Reflections on the teaching of binary linear equation in junior middle school mathematics (part one)

First, the reflection problem is not proficient in solving binary linear equations.

1, the problem found: I don't know where to start solving the equation, is the math right? Turn the unknown into the known? I don't have a thorough grasp of the idea of transformation. The flexible application of various solutions to equations leads to the slow speed of solving related equations.

2. Problem-solving process: This course is to let students correctly master the method of solving binary linear equations by addition and subtraction, and explore the process of solving binary linear equations by addition and subtraction through students' own observation, discovery, summary and induction, so as to further develop students' rational consciousness and initiative and further understand the close relationship between mathematics and real life.

3. Teaching reflection: The ultimate goal of optimizing classroom teaching process is to improve classroom teaching efficiency. A class lasts only 45 minutes. In order to achieve the teaching goal and make each student gain new gains on the original basis, teachers must have efficiency consciousness. On the other hand, learning mathematics is inseparable from solving problems. Especially for the basic knowledge of mathematics, it requires not only the formation of certain skills, but also the ability of calculation, logical thinking, spatial imagination and the ability to analyze and solve practical problems. Without the necessary training, these cannot be done. Therefore, in order to really improve the efficiency of classroom teaching, teachers must have training consciousness and provide enough practice time and amount.

Second, the reflection problem, the application of binary linear equations

1. Problems found: When students are exposed to new knowledge, they always associate with previous knowledge, which is good, but many times, they wear hats indiscriminately and treat new rules as old knowledge, which makes many jokes.

2. Problem solving process: Mathematics originates from reality, exists in reality and is applied to reality. In the process of learning mathematics in life, teachers should pay attention to guiding students to understand mathematics? Originated from life, used in life? The truth is that some mathematical knowledge can make students feel it in practice and let them learn to solve mathematical problems through practice.

3. Teaching reflection: group communication is set up in each class, which includes the exploration of new knowledge, the understanding of problems, calculation methods and experience, and students' mutual correction (avoiding full-room communication and aimless communication, teachers should give necessary guidance, let students have valuable and targeted communication, and attach importance to each student's participation and give guidance). Through the exchange of students' study groups, each student's sense of participation is enhanced, and at the same time, through explanation, reasoning and oral and written expression of their own ideas, the understanding of concepts and principles is deepened. The cooperative exchange of students' opinions not only enables students to acquire necessary subject knowledge, but also plays a great role in improving each student's oral expression ability, standardization of mathematical language, communicative ability and cultivation of cooperative consciousness.

Third, reflect on the problem students are tired of learning binary linear equations.

1. Problems found: When learning binary linear equations, the content of this lesson is somewhat similar to that of the last lesson, which makes students feel boring. Classroom anger is lax and inefficient.

2. Problem solving process: When learning binary linear equations, you can use the famous mathematical problems in ancient China? Chicken and rabbit in the same cage? Or? A hundred chickens and a hundred dollars? The question serves as an introduction. Students are attracted by this interesting question and actively think about the answer to it. Fun? Guiding students to think can not only induce them to study actively, but also increase their knowledge, understand the development of ancient mathematics in China and cultivate their patriotism.

3. Teaching reflection: A successful math class can often give people a natural, harmonious and comfortable enjoyment. In mathematics teaching, we should closely contact with students' real life, look for mathematics themes in the real world, make teaching close to life, let students see and touch mathematics in life, realize that mathematics is around, feel its interest and function, and experience its charm. Bringing students into contact with life-related math problems is bound to stimulate students' interest in learning, thus effectively improving the efficiency of classroom teaching and making students really like math, learn math well and use it well.

Fourth, students are afraid or unwilling to ask questions.

1, problems found: Everyone is curious, but due to the influence of traditional educational ideas, students have a certain sense of problems, but they are afraid that the questions they ask are too simple or have little connection with classroom teaching, and they are considered shallow by teachers and classmates, and they are afraid of interrupting teachers' teaching ideas and plans and being rejected by teachers. Therefore, students' problem consciousness is not shown, which is a potential state.

2. Problem-solving process: communicate the feelings of teachers and students, and create an equal and democratic teaching atmosphere. Infiltrate case education, understand? Question? Consciousness. Create question situations and activate the interest in asking questions. Conduct evaluation activities to stimulate interest in asking questions. Strengthen activity courses and promote autonomous learning.

3. Teaching reflection: To cultivate students' problem consciousness, teachers are first required to change their teaching concepts and teaching modes, and constantly explore teaching methods to cultivate students' problem consciousness in the classroom teaching process, so as to create a good educational environment and promote the development of students' innovative spirit and ability. The comprehensive trend of curriculum especially needs the cooperation between teachers, and students' research study and practical activities also need the cooperation and guidance of teachers from different disciplines. At the same time, we should communicate and cooperate with parents, always keep close contact, and be consistent in the requirements for students and educational methods.

Reflections on the Teaching of Binary Linear Equations in Junior Middle School Mathematics (Part Two)

? Solve binary linear equations? what's up Binary linear equations? The important knowledge in the first chapter occupies an important position. Through the teaching of this course, students can solve binary linear equations by substitution elimination and addition and subtraction elimination. Do you understand? Destroy Yuan? Thought.

After teaching, it is found that most students can master the solution of binary linear agenda group, and a binary linear equation group is given at the beginning of teaching. Question: We haven't learned how to solve a quadratic equation, so what kind of equation have we learned to solve? A: One-dimensional linear equation. Q: What can we do? At this time, students communicate with each other, and the teacher only needs a little guidance, and the method naturally comes out, which also reflects the idea of reduction. At the end of the teaching, a system of linear equations with three variables is given, and its solution has not yet been learned. What kind of equations have you studied? What should you do at this time? The method is the same as when I first started teaching, but at this time, I don't need to click on the guide, and the students press? Eliminate and return? Thought, change? Three yuan? For what? Binary? Change? Binary? For what? One yuan? This is always a good way for students to solve independently in the future. Some students hesitated to choose the method: method of substitution or addition and subtraction, and the answer was slow. As long as they practice more, they will be fast and accurate.

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