In daily work, I often hear many teachers express their feelings after the weekly test or exam: Some topics on the test paper have been talked about many times, why are there still so many students who can't do it and don't do well in the exam! Next, I will say that the students I teach are really stupid and can't remember them after speaking so many times. Therefore, when marking papers or at parent-teacher meetings, I keep emphasizing the topics I have talked about many times. Put the blame for not doing well in the exam on the students. If this happens only to a few students, it may be a student's problem; If such a problem occurs in the group, then the teacher should reflect on himself, whether he has not made it clear or whether there are weaknesses in teaching methods and teaching routines. After each exam, you should reflect on the following two aspects: 1. Objectively speaking: 1. The students are uneven. Even though I have said it many times, some students still can't master it well. Students' cognitive ability is different, so we can't think that students can understand and master it after saying it many times. In fact, there are always 1/5 students who can't master some content well. In the future, I will always check for leaks and fill gaps, and I can't complain. It is reasonable for students not to master certain contents or topics. They need to remember too many subjects and contents. Who can remember so much? Students are somewhat lazy about their studies. Teachers don't help them review and tidy up, and parents don't work hard to urge them, so some students will inevitably muddle along. There are many primary school students who really want the supervision and help of adults. However, we either have our own things or have our own plans, and unconsciously relax the supervision of children. Therefore, unit exercises and mid-term exams, sometimes the results are not so good-looking, but they really reflect the normal teaching state of teachers and the quality of students' learning process. I don't think we will let one or two unsatisfactory exams destroy our belief: we should pay attention to grades and pay more attention to the learning process. What is important is whether we help students build a knowledge system and cultivate their problem-solving ability in the teaching process. From the new curriculum concept, teaching should not only pay attention to the results, but also pay attention to the process. When we comment on a certain content or topic, are we cramming or inspiring students to understand and master this part in the process of positive thinking? In this process, do we help students build a knowledge system and cultivate their problem-solving ability? If this goal is achieved, even if students can't remember many questions, it's not terrible, because students have the ability to get correct answers, and students may work out correct answers to questions we haven't talked about. Written examination can test knowledge and skills, but it is difficult to test willingness, attitude and emotion. Effective and invalid, it is impossible to judge simply from time and form. It has indeed enhanced students' initiative, raised students' awareness of problems, improved students' ability to collect and process information, enhanced students' willingness to explore and cooperate independently, improved students' communication and expression skills, and the proportion of students using knowledge flexibly is increasing. In the long run, these abilities can make people more happy and happy than the ability to take exams! Cultivating talents who can adapt to the future society requires us to take a long-term view and cultivate them from the perspective of students' lifelong development. Subjectively: ① We always use our accumulated experience to help students build a knowledge system and acquire the ability to solve problems. But it often happens that you teach students a lot of experiences and methods that you think are good, but students still can't master them well. Because we usually pay more attention to understanding and acceptance, rather than letting students use exercises. There is a problem that deserves our attention. We introduce experience and methods to students, but it doesn't mean that students gain experience and methods. Only with timely and targeted practice can it be transformed into students' own things, and it should be implemented in homework and knowledge points. ② Pay more attention to students' strong behavioral input, but ignore students' strong psychological input. Most parents subconsciously pay too much attention to students' learning and neglect the cultivation of study habits and learning character. Many teachers' performance in this respect is not ideal. I believe that as long as you study hard, you will be a good student if you are willing to do more, but as for students' feelings, interests and methods of learning mathematics, they are too lazy to pay attention. In fact, many students study mathematics very hard and spend a lot of time, but their grades are still behind. There are still many students with flexible minds, but they are confused and stunned when they first start learning mathematics. It can be seen that students' behavioral investment in learning mathematics is not directly proportional to their psychological investment. Students' behavior participation in mathematics learning refers to students' behaviors in mathematics learning, such as listening, answering, asking questions, reading, discussing, homework preparation, classroom homework and so on. The quality of students' investment in learning behavior can be evaluated from two indicators: a. the degree of active participation in collective teaching activities; B. the degree of concentration in solving mathematical problems. Psychological input includes emotional input and cognitive input. Positive emotional experience helps to promote learning, while negative emotional experience leads to learning inhibition. The cognition of mathematics learning can be divided into three categories: learning mathematics through contact and understanding; Learn mathematics by rote memorization and repeated practice; Critically absorb other people's methods and study mathematics independently. 