Insufficient reflection on teaching (1) I have been teaching Chinese in Grade Three this semester. Compared with the teaching of senior three, the teaching of senior three has many differences, which is worthy of reflection. The third grade is a transitional grade, and sometimes there are some "embarrassing" places. For example, literacy has not been the focus of teaching since the third grade, but learning new words is really difficult for some students, and there is no way to despise it; Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; In the third grade, I began to practice exercises and write my own experiences, feelings and imagination informally. But in the new textbook, only writing exercises are arranged for the second grade. This leap is so great that students feel very headache about composition at once, and the teacher's guidance sometimes seems pale and powerless. Faced with these problems and brand-new teaching materials, I advance in exploration and reflect in practice.
First, study teaching materials, understand students, and proceed from reality.
Textbooks are the basis of students' learning and teachers' teaching. How to make good use of textbooks and make students like textbooks and study is the first problem worth considering. After in-depth study of teaching materials and teaching staff, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning ability, and the requirements for some Chinese knowledge points are not clear enough. For example, this textbook focuses on cultivating students' habit of previewing, thinking while reading, understanding words through various methods, and paying attention to students' unique feelings about the text. However, although some knowledge points are embodied in practice, the requirements are not clear enough, such as the use of punctuation marks, figurative sentences, interrogative sentences, rhetorical questions, sentence training and so on. With a more correct and clear understanding of the teaching materials, I can foster strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect.
The textbook consists of 30 texts, 6 reading sessions and 6 comprehensive studies. According to different teaching objectives and learning requirements, how can we be consistent with students' learning practice, so as not to dig deep into hard learning and let students have nothing to say and no feelings to speak of. This is another difficult problem before us. I think teachers should really understand your students at this time, know what their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Second, continuous practice, continuous improvement and optimization of classroom teaching
Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the formation of students' learning habits and learning ability, truly learn to learn and become the masters of learning. The third grade has just transitioned from the lower grade, and the teacher's guiding role is particularly important. Autonomous learning in the classroom should be organized and guided by teachers. Therefore, teachers should constantly sum up and reflect on their own teaching behaviors, improve their theoretical level, constantly update their educational concepts, adjust their teaching behaviors in practice, and optimize classroom teaching. For example, in the teaching of poetry, students' learning situation has not been correctly estimated and predicted because they focus on the excavation of text content and the design of teaching links. In class, students feel that they are following the teacher, and some requirements don't know how to operate. As a result, they are very tired and passive. In view of some problems in teaching, reflect and summarize in time after class. When studying the following texts, I pay special attention to these problems, and I no longer force students to be "perfect" in class, which effectively avoids the recurrence of these problems.
Third, challenge yourself, enrich yourself and grow up in denial.
Up to now, I really feel that I grew up with students, with both gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If 30 texts are taught in only a few teaching modes, students will feel boring immediately, and sometimes they will even be unclear about your teaching ideas. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in composition just by talking about requirements, reading examples, trying to write and making post-evaluation
How to cross the "bottleneck" and enjoy a broader teaching world is another question that I have been reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge my batteries in time, read more books on educational theory, increase my cultural heritage, learn from experienced teachers, reflect on my teaching, improve my grasp of teaching materials and my ability to control the classroom, hoping to break through the bottleneck and open a new world of teaching.
Model essay's reflection on the disadvantages of teaching (2) Mathematics is closely related to life. Teaching close to life can stimulate students' interest in learning and enhance the effectiveness of classroom teaching. According to the characteristics of active thinking in images of primary school students, students can have a tangible understanding of mathematics knowledge by using learning tools, and then get rational thinking about mathematics through phenomena. The new curriculum standard advocates students' autonomous learning and cooperative inquiry learning, so that students can become the masters of learning and learn to learn. Therefore, in primary school mathematics teaching, especially in the lower grades, we should emphasize life-oriented and vivid teaching, and stimulate students' interest and curiosity through vivid teaching methods. In diversified and practical classroom learning, students can gain knowledge and understanding of mathematics and physics with their brains and hands. Therefore, we should strengthen the research on the use and effective use of school tools.
