# The second day of junior high school # Introduction Teachers' teaching reflection is the process of teachers' self-improvement and improvement. Through reflective teaching, teachers can grow into excellent expert and scholar teachers. Teachers' professional development makes them devote themselves to the new curriculum reform as soon as possible and strive to improve the teaching quality. Teachers' teaching practice and teaching reflection must be integrated to make it a process of promoting teachers' professional sustainable development and improving their ability. The following is the relevant information compiled by KaoNet, hoping to help you!

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I. Reflection on the Teaching of "Preliminary Understanding of Corner" Learning "Preliminary Understanding of Corner" is based on students' preliminary understanding of rectangle, square and triangle. Because the corner is an abstract concept for second-year students, it is difficult for them to understand. Therefore, in order to help students better understand what they have learned, I organically run through all aspects of teaching. Guide students to abstract and summarize on the basis of perception, and let students master knowledge formation skills in a large number of practical activities through teaching forms such as finding, folding, doing, drawing and speaking. In addition, in teaching, I make full use of modern educational technology, attract students' attention through vivid teaching methods, visualize abstract knowledge, coordinate students' eyes, brains, hands and mouths, create a happy and harmonious learning environment and atmosphere for students, and strive to make classroom teaching a vast world for cultivating students' innovative and practical ability.

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Second, reflection on the teaching of Observing Objects In the teaching of Observing Objects, I let students experience the process of observation. Students observe objects from different positions, with different shapes, and can see up to three faces. They can correctly identify the shape of simple objects observed from the front, left or right, and above, cultivate students' hands-on operation and observation ability, and initially establish the concept of space. Has the following advantages:

Learn to observe. Teachers should let students know how to observe objects from different positions. For example, if you observe a column from the front, the teacher should let the students observe it from a distance, put the column on the platform and let the students stand at the back of the classroom. The height of the column should be as high as the observer's eyes, and the eyes should be slightly narrowed. In this way, the cylinder that the students see from the front is really a cuboid. Most students can understand.

2. Group cooperative learning, so that students can see the circle from the front and use learning tools to experience it. What could it be? If you see a square from the front, what will it be? ..... The teacher gave a plan consisting of three squares from the front, and asked the students to use four cubic building blocks. What kinds of methods are there? Group members discussed, began to build, and finally formed * * * knowledge.

3. On the basis of learning to observe objects, the teacher asked students to observe objects composed of several small cubes and draw the observed figures from the front, left or right. Most students can draw it correctly.

In short, the teaching content of "observing objects" can make students really master knowledge as long as they can perceive specific objects.

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Third, the teaching reflection of "length unit" This unit is the first unit of mathematics teaching in senior two. Because this part of knowledge is closely related to life, it is very important to accumulate experience in life. After class, I have some experiences:

1. When teaching the length of 1 cm, don't put the ruler on the physical projector, lest the enlarged ruler mislead the students.

2. Measurement requires starting from zero, but children should also be taught not to calculate the length of the measured line segment from zero.

3. "centimeter" and "meter" are simple for adults, but it is not easy for children to establish appearances and understand concepts. Therefore, it is necessary to use multimedia to show more objects with the length of 1 cm and 1 m to realize multiple perception. And let them measure the surrounding objects, such as the length, width and height of desks, the height of doors and windows, which is very beneficial for students to fill in units in the future.

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Fourth, the initial understanding of reflection multiplication in table multiplication teaching (1) is based on the fact that students have already learned addition and subtraction. This section is the beginning for students to learn multiplication. Because students have no concept of multiplication, it is difficult to establish this concept. In this case, the textbook has specially set up a section of "Preliminary Understanding of Multiplication" from the beginning to let students know the significance of multiplication and lay a very important foundation for learning other knowledge of multiplication in the future. The textbook attaches great importance to the fact that mathematics comes from life and students' practical operation. First, arouse students' interest through amusement parks that students are familiar with and love very much, and prepare for knowing multiplication. Then let the students put out various patterns with sticks. Multiplication is derived from the addition formula of the same number. From this, we can clearly draw two knowledge points: First, we can initially understand the same addition number and the number of the same addition number, thus introducing multiplication, which is a main line of this teaching. The second is the writing and reading of multiplication formula, which is the basis for understanding the meaning of multiplication and actual calculation. Through the above understanding and analysis of the teaching materials, I decided to teach this course in an open classroom. The teaching difficulty of this lesson is to identify the same addend and understand the different meanings expressed by the two numbers before and after the multiplication sign. However, I was only gentle in teaching, which led to many middle and lower grade students not listing the correct multiplication formula, which affected the teaching effect.

This lesson made me realize: trust students and let them learn what they can; Let students do what they can; Let the students talk about anything they can.

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Reflections on the teaching of addition and subtraction within 100 (2) In the teaching of binary addition of two digits, I pay attention to the mutual transfer of knowledge and the construction of new knowledge content based on students' existing knowledge, which eliminates students' strangeness to new knowledge and hopes to make students easy to accept and understand. And according to the age characteristics of students, try to cultivate students' practical ability by throwing sticks, so that students can understand abstract arithmetic more intuitively.

The addition and subtraction within this unit 100 (2) are arranged on the basis of students' oral calculation of the addition of two digits, the subtraction of one digit and the integer ten. It mainly teaches the written calculation of addition and subtraction of two digits, including non-carry addition and carry addition of two digits, non-yield subtraction and yield subtraction of two digits, mixed operation of addition and subtraction of two digits, and estimation of addition and subtraction of two digits. The emphasis is on carry addition and abdication subtraction.