After-class reflection on the math teaching plan of the first volume of the ninth grade (1) After going out to study, this week, our school launched a comprehensive open class trial activity according to the guiding ideology of classroom teaching reform.
First of all, let me talk about this lesson I prepared myself. This lesson is new, and what needs to be infiltrated is "factorization method to solve quadratic equation of one variable". The topics on the study plan are all selected by myself in many aspects, and the difficulty is low, mainly aiming at students' solid grasp of basic knowledge. Factorization, as the basis of this course, was emphasized by me from the beginning, allowing students to solve factorization problems of some algebraic expressions independently. Then a common mathematical application problem is introduced, and a quadratic equation with one variable is found through the problem. In view of this equation, students can solve and compare it independently, find the simplest method to solve the equation, and lead to a new method to solve the equation-factorization method to solve the quadratic equation with one variable. Give students time to discuss and summarize the steps of factorizing equations. Then practice in groups, and each group will solve some problems in the study plan by itself, and be familiar with the steps and processes of factorizing and solving equations. Let the students explain and analyze their exercises by themselves. Then deal with the topic of the intensive training part of the study plan. After the whole process, ask the steps to solve the equation again, and then class is over.
But judging from the effect of this class, it is far from my expected goal and I am a little disappointed. Although there are many reasons for this result, I still feel that my lesson preparation is not targeted and my grasp of the classroom is not flexible enough, which leads to this. I talk more, but students have less interaction; The explanation and analysis of knowledge points did not give students enough time to summarize and digest; My way of asking questions can't arouse students' thinking and so on. While reflecting on myself, I listened to many teachers' courses in the school and obviously felt the flexibility of their courses. The class atmosphere is active, students actively participate in mastering new knowledge, group activities are basically flexible, and teacher-student interaction is very appropriate. I am deeply ashamed to compare my class.
I feel a lot, so I won't list them one by one. In the future teaching work, I will prepare lessons more carefully and apply group interactive teaching deeply, which will bring new atmosphere to my classroom teaching, find more suitable learning methods for my students and let them absorb more mathematical knowledge and ideas.
After class, I reflect on the math teaching plan of the first volume of the ninth grade (2). Last Tuesday morning, I had a class. The content of this course is to enumerate the probability in the first volume of grade nine, and the whole teaching design is relatively complete. Because this part of the content is relatively simple, closely related to real life, and students' enthusiasm for learning is also very high, so I guide and cooperate with students in teaching projects, let students use their own brains, observe and summarize themselves, and strive to achieve the effect of independent inquiry, cooperation and exchange. Although I can accurately grasp the teaching materials and carefully design-practice-redesign-practice the teaching content and process of this course with the help of the master, my play is still very insufficient. At the same time, listening to teacher X's evaluation gave me great inspiration, and also made me have more experience and thinking about teaching.
First, lack of self-confidence
Every class will be a little nervous, and this time is no exception, because I always feel that the teachers in class are experienced old teachers. For a person who has just joined the work for two years, he is an example to learn. The gap between himself and them is too big, and he will feel insecure. This time, Mr. Liu also came to attend the class, so he felt nervous. At the beginning, we all attached great importance to the preparation and worked hard. From teachers to students, from masters to apprentices, we made full preparations and tried our best to show a class that satisfied everyone. But because of my lack of confidence, I didn't achieve the expected effect. At first, I was a little nervous, which made the students nervous. I didn't dare to answer the question loudly. After about x minutes, I slowly adjusted, and then I began to mobilize the enthusiasm of my classmates. Therefore, I feel that the classroom atmosphere behind is OK and the classroom effect is good, so I feel that I still have too little exercise and lack confidence. I hope I can have more exercise opportunities, enhance my self-confidence, believe in myself and my classmates, relax and give full play.
Second, lack of trust.
Because I have introduced enumeration method and probability method, I originally wanted to take students as the main part in this course, and the teacher played the role of guidance and coordination to give full play to the initiative of students. However, some of my practices robbed students of their roles. First, in the examination session, I was afraid that students would understand the meaning of bad questions, but I also read the questions to them personally, which had a very bad influence on cultivating students' autonomous learning ability. Reading comprehension is the most basic requirement for a student, and I believe that students who have studied for nine years should have no problem in this respect, but I don't fully trust my students in this link, so I must pay attention to it in the future. Secondly, when analyzing problems and looking for solutions, I remind them from time to time that students are not given enough time to think, so they do not give full play to their independent innovation ability. The reason is that students are worried that they can't find the results. Afterwards, I know that my worry is unnecessary. I should give them more time and trust. Today, while advocating the cultivation of innovative spirit and practical ability, we should pay more attention to the cultivation of students' problem consciousness. When asked about doubt, doubt comes from thinking. Teachers should create enough space and time for students to ask questions in class. Cultivate students' awareness of problems and their ability to find and ask questions in the process of solving problems. Unfortunately, my students found and asked too few questions in this course. At the critical moment of exploring the problem, I am impatient because of the perfection of the teaching process, eager to let the students find a way, and lack trust in the students. In the long run, students will have thinking inertia. In the future, I must trust my students. I should talk as little as possible and let all the knowledge be explored by students. Only in this way can we really return the classroom to students and cultivate their independent thinking and innovative thinking ability.
