As a new teacher, classroom teaching is one of the important tasks, and teaching experience can be summarized in teaching reflection. Do you know anything about teaching reflection? The following is my collection of reflection model essays (generally 5 essays) on after-school teaching of primary school mathematics, for reference only. Welcome to reading.
1 Reflection on Primary School Mathematics Teaching after class Not long ago, I had a problem-solving and error-correcting class in Class 602. This course is different from the general exercise class and evaluation class. It requires teachers to make good use of the error resources in students' homework, and achieve the purpose of error correction through students' self-examination, mutual inspection and joint inspection by teachers and students, so as to cultivate students' self-reflection ability and improve their learning ability.
In fact, students' mistakes are inevitable experiences in the process of growing up, and we should treat them with tolerance; At the same time, the teacher's responsibility is not only to avoid mistakes, but also to tap the value of mistakes when they occur, so that mistakes can become an opportunity for students to grow up and become teaching resources. Through such an error correction class, I have a brand-new understanding of the mistakes in students' homework:
1, treat students' mistakes with joy:
An educator once said: The classroom is where students make mistakes. It is normal for students to make mistakes. The key is how to treat mistakes and how to turn them into teaching resources. When we face students' mistakes, do we immediately deny and blame them? Or do you understand students' mistakes, sincerely help students learn from them, and make mistakes an opportunity for students to grow up? Facing the precious teaching resources created by students themselves, if they can be good at capturing and handling them flexibly, and carry out new exploration and practice with new ideas and new eyes, then students will understand the truth, know the methods, develop their thinking and realize innovation in understanding and correcting mistakes. On the road of growth, as long as students master the correct learning methods, they can contribute to the success of their studies.
2. Explore the causes of errors through phenomena:
Only by truly understanding the value of mistakes can we fundamentally face up to students' mistakes. For students, mistakes are road signs to perfection; For teachers, students' mistakes are the mirror of feedback teaching. The mistakes in students' homework are mainly caused by many factors such as students' knowledge mastery, problem-solving ability and study habits. Take solving fractional application problems as an example! Many students can blurt out the general method of solving fractional application problems: finding columns, but there are often mistakes in solving them. The reason is that students can't correctly analyze the quantitative relationship in the problem, so they can't list the correct equivalent relationship. This lesson encourages students to form the habit of self-reflection by sorting out mistakes in their homework. When you face your own mistakes, you should first find out where your mistakes are, then analyze the causes of the mistakes and correct them.
3. Tracing back to the source to reduce the occurrence of mistakes;
In my opinion, adopting variant training can not only improve students' knowledge transfer ability, but also effectively solve the mistakes in students' homework. For example, there are 60 willows in this lesson 1: less than poplars 1/5. How many poplars are there? Some students chose this formula: 60- 1- 1/5-= 48 (tree). After correcting the mistakes, let the students who made mistakes understand that the root of their mistakes is that they have not found the correct quantitative relationship. On this basis, the teacher asks again; If this formula is correct, how should the conditions in the topic be changed? After analysis, the students changed to willow less than poplar 1/5, poplar less than willow 1/5. This method of turning mistakes into positive ones can help students avoid such mistakes.
4, gradually develop good student habits in reflection:
Students will understand their mistakes in the process of reviewing their homework mistakes many times. In this process, guiding students to reflect, guiding students to reflect, is to guide students to analyze where they are wrong and why. This is a process in which students re-examine their thinking with reference to the correct method and see their own advantages and disadvantages. In the long run, students' reflective habits will naturally develop. While students are constantly reflecting, they can also develop good study habits, such as thinking independently, proofreading, examining questions, carefully calculating, standardizing writing and testing.
In a word, it doesn't matter if students have mistakes in their homework. Only under the guidance of systematic science can students finally develop good study habits and benefit them for life!
Reflections on the second classroom teaching of mathematics in primary schools. By cultivating students' good study habits, we hope to form good study quality. In view of the particularity of application problems, I think that in the usual application problem teaching, we should focus on strengthening the habit of examining problems, correctly analyzing the quantitative relationship and cultivating the habit of testing.
1. Teach students how to read problems and cultivate students' correct reading habits.
To solve a problem, we must first understand it. Find out the quantitative relationship and analyze the answers.
(1) Cultivate the habit of carefully examining questions.
You can read silently or read aloud. Read the questions carefully once or twice, and think while reading them. By reading the question, you can get a preliminary understanding of the specific content of the question, know what the specific content of the question is, and repeat the meaning of the question in an orderly way with concise language.
(2) Cultivate the habit of correctly analyzing quantitative relations.
