As an excellent teacher, we should have first-class classroom teaching ability, and our teaching experience can be summarized in teaching reflection. Do you know how to write a formal reflection on teaching? The following is my reflection on the teaching of the second volume of mathematics in grade two. Welcome to read, I hope you like it.
Reflections on Problem Solving (1) Teaching
The content of "solving problems" is no stranger to the relationship between the three examples. Because there have been problems that need to be solved in two steps in the study last semester, students are easier to understand.
Solving problems (2) Teaching reflection
In teaching example 2, I made full use of this resource in the textbook. Students buy bread as a problem situation, through observation to guide students to think from different angles, and use addition and subtraction to solve the practical problem of how much bread is left. In the process of solving problems, I learned to use parentheses, and used parentheses to make comprehensive calculations to understand the role of parentheses.
Solving problems (3) Teaching reflection
What mathematical information did you find by asking questions? Attract students to look at the pictures and collect the mathematical information in the theme pictures, and then ask questions. According to this information, what math questions can you ask? Let students ask questions independently, so as to help students better understand and master the idea of two-step calculation in real situations and solve practical problems in life in time.
Are there different solutions to asking questions in class? what do you think? Let students fully discuss and talk about their own ideas, and then solve problems around their own ideas. When calculating the formula, we can first synthesize the formula step by step, strengthen the connection between step and synthesis by using the real situation, and emphasize the internal connection between different algorithms. Let students fully experience the diversity of problem-solving strategies in the process of solving problems, and encourage and respect students' diverse independent thinking modes. In this way, students can actively experience the whole process of finding, asking and solving problems, effectively cultivate students' ability to solve simple practical problems, and let students get a successful learning experience.
Reflections on understanding the average score teaching (1)
1, pay attention to students' feelings and experiences about the average score. We don't simply ask students to recite knowledge, but create situations and practice many times. After students divide pears, let them give each pear the same number of names, fully respect students' learning autonomy and creativity, and let students participate in the process of knowledge generation and formation, so as to better understand the meaning of average score.
2. Pay attention to the diversity of sub-methods. The new curriculum reform emphasizes that students should study in a way that suits them. If you divide 15 pieces of chalk, 15 pieces of ballpoint pens and 15 books among three children equally, how would you divide them? There are many kinds of students. But in this link, the students did not fully show all kinds of points, basically five points, because considering the results. I think it is necessary to divide the next step into the design of playing cards. When students don't know the total number, they have completely exposed all kinds of points, such as one point, two points and two points. It fully embodies the diversity of division methods.
3. Pay attention to let students know the meaning of the average score through multi-angle comparison. This is one of the basic ways to understand the problem. Don't look at it one-sidedly. For example, at the beginning of class, students were asked to share pears, and all of them scored an average score. There is no such thing as an average score. Each score is different or there is no average score, which is also a common situation in real life. This design allows students to understand the average score and compare their studies with uneven scores, which is of great help to understand this concept. But I didn't fully reflect this when dealing with this link. When the average score was drawn, I didn't make good use of the teaching resources of splitting pears and entered the next link. In fact, you can go back to the beginning and ask if there are any other ways to divide it apart from 2 yuan each. Are the other scores average? This helps students understand the meaning of the average score.
Reflections on Understanding the Teaching of Average Grades (Ⅱ)
This lesson fully embodies the leading role of teachers and the main role of students. Students always actively participate in the learning process and solve problems in the process of independent exploration and cooperation. Teachers let students appreciate students' problem-solving methods in communication, experience success, further understand the method of average score, perceive the application of average score in life, and let students feel the mathematics of life and the role of mathematics in life.
Reflections on the meaning of division and the teaching of reading and writing methods
In teaching, teachers put the concept of division into vivid and concrete situations, which embodies the new concept put forward in the standard.
Reflections on the teaching of understanding the names of different parts of the division
Teachers review old knowledge, pave the way for new knowledge, and then design teaching activities to understand division, organize learning activities of division, writing and reading, so that students can repeatedly operate and experience the process of expressing average scores with division formulas for many times, thus understanding the significance of division. Most students have been able to master this chapter well.
Reflections on the Teaching of "Finding Quotient by Multiplication Formula of 26 (I)"
In a series of activities of putting forward, thinking, talking and discussing, students are guided to explore from specific problems to abstract arithmetic, and the algorithms are diversified. Finally, through comparison, let students realize that the algorithm of finding quotient by multiplication formula is the simplest, which promotes students' understanding of the algorithm and communicates the relationship between multiplication and division. This kind of teaching not only develops students' thinking, but also cultivates students' spirit of inquiry and innovative consciousness, which greatly improves the efficiency of classroom teaching.
