1. Reflections on Mathematics Teaching in the First Volume of Grade 9
The new curriculum standard points out: "In classroom teaching, we should persist in taking students as the main body, let students use their hands, brains and mouths, explore in groups, and guide students to find, ask and solve problems". Judging from the actual teaching situation, students' enthusiasm is very high, and their potential has been fully tapped and mobilized, but there are also many puzzles that follow. First of all, from the arrangement of teaching materials.
The new textbook has changed the requirement of attaching importance to knowledge in the traditional syllabus, and many new educational concepts have emerged. The content of the textbook is broken down into small steps, one is geometry and the other is algebra, just like a machine. All the parts are placed in front of the students. As teachers, students should explore how to assemble machines by themselves. Methods of teaching students to learn. Through more than half a semester's teaching practice, I clearly realize that we must change the previous teacher-centered method in which students mechanically imitate the teacher's problem-solving process and memorize it. This method is no longer effective in teaching stations. At the same time, the new textbook also has a unique side, that is, it is closely combined with students' real life, making boring mathematics interesting and easy for students to understand, which not only stimulates students' interest in learning, but also makes students realize that mathematics is around, feel its interest and function, and experience its charm.
Second, from the perspective of teaching
Teachers are students' learning assistants, designers of learning situations and collectors of information resources, such as "machine parts" suppliers. They want to change from "soloist" on the podium to "accompanist" backstage. Teachers must study textbooks carefully, find out the key points and difficulties of textbooks, and handle the relationship between textbooks, students and teachers well. Looking for relevant mathematical resources, pictures and physical models and creating a peaceful learning environment are conducive to cultivating students to look at real life from a mathematical perspective, and understanding real life is also inseparable from mathematics. Enhance students' confidence and determination to learn mathematics well. For students, buying and selling clothes is the most common thing in life, but students don't know much about mathematics. As long as the materials collected by teachers are true and effective, students will be interested in answering these questions with mathematical knowledge. However, in mathematics teaching, teachers should always pay attention to the cultivation of students' ability. Teachers should try their best to let students who usually don't like to talk express their opinions in class, so that students can encourage more, criticize less and criticize less, so that they are no longer silent.
Third, the confusion in teaching.
1, in teaching, teachers pay attention to the use of group cooperation and communication, * * * with learning, but in this process, good students can actively discuss and speak, learn a lot of knowledge and develop their own abilities, but for those naughty students, discussion is simply a kind of relaxation. I haven't learned anything, and the polarization between students is getting more and more serious, which makes the teacher very headache. How to solve it remains to be explored and studied.
2. Reading teaching is an important part of middle school mathematics teaching. Its main task is to cultivate students' mathematical reading ability and good reading habits, teach students reading methods and stimulate students' reading interest. However, in the teaching of new curriculum experimental textbooks, we are at a loss.
3. The new curriculum evaluation pays attention to the all-round development of students, not only the acquisition of students' knowledge and skills, but also the development of students' learning process, methods and corresponding emotional attitudes and values. Only in this way can we cultivate innovative talents who are physically and mentally healthy, knowledgeable, capable and disciplined to meet the needs of exhibitions. But the students facing graduation don't know how to reform the evaluation method in the exam, which is also our confusion as front-line teachers.
2. Reflections on the mathematics teaching in the first volume of the ninth grade
As a math teacher in the third grade of this semester, I have both gains and losses in my work. My thoughts are as follows: 1. Achievements in education and teaching:
1, you can set correct teaching objectives:
In the usual teaching, we not only pay more attention to the learning foundation and level of most students according to the requirements of the syllabus, but also set teaching objectives. According to the actual situation of the class, I set the usual teaching goal at the middle and lower level, appropriately improve the key content, and let high-quality students achieve better results. For students with poor foundation, the review goal only needs to meet the most basic requirements of the outline, emphasizing the memory of important concepts, theorems, formulas and other basic knowledge, and being able to master the basic solutions of basic problems. Through hard work, the math scores of the whole class have improved.
2, review in the usual teaching process:
In order to complete the review task and reduce the burden of students' concentrated review time, I dispersed the review content in my usual study in a planned way. From the beginning of the third grade, the teaching has been reviewed and summarized purposefully. Reviewed the important mathematics knowledge related to grade one and grade two and grade three knowledge, combined with the teaching materials, reviewed the knowledge points of grade one and grade two in class, asked questions, took quizzes in class and made purposeful inspections. Doing so can make the important knowledge learned in senior one and senior two appear repeatedly in students' minds, which can reduce the forgetting rate.
