Share the experience of mathematics teaching in senior three. First, reflect on the teacher himself.
1, self-reflection
Self-reflection means that teachers ask a series of questions after self-observation, self-monitoring, self-adjustment and self-evaluation of their own teaching, so as to improve their self-reflection ability. This method is suitable for the whole teaching process. When designing lesson plans, you can ask yourself the following questions: What life experience and knowledge reserves do students have? ,? How to design a teaching scheme that students can easily understand according to relevant theories and students' reality? ,? What happens when students accept new knowledge? ,? How to deal with these situations? Wait a minute.
2. Analysis of teaching problems
? Classroom teaching is an art of regret? Scientific and effective teaching diagnosis can help us reduce regrets. Teachers may wish to start with the study of teaching problems and dig out the hidden problems of teaching concepts. Teachers can communicate with groups through self-reflection. Brainstorm? Methods Collect all kinds of teaching? Medical records? Then classify and analyze, find out the typical? Medical records? , right? Pathology analysis, focusing on various teaching concepts that affect the teaching effect, and finally put forward countermeasures to solve the problem.
Step 3 learn to observe
? Can stones from other mountains attack jade? . Teachers should watch more classes of other teachers and talk to them more. In the process of observation, teachers should analyze how other teachers organize classroom teaching and why they organize classroom teaching in this way; How do I organize classroom teaching in this course? Compared with them, my classroom teaching links and teaching effects are different and the same; What inspiration did I get from their teaching? What will I do if I have an accident? Through such reflective analysis, I can get inspiration and reference from others' teaching.
Students' practical reflection can reflect on their own understanding, such as things in daily life and content in class, which can guide students to ask more why? It can also be the practice of contacting others, which leads to a comparative reflection on one's own behavior.
Second, reflect from the perspective of students.
1. Reflect in solving problems and master methods: solving problems is the only way to learn mathematics. In the process of solving problems, teachers should actively guide students to sort out the thinking process, determine the key to solving problems, review the thinking methods and summarize the methods, so as to make the problem-solving process clear, orderly and accurate.
2. Reflect through collective discussion. Everyone constructs his own understanding of things with his own experience as the background, so his understanding is relatively limited. Through collective discussion and communication, students can understand their peers' understanding, enrich their own thinking methods, reflect on their own thinking process and enhance their migration ability.
3. Reflect in reviewing knowledge. In the actual learning process, students always decide the solution method according to the specific situation of the problem. This method is limited by specific circumstances. If it is not refined and summarized, its application scope is limited and it is not easy to transplant. Therefore, teachers should encourage students to reflect on the learning process after acquiring knowledge, guide students to review and summarize their thinking strategies, and extract mathematical ideas with wide application.
4. Reflect on the causes of mistakes and enjoy success: students are often careless in learning basic knowledge, ignoring the reflection on conclusions and being satisfied with a little knowledge, which is an important reason for homework mistakes. Teachers should combine the mistakes in students' homework, carefully design teaching situations, help students analyze the causes of homework mistakes from the perspective of basic concepts and basic knowledge, guide students to consciously test the results, and cultivate students' reflective ability.
Third, reflect on whether the classroom is efficient.
The core of education reform is to change from exam-oriented education to quality education and cultivate high-quality talents with innovative consciousness in an all-round way. This great change also puts forward new requirements for classroom teaching; Pay attention to students' learning methods, let them learn to learn, learn to cooperate and learn to innovate; How to build a high-quality and efficient classroom, I think we need to start from the following aspects:
1. Establish a new teacher-student relationship with students as the main body, teachers as the leading factor, and teachers and students jointly research and develop. Students' ability is exercised and developed through self-activity and practice. Students are the masters of learning in class, and no excellent teacher can replace them. Therefore, teachers should fully grasp students' learning situation, carefully design students' activities, stimulate students' interest in learning, enlighten students' wisdom, inspire students' thinking, give enough time, guide students to read, consult materials, think with their brains, operate, discuss collectively, show themselves, feedback information in time, and adjust in time, so that teachers and students can cooperate harmoniously and tacitly to realize the optimization of classroom teaching.
