Reflections on Mathematics Teaching in Primary Schools in 2022 1

First, primary school mathematics teaching can not 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, simply relying on experience teaching actually only regards teaching practice as 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. This makes teachers' teaching decisions reactive rather than reflective. We can call it "experiential" to engage in teaching activities in this way, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact it is often inaccurate, because the differences between teachers and students in mathematical knowledge, experience in mathematical activities and social experience make such feelings usually unreliable or even wrong.

Second, intelligent teaching needs reflection.

A fundamental feature of intelligent 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 experience 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, reflection on the concept of mathematics-reflection on learning mathematics.

For students, an important purpose of learning mathematics is to learn how to think about mathematics and see the world from a mathematical perspective. For a teacher, she should also look at mathematics from the perspective of "teaching". She can not only do it, but also teach others to do it. Therefore, teachers should reflect on teaching concepts from two aspects: logical relationship and historical relationship. Simply put, teachers should learn to think about mathematics when facing mathematical concepts-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. Thinking about learning mathematics.

When students enter the classroom of mathematics in Russia, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't treat them as "empty containers", and it is often misunderstood to instill mathematics into these "empty containers" according to their own meaning, because there are great differences between teachers and students in mathematics knowledge, mathematics activity experience, hobbies, social experience and so on. These differences make them feel the same. If you want to create more mathematics learning materials for the after-school model, an effective way is to "squeeze out" as many problems 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 in the actual teaching process, it is often difficult to complete the teaching according to our wishes. For example, when we were marking papers and answering questions in class, we thought we had made it clear, but after feedback, we found that many students were still confused. It shows that our explanation did not aim at the students' original knowledge level, and fundamentally solved the students' problems, and the students did not understand the essence of the problems.

Three, four perspectives of teaching reflection

1, self-experience.

In teaching, we often take our own experience in learning mathematics as an important reference in choosing teaching methods. Each of us has been a student, studied mathematics, and tasted the managers who are angry, sad and nervous in the process of learning, which still has some enlightenment to us today. Of course, our existing mathematics learning experience is not enough to provide us with more valuable and reflective materials, so we can participate in some exploratory activities as students again and consciously reflect on the relevant behaviors in the process of activities.

2. Students' perspective.

The essence of teaching behavior is to benefit students, and teaching well is to promote students to learn well. In the new curriculum standard, some exercises, such as optimizing the scheme, let students choose schemes such as renting a car and buying tickets. When we introduce some clever and wonderful connections to students, students seem to understand, but they are at a loss when they solve the problems themselves. Therefore, Bernard said, "what is consistent in time, not what is unknown, constitutes the biggest obstacle in our research."

Step 3 communicate with colleagues

Colleagues get along with each other for a long time, forming a common language, communication methods and a relaxed atmosphere for discussing teaching issues, which is convenient for meaningful discussions. There are many forms of communication, such as designing teaching activities, listening to each other and doing after-class analysis.

4. Professional study

Learning more relevant textbooks of mathematics education can help us to explain many puzzling phenomena in practice. We can broaden the thinking of teaching reflection, so that our teaching and reflection are no longer limited to Xiaotian's experience. We can see that our teaching practice behavior is related to the specific teaching situation and the teaching situation with universal significance, so a considerable evaluation of these behaviors can make us more rational in teaching reflection and more confident in the conclusions drawn from reflection.

Teachers' profession needs specialization, and teachers' professional development is the most convenient and effective way to make teaching reflection. Without reflection, it is difficult to improve the professional ability substantially, and the object and opportunity of teaching reflection are around every teacher.

Reflections on Mathematics Teaching in Primary Schools in 2022 II

Time flies and a semester is about to pass. During this period, I served as a fourth-grade math teacher. Let me talk about my gains and losses in teaching this semester.