3. Write practical training questions for students:
At present, every junior high school student has learning materials in his hand. These materials have less basic knowledge and the topics are more difficult. The method of solving problems focuses on skills rather than basic ideas and methods. Generally speaking, the requirements are too high and too deep, which is divorced from the reality of our students and does not meet the learning requirements of our school. So I usually pay attention to preparing students' exercises and reviewing training questions when preparing lessons. Homework must be corrected when it is arranged, which improves the quality of students' homework. The requirements of self-made exercises are lower than average, most of them are basic training, and the key questions are repeatedly trained, which gradually improves and achieves the expected teaching effect.
4. Pay attention to the timely feedback and correction of classroom teaching information;
Because students' thinking and basic knowledge are very different, it is very difficult for classroom teaching. Therefore, classroom teaching must proceed from the actual level of students, and conduct review guidance in a hierarchical and targeted manner, so that students at different levels can finally reach different levels through review and study. Therefore, in classroom teaching, I pay attention to understanding students' thinking process, further asking students the questions they answer, and further asking why students do multiple-choice questions and fill-in-the-blank questions. In classroom teaching, students' exercises should be positively evaluated in time, so as to improve their internal drive and correct problems in time, which not only deepens their understanding of knowledge, but also enables students to correct mistakes in time and meet the basic requirements of review.
Second, the teaching loss:
3. Reflections on the mathematics teaching in the first volume of the ninth grade
Looking back on my mathematics teaching this semester, I feel that neither the classroom teaching effect nor the students' academic performance is very optimistic. The examination also exposed the shortcomings of students in applying mathematical knowledge, especially in solving problems in real life: the basic knowledge is not solid enough, the quantitative relationship between growth rates cannot be found, the practice is not enough, the application of knowledge points is very unskilled, and the thinking lacks imagination and creativity. After the analysis of the examination paper, combined with the students' performance and homework in class, I found myself in the following misunderstandings in the teaching process. First, the ideological understanding is not enough, and students' learning awareness and learning ability are over-trusted.
I am in Class Two, Grade Nine this semester. Because they got good grades in the eighth grade, especially at the end of last semester, they trusted students' abilities too much and ignored the problems in the process of learning and solving problems. As a direct result, in the process of classroom teaching, students' actual situation is not well combined to prepare lessons, and some students whose basic knowledge is not solid enough are ignored, which leads to increased learning difficulties and decreased grades, and then gradually lose interest in learning mathematics.
Second, the preparation process is insufficient, and the difficulty of knowledge points and the actual situation of students are not fully realized.
Judging from the results of the mid-term exam, the scores of students with below-average math scores have dropped significantly. Looking back on the preparation of lessons and targeted exercises in teaching, I feel that the learning ability of middle school students is too difficult to estimate, which invisibly increases the difficulty of middle school students' listening and understanding, resulting in an incomplete understanding of knowledge points and a decline in their ability to use knowledge. By reading some middle school students' mid-term papers, it is found that middle school students are confused in the process of answering questions, and their thinking of solving problems is confused, so they can't grasp the key to the problem.
Third, students are not allowed to observe, think and discuss more in the teaching process.
This mid-term exam found that some students don't know how to distinguish the similarities and differences of the following words: growth, growth, growth to expansion, expansion to, expansion. This is because I didn't let students practice more, ask more questions, perform more, answer more in writing, compare more and summarize more, which makes it difficult for students to find out the quantitative relationship about the growth rate.
Through the analysis, summary and reflection of the first half, mathematics teaching in the second half mainly starts from the above three aspects, focusing on solving the misunderstandings and deficiencies in mathematics teaching in the first half. In the process of preparing lessons, we should take remedial measures according to the actual situation of students to improve their basic knowledge and skills. In mathematics classroom teaching, students should be allowed to think more and discuss more, fully express their opinions, and always pay attention to providing students with opportunities to participate, reflecting their dominant position. At the same time, it is necessary to strengthen students' ability to analyze problems, cultivate students' innovative thinking ability, and then improve students' ability to apply mathematical knowledge, and comprehensively improve the math scores of classes, so as to lay a solid foundation for future math teaching.
