I have a good reflection on this situation. After all, I just came from a student, and I quite understand the students' difficulties. Many times, some papers and homework are handed out, even if they were just done yesterday, many students can't respond to the topic immediately, many forget what the topic is about, and some even haven't read it at all. If you talk about the topic as soon as class begins, many students will not be able to respond. In this case, I will hand out the papers or homework in the recent exercise class and give the students 10- 15 minutes to correct them first, then look at the papers and then review them. During this 10- 15 minutes, many students can correct their mistakes or ask their classmates questions that they really can't. At this time, gifted students will not be idle. They will teach the soldiers. Students who can't teach can not only help students, but also review what they have learned. Why not? In this 15 minute, students can not only review, but also look at the questions they don't understand or haven't finished, so that they won't feel strange and unacceptable in the following time. In this 15 minute, the teacher can pay attention to the underachievers, help them, or answer questions. In the following time, you can explain or sort out the knowledge about the topics that students make more mistakes, saving time and effort, wasting the time of gifted students and making underachievers unable to keep up. Underachievers can also solve simple problems by themselves in 15 minutes. In this way, students have "autonomy" in class, teachers explain problems that students can't solve, and students are also interested in listening. This kind of exercise class will not be so boring. Teachers always say and students always listen. I think this practice can greatly improve the learning efficiency.
Of course, I think in the remaining 30 minutes, the teacher can continue to be "lazy" and let the students go on. For some classes with good academic atmosphere, you can fully trust the students, give the lessons to the students completely, and let some excellent students talk about the topics. On the one hand, it improves students' expressive ability and organizational ability, on the other hand, it can make other students' thinking and spirit concentrate on listening to their lectures. What the teacher has to do is to supplement or comb after listening carefully. Really, a class only lasts for 5 minutes! I thought it was impossible before, but now I really believe that "anything is possible"! Although my teaching level has not reached this level, I will continue to work hard in this direction, come on! Step by step!
In addition, I think it's best to leave five minutes for students to digest, sort out and sort out their knowledge before class, or two or three minutes to write their own writing process for students, and sort out their ideas after finishing a big topic. I believe that students will learn knowledge more efficiently and master knowledge more solidly.
The above is my opinion that I have been taking fitness classes. However, I sometimes have some problems and doubts in operation, such as the amount of exercise classes in this 15 minute or the learning efficiency of underachievers. Many times, underachievers can only solve two or three simple questions such as multiple-choice questions or calculation questions in this 15 minute, and there is not enough time to look at the following questions. Other middle school students will not have enough time to read the following questions, which is not very beneficial to the solution of big problems. And I consciously want to leave some time for students to sort out their ideas, but often I don't have enough practice time or talk too much.
In the future, I will learn from other teachers in teaching, constantly improve and perfect my teaching methods, and strive to improve students' classroom efficiency!
Mathematics Teaching Essays 2 Last year, I began to take the fourth grade mathematics test in primary school, and this year is the second year. The fourth grade of primary school is a transitional period. Before the fourth grade, they were still naughty and active, but from the fourth grade, we should cultivate their good study habits and excellent study atmosphere. However, it is really not easy for students, even good students, to be able to concentrate on the lecture at 45 points in a class.
When the teacher is giving a lecture, he must make them pay attention to the teacher. For gifted students, some clever boys are very active, especially when taking exams. It is because of their carelessness that they seldom do everything right in the exam. So I use this to educate them not to always think that they are smart and can learn without an open mind. If we hit him, he can go to class for several days at a time. Therefore, more attention should be paid to eugenics in the classroom.
For middle school students, although it doesn't disturb classroom discipline, it's hard to listen in class. Sometimes I wake them up and ask him a question he just said. He doesn't know where you are, so I remind them to pay attention and organize more classroom teaching.
For underachievers, the first thing to set for them is not to set too high a goal, but to let them jump up and reach their goals. In this way, they not only felt hope, but also tasted the joy of success. When they have made some achievements, they should be praised in time to make them feel that the teacher has not given up on them, and they still have great hope. Warm them with love and let them experience love. Help them more after class. It's easy for them to stick to it without a good foundation, so tell them some very simple knowledge to make them progress little by little. Besides that, as a teacher, we should speak softly in class. Create a relaxed and harmonious learning atmosphere. No matter how angry and anxious you are when giving lectures to students, you should hold back and explain patiently when giving lectures to students. Always remember that there are no students who can't teach, only teachers who can't teach. Be a teacher that students like. Only when he likes you will he be willing to study this subject.
Mathematics Teaching Essay 3 I have been teaching for four years in a row, and this year I was suddenly assigned to the fourth grade to teach Chinese, which is a bit scary. What's the difference between junior high school and junior high school? I'm an old partner and I like to talk about it.