This step is mainly to find out the basic structure of the topic, find out the key sentences and words, and find out their meanings; Find out which conditions are known, which are indirect conditions, and what is the problem of the topic; Find out the quantitative relationship between known conditions and indirect conditions, conditions and problems; And show it with an intuitive chart. For example, there are 2 14 students in the fifth grade, which is 34 fewer than that in the sixth grade. How many students are there in the sixth grade? The fifth grade is 34 fewer than the sixth grade, which means that the sixth grade is 34 more than the fifth grade. Cultivating this habit when examining questions is conducive to finding out who has more and who has less, better understanding the meaning of the questions, and avoiding the mistake of adding more and looking less when solving problems.
(3) Analyze and comprehensively determine the problem-solving ideas.
Analyzing and comprehensively determining the thinking of solving problems is to analyze the relationship among direct conditions, indirect conditions and problems by using the knowledge learned on the basis of the above two steps. By analyzing the relationship between them, we can find out the conditions needed for solving problems, transform indirect conditions into direct conditions, put forward the method of solving problems and determine the calculation order.
2. Pay attention to the cultivation of test habits of application questions.
Testing is an indispensable part in the teaching of applied problems. Through teaching, let students master the method of testing application problems and gradually develop the study habit of conscious testing. In daily teaching, teachers should take testing as a necessary step for students to solve application problems for a long time, so that students can gradually form a good study habit of consciously testing.
Commonly used inspection methods are as follows:
(1) Contact the actual inspection method. If the average age of the elderly in nursing homes is 26 years old, it can be judged that the calculation result is wrong.
(2) Estimation and comparison test method. For example, when solving average application problems, the average must be between the maximum number and the minimum number.
(3) Alternative test method. Using column equation to solve application problems.
(4) Displacement test method. Solve the problem in another way, and then compare the results to test. In addition, the details of solving problems should also be tested.
Reflective symmetry is a basic graphic transformation in the third class of primary school mathematics after class, which is the necessary basis for learning space and graphic knowledge, and plays an important role in helping students establish spatial concepts and cultivate spatial imagination.
This book is the first time to teach axisymmetric graphics, and various operation activities are arranged in the textbook. In this class, I designed three operation activities according to the characteristics of the textbook, so that students can gradually experience the basic characteristics of axisymmetric graphics in hands-on operation.
First, create situational teaching, ask students who can fold clothes to show how to fold clothes on stage. This leads to the topic.
1. Show axisymmetric objects: Tiananmen Square, airplanes and trophies. Let the students observe their common ground. Students observe that both sides of them are the same.
2. Cutting small trees: Through the evaluation of different artists, it is concluded that both sides of these figures are the same, so first fold the paper in half, then cut it and spread it out. This is the little tree.
This is the first operation activity in this class, which is arranged after students observe the symmetry phenomenon in their lives, with the aim of making students feel the symmetry phenomenon in operation initially. The students' homework seems to be a aimless homework activity, but it is difficult to find a small tree or even a beautiful window flower without looking for rules. Through students' communication, it is initially felt that the same graphics on both sides can be folded in half and then cut, which is the initial perception of the characteristics of axisymmetric graphics.
Second, draw a picture by hand and fold it to get the following graphics (Tiananmen Square, airplane, trophy, etc. ) By drawing the objects that students see and discussing them in groups, we can draw the conclusion that the two sides of the graph are completely coincident after symmetry, so as to get what kind of graph is axisymmetric.
This is the second operation activity in this class, which is arranged after students have a preliminary perception of the characteristics of axisymmetric graphics. The students' operation is purposeful and instructive. The purpose is to explore the basic characteristics of the complete overlap of the two sides of the crease after the figure is folded in half, and on this basis, explain the concept of axisymmetric figure.
Third, try to make symmetrical figures and show your works in groups.
This is the arrangement of three operations in this class, which is intended to consolidate and deepen the understanding of axisymmetric graphics in the operation activities after students have a more correct and systematic understanding of axisymmetric graphics. Students' operational activities are varied and their works are colorful.
The purposes of the three operations are different, and the results are quite different. In this activity, students can have a deeper understanding of the characteristics of axisymmetric graphics and fully understand the basic characteristics of axisymmetric graphics through orderly and layered operations.
The biggest feeling of this class is that all the exercises and operation activities are naturally connected in series in the visiting scene because of the full preparation before class. The class structure is compact and students are interested in it, so that students can experience the characteristics of axisymmetric graphics in different ways and from different angles.
Reflection on the teaching of primary school mathematics after class 4 During the period when we entered the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were once regarded as experience with the concept of the new curriculum. Now I will sum up the experience gained in reflection to encourage my peers.