4. Reflections on the mathematics teaching in the first volume of the ninth grade
At present, for the important learning stage of grade three, how to carry out effective teaching can play a great role in students' learning. As a math teacher in grade three, I deeply feel the pressure on my shoulders. After learning the definition of quadratic function and its image properties, we are discussing the relationship between quadratic function and quadratic equation with one variable, and looking at quadratic equation with one variable, practical problems and quadratic function from the perspective of function. It should be said that this is the most difficult point in junior high school mathematics. In class, in order to make students easy to understand, it is not easy for them to preview in advance. Because of the poor foundation, many students don't listen, so they have to come bit by bit. After learning the knowledge of quadratic function, I tried to solve three practical problems. Question 1: Establish a resolution function according to the actual problem and learn how to determine the range of independent variables of the function; Question 2: According to the analytic formula of quadratic function, analyze the properties of quadratic function, and check whether the analysis and judgment are correct by drawing the function image; Question 3: The analytic formula of the function is determined by comprehensively using the knowledge of the linear function and the quadratic function, trying to solve the profit problem in the sales problem; Through the analysis and solution of these three problems, students can initially understand the application of quadratic function in real life, and once again realize that mathematics comes from life and serves life. In teaching, reflecting on the teaching of this chapter, I think that the enthusiasm is not enough, there is no language to actively mobilize students' enthusiasm for learning, and the appeal is insufficient. When preparing lessons in the future, we should pay attention to creating rich and interesting languages to arouse students' enthusiasm. At present, the following points need to be improved:
First, in most cases, they are also good at asking enlightening questions to stimulate students' thinking, but after asking questions, they do not leave enough room for students to think, and they are often used to rushing to tell the results. Obviously, students' understanding of the topic is only one-sided, which can't cause students to think deeply and leave a deep impression on them, so many students have no impression on the topics they have done.
Second, the slope of the question is not set enough, and the slope is too large, which leads to the students' thinking activities not being carried out in depth and becoming a mere formality. In view of these situations, the measures to be taken in the next stage:
1, for too many questions, filter them properly.
2. Give students a space to think, let them try the joy of success, receive appropriate "frustration" education, and deepen their understanding of the problem.
3. Students have different ideas and talk to the teacher alone, and good ideas encourage promotion; Correct the wrong ideas separately. In this way, students can not only speak their ideas boldly and confidently, but also make up for some loopholes in teaching.
4. Carefully set the slope of the question, so that students can explore the law step by step. Pay attention to the classroom rhythm in class, try to make middle and lower students keep up with the teacher's rhythm, give students more time to practice and give them the opportunity to speak, so that students can truly become the main body of learning, so that not only teachers but also students can complete the task.
5. Reflections on the mathematics teaching in the first volume of the ninth grade.
The main content of this lesson is to learn the definition and properties of quadratic roots, with emphasis on the understanding and application of the properties of quadratic roots 1 and 2. The difficulty lies in the difference and connection between the attribute 1 and 2. After this lesson, my reflections are as follows: 1. Because this lesson is the content of chapter 2 1 of the first volume of grade 9, it is a new lesson, and all students have no textbooks. Therefore, it is also a new attempt for me to let students understand and master the content of this section without textbooks. When preparing lessons, I will carefully prepare lessons according to the guiding principles of letting students understand the goals, let students experience the process, let students discuss the conclusions and let students sum up the rules. In particular, I carefully selected examples and exercises, arranged them in the order from easy to difficult, and carefully made courseware to facilitate students to understand key contents and solve difficulties.
2. In practical teaching, after making students understand the learning objectives of this section, let students know, understand and master the knowledge of this section through the following steps: (1) Let students review the concepts of arithmetic square root and square root, and get the definition of square root through four questions in a thinking column, and then review that arithmetic square root has double non-negativity; (2) Grasp the conditions of judging whether a formula is a quadratic root through practice, and grasp the meaningful conditions of quadratic root in the real number range through the example 1; (3) Through practice, let students get two properties of quadratic root, experience the thinking process from special to general, and then master the general derivation method of formula; Most of the time in this class is to guide students to learn and do, so that students can experience the whole learning process.
3. In the process of learning, it highlights two properties that lead students to draw their own conclusions, especially the quadratic root. After completing the thinking questions, the students draw their own preliminary conclusions, which are more and more perfect through the supplement of other students.
4. Ask the students to find out the difference and connection between attribute 1 and attribute 2. Although it is not systematic and complete, through such training, students' ability to sum up laws is cultivated.
5. In the actual teaching, there is still a problem that the class time is not accurate, which leads to the phenomenon that the front is loose and the back is tight, which makes the in-depth exercise too late to complete and the end is relatively hasty. In the future teaching, we should pay attention to the control of time.
6. There are still some shortcomings in guiding students to explore knowledge and interactive learning. The new teaching concept requires teachers to pay attention to guiding students' inquiry learning in classroom teaching. In my classroom teaching, guide students to explore and learn, and encourage everyone to draw their own conclusions. However, interaction is not enough. Most students think independently and seldom cooperate with their classmates. In the future teaching, we should cultivate students' more awareness of cooperation and communication, which will help them to live and study in the future.
Through this open class, my teaching skills have been well trained. In the future teaching, I will continue to learn the good side, improve the shortcomings and strive to improve my teaching level.