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Reflections on the teaching of junior high school mathematics circle
Reflections on the teaching of junior high school mathematics circle: three articles

As a people's teacher, classroom teaching is one of its important tasks. We can record the teaching skills learned from teaching reflection. So what is excellent teaching reflection? The following is my reflection on the teaching of junior high school mathematics circle for your reference, hoping to help friends in need.

Reflections on the teaching of mathematics circle in junior high school 1 This lesson is mainly about the derivation of the standard equation of circle and some simple applications. Its research method-coordinate method is not only an important method to study geometric problems, but also an important mathematical method widely used in other fields. After students have mastered it, it will be much easier to learn "conic curve and equation" in the future.

Derivation of standard equation: First, through students' personal experience, find out the center and radius of the elements that determine a circle, so that students can make it clear that a circle corresponds to an equation. On this basis, with the help of the basic steps of solving the curve equation, students independently explore and deduce the standard equation of a circle with (3,5) as the center and 4 as the radius, and then summarize the standard equation of a circle with (a, b) as the center and r as the radius from special to general. And guide students to find out the characteristics of the equation to help students understand and remember.

The design of example teaching is mainly to deepen the understanding of the standard equation of circle and some simple applications. There are not many examples, but there are many varieties. Variant design is from special to general, from simple to complex, from shallow to deep, which is more in line with students' cognitive laws and easy for students to accept.

Classroom practice is a test of the implementation of the objectives of this class, so that students can clearly understand what goals they want to achieve in this class.

This course is almost completed according to my own teaching design. In terms of students' hands-on, the implementation of the "two basics" is not bad, and students' activities are relatively full. The teacher only gives timely guidance and comments, which fully reflects the students' subjectivity. In addition, the continuous infiltration of mathematical ideas and methods in teaching can improve students' thinking.

Reflections on the teaching of mathematics circle in junior middle school 2 "Understanding of circle" is based on students' understanding of rectangular, square, parallelogram, triangle, trapezoid and other plane figures and their preliminary understanding of circle. The textbook focuses on students' life experience and knowledge background, and combines specific situations and operational activities to activate the existing experience in students' minds, so as to urge students to gradually summarize and internalize it and rise to the level of mathematical understanding circle.

Think from the perspective of design;

1. Attach importance to students' independent inquiry.

In design, many teachers have changed the practice of prompting or showing the inquiry steps before students explore, so that students can fully feel the fun of jumping up and picking apples. I feel that it seems to be students' own exploration, but it is still carried out under the constraints of teachers' rules and regulations. The students don't know why they do it. The probability of this failure can be said to be very small, and of course it is impossible to analyze the reasons for the failure. Accurately grasping the active teaching time is very important, and the results of students' inquiry are also very important, but students' emotional experience and failure experience are more important, so we don't have to be afraid that students won't get the results.

2. Dare to jump out of the textbook.

In the process of preparing lessons, I found it unreasonable to draw a circle before knowing the radius and diameter, which made it difficult for students to express accurately in communication. Therefore, it is necessary to know before drawing a circle, which has also been affirmed by many teachers.

3. Pay attention to the natural generation of knowledge.

I think it should be natural for new knowledge to be put forward and new conclusions to be drawn. The role of radius and diameter in teaching materials is put in after-class exercises, which I think is not in line with students' cognition. Students draw circles several times in class, and it is impossible to have such problems. Why can't students be guided to reflect when they have questions?

In teaching, I guide students to find problems in drawing, naturally lead to the center of the circle and determine the position of the circle. The design is novel and leaves a deep impression on students. Draw a circle for the second time and ask the students to draw a bigger circle. Students will naturally change the distance between two feet of the compass or directly measure the land. Although the students' role in radius is not very clear, they are actually conscious, so when the teacher demonstrates that radius determines a circle, the students can draw it smoothly.

Judging from the classroom effect:

The whole class gives full play to students' initiative, guides students to think hard and explore actively in practice, and has a wide range of classroom participation.

Some disadvantages:

1. The resilience of teachers needs to be improved.

When there were unexpected problems in class, I didn't handle them properly, which affected the classroom teaching.

2. The detailed design is not reasonable enough.

When the definitions of radius and diameter are given, they are only described orally and not clearly displayed, so that students have no clear concept of the definition.

Reflections on the teaching of mathematics circle in junior middle school; In the first volume of Grade 9, we learned the names of various parts of a circle: chord, arc, central angle, circumferential angle and their relationships. Ninth circle's second circle mainly talks about the positional relationship among points, straight lines and circles. The positional relationship between a point and a circle is the first section of circle two, which is a basic course. It is relatively simple, but it also lays the foundation for later study.

This lesson is designed in this way. First, I show the positional relationship between a point and a circle through a dynamic diagram, and then let students summarize the three positional relationships between a circle and a straight line, and then experience their application in a simple application, refine the idea of judging the positional relationship between a point and a circle, and finally carry out popularization exercises. The content of this lesson is not difficult. Mainly to master the method, and then carry out a certain amount of training for the method. In the process of doing the problem, I feel that students can master the basic problems and most of them. Students with better level can finish some high-level problems independently.

I believe that through the explanation in class and the practice after class, the students can master it well and prepare for the later study!

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