The primary task of junior high school mathematics teachers is to establish a correct view of mathematics and actively promote the transformation of their own ideas, so as to realize the transformation from a static, one-sided and anti-theoretical view of mathematics to a dynamic and demonstrated view of mathematics. In particular, to realize the transformation from simple unconscious understanding to conscious cognition of the above problems. We should look at students from a developmental perspective, so that there are people in our eyes and people in our hearts. "Someone in the eyes" is to pay attention to the current students and cultivate their autonomy, initiative and creativity. Recognize and affirm students' dominant position in the teaching process, cherish and respect students' self-esteem and self-confidence. Cultivate students' self-care ability, stimulate students' interest and curiosity, take the initiative to participate, respect students' differences, and don't judge students by the same standard, let alone judge heroes by scores. Teachers should encourage students to ask "why?" "Do what?" How? "Encourage students to dare to refute, challenge authority and challenge textbooks. Cultivate students' innovative spirit.
For the first math education and teaching this semester, I reflected on the following aspects:
First, thinking about classroom teaching
1, for all, teaching students in accordance with their aptitude.
Students' individual differences exist objectively. Every student has a unique personality and strengths, many "bright spots" and his own weaknesses. Teachers should understand the individual differences of students, take care of middle-aged students, gifted students and the transformation of underachievers. Therefore, in the teaching process, teachers should teach students in accordance with their aptitude, implement hierarchical teaching, strengthen individual counseling, and design problems at different levels to provide all kinds of students with opportunities for success as much as possible.
2, grasp the "three basics" teaching.
"Three basics" teaching refers to basic knowledge teaching, basic skills training and basic ability training. Junior high school mathematics syllabus
It is pointed out that "the basic knowledge of junior high school mathematics is the concepts, laws, properties and formulas in algebra and geometry in junior high school, as well as the mathematical ideas and methods reflected in the content", and skills are the actions and abilities completed by using basic knowledge according to certain procedures and steps, which is a summary of the processing process of ideological materials. "Three basics" teaching is the foundation of quality education and the cornerstone of students' further study and development.
3. Optimize the classroom teaching structure and develop thinking.
The quality education of "Mathematics is the gymnastics of thinking" requires paying attention to cultivating students' intelligence and ability. Thinking is the core of intelligence, and the cultivation of ability depends on the formation of good thinking quality. Therefore, developing students' thinking ability in classroom teaching is an important embodiment of in-depth teaching of quality education. In my teaching, I mainly optimize the classroom structure and let students participate in the teaching process, thus developing students' thinking.
4. Excavate moral education materials in textbooks and carry out ideological education.
Good personality quality refers to correct learning purpose, strong learning interest, tenacious learning perseverance, scientific attitude of seeking truth from facts, independent thinking, innovative spirit and good study habits. In teaching, the great achievements of mathematics in ancient and modern China are introduced appropriately, so that students can understand the rich scientific contributions of the motherland and gradually improve their self-esteem and self-confidence. Let students realize their responsibility to inherit the glorious tradition of the nation. Make students have good thinking quality, good personality quality and pure thinking quality. Only by truly implementing the quality education of all students in the whole process of mathematics teaching can we meet the fundamental requirements of the quality demand of talents in the 2 1 century.
Second, review and prepare lessons
If classroom teaching is compared to playing a beautiful piece of music, then preparing lessons is composing music. Reflect and pay attention to three points:
1, prepare the textbook. It is necessary to deeply understand the teaching materials and deal with them scientifically. Examples (exercises) in textbooks often appear to be weak. According to the examples (exercises), carefully design some paving or extending topics to form example groups, so that students of different levels can get their places. Do a rational examination of each class, where today's class succeeded, where it failed, and where it needs improvement. Constantly sum up successes and failures.
2. Prepare students. I feel that the difficulty in preparing lessons is to prepare students. The difficulty is that every student is an unbalanced thinking body. Doing face-to-face homework well is an important job to often go deep into students consciously and understand and study students from all aspects inside and outside class. Come to every student in person as much as possible and ask: What do you think? Let students show their cognitive process, discuss and correct in communication. Enhance the feelings between teachers and students, so that students have more active right to correct mistakes when doing homework.
3. Prepare for practice. On the premise of consolidating teaching achievements and testing teaching effect, we should carefully choose homework. Specifically, do three things well: ① exercises that closely correspond to this lesson and can best strengthen the teaching focus; (2) To conform to the practice of this lesson, what knowledge should be learned before, how strange these knowledge are in students' minds, and how to summarize them; ③ In view of the causes of students' mistakes, we are willing to spend time in classroom teaching to make students reflect on the mistakes in the process of solving problems and provide students with an opportunity to re-understand the basic knowledge, so as to deeply understand the basic knowledge.
Third, the transformation of students with learning difficulties in mathematics
1, correctly understand the differences between students and teach students in accordance with their aptitude.
