It is not difficult to reflect on the preliminary knowledge of statistics in statistics teaching, but sometimes it is more complicated. Many students need cooperation to cultivate their cooperative consciousness and problem-solving ability. More cooperation is needed in data collection and collation, and students are required to think independently when looking at charts and answering questions. In the teaching of Example 2, let the students think first: Which method do you want to record? Among these methods, which is the most convenient? How much data is the easiest to count? Which method do you like best? Ask the students to answer, and then guide them to look at the statistical chart and statistics table, and compare them with the statistical chart of example 1, and talk about the differences. Finally, make a summary.
This class has some characteristics in teaching:
1. When using the word "positive" for statistics in teaching, students should be fully involved in activities to arouse children's enthusiasm. For example, at first I asked my children to write orthography by hand, saying that the word "positive" was five strokes. Then, let four students go on stage, each student represents a different sport, and the rest students play solitaire and tell their favorite sports. Students have a high interest in learning and have done it beautifully, and they have mastered the statistical method with the word "positive" from playing.
2, can make full use of incentive evaluation in activities. The evaluation method advocated by the curriculum reform is an encouraging evaluation of students and a manifestation of full respect for students. In this class, I pay great attention to using encouraging language to evaluate students. In the evaluation, I not only often use encouraging language, but also pay attention to giving students symbolic encouragement. For example, let students do statistics with the word "positive" on the stage. One student wrote the word "positive" wrong, but he was able to write it correctly on the seat, indicating that the child was nervous. Instead of criticizing him, I thanked him for his "service" on the stage, told him not to be nervous in the future, and gave him a small post. A smile immediately appeared on the child's face, and the students applauded him spontaneously.
3. In the consolidation exercise, an expansion question was designed, and the students were very enthusiastic. I let the students think independently first, and then cooperate in groups. Moreover, the group cooperated very well, and every other student participated and tried to tell the members what they thought.
The shortcomings of this lesson:
1, I don't know the time well, and I have timed out. In the future teaching, I want to grasp the teaching materials more deeply and make the classroom schedule more reasonable, effective and in-depth
2. The first-year students have not really mastered the consciousness of inquiry and the methods of inquiry learning. Sometimes they don't give students time to think, or have little time to think, but tell the answers themselves. In the future teaching, we should pay attention to the cultivation of students' inquiry learning ability and help them learn more learning methods.
Reflection on Statistics Teaching 2 The first step of teachers' growth and development lies in teachers' own reflection, teachers' own evaluation and teachers' own transformation. Teachers are now advocated to become researchers and thinkers. Then, only when teachers organically combine teaching with reflection and turn teachers' research results into behaviors can teachers' teaching have the significance of educational philosophy and teachers' behaviors have more rational connotations.
Based on the understanding of the above words, I made a reflective analysis of my own statistics class, from which I was inspired to reflect on the promotion steps.
First, I still hold a firm and feasible attitude towards the teaching design of this course.
In the design of this class, I mainly design teaching around the spirit of curriculum standards, teaching objectives and subject research.
1, the mathematics curriculum standard clearly points out that students' mathematics learning content should be realistic, meaningful and challenging. Textbooks follow this requirement in the choice of students' learning content. Starting from students' life experience and knowledge level, we should consciously mathematize practical problems, guide students to apply what they have learned and solve practical problems. In this course, according to the requirements of curriculum standards, students are only required to classify objects according to a given standard or a certain standard (such as quantity, shape and color), but the requirements for students' knowledge and skills are low. It is important to let students experience the process of statistical activities and further enrich their experience in the activities. For example, investigate the favorite TV programs and ball games of students in a group.
2. The teaching objectives of this course are: experience the statistical process, experience the diversity of statistical results under different standards, express the results of data collation with statistical tables, propose and solve problems related to data information, and organize students to participate in cooperation. Pay full attention to the above aspects in the process of design teaching, so that students can learn new knowledge systematically and easily under the guidance of teachers.
