As a people's teacher, one of our tasks is teaching, and we can record our feelings and experiences in the teaching process in teaching reflection. How to write the reflection on mathematics teaching in the first volume of senior one? The following is my reflection on the math teaching in the first volume of Grade One, I hope you like it!

As a young teacher, I met many problems in my teaching work. With the help of other teachers, I made the following reflections on my math teaching in the first half of the semester:

First, the reflection of teaching objectives

Teaching goal is the first link of teaching design and the program of a class. If you don't know the procedure clearly or make a mistake, you are doomed to lose the battle. For our new teacher, I think there are the following shortcomings:

1, not paying enough attention to the idea of teaching goal design, and goal design is a mere formality.

2. The design of teaching objectives still only focuses on cognitive objectives, ignoring "emotional objectives" and "ability objectives", emphasizing the instillation of knowledge and the transfer of skills, and seriously ignoring the educational function of textbooks.

3. The design of teaching objectives is vague and not fully open.

The formulation of teaching objectives should conform to students' cognitive procedures and cognitive level. Too high or too low a teaching goal is not conducive to students' development. Students should jump up and pick peaches. "I can't even do such a simple problem." "I have done this problem several times." In this case, we should not blame the students, but reflect deeply on the reasons, whether the students do not accept this explanation or have differences in understanding; Is the student not interested, or the teacher's guidance is not in place, and so on; As a teacher, we must not blame students and reflect on ourselves, which will only backfire and make simple questions difficult for students. Therefore, teaching design should stimulate students' enthusiasm and interest in learning mathematics and teach them the mathematics they need.

Second, the reflection on the teaching plan

In the teaching design, the arrangement of teaching content still has the following shortcomings:

(1) Lack of analysis, synthesis, comparison, induction and overall systematization of the learned knowledge;

(2) Lack of development and utilization of educational function of teaching content;

Third, reflect on the teaching misunderstanding.

I used to think that students would understand if the teacher made it clear. Now I think that if teachers only pay attention to their own lectures and ignore students' feedback, teachers and students' thinking can't be synchronized. Students just passively accept and have no room for thinking and understanding, so they either don't understand or swallow it. After class, through active exploration, students can discover knowledge and comprehend what they have learned. At the same time, we should give students timely feedback, strengthen the feedback of the effect, give students a second chance to make up for what they didn't hear clearly, clear the obstacles in time, and eliminate hidden dangers in learning in the bud.

As an inexperienced student, I often complain that I can't do such a simple problem! As we all know, the knowledge level and acceptance ability of teachers and students are often quite different. For students, it takes a process to accept new knowledge, and the ability of students can never be measured by the level of teachers.

Therefore, in teaching, we must fully understand students' foundation and ability, and carry out teaching with low starting point, multi-level and high requirements, so that students can learn basic knowledge step by step and improve their ability in learning knowledge.

It is not easy to recognize the problem and think about it overnight. I firmly believe that as long as I continue to work hard, renew my ideas and deeply reflect on my teaching behavior and teaching norms, I will certainly develop and progress!

For more than a month, through continuous efforts, I am glad to see that the traditional receptive teaching mode has been replaced by lively mathematics activities. The classroom is alive, and the students are dynamic: they dare to think, ask, speak, do and argue, and are full of thirst for knowledge and expression. Looking at the curriculum reform from the changes of students, there is a sinkhole.

I. Experiences and feelings of success

1, communication allows students to share happiness and enjoy resources.

Students' existing life experience, activity experience and original life background are all good curriculum resources. In the course of "Three-dimensional graphics in life", different students carry out activities according to different life backgrounds, abstract their own graphics and make paper three-dimensional graphics. The communication between them realized their understanding and understanding of the key features of three-dimensional graphics. Everyone * * * shares the happiness of discovery and success * * * enjoys each other's resources.

2. Life-based teaching makes students feel the joy of learning.

The lesson "Algebra" introduces an exercise from the previous lesson, which leads students to explore a law of 5n+2, and thus leads to the concept of algebra. For example, it is pointed out that "algebraic expressions are not only useful in mathematics, but also exist in real life." Then the teacher said a few facts, who can use algebra. Can these expressions have other meanings besides what the teacher just said? "The students began to perk up. A student raised his hand. A book costs P yuan, and 6p can indicate how much six books are worth. "Inspired, every student is looking for examples in life. Everyone can deeply feel the new concept of "everyone learns useful mathematics" from this lesson. We said, "Algebra is in life".

