As a people's teacher, we should have first-class teaching ability. Writing teaching reflection can sum up our teaching experience. Do you know anything about teaching reflection? The following is my serious reflection on the teaching of "knowing line segments" in grade two mathematics, hoping to help everyone.

Reflections on the teaching of "understanding line segment" in the second grade of primary school mathematics: the line segment of 1 is abstract and practical for senior two students, and it is difficult for them to understand. In this regard, I will start with the familiar life situation of students and observe and compare it. By pulling and comparing, students can experience the "straight" feature of a line segment and the fact that a line segment has two endpoints, thus helping students to form a line segment representation intuitively. Guide students to observe the edges of rulers, textbooks, blackboards and other objects, find and touch them, and deepen their feelings about line segments. Encourage students to find and use the tools around them to draw line segments, so that students can experience the process of drawing line segments in communication and explore the methods of drawing line segments.

But after this course, I think this course has many defects:

1, the language expression is not rigorous enough. When describing the main characteristics of a line segment, I used "a straight line with two endpoints is a line segment", which is obviously not rigorous enough.

2. My teaching design is not rich enough, the capacity is not large enough, and there are not many variants. I still have to work hard to develop and open students' minds.

3. We can connect with students' real life more closely, such as finding out the line segments in class and life, so that mathematics can better serve life.

4. Failing to use the courseware, it would be better if students could identify the line segments in the plane graphics and display them with the courseware. For example, the line segments found by students will show red instead of green and X, so that students can see more clearly and increase their interest in learning.

5. Hierarchical teaching is not enough. Although I let all the students take part in this class, it is not obvious according to the students' intelligence level.

Reflections on the teaching of "cognitive line segment" in the second grade of primary school mathematics II. The line segment is abstract, which is difficult for second-year students to understand. I will start with what students are familiar with and let them observe and compare. Students can experience the "straight" feature of a line segment and the fact that a line segment has two endpoints by pulling and comparing, which is helpful for students to visually form a line segment representation. Guide students to observe the edges of rulers, textbooks, blackboards and other objects, find and touch them, and deepen their feelings about line segments. Encourage students to find and use the tools around them to draw line segments, so that students can experience the process of drawing line segments in communication and explore the methods of drawing line segments.

Two important features of line segments are:

(1) straight line.

(2) There are two endpoints.

When teaching, we mainly focus on these two characteristics of line segments, and tighten a curve vividly, which shows that the outgoing line is straight and lays the foundation for leading out the straight line segment; Then guide the students to see that this line has two ends, to prepare for revealing the end points later. Then the teacher leads the line to the line segment. In the process of drawing the line segment, let the students realize that the line segment is straight and has two endpoints.

In addition to drawing line segments, I let students know the basic characteristics of line segments, and then I let students find that the edges of those objects are line segments in life, and let them realize that line segments are everywhere in life. At the same time, I also let students know more about the characteristics of line segments through folding and connecting, and students realize that we can also make line segments by origami.

Reflections on the teaching of "cognitive line segment" in the second grade of primary school mathematics 3 1. In the link design of the whole class, I help students know, understand and master line segments step by step through five steps: drawing line segments-finding line segments, folding line segments-drawing line segments-counting line segments-connecting line segments. This design completely conforms to the cognitive law of teaching and students' cognitive psychology.

2. "Line segment" is everywhere in life. Students have been exposed to these contents in life, and have rich life experience and superficial understanding, but their understanding of these contents is often superficial and fragmentary. It is difficult for sophomores to raise their understanding of line segments to a general and abstract concept. Therefore, I guide students to build a bridge between intuitive objects and abstract concepts to realize the transition, and highlight the basic characteristics of line segment concepts through selective observation and summary between phenomena and essence, and truly construct the essential meaning of concepts.

3. Whether it is the details of teaching, the links of teaching, whether it is presupposition or generation, if I can proceed from the reality of students, seize the opportunity of teaching keenly, meet the real needs of students and promote their development, this class should be more exciting. A class consists of many teaching details and teaching links, and the success or failure of a class is precisely reflected in the design and handling of these teaching details and links. For my class, I still have to grasp the details carefully.

Reflections on the teaching of "cognitive line segment" in the second grade of primary school mathematics 4. The "cognitive line segment" is abstract for second-year students, and it is not easy for them to understand. I divide the teaching process into four levels. The first level, try to straighten a wool, and the section between your hands is a line segment. Introduce a line segment to make students feel that "the line segment is straight and has two endpoints"; Then present the graphics of line segments, so that students can initially establish an intuitive representation of line segments. At the second level, students can understand that straightedge, blackboard, textbook edge and paper crease can all be regarded as line segments. On this basis, by folding creases with different lengths, students can be guided to realize that "line segments have lengths", which not only enriches their perception of line segments, but also further improves their understanding of line segments. The third level, the teaching uses a ruler or other suitable tools to draw line segments. At the fourth level, students can finish "what they want to do" after class in a way they are interested in, so as to further consolidate their understanding of line segments.

After this class, I feel more successful. The students have mastered it very well. Everyone is very enthusiastic in class and their thinking has been sublimated more than once.

I think there are three highlights in this class.

(1) Straighten the wool as much as possible to reflect the characteristics of "straight" and "with two endpoints" of the line segment.

(2) Draw line segments, and draw line segments with appropriate tools to see who draws them correctly and draws more. Reflect the characteristics of line segments and tell students that line segments can be drawn horizontally, vertically and obliquely.

(3) Counting line segments, this link is led by a "small mistake" in class, and feedback is given after the game is over. I found a point in the middle of a line segment, so I counted the lines he drew with my classmate to see if that classmate really thought so. When he said that he had made a mistake, I praised his honesty and thanked him for giving us an opportunity to discuss the calculation of line segments. That is, two points and three points on a line segment ... a * * *, how many line segments are there? Then continue to discuss the three points, four points and five points on the plane. Every two points are connected, a * * *, how many line segments are there? At this time, students' interest and enthusiasm are high, and it is easy to get the law of counting line segments-a problem in Olympic mathematics.

Classroom teaching is a flexible process, and teachers and students can make progress together.

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