As an excellent teacher, you need strong teaching ability, and new discoveries in teaching can be written in teaching reflection. How to pay attention to teaching reflection? The following is my reflection on the teaching of the first volume of mathematics in the second grade of primary school, for your collection. Welcome to share.

Reflections on the teaching of the first volume of mathematics in the second grade of primary school 1 This is an open class, and quite a few children are not blank when learning multiplication formulas. So I considered the starting point of students' learning when designing classes. I also want to give students a chance to show themselves. Educating students should not only know what they know, but also know why they know. I don't know the meaning and source of the multiplication formula, so it's not enough to memorize it. It should be further studied. Another reason is that in the teaching of Formula 5, the formula is compiled from the formula. Here, I want to break the previous teaching order to make the children feel novel, or I want to make the teachers feel a little novel. According to the student's answer teacher, they are all written on the blackboard in order. I was going to wait for the students to list all the multiplication formulas, and then compare the formulas with the formulas. I will suddenly realize that the original formula was compiled here. I am quite satisfied with this teaching idea, but unfortunately, when guiding and observing the relationship between the two, I only asked: Do you know the characteristics of these formulas and formulas? When the students were still in shock, they ended up like dragonflies. With my help, the students found the corresponding formula sentence by sentence. The teaching process is not easy, and there is no enlightenment I want. Know what you want to achieve, think deeply, and you will be comfortable in class. Although I know what I want to achieve in this link, I have never thought clearly how to do it and guide it to achieve this goal. It is often said that details determine success or failure, in fact, the success or failure of key places in a class is also the same. If you really pay attention to students' psychology and feelings, you can spend more time at this time to guide students to discover the similarities and differences between the formula and its corresponding formula. For example, the formula is only one more multiplication sign than the formula, and the formula is composed of numbers and symbols. This formula is capitalized in Chinese. If you cover the multiplication sign in the formula, you can get its corresponding multiplication formula, so the source of the formula is obvious. Students can't be ignorant if they want an epiphany. In order to make students remember the result of the formula more deeply, I arranged for students to put out nine twos with sticks instead of chopsticks. I remember saying four requirements at that time.

(1) Please put it with a stick, not chopsticks.

(2) It is required to say while swinging: there are two chopsticks in one pair and four chopsticks in two pairs.

(3) Fill in the form on page 14 while swinging.

(4) Compare and see who moves fastest. I think it's too much to say I don't know if the students understand or remember. I think the four requirements are clear. The reason why I ask for them is to make the children have pertinence when doing mathematics, without considering their age. And after the third point is put forward, I am afraid that students don't know the meaning of the form, but I understand the meaning of each box on the computer screen. It seems that students can still understand by inserting tables. It seems that' this is really redundant.

Reflections on the teaching of the first volume of mathematics in the second grade of primary school II. This part of the textbook combines the content learned before with the students' real life, and designs the activity of measuring length. By asking students to measure each other's height, stride length, arm span (the length of two arms extending out), the width of doors and windows and other practical activities, the textbook deepens the understanding of centimeters and meters, consolidates the method of measuring the length of objects with a ruler, and further establishes the concept of length. At the same time, students can feel the happiness of growing up by measuring the length of each part of the body. In this activity, the textbook also designed the content of statistics, so that students can further consolidate their mastery of statistical knowledge.

The textbook has designed five activities, namely, measuring height, measuring arm length, measuring step length, measuring the width of classroom door and measuring the width of window. Through these measuring activities, students can not only learn to use various measuring tools to measure and deepen their understanding of meters and centimeters, but also get some common-sense data in daily life. Here, the textbook designs a scene that teachers record on the blackboard with statistical tables when studying measurement, so that students can consolidate the method of collecting data. Through the dialogue between two students, the textbook enables students to get some useful information through the statistical table (that is, one student knows from the statistical table that the height of four people is 1 m 2 1 cm, and the other student intends to see how tall Wang Li is).

In teaching, because of the limited classroom time, only teachers and students demonstrated several students' height measurement, arm length measurement, window sill height, door height and width. Students only measured the normal length and smaller length of the desk, arranged a family member information collection form as homework, and asked to fill in the information such as height, arm length and stride length. But I have learned some common expressions, such as: one long, two long, and so on.

Reflections on the teaching of the first volume of mathematics in the second grade of primary school 3 The teaching content of these two courses is a preliminary understanding of the first unit multiplication of the first volume of mathematics in the second grade of primary school published by Beijing Normal University.

There are two knowledge points:

1, get a preliminary understanding of the same addend and the number of the same addend, and then introduce multiplication, which is a main line.

2. The writing and reading of multiplication formula is the basis of understanding the meaning of multiplication and actual calculation. The difficulty in teaching is to identify the same addend and understand the different meanings expressed by the two numbers before and after multiplication. Through the above understanding and analysis of the teaching materials, I decided to adopt open classroom teaching.

The initial understanding of multiplication is based on the fact that students have learned addition and subtraction. This section is the beginning for students to learn multiplication. Because students don't have the concept of multiplication, and this concept is difficult to establish, in this case, I started from my own life experience, started with the riddles that students like, grasped the characteristics of students' psychological age and psychological needs, and gradually completed the experiential teaching process of multiplication. Therefore, from the beginning of class, children have great enthusiasm and interest in the smooth progress of classroom teaching.

Disadvantages:

Students are not careful enough to observe and express their feelings a bit lacking; Some students can't list the correct multiplication formula, which affects the teaching effect.

