As a new people's teacher, we need strong teaching ability and can reflect on our teaching mistakes when writing teaching reflection. How to write teaching reflection? The following is my reflection on the open class teaching of junior high school mathematics for your reference only. Let's have a look.

Reflections on the open teaching of junior high school mathematics 1 1. Mathematics teaching can't rely solely on experience.

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.

We can call it "empiricism" to engage in teaching activities, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact this is often inaccurate, because the differences between teachers and students in mathematical knowledge, experience in mathematical activities and social experience make this feeling usually unreliable or even wrong.

Second, rational teaching needs reflection.

A fundamental feature of rational teaching is "professionalism". It is a rational way to take professional ethics and professional knowledge as the basic starting point of teaching activities and strive for the rationality of teaching practice. The key step from experiential teaching to rational teaching is "teaching reflection".

For a mathematics teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning mathematics and reflection on teaching mathematics.

1. Thinking about the concept of mathematics-thinking about learning mathematics.

For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. For a teacher, we should also look at mathematics from the perspective of "teaching". He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.

In short, in the face of mathematical concepts, teachers should learn to think about mathematics-prepare mathematics for students, that is, understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers", and "instilling" mathematics into these "empty containers" according to their own meaning will often lead to misunderstandings, because teachers and students have great differences in mathematics knowledge, mathematics activity experience, hobbies, social life experience and so on. These differences make them feel different about the same teaching activities. In order to "create" more mathematics learning materials for after-class reflection, a more effective method is to "squeeze out" as many problems in students' minds as possible in the teaching process and expose their thinking process of solving problems.

3. Thinking about Mathematics Teaching

Teaching well is essentially to promote learning well. But can we meet our wishes in the actual teaching process?

When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.

Reflections on the Open Class of Mathematics in Junior Middle School 2 Our school holds an open class every semester, and every young teacher should participate. After several semesters, many teachers speak quite well. Even a few male teachers who are not good at showing themselves have made great progress and won the first prize in the municipal quality class competition!

Competition class is the embodiment of teachers' comprehensive quality, and the teachers who teach will carefully prepare and display it wonderfully. I am no exception!

According to the order of grades in advance, it's my turn to attend class. I prepared the courseware and tutoring plan one day in advance, and reviewed the courseware again before class until I didn't see any problems.

Thanks to Mr. Wang who attended the first class. She knew that I had an open class in the second class, so she dismissed the class five minutes early and asked the class representative to call me. The purpose is to let the students prepare lessons in advance and bring a stool to the teacher. I understand my colleagues' good intentions, so I should take this class well and not disappoint others' good intentions.

In this lesson, we will learn the second lesson "The Theorem of the Median Vertical Line". There are two learning objectives in this lesson, one is to prove the theorem, and the other is to use the theorem to make an isosceles triangle. To tell the truth, this course is not suitable for public classes at all. Usually, no teacher will choose theorem proving as an open course, but you can just talk about this course, so bite the bullet!

In fact, I also have a little idea, and I want to challenge myself to see how this class will work.

As soon as the first class was over, the teachers who attended the class entered the classroom of our class, especially the leaders, especially the leaders who knew the business, all of them were here! I'm not sad, I'm not sad at all, sister. My courage has long been scared out!

I am throwing caution to the wind in this class. I can't do the show well anyway. Let's show people what they really are!

Unsurprisingly, quite a few children couldn't explain the topic and conclusion of the proposition clearly, but I just picked those vague concepts and ignored those of hands in the air. For those who have not answered the questions comprehensively, I will patiently correct them and add one point. I can see that the children are very nervous, afraid that a teacher will discredit my old class in class! I simply put my cards on the table and said, "Students, don't be afraid, even though there is a teacher in class. If you want, you will, or you won't. What's the problem? Let's solve it together. You come to school to learn things you don't know. If you know everything, there is no need to follow me. " The children look a little relaxed!

Finally, I understand the conditions and conclusions of the theorem, and I got stuck when I proved it. It seems that the preset time in this link is not enough, so we can't be busy in time, otherwise we will lose money in class and make up after class, so we don't want to do that. I looked around and found that most children had no ideas, so I reminded them: "There is a sentence in the textbook that is the best way to prove this theorem. You will find it if you look carefully. " The children looked through the books quickly, and most of them found them at once, and immediately began to write the proof process. After waiting for a few minutes, I asked the students who could do it to raise their hands, but a few students couldn't. I asked the students to communicate in groups. After communication, I found a student with poor foundation and dictated the proof process. The child was tongue-tied, but fortunately he finally finished. Although the use of geometric language is not accurate enough, it has made great progress. I praised him!

