Reflective model essay on mathematics teaching in senior high school 1 In response to the new curriculum reform, I have some profound experiences in the teaching process, such as: changing teaching concepts; Teaching conditions are difficult to adapt to the requirements of new textbooks; How to deal with the contradiction between classroom extension materials such as background knowledge and applied materials and classroom teaching requirements. ;
In view of the reality of curriculum reform, the change of the overall arrangement of teaching materials and the affinity of introducing teaching materials, combined with my understanding of teaching materials and one year's teaching practice, I think this set of teaching materials is conducive to carrying out inquiry activities and giving students greater initiative. At the same time, due to the emergence of "new" textbooks, there are also some problems in the teaching process. The following is my personal opinion:
First, change the teaching concept.
In the past, we used to say, "Give the students some water, and the teacher needs a bucket of water." Now it is time to say the opposite: "Use a little water from the teacher to draw a bucket of water from the students." After all, at this moment, textbooks require students to have a strong sense of participation and really improve their interest in learning. Many theorems in textbooks are obtained directly from students' inquiry activities through thinking and hands-on. In order to be more conducive to inquiry learning, the knowledge structure of the new textbook has changed greatly, resulting in little theoretical knowledge and only a basic framework, and the corresponding materials must be guided and supplemented by teachers, which is very plastic. How much knowledge to make up, and to what extent, can be said that different people have different opinions. Without a unified standard, it is easy to cause two extremes. For teachers who have no teaching experience in senior three, it is "water over the ground is wet". Because there is no preconceived reason in the old textbooks, there is basically nothing to add and nothing to add. Therefore, teaching quickly will lead to lack of ability and nothing to teach. For teachers with senior three experience, because of the accumulation of previous knowledge, they often use their existing college entrance examination review experience to supplement, which will lead to problems such as large capacity, slow teaching progress, insufficient class hours, and inability to complete tasks on time. Personally, I think neither method is suitable. We should proceed from the actual situation, compromise and deal with it step by step.
Second, the teaching conditions are difficult to adapt to the requirements of new textbooks.
Many examples in textbooks are very close to real life, so many data are very large and irregular, and computers are often used for calculation. Many examples and functional models have to be represented by graphs, which also needs the help of computers. Many ordinary teaching equipment can't meet the requirements, which will also have a necessary impact on teaching.
Thirdly, how to deal with the contradiction between classroom extension materials such as background knowledge and applied materials and classroom teaching requirements.
The first feeling of getting this book is that it is informative! In addition to monotonous mathematical knowledge and formula symbols, important theorems are not only clear and concise deduction, but also introduction of background knowledge, expansion of applied knowledge and introduction of mathematical history, so that students can experience and feel mathematics more comprehensively. I remember when the school started, a student asked me, "Teacher, why do you say that mathematics is the bright crown on the head of the queen of science?" I gave him this explanation in my personal understanding: "Because as an instrumental discipline, the status of mathematics is irreplaceable, and it is closely related to other disciplines. The important theorems and developments of many disciplines depend on the strict deduction and proof of mathematics to some extent. " These are not obvious in the original textbook, and students can't fully understand them. In the new textbook, great efforts have been made to achieve this. For example, in Example 2 of Module 1 P32, students are required to prove Boyle's Law in physics by using monotonicity of functions. For example, P4 1 combines function images with the application of information technology, and also allows students to experience mathematics and feel mathematics in the form of practice.
In the specific teaching, to meet these requirements, there is no doubt that teachers also put forward higher requirements. You can't just talk about mathematics, and you can't expand it at all. The connection between mathematics and related disciplines, the application of information technology and the understanding of the history of mathematics should be further improved. But in the specific implementation, I also found that such problems sometimes need to be grasped. Paying too much attention to these materials, the classroom is very lively on the surface, and the teaching objectives are really missing. Of course, it is very difficult to combine background, application, process, history and mathematical knowledge organically. In fact, background and application serve to teach mathematics knowledge, in order to make students understand mathematics knowledge better and learn mathematics knowledge more interested.