The old partner will ask, "Is it better to teach the fourth grade than the lower grade?" I quickly said, "Yes, yes! At least it's much easier to manage than when I first entered junior high school! Children are not that stupid. " Easier to control, isn't the child that stupid? In fact, each grade has its own problems and advantages. But of course, I can't answer like this, because it will be considered ironic.
The middle-grade students are a little longer than the lower-grade students, but there seems to be no obvious change in their behavior habits, just a little more sensible. If you tell him the truth or reason, they will understand more and give him a knowing smile. They are also smarter than children in grades 12 and 12. They know how to assess the situation and guess what the homework is, and they can basically guess it, knowing to finish his homework ahead of time, because then they can play the rest of the time. Know the basic standards of behavior in school.
Middle school students are difficult to manage: bad habits are deeply rooted! They have a strong sense of self. When they met me two weeks after the start of school, they met a very self-centered and stubborn boy, which opened the first contest between me and my students. Especially "sour"! After consulting with parents and experienced teacher Sun, I decided the way to manage him, that is, don't criticize him in public, call him to a corner and tell him quietly. The difficulty in the management of middle school students lies in a few individuals.
In contrast, parents of middle school students seem to pay little attention to teachers' feedback. When the child first entered school, his parents were almost crazy with excitement. Every night, they help the children with their homework. Many parents teach them word for word, exaggerating to hospitalization for heart disease. Inquiring about children's school performance through various channels is a serious accompanying parent.
With the growth of age, children gradually become stable and parents gradually feel at ease. By the fourth grade, he knew better than anyone what his children were looking for. If you call your parents to school, he can probably guess the name. They think they have worked hard and their children have settled down. They don't want to make any more efforts and struggles, so it's a little difficult to call their parents. Two weeks after the start of this semester, I called a parent twice and asked her to come over. When the parents arrived at school, they said, "I have tried my best, son." Do what you want! " This sentence is a little unbearable for my little heart, who is used to being actively cooperated by my parents in the first and second grades. I calmed down for a while before I finally calmed down.
The most terrible thing I encountered in the fourth grade was not the class management, but the composition teaching. I feel a little nervous. Although I did teach junior high school and primary school in the past, I have completely forgotten that feeling. It used to be said that teachers taught several grades at the same level. I stopped writing all day, and my writing level is almost zero. Since the second week of this semester, I have entered a state of preparation. After preparing the teaching materials, I will go to class, and arrange preview and oral communication tasks one day in advance, hoping that students will have at least material in their hearts. After listening to Mr. Sun's class, I remembered two full words, and I felt the score was good. In the afternoon, I went to give my classmates a composition class with confidence! Standing on the podium, I found out that people speak so well that you just learned a little fur here! It is difficult to read this book. I have to tell them what I care about most and what I think is the most important. In less than twenty minutes, I finished my speech and then asked the students to start writing. I find the students write quite fast. Only two people didn't finish two classes. I'm so happy! I looked at my exercises this morning. There is no order, no hierarchy and no central sentence! The good thing is that it is quite smooth and has a lot of words. How to correct and draw conclusions about some special compositions? I am in a dilemma again. You know, one of the major difficulties in middle and senior Chinese is composition correction!
In short, I came to a new grade, my psychological state is sincere and nervous, my behavior is to go out early and come back late, plus non-stop. My expectation for this school year is: don't have a big safety accident and tell my class honestly. As for the result, it depends on the sky!
Essays on Mathematics Teaching 4 1. This lesson is based on observing familiar classrooms, schoolbags and other objects, and using physical objects and audio-visual means when necessary. Guide students to realize that the shapes of objects seen from different angles may be different. This is consistent with students' life experience. So the focus of this course is mainly "fun" and "lively". First of all, "fun" is reflected in the introduction of the story of "the blind touch the elephant", which firmly grasped the students' attention from the beginning of class and effectively mobilized their learning enthusiasm. "Touch the elephant, touch different looks from different directions, and observe objects?" The proposal of this question leads students to think through observation, and in thinking, they have a desire for knowledge, thus actively participating in learning activities and being willing to ask questions. "Living" is also reflected in observing schoolbags, playing games, sharing photos of classmates, looking at pictures to find micro-lessons, etc. It not only closely connects mathematics with life, but also fully shows the charm of mathematics, allowing students to ask questions and solve problems after active observation. Finally, the goal of this course is to implement the knowledge and skills objectives.
2. In profile observation, sometimes students ignore the characteristics of face-to-face opposition and make wrong judgments, which is the difficulty of this course. I made a micro-lesson, let the students talk first, and then combined with the knowledge of relativity last semester, I judged the direction according to the shape of the object, thus breaking through the difficulties. Through students' feedback, I found that some students' spatial concept is so weak that they can correctly and quickly say that there are problems in the front and side.
