How to make a really good class, how to teach a good class, and constantly reflect on teaching in teaching practice and improve in reflection are important prerequisites to solve the above problems. The following is my reflection on junior high school mathematics teaching, hoping to provide you with reference and reference.
Reflection on Mathematics Teaching in Junior High School
With the further deepening of the new curriculum reform, in teaching, we should strengthen the training of students' open questions, create appropriate mathematical situations for students as much as possible, let students carry out research, let students at different levels get different degrees of development, and cultivate their innovative ability. Teachers should give reasonable guidance to the discussion questions designed in class, let students discuss and learn, let students think independently and inspire each other in a lively, democratic and harmonious learning environment, strengthen the development of thinking expression, problem analysis and problem solving ability in the process of completing cognition, and gradually improve the quality of students' participation in cooperative learning.
First, strengthen the creation of teaching problem situations
People's thinking begins with problem situations, which are emotionally attractive and can stimulate students' interest in learning and thirst for knowledge. Carefully creating problem situations is to solve the relationship between the abstraction of mathematical knowledge and the concrete visualization of students' thinking, to use the problems arising from real situations to start students' thinking, to mobilize students' enthusiasm for learning new knowledge, to narrow the distance between students and new knowledge, to make full preparations for students' learning and to pave the way for the generation, development and composition of knowledge. This supports encouraging students to solve problems in their own way.
For example, when talking about the circumscribed circle of a triangle, how to determine the center of the circumscribed circle of the triangle? First of all, I made a broken circle with some cardboard, and gave it to the students a few minutes before class, so that they could have a round-making competition to see who could figure out a way to turn it into a complete circle as soon as possible. How can I make it up to you? In the introduction method of this lesson, I just used the students' competitive psychology to set a little suspense for the students. In order to solve the problems raised by teachers and show their abilities in the whole class, students will have a strong interest in the information of this new lesson and listen carefully.
Creating problem situations suitable for students' existing knowledge and experience can arouse students' cognitive conflicts, stimulate students' desire to participate, make students quickly immerse themselves in independent inquiry, and reach a situation where they can't stop, thus laying a good foundation for the success of classroom teaching. The problem situation should be placed in the "nearest development zone" that students can jump up and reach, so that students can jump up and take the initiative to "pick" the fruits within their power.
Second, based on the actual life of students, strengthen the combination of learning and application.
Mathematics comes from and serves life. This requires teachers to reflect on the reality and "mathematicization" of mathematics background, and must take the real life that students are familiar with as the background of the problem, 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. At the same time, we should pay attention to cultivating students' consciousness of "using mathematics", including observing with mathematical eyes, explaining with mathematical knowledge, analyzing with mathematical methods and handling with mathematical thoughts. The design of teaching materials should be suitable for students' age and psychological characteristics, students' cognitive level, close to life and practice, and close to textbooks, so that students are interested and capable of trying to solve mathematical problems in life. We should adhere to the principle of going from shallow to deep, step by step, and gradually improve, so as to bring students a sense of freshness and closeness. Teachers must design the steps to explore mathematical knowledge, including classroom questioning and hands-on operation, so that students with different intelligence levels can climb the stairs to "jump and pick fruits" and get happy emotional experience after self-exploration and mastering mathematical knowledge, so as to obtain psychological compensation and satisfaction and inspire them to achieve greater success. When students encounter difficulties or problems in the process of inquiry learning, they should help and guide students in time and effectively, so that all students can gain a sense of accomplishment in mathematics learning, establish self-confidence and enhance their courage and perseverance in overcoming difficulties.
In teaching, we should be good at linking book knowledge with students' real life, scientifically designing inquiry questions, stimulating students' thirst for knowledge, encouraging students to think independently, and learning to observe and analyze society by mathematical thinking, so as to solve practical problems in daily life. Cultivate students' mathematical modeling ability for practical problems and their ability to comprehensively apply what they have learned to solve practical problems.
Third, strengthen the composition of mathematical knowledge and the experience of students' learning process, and pay attention to the training of students' hands-on and operational skills.