According to the teaching requirements of the new syllabus, I strive to make the teaching structure conform to the age characteristics of children, pay attention to promoting students' learning transfer, cultivate innovative consciousness, and pay more attention to making students experience the connection between mathematics and real life in practical activities. Teaching reform is mainly reflected in the classroom and after-school time. In class, I pay attention to strengthening my ability and cultivating good study habits. In spare time, students should pay attention to "applying what they have learned" and apply mathematics to real life.

First, strengthen oral arithmetic practice. Through oral arithmetic practice for three minutes before class, let students practice in their favorite way in various forms, and hold a "fast arithmetic hand" competition from time to time to stimulate students' enthusiasm.

Second, strengthen the written calculation of decimal addition, subtraction, multiplication and division. Students have learned the multiplication and division of integers in the fourth grade last semester. On the basis of the original knowledge and understanding of the rules, I ask students to strengthen consolidation exercises to prevent students from making calculation mistakes due to carelessness.

Third, application problems have always been a major difficulty for students to learn. In view of this situation, I ask students to practice more, think more, ask more questions, and gradually improve their ability to analyze problems from quantity to quality. Students are no longer as afraid of application as before.

Fourth, increase practical activities to cultivate students' awareness of mathematics application. Design some activities that are closely related to students' lives and contain mathematical problems. Let students feel, experience and understand mathematics by solving problems in activities, which is also conducive to cultivating students' awareness of discovering mathematical problems from daily life.

In order to carry out the principle of facing all students and teaching students in accordance with their aptitude, I have also designed some exercises with certain difficulty for students with spare capacity to choose, so as to give full play to their specialties and cultivate their mathematical ability.

Reflection on Mathematics Teaching in Primary Schools in 2022 (Ⅲ)

Each chapter of mathematics needs different teaching methods. For some chapters, the following methods can be used to make students learn vividly and flexibly.

First of all, identify the breakthrough point of knowledge and create a problem situation.

The designed problem situation is closely related to students' real life. The questions in the situation are open, and students can be asked intellectual warfare.

Second, strive to create a space for students to explore independently.

? It is pointed out in the teaching suggestion that the teaching focus of "some simple calculations of addition and subtraction" lies in students' finding the algorithm of quick calculation, mastering the method of quick calculation and gaining the successful experience of autonomous learning. At the same time, I don't just dabble in it, but seize the favorable opportunity of students' thinking, let students work out quick calculation problems by themselves, let students discuss in groups with the "345+99" appearing in students' assembly problems, and guide students to compare with subtraction quick calculation, so as to find out the truth that addition quick calculation should be "more and more subtraction", and understand addition and subtraction more and more deeply from the overall height. It is also in line with the teaching goal of this class, that is, highlighting the teaching key points and breaking through the teaching difficulties, which has drawn a successful conclusion for this class. From this, we can think that this kind of teaching is not only close to the students' thinking reality, but also conforms to the students' cognitive law, and students learn easily, actively, creatively and developmentally.

Third, practice design and pay attention to expanding students' thinking.

Emphasis on teaching focuses on the development of students' mathematical thinking, so that students can discover the arithmetic of fast addition and subtraction by themselves through independent exploration, master the fast calculation method, and constantly change topics in practice design. Through the comparison of different methods, let students realize that they should carefully examine the questions and calculate flexibly according to the characteristics of specific questions. Students consciously apply knowledge to solve practical problems in life, and at the same time cultivate flexibility and creativity in thinking. It goes without saying that the design of this kind of exercise, although the amount of practice is small, is far better than the mechanical repetition of dozens of questions, because students' thinking is carried out with the deepening of practice, and one of the important purposes of mathematics teaching is to promote the development of students' mathematical thinking.

In short, students will actively participate in the whole learning process of the whole class, and discover the laws of knowledge by themselves in the continuous independent inquiry learning activities, not only learn some simple calculation methods of addition and subtraction, but also better expand their mathematical thinking.

Reflection on Mathematics Teaching in Primary Schools in 2022 (IV)

First, carefully study the teaching materials and prepare lessons.

