As a new people's teacher, we all hope to have first-class classroom teaching ability. Through teaching reflection, we can effectively improve our teaching ability. Let's refer to the teaching reflection we need! The following is my collection of reflections on the practical teaching of first-grade math teachers in primary schools. Welcome to read the collection.

Reflections on the first-grade practical teaching of primary school mathematics teachers 1 In the teaching process, as teachers, we always want to complete every teaching task well, but due to subjective and objective reasons, despite our careful preparation, there will still be some unsatisfactory places and some mistakes in details. How to deal with these errors? As a teacher, in the long-term teaching practice, I summed up my own methods:

First, be frank and generous, and sincerely win the respect of students.

Case: once in class, the teacher was lecturing on the podium, "Report!" Suddenly, a student stood up. "Teacher, you wrote the wrong topic. This section should be the first section of the fourth chapter. " The teacher looked at it carefully, and sure enough, he wrote "Chapter 4" as "Chapter 5", and the class paused briefly. ...

In my opinion, for this kind of detail error, because of its appearance, classroom teaching is stuck and normal teaching procedures are broken. Therefore, teachers should handle it calmly, don't be nervous, and don't scold students; On the other hand, teachers should take the initiative to admit mistakes and correct them immediately, so that the blockage caused by mistakes can quickly disappear and teaching can continue. People often say, "To err is human?" The teacher's frankness can not only save time, but also gain students' understanding, which will not delay teaching and establish a good teacher image.

Second, it is better to cross the sea than to cross the sea.

Case: This is an open class. In class, the teacher spoke vividly and interestingly, and the students discussed enthusiastically. But after learning the second question, the teacher suddenly found that the first question missed a knowledge point. What should I do?

I don't think it's appropriate for the teacher to openly admit such a detail mistake: "Students, we missed a question just now …". Because this mistake did not cause the interruption of classroom procedures, its appearance can be completely compensated by the teacher's wit. If the teacher openly admits his mistakes, it will destroy the normal teaching procedure in the classroom. Of course, this does not mean that teachers can ignore such mistakes. At this time, what teachers need is to follow the trend and improvise. For example, in this case, the teacher can pick up the missing knowledge points after discovering it. This requires teachers to use their brains to think about how to transition to the missing knowledge points, where to insert them and so on. This kind of treatment not only corrects the mistakes, but also does not affect the classroom teaching. I call it cheating.

In short, teachers must calmly face the small details of mistakes, treat them differently, correct them, reflect deeply, find out the reasons and avoid making mistakes again.

Reflections on the practical teaching of primary school mathematics teachers in the first grade 2 "Addition and subtraction" is a learning activity to calculate numbers based on the psychological characteristics of primary school students and the games that students like. With the help of logical schema with reasonable mathematical meaning and emotional and mathematical value, students can participate in the integration of "addition and subtraction" in interesting and beneficial game activities, experience the process of "re-creation", feel the close connection between mathematics and daily life, and experience that many problems can be solved with mathematical knowledge. Mathematics is a tool to solve practical problems and communicate.

Learning background information is the basis for students to get started. Only when students are interested in learning background materials will they actively participate in learning. Introducing students' favorite game activities into the classroom makes students feel more cordial and have a strong desire to participate, which promotes the connection between school mathematics teaching and students' daily mathematics background. Let the students talk about mathematics in the game. Students think there is mathematics in the game and it is useful to learn mathematics. Presenting the "logical schema" set to the game state to students makes the boring calculation data return to life skillfully and naturally, shortens the distance between mathematics and students, and enhances the affinity with mathematics.

Tell me, by the way, which group do you like? In order to inspire the "fuse" of students' thinking, students use familiar experience to absorb information, analyze information and guess imagination. In practice, observe and compare, verify and reason, discuss and debate, analyze the reasonable components and defects of many viewpoints, absorb the advantages of others' thinking, and try our best to improve their own and others' viewpoints. Students play in middle school and at school; Realize through thinking and gain through understanding. We should not only master knowledge, but also think about knowledge, question knowledge, criticize knowledge and innovate knowledge.

Reflections on the practical teaching of primary school mathematics teachers in the first grade 3. Mathematics is a very rigorous subject. In teaching, our teachers often pay too much attention to teaching logic and knowledge, which leads to depressed classroom atmosphere, boring students and low teaching effect.

However, it is very difficult to have a good math class and make students listen interesting and learn easily. It is very important for teachers to guide at the beginning of class. If the beginning of the class is well introduced, it can highly stimulate students' knowledge and interest in learning, achieve twice the result with half the effort, and make the whole class very active.

So how to import it to achieve such an effect?

I think it's best to be close to the life of primary school students, start with some examples around us, or set some questions, quote some figures, or adapt some interesting math stories, and then teach them, so that students can understand them easily, stimulate their interest in learning, and make the whole classroom teaching effect excellent.

Our school has opened an open course of subject teaching. We were lucky enough to listen to a math class given by Song Xiaoping, and her wonderful introduction aroused the students' interest at once. Originally a boring math class, it was asked to bring students into a magical realm with beautiful and natural language.

