, can teachers establish a high prestige among students, have a great appeal, stimulate students' emotional appeal, communicate with students on an equal footing with a sincere, friendly and caring attitude, respect, understand and trust students, and stimulate their self-motivation. Teachers should encourage students to put forward their own opinions boldly. Even if students sometimes speak inaccurately or incompletely, they should finish their sentences to protect their enthusiasm.
Fourth, pay attention to the promotion of learning methods in the teaching process.
Through the guidance of methods, actively organize students' thinking activities and continuously improve students' participation ability. The research results of educational psychology show that teachers can make students consciously master reasoning methods, thinking methods, learning skills and learning strategies through purposeful teaching, thus improving the efficiency of students' psychological process of participating in activities and promoting learning. The teaching process is a unified activity process for both teachers and students. In this process, the contradiction between teaching and learning determines that teaching needs to be regular, teaching must be regular, learning is the only way and learning is effective. Otherwise, students will only follow the trend and do one thing, not draw inferences from others. In teaching, teachers should not only teach knowledge, but also teach students how to "learn". In teaching, teachers can't ignore, let alone replace, students' thinking. But to make the design of teaching content as close as possible to the students' "nearest development zone". By designing appropriate teaching programs, students can be guided to realize some methods. For example, after students learn a content, teachers organize students to summarize, let students communicate with each other, and encourage and guide students to combine their own actual situation. Summing up personal effective learning methods and reflecting on their own learning process, students can adjust their learning behavior appropriately, thus improving their participation ability.
Reflections on Mathematics Teaching in Grade Eight Part IV Students in Grade Two are more mature physically and psychologically than freshmen in Grade One. Therefore, self-control is stronger and learning is more active. How to improve students' learning efficiency for 45 minutes in class as much as possible is worthy of reflection for me, who has only three years of junior high school teaching experience. To teach junior high school mathematics well, we must first have an overall grasp and understanding of junior high school mathematics knowledge; Secondly, we should understand the current situation and cognitive structure of students; Thirdly, the relationship between teachers' teaching and students' learning should be handled well in classroom teaching. Classroom teaching is the main position for students to learn scientific and cultural knowledge at school, and it is also the main channel for students to carry out ideological and moral education and quality education. Classroom teaching should not only strengthen double basics but also improve intelligence; We should not only develop students' intelligence, but also develop their creativity. Students should not only learn, but also learn, especially self-study, especially in regular classes. We should not only improve students' intelligence factors, but also improve students' learning efficiency for 45 minutes in class, and try our best to complete teaching tasks in a limited time. Let's talk about some of my own views:
1, the teaching objectives are clear.
Teaching objectives are divided into three areas, namely, cognitive area, emotional area and motor skill area. Therefore, when preparing lessons, we should choose teaching strategies, methods and media around these goals, and reorganize the content when necessary. In mathematics teaching, through the joint efforts of teachers and students, students can achieve the predetermined goals in knowledge, ability, skills, psychology, ideology and morality, so as to improve their comprehensive quality.
2. Be able to highlight key points and solve difficulties.
Every class should have a key point, and the whole teaching is gradually carried out around this key point. In order to make students clear about the key points and difficulties of this class, teachers can simply write these contents on the corner of the blackboard at the beginning of the class to attract students' attention. The key content of the lecture is the climax of the whole class. Teachers should stimulate students' brains and make them excited by changing sounds, gestures, blackboard writing, application models, projectors and other visual teaching AIDS. They can also insert jokes related to this kind of knowledge appropriately, leave a deep impression on their brains, stimulate students' interest in learning and improve their ability to accept new knowledge.
3. Be good at using modern teaching methods.
With the rapid development of science and technology, it is particularly important and urgent for teachers to master modern multimedia teaching methods. The characteristics of modern teaching methods are: firstly, it can effectively increase the class capacity of each class, so as to solve the original 45-minute content within 35 minutes; The second is to reduce the workload of teachers writing on the blackboard, so that teachers can have the energy to explain examples in depth and improve the efficiency of explanation; Third, it is intuitive, easy to stimulate students' interest in learning, and conducive to improving students' initiative in learning; Fourth, it is helpful to review and summarize what the whole class has learned. At the end of the class, the teacher guides the students to summarize the content of the class, the key points and difficulties of learning. At the same time, through the projector, the content will jump to the screen in an instant, so that students can further understand and master the content of this lesson.
4, according to the specific content, choose the appropriate teaching method.