To teach books well, we must first understand the teaching materials. To understand the textbook, we must understand the basic ideas, concepts, sentences, pictures and symbols, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, use it freely, and understand what materials should be supplemented and how to teach it well. According to the teaching materials and the age characteristics of students, the teaching plan is carefully drawn up. According to the information in each section, carefully determine the teaching objectives. In addition, it is necessary to understand the quality, interests, methods and habits of students' original knowledge and skills, predict what difficulties students may encounter in the process of learning new knowledge, and carefully arrange the activities of each class in combination with the teaching materials. Be prepared and don't fight unprepared, so as to ensure the excellent completion of teaching tasks.

Second, seriously organize classroom teaching.

Although the textbooks for the first grade are few and shallow, it takes a lot of effort to organize a class well. Since most students have read preschool classes, the materials learned this semester are all old knowledge, so how to turn "old knowledge" into "new knowledge" in class and make students interested in mathematics learning is the key to learning mathematics well. Accordingly, in classroom teaching, I try my best to be innovative in teaching methods and pay attention to every student's feedback. Create teaching situation, arouse students' intentional attention, and make it sustainable and relatively stable. In teaching, students can use visual AIDS to see or do it by themselves, and talk about the process and results of doing it, so as to achieve the purpose of speaking, doing and thinking, and fully mobilize students' various senses. Classroom questioning is aimed at all students. Lectures are combined with exercises, and exercises are mostly conducted in the form of games, so that they have a happy mood, stimulate their interest in learning and create a good learning atmosphere. For example, when teaching the composition of numbers, use games such as "password matching", "clapping" and "pointing" to practice; When teaching addition and subtraction within 10, use games such as "driving a train", "password matching" and "rushing to answer" to practice. In this way, students are not only interested, but also remember. Let them learn while playing, have fun and be willing to learn.

Third, timely feedback after class to improve the teaching quality in an all-round way.

Pupils are active and playful, lacking automatic potential. Some students are often absent-minded in class. They don't have enough knowledge taught by their teachers. In view of this situation, I correct the homework in each class in time, give serious feedback, find it in time and give timely guidance. In addition to giving more guidance to students with learning difficulties, we should also pay more attention to their lives, talk to them more, narrow the distance between teachers and students, gradually make ourselves their friends, establish their learning confidence, help them make progress, and thus improve the teaching quality in an all-round way.

Reflection on Mathematics Teaching in Primary Schools in 2022 (V)

The purpose of the "double reduction" policy is to return education to its true nature, fully implement moral education and cultivate students' core literacy. Teaching students to study is the key, and teaching students to be human is the key.

First, to reduce the burden of preparing lessons, students should pay more attention to preparing lessons, improve the accuracy of preparing lessons and pay attention to practical results. Studying the learning situation and teaching materials of physics group can improve the effectiveness of preparing lessons, which not only increases the stratification of teaching knowledge points, but also increases the collection of students' speeches in class, fully implements the students' main body and never forgets to cultivate their academic literacy.

Second, classroom teaching

1. Pay attention to students' participation and classroom input in teaching, emphasize students' enthusiasm and initiative in learning, embody the idea of moving from physics to life, introduce typical cases and learning materials in class, acquire knowledge from cases and materials, let students connect knowledge with life, and promote the practical transformation and comprehensive application of knowledge.

2. Make full use of the classroom, create an efficient classroom, and learn in class, take exams in class, and clear the day. Do a good job in after-school puzzle solving service, let the doubts be digested and consolidated in time, and leave no doubts until tomorrow.

3. Pay attention to the structural establishment of knowledge, emphasize the acquisition of knowledge from "learning by doing", move the laboratory into the classroom, put the experimental instruments in the classroom, facilitate students to carry out experiments at any time, use experiments to solve the difficulties encountered, and pay attention to the cultivation of students' academic literacy and ability.

