The primary goal of mathematics education should be to acquire knowledge, not to pay attention to students' development, to create an educational environment conducive to students' active development and to provide students with time and space for full development. The following is my reflection on the teaching of math teachers in grade three, I hope you like it!

Reflection on the third grade math teacher's teaching 1 Reflection on the ninth grade math teaching is the need for teachers to carry out the ninth grade math teaching. Through the reflection on ninth grade mathematics teaching, teachers can find their own shortcomings in teaching and students' learning problems, and find ways to improve them. In this way, both teachers and students can benefit from the reflection of ninth grade mathematics teaching and achieve the purpose of learning from each other.

First, carefully choose teaching content and design teaching methods.

Through the reflection on ninth grade mathematics teaching, we know that most students think mathematics is abstract, but abstraction is not boring. In classroom teaching, under the guidance of teachers, students should feel that mathematics is rigorous, reasonable, unified and harmonious, and students can accept new knowledge naturally and clearly, so as to achieve the best effect of classroom teaching. Teachers should carefully study the textbooks before class, explore the potential role of each knowledge point in the textbooks, and establish a teaching model that fully embodies the spirit of quality education, so as to make the classroom full of vitality and stimulate students' interest in learning mathematics. Indeed, interest is the driving force to promote students' learning. Only by handling the teaching materials well, adopting flexible and diverse teaching methods and carefully organizing each class can students enjoy learning.

Second, we should cultivate our interest in learning mathematics and improve our computing ability.

Through the reflection on ninth grade mathematics teaching, we can know that many junior high school students think that mathematics is boring calculation, and calculation is the standard to measure students' intelligence, which requires us to think deeply. Teachers should create a relaxed mathematics learning environment for students, so that they can learn mathematics actively and confidently, communicate on an equal footing and cooperate to solve the problems they face. We should let students know that the purpose of learning mathematics is not only to acquire computing ability, but also to acquire their own ability to explore and experience mathematics and solve practical problems by using mathematics. Students should witness the vivid formation process of mathematics knowledge, experience how to learn mathematics and how to create mathematics again, feel the power of mathematics from it and promote students' interest in learning mathematics. Teachers should leave enough thinking space for students in the process of mathematics learning, so that students can really engage in thinking activities and express their understanding, rather than simply imitating memory and blindly calculating mechanically.

As the organizer of students' learning, a very important task of teachers is to provide students with space and time for cooperation and exchange, which is the most important learning resource. In teaching, individual learning, deskmate communication, group cooperation, inter-group communication and class communication are all common forms of classroom teaching organization in the new curriculum. These organizational forms create time for students to cooperate and communicate, and teachers must also provide enough time for students to study independently.

Third, strengthen the teaching of basic knowledge and carry out outward bound training appropriately.

Through the reflection on mathematics teaching in grade nine, we know that basic knowledge and skills are the focus of the exam and the basis for students to continue their study and development. Only when students master the basic knowledge and skills can they develop. While explaining textbook knowledge, we should appropriately extend and expand it, guide students to reflect after solving problems, pay attention to summing up mathematical laws and problem-solving methods, cultivate students' awareness of exploration and innovation, and also cultivate students' ability to think, analyze and solve problems independently. Summarize knowledge, laws and methods. After guiding students to analyze and answer examples, we should guide students to summarize the important basic knowledge involved in this topic, summarize the laws and summarize the main mathematical ideas and methods in time. Common mathematical thinking methods include the combination of numbers and shapes, the thought of function equation and the thought of reduction, and specific mathematical methods include collocation method, method of substitution, undetermined coefficient method, analysis method and synthesis method. , so that students' understanding of these issues rose from perceptual knowledge to rational knowledge.

Fourth, summarize methods and infiltrate moral education.

Mathematics has a high degree of abstraction and strict logic. In the mastery of mathematical knowledge, students can master the core of mathematical knowledge only by understanding mathematical laws and thinking methods. In the reflection of ninth grade mathematics teaching, we should penetrate the laws of combination of numbers and shapes, correspondence between functions and equations, reduction and sampling statistics, sort out knowledge, and form systematic and networked knowledge blocks according to the three fields of numbers and algebra, space and graphics, statistics and probability, so that students can better grasp the "core" content of each block-mathematics curriculum standards.

Therefore, the examples of mathematical explanation in grade three should reveal the general laws and methods of solving problems. When designing and organizing teaching, we must embody distinct innovative thinking, and try to influence students with this thinking, give them demonstration and guidance, and cultivate their innovative learning quality in this subtle way. At the same time, we should have good temperament and strong ability to use modern teaching methods, be good at summing up our own thinking and practical experience, and constantly improve learning efficiency. The reflection of ninth grade mathematics teaching should follow the new curriculum, and put forward that mathematics education should be oriented to all students, everyone should learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. Teachers' professional development is indispensable, and the most convenient and effective way is to reflect on ninth grade mathematics teaching.