Throughout the class, the students' mood is high, the problem-solving is targeted, and they have a sense of accomplishment, and the teaching effect is quite good. At the same time, the whole class is very active and the teaching effect is good. The classroom atmosphere is relaxed, and before you know it, a class is over, the teaching task is successfully completed, and the students' learning enthusiasm is also very high.

Our mathematics comes from life and is used in colorful life. Maybe different teachers introduce mathematics in different ways, such as being good at setting doubts, being fond of induction, and being accustomed to going straight to the subject ... It can be said that "different people have different opinions", but learning mathematics will eventually return to life and solve some practical problems in life.

Therefore, the closer we are to our real life in teaching, the easier it is for students to understand and comprehend. Of course, the better our teaching effect will be, the more fun students will have in math. Solving practical problems is no longer led by teachers, students follow teachers, but pay attention to students' words and regard themselves as one of the students.

In this way, we can adjust the teaching process of problem-solving at any time according to students' autonomous learning, design and organize follow-up teaching activities, effectively promote the reform and innovation of mathematics problem teaching, improve the quality of problem-solving for primary school students, and give full play to its theoretical value and application value.

Reflections on the practical teaching of primary school mathematics teachers in grade one 4 Clocks and watches are no strangers to grade one students. From the communication with students before class, it can be found that most students have a necessary understanding of the hour hand, minute hand and even second hand on clocks and watches, and have a necessary perceptual life experience for the whole time in life. However, students' perceptual knowledge is often general and one-sided, which only stays at the level of perception and does not constitute an operable way of thinking about time. Therefore, in designing this class, on the one hand, we should grasp the students' existing knowledge background and tap their life experience; On the other hand, we should guide students to experience the process of understanding the clock face and the whole time, pay attention to experience and sentiment, let students master the general method of watching time, and then consolidate and deepen it in the process of solving practical problems. When designing this course, I followed the student-centered approach, guided students to observe, compare, operate and explore boldly, and learned to know clocks and watches in the subjective inquiry. After practical teaching, the reflection is as follows:

First of all, deal with the good aspects

1. Courseware arouses students' interest. In order to fully mobilize students' learning initiative and attract their attention, I use exquisite courseware to stimulate students' interest in the whole class. "Riddle guessing" is also the favorite of children of the first grade. Therefore, let students introduce it into their favorite "riddle guessing" and then show the color clock with courseware. On the one hand, let students know that clocks and watches are closely related to daily life. On the other hand, let them grasp their own age characteristics and psychological characteristics, create scenarios, and let them establish their perceptual knowledge of clocks and watches as a whole, thus mobilizing their initiative in learning.

2. Pay attention to cultivating observation skills. I have fully embodied my understanding of the clock face and the whole time. First, the courseware shows the clock face for students to observe and see what is on the clock face. With the help of students' experience of clocks and watches in life, let them know the clock face by themselves. In this session, I let students observe and talk about their own self-discovery, let students report their own self-discovery in detail, and then let them observe it again against their clocks. After the students have a necessary understanding of the clock face, I began to teach-know the hour, which is also the focus of this class. After students' observation, communication and practice comparison, students can master "the minute hand points to 12 and the hour hand points to several hours".

3. Pay attention to hands-on practice. "A child's wisdom is at his fingertips." One of the important ways of learning mathematics advocated by curriculum standards is hands-on practice. Because time is an abstract concept, students may have necessary difficulties in learning, so they need a lot of operational activities to learn. I asked each student to prepare a physical clock face, and combined with the teaching materials, let the students dial the clock at the right time. In class, I let the students dial the clock by themselves, which provides students with opportunities for hands-on practice, independent exploration, observation and thinking.

Second, the shortcomings:

1. Because students don't practice often, they don't listen to the teacher's guidance during the operation. In group activities, students have a poor sense of cooperation. From hands-on operation to independent exploration to language and literature expression, students are at a loss.

2. The direction of the questions raised is not clear enough. For example, students observe three clock faces and find out their similarities and differences. I ask students to tell me what you have found from the three clock faces, and this question is too broad for students to grasp the main points and answer. Try to ask questions from one angle, such as where the hour hand and the minute hand are, and what are their similarities, so that the scope of answering questions is limited and there will be no ambiguity. Therefore, when designing questions, teachers should fully estimate the possible problems in students' understanding, so as to find and grasp the key points and make the questions targeted.

In class, students' hands are not wide enough to talk.

I think my language is not refined enough. If my language can be more energetic and rich, especially encouraging students to be more rich, I can pay more attention to the development of students' emotions and attitudes, thus mobilizing students' initiative in learning.

In a word, it is not enough to teach students only the knowledge in books in teaching. Students should feel the charm of mathematics, love mathematics and take the initiative to learn mathematics while learning book knowledge. In the future teaching, we should also cultivate students' good study habits, pay attention to cultivating students' practical skills, and cultivate students' observation ability and language expression ability. At the same time, we should continue to learn, so that we can have enough adaptability in class and constantly improve our professional level. Only in this way can students like mathematics and learn it well.