Third, reduce the heavy homework burden of students after class. The previous homework was 15 minutes a day, but now there is no homework. But the requirements for students have not been relaxed. We should leave more time for students to improve their abilities, pay attention to the charm of science and technology, and educate them to become talents who care about the country and serve the society. Effective burden reduction, high value efficiency, education for the country, strong country has me.

Reflection on Mathematics Teaching in Primary Schools in 2022 (VI)

? Mathematics curriculum standard clearly lists "problem solving" as the curriculum goal field. For the first-year students, a series of teaching contents of "using mathematics" are the carriers to cultivate students' awareness of applying mathematics and their ability to solve problems. The lesson "Using Mathematics-Golden Autumn" that I teach is the first time that primary school students are exposed to "solving problems". How to design and teach, so that students can have a preliminary understanding of "solving problems" and lay a good foundation for future "solving problems" teaching? After carefully studying the teaching materials and teaching reference materials, I designed and taught this course, and it is not good for my study after a class.

First, "using mathematics" focuses on enlightenment teaching.

(1) Because the literacy ability of the first-year students is poor, they mainly focus on concrete thinking in images, so the content in the textbook is presented in the form of "situation map", with braces indicating the total number, and with? Numbers represent mathematical problems to be solved. After showing the situation map, I asked the students to see what was in the map. The students replied that four children were catching butterflies and two were digging mud. I told the students in time that we called them "four children, two children" in mathematics. Understand? After the 7th, I told them how many people in a * * * are a math problem. Then tell students the mathematical information and problems completely, so that students can feel that there are mathematical information and problems in "solving problems" initially.

(2) After students understand that the pictures contain mathematical information and mathematical problems, I consciously train students' language expression ability and guide them to say three sentences well, which is the basic structure and quantitative relationship of students' perception of simple application problems. The classmates at the same table talked to each other, and the whole class talked to themselves. They initially realized that two mathematical information and a question constituted a simple application problem, and initially conceived the basic structure of the simple application problem.

Second, asking questions promotes thinking and understanding reasoning.

There is no independent "problem solving" unit in the first grade textbook, which is all combined with computing teaching and permeates all teaching contents. In this way, teachers can consciously let students understand the operational significance of addition and subtraction through "solving problems" in teaching, and let students build a bridge between operational significance and solving problems from the perspective of quantitative relationship. When students list 4+2=6 in teaching. I asked, "How did you come up with the idea of solving this problem by addition?" . After the students listed 7-3=4, I still asked, "Why do you use subtraction to solve this problem?" ? Students further understand by explaining, right? Add the two parts and subtract one part from the total. Secondly, let the students know the meaning of the mouse in Hu Wen. Students further understand the meaning of addition and subtraction in questions and answers.

Third, compare in practice.

At the end of this class, I designed two pictures and asked the students to put brackets and numbers in the pictures. Its purpose is to let students learn to ask questions and solve problems according to the situation map I provide. More importantly, after asking the questions of addition and subtraction, let the students compare the questions in the two pictures. According to students' practice, students can distinguish different problems solved by addition and subtraction. When designing this class, I have been thinking about whether it is necessary to compare and explain the two types of questions, but through the analysis of the teaching materials, I gave up the comparative explanation, because this is the initial lesson to solve the problem, and the addition and subtraction of 89 10 also arranged the content arrangement system of "using mathematics", and the teaching objectives are similar to this class, so it can also be compared and explained in the future teaching. This class is only for students to do a preliminary study in the final expansion exercise. In this class, the emergence of a problem in practice has led to many problems for students, and students have problems of 4+2 = 6 and 4-2 = 2. In the communication with teachers in parallel classes after class, I think the appearance of this problem here is abstract, and the lower grades are still based on scene diagrams, which are divorced from reality and difficult for students to understand.

I think in the process of preparing lessons, we should dig deep into the teaching materials and understand them thoroughly, so that we can have a successful lesson.

Reflections on primary school mathematics teaching in 2022 7 pages

First, create a familiar situation for students to solve math problems in practice.

