After-class reflection on rational number teaching 1
1, based on questions, to arouse students' memories of knowledge.
Although both classes set up certain teaching scenes, the depth and excavation of arousing students' knowledge memory in the two classes are different: the previous class asked questions about teachers' ideas; The second lesson is to introduce topics from students' real life, and then set questions so that students can have a personal experience-thus making students feel high and intellectually excited. Therefore, in classroom teaching, we should not only establish the consciousness that problems serve the new curriculum, but also always pay attention to students' different understandings of problems and make corresponding changes according to the specific situation in the classroom and students' reactions in the classroom, instead of putting on a prepared lesson plan drama.
2. Guided by the new curriculum concept, creatively use teaching materials.
The new curriculum standard points out that teachers don't have to stick to the form of textbooks, and they don't have to teach completely according to textbooks. As long as we are based on the new curriculum, we can achieve the overall theory and objectives stipulated in the new curriculum. At the same time, it is pointed out that teachers should be independent and be able to use teaching materials creatively according to their own teaching conditions. In particular, there are obvious differences between the whole teaching introduction and the teaching materials of the next class, so that students' thinking is always in positive thinking, which can stimulate their enthusiasm for learning and the learning effect will be better.
Reflections on rational number teaching after the second class of mathematics
Teachers have experienced the hardships of learning new curriculum standards, exploring new teaching methods, carefully designing teaching links and making computer courseware. After half a month's preparation, the "performance" was successful in the actual teaching, which gained a lot and promoted the improvement of teaching level.
This lesson has designed five teaching links. Create a situation, stimulate interest with passion-cooperative exploration, discover new knowledge-consolidate application, experience success-open training, expand thinking-summarize reflection and assign homework. Introduce cartoons that students are familiar with, create situations, concentrate the excitement of students' thinking and stimulate their learning motivation. When discussing the law of rational number subtraction, students have experienced the process of using old knowledge to calculate the temperature difference, comparing and observing, discovering, summarizing and verifying the law. So as to cultivate students' awareness of inquiry and cooperation. Cultivate students' ability of generalization and language expression. Teachers and students discuss examples and compete in two rounds to make students more familiar with the law of rational number subtraction. The design of interesting math problems cultivates multi-directional thinking and divergent thinking. When students participate in designing exquisite clocks and watches, their enthusiasm is very high, which better cultivates their innovative ability and practical ability. Let them feel that mathematical knowledge comes from reality and serve their lives with mathematical knowledge. Homework "supermarket", leaving space for students to study independently. Reflect and summarize, concentrate knowledge points, and realize the integration of three-dimensional teaching objectives.
Through this lesson, I deeply realize that the implementation of the new curriculum standards must fully reflect the students' dominant position. Judging from students' activities, they participate in learning with their brains, hands, mouths and various senses; In form, students' oral answers, written answers, quick answers, blackboard writing performances, deskmate exchanges, group discussions, and exploration among good friends are various, with active atmosphere and high enthusiasm. It fully embodies that the classroom is the learning world of students.
Looking back at the usual teaching, although there are new teaching concepts, in actual teaching, we are often at a loss. We should continue to study and explore in the future.
Reflections on rational number teaching after class in mathematics (3)
Starting from practical problems, this course creates teaching situations to effectively mobilize students' interest and enthusiasm in learning. Students stimulate students' exploration spirit through example calculation, and through a large number of mathematical exercises, students can discover in calculation, experience in group communication, guide the algorithm under the guidance of teachers, personally experience the formation process of knowledge, and realize the transformation of mathematics ideas. This lesson shows that students are the main body of learning, and teachers are the organizers, directors and participants of teaching activities. This course has changed students' passive learning and passive acceptance of knowledge. However, students' cognitive level is different after all. Judging from students' practice, most students have mastered the operation of rational numbers. But some students always don't know which number to subtract when converting subtraction into addition. Some even change the sign of the minuend, especially when subtracting a positive number, which is often added, such as misunderstanding-=-+.Therefore, teaching needs constant exploration and improvement.
This study is rich in content, with expert lectures on the special analysis of the new curriculum; Interpretation of the text; There are also class records. Through learning, I have gained a lot and benefited a lot. The learning experience is summarized as follows:
First, the new curriculum concept is more in line with the requirements of the times, returning the classroom to students and making students the masters of learning.
Second, teaching should be good at creating teaching situations. Meaningful learning can induce students' intrinsic motivation, stimulate students' positive thinking and cultivate students' good learning attitude. Therefore, in order to make learning meaningful, the learning materials must be meaningful first, that is, to make students feel that the mathematical knowledge they have learned is useful for the reality of life and the development of mathematical puzzles.
Third, the teaching process strives to show that students are the main body of learning, and teachers are only the organizers, directors and participants of teaching activities. Teachers try their best to guide students to think, explore and learn. Students express their opinions boldly through group cooperation and exchange, which fundamentally changes the passive learning situation of students. In daily teaching, innovative teaching methods such as autonomous learning, inquiry learning and cooperative communication are advocated, and students' learning activities should be a lively, proactive and personalized process.
4. Classroom teaching evaluation plays an important role in promoting students' development and teachers' professional growth.
Fifth, devote to the reconstruction of teaching management system.
In short, the curriculum reform needs to establish a new emotional relationship between teachers and students on the basis of comprehensive communication between teachers and students. Therefore, teachers need to devote themselves wholeheartedly and work together to improve teaching activities and personality.
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