First of all, we should change the role in teaching and the existing teaching behavior.
Facing the new curriculum, teachers should first change their roles and confirm their new teaching identity. Dole, an American curriculum scientist, believes that in modern curriculum, teachers are "the chief among equals". As "the best among equals", teachers should be the organizers, instructors and participants of students' learning activities.
(1) The new curriculum requires teachers to change from traditional knowledge givers to' organizers' of students' learning. As the organizer of students' learning, a very important task of teachers is to provide students with space and time for cooperation and exchange, which is the most important learning resource. In teaching, individual learning, deskmate communication, group cooperation, inter-group communication and class communication are all common forms of classroom teaching organization in the new curriculum. These organizational forms create time for students to cooperate and communicate, and teachers must also provide enough time for students to study independently. For example, the first chapter P 13, T 6 of Senior One Mathematics (Volume I) of China Normal University Edition requires students to take a given figure "(two circles, two triangles and two parallel lines) as a component, conceive a unique and meaningful figure, and write one or two humorous comments. In teaching, I ask students to design and use their imagination first, then sit at the same table and communicate in groups. Finally, the teacher will summarize the outstanding works of the whole class for display and award. Such as Chariot, Kite, Sunset Accompanied by Mountain, Reflecting into a Stream, One Man, One Mountain, One Sun and many other meaningful graphics, are ingenious in conception, rich in imagination and humorous in language, which is refreshing. At that moment, the students realized the fun of independent communication and success.
(2) Teachers should be the guides of students' learning activities. The characteristics of guiding learning are containing without revealing, pointing without knowing, opening without reaching, and introducing without sending. The content of guidance includes not only methods and ideas, but also the value of being a man. Guidance can be manifested as enlightenment. When a student gets lost, the teacher will not tell him the direction easily, but guide him to identify the direction. Guidance can be expressed as an incentive. When students are afraid of climbing mountains, the teacher does not drag them to climb together, but lights up his inner spiritual strength and encourages him to keep climbing. For example, when I was teaching the comparison of line length in the first grade mathematics (Volume I) of China Normal University, my initial design was to ask students how to compare their heights at ordinary times, and invited two students to demonstrate. Then let students compare the lengths of two pens by imitating the height comparison method, so as to guide students to find a way to compare the lengths of two line segments. In this way, students can easily understand the problem. When learning the comparison of angles, students no longer need my guidance, and find the comparison method of angles from the comparison of line segments.
(3) Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning. Teachers participate in students' learning activities in the following ways: observing, listening and communicating. By observing students' learning state, teachers can standardize teaching, take care of differences and find "sparks". Teachers' listening to students' voices is a sign of respecting their performance. The communication between teachers and students is not only cognitive communication, but also emotional communication, which can be realized through language, expression and action. For example, when teaching the three-dimensional graphics of Grade One Mathematics (1) in China Normal University, I asked the students to make the unfolded drawings of polyhedron in groups. When the students were making, I observed the production process of each group and participated in their production process. In the communication with them, I learned their ideas when making. Individual problems are solved individually. When talking about how to judge the expansion diagram of a cube, I first listen to the students' methods, and then let several representative students with good thinking methods explain. In this way, we have also learned a lot of knowledge in teaching and shortened the distance between students and teachers. Students regard me as a study partner and are willing to discuss and communicate with me.
Second, teaching should be a "flexible" textbook.
The new curriculum advocates that teachers "use textbooks" instead of simply "teaching textbooks". Teachers should creatively use textbooks, integrate their own scientific spirit and wisdom in the process of using textbooks, reorganize and integrate textbook knowledge, choose better content for deep processing of textbooks, design vivid and colorful classrooms, fully and effectively activate textbook knowledge, and form textbook knowledge with teachers' teaching personality. We should not only have the ability to explain problems clearly and concisely, but also guide students to explore and learn independently.
(1) The teaching material is not equal to the teaching content, but the teaching content is greater than the teaching material. The range of teaching content is flexible and extensive, both in and out of class. As long as it is suitable for students' cognitive rules, materials based on students' reality can be used as learning content. Teachers "teaching textbooks" is the performance of traditional "teachers", and "teaching with textbooks" is the attitude that modern teachers should have. For example, the practice and exploration of Mathematics 6 and 3 in Senior One of China Normal University Edition (Volume II) P 14, t 2 This is a question about the change of shape and volume. Textbooks only appear as exercises, and there are no similar examples. I designed a class for this kind of problem. In class, I didn't urge the students to do it at once. Instead, I found two cylindrical cups, one big and one small. A cup is filled with water and the experiment is started. Through the experiment, the students' desire to explore was stimulated, and students found several methods to solve this problem according to the experimental situation. Another example is to explain P 15, question 2, interest and interest tax in savings. On the basis of the teaching materials, I designed several problems encountered in real life for students to ask and investigate in the bank before class. In class, students show their own survey results, with examples to arouse students' desire to learn and stimulate their interest in learning.
