Reflections on mathematics teaching in the first volume of Grade Three.
This semester has passed for some time. As a math teacher in the graduating class of Grade Three, I deeply feel the great pressure on my shoulders and the heavy responsibility.
At present, for the important learning stage of grade three, how to carry out effective teaching can play a great role in students' learning. At present, there are still the following learning situations in students' study:
First, in most cases, they are also good at asking enlightening questions to stimulate students' thinking. However, after asking questions, they did not leave enough room for even thinking. They are often used to asking themselves and answering themselves, eager 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, thus causing many students to have no impression on the topics they have done.
Second, when preparing lessons, I have chosen one or several solutions to the problem and organized teaching with "fixed thinking" in class. However, there are many uncertain factors in teaching. When the students' ideas are different or unrealistic from mine, they are unwilling to disrupt the established teaching plan, and simply take evasive and repressive measures, so that students' divergent thinking, critical thinking and creative thinking are bound.
Third, the slope of the problem is not set enough, and the excessive slope leads to the thinking jam, and the students' thinking activities cannot be carried out in depth and become a mere formality.
In view of these situations, the measures to be taken in the next stage:
1. Filter too many questions properly.
2. Give students a space to think, let them 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 let the students in the middle and lower reaches keep up with the teacher's rhythm, give students more time to practice, and let students really become the main body of learning, so that not only teachers but also students can complete the task.
In addition, folding is a hot issue in recent years, and students are somewhat unfamiliar. When guiding students to fold, we should pay attention to the equal relationship between line segments and angles before and after folding. As an important means to distract students' thinking, we should pay attention to the application of various methods and cultivate students' problem-solving ability.
Reflections on the second part of mathematics teaching in grade three
Reflecting on a semester's teaching, I always feel that there are many shortcomings and reflections. Many exams have found a serious problem. Many students have great problems in mastering basic topics, and there are various mistakes in some common topics. In normal times, I always feel that these simple problems need not be emphasized, but they are actually very serious problems. It seems that it is necessary to further implement the feedback and correction of students' exercises in normal teaching.
In the usual teaching process, we ask students to hand in their math homework in time, in order to find out the problems existing in students' homework in time, conscientiously implement the role of correction, implement feedback and correction, and earnestly understand, solve and correct on the same day, that is to say, feedback should be timely and correction should be in place. In addition, we should also pay attention to whether the feedback information is true and whether the correction method is effective. Because the feedback information is false or not completely true, then we can't find the problem, we can't fully understand the students' situation, and we won't take timely and correct corrective measures. I think we should pay attention to the following aspects:
First, pay attention to the timeliness of feedback error correction.
In classroom teaching, we should pay attention to guiding students to concentrate, think diligently and speak and do things actively. Students' feedback information can be obtained by asking questions or acting on the blackboard. Generally speaking, questions, answers, comments and corrections should be closely combined, and comments and corrections should not be delayed for too long. It is best to solve problems in class and give timely feedback within one day.
Second, pay attention to the accuracy of feedback correction.
In teaching, we should often go deep into students to understand their difficulties and requirements, actively and enthusiastically help them solve problems, let them feel the warmth of teachers, and try to taste the sweetness of learning progress by actively cooperating with teachers and providing real information.
Third, pay attention to the flexibility of feedback error correction.
We can adopt flexible and diverse forms of feedback correction in teaching. Well, designing the marking scheme in advance can also predict the places where students are prone to make mistakes. After obtaining the information, we should carefully analyze the nature of the problem and the causes of the problem, and then implement the corrective plan in a targeted manner. In the process of homework inspection, it is required to further confirm whether students plagiarize homework and carefully correct homework. In short, feedback correction must be implemented.
We should take the initiative to coach and correct it in time. To further cultivate students' initiative and consciousness, of course, if we only emphasize students' initiative and consciousness, but not students' own initiative and consciousness, the result will be unsatisfactory.
Fourth, apply new teaching methods and modern teaching concepts.
The new curriculum advocates independent, exploratory and cooperative learning methods, and pursues equality, cooperation and dialogue between teachers and students. In mathematics teaching, through the teaching of different mathematics activities, the interactive development process between teachers and students and between students is continuously completed. In mathematics classroom teaching, it is necessary to create a life scene that helps students to learn independently, stimulate students' desire to explore, guide students to acquire knowledge and form skills, cultivate students' divergent thinking ability through practice, thinking, exploration and communication, and let students learn to learn and appreciate the fun of learning.
