How to write a reflection on mathematics teaching.
In order to effectively improve the quality of students, let? Students' all-round, sustained and harmonious development? In mathematics teaching, it is necessary to completely change the concept of education, not to let students only solve mathematical problems, but more importantly, to let students experience the role of mathematics and cultivate and improve their mathematical literacy. For example, in the teaching of percentage application, the teaching design of this course is designed under the guidance of the new curriculum standard concept and according to the actual situation of the students in this class. In this class? Would you please choose the percentage you are interested in and try to compile a percentage application question? In middle school, students get rid of the shackles of book application problems and teachers' thinking, and boldly conceive and discuss. From the actual effect, different students have different ways of thinking and solutions. Judging from the implementation, the whole class is in high spirits and full of interest. So I think students should be given more copies in teaching? Let go? Trust, less? Care? Under our guidance, students can boldly fight freely in the wave of learning, find their own problem-solving strategies and learning methods, and let students with brains, personalities and abilities emerge as the times require.
Second, the reflection of teaching content.
The choice of teaching content directly determines the success or failure of a class. Therefore, after a math class, teachers should reflect on whether the teaching content is developed and utilized according to the teaching objectives, so as to make it conform to students' experience, interests and cognitive laws; Whether the scientific, ideological and interesting teaching content conforms to the age characteristics of students; Whether classroom teaching content can be designed according to students' individual differences and promote students' personality development; Whether the teaching content can be adjusted in time according to the students' learning process and emergencies in the teaching process. For example, in classroom teaching, through games or multimedia, students can have a strong interest, a strong thirst for knowledge, and fully mobilize their learning enthusiasm. For example, after teaching Fan Statistical Chart, there are the following reflections: First, stimulate students' thinking and give them more room to think. In class, I ask divergent questions to activate students' thinking. The second is to promote the realization of emotional goals, such as asking questions: What should you do as a citizen of a developing country? ? Thereby stimulating students' national self-esteem.
Third, reflection on teaching methods.
Teachers should insist on designing lesson plans? Learning as teaching? When designing teaching plans, it is necessary to predict the problems that students encounter, which are not easy for students to understand. According to the problems that students will encounter, design strategies and methods to solve these problems. Therefore, when preparing lessons, teachers should first reflect on their past teaching experience, reflect on the problems they or others encountered before teaching this teaching content, what strategies and methods should be adopted to solve them, and how effective they are, and then make new teaching designs.
For example: teaching? Division with remainder? In a class, according to past experience, the students are right? The remainder is less than the divisor? This rule is not easy to understand, and the remainder is greater than the divisor. In teaching design, in order to deepen students' understanding and break through this teaching difficulty, I asked students to study in groups, operate in groups, conduct pencil-dividing experiments, guide students to observe, compare and discuss, and finally let students get it by themselves in the operation experiments. The remainder is less than the divisor? This rule.
Fourth, reflection on the teaching structure.
Reflect on whether the teaching structure divides students' cognition into different stages according to their physical development level and cognitive level. According to the different cognitive tasks in the teaching process, the different stages of students' cognition can be divided into: stimulating learning motivation; Comprehend knowledge; Consolidate knowledge; Applied knowledge; Look up knowledge. Each stage has its unique function, which is closely related and interpenetrated. Secondly, reflect on the orientation of students' learning style in the teaching structure, and whether it effectively unifies receptive learning and inquiry learning. The two learning forms coordinate and balance cognition and emotion, guidance and non-guidance, abstract thinking and image thinking, initiative and passivity, external material activities and internal consciousness activities, individuals and groups, making the teaching process a process of cognition and development.
Verb (abbreviation of verb) reflects on the learning process.
Teaching consists of students' learning and teachers' teaching or guidance. Students are not a standard receiver, but independent individuals with specific and unique thinking. Therefore, the teaching design of a class, no matter how perfect it is, can not be fully reflected in the implementation of this link in the classroom, and there will be variables in many cases. Therefore, reflection is necessary. For example, in the teaching of "Chicken and Rabbit in the Same Cage", I mainly rely on the list method in the textbook and the method of guiding students to draw pictures, combined with the hypothesis method. Make full use of hands-on methods to let students understand the basic problem-solving ideas of chickens and rabbits in the same cage. Teachers and students have experienced three different list methods: one-to-one list method, jump list method and middle list method. Then they asked: can you use graphics to express the relationship between the head of a chicken and the leg of a rabbit? Although this is only a simple operation activity, in the process of drawing, students' enthusiasm is fully mobilized and they have experienced a process of exploration. At this time, it is natural to introduce the hypothesis method again.
Sixth, write out the problems that should be paid attention to in teaching reflection.
1. Be brave in reform and innovation, and actively participate in the tide of foreign language teaching reform. Reform itself is a new thing, and there are new phenomena, new trends and new problems all the time. It is in exploring the ins and outs of new things, grasping their development trends, and in-depth exploration that we can gain experience, feel something to say, and promote new laws in summary and exploration.
