How to write a reflection on mathematics teaching in senior high school? First, there must be clear teaching objectives.
Teaching objectives are divided into three areas, namely, cognitive area, emotional area and motor skill area. Therefore, when preparing lessons, we should choose teaching strategies, methods and media around these goals, and reorganize the content when necessary. When preparing lessons, you should follow the textbook, but you should not stick to the textbook and use it flexibly. In mathematics teaching, through the joint efforts of teachers and students, students can achieve the predetermined goals in knowledge, ability, skills, psychology, ideology and morality, so as to improve their comprehensive quality.
Second, we should be able to highlight key points and solve difficulties.
Each class should have a teaching focus, and the whole teaching is gradually carried out around the teaching focus. In order to make students clear about the key points and difficulties of this class, teachers can simply write these contents on the corner of the blackboard at the beginning of the class to attract students' attention. The key content of the lecture is the climax of the whole class. Teachers should stimulate students' brains and make them excited by changing sounds, gestures, blackboard writing, application models, projectors and other visual teaching AIDS. They can also insert jokes related to this kind of knowledge appropriately, leave a deep impression on their brains, stimulate students' interest in learning and improve their ability to accept new knowledge. Especially when choosing examples, examples are best presented in a step-by-step manner. When I prepare lessons, I usually finish the topic of a section or a chapter first, and then combine the college entrance examination questions in recent years with the knowledge content of this section to choose related topics. Usually, each class involves several types of questions.
Third, we should be good at using modern teaching methods.
Under the background of new curriculum standards and new textbooks, it is particularly important and urgent for teachers to master modern multimedia teaching methods. The remarkable characteristics of modern teaching methods are: first, it can effectively increase the class capacity of each class, so as to solve the original 40-minute content in 35 minutes; The second is to reduce the workload of teachers writing on the blackboard, so that teachers can have the energy to explain examples in depth and improve the efficiency of explanation; Third, it is intuitive, easy to stimulate students' interest in learning, and conducive to improving students' initiative in learning; Fourth, it is helpful to review and summarize what the whole class has learned. At the end of classroom teaching, the teacher guides the students to summarize the content of this lesson, the key points and difficulties of learning. At the same time, through the projector, the content will jump instantly? Open the classroom curtain, so that students can further understand and master the content of this lesson. In classroom teaching, there are a lot of contents, such as some geometric figures in solid geometry, some simple but large number of small questions and answers, application questions with a large number of words, summary of chapters in review class, training of multiple-choice questions, etc. Can be done with the help of a projector. If possible, we can make our own computer courseware for teaching, and use computers to show what we teach vividly. For example, the drawing of sine curve and cosine curve and the derivation of pyramid volume formula can all be demonstrated by computer.
Fourth, according to the specific content, choose the appropriate teaching methods.
Each class has its own teaching tasks and goals. So-called? There is a law in teaching, but there is no law? Teachers should be able to use teaching methods flexibly with the changes of teaching content, teaching objects and teaching equipment. There are many methods of mathematics teaching. For new teaching, we often use teaching methods to impart new knowledge to students. In solid geometry, we often show students geometric models or verify geometric conclusions by demonstration. For example, before teaching solid geometry, students are required to make a geometric model of a cube with lead wire, and observe the relative positional relationship between the sides, the angle formed by each side of the cube and the diagonal line of each side. In this way, when teaching the positional relationship between two straight lines in space, they can be explained intuitively through these geometric models. In addition, we can flexibly adopt various teaching methods such as talking, reading guidance, homework, exercises, etc. in combination with the classroom content. In a class, sometimes multiple teaching methods are used at the same time. ? There is no fixed method for teaching, you have to find the right method. . As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, it will help to cultivate students' thinking ability and help them master and use what they have learned. This is a good teaching method.
Verb (abbreviation for verb) cares about students and encourages them in time.
The purpose of the new high school curriculum is to pay attention to the development of students. Students' performance in the classroom should be summed up in time, encouraged appropriately, and accidents in the classroom should be handled well, and classroom teaching should be adjusted in time. In the teaching process, teachers should keep abreast of students' mastery of the content. For example, finish a concept and ask students to repeat it; After an example, erase the solution and let the middle-level students perform on stage. Sometimes, for students with poor foundation, we can ask them more questions and give them more exercise opportunities. At the same time, teachers should encourage them in time according to their performance, cultivate their self-confidence and let them love and learn mathematics.
Sixth, give full play to students' main role and arouse their enthusiasm for learning.
Students are the main body of learning, and teachers should start teaching around students. In the teaching process, let students play a leading role from beginning to end, let students change passive learning into active learning, let students become the masters of learning and teachers become the leaders of learning.
