As a people's teacher, we all hope to have first-class classroom teaching ability. Writing teaching reflection can improve our teaching ability quickly. Do you know anything about teaching reflection? The following is my reflection on the first volume of mathematics teaching in the first grade of primary school, for reference only. Let's have a look.

Reflections on the first volume of mathematics teaching in the first grade of primary school "how much and how much" 1 "how much and how much to know" is the focus and difficulty of this lesson. For children in grade one, this knowledge point is easily confused. In order to break through this difficulty, I start from the following aspects in actual teaching:

1. Create a situation to stimulate students' interest. The theme map of the textbook is expressed in the form of scenes, but there is no such teaching situation map at hand, so I readjusted the theme map of the textbook and turned it into a teaching situation in which small animals eat (learning tools such as small monkeys are made in proportion). When I put the pictures of monkeys, peaches, apples and so on on the blackboard at random, the children immediately opened their eyes and showed curiosity, and their interest in learning was mobilized from the beginning.

2. Let students actively participate in learning. In the specific teaching situation, students can easily solve the mathematical problems hidden in the theme situation, and learn "Ji" and "Ji" in dynamic participation, which is in line with students' life experience, easy for students to accept, can stimulate students' enthusiasm for learning, and can also enliven the classroom atmosphere.

3. Pay attention to cultivating students' thinking ability. Mathematics class should pay more attention to students' mathematical thinking. In this class, I designed some objective questions at different levels, so that students can observe and think, naturally train their thinking and master what they have learned. For example, observing several rabbits and monkeys arranged on the blackboard, we designed a series of questions:

(1) a * * * how many small animals? (2) Who ranks second on the left? Who is the second one on the right? (4) Why do they rank second, but small animals are different? ⑤ What are the four animals from the left? These problems are not isolated, but closely related. Students improve their thinking ability through continuous analysis and comparison.

4. Emphasize the word "no" in "no" and proceed from life and reality. In the teaching design, I added a link to let students find "numbers and numbers" in their own groups. This can fully mobilize the enthusiasm of students and deepen their impressions.

Reflections on the teaching of the first volume of mathematics in the first grade of primary school, Collection 2 and Understanding Collection; This lesson is to distinguish the different meanings of "collection" and "collection place". "Ji" refers to how much a * * * is, and "Ji" refers to the order of things, which is one of them. It is not difficult for children to judge a * * *, but it is much more difficult to point out which direction to start. For freshmen, they are too young and have a poor sense of direction, especially around them, and it is still difficult to distinguish between "a few" and "which one".

The theme of the textbook is a scene presentation of queuing to buy tickets. After showing the theme map, let the children guess what they are doing.

Interspersed with courtesy education, and then ask how many people are waiting in line? Where is the little boy in the hat? Where is the little girl ranked? These questions are very difficult for students, and they can all tell the answers at once. But when I ask: How many people does the second one here mean? How many people does the fifth number refer to? The students don't seem to know how to answer this question. I asked again: Are there two people here? Is it the fifth five people? Students will answer such questions, which leads to: the second and fifth finger is a person! Then ask the students to look at the pictures. Think and do 1 topic, draw lanterns, starting from the left, draw four, draw the fourth, let the students understand how many they have drawn for each topic first, and then let them color.

However, students' homework was not given back in time in class. Show students' homework more, and let students find their own shortcomings through comparison.

When you're done, ask: What if you draw from the right? Let the students say and point out. Question 2, "Think about it and do it". What floor is the little boy's house on the left? Many students answered the fifth floor, and they all counted the floors of the balcony. As soon as they counted, they found the little boy living on the balcony on the fifth floor and said it was the fifth floor. I asked them in connection with real life: What floor is our classroom now? (Senior one is on the second floor) They will say: the second floor.

Then let them look at the pictures in the book and ask: how do we calculate the floors of the building?

At this time, some students understood that the number of floors should be counted from bottom to top! Then let the children think about how many floors the house they live in. What floor do you live on? The picture of a monkey fishing for the moon on the right has two answers. According to the figures in different directions, the results are different. Some students say the second and some students say the fourth, both of which are right, but it takes a little time to guide students to say it completely. But in classroom teaching, I pay attention to explanation, but the actual operation is relatively small, and the lecture speed is faster. I think children should be allowed to operate by putting pictures, such as taking out the left or right ones, doing more operations, practicing more and understanding what they have learned.

In addition, the number and the number are the difficulties in teaching, because there is also a question of which side to count, and it is still difficult for students to distinguish between left and right, which will be confusing. For example, drawing the fourth lantern from the right, students may still circle the fourth lantern from the left. Of course, this has little to do with students' lack of literacy, understanding of the meaning of the topic and exposure to the topic. I believe that this situation will be improved after a period of consolidation practice.

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