As an intellectual activity, teaching needs teachers' constant reflection and review, which is helpful to change teachers' teaching methods and improve teachers' ability to criticize and reflect on educational and teaching activities. Teaching is a complex and highly technical activity, which requires teachers to make judgments on specific teaching situations in order to decide how to act. Reflecting on one's own teaching behavior can undoubtedly promote the growth of teachers. So I always reflect on my teaching effect and teaching methods. The following is a fragment of my reflection on mathematics teaching in grade three this year.

I. Background of the problem

In the teaching of senior one and senior two, I can adjust my teaching methods and modes as soon as possible, and adopt a teaching mode based on foundation, combining teaching with practice, and combining heuristic with inquiry. Practice has proved to be quite successful. Since I entered the third grade, although I have been teaching for more than three years, there is a sharp contradiction between the time of students' activities and the time and content of teachers' lectures because of the great difference between students and previous classes. At first, I felt like a novice, and I was a little uncertain about the capacity and difficulty of the classroom. Therefore, every time after class, I seldom feel very comfortable, let alone a sense of accomplishment: I don't feel too much satisfaction, and I am worried that uncooked rice will be cooked; I just think the content is too difficult, and I'm worried that the students won't ... It turns out that after the second monthly exam, the results of the two classes I taught were not bad in the whole grade, but I feel there is still a long way to go. Coincidentally, my problems and troubles are exposed in the class I teach: students can't grasp the basic knowledge, and they can't grasp it firmly; If you have a little knowledge of what you have said, you won't do the same kind of questions in the exam, or you will make many mistakes. Faced with such achievements and situations, I can't help but feel anxious: teachers work so hard, students devote themselves to their studies, but students fail again and again in math learning. Who is in charge? How can we get rid of the predicament and let students regain their confidence in reviewing for Grade Three as soon as possible?

2. Cause analysis After a long time of thinking, I repeatedly recalled and found the problems and shortcomings in my teaching:

1. I don't know enough about students, especially students in my own class, and I overemphasize the synthesis of knowledge, but I fail to let students master solid knowledge of double basics. Students who think they should know don't understand, and students who think they have mastered it don't.

2. Excessive pursuit of the integrity of the classroom, preparing lessons according to one's own subjective will, and "selling" all the contents prepared before class to students as much as possible, instead of letting students master every knowledge point as much as possible, so that classroom teaching can truly become "injection" and "indoctrination" education.

3. Teachers talk more, students practice less, especially students have less time to think for themselves. The general solution is not emphasized enough.

4. Homework is inconsistent with the daily content, so the homework is difficult, the workload is too heavy, and the homework is not explained in time, which makes students have many problems.

5. Be swayed by considerations of gain and loss, because students' computing ability and thinking ability are poor, and they dare not let students calculate and think in class, thus falling into a vicious circle; Students' ability to analyze and solve problems, especially their ability to calculate, has not been substantially improved.

6. Students lack initiative in learning and rely too much on teachers; Lacking the spirit and perseverance to study hard, most of them dare not look at difficult and unfamiliar questions and wait for teachers to tell them.

7. Students lack the ability to summarize and organize knowledge, and can't consolidate and master the knowledge they have learned every day and at every stage in time.

3. Teaching adjustment strategy

(A) the concept

In teaching, we should pay attention to:

1. Combine speaking with practice, practice in sections, and speak in sections.

2. Talk about ideas and restart your hair;

3. Clear the context, highlight the key points and weaken the difficulties as appropriate;

4. Emphasize the comprehensiveness of knowledge and deepen it appropriately.

As for students, students are required to change their ideas, strengthen their initiative in learning, think more and summarize more.

(2) Measures

1. Reduce the amount of homework appropriately, reduce the burden on students, and prevent students from becoming slaves to the topic. Let students become masters of thinking. Homework is in line with the actual situation of students, and complex and difficult questions are eliminated, so that students can get it in one jump.

2. Emphasize that students take notes and arrange them in time. Students exchange their learning situation every week.

3. Return to the textbook, let students summarize the knowledge of this chapter, list the knowledge structure, basic concepts and formulas, summarize each knowledge point and basic problems, and constantly supplement examples and comprehensive knowledge according to the progress. Make students clear the logical connection between knowledge.