According to the theory of multiple intelligences, many students with mathematics learning difficulties are actually students who are weak in language intelligence and mathematical logic intelligence, but have comparative advantages in one or more other intelligences. If these students find a suitable learning method, that is, they are good at using their extraordinary intelligence to study, then they can also get good grades like other students. This requires teachers to choose educational methods suitable for students' different characteristics in the teaching process and teach students in accordance with their aptitude effectively.
2. Guide learning methods and cultivate good study habits.
In view of the lack of mathematics learning strategies, students will not process and reserve information, and will not reflect on the process and methods of adjusting their own mathematics cognition. In the process of making up for the lack of knowledge, teachers should take mathematics learning and problem solving as the carrier, let students understand the characteristics of mathematical thinking activities, let students master as many basic learning methods and learning skills as possible, and cultivate their ability to use various methods flexibly. For example, when teaching "the solution of one-dimensional linear inequality system", students feel abstract and it is difficult to master the method of determining the solution set of inequality system. I taught them two methods. The first is the formula: "take the big one; Take the small as the big; Small, large and medium search; Can't find a big one, can't find a small one. " Students find it easy to understand, remember and relax. The second is the combination of numbers and shapes: first, draw lines on the number axis to represent the solution set of each inequality, and then the numbers covered by all lines on the number axis are the solution sets of inequality groups. Students feel that this method is vivid, intuitive, easy to operate and understand, and has received good teaching results.
3. Pay attention to cultivating students' interest in learning mathematics and stimulate their enthusiasm for learning.
First of all, through intuitive teaching to attract the attention of students with learning difficulties, so that students can understand the concept and essence. Secondly. Strengthen the artistic application of teaching language to make teaching lively and interesting. In classroom teaching, teachers should pay special attention to observing the learning mood of students with learning difficulties, use lively teaching language and relevant interesting examples appropriately, activate the classroom atmosphere and guide each student to enter a positive thinking state. Third, create situations to stimulate interest. We can make full use of mathematics in our life, tap the beauty of mathematics, and create and educate beauty; You can skillfully set obstacles and create suspense; Teaching can be re-created, re-discovered and re-explored. Let students with learning difficulties stimulate their interest in mathematics under the guidance of pleasant teaching. Teachers should also attach importance to emotional education. Students with learning difficulties especially need teachers' care and love. When they fail, teachers should give psychological comfort in time and take the initiative to help them analyze the reasons and overcome difficulties; When they make progress, they should be encouraged and affirmed in time so that they can experience the joy of success. For example, although we have seen that the calculation of a certain question is wrong, we still use kind words to motivate students, so that students can feel their progress and hope, and at the same time find their mistakes and shortcomings.
4. Hierarchical design exercises and test questions, so that students have the opportunity to experience success.
I arranged two feedbacks in one class. First feedback-try to practice. Found the problem, timely supplement, strengthen the adjustment; The second feedback-class assignments, if defects are found again, can be remedied in class. Carefully design each exercise, aim at it, pay attention to comments on the basis of feedback, help students with learning difficulties make up for their lack of knowledge, let them master what they have learned in practical application, and gradually form skills. When assigning homework, we should pay attention to the degree of difficulty, guide and transform students with learning difficulties, and urge them to finish it seriously. Students with learning difficulties who have done their homework well or made progress in their homework should be praised and encouraged in time; In the examination paper, we should consciously set some easy questions, cultivate their confidence, let them taste the sweetness, let them realize that they can learn well, and put forward specific requirements for them before the exam, and give individual counseling to the weak points of knowledge, which may make some students with learning difficulties get higher scores after hard work, make them feel that they can pick peaches in one jump, and gradually change their sense of success in learning. Cultivate them step by step and encourage them to strive for progress.
From the rational examination of the final exam, I realize that the process of teaching is not only the process of promoting students' learning, but also the process of teachers guiding themselves to know themselves. I am determined to explore boldly, run teaching with wisdom, irrigate students with emotion, and make due efforts to improve students' mathematics quality.
Reflection on the teaching of mathematics teachers in senior one: most of the students in grade 27 of Fan Wen are teenagers, who are in the stage of physical growth and knowledge acquisition. They are curious, enthusiastic, lively and full of vitality in all aspects. But they have poor self-control and lack of concentration. Let me talk about my experience in seventh grade mathematics this semester:
First, make clear the purpose of learning.
The level of seventh grade students' learning enthusiasm is generally determined by their learning motivation.
Second, seriously question and stimulate interest in learning
Ignite the spark of students' "love" for mathematics Einstein famously said, "Interest is the best teacher". If a person has the mentor of "interest", his perception will be clear, his memory will be profound and lasting, and his learning will turn from passive to active. In teaching, we should pay special attention to attracting students with knowledge itself. Clever introduction and careful questioning make students eager for new knowledge and stimulate their enthusiasm and initiative in learning. For example, using the illustrations at the beginning of each chapter of the textbook to ask general practical questions can not only improve students' interest in learning, but also help students understand the learning purpose of each chapter; In addition, I also use the feedback of students' daily homework and unit test results to further stimulate and cultivate students' interest.
