Reflection on Mathematics Teaching in Senior High School (I)
Mathematics education not only pays attention to the learning results, but also pays attention to how the results occur and develop. From the perspective of teaching objectives, each class has a most important, key and core goal. Many teaching contents of high school mathematics are suitable for research-based learning. From the perspective of learning, the form of teaching organization is an important issue in teaching design. If we can fully tap the background knowledge supporting this core goal, select and apply these background knowledge, form penetrating and inspiring learning materials pointing to the core of this lesson, and extract the research theme of this lesson, then we need to continuously improve our professional ability and level. The following are my thoughts on teaching.
First, emphasize the organic combination of teaching methods, learning methods, teaching contents and teaching media. The difficulty of instructional design lies in teachers' transforming academic knowledge into cognitive knowledge suitable for students' exploration. Students' cognitive structure has individual characteristics, and the teaching content has universal requirements. How to combine the two in one class is the key to improve the efficiency of classroom teaching.
Second, questioning the cultivation of reflection
Through the investigation of the present situation, we can see that the current mathematics teaching lacks purposeful, conscious and targeted training for students to ask questions, solve problems and reflect after understanding them. Students' ability to question and reflect can be cultivated, and they should be designed and trained purposefully. Therefore, to cultivate the ability of questioning and reflection, we must: (1) define the teaching objectives. Let students change from "learning" to "learning-learning-innovation". (2) In the teaching process, it is necessary to form a teaching process in which students actively participate, actively explore and consciously construct. (3) Improve the teaching environment. (4) Optimize teaching methods.
Third, reflect on whether education and teaching have made different students develop differently.
How to teach students, the teacher will say that teaching students in accordance with their aptitude. However, in actual teaching, we use the same standards to measure each student, what knowledge each student should master, and ask each student to complete the homework with the same difficulty. Every student's inner quality, learning attitude and learning ability are different. Students with residual learning ability should help them to advance to a higher level. When assigning homework at ordinary times, let the top students finish the exercises in the book, plus two or three difficult problems, so that students can think more and improve their thinking content. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to finish the exercises in the book. I don't do any questions at home after class, and I don't need to do some particularly difficult questions in the book.
Reflections on Mathematics Teaching in Senior High School (Ⅱ)
The new curriculum attaches great importance to teachers' teaching reflection, which will promote teachers to form self-reflection consciousness and self-monitoring ability, and further understand the new curriculum through reflection, thus improving the effect and level of the implementation of the new curriculum.
In the actual teaching process, what are the contents of teaching reflection as a teacher? I think we can define the content of teachers' reflection from the following three levels:
Level 1: Pay attention to teachers' reflection on daily teaching behaviors, processes, events and students.
(1) Reflection on teaching practice. Teachers' reflection on the teaching practice process is reflected in all aspects of the teaching implementation process. For example, whether the teaching objectives are reasonable, whether students can learn knowledge and promote the all-round development of ability and emotion; Whether the teaching plan is suitable for students' needs and actual teaching situation, and whether the teaching strategy and curriculum implementation plan can be implemented smoothly; There are also teachers' gestures, actions, words and students' state in teaching. The reflection on teaching effect is mainly to obtain as much information as possible through various channels, such as consulting students' homework, talking with individual students, reviewing classroom teaching according to teaching plans, etc., in order to find out the problems existing in teaching.
(2) Reflection on students' knowledge background, understanding level and hobbies. It mainly emphasizes the reflection of students' mathematical culture, thinking understanding level, hobbies and their preparations for completing specific learning tasks. The ultimate goal of teaching is to promote the development of students. Therefore, the existing development level and personality differences of students determine what teachers teach and how to teach.
In the preparation and implementation of teachers' teaching, the reflection on students' knowledge background and understanding level mainly includes the research and understanding of students' physiological and psychological characteristics and current knowledge background. On this basis, it is an important content to reflect on whether our teaching activities combine students' different hobbies and learning needs.