Reflections on the Business-Multiplication Teaching of 26 (Ⅱ)
Practice in the form of games, activities and competitions not only consolidates the knowledge learned, but also gives students a sense of accomplishment and a pleasant experience.
Reflections on the teaching of division to solve simple practical problems
In the process of reviewing for the exam, the teacher let the students operate freely, which stimulated their interest in learning. A good beginning is half the battle. Then in the new teaching process, teachers consciously communicate the relationship between multiplication and division, and subtly cultivate students' mathematical thinking in the process of analysis and comparison, which embodies the status of teachers as guides.
Teaching thinking on how many times one number is another.
Learning begins with thinking, and thinking begins with doubt. Create an equal, democratic and harmonious learning atmosphere for students, let students ask questions in this atmosphere, cultivate students' problem consciousness, and then have the ability to solve problems.
Reflections on the teaching of two-step multiplication and division to solve practical problems
Present mathematical problems in the form of performances. Let students experience the process of finding, asking and solving problems, feel the role of mathematics in daily life, and get some preliminary experience of calculating and solving problems by division.
Reflections on sorting out and reviewing teaching
Through the arrangement and design of the teacher's fruit picking game, the students' great enthusiasm was mobilized, and the students mastered the knowledge of this unit in a happy learning atmosphere.
Reflections on the teaching of graphics and transformation
In teaching, I try to let students explore independently in personal junior high school. In classroom teaching, organize a series of activities such as finding, drawing, folding, cutting, evaluating, using and creating angles. So that students' understanding of acute angle and obtuse angle does not stop at mechanical understanding and memory, but goes through a process of personal experience and continuous reflection, which urges students to truly understand and master the characteristics of acute angle and obtuse angle in mathematical activities.
Mathematics under the new curriculum concept should change the traditional teaching and acceptance mode into a learning mode of exploration and discovery. So I try to let students learn and feel a lot of knowledge in their own way. If students are asked to classify angles, this link fully embodies this intention. First, let students begin to classify, and then through group cooperation, actively think about the reasons for classification, students will unconsciously find the answers they are looking for, show a strong thirst for knowledge, and experience the happiness of success. Later, in the hands-on activities, students were further required to operate and verify, and students actively participated in the whole classroom teaching.
Reflections on Translation Teaching
The teaching of dynamic content in this course is special because of the difficult concept, so I have paid attention to the following problems in the design of this course: life-oriented teaching, guiding students to connect with reality, enriching imagination, perceiving and understanding the translation of objects. Activity teaching, through students' hands-on operation and experimental observation, establishes a model and understands the concept of translation. Discussion teaching allows students to translate Cui Ji's understanding from both positive and negative angles during discussion, demonstration and thinking. Strengthen the teaching of "two basics", and strengthen the teaching of basic knowledge and the training of basic skills in the discussion.
Reflections on Rotation Teaching
Teachers let students feel the rotation of life and make students realize that mathematics is around. By showing rotating objects and observing the direction in which they rotate, they can perceive that objects rotate in two directions.
Reflections on the Teaching of Quotient of 7, 8 and 9 Multiplication Formulas
Students' ability to solve problems is not strong. Some students will not use the known conditions correctly and analyze the potential relationship between them, which is unreasonable and unfounded. In view of this problem, my idea is to add more questions, so that students can learn to analyze bit by bit and choose the right method. For individual underachievers, we must attach importance to counseling and strive to keep every child behind. The creation of teaching situation, the arrangement of teaching process and the experience of teaching activities are all based on the development of students. This kind of teaching idea is advocated by the new curriculum standard, and it is also the principle that we should strive to follow in teaching.
Teaching thinking on finding several times of a dozen (1)
When I teach, let students understand the meaning that one number is several times that of another number in complete operation activities and simple language expression. Let the students wave a stick to establish the meaning that one number is several times that of another number in their minds and form a clear understanding.
Teaching Thinking on Finding Several Times of Dozens of Other Numbers (Ⅱ)
By reviewing this lesson entitled "How many times is one number another", students will be fully prepared. Then guide them to find the multiple relationship between the number of people in each group from the mathematical point of view, understand the truth through personal experience and exploration, develop the creativity of students' thinking, and fully embody the mathematical thought that students are the main body of learning.
Reflections on problem-solving teaching
This lesson still takes some theme maps of amusement parks as problem situations, guiding students to think about problems from different angles through observation, solving practical problems by using two-step operation of multiplication and division, and learning the role of brackets in solving problems. In the process of teaching, I aim at cultivating students' basic strategies to solve problems, so that students can think independently and ask questions and solve problems in groups.