First, primary school mathematics classroom should pay attention to the use of learning tools.
Psychological research has proved that the cognitive law of primary school students in lower grades is the consciousness of exploring principles through perception, cognition of appearances and acquisition of conceptual knowledge. Mathematics discipline emphasizes learning thinking, and thinking cannot be separated from tangible things in life. In primary school mathematics teaching, learning tools are intuitive things, which enable students to acquire perceptual knowledge in an intuitive form, constitute the representation of knowledge, stimulate thinking and cultivate mathematical thinking.
For example, in the study of "dividing and merging" in senior one, we can take out teaching AIDS, or teachers can design teaching AIDS according to their own learning preferences, show students 9 pictures of Pleasant Goat, let students think about how to divide them, and guide them to observe and analyze. Then, they can understand the meaning of division and combination and lay the foundation for learning addition and subtraction. There, as long as students start to divide points, take notes and talk together, students can master this learning material and have a profound impact.
Of course, students can also form some mathematical operations by constantly using learning tools. For example, in the study of cognitive division, we let students understand through the division of teaching AIDS, and the division with remainder can also be combined with numbers and shapes to guide students to obtain abstract thinking through the observation of shapes. Of course, at the moment when students' learning subject status is prominent and their autonomous learning ability is stimulated, we can use learning tools to enable students to actively discover and understand abstract mathematical knowledge, and gain learning ability and exploration and innovation ability in practice; Finding the inner connection of mathematical knowledge constitutes a good feature of mathematical cognitive structure.
Second, the primary school mathematics teaching methods.
Our classroom teaching should be in various forms. The exception is that primary school mathematics teaching should pay attention to the interaction between teachers and students, take students as the center, and let students learn to learn through the construction of students' autonomous learning skills and inquiry cooperative learning.
1. Let students participate in it and gain real knowledge through practice.
The focus of mathematics teaching reform is to change the relationship between teachers and students in the classroom, pay attention to democracy and equality, and create a harmonious learning atmosphere. In mathematics classroom teaching, we provide students with opportunities for observation, operation, experiment and independent thinking. Let them discuss and communicate with each other in the application of learning tools, and then summarize and verify them step by step, so as to improve the learning experience, acquire mathematical knowledge and form mathematical conclusions. For example, in the study of "area formula of circle", let students feel and know the circle with "horse's confusion" first, understand the relevant knowledge of the circle, and have a preliminary impression on the area of the circle.
Then, let the students think about how to calculate such an area. Then, let the students take out the learning tool of parallelogram and recall the derivation method of parallelogram area formula, that is, cut it into two parts along the height and put it into a rectangle, so that the students can think about how we can transform the circular area. Then let the students take out the compasses, divide the circle into equal parts, and then operate. Of course, we can let students observe the appearance of a divided cake first, and then operate it. We just need to pay attention to guidance: they changed in the process of transformation, but they didn't change? What relationship can you draw? In this way, students make learning tools while watching, and find a solution to the circle through entertaining.
2. Create a learning situation, and your mind will be suddenly enlightened.
Mathematics is the gymnastics of thinking. Mathematics teaching in our primary school focuses on helping students understand mathematical problems and develop their thinking ability. Mathematical thinking, such as the combination of numbers and shapes, transformation thinking and reduction thinking, all require students to infiltrate into their own mathematical learning quality in continuous practice. Making full use of learning tools in primary school mathematics teaching can expand students' cognitive space, create interesting and fascinating situations for students, promote students' psychological internalization and start students' enterprising thinking. For example, although students understand the relational expression in the application problem of "Meeting Problem", they often don't understand the meanings of words such as relative, distance, meeting and simultaneous in practice, which leads to misunderstanding and can't answer correctly.