3. Innovative design makes students become active.

Under the guidance of students' online inquiry and careful design, the classroom activity of "I am a little designer" was successfully carried out: this class is designed with the homework of the first volume of seventh grade mathematics as the theme, and a picture is designed with squares, circles, triangles and parallelograms, and what you want to show is explained. The teacher will assign the content of the topic to the students in advance. Two students are the hosts of this class, and the other students show their works and explain their creativity. Finally, as a special guide, the teacher summarizes the students' geometric design, creativity and speeches, and then the students summarize and reflect on themselves. In the whole class, students have experienced the modern mathematical concept that graphics come from life and serve life, which better embodies the effective learning mode of students' active exploration and exchange learning, and is also an attempt of interdisciplinary comprehensive learning.

4. Cooperative inquiry brings happiness to students' success.

In the teaching design and teaching of "Selection of Statistical Chart", students are required to investigate and understand various statistical charts applied in all walks of life and disciplines in groups of four, and collect relevant data of one thing you are most interested in in in life. Data must be collected through actual investigation to ensure the accuracy of data sources. Students collect data through newspapers, TV broadcasts and other media, or conduct surveys, interviews or obtain information on issues of interest to them. The collected statistical charts are rich and colorful, involving all walks of life. Let students understand the practical significance of statistical charts in social life, and cultivate the learning quality of being good at observing life and being willing to explore and study, and the consciousness of cooperation and communication with others.

Second, the shortcomings in teaching and future considerations

1. Create an environment conducive to the implementation of the new curriculum.

2. Pay attention to the establishment of a new teacher-student relationship.

Work harder to deal with the relationship between students, teachers and textbooks, and strive to establish a more harmonious relationship between teachers and students, with a good classroom teaching atmosphere, so as to achieve good classroom teaching results.

3. Deeply study the education and teaching theory of the new curriculum reform.

Make more efforts in the transformation of teachers' roles, and strengthen yourself as a promoter of students' learning, a researcher of education and teaching, a builder and developer of courses, and an open teacher.

4. Strive to improve your business ability.

Especially the ability to control the classroom and teaching materials. Explore the classroom teaching mode suitable for students' characteristics and their own characteristics in our school.

5. Constantly learn and improve modern teaching technology.

Improving the ability of making multimedia courseware can make multimedia teaching courseware with strong pertinence and good effect, which can better assist teaching and improve the efficiency and quality of classroom teaching.

In addition, pay attention to explore their bright spots, give timely praise and encouragement, and enhance their self-confidence. For example, Yuan Peng is usually restless, but he made many mathematical evaluations. I praised him in time in the two classes I taught, which surprised him and made him more active in his future studies. Moreover, students have several poor foundations and weak acceptance. I have repeatedly stressed that meeting is not just a matter of being late and leaving early, as long as you are willing to learn. At the same time, I strengthen extracurricular counseling and try my best to let them experience the happiness of learning success. Since the implementation of the new curriculum and the new curriculum standard for nearly a year, I deeply feel that the teaching concept, the roles of teachers and students in teaching and learning, the teaching methods and the evaluation system of teachers and students have all undergone fundamental changes, which all pose new challenges to teachers. Therefore, only in the teaching implementation, continuous summary and reflection can we adapt to the development of the new teaching situation.

In order to adapt to the social and economic development in the 2 1 century, further improve the quality and continuously improve the educational and teaching achievements. Now I reflect on my past teaching thoughts and behaviors, re-examine my past ideas and practices with the concept of the new curriculum, and summarize some experiences I have gained in teaching reflection to encourage my peers.

First of all, teachers should change the leading role in teaching and the existing teaching behavior.

The new curriculum standards have changed greatly in form and materials, which poses new challenges to teachers' teaching methods. Under the new curriculum standard, teachers should realize the importance and necessity of curriculum reform, update old ideas, establish new consciousness, change the protagonist and confirm their new teaching identity. Teachers are not only imparting knowledge, but also organizers, guides and collaborators of students' learning activities.