Reflection on Mathematics Teaching in Senior High School How to Solve the Obstacles of Mathematics Thinking in Senior High School
For high school mathematics learning, we should pay more attention to the cultivation of students' thinking quality, and pay attention to students' understanding of the essence of knowledge composition through analysis, induction and synthesis on the basis of mastering preliminary knowledge. Solving students' thinking obstacles is of great benefit to senior high school mathematics learning. According to these constant summaries and reflections, I have the following understanding and reflections on solving the mathematical thinking obstacles in senior high school.
1, teachers should be familiar with students' existing knowledge in the teaching process.
Senior high school mathematics pays more attention to logical thinking than junior high school and primary school mathematics. Therefore, when explaining new knowledge, teachers should first review the basic knowledge needed in teaching and make a good connection between old and new knowledge so as not to make students feel abrupt. For example, at the beginning of learning high school mathematics, it is generally necessary to review the specific data of quadratic functions in one variable that were learned in junior high school, but it is relatively simple to solve the maximum and minimum values of functions without any parameters, and it may be a little difficult for many students to solve those parameters. At this time, I began with the solution of the maximum and minimum values of nonparametric functions, and gradually transitioned to the solution of the maximum and minimum values of parametric functions. Finally, let me explain how to solve the problem of interval change. After these steps, students will master the maximum value of various quadratic functions, and also mobilize the learning intention of the whole class to a certain extent. Students' thinking has also become very clear and systematic, forming a general understanding of knowledge points.
2. Teachers should pay attention to cultivating students' divergent thinking potential in the teaching process.
In the process of high school mathematics teaching, many teachers only pay attention to the cultivation of concentrated thinking, but do not pay attention to improving students' divergent thinking potential. In fact, divergent thinking is very important for high school mathematics learning, which can help students master the basic knowledge in textbooks and apply knowledge more flexibly. This is also a new requirement for high school mathematics teaching in the new period. Teachers can't fix students' thinking when explaining math problems. Teachers should guide students to think differently about the same topic and encourage students to come up with new methods to solve the same problem from different angles of thinking. Divergent thinking can fully mobilize students' systematic knowledge network, broaden students' ladder thinking and make the connection between knowledge closer. In teaching, students' thinking obstacles are solved by introducing open mathematical problems, breaking through the conventional thinking methods, guiding students to deal with problems from different angles in class, and realizing the flexible application of problem-solving ideas and methods, thus breaking through students' mathematical thinking obstacles.
3. Teachers should update teaching concepts and improve teaching methods in the teaching process.
Teaching is the process of knowing new things. Teachers should guide students to connect with new knowledge on the basis of existing knowledge and establish the relationship between them in their minds according to the law of understanding new things. The improvement of teaching methods should take into account the actual situation of students, rather than just cramming teaching according to teachers' own logical thinking. Teachers should talk about some definitions and theorems in teaching materials, guide students to understand their connotation deeply, gradually dig out their essential things from the surface of problems, and let students gradually form abstract thinking, and try to solve some abstract mathematical problems while solving some common mathematical problems. When encountering some difficult problems, we should guide students to change their way of thinking and explore new ways and methods to solve the problems.
4. Teachers should pay attention to mathematical thinking methods in classroom teaching.
The study of mathematics in senior high school is more about the study of mathematical thinking methods. Students should gradually master some commonly used mathematical thinking methods, such as mathematical modeling. For mathematics learning, it is not how many questions to do, but how to understand the mathematical thinking method used in doing each question. Once you have mastered the thinking method of solving problems, as for calculation, it is an examination of some basic skills. On the basis of mastering mathematical thinking methods, teachers should guide students to think about which thinking method to use to solve problems by analyzing problems, or to apply a certain mathematical thinking method by appropriately changing forms. To sum up, in the process of high school mathematics teaching, teachers should constantly sum up the teaching, master the basic situation of students in the class, pay attention to the cultivation of divergent thinking potential while cultivating students' concentrated thinking, strengthen their own business potential, improve teaching methods according to students' feedback information, and pay attention to the teaching of mathematical thinking methods. Teachers should constantly explore and discover in practice, sum up teaching experience and improve in time. Only in this way can we continuously improve senior high school mathematics teaching and solve students' mathematical thinking obstacles, which is of far-reaching and significant benefit to senior high school mathematics teaching.
Reflections on the Teaching of Math Model Essay 3 in Senior High School 1. Problems existing in current math classroom questioning in senior high school.
1, the question is unclear.