Third, it lacks comprehensiveness.
Another mistake I made in class was that I didn't always take care of all the students and teach them in accordance with their aptitude. In order to make this class go smoothly, I ignored some students' thoughts and understanding on some issues, so I passed it without fully understanding or exerting my imagination. At the same time, the guidance of some knowledge is not comprehensive enough and does not reach the designated position. In the aspect of affirming students, because of time, every student was not evaluated and encouraged in time. I must pay attention to these in future classes, and strive to make every student exert his active learning ability in every class, so that every student can fully master the knowledge and methods.
Through this activity, I realized that I still have many shortcomings, and I also knew the importance of after-class reflection. Before teaching, teachers should thoroughly understand and study the teaching materials and explore various novel teaching methods. In the teaching process, teachers should sincerely appreciate every student, cherish every effort of students, appreciate every creation of students, praise and encourage students in time through evaluation, let students know their own advantages and disadvantages in the learning process, and promote and guide students to learn and develop better. After-class teaching reflection is also very important. Only by carefully setting your own success or failure, constantly reflecting, summing up experience and learning lessons can you constantly improve yourself, enrich your teachers' quality and make your classroom teaching constantly perfect and mature.
Reflection on the math teaching plan of the first volume of the ninth grade after class (3) A lesson of quadratic equation with one variable, which is deeply touched. Let's talk about my own experience:
1. In this class, the presentation of knowledge has been greatly adjusted. It is not based on explanation or single knowledge, but highlights mathematical knowledge, dissolves mathematical knowledge and conclusions in mathematical activities, and makes the process of students learning mathematical knowledge become a process of conducting mathematical experiments and a process of "learning". In this inquiry learning process, students acquire mathematical knowledge through their own experiments, observations, discussions and induction.
Second, take the problem as the main line, liberate students' body and mind, and stimulate students' inspiration; Reflecting the learning mode of "autonomy-cooperation-inquiry", cultivating students' learning ability of group cooperation, making students feel that the process is their own experience, the conclusion is their own discovery, and the knowledge is acquired and learned by themselves, which can enhance students' learning confidence and highlight the highlight of this class again.
Third, return the classroom to the students. I participate, I am happy, and I am the master of the class. Let students have something to say and doubt, provide students with opportunities for in-depth thinking and active exploration, realize teacher-student interaction and life-to-life interaction, and share the happiness of success in an atmosphere of equality, democracy and cooperation.
Fourth, prepare emotions, stimulate interest and learning motivation, and adjust emotions to a higher state. In this class, teachers use all kinds of motivational language, such as action instead of heart. If they are eager to try, it is better to give it a try. I'm not afraid of what you say, but I'm afraid that you won't say anything, so as to stimulate students' interest, mobilize their learning motivation and adjust their learning mood to an ideal and very high state.
In a word, this class gave me a brand-new feeling with a brand-new concept and a brand-new teaching model, which pointed out the direction for my future teaching. Practice hard and build a first-class classroom.
After-class reflection on the math teaching plan in the first volume of the ninth grade (4) "Vertical diameter theorem" is one of the important properties of the circle and one of the foundations of the whole chapter, which occupies a decisive position in the whole chapter and is the basis for studying the positional relationship and quantitative relationship between the circle and other figures in the future. This knowledge is widely used in daily life and production. Because the vertical diameter theorem and its inference reflect the important properties of circles, it is an important basis to prove the equality of line segments, angles and vertical relations, so it is the focus and difficulty of the whole book.
I have the following thoughts on the teaching of this course:
1, this lesson mainly has two aspects: one is the symmetry of a circle, and the other is the vertical diameter theorem and its inference. Zhao Zhouqiao's problem is introduced into the theme, and the research is carried out with the problem, and the research has a goal. The symmetry of the circle is mainly obtained by manual operation, and the circle is an axisymmetric figure. According to the symmetry, the equal chord and arc in a circle are further studied, and the vertical diameter theorem and its inference are obtained. Using this theorem to solve the Zhao Zhouqiao problem, each link is interlocking, not isolated.
2. In mathematics teaching, the rigor and logic of language are very important, but I need to study hard in class, especially in the connection of knowledge points and the expression of conclusions. I will work hard in this respect in the future. When listening to other mathematics teachers, I should pay attention to other teachers' transitional statements between knowledge points and knowledge points.
3. In the teaching plan design, the time arrangement is not accurate enough. It's a little loose in the front and a little tight in the back. In the previous review part, we should add some questions about the calculation of Pythagorean theorem, so that students can solve right-angled triangles more quickly and skillfully later; In multimedia, the gradual design of the topic is good, but the time is tight and the amount of practice is too little.