3. The topic stems from the confusion in teaching, and it is constantly researched and found in the confusion, in order to further improve the teaching service. The topic is "Cultivation and evaluation of middle school students' listening, speaking and cooperation ability in class". The new curriculum advocates the evaluation of "based on process and promoting development", emphasizes participation and interaction, combines self-evaluation with other evaluations, pays attention to the evaluation process, pays attention to individual differences, and evaluates democratization and diversification. This lesson teaches statistics, especially: the diversity of statistical results under different standards. Statistics on students' success in listening, expression and cooperation in a class can not only make students have a positive competitive effect, but also make use of the knowledge learned in this class to understand the situation in these aspects, so that students can feel the significance and essential role of statistics (data information processing).
Second, the evaluation should be done: from point to point, not flooding.
In this class, I divided the whole class into four groups and made a competitive evaluation of the four groups. The effect is good, but I am not good enough in the diversification of evaluation. In a class, I did this:
1) In teaching, teachers are the main participants in evaluation from three aspects: listening, expression and cooperation. On the way, individual students are also asked to express their opinions to make the evaluation as democratic as possible.
2) The evaluation of teachers present, the main idea: interactive evaluation. People often say: make the finishing point. In this class, my understanding of these four words is not enough.
If only one teacher or two teachers participate in the evaluation, then the teaching time and effect will be just right. In this class, I made a little point: Is this class evaluation-oriented? Or statistics? And I invited five teachers to participate in the evaluation, which was much more, and the stars were evenly distributed, and the effect of "psychological imbalance, disappointment, not seeing …" could not be achieved.
Third, we should make full use of the classroom evaluation of this course to reflect the diversity of statistical results under different standards.
In the design of this course, classroom evaluation should reflect the diversity of statistical results under different standards. But the main reason is that time is not allowed, and it is also because there are many comments from the teachers present, which affects the later teaching. However, in the statistics table of the learning tool, students are going to count the total number of stars in this group, as well as the colors. If there is time for students to do this, it can better reflect the difficulty of statistical knowledge in this class, and also let students experience and feel the significance of learning statistical knowledge.
Feeling: There are still some shortcomings in the teaching of this course, but the "personalized" teaching makes teachers no longer feel pressure, but a kind of display and discussion. Reflection makes me more aware of my own shortcomings in teaching, and also makes me realize that learning is not something I have to do before, nor is it just something I have to make up now, but something I have to keep doing.
Reflection on Statistics Teaching 3 Statistics is a difficult point for first-year students. In teaching, according to the characteristics and cognitive rules of junior students, I adopted teaching methods suitable for them and achieved good teaching results.
1, create a situation for students to see, think, ask and do on their own initiative.
Statistics teaching in lower grades should pay attention to students' operational activities according to their age characteristics and cognitive rules, so that students can gradually realize the necessity of statistics on the basis of direct operation and perception. So, I closely linked with students' real life and created a situation that students were interested in: I held a friendship meeting with the class meeting and asked what fruit to buy. Students are interested and willing to pay attention. With such feelings, students can learn mathematics knowledge, of course, get twice the result with half the effort. Let students conduct their own investigation, which can not only stimulate students' interest in learning, but also help students to further understand statistical knowledge and how to apply what they have learned to practice through their independent participation in learning and personal experience of the investigation process. Let students understand math problems in vivid and concrete situations.
2. Seize the opportunity to encourage students to make their own choices and publicize their individuality.
In the teaching process, pay attention to students' personality, encourage them to think what they want, ask what they want, say what they say, and guide students to ask and talk while thinking. Learn to affirm what others have done well and help others make up for their own shortcomings. Don't blame those who don't understand others' practices, learn to ask questions. Form an atmosphere of equal research between teachers and students. Teachers should not only respect and affirm students' personalized thinking mode and results, but also seize the opportunity to stimulate students to play their own advantages and strengths and promote the continuous optimization of their personality quality. In the whole class, students don't listen to the teacher quietly, but "move" noisily. This is the success of my appeal to students to "actively participate" and "cooperate and communicate". Students began to think in the democratic and equal atmosphere I created, and their thinking was flexible, their sense of participation was enhanced, and the effect of cooperation and exchange was getting better and better.