4. Evaluate the homework in time. There are many mistakes in course selection, and the difficult problem for students lies in the way of thinking.

5. Let students calculate and think. Ensure that students practice 10- 15 minutes in each class.

6. Don't pursue more and wider teaching content, try to focus on students mastering the most basic knowledge and skills, and inspire students' thinking. For the more difficult questions, let the students think for 2-3 minutes first, then explain their own ideas, and then try to finish them by themselves.

7. Pay attention to the implementation and consolidation of double basics, organize speed exercises irregularly, and organize comprehensive exercises once a week.

8. Reduce the teaching capacity.

According to the actual teaching situation and reality, after constantly reflecting on my own success and shortcomings in teaching and adjusting teaching according to the above strategies, I gradually found a teaching mode suitable for students, and I gradually enjoyed the fun and sense of accomplishment in teaching.

For a long time, teachers are required to understand the syllabus and master more teaching materials, so teachers study more teaching materials and methods, but less students' thinking activities, so they choose fewer teaching methods suitable for students' cognitive process. Students' acquisition of knowledge generally goes through the process of active inquiry, group cooperation and active construction. Under the background of the new curriculum, how to make students feel the desire to learn mathematics, regard learning mathematics as a pleasure, and truly become the master of junior high school mathematics. Then guide students to master various learning methods in a planned, step-by-step and hierarchical way. So that our students can learn actively and independently and adapt to the requirements of the new curriculum. The guidance of specific mathematics learning methods is a long-term and arduous task, and mastering the guidance of learning methods plays a vital role in future learning. Mainly from the following aspects.

First, guide students to preview, read textbooks carefully, and cultivate students' self-study ability.

Students are often not good at preview and don't know what role preview plays. Preview is just a form, and you can't see the problems and doubts at a glance. When guiding students to preview, students are required to accept new knowledge and cultivate their mathematical ability mainly in the classroom, so we should pay special attention to the learning efficiency in the classroom and seek correct learning methods. Before previewing, the teacher arranges the preview outline first, so that students can have a clear aim. Practice has proved that developing good preview habits can make students change passive learning into active learning, and at the same time, it can gradually cultivate students' autonomous learning ability.

Second, strengthen mutual learning and make progress.

In teaching, teachers should not only cultivate the self-confidence of poor students, but also make full use of the educational resources of excellent students to pair good students with poor students, which is also a way of cooperative learning. Starting from the people-oriented concept, teachers pay attention to the development of poor students and build a good and harmonious learning environment of unity, cooperation and development. At the same time, it also makes up for the shortage of teachers' tutoring time after class.

Third, pay attention to listening in class and cultivate students' thinking ability.

Freshmen in grade one often don't adapt to the increase of courses and classroom learning, concentrate on one thing, lose energy and reduce class efficiency. Therefore, in class, we should closely follow the teacher's thinking, actively develop thinking, predict the next steps, and compare our own problem-solving thinking with what the teacher said. In particular, we should do a good job in learning basic knowledge and skills, and review them in time after class, leaving no doubt.

Fourth, guide students to think.

Mathematics learning is a process in which learners form a new mathematical cognitive structure on the basis of the original mathematical cognitive structure and through the connection between old and new knowledge. Because this kind of work must be done by each learner relatively independently in the end. Therefore, in the teaching process, teachers should guide students to think about the law, and teachers should focus on the following points: make students reach the realm of mastery. In the guidance of thinking methods, students should pay attention to: think more, think diligently, and think with listening; Deep thinking, that is, tracing back to the source and being good at asking questions boldly; Good thinking is to associate, guess and induce by listening and observing.

Fifth, do more problems properly and develop good problem-solving habits.

If you want to learn mathematics well, it is inevitable to do many problems, but you can't do poorly in the tactics of asking questions. You should be familiar with the problem-solving ideas of various questions. Students are often eager to finish their written homework after class, while ignoring the necessary consolidation, memory and review. Therefore, the phenomenon of imitating routine problems and solving problems with formulas appeared, which caused homework to be handed in for the sake of handing in homework, which could not play its due role in consolidating and deepening the understanding of knowledge.

Sixth, guide students to remember.

It is very beneficial for students to teach them how to overcome forgetting and memorize mathematical knowledge in a scientific way. Because junior high school freshmen are in the primary logical thinking stage, they have more mechanical memory components and less understanding memory components when memorizing knowledge, which can not meet the new requirements of junior high school students.

Therefore, it is an inevitable requirement for junior high school mathematics teaching to attach importance to the guidance of students' memory methods.