Modern teaching theory holds that students should be allowed to do science with their hands instead of "listening to science with their ears". Indeed, thinking often begins with people's actions and activities. Without the connection between activities and thinking, thinking cannot develop, and hands-on practice is the easiest way to stimulate students' thinking and imagination. In teaching activities, teachers should attach great importance to students' direct experience, so that students can discover, understand, master and apply new knowledge in a series of personal experiences.
The new curriculum standard attaches great importance to students' learning process and hands-on operation. In teaching, we should pay attention to the occurrence and development of knowledge. Students should not only know what it is, but also know why. It is necessary to strengthen the materials for students' hands-on operation, so that students can experience the origin of mathematical conclusions and gain experience in solving problems.
Fourth, strengthen students' consciousness of independent inquiry and cultivate students' innovation and practical skills.
Einstein said: "The most important educational method is to encourage students to take practical actions." Giving students enough time and space around the problem situation and allowing them to explore independently can not only fully mobilize students' sensory organs and thinking organs, but more importantly, let students experience the process of knowledge formation and problem solving, thus developing students' intelligence, showing all students' personality, creativity and initiative, and improving students' quality. This is an important link for students to find problems, ask questions and innovate themselves, and it is the basis for the main body to participate in teaching. For example, in the graphic congruence, students use their brains, communicate and cooperate, and find various points, which I didn't expect, and at the same time, I deeply feel that the inherent potential of students is immeasurable, as long as we know how to dig.
The new curriculum standard requires students to "obtain mathematical conjecture through observation, experiment, induction and analogy, and further verify, prove or cite counterexamples". In teaching, we should strengthen the training of students' open questions, create appropriate mathematical situations for students as much as possible, let students carry out research, let students at different levels get different degrees of development, and cultivate their innovative ability. Teachers should give reasonable guidance to the discussion questions designed in class, let students discuss and learn, let students think independently and inspire each other in a lively, democratic and harmonious learning environment, strengthen the development of thinking expression, problem analysis and problem solving ability in the process of completing cognition, and gradually improve the quality of students' participation in cooperative learning.
Reflection on Mathematics Teaching in Junior High School
Under the requirements of the new curriculum reform and new teaching materials, how to do a good job in mathematics classroom teaching, improve students' grades, develop students' potential, improve students' interest in learning mathematics, and cultivate students' innovative spirit and ability has become an important topic in the teaching reform. After teaching and learning the new curriculum, I will talk about some experiences of mathematics classroom teaching in combination with my usual teaching work.
First, stimulate students' interest in learning.
Interest is the best teacher. When a student is interested in something, he will consciously and actively explore and learn, and will continue to learn and make progress. If students have great interest in learning mathematics, then our teaching will be much simpler and the effect will be better. Students' learning motivation comes from their interest in learning. Dull learning environment and teachers' teaching methods will only make students more dull. How teachers consciously stimulate students' interest and desire in learning is a concern of every teacher. Strong curiosity is an important source of interest, which will firmly grasp people's attention and make them explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully set questions to arouse students' curiosity.
When I was explaining the discriminant of the roots of a quadratic equation in one variable, when I asked students to solve some equations, I only took a look and told the students the solution of the equations, and the students didn't understand until they did it. Students just
Curious, they wanted to know why the teacher didn't do it, so they learned about the solution of the equation and talked about it in succession. At this time, students will have great interest in talking about the discriminant function of the root of a quadratic equation with one variable. When talking about some geometric problems, after learning the properties of bisector and perpendicular bisector, we can get the equality of line segments without proving congruent triangles. At the same time, we can explain the situation in different ways under different conditions and prove that the line segments are equal. When we talk about "related properties of circles", we will first introduce some practical examples about circles, why wheels are round, and what they will look like if they are square, thus arousing their curiosity to discuss. And "the tangent of a circle", it is easy to solve related problems. At the same time, teachers should also have the necessary basic skills to make students admire in different ways in solving problems.
Second, teachers should do a good job in students' ideological work while deeply understanding teaching ideas.