Reflections on practical teaching of mathematics teachers in the first grade of primary school 5. This year, for the first time, I met a freshman who was teaching grade one. The lack of teaching experience has caused me a lot of confusion and hesitation. During this period, I was discouraged, but I was more courageous and regained my enthusiasm for teaching. A semester has passed, so it is necessary to make a summary of this semester.

First, do a good job.

1, not limited to textbooks. According to students' existing life experience and knowledge experience, textbooks can be reorganized appropriately for flexible use. For example, when teaching "Which Day", I put aside the static pictures in the textbook and used the life resources in the classroom to let the whole class participate in the activities together, and the students were very interested. Let the students prepare together first. I said, "first row". Then the students in the first row quickly stood up. When talking about the first row, create a tense atmosphere (lengthen the word "first") so that students can concentrate and fully understand the concept of the first row in the game.

2, to trust students, first-year students have unlimited creative potential. As long as students are given enough time and space to think, their creative potential is infinite. For example, when teaching "six-method composition", students can not only sum up five composition methods, but also combine them into one. For another example, after I teach the number 1 1 from 0 to 10, let the students make up a set of exercises to show the number 1 1 vividly. You can use your body, hands and so on. In the second day's report exchange, I was pleasantly surprised to find the students' great creative ability, and each number became vivid under the deep interpretation of the students.

3. Make full use of students' life experience in teaching. For example, when teaching "classification", students can classify things in the room and find that they can be classified according to color, size, use, shape and material. At the same time, students have different views on where to put the classified things. When dividing shoes, students put a layer of leather shoes and a layer of sandals. It can be said that when people line up according to their height, their height is in the front and their height is in the back. Students combine the idea of classification with real life and fully experience the use, benefits and convenience of classification.

Second, lack and confusion.

1. Although I have read many books on curriculum reform, I know how to do it in theory, but it often changes in practice. Many teaching methods introduced in books are not suitable for real teaching. Although open-minded, and bold to try new teaching methods, but the classroom organization is a bit weak, the order is not very good, students say one thing and do another, even the best teaching design can not be implemented. Last semester, I tried to use strict teaching attitude and gentle and amiable teaching attitude. However, the effect is not lasting. In this semester, I should probably pay equal attention to both "strictness" and "looseness" in teaching methods and attitudes, but when to be "strict" and "looseness" is something I will explore and grasp as a new teacher in the next few years.

2. The application of modern educational technology in teaching is not enough. It is hoped that all classes in Grade One who can use courseware will demonstrate the vivid teaching process with courseware to attract students' attention and interest. In this way, classroom discipline will be much better.

3. The different starting points of first-year students are a headache for teachers. In teaching, it often happens that good students "don't have enough to eat" and poor students "can't hold on". Especially in a class I teach, students with good academic qualifications can understand themselves and understand difficult problems, while students with poor academic qualifications can't digest well after three or four times. How to teach children at different levels in accordance with their aptitude? This is another headache.

In short, last semester's mathematics teaching gave me a lot of directions for reflection and suggestions for improvement. I hope I will make some progress this semester.

Reflections on the practical teaching of primary school mathematics teachers in grade one 6 As we all know, children in grade one like to play and play games. Therefore, if we can create more game situations in teaching so that children can learn something while playing, we will get twice the result with half the effort. This is my experience after the lesson of Toys.

Toy class not only enables students to correctly count the number of objects within 5, learn to express the number of objects within 5 by calculation and drawing, but also can read and write the number 1-5. Another important goal is to let students know the order of 5 numbers and use 1-5 to express the order of things. For the first goal, I believe that everyone will pay more attention to it in classroom teaching and it can basically be achieved. But for the second hidden goal, I believe many teachers will pay less attention to it. Looking back on the class I taught in Senior One two years ago, I didn't pay enough attention to the second goal, and the handling method was relatively simple. Just ask the students to count and fill in the fourth question on page 8 of the book, and you will know that 1-5 can also be used to indicate the order of things. Through homework feedback, I found it was very bad. The "second child" and the "second child" children are basically confused. To draw the second one, most children draw the first two. Because of this experience and lesson, I started the toy class again today. In addition to completing P8 and 4, I also created a situation in which five children were invited to the podium to play games according to the teacher's instructions, and the other children were judges to see which one performed best. 1.5 Children count off in order. 2. The fifth dequeue. 3.5 children out of the queue. In the game, it didn't go well at first. Some children don't understand the difference between five and five and want to get rid of five, while others get rid of five. But with the help of other children, it can finally be finished. After the first round of competition, many children were very enthusiastic and wanted to go on stage, so the competition was played for two more rounds. In the next two rounds of games, it is obvious that the children have made progress, and most of them can understand the difference between "which number" and "which number", that is, cardinal number and ordinal number. Therefore, after finishing the homework in the afternoon, the possibility of "third" becoming "third" is small.

Therefore, in teaching, we must follow the age characteristics of students and create more game situations that students like, so that students can learn mathematics in activities and life, experience the joy of success and stimulate their interest in learning mathematics.

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