Looking back suddenly, a year has passed, but the first thing I remember is that at the moment when I first entered the seventh primary school, the school leader asked me to take a first-grade math class. I thought the first grade math was too easy for me, but what I never expected was: "The first grade is so difficult to teach."
You know, that day was a lovely first-grade child. At the beginning of the class, he didn't know the discipline that should be observed in class at all. When the bell rang and the teacher came into the classroom, they didn't know whether to take out their books to prepare for class, but they needed the teacher to remind them again and again. When everyone was seated, seven or eight minutes passed unconsciously. A few minutes later, another student began to move. Then I need to rectify my discipline. At first, I will criticize naughty students. "So-and-so, what are you doing?" Don't talk in class. Do you know that you are not only absent from class, but also influenced others? "After listening to my words, I think if I were a senior student, I would be embarrassed and sit down at once. But for a freshman, this sentence is like casting pearls before swine, which has no effect at all. He still goes his own way and doesn't take me seriously at all. I was so angry that I told him to stand up and listen, but he looked at me with innocent eyes. At this time, other students can't sit still again ... that's how they kill time in the process of rectifying discipline and imparting knowledge. After a class, it is really backache and the word "tired"! I didn't expect the first grade to be so difficult to teach.
So I began to think about how to grasp the classroom discipline of senior one. By consulting our group leader, Mr. Zhao Caimei, and other teachers for teaching experience and many experiments, I think that children in Grade One especially like to be praised, and some students don't obey discipline. If I praise a good classmate to get his attention, it is much more effective than criticizing him. In addition, I also prepared a lot of small red flowers, stars, candy, certificates and so on, to reward good students and encourage them to study hard. Sometimes I use group competition to adjust classroom discipline when doing problems, and the effect is good. Regardless of discipline or speech, whoever performs well will be given a star in his group, and whoever does not obey discipline will be given a cross. After class, a cross will reach a star. See which group has the most stars, and this group is the winner. I will draw them a gift on the blackboard or give them some small rewards. In this way, they will feel honored and their enthusiasm for learning will certainly increase. Classroom discipline is getting better day by day, class feels much more relaxed, and the teaching effect is constantly improving. Unconsciously, my gains are gradually increasing.
At this time, I want to tell you that the children in Grade One are innocent and lovely. As teachers, we should love them like our own children, look at them with praise and let them study with confidence.
More than six years' teaching experience in essay teaching in mathematics teaching shows that it is an effective way to cultivate students by applying reflection after solving problems to the whole mathematics learning and forming the habit of reflection by testing. Solving problems is the only way for students to learn mathematics well, but different guiding ideology will have different problem-solving effects, and forming the habit of reflection after solving problems can be used as the guiding ideology for students to solve problems. Reflection is of positive significance to the cultivation of students' thinking quality in all aspects. Reflecting on the structural characteristics of the topic can cultivate the profundity of thinking; Reflecting on the thinking of solving problems can cultivate the breadth of thinking; Reflecting on the way to solve problems can cultivate the criticism of thinking; Reflecting on the conclusion of the problem can cultivate the creativity of thinking; Using the knowledge chunks formed in the process of reflection can improve the agility of students' thinking; Reflection can also improve students' thinking self-evaluation, so it can be said that reflection is an effective way to cultivate students' thinking quality. Some studies have found that the quality of mathematical thinking is based on profundity, and the profundity of thinking is realized through continuous reflection on mathematical thinking activities. As we all know, mathematics plays a special role in cultivating people's logical thinking ability, which can't be taught by teachers and can only be obtained through students' independent activities.
Case: When students study propositions and counter-propositions, they all know that propositions and counter-propositions are only the exchange of topics and conclusions, but only some students can add and subtract words appropriately to make sentences smooth, which reflects that some students are slow in thinking. Also, when learning the inverse proposition, you can't prove it, you can only cite counterexamples to overthrow it. Some students don't know what's going on, and giving counterexamples is also insincere, which fully shows that students' thinking ability is limited, which greatly affects the improvement of students' grades. In view of this situation, I pay attention to the cultivation of students' thinking ability in teaching. Especially in geometric proof, students are required to pay attention to logic and rigor, and not to be a hammer in the east and a stick in the west. Pay attention to the theoretical basis, and every step makes sense. And repeatedly stressed that the known conditions in the topic can be used directly, and the rest should be proved, which can not be taken for granted, and it is impossible without theoretical basis. I ask students to tell other students after finishing each poem. Only when others can understand and don't ask questions can you say that your question has been successful. Through this method, students' thinking ability can be improved well.
Although I try my best to improve students' math scores in teaching, the effect is not very satisfactory. I think that students' poor foundation can not be ignored, which affects the improvement of math scores. Nevertheless, as a teacher, I must work hard. While improving their teaching ability, we should also create a new platform for improving students' thinking ability.