The mathematician I admire most is Hua. He is smart, studious, diligent and patriotic, and is an outstanding mathematician in China. Hua is very clever and studious. 19101012. Hua was born in Jintan County, Jiangsu Province. He comes from a poor family and is determined to study hard. When I was in middle school, in a math class, the teacher gave the students a famous question: "I don't know what the number is today, whether the number of three plus three is greater than two, whether the number of five plus five is greater than three, and whether the number of seven plus seven is greater than two." What is the geometry of things? " When everyone was thinking, Hua stood up and said, "23." His answer surprised the teacher and won his praise. From then on, he fell in love with mathematics. Hua is very diligent. After finishing the first grade of junior high school, he dropped out of school because his family was poor and had to stand in front of the counter for his parents, but he still insisted on teaching himself mathematics. Through his unremitting efforts, his paper "Why can't the solution of Su Jiaju's algebraic quintic equation be established" was discovered by Professor Xiong Qinglai, head of the Department of Mathematics of Tsinghua University, and invited him to Tsinghua University; Hua was hired as a university teacher, which is unprecedented in the history of Tsinghua University. Hua is very patriotic. 1936 In the summer, Hua, who was already an outstanding mathematician, spent two years as a visiting scholar at Cambridge University in England. At this time, the news of the Anti-Japanese War spread all over Britain, and he returned to the motherland with strong patriotic enthusiasm to give lectures for The National SouthWest Associated University. I must study hard. Be a great mathematician like Hua; I remember hearing a story: Gauss is a second-grade primary school student. One day, because his math teacher had handled more than half of the things, he still wanted to finish even after class, so he planned to give the students a math topic to practice. His topic is:1+2+3+4+5+6+7+8+9+10. Because addition has just been taught for a long time, the teacher thinks it will take a long time for students to work it out, so that they can use this time to deal with unfinished things. But in the blink of an eye, Gauss had stopped writing and sat there doing nothing. The teacher was very angry and scolded Gauss, but Gauss said he had worked out the answer, which was 55. The teacher was shocked and asked how Gauss worked it out. I just found that the sum of 1 and 10 is the sum of1,2 and 9, 1 1, 3 and 8, 1 1, 4 and 7. And11+1+1+1+11= 55, that's how I worked it out. Gauss became a great mathematician when he grew up. When Gauss was young, he could turn difficult problems into simple ones. Of course, qualification is a big factor, but he knows how to observe, seek the law, simplify the complex, and is worth learning and emulating.

These days, I read Cai Hongji's article "Capturing Educational Genes in the History of Mathematics" in People's Education Edition recommended by the principal to the math teacher. At first, I saw that the example of "letters for numbers" happened to be the content of our grade experimental class, so I browsed the introduction and experience part, thinking that if I wanted to take this course, I would design it like this, but I didn't read it. I thought I should pay attention after reading it, so I picked it up and read it again. After reading the reflection and application part of the article, I was refreshed and shocked. After paying attention to the diversity of classroom forms for many years, this class is designed with pure mathematics, which embodies the charm of mathematics itself. In this class, there are rich mathematical knowledge and profound mathematical knowledge, and the educational genes are well captured from the history of mathematical development, which makes mathematics learning rich and interesting. I think such a class will definitely make students feel the fun of mathematics itself and fall in love with it. After reading this article, my thoughts are surging. As a math teacher, I have a brand-new feeling about math. It turns out that math is so beautiful, and math classes can be so wonderful! Think about me before, whenever parents ask their children why they don't like learning math, I always answer confidently, because math is a very abstract and boring subject. After learning this article, I was deeply ashamed and had such a question: Is mathematics really boring, or do we not know the fun of mathematics? I am also thinking, why can't my math class convey the beauty of mathematics to students, so that students can be attracted by the charm of mathematics and have a strong interest? What did I miss doing this? With these questions and reflections, combined with my own reflection on teaching, I feel that as a math teacher, I can better embody the basic knowledge of mathematics from the design, break through the difficulties in teaching, and also consider the characteristics of students and design interesting exercises to help students learn mathematics. For example, when studying symmetrical graphics, I can let students feel the beauty of graphic transformation when designing patterns. However, it is impossible to think deeply from the perspective of mathematics, tap the beauty of mathematics essence, guide students to explore the charm of mathematics and stimulate their interest in learning. At present, few primary school mathematics teachers have received higher mathematics education. Most of them graduated from normal universities and then went to junior college. Some of them are not majoring in mathematics, and so am I. So with our knowledge and ability, I think there are still many shortcomings in giving such a wonderful math class, which are as follows: First, we lack understanding of the essential beauty of mathematics and the history of its development. The reason why students don't like this subject may be that they don't understand this subject and don't realize its beauty. If our teacher can tell children some stories about the history of mathematics and mathematicians from time to time in class, maybe we can really find a shortcut to cultivate students' interest in mathematics. This reminds me of my attempt in the school-based thinking training course. It is those math stories that make students feel interested in math and let children actively participate in learning. Why don't I bring it to math class? To do this well, we must first increase our reserves in this area. By collecting information on the Internet, I will carefully read the book "Ancient and Modern Mathematical Thoughts" by M. Klein in the middle of reading in 2008, and experience the fun of mathematics. I will read some books about the history of mathematics development next semester to improve my understanding of the development of mathematics. Secondly, I don't know the teaching content of middle school mathematics, so I seldom consider the connection between primary and secondary schools in teaching design, and I don't design teaching from the perspective of big teaching development. I have heard middle school math teachers complain about primary school math teachers before, and I was very indignant at that time. After reading this article, it feels true. In order to realize the smooth transition from primary school to middle school, I will add the content of learning mathematics textbooks for junior high school and even senior high school in my future reading plan to improve the reserve of mathematics knowledge. The third is to be content with the status quo and not strive for progress. Before, I was very satisfied with the status quo. The class I teach ranks very well in the grade, and the recognized scores of the poor classes are constantly improving, reaching the middle level. I got several "Ten Good Classes" in the experimental class every semester, and I feel really good. After reading the article, I feel that if this continues, I will not be able to keep up with the pulse of the times. Thanks to the headmaster for recommending such a good article, he not only found his own shortcomings, but also made clear the direction of personal development. Finally, I quote Qu Yuan's "The road is long, its Xiu Yuan is Xi, its Xiu Yuan is Xi, and I will go up and down to seek".