Reflections on the Teaching of Centrally Symmetric Graphics

Posner, a famous American educational psychologist, put forward a teacher growth formula: teacher growth = experience+reflection. After each class, it is a kind of learning to reflect on one's own teaching behavior and sum up the gains and losses in teaching, and it is also to constantly enrich one's teaching quality and improve one's teaching ability.

Last week, I attended an open class "Central Symmetric Graphics". Now I will talk about two "practices" and two "problems" in this class:

Two approaches:

(A) everywhere attention is learning.

In the design of this lesson, I fully embodied the key point of "central symmetrical figure", and I screened all kinds of materials around it. These materials are the results of my usual accumulation, including materials from life, elementary school arithmetic, physical content, playing cards, games, limerick and so on. Things that seem to have little connection on the surface can naturally be dominated and naturally belong. " Mathematics is a discipline that pays attention to theory, hierarchy and organization, and it is easy to get bored for junior high school students who don't really feel the beauty of mathematics. When teachers closely connect mathematics with students' lives, children will easily resonate and become interested in mathematics. Therefore, I usually pay special attention to collecting life materials related to mathematics, so as to explain some difficult or error-prone mathematical knowledge concisely and interestingly in teaching.

(2) Summarize students' novel solutions and make full use of them.

In classroom teaching, I pay special attention to summing up students' problems and novel solutions. Mathematical problems are often considered from many angles, especially in geometric proof, there are often many ways to prove a problem. Therefore, in geometry teaching, I pay attention to the selection of examples, and the selected examples give students enough time to think, fully explore this part of knowledge contained in students' thoughts, and then let students communicate; In class, we should evaluate each student's answers in time and encourage them as much as possible, which will encourage more students to participate in the class.

Sometimes, when Class Three has just finished class and is talking about the same question in Class Four, you can tell the students that this question was just answered by a classmate in Class Three, which will imply that the students in Class Four can answer the questions that the students in Class Three can answer, and everyone has an indomitable heart, which will encourage more students to participate in the class and inspire the students in Class Three at the same time. After class, four students will tell the students in Class Three about it, because it's a good thing. The student in Class 3 heard that the teacher used his answering method in Class 4. He will be happy for at least one day, today and tomorrow. Students often maintain a high enthusiasm for this course, which is beneficial to students and to themselves.

When a student's problem-solving method develops into a problem-solving idea through my processing, every time I use it, I especially put forward that "this time we will use a classmate's method to solve it", which is a great psychological encouragement to this classmate.