4. In fact, there is still a drawing idea to be instilled in students in this course, which is to teach students that if they see the distance between chords, they can directly connect the radii to form a right triangle; If you only know the topic of one chord, you must make the distance between chords and strengthen the training of two topics. 、
Through the reflection on the classroom teaching of this course, I realize that we should be good at dealing with the relationship between knowledge imparting and ability training in teaching, and skillfully guide students to solve mathematical problems in life. Constantly stimulate students' learning enthusiasm and initiative, cultivate students' thinking ability, imagination and innovative spirit, so that each student's body and mind can be fully developed. These questions have given me the direction of future efforts, and I will work harder in future teaching.
After-class reflection on the math teaching plan in the first volume of the ninth grade (5) The content of probability in junior high school mathematics is reflected in the chapters of the first, second and third grades, and students are no strangers. The content of this section is close to the real life experience. Therefore, in teaching design, students should really experience the necessity and interest of learning mathematics. Finally, the students will talk about how to apply the probability knowledge learned in this class to life, how to make themselves smarter, how to use probability knowledge to see through game scams and reduce the blindness of doing things.
Students are highly motivated to learn and truly experience the new curriculum concept that mathematics comes from and serves practice. Therefore, I focus on the application and expansion of teaching, and how to analyze the possible results of events with tree diagrams or lists. From the feedback of classroom exercises, xx% students have mastered these two methods. Generally speaking, this lesson focuses on implementation and breaks through difficulties.
The most profound feeling of this class is the grasp of presupposition and generation in class. Dynamic classroom teaching is a teaching form actively advocated by the new curriculum reform. The teaching process is a dynamic and open system, and the mentality of teachers and students in the classroom will change with the specific teaching situation. Teachers should not forcibly suppress students' ideas and concepts in order to complete the preset teaching tasks, but should allow students to "interrupt", "interrupt" and "speak without raising their hands" Teaching design should be constantly changed, adjusted and enriched according to students' classroom performance. I think teachers need to guide and enrich students' ideas in class.
There is also a great negligence in this class, and the writing of the problem-solving process is not standardized and complete enough. The premise of applying the probability calculation formula learned in this lesson is equal possibility events. However, in the blackboard performance of the problem-solving process of two examples, this condition is written very simply, and only the analytical method is emphasized, which leads students to develop irregular problem-solving habits, and "classroom details" should be paid enough attention.
The ninth grade mathematics teaching plan (6) Volume I Reflection after class This week, we will continue to learn the solution and application of the quadratic equation of one variable. Now, I will think about the application of the equation as follows:
The new curriculum requires cultivating students' consciousness and ability of applying mathematics. As a math teacher, we should make full use of the existing life experience, apply what we have learned in mathematics to reality, and realize the application value of mathematics in reality.
The application of this chapter is basically based on the real life that students are familiar with, so that students can abstract the quantitative relationship from the specific problem situation, sum up the changing law, and express it with mathematical symbols, and finally solve practical problems. This kind of problems that focus on examining students' mathematical application ability in combination with reality reflect the times, and guide students to pay attention to the fate of the country, mankind and the world in combination with social hotspots and focus issues. It not only has a strong moral education function, but also enables students to analyze social phenomena from the perspective of mathematics and realize the role of mathematics in real life.
First, success:
1. The golden section problem is a typical example of algebra and geometry. After guiding students to solve this problem, I summarized the steps of solving application problems by using quadratic equation of one variable. Pay attention to both the results and the process, so that students can develop good problem-solving habits; The practical application of golden section is interspersed in the learning process to let students understand the charm of mathematics.
2. Pay attention to variant training. For example, let students practice P60 questions from the side questions of P46, and then do the T 1 of P62. Then let the students sum up the similarities and differences of these questions, and draw inferences from others to gradually improve their ability to solve such problems.
3. Always carry out the mathematical idea that mathematics comes from life and is used in life in class, and solve problems with equations at the same time, so that students can establish mathematical modeling ideas.
4. Give students more opportunities to show in class. For example, the exercises I designed can be solved in different ways, so that students can go to the podium and show their intelligence to their classmates. At the same time, in this process, it is more conducive to discovering students' unique insights and misunderstandings in analyzing and solving problems, thus guiding future teaching. In a word, through all kinds of inspiring and enlightening teaching methods, students are helped to form a proactive attitude towards knowledge, and the classroom has achieved great results.
Second, the necessity of improvement:
1, afraid of not finishing the task, it is unreasonable to arrange students' independent thinking time, and it is easy for active students to replace other students' thinking and cover up their own problems. For example, there are many solutions for P46. Some students will communicate with the teacher after class, but they don't fully show it in class.
2, only consider capturing the bright spot of students' thinking, and list the wrong equations all their lives, but the teacher did not correct them in time. As a result, some students fell into a misunderstanding.