As an excellent teacher, classroom teaching is one of our tasks. Through teaching reflection, we can effectively improve our teaching ability. What formats should I pay attention to when writing teaching reflection? The following is my collection of essays on teaching reflection in the sixth volume of primary school mathematics (5 selected articles). Welcome to read, I hope you will like it.
Reflections on the sixth grade teaching of primary school mathematics 1 The first lesson of sixth grade is "understanding negative numbers". "Negative number" is the first time that primary school students come into contact with strangers, but it is very common in life. According to the requirements of the standard, the teaching process of this class strives to provide students with rich and colorful learning materials, paying special attention to digging practical problems, using thermometers, passbooks and other common negative numbers in our lives, so that students can initially perceive negative numbers and understand the number of opposite meanings expressed by each negative number, and students' interest in learning is mobilized at once.
In the second class, we are big and small, starting from the big tree, one person goes east and one person goes west. How to express oneself after exercise with a straight line and lead out the number axis, so that students can know that on the number axis, the order from left to right is from big to small, all negative numbers are on the left of 0, that is, negative numbers are less than 0, and all positive numbers are on the right of 0, that is, positive numbers are greater than 0. The comparison of positive numbers is not a problem because it is old knowledge. In the past, students could compare negative numbers with the help of the number axis. When they are off the axis, especially when comparing the scores of-1/3 and-1/4, it is easy to make mistakes.
I had such psychological preparation in advance in this class, so I simply let go and let the students find the mystery of the number axis by themselves.
After students draw the points on the number axis, observe how to compare the sizes. What did you find? A student said, "The numbers on the left of 0 are all less than 0, and the numbers on the right are all greater than 0." A student said, "Negative numbers start from 0, and get smaller to the left, and positive numbers get bigger to the right. For example, if -4/5 is less than-1/5, you should catch up to the left of-1/5. " The children all agreed with their answers just now. I made them practice one 4/5 and 1/5, the other -8 and -9,-1/2 and 1/5.
In this way, the difficulties of this class can be easily solved by the children. It seems that we can't underestimate the energy of children!
Reflections on the teaching of the second volume of mathematics in the sixth grade of primary school 2 i. Success
1, shopping is the main line of the whole class, and the context is clear, which will not give students and listeners a sense of disorder. At the same time, the design of examples, I combine the life situation and students' cognitive development in time, from easy to difficult, very close to students' life. Students themselves seem to have this experience, which can also help teachers solve problems, arouse their enthusiasm for solving problems, and enhance their confidence and fun in learning mathematics well.
2. Emphasize the cultivation of students' problem consciousness. Good math problems are an important means to activate students' thinking. Constantly raising challenging questions in teaching effectively stimulates students' enthusiasm for participation and well cultivates the flexibility and profundity of students' thinking. For example, under the premise of students mastering the relationship between discount rate and percentage, a series of questions such as "finding the current price, finding the original price and finding the discount rate" are put forward, so that students can constantly understand that the discount rate represents the core content of the relationship between the current price and the original price.
3. Focus on cultivating students' ability to solve problems. The design of teaching scene is close to life, which closely links mathematics knowledge with daily life, makes students feel, learn and apply mathematics, enriches students' problem-solving strategies, creates a space for students to show their wisdom and exert their potential, makes students fully feel the wide application of discounts in life, embodies the application value of mathematics and cultivates students' awareness of applying mathematics.
Second, shortcomings.
Some students with learning difficulties are still slow to understand. From this point of view, teachers should appropriately increase the review of percentage application problems before teaching new courses.
Third, improvement measures.
Further strengthen the connection between the current price and the original price, and understand what is the current price, what is the original price, and the difference between concessions and discounts. Before teaching the new course, teachers should also add some comments about the application of percentage.
Reflections on the teaching of the second volume of mathematics in the sixth grade of primary school 3 i. Success
At present, students are not exposed to the tax rate, but through the teaching of this course, we find that students are particularly interested in this novel thing, constantly asking questions, and even many students mentioned how to determine whether it meets the tax standard. What to buy is a practical problem such as paying taxes, so you will go far if you are not careful! But what our teacher wants to make clear is that the focus of this lesson is to use the percentage we have learned to solve some simple tax rate problems, so that students can clearly understand the close relationship between tax rate problems and percentage, and at the same time understand various tax forms and various solutions. Paying attention to mathematics and life in class is a major feature of these classes, so we can find mathematics from practical problems in life in teaching and solve these practical problems with mathematical knowledge, thus attracting students' desire for knowledge and spirit of inquiry. Compared with the current situation that "writing a book" in the last lesson makes them feel confused and difficult, the study of this lesson is much easier.
Second, shortcomings.
Through homework, it can be found that students are very skilled in calculating the tax rate, and the problem of directly multiplying income by the tax rate or (all income tax exemption) by interest rate to get the taxable amount will be solved, but the flexible application is not enough. There are the following errors in the classroom workbook:
1. When buying a house, in the practical problem of choosing the appropriate tax rate to calculate the deed tax according to the nature and area of the house, some students did not carefully examine the questions, and the improper tax rate selection led to mistakes;
5% of turnover is business tax, and 7% of business tax is another tax. When asking for another tax, some students don't quite understand the meaning of the question and the equivalent relationship between the two. Even if it is made, it can't accurately express the idea of solving the problem and is in a state of incomprehension.
3, inform the amount of after-tax income, tax rate and tax allowance, and seek the total income:
A. Use the equation: total income tax = income;
Tax amount = (total amount of income tax relief) multiplied by tax rate
Using these two equivalence relations to solve the equation;
B. Use arithmetic: total income tax allowance = taxable income;
Third, improvement measures.