(1) Teachers should change from the master of the classroom to the organizer of students' learning. Students are the masters of learning, and one of the important tasks of teachers for the organizers of students' learning is to bring students space and time for cooperation and exchange, which is the most important learning resource environment for students' autonomous learning. In teaching, teachers can adopt various forms of classroom teaching organization, such as individual study, deskmate communication, group cooperation, inter-group communication, class communication and so on. These forms create a space for students to cooperate and communicate, and at the same time, teachers must also bring enough time for students to study independently, so that they can have a relaxed and harmonious learning environment.

(2) Teachers should be disseminators of knowledge and guide students to acquire knowledge. Traditional teaching methods think that "preaching, teaching and solving doubts" is a teacher's bounden duty. The teacher's task in class is to try every means to impart knowledge to students, so that students are completely in a passive position and their thinking activities are completely dominated by teachers. This failure to tap students' potential hinders their development. The task of teachers is not only to teach students knowledge, but also to guide students to explore and acquire knowledge independently. Guiding materials include not only methods and thinking, but also the value of being a human being. Guidance can be manifested as enlightenment and encouragement. When students get lost, we should guide them to find the right direction and encourage them to overcome difficulties when they encounter difficulties.

(3) Teachers should step out of the shelf of "dignity as a teacher" and become collaborators in students' learning. In classroom teaching, the role of teachers can not be ignored. In the past teaching, it was impossible to shorten the distance between teachers and students, to carry out emotional communication between teachers and students, and to form a good teacher-student relationship and a democratic classroom atmosphere. To change this form, teachers should take the initiative to change from "standing on the podium" to "walking among students", so that they can become a member of the students, discuss the problems in their studies with them, and exchange experiences with them in a tone of communication, cooperation and discussion, so that students can get close to the teachers and learn from each other. I am willing to talk to the teacher and communicate with each other when I encounter any problems.

Second, "flexible use" of teaching materials

The new curriculum advocates that teachers "use textbooks" instead of simply "teaching textbooks". Teachers should creatively use textbooks, integrate their own scientific spirit and wisdom in the process of using textbooks, reorganize and integrate textbook knowledge, and choose better textbooks; Deeply process the teaching materials and design vivid and colorful courses; Fully and effectively activate textbook knowledge and form textbook knowledge with teachers' teaching personality. We should not only have the potential to explain problems concisely, but also have the potential to guide students to explore and learn independently.

(1) The textbook is not equal to the textbook, but the textbook is larger than the textbook. The range of teaching materials is flexible and extensive, both in and out of class. As long as it is suitable for students' cognitive laws, materials based on students' reality can be used. Teachers "teaching textbooks" is the performance of traditional "teachers", and "teaching with textbooks" is the attitude that modern teachers should have. Before class, according to the basic knowledge of the textbook, I designed several problems encountered in real life for students to ask questions and investigate, so that they can solve them with their own efforts, experience the process of "doing mathematics" and strengthen their practical exploration potential. In the classroom, students enthusiastically launched their own survey results, which stimulated students' desire for learning and their enthusiasm for learning.

(2) Make full use of teaching materials and create independent space. In the past, teaching and learning were all about mastering knowledge, so it was difficult for teachers to creatively understand and develop teaching materials. Now they can "modify" the textbooks themselves, and some materials are compiled in the textbooks for students to guess and imagine. Develop students' different thinking orientations. The textbook brings many columns and topics for students to read freely. On the one hand, we should guide students to ask questions, investigate and read, and enrich extracurricular knowledge; In addition, on the one hand, we should also cultivate students' problem-solving potential through hands-on operation.

Third, we should respect students' existing knowledge.

Teaching activities must be based on students' cognitive development level and existing knowledge and experience, reflecting that students' learning process is a process of self-construction and self-generation under the guidance of teachers. Students do not simply and passively understand information, but actively select, process and process external information, so as to gain the benefits of knowledge. The process of learning is a self-generating process, which is irreplaceable by others. It is produced from the inside out, not instilled from the outside in, and it is based on students' original knowledge and experience. Ausubel, a famous American educational psychologist, has a classic exposition: "If I were to reduce all educational psychologists to only one principle, I would say that the only most important factor affecting learning is what students used to know. We should find this and educate. " This passage is about "students' original knowledge and experience is the starting point of teaching activities." "After mastering this standard, I always pay attention to starting from students' existing knowledge and experience, understanding what they know, analyzing what they don't know, and designing teaching purposes and teaching methods in a targeted manner.