(2) Make full use of teaching materials and create free space. In the past, teaching and learning were all about mastering knowledge, so it was difficult for teachers to creatively understand and develop teaching materials. Now they can "change" the textbooks themselves. There are some contents in the textbook for students to guess and imagine, thus developing students' imagination and various thinking orientations. This textbook provides many columns and topics for students to read freely. For example, China Normal University Edition Senior One Mathematics (1) Study on the reading materials of Rubik's Cube and the ID number and student registration number of P 122. For this knowledge, I will change it into research materials for students' extracurricular study, so that students can collect these knowledge materials through various channels such as inquiry, investigation, reading related books and surfing the Internet, and print them out in written form for the whole class to read. Doing so not only exercises students' problem-solving ability, but also greatly enriches students' extracurricular knowledge.
Third, we should respect students' existing knowledge and experience in teaching.
Teaching activities must be based on students' cognitive development level and existing knowledge and experience, which shows that the learning process of students is a process of self-construction and self-generation under the guidance of teachers.
Reflections on after-class teaching of primary school mathematics 5. The new lesson of the first unit of primary school mathematics has ended, and the next few classes are all practice classes. By yesterday, we had had three classes. Through the combing and reflection of these three lessons, we have some new understanding of mathematics training under the background of the new curriculum:
1, do we need math training under the background of new curriculum?
At present, everyone is keen to discuss some new contents in textbooks or explore cooperative teaching methods, whether it is quality class competitions, seminars, forums and blogs at all levels. Everyone doesn't seem to care much about math training. Some teachers even "look pale" when they mention "training", thinking that they will return to the old road of traditional education. When we calm down and think about it, we will find that what we are keen on now is actually based on the existing knowledge and experience of students. If students don't have a deep understanding of the existing mathematical knowledge and can't use it flexibly, how can they carry out new cognitive activities? Therefore, mathematical exploration and mathematical training often interact and depend on each other.
2. What kind of math training do we need under the background of the new curriculum?
Mathematics training is not equal to "mechanical and repetitive", but should reflect the applied training of basic mathematics knowledge.
(1) means rational training. Students' mastery of a mathematical knowledge always goes through a process of "concreteness-abstraction-concreteness", in which the formation process of basic mathematical knowledge (concreteness-abstraction) can be said to be a process of abstract generalization (mathematical modeling), while the application process of basic mathematical knowledge (abstraction-concreteness) can be said to be a process of deductive reasoning (model interpretation and application). In the process from concrete to abstract, students realize the essential attribute of basic mathematical knowledge, and in the process from abstract to concrete, students realize the application scope of basic mathematical knowledge (extension of concepts), which plays a role in deepening understanding and flexibly applying concepts. In this process, students will compare the conditions of establishing basic knowledge of mathematics with those in specific problems and carry out a series of thinking activities. Because primary school students' thinking is in the development stage, their internal speech is underdeveloped, fragmented and disorganized, so it is necessary to use students' external language expression to promote the integration and organization of their internal speech, which is the significance of attaching importance to "reasoning training".
(2) Training of graphic expression. Number and shape are two major objects of mathematical research, and they influence each other. Each shape contains a certain number relationship, and each number can be described and reflected intuitively through graphics. Teaching practice is that we have an understanding that students' acquisition of mathematical knowledge or application of mathematical knowledge to solve specific problems is often to complete the translation process of mathematical language, mathematical correspondence and mathematical graphics. Therefore, consciously training students to express their mathematical knowledge with graphics will be beneficial to students' profound understanding and mastery, and can accumulate experience in mathematical activities for their further study.
(3) Training of computing skills. When the solution of a mathematical problem is determined, the next step is to get the correct answer through calculation. No matter how perfect the thinking of solving problems is, students will not solve problems perfectly if they can't calculate accurately and thoroughly. Moreover, for more complex problems, if a key value can be found through oral calculation or estimation, it will often play a vital role in promoting the solution of the problem. Therefore, we should attach importance to the training of students' basic oral arithmetic and strengthen the cultivation of estimation ability in teaching.
3. Under the background of new curriculum, the form of mathematics training.
The content of mathematics training should be basic and applied. The form of mathematics training should be interesting, flexible, competitive and diverse, which should be combined with the content of training and the specific situation of students.
;