Vivid life scenes help students understand mathematics in real life, feel the close connection between mathematics and daily life, increase their closeness to mathematics and experience the fun of using mathematics. Therefore, in teaching, I often design some situations for students to learn while playing. For example, when teaching Skipping Rope, after the theme map was finished, I invited eight students to the stage and asked, "Which do you like best, apples or bananas? Those who like apples stand on the left and bananas stand on the right. " Then I lead the students to discuss how 8 is composed and how many it is, and list the corresponding formulas. Teachers can also ask: which do you prefer, toy cars or ice cream? After school, do you do your homework or watch TV first, and so on. In this way, students can not only master the composition of 8 quickly, but also carry out ideological education.

Second, guided students to explore the mysteries of mathematics by guessing.

As we all know, every child likes to ask why, and every child wants to explore some secrets. According to children's psychology, I have adopted the form of "take an estimate and guess" many times to let students think in curiosity and gradually improve their thinking. For example, when teaching "guessing number games", I first tell students how many beads I have in my left hand and how many in my left hand, so that students can guess how many in my right hand. If this is repeated several times, students can master the decomposition, synthesis, addition and subtraction of numbers in "guessing", deepen their understanding of logarithm and pave the way for learning to use mathematics in the future.

Third, increase competition confidence and cultivate competition awareness.

Children are competitive, have strong self-esteem and love to show themselves. Therefore, we should always create opportunities for students to fully express themselves and let them be psychologically satisfied. We should constantly encourage them to build up confidence, enhance their courage, win without arrogance and lose with grace. For example, if you can win the red flag in a group, you can compete with others to do it right and fast, thus cultivating students' sense of competition.

Reflections on Mathematics Teaching in Primary Schools in 2022 8 pages

Decimal Multiplying Decimal "is a key teaching point in Unit 1, which is based on students' learning decimal multiplying integers.". ".The key and difficult point of this course is to help students discover and master the law of the change of the decimal places in the product caused by the change of the decimal places in the factor, and form a relatively simple method to determine the decimal point position of the product. Looking back carefully, I don't know how many times I have attended this class, and I feel different every time.

After class, I seriously reflected on this course and realized its advantages and disadvantages. I have the following inspirations:

1. Handle the relationship between "preset" and "generation".

Students are thoughtful people, they have different life experiences and ways of thinking, and their thinking direction and results may not necessarily conform to teachers' teaching presuppositions. We pursue presupposition generation in classroom teaching, but what should we do when non-presupposition generation appears? Why are we still used to doing everything possible to pull students back to the established teaching ideas? In the generative classroom, whether teachers are good at listening, finding valuable and meaningful highlights in students' words and deeds, and quickly excavating and refining students' views are important conditions for teachers to organize dynamic generative classroom teaching.

Therefore, we should carry out the idea that "teaching is to promote learning". As teachers, we should pay more attention to how students study and think about the corresponding countermeasures. More importantly, we should have the consciousness of empathy, design teaching links from the perspective of students, and try our best to make all students express and develop.

2. When designing example teaching, one-sided pursuit of creating life situations can't ignore the actual value of exercise content.

The new curriculum standard advocates the life of mathematics. One-sided understanding of this is that mathematics knowledge should be linked to life. So, I abandoned the examples in the textbook and thought it was a new concept to create a life situation. In addition, when designing, I only considered two cases: 3.6×2.8 and 2.8× 1. 15 in the example. When I design an example, I take supermarket shopping as an example. At first, some data were too large to take into account the actual effect, but fortunately they were corrected in time.

The purpose of this course design is to let students discover the law independently through "exploration". We students are used to answering "isn't it?" "Right?" Questions that require very low thinking, such as "What do you think?" "What are the laws of these formulas?" A problem that needs to fully show their thinking process is at a loss.

I think my foothold now is to pick up new ideas and new lessons bit by bit in the future home cooking class, hoping to go all the way in constant reflection.