Fifth, create an equal, harmonious and interactive teaching atmosphere.
How to create a free, harmonious and harmonious teaching atmosphere: emancipate the imprisoned thoughts, induce potential, and truly satisfy students at different levels, thus stimulating students' curiosity and creative potential. This semester, in addition to completing the content of the textbook, I will spend a lot of time tutoring students' basic knowledge and broadening the knowledge of outstanding students. Try to proceed from students' reality, understand students, study students, respect their ideas and admit their differences. Only in this way can each class be full of energy, reduce the rate of learning difficulties and improve the rate of Excellence.
In a word, in order to improve the teaching quality of our school in an all-round way, I should work hard on the word "hard" in my teaching work this semester. Teachers often say: "Hard work pays off" and "no pains, no gains". Reading is like this, so is teaching? All the old teachers who have been teaching for many years think so. "The results are hard to come by, and the students are honed." Therefore, in order to achieve good results, we must "do whatever it takes to Saburo". There is a lyric that says "work hard and you will win". That is not to say, as long as you work hard, you will have good results. Of course, hard work needs to be done skillfully. I think besides using new teaching methods and new teaching means, it is more important to study students and textbooks and explore a teaching method suitable for our class.
Reflections on the third part of mathematics teaching in grade three
Unconsciously, I entered the general review stage of the third grade. The general review of junior high school mathematics is an important link that must be carried out to do a good job in the joint entrance examination for graduation. In view of the outstanding problems of less time, more content and higher requirements in the general review, how to choose a scientific and efficient review method is my major task. Every time I review next semester, I will say one word: tired. Both teachers and students always hope to make a breakthrough in the final review method and find a more efficient review method, but it is almost the same pattern every year: the teacher lists and analyzes the knowledge points displayed on the label of the test paper, and the students think while writing notes, then practice repeatedly and pass the test one by one. Over time, teachers and students have no novelty, and of course they have no passion at all, let alone challenges. A class is lifeless and tasteless. Faced with such a review class, students have no initiative and their own creative thinking, and are completely in a passive position, mechanically following the teacher's ideas, with no individual differences. Because the general review mainly focuses on the basic knowledge points, some students with good foundation become spectators and even have conceit, which is extremely unfavorable to students' learning enthusiasm. If the teacher blindly increases the difficulty, it really goes against the original intention of basic education, and at the same time, it can't make most students produce review results.
Although I have been rethinking my review methods, I still don't know what is the most effective review method, so that every student can get as much as possible. Through the review some time ago, I feel that students have a poor grasp of knowledge points, and some only scratch the surface, and many problems appear as soon as they do the questions. As long as students' autonomy is not strong, they all rely on teachers to lead them by the nose, and rarely think independently and reflect on the summary, which leads to the knowledge that has not been mastered after reviewing. In the next review, the following methods will be adopted.
1, the teacher sets the main line unit for review.
2. Students delve into the textbook, summarize the unit knowledge independently, and clarify the knowledge points that must be mastered in this unit.
3, student organization, teachers help students understand the knowledge structure, and at the same time can take into account the different requirements of students at different levels.
4. Teachers and students * * * summarize the problem-solving ideas, methods and skills of various types of questions in this unit.
5, teachers and students * * * check and evaluate the review effect.
Relevant articles of reflection set of mathematics teaching in grade three;
★ Reflections on Mathematics Teaching in Junior High School
★ Reflection cases of ninth grade mathematics teaching
★ A Complete Book of Reflections on Mathematics Classroom Teaching in Grade Nine
★ Five Reflections on Mathematics Teachers' Teaching in Grade Nine
★ Reflection on the Final Teaching of Mathematics in Grade Three.
★ Reflections on Mathematics Teaching in Junior High School
★ Teaching reflection of math teachers in grade three.
★ Reflection Set of Mathematics Teaching in Junior One
★ Complete works of reflection and summary of mathematics teaching in senior two.
★ Reflections on Mathematics Teaching in Ordinary Junior Middle Schools