First of all, explain to students that people have great potential for autonomous learning and make them believe in their skills; Secondly, let students know that autonomous learning is the requirement of the times, so that they can become the masters of learning and improve their skills of autonomous learning and independent thinking. Only by learning to learn can they survive in the competitive society in the future. However, students' ideological work is not influenced by blunt preaching. It is also necessary to let students feel and have clear learning goals in teaching, so as to mobilize students' initiative and enthusiasm in learning, achieve the effect of improving classroom teaching, develop students' potential and promote students' desire to learn textbooks by themselves. Ask them to think more and dare to do it. Strive to create a learning atmosphere and be willing to learn actively.
Third, cultivate students' cooperative spirit and learn learning methods.
The new curriculum advocates students' cooperative learning, and there are many problems that need students to work together to complete. We should also pay attention to the importance of cooperation when students are independent. Besides, in today's society, there are many jobs that one person can't do. What is needed is a kind of cooperation. Therefore, combine textbook knowledge with life and organize students to discuss. At the same time, when studying, sometimes you have to do it independently. When you encounter difficulties, you should read more questions, whether you have missed the conditions or do them before you run out, and form a good habit to learn to learn. Ask me when they have difficulty in doing the problem. I first asked them if the meaning of the question was clear. Watch it a few times and learn to find problems from problems instead of asking teachers. Let them know that the teacher also answers you from questions. Let them learn to find their own problems from problems. In addition, pay attention to the application of mathematical knowledge in real life. Our mathematics knowledge comes from life, but it should also be applied to our life. Because it is the requirement of new curriculum reform, it will solve some practical problems in life. To increase students' interest in and understanding of mathematics and learn useful mathematics, so we will talk about problems in life when teaching.
For example, the practical problem in the application of quadratic function, "There is a bridge on a river, which is a parabolic arch bridge. The maximum height of the bridge hole is 4m above the water and the span is 10m. A ship with a width of 4m and a height of 3.5m will cross the bridge, which aroused their interest in learning mathematics.
Fourthly, cultivate students' innovative spirit and ability to meet the development requirements of curriculum reform.
Junior high school students have just entered adolescence, with strong mechanical memory and poor analytical ability. In view of this, in order to improve the teaching effect of mathematics application problems in senior one, students' analytical ability must be improved. This is a problem that every junior high school math teacher deserves serious discussion. After my research on the new curriculum in recent years, combined with my usual teaching work, I have the following working experience:
1. Grasp the main points of teaching, such as the school year, what knowledge points are there this semester, what are the key points, and what are the difficulties, so that you have a goal in ordinary teaching.
2. Pay attention to explore various problems with students. I find that students have the characteristics of exploring the unknown. As long as their curiosity and interest are aroused, their learning motivation will come up. For example, if they have time after class every time, I will come up with several innovative and not difficult related problems to study with students.
3. Pay attention to the feedback after each new lesson, and correct the knowledge shortcomings found by students in the main homework and quizzes in time.
4. Have a necessary number of exercises. I am opposed to the sea tactics, but a considerable number of exercises are necessary. When practicing, we should have a purpose, grasp the basics and difficulties, and infiltrate mathematical thinking. It is emphasized that teachers should pay attention to the composition and exercise of students' mathematical thinking in practice. With the necessary thinking skills and a good foundation, they can open multiple doors with one key.
5. That is, we should carefully study and sort out the knowledge points, key points and difficulties to be tested in the exam, and the types, difficulties and depths of the topics to be reviewed. In this way, it is very important to have a clear goal when reviewing, which will directly affect the effect and result of review. Of course, to achieve this and accurately grasp it, we must have a long period of experience accumulation and summary, and even setbacks, otherwise it will not work. And I am still groping, but I believe that as long as I work hard, I will understand something.
6. Be an underachiever. Underachievers will affect the grades and average scores of the whole class, so we should try our best to keep up with most promising underachievers. For example, after class, as long as I have time, I usually leave some students with insufficient grades to review, explain or take quizzes. Don't spend too much time, ten or twenty minutes, but after one semester, every little makes a mickle, which will help improve your grades. However, we should pay attention to two points: first, teachers in other subjects should coordinate their time well; second, the ideological work of left-behind students should pass, so as not to have resistance because of being left behind, which will affect the review effect.