Therefore, we can let students use learning tools in practice, demonstrate in their own class, think and demonstrate independently according to the information of the topic, so as to understand the meaning of the topic and get the solution to the travel problem. In this way, a vivid dynamic representation is formed in students' minds, which starts students' thinking in images to develop into abstract thinking, thus mastering the quantitative relationship and learning the solution method. In addition, the focus of our mathematics study is to cultivate students' innovative ability, and the use of teaching AIDS can transform students from external material activities into internal cognitive psychological activities. By using teaching AIDS to solve specified problems, we will find new problems, expand our thinking space and rediscover new knowledge.
For example, in square learning, we usually let students observe the square pieces of paper prepared before class, and then let them cooperate to analyze the characteristics of squares. Students don't just know a few sides and corners; After the four sides are measured to be equal in length and the angles are all 90 degrees, they can also be folded in half along the diagonal and then folded in half, and it is found that the four sides of the square are equal in length; Overlap two opposite sides and two adjacent sides, and the four sides are equal in length. In this way, students may get a variety of ways to solve problems and broaden their thinking. Of course, in the teaching of using learning tools, we should design according to the learning situation. The choice and operation of school tools should fit the learning characteristics of primary school students, promote and improve their understanding and mastery of abstract mathematics knowledge, and also pay attention to rational use to prevent excessive activities from distracting students.
In short, in primary school mathematics teaching, we should create a learning atmosphere for students to use their hands and brains. Through the rational use of teaching AIDS, students can perceive mathematical phenomena, cultivate abstract thinking ability, and stimulate the initiative and interest of the subject. As long as our teachers pay attention to reasonable guidance and mobilization, students' mathematics learning ability will be greatly improved.
The shortcomings of the model essay on teaching reflection (3) In the process of learning the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were once regarded as experience with the concept of the new curriculum. Now I sum up the experience gained in reflection and correct my own shortcomings:
First of all, we should change the role in teaching and the existing teaching behavior.
According to the requirements of the new curriculum, teachers have changed from traditional knowledge givers to organizers of students' learning; Teachers become the leaders of students' learning activities, not the leaders; Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning. Teachers and students should study together and make progress together.
Second, we should respect students' existing knowledge and experience in teaching.
When designing lesson plans, we should think about "what life experience and knowledge reserves students have", "how to design lesson plans that students can easily understand according to relevant theories and students' reality" and "what happens when students accept new knowledge". When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates.
At this time, teachers should reflect on "why there are such problems, how to adjust the teaching plan and how to adopt effective strategies and measures" according to the feedback information of students, so as to organize teaching along the students' ideas and ensure the teaching process to run along the best track. After the teaching, teachers can ask themselves questions like: "Is my teaching effective?" "Are there any highlights that surprise them in teaching? What is the reason for this highlight? " "What can be further improved?" "What did I learn from it?" Only in this way can we meet the requirements of the new curriculum reform for teachers and help them implement the teaching plan.
Third, teachers should pay attention to communication and dialogue with students.
Full dialogue and communication between teachers and students is very beneficial to the development of groups and the growth of individuals. For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples. In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, and we can appropriately expand the teaching design. Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.
Fourth, teachers should make a summary record of each class.
After the end of a class or the completion of a day's teaching tasks, we should calm down and think carefully: whether the overall design of this class is appropriate and whether the teaching links are reasonable. For example, a teacher asks students to carry out comprehensive training on fractional application problems: the price of a set of tables and chairs is 48 yuan, whether its content is clear, whether the teaching methods are fully used, and whether the key and difficult points are prominent; What actions I have taken today are correct, which ones are not good enough, and which ones need to be adjusted and improved; Whether the enthusiasm of students is mobilized, whether students are willing to learn, whether I am willing to teach, and what are the puzzles. Think about these clearly, make a summary, and then record them for reference in future teaching. After long-term accumulation, we will certainly gain a valuable teaching wealth.