/kloc-0.4% of taxable income is tax, and 86% is part of personal income. First calculate the amount of this part (actual income-tax exemption), and calculate the income of taxable part according to the utilization rate, plus tax exemption, which is the total income. This question is really difficult. Many students don't know what the actual income means, whose percentage this tax rate refers to, and have no study habit of drawing and analyzing the meaning of the problem. Most students can't solve this problem, and at the same time, they also expose their own low level of mastery and can't use knowledge flexibly to draw inferences!
Reflections on the teaching of the sixth grade mathematics volume 4 I. Description
The sixth grade math review class has been going on for a long time. Review and arrangement before class, communication and report in class have become an unchangeable model. The students are already familiar with it, and they don't have much warmth for it. This class has 87 pages of thinking questions, 104 pages of 15 questions and thinking questions to be solved. I decided to take a different approach: when finishing before class, I designed my own solution. Students know the 87-page thinking questions. It is difficult to understand the problem of "a few percent lower than the original price". I asked Wu Ziyuan and other good students to design a solution the night before. Wu Ziyuan's plan is to set the price of a commodity as 100 yuan by hypothesis method, and then answer the students' explanations according to the problem-solving method of fractional application. This is easy to accept and straightforward.
Second, analysis:
Stimulate students' desire for active learning and create conditions for active learning. After the publication of this class method, students are very interested. Before class, they have got together to discuss how to talk about this topic. In fact, this is autonomous learning. In order to come up with a solution to the problem, they got together for discussion and analysis. The most important thing is that they are not bitter about it, but happy that the designed scheme has been adopted. Excitement and a sense of accomplishment arise spontaneously. Classroom learning extends to before and after class, and passive acceptance in class becomes active review after class. The problem-solving process in class highlights what they think is important and the most difficult place. And because these problems come from the students' own teaching, I try my best to return the class to the students, try my best to dilute and withdraw the authoritative image of the teacher in the eyes of the students, and make them feel that the class is theirs, but they are arguing, and the teacher is not the referee, just presiding or just watching.
Third, reflection:
Reflecting on this lesson, I think this form is conducive to cultivating students' ability to analyze and solve problems. Because students will show different levels and levels of answers when answering open-ended questions: some students may find only one answer, while others can find multiple answers. Different solutions and results will show different levels of thinking. Through the process of exploration, finding methods and calculation, the process of changing simple mechanical imitation gradually rises to the process of deepening knowledge promotion. In this problem-solving process, students' ability to analyze and solve problems is cultivated and improved, which is conducive to strengthening students' innovative consciousness. In the past, students often found answers without further thinking, which can cultivate students' spirit of continuous learning, strengthen students' innovative consciousness and improve their consciousness of forming innovative habits.
It is conducive to reducing the excessive burden on students. When solving open problems, students should choose the mode they need from a variety of modes and think about solving problems in many ways. In this way, students can draw inferences from others, do the least problems in the least time, but gain more knowledge, thus improving the quality of doing problems, freeing students from the heavy homework pile and greatly reducing their heavy academic burden.
Conducive to the formation of a relaxed teaching atmosphere. Teachers no longer "help students cross the river" one by one, but fully trust students and let them learn to "cross the river" with their open mind. In this process, the teaching relationship between teachers and students is opened as an equal partnership, and students can study with a relaxed and happy mood. In this way, teachers' teaching will serve students' learning and exploration, and students' initiative will be the standard of teachers' teaching.
The teaching reflection of math 5 review course in the sixth grade of primary school is to sort out and review the knowledge that has been learned, and at the same time to check and fill in the gaps of the knowledge that has been learned. The usual review methods basically have fixed links, such as: reviewing basic knowledge-practicing key knowledge points. Application of knowledge and skills-supplement to homework after class. According to past experience, such classes are basically taught by teachers, students listen quietly, and occasionally ask a few students, which makes the atmosphere rather dull. Students with a better foundation will think that I understand all these contents. After a class, I feel that I have not gained much and I feel that I am wasting my time. The average student thinks: it used to be, and it still will be. What I didn't understand before, I still don't understand through review.
When reviewing the understanding of numbers, there are many knowledge points and complicated contents. It takes a long time to learn new knowledge before, so students forget more. Considering that the knowledge points suggested in the general review book are unclear and unsystematic, and the capacity of knowledge points is particularly large, the results of students' collation are not ideal. In order to improve the review effect, I refer to some materials to sort out the key knowledge that must be mastered in primary school, which comes down to the meaning of numbers, the classification of numbers, the reading and writing methods of numbers, the rewriting and ellipsis of numbers, the comparison of numbers, and so on. Let the students read and review independently before class, concentrate on the report in class, check and fill in the gaps, and carry out purposeful exercises in combination with various knowledge points.
Looking back at the situation of each class, I feel that when sorting out the knowledge points, the students understand it, but they don't have much interest in learning; When practicing independently, I found that students made mistakes in almost every knowledge point, and there were still many problems. This result is far beyond my expectation. What should I do? What's the problem? I must think further about the review process. If there are few knowledge points in each class, then I think time is far from enough. On second thought, I decided to review in this order: tell the students what the knowledge points to review in the next class, or let the students sort them out by themselves. The process of organization is a process of reviewing knowledge. There should be basic exercises and improvement exercises when practicing. In class, the first thing is to review the knowledge points and practice independently at once. Finally, according to the feedback, practice pertinently and strive to be a class. After doing this, I feel that the mistakes in students' homework are obviously reduced. It seems that the review class still needs to arouse students' enthusiasm and let students really devote themselves to learning, which will have a multiplier effect.
;