Reflections on the teaching of the first volume of mathematics in the second grade of primary school 4. In the teaching of "observing objects-taking a look" (1), I let students experience the process of observation, and experience that when observing objects from different positions, the shapes they see are different, and at most they can see three faces; Can correctly identify the shape of simple objects observed from the front, side and above. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space. At the same time, through students' activities, they can stimulate their interest in learning and cultivate their sense of cooperation and innovation. This lesson has several characteristics:

1. activity is an important way for junior middle school students to learn mathematics. It can not only stimulate students' interest in learning, but also help them better understand and use knowledge. This lesson is more prominent in this respect. For example, in the activity of observing cartons, students are not simply asked to look and speak from the position, but are designed to experience the activities themselves. Not only did they gain knowledge, but more importantly, they enjoyed learning.

2. Provide students with intuitive and vivid learning materials, pay attention to students' hands-on operation, and let students experience the observation method themselves. For example, guess (American school): judge whether it was taken from the front, side or above. Let each student observe the picture in combination with the real scene of the school and experience that the shape of the same object is different when it is observed from different positions; By playing with cuboids and guessing colors, students can further deepen their understanding of the front, top and side of objects. At the same time, students are encouraged to leave their seats, observe the cartons freely and tell the students around them what they see. Where do you stand and see which side of the carton? You can see three sides of an object at most. These operational activities fully reflect the democratic style of teachers and provide more space for students to explore, communicate and cooperate. However, there are some things worth thinking about in this class:

1. Students are not very clear about the concept of face. In the initial observation, some children even said that they could see four or more faces. Considering the reasons, it turns out that students regard an edge they see as a face. I think if students touch a cuboid when reviewing before class, I think students will not have the above problems.

2. There is such an episode in class: after the students taught themselves the names of the sides of a cuboid, some students misunderstood when reporting. He stood on the front of the cuboid (red front) and said that the front was red. When he stood on the side of a cuboid (the side was yellow), he also said that the front was red. At this time, a child keenly realized that he had made a mistake, stepped forward in time to correct the mistake of the classmate just now, and expressed it very clearly. This child can learn more, but it's a pity that my evaluation didn't keep up and I didn't fully affirm his questioning behavior, which is undoubtedly my regret in this class. It is said that children nowadays can't hear well. If I seize this opportunity in time, I will undoubtedly become the best example for other students. It's a pity that I missed it, and I deeply feel how important it is for teachers to pay attention to students.

In this case, the teaching goal is to let students experience that the shape of a rectangular object is different from different angles, and at most three sides of the object can be observed; It can correctly distinguish the front, side and top of an object observed from different angles, that is, the relativity of subject and object. It should be said that in order to achieve this goal, Ceng Laoshi's teaching strategy is correct, which is mainly manifested as follows:

First, let children observe the experience and increase their own experience, which is advocated by the new curriculum standard. Throughout this class, Ceng Laoshi insists on taking students as the main body of learning, allowing students to observe, experience, think, express and evaluate, so that the knowledge they have learned is the result of their own or cooperative exploration, rather than passively accepting what the teacher has said.

Second, let students learn in various ways. Ceng Laoshi's teaching methods are rich and colorful around the theme. This kind of teaching conforms to the physical and mental development characteristics of junior students, and can maintain their interest in learning and improve learning efficiency.

Third, the reflection of this case is well written. I also noticed the shortcomings and tried to find the reasons, and this attribution should be said to be correct. I believe that the future teaching in Ceng Laoshi can make up for or prevent these shortcomings.

Of course, there is still room for improvement. Because our topic is "Research on Constructing Efficient Classroom Teaching Mechanism under the Background of New Curriculum", both teaching and reflection should closely focus on this topic to reflect on whether I have improved teaching efficiency, why I have improved or decreased it, and what I should do to improve it. I hope I can see this in my next reflection.

Reflections on the teaching of the first volume of mathematics in the second grade of primary school. 5 "Preliminary understanding of angles" is based on students' preliminary understanding of rectangles, squares and triangles, but only three students know the figure of angles through the pre-test, and three students think it is a right angle. Therefore, in teaching, I let students master knowledge and form skills through teaching methods such as posing, watching, speaking, drawing and playing.

First of all, I let the students feel the angle initially through the pictures I have learned, and then let the students find the angle in their lives. When students describe the angle they found, because there is no standardized guidance on how to express the angle they found, they are a little foggy when pointing at the angle, and they all refer to a point.

Then abstract the angle from the object, let students work together to find the characteristics of the angle, and judge the angle through practice, so that students can consolidate their understanding of the diagonal characteristics.

In the corner drawing session, I first remind students of the tools used to draw corners and what to draw clearly. Actually, it's not necessary. It's just that I'm not at ease. I can let go of the method of letting students communicate at the same table and draw corners independently. After demonstrating the formal method of drawing corners by computer, I can ask students to draw corners in different directions. The purpose of playing with corners is to make students understand that the size of corners refers to the size of openings on both sides, not which corner is bigger and which corner is bigger in students' impression. Then let the students understand the knowledge points that have nothing to do with the length of the side. They have exceeded the difficulty of the textbook itself when dealing with it, so when designing, they only need to point to what the size of the corner in mathematics refers to. There is no need for students to understand that the size of the angle has nothing to do with the length of the side. This vacant time allows students to perceive the size of the angle through practice.

If you cut a corner from a square, let the students choose which corner it will be. In the process of searching, students will feel the size of the angle. Students can also be arranged to create corners, so that students have more time to perceive corners.

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