Third, carefully design the teaching process and change the classroom teaching methods.
The psychological state of students who adapt to physical and mental characteristics is often directly affected by the classroom atmosphere. Therefore, it is necessary to mobilize students' inner learning psychology. When preparing lessons, we should determine the starting point, depth and breadth of teaching according to students' intellectual development level and psychological characteristics of mathematics, so that students at all levels can gain something. In order to adapt to the physiological characteristics that learning attention can not be concentrated for a long time, the teaching time of each class is no more than minutes, and the rest time is spent reading books or doing exercises.
Fourthly, the mathematics thought in classroom teaching.
Thought and method are an important part and the soul of mathematical science. While imparting knowledge, teachers should pay attention to the education of mathematical thinking methods, and timely and appropriately teach students reasoning and problem-solving methods that are not specifically described in ordinary textbooks, which is conducive to improving students' initiative and ability to analyze and solve problems. For example, the chapter of rational numbers highlights the idea of combining numbers with shapes, introduces the corresponding relationship of numbers step by step, and inspires students to find and solve problems from both numbers and shapes. In practice, students are guided to think about the conclusions in general situations, and inductive thinking methods are infiltrated from them to promote the formation of thinking ability.
In fact, mathematical thought permeates the definition of concepts, the derivation of laws, the proof of theorems and specific answers, which requires teachers to tell the rare treasures that students can't see between the lines of textbooks from the perspective of methodology, and to tell the methods of decision-making and creation, which are carefully refined, deliberately infiltrated and often used.
I have been working as a junior high school math teacher in Xinxing Middle School this year. I always feel that there are many shortcomings and reflections in teaching in recent years. Many exams have found an important question, and many students still have great problems in mastering more basic topics. These seemingly simple questions have made mistakes. In the usual teaching, students always feel that they have mastered these problems, which need not be emphasized too much, but in fact they are the most serious problems. Therefore, it is necessary to further implement the feedback and correction of students' exercises in the usual teaching.
In normal teaching, we require students to hand in their math homework on time. The purpose is to find problems in time, try to solve problems in students' homework in time, effectively implement the role of correction, implement feedback and correction, effectively grasp the problems of the day, understand and solve problems, and correct them in place, that is to say, feedback should be timely and correction should be in place. In addition, we should also pay attention to whether the feedback information is true and whether the correction method is effective. Because the feedback information is false or not completely true, then we can't find the problem, we can't fully understand the students' situation, and we won't take timely and correct corrective measures. I think we should pay attention to the following aspects:
First, pay attention to the timeliness of feedback error correction. In classroom teaching, we should pay attention to guiding students to concentrate, think diligently and speak and do things actively. Students' feedback information can be obtained by asking questions or acting on the blackboard. Generally speaking, we should closely combine questioning, answering, commenting and correcting mistakes, pay attention to tutoring their learning methods, correct their learning deficiencies, correct their homework in time, solve problems on the same day and give timely information feedback. Do a good job in the statistics and analysis of the knowledge gap between students in monthly exams and mock exams, and put forward targeted opinions. Students are required to make a good record of error correction and prepare a special error correction book, which is convenient for students to correct mistakes accurately and easily, and is not easy to forget. Targeted follow-up training and inspection. At the same time, don't delay commenting and correcting mistakes for too long. It is best to solve problems in class and give timely feedback on the same day.
Second, pay attention to the accuracy of feedback correction. In teaching, we should often go deep into students to understand their difficulties and requirements, actively and enthusiastically help them answer questions, let them feel the warmth of teachers, and try to taste the sweetness of learning progress by actively cooperating with teachers and truly providing information. So as to actively cooperate with teachers to correct problems in homework and exams in time.
Third, pay attention to the flexibility of feedback error correction. We can adopt flexible and diverse forms of feedback correction in teaching. We can design a correction plan in advance, and we can also predict the places where students are prone to make mistakes, so that students can avoid detours. After obtaining the information, carefully analyze the essence of the problem and the causes of the problem, and then implement the rectification plan in a targeted manner. In order to prevent students from making the same mistake again, during the homework inspection, it is required to further determine whether students plagiarize their homework and seriously revise their homework. In short, feedback correction must be implemented.
We should take the initiative to coach and correct it in time. To further cultivate students' initiative and consciousness, of course, if we only emphasize students' initiative and consciousness, but not students' own initiative and consciousness, the result will be unsatisfactory.
In a word, feedback and error correction always go back and forth in teaching. Constantly strengthening feedback and error correction will definitely promote our teaching and students' learning. Therefore, we should pay attention to feedback and correction in the usual teaching.