Fourth, pay attention to the all-round development of students in teaching and evaluate each student scientifically.

Paying attention to teaching evaluation is a major feature of the new curriculum standard. The purpose of evaluation is to comprehensively examine students' learning situation, stimulate their learning enthusiasm, promote their all-round development and pay attention to their learning process. Evaluation is also an effective means for teachers to reflect on teaching and improve teaching. Only by evaluating students can we cultivate innovative talents with knowledge, potential and discipline that meet the needs of the development of the times. To make a comprehensive evaluation, we should pay attention to the following issues:

(1) Motivation is the ultimate goal of evaluation. The evaluation of students' mathematics learning should always be conducive to students' further study of mathematics, not to prove it, but to develop and dilute the function of exams and the concept of scores.

(2) Mathematics learning evaluation should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the composition and development of students' emotions and attitudes, pay attention to students' efforts in the process of learning mathematics, see the progress made by students on the original basis, and evaluate a student comprehensively and fairly.

(3) Pay attention to the diversity of evaluation methods and the flexibility of evaluation forms, and pay attention to students' personality differences in mathematics learning; Teachers should try their best to encourage every student to establish faith, study hard and grow up healthily.

Reflections on the mathematics teaching of the first volume of the seventh grade and the first grade published by People's Education Press. The main teaching goal is to make students understand what is an equation and what is a linear equation. Recognize the benefits of letters representing numbers, and realize that from formulas to equations, this is a great progress in mathematics; The practical problem is abstracted into a mathematical problem, and the problem is solved by finding the equation group of equality relationship. The concept of equation has already appeared in primary school. How to make students understand and use equations at a higher level on the basis of existing knowledge? My teaching strategy is: the first step is to create a problem situation and cause students' cognitive imbalance. The second step is to let students think, analyze and summarize new knowledge through a life example. The third step is to introduce the cultural background of new knowledge, infiltrate students' mathematical culture and pave the way for learning related concepts. The fourth step is to break through the difficulty of this lesson-finding the equation of arithmetic relationship through the combination of lecture and practice. Now reflect on the teaching process of this lesson:

First, success

1. Students have been infiltrated into mathematics culture. The concept of equation has already appeared in primary school. Re-learning the equation in grade one should enable students to understand the equation at a higher level. Therefore, by introducing the cultural background of the unknown letters, students can further understand and love mathematics at the cultural level and show its cultural charm.

2. Set up exercises at different levels to gradually break through the difficulties. There are three main difficulties for junior one students to solve application problems: (1) they can't master the equation relationship; (2) After finding the equation relationship, the equation will not be listed; (3) I am used to arithmetic solution, but it is not suitable to use algebraic method to analyze application problems. Among them, the first aspect is the main one. If it is solved, the other two aspects will be solved easily. For this reason, I set up two groups of exercises, A and B, in the "practice-practice" link. The exercises in group A have helped students to set the unknown quantity, focusing on training students to find equality relations and equations. Group B exercises require students to establish unknown equations independently, break through the mindset of solving application problems with arithmetic solutions, and learn how to find out the equivalence relationship and list the problem-solving methods by examining and understanding the meaning of the problems.

3. Rational use of multimedia teaching equipment. Considering the age characteristics of junior one students, many cartoon animation effects are used in courseware making, which effectively attracts students' attention. The use of multimedia equipment can not only greatly improve the classroom capacity, but also show students' works (answers to classroom exercises), correct students' writing mistakes in time, standardize the problem-solving format, and get rid of the bad phenomena that primary school students attach importance to the results but neglect the process, the problem-solving format is not standardized, and the problem-solving steps are chaotic.

4. Create a relaxed and harmonious classroom atmosphere. From beginning to end, teachers are smiling and interacting with students, so that students can fully express their views, encourage and affirm in time, eliminate the psychological obstacles caused by environmental changes when students enter junior high school from primary school, activate students' thinking and maintain their enthusiasm for participating in classroom learning.

