Reflection on how to write a good math open class Through the comparison of preparing lessons in recent years, I realize that preparing lessons before class is very important, and after-class reflection is more conducive to timely feedback of teaching practice information, constantly enriching my teaching experience and improving my teaching level.
I summed up some experiences of my own teaching reflection:
The first couple? Scenario creation? Reflection: After each class, review and summarize the creation of teaching scenarios, and consider whether the created scenarios really make students feel close to real life, whether they are consistent with the classroom content, and what are the disharmonies in the introduction process. At the same time, according to the teaching experience of this class and the feedback information of students, we will try our best to correct the creation of the next class and improve the teaching plan in time.
The second couple? What is the effect of the class? Reflection: The ultimate goal of preparing lessons is to receive good teaching results. Therefore, after a class, we should seriously reflect on the actual effect of this class from each student's classroom expression, homework, answering questions, blackboard performance and our own classroom observation. Be sure to realize. Those with good results can accumulate experience, and those with poor results can find out the reasons in time and make detailed records in the reflection column of teaching plans so as to correct them in time.
The third pair? Teaching law? Reflection: after a class, quietly explore some teaching rules; What are the innovations in teaching methods? What are the new tricks for organizing teaching? Whether enlightenment is appropriate; Whether the thinking training is in place and so on. Write down these gains and losses in time, make necessary classification and balance, and then consider what to do when teaching this part, so as to foster strengths and avoid weaknesses, strive for perfection, and raise our teaching level to a new height.
Fourth pair? Evaluation system? Reflection: After each class, seriously consider whether the evaluation content of this class points to more valuable math tasks and activities; Whether the evaluation methods are diverse, whether they stimulate students' interest in learning and arouse students' self-esteem and self-confidence; Evaluate whether the theme is for all students, whether to teach students in accordance with their aptitude, and so on.
The fifth pair? Missing? Reflection: As the saying goes, to err is human. . Omissions and mistakes in teaching are inevitable, such as improper arrangement of teaching content, improper design of teaching methods, lack of prominent teaching focus and monotonous teaching methods. This kind of after-class reflection can find out the shortcomings and mistakes in the teaching process in time and objectively, listen to the students' opinions with an open mind, face these problems correctly, and do a good job in timely detecting and filling the gaps. I believe that by doing so, the classroom will become more and more perfect.
Reflections on how to write the teaching design of this course in open mathematics class: students are the main body. By creating situations, we can stimulate students' interest and independent inquiry, and create a relaxed and independent learning atmosphere for students. Mainly reflected in:
(1) Starting from students' favorite riddles, starting from students' life experience, closely linking mathematics learning activities with real life, fully mobilizing students' enthusiasm and encouraging students' interaction is conducive to students' understanding and mastery of knowledge.
(2) By feeling 1 minute, let students form the good habit of observing and cherishing time.
(3) Make students understand the way of looking at time through the presentation order of knowledge, and through a variety of specific activities, such as taking a look, counting, pulling and recognizing, make students intuitively understand the clock face, personally feel the meaning of time and minutes and the progress between them, and make the abstract concept of time become something that students can see and touch. Then let the students read as much as they say, so as to break through the teaching difficulty of identifying when to read and how much to read.
(4) Exercise design is hierarchical.
However, through the teaching practice of this course, it is found that there are still some links and processing methods to be further improved:
(1) The creation of problem situations should take into account the cognitive characteristics, psychological characteristics, hobbies and other practical factors of junior students, and design problem situations from the perspective of students.
(2) When designing some practical activities, we should be bolder and let go, so that students can become the masters of learning completely and the classroom can become the stage for students to show their personality.
(3) Teachers' teaching language, especially the language to motivate students, can be enriched, so as to better pay attention to the development of students' emotions and attitudes.
How to write 1 in mathematics open class, a brief introduction to life, and pay attention to the reflection of cognitive basis.
Students' mathematics learning is based on students' life experience to explain mathematics knowledge. When learning materials are related to students' existing life experience, it can eliminate the boring feeling of mathematics and make learning more active. This lesson begins with what the students are familiar with? Hands? Introduce intervals, show some intervals in life through courseware, put some seemingly unrelated things together, and let students realize that different things or phenomena have the same mathematical essence, so as to extract? Planting trees? The prototype of life. This kind of introduction is kind and natural, which not only makes students feel that mathematics is everywhere in life, but also allows students to fully experience various types of intervals, thus dispersing difficulties for the next study.
2. Fully experience and establish a mathematical model.
Mathematics curriculum standards point out that meaningful learning is self-constructed by students through effective activity experience in specific situations. In this lesson, the teacher let the students experience three effective inquiry experiences: (1) First, choose one from15m; (2) take another 25 meters; (3) Planting another plant at any distance. Provide students with multiple experiences? Planting trees? Students have experienced the whole process of hands-on operation, cooperation and communication, analysis and thinking, and modeling, which laid a solid foundation for understanding and applying the tree planting problem model to solve related practical problems in the future.
3. Combination of numbers and shapes and infiltration of thinking methods.
? Infiltrate mathematical thinking methods systematically and step by step, and try to present important mathematical thinking methods with vivid and interesting examples in a simple form that students can understand? It is one of the general ideas of the new curriculum experimental teaching materials published by People's Education Press. In the teaching of this course, teachers attach great importance to the cultivation of students' ability to draw line drawings and schematic diagrams. With the combination of numbers and shapes, students can discover the relationship between the number of trees and the number of intervals in tree planting, understand the one-to-one teaching thinking method, and also let students understand the relationship between trees and intervals. Simplify complex problems? This important problem-solving strategy has really penetrated.