The deficiency of teaching reflection (4) I learned about hierarchical teaching in extracurricular reading. It is to design multi-level teaching objectives according to students' different personality characteristics and psychological tendencies, different knowledge bases and acceptance abilities, and use different methods in the teaching process, so that all students can continue to learn from the original basis and meet the requirements of the course one after another. Summarizing one year's teaching practice, I think we can design a layered teaching method from the following aspects:
First of all, students are stratified
Knowing students is an indispensable prerequisite for making teaching activities more effective for each student and thus achieving success on a large scale. Understand students' learning skills, development level of thinking and memory, knowledge, daily life, attitude towards the collective, teachers and schools, etc. Conduct a preliminary investigation and test on all students. The content includes students' intelligence, physical quality, psychology, academic performance, performance at school, performance at home, family environment and so on. , and comprehensively analyze and classify the obtained data and materials.
On this basis, students are divided into three grades: good, medium and poor. These different grades of students are not fixed for a long time, but can be upgraded (not downgraded). Let both teachers and students know the level of a classmate at a certain time. At the same time, it is necessary for students to establish optimistic learning attitude and sincere learning confidence, treat the grouping method correctly, clarify the purpose of teacher grouping, and prevent negative emotions such as complacency of top students, muddling along of middle students and disheartening of poor students.
Second, prepare lessons at different levels
There is a big gap between students' basic knowledge and basic ability. In order to achieve the teaching effect of general improvement and all-round training, it is necessary for us to adapt to the reality of good, medium and poor students from the aspects of teaching objectives, teaching content, teaching time, teaching steps, teaching methods and preparation of teaching AIDS. Emphasis on pertinence, not only to ensure "all causes", but also to "improve" and "make up the difference", so that teachers can catch three types of students in all aspects of teaching. Properly handle the feedback information in the newly given exercises, remedy the common weak points or individual problems that cannot be corrected, and systematize the contents learned in this lesson to facilitate students' understanding and application, so as to achieve the predetermined teaching objectives. Requirements for students with good, medium and poor grades. For gifted students, design some basic problems for them to complete, and let them explore and think about key problems; For poor students, diagnose their difficulties in learning this lesson and take effective measures to remedy them so that they can complete the basic problems; For middle school students, they are required to review and consolidate, complete basic problems and improve.
In this way, we can put the cultivation and improvement of each student in our own sight, fully mobilize the initiative and enthusiasm of all kinds of students, and help to improve the quality of classroom teaching in a large area.
Third, the stratification of classroom teaching
What is emphasized here is layered teaching and layered practice. In classroom teaching, "letting go" is the main way for gifted students, and there is "help" in "letting go", which focuses on guiding students to learn independently; Priority should be given to "helping" middle school students and underachievers, and there is "letting go" in "helping", focusing on guiding students to learn. In this way, students of different levels are guided to advance in different "zones of recent development", and the underachievers must basically meet the requirements of the course, and the top students do their best to improve. Try to meet the learning needs of students at different levels, stimulate their interest in learning, and mobilize the positive role of all students' non-intellectual psychological factors.
Fourth, homework stratification.
Homework from shallow to deep can be divided into four levels, namely, slow questions, basic questions, improvement questions and picking points. Three kinds of homework are assigned to students of good, medium and poor groups, and three kinds of homework correction methods are adopted. "Poor students group"-slow questions+basic questions, approved by the teacher on the same day and corrected by the students on the same day; "Intermediate group"-basic questions+improvement questions, all corrected; "Good group"-basic questions+key questions, only 1-2 books were approved in the reform, and the rest were checked by the students themselves and by the group leader. In the practice of stratification, we should actively encourage low-level students to break through to high levels, so as to stimulate students' enthusiasm for knowledge.
Verb (abbreviation for verb) rating.