In practice, teachers do not pay enough attention to students' autonomous learning. Many teachers have not made enough preparations before class teaching. They come to class with their previous teaching experience and are not fully prepared before class. The questions asked in class are also very casual, and I don't care about the feedback from the students. The randomness of classroom questioning directly affects the quality of classroom teaching. At the same time, some teachers think that only by asking more questions can students participate more in the classroom and the classroom atmosphere will be active. Therefore, in the limited classroom time, many questions will be put forward, which is not conducive to students' thinking, but reduces the quality of teaching.
2. Influenced by the traditional teaching mode.
In high school mathematics classroom teaching, due to the time limit of each class, the time teachers can really leave for students to think is very limited, and many teachers are influenced by the traditional teaching mode. In the process of classroom teaching, they are habitually preconceived, leaving little time for students to think, and habitually tell the answers while waiting for the students to answer. In other words, the traditional teaching mode still exists in the current mathematics teaching classroom. Students don't even have time to think for themselves. They study according to the teacher's ideas. At this time, students will be more tired of learning, will not be serious in class, and classroom teaching will not achieve the desired results.
3. The feedback information of answering questions is not paid enough attention.
In the process of answering the teacher's question, students also reflect the degree of mastery of this question from one side, and also reflect the degree of mastery of the whole class to some extent. Therefore, teachers should pay attention to the students' mastery of knowledge in each question and adjust the teaching plan in time. But in practical work, after the teacher asked the students to answer the questions, they left the students aside and taught their own methods through their own exams. This kind of teaching often makes students rely on teachers, and their autonomous learning potential is not strong, and their thinking has not been effectively developed.
Second, the new curriculum reform in senior high school mathematics classroom questioning effectiveness strategy
1, clarify the problem in class
In the questioning session of senior high school mathematics classroom, teachers should avoid excessive empiricism in classroom teaching, and should not completely rely on previous teaching experience and ignore the preparatory work that should be done before each class. Although the materials taught by teachers in the classroom remain unchanged, the teaching objects and specific environment are completely different. Therefore, teachers should make necessary adjustments to the teaching materials in the preparation stage before class, carefully select the topics to be asked in class, and focus on the purpose of classroom teaching and students' acceptance potential. Classroom questioning is also a process of communication between teachers and students. The designed questions are clear and clear, which will effectively promote the communication between teachers and students and lay the foundation for the teacher-student interaction in the next teaching process. As for the problem itself, it is very difficult. According to the difficulty of the problem, let students have a clear understanding of the key points and difficulties of this lesson, so as to achieve the breadth and depth of teaching needs.
2. Reasonably control the frequency of questioning.
Questions should be reasonable in breadth and depth, and not too difficult, so as not to damage students' interest in learning. In addition, teachers should scientifically and reasonably control the frequency of classroom questioning and keep it within reasonable limits. If you ask questions frequently, students will have less time to think in class, which will hit students' autonomous learning. If you don't ask questions all the time or rarely ask questions, there will be a situation where teachers always talk, while students always just listen and passively accept knowledge. There is basically no interaction in class, which is not conducive to stimulating students' interest in learning, and teachers can't let students master knowledge in time. So the purpose of asking questions is to attract students' attention and interest. By asking questions, students' enthusiasm can be aroused, the problem itself can be understood, and ideas for solving the problem can be found with heart, thus improving the quality of classroom teaching.
3. Questioning in class should be based on inquiry.
The main purpose of classroom questioning is to attract students' attention and stimulate them to think. At the same time, according to the students' answers, determine the students' knowledge, and then decide the next classroom teaching plan. Therefore, the questions raised in classroom teaching should be based on inquiry questions, which can inspire students to think and guide them to follow the teaching ideas. For example, in geometry teaching, students can be required to think with graphics, teach them how to draw, analyze and prove specific problems, divergent thinking, guide them to think from multiple angles and find different solutions.
Third, the conclusion
In short, under the new curriculum reform, the questioning in senior high school mathematics class should be combined with the specific teaching environment, and the questions should be decided according to the students' mastery of knowledge. Starting from the purpose and effectiveness of classroom questioning, this paper puts forward questions that meet the actual teaching requirements and improves the quality of mathematics classroom teaching in senior high school.