2. If you want to find something, you must broaden your knowledge and increase your knowledge. We should have profound English professional knowledge and basic knowledge of psychology and pedagogy, dabble in other disciplines extensively, learn advanced educational and teaching theories at home and abroad and the achievements of English teaching reform, and learn to use modern teaching methods. Only in this way can we discover new knowledge and lay a good foundation, otherwise it will be difficult to make a difference.
3. Diligent and good at thinking. After each class, you should reflect on the success or failure of a class and make records in time. After-class reflection, although dribs and drabs, comes from our teaching practice, from our deep thinking, and is our true feelings, so it is very precious.
How to write a reflection on mathematics teaching. After each class, we should reflect on whether our teaching activities conform to students' cognitive characteristics, and reflect on the content of mathematics teaching from the perspective of mathematical thinking methods, which is not only the excavation of extremely rich deep knowledge such as mathematical spirit, ideas, methods, principles, laws and patterns hidden under the surface knowledge of mathematics; See if your teaching design takes into account hierarchical teaching and students at different levels, especially those with learning difficulties; See if your homework arrangement meets the requirements of the new curriculum standard, which not only consolidates knowledge, but also does not add extra burden to students; See whether your teaching methods are suitable for the students you teach, whether there are methods to teach, whether the chosen methods take into account both good and bad, and whether students can learn in happiness. As the carrier of mathematics teaching content, mathematics textbooks are an important link for mathematics teachers to reflect. Teachers should reflect on the selection of teaching content, arrangement characteristics, changes in teaching materials, presentation forms of knowledge, processing of teaching materials, selection and function of example exercises, etc.
Second, reflect on students' learning. At the end of a class, students' mastery of knowledge is the key to your success in this class. No matter whether you achieve your expected goal or not, you should reflect on students and their math learning activities, not only their personality differences, the basis of math learning, the factors that affect students' math learning (mainly including cognitive factors, emotional factors, will factors, etc.). ), students' mathematics learning activities, the reasons for their failure in mathematics learning, and the evaluation method of mathematics learning results depend on their performance in mathematics learning activities. This will help us to adjust our teaching in the future.
Mathematics teaching reflection How to write teaching reflection refers to teachers' critical examination of self-subjective behavior and its basis in classroom teaching practice. Through observation, review, diagnosis and self-monitoring. He either affirmed, supported and strengthened, or denied, thought and corrected. Learn to teach? With what? Learn to learn? Combined, so as to improve the rationality of teaching practice and improve teaching efficiency. American scholar Posner put forward a formula of teacher growth: teacher growth = ten reflections. It can be seen that the process of teaching reflection is actually that teachers take themselves as the research object, study their own teaching ideas and practices, and reflect on their teaching behavior, teaching concepts and teaching effects. Through reflection, teachers constantly update teaching concepts, improve teaching behavior and improve teaching quality. Therefore, as a primary school math teacher, I think we should write a good reflection on teaching from the following aspects.
First, the reflection of educational ideas.
In order to effectively improve the quality of students, let? Students' all-round, sustained and harmonious development? In mathematics teaching, it is necessary to completely change the concept of education, not to let students only solve mathematical problems, but more importantly, to let students experience the role of mathematics and cultivate and improve their mathematical literacy. For example, in the teaching of square area, the area derivation begins with several squares, and teachers should spend a lot of time on this link, instead of just replacing students' operation exercises with calculus or multimedia demonstrations, only taking the derived conclusions-that is? Area of a square = side length? Side length? This formula was given to the students. Because of many problems, calculus can't replace children's? Personal experience? Multimedia can't replace students' operation exercises. Students seem to have mastered this knowledge point through a lot of calculus, but the result is not the case. We can distinguish different teaching levels through a practical problem: in an 80? How to quickly calculate its area in a hall with 80 cm floor tiles? Students who have experience in operation immediately think of the method of counting floor tiles, while those who ignore the operation teaching think that the area can be calculated only by measuring the length and width.
Second, the reflection of teaching content
The choice of teaching content directly determines the success or failure of a class. Therefore, after a math class, teachers should reflect on whether the teaching content is developed and utilized according to the teaching objectives, so as to make it conform to students' experience, interests and cognitive laws; Whether the scientific, ideological and interesting teaching content conforms to the age characteristics of students; Whether classroom teaching content can be designed according to students' individual differences and promote students' personality development; Whether the teaching content can be adjusted in time according to the students' learning process and emergencies in the teaching process. In classroom teaching, students can generate strong interest and curiosity through games or multimedia, and fully mobilize their learning enthusiasm. For example, in the teaching of translation and rotation, let students play the game of train going straight and throwing handkerchiefs, let them imagine the difference between the two games, and then show the toys in amusement parks with multimedia, such as slides, train going straight, ferris wheel and merry-go-round, let students classify slides and train going straight according to different movement changes, and tell students through observation that these objects all move along a straight line. Translation? ; Put slides, ferris wheel and merry-go-round into one category. Through observation, students find that these objects all move in circles around a fixed point or an axis. Tell the students this is it? Spin? .