3. My specific approach is as follows: 1. Strengthen the cultivation of students' learning methods and habits. Students' earnest, serious and rigorous learning attitude and good learning methods and habits are the guarantee to improve students' calculation accuracy. Through necessary training, students' computing ability is continuously improved, and basic knowledge and skills still need to be highly valued. 2. Strengthen the training of mathematical thinking. Some problems are only slightly changed in some conditions, which makes it difficult for most students to solve them. This shows that the flexibility of students' thinking is not enough, so we can't draw inferences from others, and mathematical thinking has not really formed. In the future, we should further strengthen the practice in these areas and promote the improvement of thinking quality. 3. Strengthen the transformation of students with learning difficulties. From the score analysis, the gap between students is widening. Although the average score, qualified rate and excellent rate in the class are relatively high, the student with the lowest score in the class is much lower than other students. It can be considered that some students have weak basic knowledge, and more attention should be paid to students with learning difficulties in teaching. 4. Strengthen the connection with life practice. At present, the direction of curriculum reform and the trend of evaluation put forward higher requirements for students' comprehensive ability and knowledge structure level, while primary school students are limited to the actual conditions of life, resulting in their lack of experience and knowledge, and some new things are still strange to them, so it is necessary to strengthen the exercise in this area. 5. Strengthen the research of "Mathematics Curriculum Standards", further improve classroom teaching and move closer to "Mathematics Curriculum Standards". We should pay attention to the connotation of "double basics" under the concept of new curriculum reform, strengthen the teaching of "double basics", master some basic strategies to solve problems while paying attention to students' basic knowledge acquisition, and improve students' ability to analyze and solve practical problems. 6. There are some problems in students' attitude. Students' usual learning attitude is not correct enough. Mainly in homework. Although many students can finish their homework on time and in quantity, their writing is poor, not to mention the correct rate of homework. Sometimes they are criticized and educated, but no effective measures are taken to change their learning attitude. Sometimes I feel that my dishonesty has led to the deterioration of their learning attitude. For example, some students didn't finish their homework. I told them to go home well, but they didn't ask after school. Some students slipped home without doing well in the exam. Afterwards, I didn't ask. 7. The effectiveness of students' classes is poor. Many times I find that many students in my class don't listen carefully in class. Although, these students are not all absent-minded, many of them are not actively involved, and feel that the class has nothing to do with him. Practice has proved that only by letting students experience the formation process of knowledge can he effectively master what he has learned. This is also fully proved from this exam. Some topics are repeatedly emphasized, but some students still make mistakes. 8, their own teaching methods. Although you can write a small blackboard and do a good preview before class, the research on teaching materials is not enough, which can not contact students' real life well and arouse their enthusiasm in class. My thinking in teaching is narrow, and my thinking is not open enough, so I can't draw inferences from others in teaching. Students learn to die when they are studying, so I can't draw inferences from others. The simple calculation on the test paper reflects this point. In the future teaching, we should first change students' learning attitude. Through persuasion, students' wrong understanding of learning can be changed. Help students succeed in their studies and eliminate negative emotional experiences in their studies. Second, strengthen classroom management and improve classroom efficiency. We should reform our own teaching methods, stimulate students' interest in learning, and make them willing to learn, willing to learn and take the initiative to learn. Every class and every assignment should cultivate students' awareness and ability of examining questions. While consolidating the basic knowledge, cultivate students' ability to solve problems comprehensively and the speed of calculation by using what they have learned. Cultivate students' ability to solve problems flexibly and prevent mistakes in solving problems. Third, strive to improve yourself. I usually read more magazines about teaching, especially those related to my grade. Listening to lectures and learning from experienced teachers in the new era require multi-culture, multi-display, multi-angle thinking and multi-interpretation, not just the traditional skills training of listening, speaking, reading, writing and calculating. If a lot of time is spent on doing problems, complicated calculus or repetitive exercises, students will inevitably lose interest in learning and the opportunity to communicate and express with others and explore independently. This is a bit of putting the cart before the horse! Students need not only behavioral input but also psychological input to learn mathematics well. People are lazy and dependent, or if most students want to master it well, they must be strict in class and homework, and strictly prevent students from doing homework. In fact, many primary school students will enter a virtuous circle in middle school after overcoming the obstacles of knowledge, ability and behavior. On the contrary, once a vicious circle is formed, students will give up on themselves and the relationship between teachers and students will deteriorate. In this process, the strict requirements of teachers and parents often play a very important role. In order to make students get good grades in the written test and study easily, we must build students' knowledge system, improve students' problem-solving ability, cultivate students' study habits, develop good learning character, and enable them to acquire lifelong learning ability. How to do this, different teachers will have different methods, I hope my above reflection can inspire everyone.