Only when the above six viewpoints are comprehensively applied and organically combined with the actual situation of the class can the necessary effect be achieved. Teaching and learning are long-term. No matter how high the teaching skills are, they also need the cooperation of learning. Rural students have poor learning foundation and poor study habits. How to make them better cooperate with teachers' teaching needs constant exploration. In short, under the new curriculum reform, our classroom is a student's classroom. We should stimulate students' interest in learning, develop their potential, teach learning methods and improve their academic ability. Students are the masters of learning, and teachers are the organizers, guides and collaborators of students' learning. Provide students with opportunities to fully engage in mathematical activities, help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, and cultivate students' ability to analyze and solve problems by using mathematical knowledge. Teachers should be able to think more, explore more, innovate more, teach every class well and talk about every topic well. Only in this way can we take the road of teaching reform and improve teaching results. Adapt to the new teaching requirements.
Reflection on Mathematics Teaching in Junior High School
How to make a really good class, how to give a good class, and constantly reflect on teaching in teaching practice and improve in reflection are important prerequisites to solve the above problems.
First, through examples in life, explain the generation and development process of some mathematical knowledge, let students feel that mathematics comes from life, let students really understand their own mathematical thinking methods, and cultivate their own mathematical skills is what we really want to do.
Induction is a very important part of mathematical thinking and ability, and the form of "operational conjecture" plays a more wonderful role in cultivating students' inductive thinking and ability. For example, A: B: C = 7: 5: 3. We can set a=7k, b=5k and c=3k, but students don't understand. Let a=3k and c=7k. Let me give you an example: father: brother: sister = 7: 5: 3, which is easy to understand.
Second, citing examples of mathematics in life, creating situations, stimulating students' learning motivation, guiding students to have good interest and motivation in mathematics, and getting happiness and enjoyment in mathematics learning are our goals. Creating situations through practical problems in life can satisfy students' psychological needs for external novelty and make them feel curious and excited. At the same time, the abstract mathematical knowledge and students' thinking process can be concretized and visualized by using practical examples in life, so as to highlight key points, break through difficulties and stimulate students' motivation and desire to learn.
Thirdly, in teaching, we should use mathematical knowledge to explain some common phenomena of human beings and nature, so that students can feel the universality and value of mathematical application. Mathematics learning should be realistic, meaningful and challenging, which is conducive to students' active observation, experiment, guess, verification, reasoning and communication. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Some examples related to mathematics in life are listed in the compilation of the new textbook. On this basis, teachers can further observe life, collect materials and provide students with some more interesting and valuable examples. Students can explain many phenomena in human social life and nature from the perspective of mathematics, which can make students realize the close relationship between mathematics and nature and human society and understand the value of mathematics, thus enhancing their understanding of mathematics and confidence in learning mathematics well.
Fourthly, in teaching, we should apply the knowledge of mathematics to solve practical problems in life, so that students can further realize the important role of mathematics in human social life, realize the joy of success and the value of mathematics, and understand that knowledge is not only obtained in class, but also obtained in colorful life and social practice, thus breaking the mathematical theorem without feelings, cold mathematical formulas and mathematical symbols without souls. Students can really realize that everyone should learn valuable mathematics and get the necessary mathematics.
Reflection on Mathematics Teaching in Junior High School
How to understand "Junior Middle School Mathematics Curriculum Standard" and its supporting "Beijing Normal University Mathematics Textbook"? If the reading standard is ominous and the understanding is not profound, teachers' display in teaching will be bound by "teaching materials", or they will teach and guide according to "teaching materials". In this way, students' quality development and knowledge and skills can't reach the training goal, which will directly affect the effect of the senior high school entrance examination and bury a large number of talents. So I think the current textbook "Beijing Normal University Mathematics Edition" is just an outline and a clue. It is up to our teachers to dig and explore, to understand and use textbooks with innovative eyes, to have extension and expansion, to have a "sense of purpose", to understand textbooks and the objects we train, and to consciously cultivate and develop students. We should bear in mind that teaching is "all for the growth and development of students".
