Reflections on the eighth grade mathematics teaching I think that in order to improve the teaching effect and achieve the teaching purpose, we must do a good job in guiding students to participate in the whole process of teaching activities: strengthen students' awareness of participation; Increase students' participation opportunities; Improve the quality of students' participation; Cultivate students' participation ability.
First, pay attention to the stimulating effect of learning motivation in the teaching process, and gradually strengthen students' awareness of participation by stimulating their enthusiasm for participation. From the perspective of educational psychology, teachers should manipulate or control all relevant variables that affect students' learning in the teaching process. Among many variables, learning motivation plays a key role in students' learning. It is a catalyst for meaningful learning activities and an emotional factor. With good learning motivation, students can actively prepare for learning, concentrate, think seriously and actively explore unknown areas. In practical teaching, introduce the history of mathematics development, mathematicians' stories, interesting mathematics and so on. Full of educational significance, through the induction, stimulation and sublimation of interest, students form the motivation to learn mathematics well.
In teaching, there are many ways to stimulate students' enthusiasm for participation. Introducing new knowledge with examples close to students' lives can not only be easy to understand, but also make students feel more cordial; Asking questions and setting suspense can stimulate students to actively participate in the activities of exploring new knowledge; Affirm the learning effect of students in time; Organize competitions; Set up happy scenes so that students can give full play to their talents and constantly experience the fun of solving problems. Adhering to this excuse can gradually strengthen students' enthusiasm for participation.
Second, pay attention to the enlightening role of practical activities in the teaching process, and induce students to participate in the whole process of knowledge formation and development through observation, thinking and discussion, so as to increase students' participation opportunities as much as possible. In mathematics teaching, students should be encouraged to use a variety of senses, accumulate rich typical perceptual materials and establish clear representations, so as to better carry out a series of thinking activities such as comparison, analysis and generalization, and then truly participate in the whole process of knowledge formation and development.
1. Through discussion, students can fully express their opinions and achieve the effect of communication and improvement.
In addition, allowing students to practice more, ask more questions and perform more in teaching can increase the opportunities for students to participate.
Third, attach importance to the role of learning environment in the teaching process, stimulate the release of students' learning potential by creating a good relationship between people and fields and learning atmosphere, and strive to improve the quality of students' participation. Harmonious teacher-student relationship is conducive to students' initiative and enthusiasm in learning.
In short, in mathematics classroom teaching, teachers should always pay attention to providing students with opportunities to participate, reflecting students' dominant position and giving full play to students' subjective initiative. Only in this way can we achieve good teaching results and improve students' ability in the process of reflection.
Let the students observe more.
Although mathematics is different from some experimental subjects, students can directly observe the experimental situation and draw conclusions, but the generalization and abstraction of mathematical concepts, the discovery and derivation of mathematical formulas, and the solution and demonstration of mathematical problems can make students observe better.
2. Let students think more.
In classroom teaching, the presentation and abstraction of concepts, the presentation and generalization of formulas, the search for ideas and methods to solve problems, the analysis of problems, and the connection and structure of knowledge all require students to think more.
3. Let the students discuss more.
In classroom teaching, teachers can discuss questions, discussions and problems, and how to solve problems.
Reflection on the second part of the eighth grade mathematics teaching The real ability of teachers lies not in imparting knowledge, but in stimulating students' learning motivation, arousing students' desire for knowledge, allowing them to participate in the whole teaching process with interest and acquire knowledge through their own thinking activities and hands-on operations. A very important aspect of the new round of curriculum reform is to change students' learning status. In teaching, it is more important to pay attention to students' learning process and the development of their emotions, attitudes, values and abilities. As far as learning mathematics is concerned, once students "learn" and enjoy the success of teaching activities, they will strengthen their learning motivation and thus enjoy mathematics better. Therefore, teaching design should make students' emotions and interests always in the best state to ensure the effectiveness and predictability of teaching activities.
The new curriculum advocates that students can initially learn to ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and cultivate their sense of application. With the gradual formation of the socialist market economic system, mathematical problems in economic aspects such as stocks, interest, insurance, bonus savings and installment payment have become common sense. Therefore, mathematics teaching can not be ignored, regardless of practical application, which is probably out of date.
Students learn knowledge in order to use it. But the long-term exam-oriented education makes most students wonder, why do you want to learn mathematics? What's the use of learning mathematics? Therefore, in teaching, I aim at students' age characteristics and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems. For example, in "Algebra" class, an exercise from last class was introduced to lead students to explore a 5n+2 law, which led to the concept of algebra. When giving an example, the teacher pointed out, "In fact, algebraic expressions are not only useful in mathematics, but also exist in real life. Then the teacher said a few facts, who can use algebra. Can these expressions have other meanings besides what the teacher just said? " The students began to get active. A student raised his hand. "A book is P yuan, and 6p can indicate how much six books are worth." Inspired, every student is looking for examples in life. Everyone can deeply feel the new concept of "everyone learns useful mathematics" from this lesson. Through regular training in this way, students can deeply realize how important mathematics is to our lives and the value of learning mathematics, thus stimulating their strong desire to learn mathematics well and changing "learning mathematics" into "using mathematics".