Second, shortcomings.

1, the teaching capacity is too large, and there is not enough time to guide students to sum up how to find the equation relationship. After introducing the concept of a linear equation, this lesson designs a set of judgment questions to distinguish the concept of a linear equation. After class, I think the difficulty of this lesson is how to find the equation of equality relationship, and the concept should be diluted. If this exercise is deleted, students will have more time to sum up the methods of finding the equation relationship, thus breaking through the difficulties of this lesson.

2. Not familiar with students. Because this course is given one month after the first-year students enter school, I still can't name many students. Although you can point your finger at a classmate to answer questions in class, think carefully after class. Doing a good job in the connection of mathematics teaching in primary and secondary schools is not only the connection of teaching content design, but also the connection in many aspects, including teachers' understanding and familiarity with students as soon as possible, which can help eliminate many maladjustments of students who have just entered junior high school.

Third, thinking about the convergence of mathematics teaching in primary and secondary schools

(1) Strengthen the connection between old and new knowledge.

A lot of mathematics knowledge in junior high school is the continuation and improvement of primary school knowledge, so every teacher should be familiar with and master the textbook system of mathematics curriculum standards in order to make a real connection between primary and secondary school mathematics teaching. We should also realize that it is not just a matter for primary and secondary school teachers to handle the connection between primary and secondary school mathematics teaching. In fact, many knowledge points in the whole middle school stage are extended on the basis of primary school knowledge, such as "axisymmetric" and "isosceles triangle" in junior high school learning.

(2) Infiltrate mathematical culture education to keep students' interest in learning mathematics.

From primary school to junior high school, the teaching content is more abstract and symbolic. Some students are getting tired and indifferent to mathematics while studying hard. This is mainly because the examination-oriented education environment pays too much attention to the instrumental value of mathematical knowledge accumulation and mathematical skill training, which makes mathematics learning more and more boring. Therefore, our teachers should let students walk into the middle school classroom, show them a colorful world of mathematics, and always show that mathematics is a kind of teaching in the classroom.

Recently, I opened an open math class in Class 4 of Senior One, with the topic "3.4 Practical Problems and Binary Linear Equation", and the second class was "Profit and Loss in Sales". This class is an inquiry class. In teaching, I adopted the teaching method of group cooperation, communication and inquiry, and under the guidance of the teacher's current affairs comments, let the students do it themselves, use their mouths and brains, calculate and summarize the sales. My teaching process in this class is mainly divided into six links: one is to design the situation, stimulate students' interest in learning and introduce the topic of this class; Second, try to practice and get familiar with the formula; Third, discuss profit and loss problem in sales; Fourth, group presentation, solving inquiry problems; Fifth, consolidate practice and improve ability; Sixth, summarize the relationship between the four common quantities in sales problems and refine the methods to solve the problems.

Reflecting on the teaching of this class, the successes are as follows:

1. Design the situation, introduce the topic, and reflect the idea that teaching comes from life and serves life. "Hanbin junior high school opposite the computer city has sold routers. The advanced price rises by 20% and then sells by 20%. One sells 96 yuan. Is it a profit or a loss? " Through this question, it plays two roles, one is to introduce the topic, and the other is to look at the question in a way that you can't just look at the surface and make an answer. You must use the quantitative relationship to calculate and make a judgment.

2. Choose exercises to familiarize students with the formula.

3. Solve the difficulty of exploring the problem, and divide the problem into six small problems, which is convenient for group cooperation and timely completion of the task.

4. Use group cooperative learning to fully demonstrate the whole process of students' inquiry.

5. In teaching, students can be encouraged to speak and show boldly through inspiring language, so that students can complete their learning tasks in a relaxed and harmonious classroom atmosphere.

Looking back at this lesson, I think there are still some shortcomings in some teaching design and teaching process:

1. can't correctly grasp the time of each link to achieve the expected learning effect. Students' language expression ability and generalization ability also need to be further improved.

2. The cultivation of students' thinking diversity is ignored in teaching. I always worry about students making mistakes, so I let students think in the direction I thought in advance from the beginning, which controlled the development of students' thinking.

