Reflection after class

My classmates and I have completed the study of "trigonometric function induction formula" in the third section of chapter 1 of the compulsory course 4 of the curriculum standard experimental textbook for ordinary high schools. Before teaching this section, I repeatedly read the curriculum standards and teaching materials, carefully arranged the essentials of learning guidance according to the contents of the teaching materials, and received certain expected results, especially the handling of knowledge formation and practice, so that students can feel the link of "observation-induction-generalization-application" through various attempts such as individuals, groups and groups. Now, the good and bad parts of this lesson are summarized as follows:

I am satisfied with the following contents:

1. The teaching goal is clear, which meets the teaching requirements of new textbooks and students' cognitive level and psychology. Target design embodies discipline accomplishment.

2. The design of teaching content grasps the main knowledge, the key points, breaks through the difficulties and pays attention to teaching organization. Classroom teaching is a purposeful and conscious teaching activity, and high-quality presupposition is the premise of classroom success. Presupposition should not be limited to teaching materials, and it is best to have your own thinking and innovation. For example, in the aspect of situational introduction, introducing new lessons through the rotation of the Ferris wheel in life embodies the idea that mathematics comes from life, stimulates students' interest in learning, and encourages and guides students to actively participate in the exploration and discovery process of inductive formulas. In addition, I adjusted the order of the four groups of inductive formulas in the textbook. Practice has proved that the adjusted order is more in line with students' cognitive law.

3. Accurately locate the role of modern educational technology in teaching. The new curriculum emphasizes the rational application of modern educational technology in classroom teaching. However, in the current classroom teaching, there is a phenomenon of "becoming a mere formality, using courseware instead of blackboard writing", which leads to the usurpation of the role of the host. In this class, I joined two micro-lessons, which made students shine at the moment and made it easier to identify inductive formulas. The design of the blackboard is also very good.

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Well, with the help of four quadrants, it's easier to remember. The design of answering questions greatly mobilized students' interest and participation in learning.

4. Teaching in Putonghua, with concise and accurate language and no nonsense.

5. Students have a strong interest in learning, answer questions enthusiastically, and their attitudes of autonomy, cooperation and inquiry learning can be reflected, and they have gained positive emotional experience.

However, there are still some regrets in the teaching process: in class, students are a little nervous because they come to record and broadcast the classroom; Some details in teaching are not polished enough and the focus is not enough. If we can add the link of using inductive formula to the link of students' self-editing, students will understand it more deeply.

By attending the lecture of "One Teacher, One Excellent Course" competition, I got exercise, especially the guidance of the old teacher, which made me gain a lot and benefit for life. I hope to have more opportunities to participate in such activities in the future.

Analysis of curriculum standards

The teaching content of this section is the derivation process and simple application of four groups of inductive formulas. The definition of trigonometric function with arbitrary angle has been given successively. Next, students will use formulas to simplify the evaluation of trigonometric functions, and the images and properties of trigonometric functions. Inductive formula can help us to turn trigonometric function of any angle into trigonometric function of acute angle, which embodies the simplification of complexity and the change of unknown into known. Its teaching value is mainly reflected in the following aspects:

First, feel, explore and discover. Through the research tool of geometric symmetry, explore and discover the quantitative relationship of trigonometric functions at any angle, which embodies the ability of mathematics to find problems. Secondly, if you learn to apply it initially, you can choose an appropriate inductive formula to transform any trigonometric function into an acute trigonometric function to solve it, which shows that mathematics is to train students to solve problems.

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Ability.

Third, understanding the way of thinking, in the process of learning, understanding mathematical ideas such as the classification and combination of numbers and shapes embodies the cultivation of students' quality and ability and the cultivation of mathematical problem-solving ideas and methods. Fourthly, accumulate mathematical experience to prepare students to understand that trigonometric function at any angle is not only a periodic function derived from circular motion, but also the "most expressive function" to study periodic changes in the real world.