After the theorem is proved, start drawing. Ruler painting is also a difficult point, and many children forget it. First of all, I will lead the students to analyze the graphics to be made, determine where to start, and then teach them to draw in strict accordance with the requirements of basic drawing, and write out the exercises. The writing method has a high standard for students, which requires both clarity and accuracy. In short, all exercises are basic math skills!

The drawing problem has just been finished and the class is over. I didn't miss class. I told my children that there are still standard exercises to be done in this class, so let's finish our homework after class!

I attended an imperfect public class and had the following thoughts:

1. If students are not given some time to explore independently in this class, I will muddle through the preset content. I can't guarantee the students' mastery, which may give participants a perfect impression, but it will lead to the situation that the sheep will be replenished after they die.

When students can't think straight, I don't tell them the results directly, but let the students find their own solutions from the textbooks. Although it wasted time, it made the children experience the results. It is better to teach people to fish than to teach them to fish.

I didn't pursue perfection. I dare to break traditional ideas and show my shortcomings. This courage is commendable!

I don't lose my temper when the students' grades are not satisfactory. Instead, encourage children calmly and guide them to explore ways to solve problems. My mentality has changed a lot compared with before, which shows that I am more and more mature. Congratulations!

5. I didn't finish the preset, which shows that my grasp of the learning situation is not accurate enough. It seems that preparing lessons should not only prepare textbooks, but also prepare students, who are the masters of the classroom!

6. I'm a little ashamed that the teachers spoke highly of my class when commenting on it. In fact, I know that although teachers pursue the perfection of open classes, they prefer real deficiencies. Only when problems are found will we urge everyone to improve.

One minute in class, ten years in class, we pursue the perfect pace of class and never stop!

Reflection on the teaching of junior middle school mathematics open course 3. The consciousness of reflection has existed for a long time. Famous sayings such as "Ask yourself and answer yourself" and "I will save myself three times a day" are evidence. Nowadays, social reflection has become people's conscious behavior, what's more, as a teacher, we should also reflect on the gains and losses of education in time, get rid of disadvantages and learn lessons.

As a junior high school math teacher this year, the current semester work has basically ended. In this regard, I put forward the following thoughts.

First, the problems in classroom teaching.

1. Because of the particularity of mathematics teaching in the new textbook, my explanation is basically limited to the information in the textbook, which can stimulate students' imagination and creativity and distract students' thinking. In classroom teaching, sometimes there is a lack of active and effective interaction between teachers and students. Some classrooms pay too much attention to teaching and fail to handle the relationship between teaching and practice according to the requirements of intensive and concise, which leads to the incompatibility between teaching and learning and ignores the students' foundation and ability.

2. Classroom teaching can't be aimed at students' reality and lacks the necessary links of "preparing students" and "preparing learning plans"; The handling and grasping of teaching materials are still restricted by teaching materials, and there is no effective selection, combination, expansion and deepening; Classroom teaching has not really penetrated into the basic knowledge points, hot spots and difficulties of students' senior high school entrance examination, and students' original knowledge can not be activated in time; The classroom density is not enough, students have less opportunities to participate and the degree of participation is small; In the classroom, students are given very limited time for self-doubt, self-enlightenment, self-learning, self-practice and self-satisfaction.

3. There is not enough research on the senior high school entrance examination, and the understanding of the scope, requirements, forms, characteristics and laws of the senior high school entrance examination is not clear enough. In classroom teaching, we rely on reviewing materials, lack the selection and integration of materials, and ignore the initiative of teachers themselves in building a knowledge framework, thus classroom teaching lacks the method guidance and ability cultivation of students' English knowledge system.

4. Classroom design lacks proper and timely teaching evaluation, and it is impossible to know in time whether students have gained anything in class and how much they have gained. The design of "what do you want to teach students" before class, the feedback of "what do students learn" in class and the reflection of "what do students want to learn" after class are not unified to the greatest extent.

Second, the problems in students' mathematics learning.

Due to the above problems in classroom teaching, there are many problems in students' mathematics learning and review.

1. Students lack interest, self-confidence and motivation in mathematics learning; Not actively participating in math class, lacking enthusiasm for taking the initiative to speak or unwilling to speak at all; In addition, a considerable number of students can't keep up with the teacher's rhythm or can't understand the teacher's relatively fast instructions when listening to new lessons.