Each class has its own teaching tasks and objectives. As the saying goes, "there is a method for teaching, but there is no fixed method". Teachers should be able to use teaching methods flexibly with the changes of teaching content, teaching objects and teaching equipment. There are many methods of mathematics teaching. For new teaching, we often use teaching methods to impart new knowledge to students. In solid geometry, we often show students geometric models or verify geometric conclusions by demonstration. In addition, we can flexibly adopt various teaching methods such as talking, reading guidance, homework and practice according to the classroom content. Sometimes, in a class, multiple teaching methods should be used at the same time. "There is no fixed method in teaching, what is important is proper method". As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, it will help to cultivate students' thinking ability and help them master and use what they have learned. This is a good teaching method.
5. Students' performance in class should be summarized in time and given appropriate encouragement.
In the teaching process, teachers should keep abreast of students' mastery of the content. For example, finish a concept and ask students to repeat it; After an example, erase the solution and let the middle-level students perform on stage. Sometimes, for students with poor foundation, you can ask them more questions and give them more opportunities to exercise. At the same time, teachers should encourage them in time according to their performance, cultivate their self-confidence and let them love and learn mathematics.
6. Give full play to students' main role and teachers' leading role, and arouse students' enthusiasm.
Students are the main body of learning, and teachers should start teaching around students. In the teaching process, we should always give full play to the leading role of students, so that students can change passive learning into active learning, so that students can become the masters of learning and teachers can become the leaders of learning.
7. Deal with the accidental events in the classroom and adjust the classroom teaching in time.
Although teachers are fully prepared for each class, sometimes they may encounter some unexpected things. For example, when I was teaching the second lesson of midline, I had the conclusion of "the inverse theorem of midline theorem", but I didn't prove it. There is no requirement for proof in the teaching plan. When I was brought to this question in class, a student with good grades asked me to write an answer. I introduced the method of proof to students and solved some small problems with this conclusion. Then, once, I told that classmate that I would interview you after class about the detailed proof process. Although this increases the content of class hours, it also protects students' learning initiative and enthusiasm and satisfies students' thirst for knowledge.
8. Give careful examples, do more classroom exercises and make more time for students to practice.
Teachers should carefully select examples according to the requirements of classroom teaching content, and make a comprehensive analysis according to the difficulty, structural characteristics and thinking methods of examples, instead of unilaterally pursuing the number of examples, they should pay attention to the quality of examples. According to the specific situation, the answering process can be written entirely by the teacher or partly by the students. The key is to let students participate in the explanation of examples, rather than being contracted by teachers to fill students' rooms. Teachers should set aside ten minutes for students to do exercises, think about teachers' questions or answer students' questions, so as to further strengthen the teaching content of this lesson. If the content of the class is relatively relaxed, students can also be guided to preview and put forward appropriate requirements to prepare for the next class.
9. Pay attention to basic knowledge, skills and methods.
As we all know, in recent years, the novelty and flexibility of mathematics test questions are getting stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their abilities, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. Come up with formulas and theorems in a hurry in teaching, or train students through a large number of topics by telling an example in a hurry. In fact, the process of deducing theorems and formulas contains important problem-solving methods and laws. Teachers did not fully expose the thinking process and explore its inherent laws, so they asked students to do problems and tried to "realize" some truths by asking students to do a lot of problems. As a result, most students can't "understand" methods and laws, and their understanding is superficial, their memory is weak, they can only imitate mechanically, their thinking level is low, and sometimes they even copy mechanically; Draw a gourd ladle and complicate simple problems. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, they will make mistakes in the examination. Many students said that there are too many test questions now, and they often can't solve all the test papers, and the speed of solving problems mainly depends on the proficiency and ability of basic skills and methods.
10. Infiltrate teaching ideas and methods to cultivate comprehensive application ability.
Commonly used mathematical thinking methods include transformation, analogy induction and analogy association, classified discussion, combination of numbers and shapes, method of substitution, undetermined coefficient method, reduction to absurdity and so on. In normal teaching, teachers should consciously and properly explain and infiltrate basic mathematical ideas and methods while imparting basic knowledge to help students master scientific methods. This is the only way. Students can use what they have learned flexibly and comprehensively.
In a word, in mathematics classroom teaching, if we want to improve students' learning efficiency and teaching quality in 45 minutes, we must think more and prepare more, fully prepare teaching materials, students and teaching methods, improve our teaching wit and give play to our leading role.