3. Diversified evaluation forms can enhance students' confidence in learning mathematics well.
In this class, I noticed the evaluation of students and realized the diversity of ways, including language encouragement and body language touch. Although it is a trivial action, it has a great impetus to students' enthusiasm for learning. In this way, I not only pay attention to students' mastery of knowledge and skills, but also pay attention to the formation and development of students' emotional attitude. In addition, I also made an attempt at self-reflection and self-evaluation. I see that students have increased their courage and confidence in the contradictory struggle of self-reflection.
But this lesson also reflects some shortcomings:
Students do not have a good grasp of statistical knowledge, and there is no good method and order to collect data. As a result, some students counted it twice, while others forgot to count it. In the future, students should learn their methods before they can do it. In addition, the cultivation of students' cooperative consciousness needs to be consciously, systematically and step by step.
The fourth reflection on the teaching of Statistics in the new curriculum standard divides the content of "Statistics and Possibility" into three parts, and arranges simple collection and statistical knowledge from the second stage of grade one, so that students can initially understand some simple statistical methods and understand the certainty and uncertainty of things in life from grade one. This lesson is a triennial statistics, because students have been exposed to statistical knowledge for many times, and it is not difficult to read statistical charts, fill in statistical tables, and look at charts to understand information, so the teaching focus of this lesson should be on the possibility of events. In the whole teaching process, I let the students discover and summarize the event itself from the operation process, which fully mobilized the students' learning initiative. The specific operation is as follows:
First, pay attention to creating situations so that students can learn mathematics from real life.
In the teaching of this class, according to the students' existing knowledge and experience, I created a situation that students like and are familiar with in the football match, with the question "Is it fair to flip a coin like this?" This sentence is the starting point. Is it fair to design the whole class around this way? Grasping the key points of teaching, using the events that students are interested in to stimulate students' interest in learning, on the basis of fully mobilizing students' enthusiasm, students learn happily, participate well and achieve good teaching results.
Second, pay attention to operation practice, and let students learn mathematics in operation activities.
In teaching, I give students the initiative to learn. In teaching activities, let students experience "the probability of basic events and equal possible events" through their own hands-on experiments, and infiltrate random thoughts into students. Through the process of counting the times of coin toss by the group and the whole class, students can find that when the number of times increases, the average line averages slowly, and finally the experimental results of scientists are presented, which makes students deeply feel that when the number of times increases, it is almost equal to half, indicating that the rules are fair.
In the whole practice process, I let students experience the process of knowledge formation by themselves. Through talking, playing games, discussing and guessing, I provided students with ample opportunities to engage in mathematics activities. In the process of hands-on inquiry, students' thinking is improved, students deeply feel that mathematics is around them, and they form a good habit of examining and thinking about things around them from the perspective of mathematics, thus stimulating students' interest in learning mathematics and generating the motivation for students to learn mathematics well.
Third, attach importance to cooperation and exchange, so that students can learn mathematics in cooperation and exchange.
In the process of teaching, teachers have designed one ingenious game after another, so that students can solve problems through cooperation and communication, and communication is natural and effective. The whole classroom enables students to obtain a lot of mathematical information and knowledge in a democratic and harmonious atmosphere, making mathematics learning a lively, positive and creative process, making students play while learning, and the classroom atmosphere is very active. It embodies the effectiveness of mathematics teaching.
Fourth, pay attention to the development of thinking and let students understand the role of mathematics in application.
In the design of exercises, I consciously design exercises with gradients. In the discussion session, let the students find that when the denominator is three times that of the numerator, the possibility of touching the red ball is the same. In the process of guessing passwords, students realize that with the increase of guessing times, the possibility of guessing is increasing. When guessing the last one, the probability of guessing correctly is 100% or 1, which means they can definitely guess correctly. It is in this process that students use knowledge, consolidate knowledge and discover laws through activities. So that students' thinking can be fully trained and students can solve problems smoothly.