In the teaching process, give some difficult questions to students with strong acceptance ability, let them experience successful experiences from different aspects, and satisfy students' sense of accomplishment in mathematics learning from different angles; For students with weak acceptance, we should create more opportunities, design some less difficult questions, and praise, encourage and care about their progress in time.
Third, reflection on teaching methods.
With the development of the times, the requirements for education are getting higher and higher. Teachers are required to constantly update not only teaching concepts, but also teaching ideas and methods. ? There is no fixed method for teaching, and there is no fixed method for learning? . Teachers should reflect on whether to choose appropriate teaching methods under the guidance of system view, whether to optimize teaching methods according to the external forms of teaching methods and the characteristics of students' cognitive activities, whether to unify teaching methods and learning methods, and whether to promote students' independent development. Educators at all times and all over the world have no fixed teaching methods, and there are no strict restrictions on which teaching methods can be used and which cannot be used.
The current teaching examples are no longer elusive, abstract and divorced from life, but have become vivid and intuitive life situations: shopping, traveling, playing games, finding rules and so on. Teaching is no longer boring, so a successful math class often makes students feel relaxed and comfortable, which can greatly improve their attention and enthusiasm for learning. Each teacher has his own unique design in textbook processing, teaching methods and learning guidance. For example, wonderful lead-in can stimulate students' interest in learning and improve classroom attention; The breakthrough of key and difficult points in the teaching process can strengthen students' belief in overcoming difficulties and being brave in exploration and innovation; Reasonable and appreciative evaluation can improve students' interest and confidence in learning. At the same time, think about whether different students can get different development in the classroom.
Fourth, reflection on the teaching structure.
First, reflect on whether the teaching structure divides students' cognitive stages according to their physical development level and cognitive level. According to the different cognitive tasks in the teaching process, the different stages of students' cognition can be divided into: stimulating learning motivation; Comprehend knowledge; Consolidate knowledge; Applied knowledge; Look up knowledge. Each stage has its unique function, which is closely related and interpenetrated. Secondly, reflect on the orientation of students' learning style in the teaching structure, and whether it effectively unifies receptive learning and inquiry learning. The two learning forms coordinate and balance cognition and emotion, guidance and non-guidance, abstract thinking and image thinking, initiative and passivity, external material activities and internal consciousness activities, individuals and groups, making the teaching process a process of cognition and development. Third, reflect on whether to choose and apply a new teaching mode in combination with teaching practice, so that teaching can reach the artistic realm. Under the guidance of certain teaching objectives, teachers study the characteristics and laws of the teaching process, and flexibly use various teaching models on the basis of concrete analysis of the subject knowledge structure and students' cognitive characteristics. We should integrate theory with practice, be brave in pioneering and innovating, and form a personal teaching style.
Reflections on students' learning rules by verbs (abbreviation of verb)
The new curriculum emphasizes to give full play to students' main role and let them learn actively. Teachers are just organizers and leaders. So, teachers should avoid singing? Students of monologue should be given time and space to think freely, so that they can actively use the knowledge and methods they have learned to find ways and methods to solve practical problems. Teachers just want to create situations, create an atmosphere of exploration and provide opportunities for students.
In the teaching process, teachers don't teach students new knowledge day after day, but teach students learning methods, so that students know how to learn new knowledge and solve new problems with the learned methods. In the new textbook, mental arithmetic is strengthened and estimation is allowed. In calculation, like 5+8= it requires respect for students' ideas, encourages students to think independently and advocates diversification of calculation methods. Some students find that 5+8 is actually better than 8+5, and divide 5 into 2 and 3; Some students think that just learning 9+5= it is easier to calculate the result with it; Some students break their fingers, one hand is 8, the other hand is 5, and the overlapping part is 3, which is 13. In our opinion, some of them seem incomprehensible, but they are very comfortable in the application of students, because these are their real experiences, from which they produce diverse knowledge.
Reflection of intransitive verbs on learning process
Friedenthal, a Dutch mathematics educator, once said: The only correct way to learn mathematics is practice? Reengineering? . ? In other words, do students find out what they want to learn, or? Create? Come out. We should try our best to do this in teaching. Every child's mental development level and learning style are very different (even at the same age). Under the guidance of adults, we should let children use their own brains to construct their own learning styles, their own math strategies, and pay attention to the process rather than the learning results.
Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge comes from life and ultimately serves life. In teaching, we should try our best to start from the life world that students are familiar with, choose things around students, ask relevant math questions, and stimulate students' interest and motivation. Let students feel the close relationship between mathematics and daily life and apply what they have learned. For example, after teaching the course about RMB, let the students set up a small shop with all kinds of things they brought, and let the students cooperate with each other to complete the shopping activities. In the process of activities, ask questions and solve problems.