2. Students' mastery of mathematics classroom knowledge is unrealistic, their understanding is not comprehensive, and they spend too much time after class. However, most students don't pay enough attention to book knowledge, can't find an effective carrier for math review, can't make effective use of textbooks, return to textbooks in time, lack systematicness in math review and lack initiative in math learning.

3. Some students lack teachers' clear guidance, systematic arrangement and scientific plan when reviewing, or study and review have no personalized characteristics, which leads to the learning effect is not obvious.

4. Based on the above situation, I think junior high school math teachers, as the gatekeepers of students' senior high school entrance examination, should first have a correct consciousness and fully realize whether a lesson is beneficial or not, which does not mean whether the teacher has finished teaching the content, but whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.

In view of the above problems, we can improve from the following aspects:

1, teachers should have a sense of classroom benefits. Effective media means help to improve classroom capacity, density and speed. Especially in the review class, proper use of multimedia means can not only enliven the class, but also improve students' participation. Short, frequent and fast large-capacity classroom rhythm can effectively attract and gather middle school students' learning attention, thus ultimately improving the learning efficiency. Secondly, the consciousness of classroom benefit is also reflected in the design of teaching, which should be designed entirely for learning and according to the standard of how students can effectively acquire knowledge and improve their ability. Classroom design should help students actively participate in the classroom, help students internalize knowledge and information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of senior high school entrance examination in teaching, and broaden the teaching content.

2. In math class, teachers should get timely and effective feedback on their learning situation, and review and summarize the class effectively before class. In order to effectively improve the efficiency of English classroom teaching, teachers can also formulate a scientific, operable and inspiring evaluation system for English learning effect, keep abreast of students' lectures, homework and notes, and keep abreast of students' learning and review status, so as to make targeted adjustments in the classroom teaching process.

3. Pay attention to the improvement of classroom teaching efficiency and do a good job in preparing lessons, that is, prepare lessons well, practice well and do homework well. At the same time, we should actively reflect on teaching. Teachers should reflect, think, explore and solve problems in the teaching process in time, adjust teaching methods in time and optimize the teaching process. Emphasize the study of basic knowledge in classroom teaching. Teachers should break through the limitations of current textbooks and systematically strengthen the training of key contents. Syntactically, don't stick to the traditional calculation level, but collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching guidance and improve students' performance through hierarchical teaching guidance. From the method, we should grasp the weak points of students' learning, distinguish different situations and provide targeted counseling. Strategically, it is necessary to strengthen the research on students' practical problems, make up for their shortcomings, focus on students with obviously weak subjects from the object, and take effective forms such as teacher-appointed students, teacher-student pairing, counseling, etc., so that students can get guidance and help from teachers at any time and effectively improve their grades.

Three, in the review should pay attention to several principles:

First, grasp the teaching materials and review them effectively. Textbooks and syllabus are the basis for reviewing and testing questions before the exam. Therefore, when reviewing, both teachers and students should study hard and fully understand and accurately grasp the requirements of basic knowledge and ability in the syllabus.

The second is to systematically summarize and distinguish the context. In general review, we should highlight the word "general". Faced with thousands of problems, through review, let students have a general and general impression of junior high school mathematics learning. Through calculation, it is proved that students have a clear framework and a "network diagram" with substantial content in their minds, as small as specific knowledge points.

Third, special exercises are highly targeted. For the problems exposed in the previous review, teachers should carry out purposeful and targeted special explanations and training, collect and accumulate students' mistakes in all aspects, and break through them one by one.

Fourth, review tips and suggestions.

In the review, teachers should let students learn to sort out the wrong questions, sort out the wrong questions in the test paper and the exercises they have done, copy them in the notebook specially, and correct the feedback in time. Teachers should make choices and selectively ask students to do basic knowledge exercises to get students out of the sea of questions. With regard to reading comprehension, the content of questions is getting closer to life. Therefore, students should strengthen practice, widely contact with various types of questions, expand their knowledge, and consciously accumulate problem-solving methods and skills for various types of questions, so as to reduce mistakes in answering questions in the senior high school entrance examination.

In short, the math review stage of the senior high school entrance examination is very important. Review can make up for the lack and make knowledge systematic and comprehensive. Although we have gradually realized the importance of classroom teaching and the urgency of guiding students, there is still a certain gap from the goal of relatively satisfactory mathematics classroom. Therefore, we need to constantly update our concepts, improve our theoretical level and practical ability, and make greater efforts for students' mathematical development and easy face of the senior high school entrance examination.