There is no doubt that model essay 4 in senior high school mathematics teaching puts forward more and higher requirements for teachers and students, and it is really not easy to complete these requirements one by one. Realizing the concept of the new curriculum and improving the potential of students' knowledge and quality is by no means a few open classes and several conspicuous research studies. However, it is difficult for teachers to infiltrate the spirit of the new curriculum reform in their daily teaching because of the baton of the college entrance examination. Compared with the textbook, the new textbook lacks a lot of basic training, which broadens the thinking of some students, but the computing potential is much worse. It is necessary to supplement the materials in the new textbook in class. Many colleagues think the new course is good, but the students' test scores are not as good as before, and they lack necessary repeated practice. Because of lack of time, most teachers feel that they are always in a hurry. Some teachers basically teach according to old textbooks, and new textbooks are also used. Practice should be persistent, because the exam results can best explain the problem. It should be said that as long as the pressure of college entrance examination exists, it is impossible for teachers and students to put their minds right and implement the new curriculum completely and comprehensively. This actually goes back to the issues of "exam-oriented education" and "quality education". The core of exam-oriented education is how to get high marks in the exam, which is another premise. Quality education does not exclude high scores. If the quality is comprehensive and healthy, the score will definitely be low, which is also illogical. On the other hand, if the quality is comprehensive and healthy, the score must be high. Of course, it should be as high as exam-oriented education, but it is not necessary. The key misunderstanding of exam-oriented education is to regard "how to cope with exams" as teaching.
The core of education is to take examination results as the only criterion to measure people. Driven by this baton, people can't pay attention to the all-round and healthy development of quality, which makes many qualities of children distorted. We can see that the new curriculum reform has made conscious efforts in this regard, but the confused teachers and students are still looking forward to the first college entrance examination under the new curriculum reform.
Reflection on Mathematics Teaching in Senior High School Model essay 5 Improving the Effectiveness of Mathematics Classroom Teaching in Senior High School
As an important platform for knowledge exchange between senior high school students and teachers, senior high school mathematics classroom teaching plays an important role in learning and imparting knowledge. In the classroom, teachers carry out systematic teaching activities in a planned, purposeful and organized way, so as to realize the orderly knowledge learning of high school students, the exchange and interaction between teachers and high school students, and the common development of * * * *. The effect of classroom teaching is directly related to the effect of teachers' teaching and the actual state of high school students' learning. How to effectively carry out classroom teaching and promote high school students' effective study is an important subject that must be overcome in high school mathematics teaching. This requires teachers to overcome the influence and bondage of exam-oriented education and old educational concepts, abandon the "spoon-feeding" teaching method, update the teaching concept, guide the teaching work with the teaching concept of the new curriculum, mobilize the learning intention of senior high school students and promote their independent inquiry. Adjust the teaching goal to pay equal attention to knowledge learning and potential growth, give play to the subjective initiative of senior high school students, and realize their all-round growth of knowledge and potential.
First, how to treat the effective teaching of high school mathematics
Realizing the effectiveness of high school mathematics teaching is an important part of the new curriculum reform concept. By effectively improving teaching methods and exerting the influence of teaching activities, every senior high school student can get more effective learning results. Not only focus on the knowledge learning of high school students, but more importantly, focus on the potential development of high school students. While the knowledge growth and potential development of senior high school students, the quality of teachers should also be developed. The concrete table at the moment: the transformation of high school students from learning to learning; The thinking potential, innovation potential and problem-solving potential of senior high school students have been generally improved; High school students' emotions are cultivated and their learning attitude is realized. Through effective classroom learning, high school students can learn knowledge and skills that are beneficial to their own development, and acquire values and learning methods that will affect their future development. For teachers, through effective classroom teaching, teachers can show their teaching charm and realize their self-worth, and they will enjoy the happiness and satisfaction brought by classroom teaching and teacher-student interaction.
Second, the situation stimulates interest and ignites the enthusiasm of high school students.