Reflections on the Teaching of Math Teachers in Grade 3, Grade 4 This semester has passed a period. As a math teacher in the graduating class of Grade Three, I deeply feel the great pressure on my shoulders and the heavy responsibility.

At present, for the important learning stage of grade three, how to carry out effective teaching can play a great role in students' learning. At present, there are still the following learning situations in students' study:

First, in most cases, they are also good at asking enlightening questions to stimulate students' thinking, but after asking questions, they do not leave enough room for students to think, and they are often used to asking themselves and answering themselves, eager to tell the results. Obviously, students' understanding of the topic is only one-sided, which can't cause students to think deeply and leave a deep impression on them, so many students have no impression on the topics they have done.

Second, when preparing lessons, I have chosen one or several solutions to the problem and organized teaching with "fixed thinking" in class. However, there are many uncertain factors in teaching. When the students' ideas are different or unrealistic from mine, they are unwilling to disrupt the established teaching plan, and simply take evasive and repressive measures, so that students' divergent thinking, critical thinking and creative thinking are bound.

Third, the slope of the problem is not set enough, and the excessive slope leads to the thinking jam, and the students' thinking activities cannot be carried out in depth and become a mere formality.

In view of these situations, the measures to be taken in the next stage:

1, for too many questions, filter them properly.

2. Give students a space to think, let them receive appropriate "frustration" education and deepen their understanding of the problem.

3. Students have different ideas and talk to the teacher alone, and good ideas encourage promotion; Correct the wrong ideas separately. In this way, students can not only speak their ideas boldly and confidently, but also make up for some loopholes in teaching.

4. Carefully set the slope of the question, so that students can explore the law step by step. Pay attention to the classroom rhythm in class, try to let the students in the middle and lower reaches keep up with the teacher's rhythm, give students more time to practice, and let students really become the main body of learning, so that not only teachers but also students can complete the task.

In addition, folding is a hot issue in recent years, and students are somewhat unfamiliar. When guiding students to fold, we should pay attention to the equal relationship between line segments and angles before and after folding. As an important means to distract students' thinking, we should pay attention to the application of various methods and cultivate students' problem-solving ability.

I believe that through my unremitting efforts, I will make continuous progress.

In the classroom teaching reform, teachers should first change their concepts and study the use of teaching materials; More importantly, we must reform the traditional teaching methods, combine the characteristics of the school, give full play to our advantages, further explore and study the classroom teaching mode of mathematics, and gradually form the characteristics of independent teaching.

Interest is a great potential power to stimulate learning. In teaching, when a student is interested in what he has learned, he will mobilize all his potential and study hard, actively and happily without feeling heavy burden. In this regard, I have taken the following measures:

(1) Use vivid and interesting patterns and objects instead of abstract theoretical knowledge to stimulate students' learning intention.

Compared with mathematical reasoning, students are more interested in intuitive and interesting patterns and objects. When explaining the first chapter "Graphics in Life", I brought many funny pictures and objects into the classroom, making students realize that there are many geometric graphics in our daily life and mathematics exists in life. Learning mathematics can bring great help to solving problems in life, thus stimulating students' interest in further study.

When explaining the fourth chapter "pattern design", I showed many vivid geometric patterns to students, such as cactus, sailboat, house, bridge and so on. , aroused students' interest, understood the benefits and uses of symmetry, and realized the beauty of the mathematics kingdom.

(2) Attract students with wonderful questions.

"Thinking always begins with asking questions." Questioning in class is an important means to inspire students to think attentively. Teachers should be good at stimulating students' interest with attractive questions. When I was explaining the section "Equation in Calendar", I asked students to circle three adjacent numbers in a vertical column on a calendar of a certain month, tell me the sum of these three numbers, and let me guess what these three numbers are. This question suddenly aroused the enthusiasm of the students, who were eager to know how I guessed these three numbers, and their enthusiasm for learning was high. At this time, I told the students that we only need to list a simple equation to solve this problem. Students naturally have a strong interest in equations, happily understand new knowledge and learn to solve problems.

(3) Simplify complex problems from common problems in real life and familiar things for students.

In the teaching of the chapter "Three Views" in the second volume of the ninth grade, some complicated three-dimensional graphics are hard to imagine. Before class, I carved models with carrots and sweet potatoes, so that students could solve problems in kind, and then cultivate their spatial imagination, thus simplifying problems.

In the seventh chapter "Possibility", I brought a simulated lottery ticket into the classroom to introduce the topic, telling students that the object of this chapter is the possibility of events. As for the topic of lottery, which everyone is interested in, students are naturally willing to learn about it and study with great enthusiasm. Let students really understand the value of useful mathematics.