Reflections on the teaching of the fourth open course of junior high school mathematics. A semester's work is over again. It can be said that I am very busy and have gained a lot. Looking back on my work this semester, I taught mathematics in Class 70 1 and Class 702. There are gains and happiness in the work, but there are also some unsatisfactory places. In order to better sum up experience and learn lessons, so that the future work can be carried out effectively and orderly, the teaching work of this semester is summarized as follows:

First, love the work of teachers.

Ideological progress, unity with comrades, selfless dedication, strict self-discipline, conscientiously complete the tasks and work assigned by the school, strictly abide by the rules and regulations of the school, do not be late, do not leave early, do not take sick leave, and earnestly implement the requirements of the school.

Second, actively participate in all kinds of learning and training, and strive to improve their education and teaching level.

Combined with their own characteristics, we made a business study plan. This semester, I study in strict accordance with the study plan, orderly and effective. I feel that my business level has reached a new level. In particular, I have carefully studied several education and teaching series, and I feel that I have made great progress. I usually read books such as Cai He Education, understand the teaching art, and strive to improve my education and teaching level, which can be well used in my daily teaching work.

Three. Teaching and scientific research

In the teaching work, we should carefully study the teaching materials, deeply understand the teaching materials, flexibly use the teaching materials, design teaching plans according to the characteristics of the teaching materials and the actual situation of students, and do a good job in every class. Prepare lessons thoroughly and carefully. At ordinary times, I study the teaching materials carefully, consult various materials from various sources, deeply understand the teaching materials and accurately grasp the difficulties. When making teaching objectives, we attach great importance to the actual situation of students. The lesson plans are carefully written and lessons are constantly summed up. In teaching, I attach importance to the cultivation of students' thinking ability and self-study ability. While consciously learning advanced educational thoughts and methods and excellent teaching methods, we should continue to carry out the research on "classroom teaching" with the focus on stimulating interest-teaching methods-forming habits-cultivating ability, reforming teaching methods and means, increasing classroom capacity, improving learning interest and realizing. For the students with learning difficulties in the class, we should pay special attention, ask more questions, patrol more, give more guidance, give appropriate praise to their little progress in the class, talk with them more after class, let them build up confidence, stimulate their interest in learning mathematics, mobilize the top students in the class to be tutors for the students with learning difficulties, and form a "two-person group" to set goals for the students with learning difficulties according to their respective situations, so that both of them can move towards that goal. Always think, study and summarize, promote students' all-round development, lay a solid foundation and cultivate students' innovative ability ",focus on studying and applying the" independent-innovative "classroom teaching mode, and strive to achieve high teaching quality and high classroom efficiency. Continue to explore the application of mathematical thought between mathematical knowledge and the thinking method and analysis law of mathematical problems; Complete the knowledge tree of junior high school mathematics chapter and junior high school mathematics classification knowledge tree; Write many papers about teaching experience.

Fourth, seriously participate in class management and strive to form a good class atmosphere.

Ideological education is given to students through class meetings and morning meetings. Cultivate class cadres, actively communicate with parents, accept parents' opinions with an open mind, consider problems from the perspective of parents, and strive to reach an agreement with parents' educational ideas. I not only pay attention to students' academic performance, but also pay attention to learning attitudes, methods and habits; I not only pay attention to the cultivation of students' moral character, but also pay attention to the cultivation of students' thinking ability and self-study ability. I study with an open mind, be bold and innovative, follow closely, be serious and responsible, give full play to students' self-management, and make the class truly form a good class atmosphere of "unity and progress, strict discipline, clean environment and hard work".

Problems in the work of verbs (abbreviation of verb)

1, the textbook is not deeply excavated.

2. The teaching method is dull, which can't attract students to learn, and the guidance and inspiration to students are insufficient.

3. The research on the new teaching concept under the new curriculum standard is not deep enough. Lack of theoretical guidance for students' autonomous learning and cooperative learning.

4. Poor students are caught in their hands. Due to the lack of understanding of students, their learning attitude and thinking ability are not clear. What should be said in class and review is said. What students have mastered is countless in the teacher's mind. Lead to blindness in teaching.

5. Insufficient teaching reflection.

Sixth, the direction of future efforts.

1. Strengthen learning and learn new teaching concepts under the new curriculum standards.

2. Learn the new curriculum standard, excavate the teaching materials, and further master the knowledge points and test sites.

3. Attend more lectures and learn the teaching philosophy of advanced teaching methods of teachers in the same subject.

4. Increase efforts to improve quality.

5. Strengthen teaching reflection and increase teaching investment.

Teachers' work is continuous. I will reflect on the experience and shortcomings in my work in the past semester and do a good job in the future based on my post. Please give me help and criticism from leaders and teachers to make my work more colorful. No pains, no gains. There are joys and sorrows in teaching. We will, as always, make persistent efforts and do a better job in line with the principle of "study hard, think hard and work hard".