Reflections on the Teaching of "Understanding Numbers within a Thousand"
Return the classroom to the students, and the students will become the masters of learning. Looking back on the teaching of this course, the original intention is to create and create a relaxed atmosphere, so that students can explore and learn naturally and enthusiastically in this harmonious and warm atmosphere. The whole class uses vivid multimedia means to present the counting method of 10, and the counting method of 10 is 100. Students are interested in counting cards in the whole class and feel the numbers in life.
Reflections on the Teaching of "Thousands of People Read and Write"
I pay attention to the idea that the content of mathematics teaching comes from life and moves towards life. Let students collect the data of life as a mathematical problem, learn the mathematics close to life, let go completely, and let students acquire knowledge through independent inquiry and cooperative exchange. Believe in students' ability, let them learn independently and truly become the masters of learning.
Reflections on the comparative teaching of three numbers
This lesson is based on the comparison of students' existing numbers within 100 and their knowledge and experience of numbers within 1000. First of all, let students review the old knowledge through comparative introduction, and then introduce new lessons. Then in the teaching process, in the form of group discussion, let students dare to know how to compare the sizes of numbers within 1000.
Reflections on the Teaching of "Four Numbers Reading and Writing"
Take the data collected by students in real life as mathematical problems and learn mathematics close to life. The teacher sorts out the collected data, and then the teacher completely lets go, allowing students to acquire knowledge through independent exploration and cooperation. Believe in students' ability, let students learn independently and truly become the masters of learning.
Reflections on the comparative teaching of numbers within ten thousand
The teacher asked the students to have a look, think and discuss the teaching methods. On the basis of students' existing knowledge, through various forms of practice, students can deduce the comparison method of the size of numbers with the same number of digits and the comparison method of the size of numbers with different numbers.
Reflections on the teaching of divisor
Synthesize the teaching content, contact the situation close to students' real life, let students understand the difference between exact number and approximate number, and finally design mathematics small practice activities to apply the learned mathematics knowledge to practice, help students understand the value of mathematics and enhance their understanding and confidence in using mathematics.
Reflections on the teaching of number addition and subtraction within ten thousand
Mathematics curriculum standard points out that mathematics teaching must be based on students' cognitive development level and existing knowledge and experience, and have a certain learning foundation, and most students can calculate such problems. Therefore, students should be given the initiative to explore and find solutions to problems by themselves with the help of existing knowledge and experience. As a teacher, don't design transition questions for students, which is easy to bring students into the teacher's preset methods. Students can freely compare, analyze and choose their own calculation methods, and they can also accept relatively better methods from books.
Reflections on the teaching of the second course of number addition and subtraction within ten thousand
Mathematics curriculum standard points out that mathematics teaching must be based on students' cognitive development level and existing knowledge and experience, and have a certain learning foundation, and most students can calculate such problems. Therefore, students should be given the initiative to explore and find solutions to problems by themselves with the help of existing knowledge and experience. As a teacher, don't design transition questions for students, which is easy to bring students into the teacher's preset methods. Students can freely compare, analyze and choose their own calculation methods, and they can also accept relatively better methods from books.
The third class of adding and subtracting numbers within ten thousand.
For example, in addition and subtraction example 3 within 10000, there is a minus 0 in the middle and at the end of the minuend. Because the minuend has only three digits, the principle of pen calculation is the same as in Example 2. Here, the textbook arranges various calculation methods, that is, vertical calculation and oral calculation, which embodies the idea of diversification of algorithms. Algorithm diversification is an important idea of problem-solving strategy diversification and the basis of cultivating students' innovative consciousness. As far as computing teaching is concerned, advocating and encouraging the diversification of algorithms not only corrects the single computing method and the teaching method that pays too much attention to computing skills, but also encourages students' personalized learning. And fully mobilize students' existing computing experience, so that they can constantly explore, discover and create different algorithms.
Add and subtract numbers within 10 thousand in the fourth class.
Guiding students to estimate, initially cultivating their estimation consciousness, understanding the basic methods of estimation, and letting students further understand the estimation methods through group cooperation also reflect students' dominant position. In practical application, by raising and solving problems independently, students' estimation consciousness and ability are further cultivated, and at the same time, their ability to raise and solve problems is developed to some extent.