3. Hierarchical, sub-topic grouping arrangement or recommended homework is not in place.

It is impatient to give students insufficient time to think.

5. Students' participation needs to be further improved.

Only when teachers give students the initiative in learning, return the process of thinking to students, and let problems be solved together in group discussion, cooperation and exchange, can the new learning method of autonomy, cooperation and inquiry be implemented and the classroom be restored to its original appearance. Students are the main body of learning and classroom.

After the last lesson, the students have mastered the steps of solving the four linear equations: removing brackets, moving terms, merging similar terms, and changing coefficients into 1. In the next class, we will focus on:

(1) Solve the "denominator" in the equation.

(2) Establish equations according to practical problems. In this way, we can master the five-step deformation method commonly used to understand linear equations of one variable.

Get an equation from a problem of finding an unknown number. The characteristic of this equation is that some coefficients are fractions. At this time, the students have used the deformation method of merging similar terms and changing the coefficient into 1. However, quite a few students find it difficult and error-prone to sum several scores when merging similar items. How to solve the equation? The students are confused and don't know where to start. At this time, they need to find a new deformation method to solve it, and their thirst for knowledge comes out. What they think of is to remove the denominator, that is, to remove the denominator and turn the fractional coefficient into an integer, so that it is more convenient to solve the calculation in the equation.

When removing the denominator in solving the equation, we find that there are some problems:

(1) Some students will not find the least common multiple of each denominator, so they should be guided appropriately.

(2) When multiplying the terms on both sides of the equation by the least common multiple of each denominator, omit the terms without denominator.

(3) When the numerator in subtraction is a polynomial and the denominator is just the least common multiple of each denominator, after removing the denominator, the numerator as a whole has no brackets, and the symbol is easy to be wrong. For example, if both sides of the equation are multiplied by 2, 2x-x+2=2, where x+2 has no brackets and the sign is wrong.

Reflections on the first volume of mathematics teaching in Grade One and Grade Seven; The class I teach this school year is Grade One (3, 4) mathematics. The student bases of the two classes are different. There are few excellent students in Class Three, but there are many poor students in these two classes. I just received it and thought it was good. Then after getting familiar with it, some problems gradually emerged. For the first time this semester, after the exam, each student is required to write a written post-exam reflection material. After the second monthly exam this semester, every student except the top students wrote an exam summary. Combining what they said with my own feelings, I summarized the following points:

First, mathematics learning lacks consolidation.

In teaching, I found that many students have a high enthusiasm for mathematics learning, attach great importance to mathematics learning, and show a lot of concentration. Most students listen carefully in math class and concentrate on answering questions. They think they studied well in the past, and now they just need to finish their formal homework. Some students think it doesn't matter whether they do math homework or not, but they can understand it in class anyway. As a result, math homework was put into the "cold palace" by them. In view of these situations, after half a semester, I took some measures to change the way of checking homework and check and correct it with my parents. At present, many students have made great progress, but there are still a few students who go their own way, which is a headache.

Second, the idea of learning mathematics is lax.

For the first-year students, at the beginning, they are more disciplined in class and love to answer questions. But after a period of time, my study intention became worse and worse, and my thoughts became more and more scattered. Some students feel at home in the classroom. There is another phenomenon. The teacher asked questions and there was silence below. Even if someone knows the answer to the question, they are too bored to talk about it, but they are very interested when the teacher talks about extracurricular things. There is also that students are blind to the purpose of learning and don't know why and how to study. They only know that they can work to earn money in a few years, but they don't realize the importance of knowledge in this era of fierce competition for talents. Without knowledge, you are illiterate. Even if you work, others can only treat you as a coolie, and with knowledge, even if you work, others will treat you as a person.

Third, learn mathematics and play "cleverness"

Some students rely on the good foundation in primary school to play "cleverness" when they study in junior high school. When they usually do their homework, they do the questions carelessly and their answers are incomplete. Don't look at the questions carefully during the exam, and completely ignore the meaning of solving problems. For example, math multiple-choice questions do not specify that there is only one answer, but some students choose multiple answers; If the topic is wrong, some students think it is the right choice; There is no format to solve the problem; The teacher has repeatedly emphasized the choice of questions, leaving blank space and so on, but some students still make these mistakes.