Reflection on Mathematics Teaching in Grade Eight Part V "Trapezoid" This math class is a class in the next semester of Grade Eight. Students in this period have a good foundation, are very active in class and have a strong desire to express themselves. Through last semester's training, I have certain independent thinking and inquiry ability. However, students in this period are slightly lacking in oral language expression ability, so in the teaching process of this course, students are designed to organize their own language, cultivate their reasoning ability, and let them improve gradually. Because students have learned trapezium in primary school, especially the special right-angled trapezium and isosceles trapezium, there are many things abstracted into trapezium in life, so students are no strangers to trapezium. However, there is no systematic exploration, induction and summary of the characteristics and related laws of isosceles trapezoid. Therefore, this course adopts the teaching method of "observation-guess-operation-verification". In this design, observation and guessing show students' insight, and the significance of operation lies in experiments. It strengthens the intuition of conjecture and proves the necessity of inquiry, which can stimulate and cultivate students' innovative consciousness and innovative thinking.
According to the above analysis, I set the teaching objectives as follows
1, master the related concepts of trapezoid and the properties of isosceles trapezoid, and correctly use the properties of isosceles trapezoid for calculation and reasoning.
2. Through observation, guessing and reasoning. Cultivate reasonable reasoning ability and language expression ability, take the initiative to explore the habit, and gradually master the basic methods of reasoning.
3. By adding auxiliary lines, the trapezoidal problem is transformed into a parallelogram or triangle problem, and the method and idea of graphic transformation are realized.
4. By exploring the nature of isosceles trapezoid and trying to find solutions from different angles, we can effectively solve problems and accumulate experience in solving problems.
5, through hands-on practice, communicate with each other, further stimulate the enthusiasm for learning and curiosity. At the same time, experience the sense of accomplishment that the conjecture is confirmed, feel the existence of mathematics in life in solving problems, and experience mathematics is full of exploration.
According to my understanding of the new curriculum, this class is mainly based on the design concept of the first gift given to students before class. "In the world of mathematics, what matters is not what we know, but how we know it." The whole class revolves around the main line of inquiry, transforms mathematical thoughts and adopts the teaching method of "observation-guess-operation-proof" with students as the main line. In this design, observation and guessing show students' insight, and the significance of operation lies in experiments. It strengthens the intuition of conjecture and proves the necessity of inquiry, which can stimulate and cultivate students' innovative consciousness and innovative thinking. I am satisfied with my design in this class in the following aspects:
1. In the import link, I didn't use the pictures in the textbook. Instead, we draw lessons from other people's creative scenes and give students a gift-an envelope, which contains all kinds of special quadrangles we have learned and trapezium, isosceles trapezoid and right-angled trapezoid to be learned in this class, so that they can open the classification and have a sense of mystery, which can stimulate students' interest in research, save time and quickly cut into the subject. I think the classroom effect is very good, which has achieved my expected effect.
2. The difficulty of this lesson is the basic method to solve the trapezoidal problem: how to add auxiliary lines to transform the trapezoidal problem into parallel edges.
Form and triangle to solve. In the process of breakthrough, I made the necessary guidance and preparation, so that students can review the commonly used methods to prove that two angles are equal, and what figure we converted the parallelogram into when learning the parallelogram, so that students can have a general exploration direction, instead of imagining it aimlessly and vaguely.
3. For the exercise design of this section, I am based on the principle of serving the key and difficult points of this section, so the setting of exercises fully reflects the important role of auxiliary lines, strengthens the introduction method of trapezoidal auxiliary lines for students, and changes the trapezoidal problem in the plane rectangular coordinate system, transforming a situation, but the method of solving problems has not changed, which is linked with the existing knowledge, so that students feel that knowledge is closely related and should learn to apply what they have learned.
4. In this class, I skillfully set up the problem situation, take the open inquiry as the leading factor, stimulate students' curiosity and thirst for knowledge, adhere to the implementation of open teaching with students' independent inquiry as the main factor, give students enough thinking time and sufficient exhibition opportunities, and ignite the sparks of students' thinking. Students at different levels in the classroom have successful experiences, and different people have different gains. Through this lesson, I deeply realized that students' creative potential is a gold mine, depending on how the teacher digs it. Give students a topic to explore; Give the students a conflict and let them discuss it; Give students a free development space, and they will give you a surprise.
However, there are still some regrets. There are still a small number of students who have not been given the opportunity to show in the whole class, which will inevitably cause certain ideological inertia to them. In addition, due to limited time, this auxiliary line was not emphasized after explaining the example.