In recent years, classroom teaching reform has been advocated everywhere. Curriculum reform is the top priority of every school and the unshirkable responsibility of every teacher. Our school sent many teachers to visit and study abroad, and also brought back many good experiences of curriculum reform, which benefited me a lot. In the past two years, I have undertaken the mathematics teaching in Grade Three, and also devoted myself to the preparation of "lecture notes" (many knowledge materials are not from textbooks, but the training questions of the target materials of the senior high school entrance examination and the basic knowledge of the system in recent years). Combined with students' cognitive structure and inquiry skills, I think it is better to teach a lot of Protestant knowledge and materials according to Mr. Kong Lao's statement that "teachers are also teachers, preaching and teaching to solve doubts". For example, in the teaching of concept class, teachers should quote relevant examples or models to explain, so that students can understand the meaning of the concept and the connotation of the concept; In the application analysis of concepts, we should give full play to students' exploration, discussion and communication. However, this does not mean that no matter what materials are available, students must be able to study, explore, discuss and communicate independently. If all the materials are for students to study independently, it is better to let students study at home instead of running their own schools. What is the significance of running a school and recruiting teachers? Of course, what I said is not against curriculum reform, but more conducive to curriculum reform. Let students study, explore, discuss and communicate independently, which is very suitable for practice class, review class and knowledge application class. Exceptions are multiple solutions to one problem, changeable problems and other topics, so students should be fully allowed to discuss and communicate. Perhaps students' thinking and problem-solving methods are much better than our teacher's simple guidance. they
Through discussion and communication, we can find many simple and special skills and methods. Through discussion and communication, we can give full play to students' personality, cultivate students' innovative consciousness and inquiry ability, and constantly exercise students' oral expression and communication skills.
In my opinion, the new teaching should not only clearly explain the process of knowledge development, but also explain it with examples, because in the process of analyzing examples, it can attract students' attention and stimulate students' desire for knowledge. At this time, the good teaching opportunities that every teacher is eager to seize are highlighted. Guiding students to participate in the analysis is to inspire students to associate old and new knowledge, start relevant theorems and formulas, and enable relevant theorems in continuous screening. On the other hand, commenting on examples requires students to have correct writing and problem-solving formats, which is also the basic training requirement of each writing step. Doing so is the basic requirement for all students to practice; If you don't give examples to demonstrate and let students explore, discuss and communicate independently, it will only cultivate students' oral expression ability. Some students have strong oral expression ability, which has been recognized by all students. However, in the problem-solving format and standardized training, the logical relationship between writing and reasoning is quite confusing (for example, Huang Zhuo and Huang Ping in Class 9.7 have strong oral expression ability, but their writing is poor, and even many exercises are not done at all, so they often fail to get high marks in unit tests. This requires constant demands and constant revisions. Encourage their oral expression ability, but at the same time, we can't relax the requirements for writing, so that all students can meet the standardized training requirements.
In a word, I think a math class is generally divided into three steps: the first step is to interpret the new lesson and knowledge, so that students know what to learn and what to achieve in this class. The second step, for example, teachers and students analyze and interpret, choose variant training appropriately, let students communicate in groups, and then discuss what they have gained and what blind spots they have, so that teachers and students can communicate further. The third step is to practice and train independently in the classroom. In the classroom, homework should be arranged in layers according to the level of students. We should not only take good care of outstanding students, but also study poor students, so that all kinds of students can have different gains, without damaging their interest in learning.
Reflections on Mathematics Teaching in Junior High School Fan Wuwen
For students, cultivating potential is an effective thinking activity. Judging from the students they teach, some students simply don't reflect on their homework according to the teacher's requirements, and 95% of these students have low math potential and poor grades. They only do "well-structured" questions, aiming to get answers to them. They don't ask questions. None of these students can push the proposition, but the situation of students who insist on writing reflections is very different.