Cooperative inquiry will bring students the joy of success. For example, in the teaching design and teaching of "the choice of statistical graphs", students are required to investigate and understand various statistical graphs applied in all walks of life and disciplines, and to investigate and collect the relevant data of the most interesting thing in your life. Data must be collected through actual investigation to ensure the accuracy of data sources. Students collect data through newspapers, TV broadcasts and other media, or conduct surveys, interviews or obtain information on issues of interest to them. The collected statistical charts are rich and colorful, involving all walks of life. Let students understand the practical significance of statistical charts in social life, and cultivate the learning quality of being good at observing life and being willing to explore and study, and the consciousness of cooperation and communication with others.
Under the guidance of students' online inquiry and careful design, the classroom activity of "I am a little designer" went smoothly: this class was designed according to the homework of three questions on page 26 of the first volume of seventh grade mathematics, and a picture was designed with circles and polygons, and what you wanted to show was explained. The teacher will assign the content of the topic to the students in advance. Two students are the hosts of this class, and the other students show their works and explain their creativity. Finally, as a special guide, the teacher summarizes the students' geometric design, creativity and speeches, and then the students summarize and reflect on themselves. In the whole class, students have experienced the modern mathematical concept that graphics come from life and serve life, which better embodies the effective learning mode of students' active exploration and exchange learning, and is also an attempt of interdisciplinary comprehensive learning.
In the implementation of the new curriculum, we are delighted to see that the traditional receptive teaching mode has been replaced by lively mathematical activities. The classroom is alive, and the students are dynamic: they dare to think, ask, speak, do and argue, and are full of thirst for knowledge and expression.
The purpose of the reform of the three courses of mathematics teaching reflection in the eighth grade is to develop students, release their desire for expression, gain a sense of accomplishment, improve their emotional ability, and thus improve their academic performance. Through a semester of curriculum reform practice, we basically achieved the goals set at the beginning of the semester, and also achieved some achievements:
First, study hard and change the teaching concept.
The change of educational concept is the forerunner of educational reform and development; This semester, we have been constantly strengthening our study, building an advanced modern educational concept system in our minds, striving to change our teaching concepts and realize the transformation of teachers' teaching roles.
Second, do a good job in classroom teaching reform and try to change students' learning methods.
The focus of curriculum reform is to change teachers' ideas, learning methods, and strive to create a classroom learning environment of independent cooperation and inquiry, with the focus on the change of teachers' teaching methods. Based on the development of students, actively promote the improvement of students' learning methods, the method is:
1, independent inquiry learning
Students' autonomous inquiry learning is manifested in that the teacher only gives the problems to be solved, and the ideas, methods and tools to solve the problems are all explored and solved by the students themselves, thus improving students' ability to analyze and solve problems, honing their will, cultivating their innovative ability and shaping their good personality.
2. Cooperation and exchange learning.
In the process of students' learning, actively advocate the spirit of cooperation and fully provide cooperation conditions. In the process of students' research and practice of problems, almost everyone has the opportunity to express themselves. Although not every student is all-round and the best, the result of cooperative group performance is the best, which not only solves the difficulty of teachers' individual counseling for each student, but also improves the efficiency of problem solving.
In the actual teaching process, I always feel lack of activity. There are several main reasons for this situation:
1, students' foundation is weak, and students' collection of mathematical information is limited, which leads to students' serious immobility.
2. Students lack questions in class. Undoubtedly, there is no confrontation, no confrontation, no knowledge generation, no generation, and no emotional pleasure.
2. The incentive function of evaluation has not been brought into full play.
Based on the above reasons, I will take the following measures in the future teaching:
1. Better let students explore teaching materials. According to the actual situation of the students in this class, every time we preset the tutoring plan, we should set as few learning tasks as possible, from easy to difficult, so that every student can open his heart in class, not only to achieve the goal, but more importantly, to let students deeply understand and understand the goal.
2. Questions about questioning. A questioning group is set up in the class to ask questions about the learning content of each class, which arouses students' strong desire to explore and enables students to gain more knowledge about this class.
3. Evaluate students appropriately. In particular, we should praise poor students more and build their self-confidence in learning, but we should not praise them for the sake of praise, which will lose the aura of evaluation. Students should be evaluated in all aspects, and the evaluation methods should be diversified. No matter which evaluation method is adopted, a knowing smile and a gesture of appreciation will play an encouraging role in evaluation.