Evaluation includes unit inspection and stage inspection. By teachers themselves, according to the teaching objectives of students at all levels. Each problem includes four categories: slow-moving problems, basic problems, improvement problems and sharp problems. The problem of slowing down is aimed at poor students, only at "poor students group" students. The basic questions are for all students, and all students have to do them; To improve the problem for middle school students, choose "poor groups" to do it; "Good group" and "middle group" must be achieved; Choose the best questions for talented students, let the "middle group" choose and let the "good group" do. After the examination, put forward the goal of "consolidating" or "expanding" for the students who meet the standards; For students who fail to meet the standards, a mutual aid group will be established to provide "corrective help" through remedial classes and individual counseling. Ensure that all kinds of students reach the predetermined stage goals.
Through the stage assessment, the students are comprehensively analyzed for many times and the necessary group adjustments are made. Obviously improve the progress by one level; For those who have already retreated, they can be reminded and encouraged once, and the individual counseling that can't keep up next time will never be downgraded. Doing so can not only help students adjust their teaching starting point in time to adapt to their own development, but also help students see their own progress and shortcomings. For such individual students, we should avoid cynicism, treat them warmly, help analyze the reasons, build confidence and ensure students' enthusiasm for learning.
This year is my first time teaching mathematics. The fourth-grade teachers I teach with are all experienced teachers, and there is an invisible pressure in their hearts. Of course, this is an opportunity to exercise and a challenge to yourself. I try to make the teaching structure fit the age characteristics of children, pay attention to promoting students' learning transfer, cultivate innovative consciousness, and pay more attention to letting students experience the connection between mathematics and real life in practical activities. The reform of teaching is mainly reflected in the classroom and after-school time. In class, I pay attention to strengthening the cultivation of skills and good study habits. In spare time, students should pay attention to "applying what they have learned" and apply mathematics to real life. Grade leaders have also given me great help in teaching. He often discussed teaching with me and listened to each other, which also put me on the right track of mathematics teaching soon. A semester is about to pass. Let's talk about the gains and losses in teaching this semester.
First of all, teaching methods need to be improved.
This semester, I was lucky enough to participate in mathematics teaching and research activities. However, whether attending an open class or an ordinary "normal class", I always have a feeling that there are still many problems in how to grasp the classroom, how to achieve the best teaching effect, and how to use mathematics language accurately and strictly. Especially in teaching materials, teaching methods, problems that should be paid attention to in teaching and integration with students.
Second, the classroom can not effectively stimulate students' interest in learning.
Mathematics class itself is a very rigorous science, and there must be no falsehood, no matter what it is. My problem is that I dare not let students think in class. Some problems need to be studied cooperatively, and then discussed and summarized. I lack enough time and space for students. Because I am worried that if they are allowed to do it, they will be too free to say something irrelevant, which will lead to the failure of the teaching task. In fact, the correct way is to give them time and space to let students "learn by doing" and "learn by doing", which is also conducive to improving students' learning initiative. Because I understand that children are naturally active and like to "play", sometimes students are not allowed to "play" math.
Third, students' learning attitude is not correct enough.
After nearly a semester's contact, I found that some students in my class have incorrect learning attitudes and classroom discipline cannot be guaranteed. This learning attitude includes their usual performance in class and their attitude towards homework. Some students don't care about the process and results of their participation in learning. They play around in class, listen to what they want, do their own "things" without listening, and talk to their classmates next to them. If they don't study hard, it will also affect other students. There are also some students who are careless in their homework, lack good problem-solving habits, are not careful enough in examining questions, and have poor writing skills when solving problems. Of course, there are also some so-called "lazy people" Many people didn't finish their homework in time, missed or even didn't do their homework at home. Although some students have improved after a semester of hard education, some students have improved their discipline. I hope they can change in the final review stage.
Fourth, be strict with yourself and your students.
Teachers should set an example and ask students to do something, so they should set an example first. Pupils are good at reading samples. He is very concerned about what the teacher does. We often hear students say that "teachers don't keep their promises and don't make promises to us". Yes, teachers may neglect their students because of busy work or other reasons, but such things can't happen too often. You should keep your promise and keep your word. Of course, don't relax the requirements for students. The completed homework must be completed within the specified time, and students should not have bad study habits of procrastination.