(3) Reflection on teaching materials. Textbooks are effective carriers of knowledge transfer. Reflection on teaching materials is mainly an activity that teachers creatively supplement, adapt and integrate teaching materials on the basis of a deep understanding of educational objectives and teaching objectives, combined with existing teaching conditions and students' learning requirements. Such as the model teaching of solid geometry, the chart teaching of function, etc. Reflection on teaching materials helps teachers to better design teaching content and choose teaching strategies and methods, so as to promote students to better understand teaching content and improve their ability to analyze and solve problems by using mathematical knowledge.
The second level: pay attention to teachers' reflection on their own educational teaching ideas and existing educational research results.
(1) Reflection on teachers' teaching beliefs, attitudes and values. It is mainly a reflection activity of teachers' educational thoughts and teaching attitudes in teaching practice. Constantly learn advanced education and teaching concepts and actively absorb the education and teaching experience of excellent teachers. By constantly reflecting on their moral level and sense of responsibility, they will be more persistent and responsible for teaching practice.
(2) Reflection on the educational and teaching research results. The research results of educational experts and scholars can provide guidance and help for teachers' teaching practice. The purpose of reflecting on the research results of education and teaching is to ask teachers to creatively understand and use the existing research results of education and teaching in combination with their own teaching practice needs.
The third level: focus on reflecting various factors and conditions that affect education and teaching practice in schools and society.
This is mainly because the development of education and teaching activities can not be separated from the influence of schools and social environment, which may be positive or negative. Therefore, in teaching practice, teachers should pay attention to, examine and analyze the favorable or unfavorable influence of these social phenomena on teaching activities. For example, according to the present situation that girls are afraid of learning mathematics and generally feel inferior, we can design the topic of "Formation and Transformation Strategies of Underachievers in Senior High School Mathematics" to enhance girls' self-confidence, train learning strategies and improve their learning ability.
Reflections on Mathematics Teaching in Senior High School Part III
As a high school math teacher, we should not only teach every lesson well, but also process the teaching materials and reflect on the teaching process and teaching results. Because mathematics education not only pays attention to students' learning results, but also pays attention to how the results occur and develop. We can look at it from two aspects: first, from the perspective of teaching objectives, each class has a most important, key and core goal. Many teaching contents of high school mathematics are suitable for research-based learning; Secondly, from the perspective of learning, the form of teaching organization is an important issue in teaching design. If we can fully tap the background knowledge supporting this core goal, through screening, use these background knowledge to form the core knowledge of this lesson, which is very penetrating and enlightening, and refine the research topic of this lesson, then we need to continuously improve our professional ability and level. The following are my thoughts on teaching based on my teaching experience in teacher training in senior high schools.
1. Reflection on the concept of mathematics —— Reflections on learning mathematics
For students, an important purpose of learning mathematics is to learn to think about mathematics and see the world from a mathematical perspective. For a teacher, he should also look at mathematics from the perspective of "teaching". He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.
Take series as an example: from a logical point of view, the concept of series includes its definition, expression, formula, classification and several special series. Combined with the functions learned before, series is also a kind of function to some extent. It certainly has the related properties of functions, but not all of them. From the perspective of relationship, there are not only various substantive links between the main contents of the series, but also substantive links between the series and other middle school mathematics. .
Second, the reflection of learning mathematics
For every student in the math class, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers", and "instilling" mathematics into these "empty containers" according to their own meaning will often lead to misunderstandings, because teachers and students have great differences in mathematics knowledge, mathematics activity experience, hobbies, social life experience and so on. These differences make them feel different about the same teaching activities. How to teach students, the teacher will say to teach students in accordance with their aptitude. However, in actual teaching, we use the same standards to measure each student, what knowledge each student should master, and ask each student to complete the homework with the same difficulty. Every student has different inner qualities, learning attitudes and learning abilities. Students who have spare capacity for learning should help them to a higher level. When assigning homework at ordinary times, after the gifted students finish the exercises in the book, they add two or three difficult topics to make students think more and improve their thinking content. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to finish the exercises in the book, and don't do them at home after class. For some particularly difficult topics in the book, you don't have to practice.
In a word, while having a good class, combining the teaching concept of the new curriculum with corresponding teaching reflection can continuously improve the professional ability and level, so as to better serve students.
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