We understand that interest is the best nutrient and motivation for high school students to learn. As long as high school students are full of interest in high school mathematics learning, the learning effect will be greatly improved. Based on this objective understanding, the new curriculum standard regards situational interest as an important implementation means of mathematics classroom teaching in senior high school. So, what kind of situation can stimulate high school students' interest in learning? Through the analysis of many teaching examples, we find that situational teaching closely related to senior high school students' real life can attract their attention and stimulate their desire for learning. Therefore, in the process of developing mathematics teaching in senior high school, I pay attention to introducing real-life examples of senior high school students into teaching, creating teaching situations with life breath, attracting senior high school students' attention and guiding them to carry out independent inquiry. In the process of teaching, it is emphasized that high school students should capture mathematical problems from life with mathematical eyes, which constitutes mathematical thinking. Through high school students' application of what they have learned, they learn to actively use mathematical knowledge to analyze and solve mathematical problems in life. Starting from the existing life experience of senior high school students, design life materials that are of interest to senior high school students, and display them in colorful forms, so that senior high school students can feel that mathematics comes from life and is applied to life. Therefore, in senior high school mathematics teaching, the practical experience of senior high school students should be organically combined with the mathematics knowledge that senior high school students need to learn, and life-oriented life situations should be created, so that senior high school students can independently find, think, study and try to solve practical problems in these life situations. everywhere
In this process, the factor that affects the effect of situational teaching is the effectiveness of situational creation. Understanding the effectiveness of this situation creation in combination with the real life of senior high school students can effectively arouse their interest in learning and improve the actual teaching effect.
Third, rationally optimize the classroom teaching of senior high school mathematics and improve the effectiveness of classroom teaching.
The implementation of classroom teaching needs to follow the necessary teaching steps and program structure. Whether the classroom teaching steps and program structure are reasonable and whether the maximum optimization effect is achieved in the process of implementing classroom teaching directly affects the teaching of teachers and the learning effect of high school students. Therefore, in high school mathematics teaching, by effectively optimizing the classroom teaching steps and program structure, the maximum optimization combination of teaching process can be realized, which lays the foundation for realizing high school students' efficient learning. In the process of classroom teaching, we should pay attention to the teaching objectives and specific requirements, and pay more attention to the cognitive process of senior high school students. Teachers' teaching links must conform to the cognitive process and laws of senior high school students. Only the teaching structure that conforms to the cognitive process and laws of senior high school students is a reasonable teaching structure. Optimizing the teaching structure is to set up the teaching process and teaching structure reasonably according to the goal of high school mathematics teaching and the cognitive law of high school students, so as to better realize the purpose of high school students' efficient learning. At the same time, due to the differences of senior high school students, it is decided that classroom teaching must be divided into different levels, which should not only pay attention to the learning process of top students, but also pay attention to the actual situation of most senior high school students, give consideration to high school students with learning difficulties and spare capacity, follow the cognitive law and age characteristics of senior high school students, and implement teaching according to the principle of from low to high and from shallow to deep.
Fourth, train senior high school students' thinking and realize the efficient transformation of classroom wisdom.
Opening the wisdom of senior high school students in classroom teaching and realizing the efficient transformation of senior high school students' wisdom require effective organization and guidance of teachers and cooperative thinking of senior high school students. Therefore, it is an important aspect for senior high school mathematics teachers to effectively improve the classroom teaching effect by training senior high school students' thinking, promoting the growth of senior high school students' mathematical thinking and realizing the transformation of senior high school students' thinking and wisdom. To this end, what we need to do is to exercise their thinking and promote their wisdom growth on the basis of taking into account the knowledge learning of high school students. In classroom teaching, it is necessary to guide senior high school students from understanding to mastering knowledge, and then to flexibly use it and turn it into potential, and give full play to their thinking and intelligence, so as to achieve the best teaching effect, which requires giving full play to teaching tact in teaching. The wit of mathematics teaching mainly includes inspiring association, conceiving multiple solutions, using counterexamples, adjusting in time, infiltrating mathematical thinking methods and so on. In short, there are many ways to cultivate high school students' thinking in high school mathematics classroom teaching. After years of teaching practice, we found that cultivating the thinking potential of senior high school students in senior high school mathematics teaching can reasonably set mathematical exercises, cultivate their sensitivity to the same conditions, promote their thinking association, and cultivate their innovative thinking consciousness and potential. It can also strengthen the multi-solution, changeability and multi-thinking of one question. In addition, strengthen the connection between mathematics and life, set open questions, and cultivate high school students' divergent thinking.