As an excellent people's teacher, one of our tasks is classroom teaching. With the help of teaching reflection, we can learn a lot of lecture skills. So what is an excellent teaching reflection like? The following is my serious thinking on the teaching of Understanding of 8 and 9, the first volume of primary school mathematics published by People's Education Press, for reference only. Welcome to reading.

Reflections on the teaching of the first volume of mathematics in the first grade of primary school by People's Education Press 1 "Understanding of 8 and 9" I spent a lot of time preparing this lesson and got the help of many teachers. After class, every teacher gave me a lot of advice and inspired me.

The teaching objectives of this course are divided into:

I. Knowledge objectives:

1, by counting the number of specific things, learn to count skillfully and understand the cardinal and ordinal meanings of 8 and 9;

2. Mastering the composition and decomposition of 8 and 9 through operational activities;

3. Be able to read and write 8 and 9 correctly, know their sizes, and learn to describe things around you with numbers 8 and 9.

Second, the process goal: establish the corresponding relationship between specific objects and 8 and 9, and realize that mathematics comes from life; Through observation and operation, let students actively explore the composition of numbers.

Emotional goal: to experience the function and fun of learning mathematics and cultivate students' spirit of active exploration.

Teaching goal is the center of teaching activities, and the methods and processes of guiding teaching and learning in classroom teaching are also the starting point and destination of teaching. The teaching objectives under the new curriculum have become more diverse and specific. How to properly grasp the teaching objectives of class hours, I feel that I still have many questions and need further efforts. For example, in grasping the relationship between goal presupposition and classroom generation, we are often trapped by goals and can't let go. Good resources generated in the classroom are easily thrown away by themselves. For example, in the process of clapping when listening to the bell, my request is "clap your hands as soon as the teacher rings. You are more than the teacher. Listen first, then clap, and count while clapping". Some children shoot too much, and I didn't delve into why. Is it because of the counting method or the calculation error? I just said a few words. The classroom is dynamic, and there will be situations that are inconsistent with the expected goals at any time. I want to make a decision at any time to make the goal closer to the reality of students' study.

Reflections on the Teaching of The Understanding of 8 and 9, the first volume of primary school mathematics published by People's Education Press. 2 The Understanding of 8 and 9 includes two contents: one is to understand 8 and 9; The second is to learn to write 8 and 9. Although the design link is more detailed, it also shows that there are fewer teaching steps and the content does not reflect a certain depth. This may be related to the early conception of this class. According to the students' ability to answer questions and the actual level of classroom operation at that time, I think it is difficult to complete the teaching task within 40 minutes. So the idea is to make this content solid and detailed, so as not to go through the motions because of too much content. However, due to my inertia, I didn't know the actual level of students in time, but made adjustments in a small range. So when I came out of the class that morning, I felt that the content was a little thin, because students' knowledge and ability in all aspects were changing every day, so we should make adjustments in time.

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