In a class, the teacher talks as little as possible and asks the students to use their hands and brains more. When I graduated, every time I went to class, I saw that students often had to think for a long time to find an answer to a question. I was a little impatient and couldn't help telling them the way when they were about to make an answer. This will easily lead to students' dependence on teachers, which is not conducive to cultivating students' independent thinking ability and the formation of new methods. Students' thinking itself is a resource pool, and students often come up with unexpected good methods.
7. Pay attention to basic knowledge, skills and methods.
As we all know, in recent years, the novelty and flexibility of mathematics test questions are getting stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their abilities, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. Come up with formulas and theorems in a hurry in teaching, or train students through a large number of topics by telling an example in a hurry. In fact, the process of deducing theorems and formulas contains important problem-solving methods and laws. Teachers have not fully exposed the thinking process and explored its internal laws, so they let students do problems and try to do as many as possible. Enlightenment? Be reasonable. It turns out that most students? Enlightenment? Do not understand methods and rules, have superficial understanding, poor memory, only mechanical imitation, low level of thinking, and sometimes even mechanical plagiarism; Draw a gourd ladle and complicate simple problems. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, they will make mistakes in the examination. Many students said that there are too many test questions now, and they often can't solve all the test papers. The speed of solving problems mainly depends on the proficiency and ability of basic skills and methods. It can be seen that while paying attention to the implementation of basic knowledge, we should also pay attention to the cultivation of basic skills and methods.
8. Infiltrate teaching methods and cultivate comprehensive application ability.
Commonly used mathematical thinking methods include transformation, analogy induction and analogy association, classified discussion, combination of numbers and shapes, method of substitution, undetermined coefficient method, reduction to absurdity and so on. These basic ideas and methods are scattered in the chapters of middle school mathematics textbooks. In normal teaching, teachers should consciously and properly explain and infiltrate basic mathematical ideas and methods while imparting basic knowledge, so as to help students master scientific methods, so as to achieve the purpose of imparting knowledge and cultivating ability. It's the only way. Students can use what they have learned flexibly and comprehensively.
Reflections on Mathematics Teaching in Senior High School 1 How to write "Pay Attention to Students"? Preview? , downplay the class notes.
For some easy-to-understand classes, students should preview in advance and give them a chance to learn independently; For some courses with strong concepts and high thinking ability, students are not required to preview. Why? For most students, their preview is to read the textbook once, and it seems that they have mastered the knowledge of this lesson. However, they lost their enthusiasm for studying problems in class; They lost the mathematical thinking method used when thinking about problems; What's more regrettable is that because I didn't fully participate in the process of solving problems, I lost my temper of facing difficulties and facing them directly!
As for the dilution of class notes, it stems from a phenomenon I found. Students who take notes and remember well may not get good grades. Why is this happening? Because students who only know how to take notes, when the teacher asks them to think about the next question, they are often still taking notes on a question. How can such learning talk about the development of thinking?
2 What should teaching be under the new concept?
The new curriculum standard points out that students' mathematics learning activities should not be limited to acceptance, memory, imitation and practice. High school mathematics curriculum should also advocate independent exploration, hands-on practice, cooperation and exchange, and pay attention to the cultivation of students' emotions, attitudes and values. This requires our teacher to put down his authority and replace it with the previous one? Teacher center? For what? Student center? It fully embodies students' subjectivity and initiative, and the setting of teaching objectives has also changed the consistent words: Be a student? It embodies three goals: knowledge and skills, process and method, emotion, attitude and values. Teachers should always have students in mind, design problems from the students' point of view, choose examples, become students' collaborators, promoters and guides, create a good classroom atmosphere and humanistic spirit, cultivate students' positive emotions and attitudes in learning mathematics, and form correct and healthy values and world outlook. Therefore, in teaching, I often insist on such a practice: teachers talk as little as possible in class, mainly to make a lot of time and space for students, so that students can learn more actively, actively and personally. It is precisely because of the deep participation of students that we can achieve the efficiency that teachers can't achieve in the past. Why? This can also be discussed from what is the essence of teaching.
What is the essence of teaching? What are the roles of teachers and students in the teaching process? Our teacher will now say that teaching is a special cognitive activity. In classroom teaching, teachers are the dominant, students are the main body, and so on. But the question is, does our teacher really understand this? A tour guide? Words? Have our students really become the main body of learning?
3 reflective teaching is imperative
Whether the above satisfactory results can be achieved in teaching depends on the change of teachers' concepts and teaching methods. From my personal experience, this is a rather painful thing and will not happen overnight. Teachers need to have a great sense of responsibility, patience and courage, constantly strengthen theoretical study and training with their accustomed teaching methods and teaching behaviors, and more importantly, strengthen reflective teaching, that is, the process in which teachers take their own teaching activities as the object of thinking and examine and analyze their own behaviors and the resulting results. It is the core factor of teachers' professional development and self-growth; The process of theorizing teaching experience; A powerful way to promote the transformation of teaching concepts (especially the implicit theory of self-existence).