Teaching reflection on the open class of junior high school mathematics 5 As a teacher, everyone will face the problem of going to the open class. When we have a class, we will do everything we can, such as teaching material analysis, compiling teaching plans, making courseware teaching AIDS, the time for trial lectures, even the clothes to be worn in public classes, the seating arrangements for students, making all kinds of preparations in advance at the venue before attending public classes, and so on. But how do we do our usual classes every day? It is not excluded that quite a few people do not pay so much attention to it. Open class is like a banquet in a restaurant, trying to be delicious, while daily class is like home cooking, and maybe even radish and pickles will pass. Personally, I don't like many flashy things in the open class, but I think all the preparations made before the open class are the most commendable. After repeated deliberation and thinking, the teaching progress of more people taking public courses is naturally great. I seldom attend public classes and I don't like them, but I like ordinary classes. Every class is a challenge for me. I treat every class as an open class. Specifically, I try my best to do the following:

First, careful teaching design

The teaching method design of a class is determined by its teaching content. The concept class must make students focus on understanding, the calculation class focuses on the cultivation of calculation ability, and the application problem focuses on analysis; Review class cultivates comprehensive ability. No matter how the teaching content changes, I first understand the key points, difficulties and teaching purposes of the course when dealing with the teaching materials, so as to know fairly well. Then pay attention to the process of preparing lessons as far as possible from shallow to deep, and make the difficulties clear. At the same time, highlight the key points and practice and use the key contents in different ways and methods. After students master the main points of knowledge, other problems will be solved easily. And a dedicated class will also leave a very deep impression on the audience.

Second, choose appropriate learning methods.

I always think from the student's point of view, what will happen to the students in this class, what problems may appear in that place, and how I will solve them if I am a student. Then decide whether to give priority to teaching or self-study. The practice of letting students study in desperate groups seems brilliant, but sometimes it may not work in reality. What happens if everyone in the group doesn't understand the problem? I think most students will turn to other live topics that have nothing to do with the classroom.

Try to make good use of heuristics in the classroom, from the shallow to the deep, and induce at different levels, and finally let the correct answer or conclusion come out of the students' mouth. It not only firmly attracted students' attention, but also turned "concentrated discussion" into a discussion or exchange activity in which everyone participated, enlivened the classroom atmosphere, and made students particularly impressed with knowledge, with stronger flexible application ability, and received good teaching results.

Pay attention to the interaction between teachers and students. Teachers should pay attention to communication with students in the teaching process, find their problems and puzzles and explain them clearly in time. At the same time, they also seize the activities or things they are interested in and arouse their enthusiasm. Teachers and students cooperate tacitly, and * * * pushes classroom activities to a climax.

When preparing lessons, students' characteristics and interests should be taken into account, and they should be as close to life as possible. They should always use things or topics they are interested in to attract their attention and arouse their enthusiasm. At the same time, considering the differences of students' performance and understanding ability, different gradient questions are set for students of different levels to answer. When preparing lessons, I thought: this slightly easier question should be answered by XX students with slightly worse grades; Let XX students sum up this difficult problem ... so that everyone can participate in the classroom and feel the joy of success, which is of great help to enliven the classroom atmosphere and improve students' enthusiasm.

Third, prepare for emergencies.

The teaching equipment in our school is very advanced. I use it in almost every class, but sometimes accidents happen occasionally, which hinders the smooth progress of classroom teaching. In the process of preparing lessons, we should be considerate, try to control the incidence of these accidents to zero, or make psychological preparations in advance: if an accident really happens, how to deal with it? For example, check whether the audio-visual equipment to be used has been installed and debugged before class to avoid mistakes in class; Whether the pictures, exercises or other teaching questions to be used in class are ready and collected in a unified way; What activities should be added temporarily if there is enough time and the teaching task has been completed but the class has not been finished? In case time is tight, the prepared teaching content has not been completed after class, which links should be deleted, and so on. With all kinds of preparations, you can ensure that your class will be carried out smoothly and orderly according to the steps you designed, and the expected results will be achieved.

Admittedly, computers, projectors, etc. Unable to use due to power failure, failure, etc. Sometimes the courseware is discarded. At this time, my normal teaching will not be affected at all, because since every class is an open class, I have considered these problems in advance, and the chalk blackboard will continue to go on.

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