Case 1, after solving five right-angled triangle "application examples", inspires students to reflect on the problem-solving process of the five questions by analogy, and puts forward reflection questions: Please look at the problem-solving process of the examples again and pay attention to the generalization of the same methods in these processes. What can be found through analogical reflection? Under the guidance of the teacher, the students found that although there are many differences on the surface, they have the following similarities: (2) They all use the knowledge of equations; ⑶ The definition of acute trigonometric function is used; (4) Apply geometry knowledge completely. On this basis, the teacher said: in the process of solving these problems through reflection, I am similar to my classmates. My reflection conclusion is that they all use the same problem-solving thinking strategy or the same problem-solving model, that is, the actual problem is geometric and the geometric problems are equal, and the foundation of the equation is just the definition of the acute trigonometric function I just learned, thus unifying the thinking process and problem-solving process of several examples into the following model (writing on the blackboard, explaining the benefits of each arrow). Through five examples,
Case 2: After solving "trapezoidal ABCD, point E is a point on waist AB, and make a little F on waist CD, so CF:FD=BE:EA", Hu Ling wrote in the reflection column of homework: "Teacher, if point E is on the bottom, how to find the F on the other bottom, I have a method, and I don't know whether to do it. 1. Link AC; 2。 Make EODC and AC in o; 3。 Make OFAB and give BC to F. AE:ED=BF:FC. " At the same time, another student asked the same question in his exercise book and wrote, "If point E is a point on the bottom surface of trapezoidal ABCD, how to find a point F on the other bottom surface so that AE:ED=BF:FC?" Two students asked the same question on the same topic. The former solves the problem, but it cannot be expressed in accurate mathematical language. Although the latter did not find a solution. Both students make good use of intuitive thinking, which is a kind of innovation potential in itself. I announced their guesses in time and encouraged them to take the initiative to guess the innovative spirit. After the announcement, the students reacted strongly and discussed extensively, among which thinking was deeper, problems were extended and various methods appeared. The second exercise book was handed in, and a student proved the new method put forward in the discussion. He wrote: "On this day, Jiang Qiao said, as shown in the following figure, it is known that the trapezoid ABCD, E is the point at the bottom, extending from the waist to F, and connecting EA to AB and G is the point that Hu Ling was looking for yesterday. I think what it says is right; The evidence is as follows: ... (The proof is abbreviated) "I also immediately announced the discovery brought by this student and his proof, saying that Jiang Qiao can think.
For this method, as he said in his reflection, it was his reflection on the solved P244 problem 22 that played a role there. It was precisely because he made a profound reflection at that time and had a deep image of the topics he had done, so it was easy to think of this method. So students should learn from him. After solving the problem, it is not easy to stop, and we must do more reflection. In the next few days, some students continued to think about this issue, and some students further extended this issue. For example, Hu Jing wrote in his Reflection: "Any polygon, one side of which is known as a point, can be found on the other side by Hu Ling's method, so that the ratio with the line segment is equal to the ratio of the two line segments on this side, as long as the polygon is turned into a triangle first. Right? " I commented: "It is good that you promoted the idea put forward by Hu Ling, and you are right. Please try to prove it. "
Encouraging students to ask questions in combination with reflection after solving problems and designating them as one of the reflection materials can not only give full play to students' subjectivity, form a teaching situation of teacher-student interaction and student-student interaction, but also cultivate students' spirit of continuous exploration, thus protecting and cultivating students' innovative consciousness. This is undoubtedly very beneficial for students to "open their minds, highlight their subjects and show their individuality".
By reflecting on the characteristics of exercises after solving problems, we can sum up exercises in our own language or mathematical language, cultivate the profundity of thinking, promote the positive transfer of knowledge and improve the potential of solving problems. The profundity of thinking is to point out the essential characteristics of things through the superficial phenomenon and the external connection at this moment, so as to think deeply about the problem. After solving a problem, we often deepen our understanding of the nature of the topic through reflection on the characteristics of the topic, so as to obtain a series of thinking achievements and accumulate personal knowledge chunks, which is helpful to cultivate the profundity of thinking and promote the positive transfer of knowledge.