Reflections on the teaching of addition and subtraction in whole hundred and thousand
This lesson is relatively simple. Basically, every student can speak algorithms. Most students choose the second method in the book because it is simple. I also think the second method is simpler than the first one, so since most students choose the second one, we can skip the first one directly and hardly mention it in practice. In the later oral arithmetic homework, the students came up with 6 12 and 6 120 in the formula of 630+90=. The reason is that students directly calculate 3+9= 12, and the hundred digits are 6. Adding a 6 before 12 becomes 6 12. The two methods in the book should be regarded as one method now, and the second one is a simplification of the first one, omitting the implied meaning behind 1+2, which is more conducive to students saying that they are still complete when they first learn the calculation method. Students make mistakes similar to those mentioned above in their calculations because they omit the implied meaning behind 3+9. Actually, it means three tens plus nine tens. If it is said to be complete from the beginning, such mistakes may not happen, at least they will be reduced.
Reflections on the Teaching of "Understanding of Kilogram and Gram"
Grams and kilograms are the weight units that students come into contact with for the first time, and they are often dealt with in daily life. So I pay attention to the actual life of students and design pre-class investigation activities: find something marked with weight at home; Record your findings and weight; Look at what merchants use to weigh goods. This survey aims to fully develop learning resources, broaden learning channels, enrich students' perceptual knowledge, disperse learning difficulties and stimulate students' interest in learning. Then in class, I operate the balance and weigh the objects, so that students can check the weights of 1 g and 1 kg respectively.
Reflections on the second classroom teaching of kilogram and gram
Students have dealt with Dick and kilograms before class, laying the groundwork for later teaching. At the beginning of the class, students exchanged their collected information in the group, and students with quality 1 kg often came into contact with it in their daily life. For example, some students reported that two packs of edible iodized salt weighed 1kg, six apples weighed about 1kg, a fish weighed about 1kg, and a bottle of Coca-Cola weighed about 1kg. The students found quite a few things. In hands-on practice, students' imagination is stimulated by novel questions.
Reflections on Statistics Teaching
This lesson starts from the students' point of view and is based on their development. When understanding the simple composite statistics table, two situations are created: counting how many small animals there are in running and jumping high school, and counting the results of various animals participating in running, so that students can go through the process of collecting and sorting through animation and actual organization. When designing every link of this class, the age characteristics and practical experience of students are fully considered, which stimulates students' interest in learning. In order to stimulate students' desire for learning, students realize the necessity of learning statistics: judging the statistics of rabbits, understanding the statistics of digital structures of various cars, and the statistics of cartoons that students like can give advice to TV program directors, and the statistics of students' academic performance can guide their future study. Every situation is by no means a lift a finger, but embodies the cultivation of students' emotions and attitudes everywhere.
Reflections on the Teaching of "Discovering Laws"
In this class, I give full play to the role of multimedia, with intuitive image and dynamic and static combination, which not only saves teaching time, but also greatly improves classroom efficiency and makes students interested in the learning process. It has played a very good role in breaking through important and difficult points. For example, at the beginning of the class, three situational diagrams are used to guide children to observe from the aspects of color, shape and quantity, which improves students' interest in learning and effectively attracts students. This kind of thinking training is progressive at different levels. In situational teaching, it is necessary to stimulate students' interest in learning, create a relaxed, happy, democratic and harmonious space for students, and let students acquire knowledge and develop in active participation.
Reflections on Mathematics Teaching in Senior Two.
First, pay attention to the connection between basic knowledge.
On the basis of learning the multiplication formula of 7, students teach the concept of "multiplication" and how to solve practical problems about multiplication. For example 1, students use puzzles to complete the formula teaching of 7. In Example 2, three children put a square with a small stick, which leads to the meaning of "several times a number". Example 3 is to establish the calculation idea of "how many times is a number" by students drawing a bitmap. Example 4 is to use the constructed "cognitive structure" to solve the practical problem of "how many times is a number". This can not only deepen students' understanding of the meaning of multiplication, but also have more opportunities to practice the calculation of multiplication. More importantly, it can let students know what the knowledge they have learned is useful and how to use it, so as to gradually cultivate students' awareness of applying mathematics and develop their ability to solve problems.
Second, pay attention to the change of learning style.
Carry out new ideas, change students' learning methods, make various formulas at the same table or in groups through group cooperation and communication, and then communicate with the whole class. Each group exchanges their own methods of compiling and memorizing formulas, and students evaluate each other, and then expand the topic appropriately, which is conducive to mutual learning between deskmates or groups.
Third, cultivate students' thinking ability.
Pay attention to the use of various materials to cultivate students' thinking ability. In the teaching of "times", I first let students feel the meaning and representation of "times" through materials in various situations, and finally form the thinking mode of "how many times is a number". Then deepen the relationship between numbers by drawing line segments, that is, the relationship between "multiples", and initially cultivate students' thinking ability.
In addition, some open questions are designed in the exercise, so that students can freely exert their imagination, thus cultivating their innovative consciousness and problem-solving ability.
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