Students should also reflect.
If teachers' reflection is for better teaching, then students' reflection is for better learning, and it is also the top priority of our whole teaching process. So, how do high school students reflect? I always take this question with me in teaching, thinking about the teaching design of each class and how to cultivate students' learning methods and habits. How to reflect? In order to achieve the ideal learning effect. Drawing the essence from predecessors and experts, especially the reflection on teaching and teachers, gave me a lot of scattered ideas, constantly thinking, constantly experimenting, constantly denying and correcting, and gradually formed a set of practices for high school students to reflect on.
4. What does1embody?
What should students reflect on in the process of mathematics learning? I think it can be roughly divided into: first, students are required to reflect on their own thinking process, including gains and losses and efficiency; Secondly, students are required to reflect on the knowledge and formation process involved in the activities, as well as the mathematical thinking methods involved; Thirdly, students are required to reflect on the related problems in activities, the process of understanding the meaning of problems, the process of thinking, reasoning and operation to solve problems, and the expression of language; Finally, students are required to reflect on the results of mathematical activities. Especially after finishing the problem, we should reflect on it in time, that is, take our own problem-solving process as the object of our own research and thinking, and draw conclusions from it.
4.2 How to reflect?
Some students are busy doing math homework as soon as they finish class, and they don't really understand the class content as a whole. When they do problems, they just imitate and copy. They are either full of loopholes, or they have blocked ideas and poor methods to solve problems. It is easy to dampen students' confidence in solving problems and learning efficiency. Therefore, students should reflect before solving problems. You can also reflect on your learning attitude, mood and will, such as your physical and mental state. Can you persist if you fail? Can you calm down when you encounter difficulties and complicated problems? Have the ability and confidence to solve it? Have you seen it before or have similar problems? What knowledge and skills need to be reviewed and consulted; Secondly, we should constantly supervise ourselves. The most important thing is to reflect after solving the problem. It mainly includes the examination of the results of solving problems, the review of the process, ideas and methods of solving problems, and the reflection on the thinking methods and related issues involved.
4.3 the habit of reflection
To improve students' reflective effect, in addition to the above points, we must also pay attention to scientific methods and improve students' reflective ability. It is a good form to ask students to keep reflective diaries;
First of all, students are required to write a reflective study diary after each class, so that students can go beyond the cognitive level, re-recognize this section of mathematics knowledge, urge students to form reflective habits, check their self-cognitive structure, and remedy weak links. Because of the time problem, we can't write down or understand all the essence of the class in time, so we can make up for it by taking notes and doing the aftermath. Do a good job in analyzing and correcting mistakes, improve cognitive structure and improve students' mathematical reflection ability.
Secondly, keeping a reflective diary is one thing, and how to achieve better results is another. Teachers should do a good job in students' ideological work, realize the importance of writing reflective diaries, and pay attention to reading at any time, preferably drawing 5? 10 minutes browsing. After a period, teachers should do a good job of supervision, as an assignment, understand students' learning situation, give individual guidance, and at the same time play a supervisory role in students' reflection work until they form conscious habits.
How to write Reflection on Mathematics Teaching in Senior High School 1? Reflection on Mathematical Concepts and Reflection on Learning Mathematics
For students, an important purpose of learning mathematics is to learn mathematical thoughts, see the world from a mathematical perspective and understand the world: to learn with the spirit of mathematics. What does a math teacher need to learn? Teaching? To look at mathematics from a new angle and dig mathematics, he should not only be able to? Do what? 、? Will you understand? , should also be able to teach others go? Do what? , go? Do you understand? , to dig, find new problems and solve new problems. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history, relationship and syndrome differentiation.
Take the function as an example:
Logically, the concept of function mainly includes three elements: domain, range and corresponding rule, as well as monotonicity, parity, periodicity and symmetry of function and some specific special functions, such as exponential function and logarithmic function, which are the basis of function teaching, but not the whole function.
● From a relational point of view, there are not only various substantive connections between the main contents of the function, but also close connections between the function and other middle school mathematics contents.
The root of the equation can be used as the abscissa of the intersection of the image of the function and the axis;
The solution of inequality is the abscissa set corresponding to a part of the function image on the axis;
A sequence is a function defined on a set of natural numbers;
The same geometric content is also closely related to functions.
The teacher is teaching the students. Can't you watch? Empty container? , according to their own meaning to these? Empty container? Are you online? Instill math? This often leads to misunderstanding, because there are great differences between teachers and students in mathematics knowledge, mathematics activity experience, hobbies and social life experience, which makes them feel different about the same teaching activity. Want to think more? Manufacturing? A more effective way to reflect on some mathematics learning materials after class is to put as many questions as possible in students' minds during the teaching process? Squeeze? Come out and expose their thinking process of solving problems.