2. Create a pleasant environment. The education of talents is not the indoctrination of knowledge. It is better to give students a few keys as a repository of knowledge, so that they can automatically develop the treasure house of knowledge and acquire their own methods to solve problems and the ability to transform society. Therefore, in teaching design, I delve into teaching materials, carefully design the process from the perspective of teaching materials, teaching conditions and students' reality, and build an excellent teaching environment conducive to stimulating students' positive emotions so that all students can? Moving? Get up, create a happy atmosphere, provide all possible conditions, arouse students' interest, make students improve their excitement and curiosity, think positively, explore actively, conduct experimental research, contest, ask questions, discuss, exchange dialogues, search online and answer questions. Let students get aesthetic pleasure in learning, so as to learn from interest, knowledge, intelligence, ability and quality. Secondly, we should create conditions from time to time so that students can get the joy of success and enjoy learning? Sweetness? Realize the happiness of learning from the heart, so as to gradually develop the habit of conscious and active learning and develop students' creativity. The success of a class lies in setting up problem situations, guiding students to explore independently, discuss and communicate with each other, and form conclusions through analysis. Students have a strong interest in learning, a large space for autonomy, and are not limited by rules and regulations. They broaden their thinking and boldly innovate, turning the pressure of learning into motivation, so that students' learning becomes a process of self-exercise and mutual research.
3. It is better to teach people to fish than to teach people to fish, so as to improve students' ability. Every behavior in classroom teaching should be perceived, understood, applied and deepened according to the students' cognitive rules, so as to guide students to carry out positive thinking activities and information exchange around learning priorities, so that students can find, analyze and solve problems themselves in activities. Under the guidance of teaching strategies, teachers arrange a series of teaching projects, provide learning objectives, attract attention and interest, and present various stimuli, audio and video. Encourage memory, discussion and summary, practice homework, feedback information, transfer application, experimental operation, etc. Students should actively participate and cooperate with each other. In the long-term self-practice and exercise, they learned to think and use, which is such a long-term training. Students' self-study ability will gradually improve, and they will gradually master the method of acquiring knowledge independently, and finally? Study? Become? Can you learn? .
Senior three mathematics teaching experience sharing (1) Grasp the learning rhythm.
Mathematics review preparation is divided into different stages, and different teaching methods are used alternately. Without a certain speed, the review and learning efficiency is very low. Learning slowly, you can't train the speed of thinking, the agility of thinking and the ability of mathematics. This requires that the whole process of reviewing and preparing for the exam in senior three should be rhythmic, so that over time, the agility of thinking and the ability of mathematics will be gradually improved.
(2) Grasp the formation of knowledge and attach importance to the teaching of problem-solving process.
A concept, definition, formula, rule and theorem of mathematics are all basic knowledge of mathematics, and the formation process of these knowledge is easily ignored. The forming process of this knowledge is actually the training process of mathematical ability. The proof of theorems is often the process of discovering new knowledge. Therefore, in order to change the teaching method of emphasizing conclusion over process, the teaching of problem-solving process is the process of cultivating mathematical ability.
(3) Grasp the processing of review materials.
The process of reviewing and preparing for the exam is alive, and students' learning is constantly changing, which changes with the development of teaching process, especially when teachers pay attention to ability teaching, and the review materials cannot be fully reflected. Mathematical ability is formed simultaneously with the occurrence of knowledge. Whether reviewing a concept, mastering a rule or doing an exercise, we should cultivate and improve it from different perspectives of ability. Through the teacher's guidance, we can understand the status of review content in senior high school mathematics system and college entrance examination, and clarify the relationship with previous knowledge.
(4) Grasp the problem and expose it.
In mathematics classroom teaching, teachers usually ask questions and perform them on the blackboard, sometimes accompanied by discussion. So you can hear a lot of information, and these questions are open. For those typical problems, problems with universality must be solved in time, and the symptoms of the problems cannot be left behind or even precipitated. We should seize the exposed problems in time, supplement the remaining problems in a targeted manner and pay attention to practical results.
(5) Grasp classroom exercises.
The classroom practice time of mathematics class accounts for about 20% of each class, which is an important means to remember, understand and master mathematics knowledge and must be adhered to. This is not only speed training, but also a test of ability. Students have no intention of doing problems, but the examples the teacher found are intentional. What knowledge needs to be supplemented, consolidated and improved, and what knowledge and ability need to be cultivated and applied? Class should be targeted.
(6) Grasp the problem-solving guidance.
It is not only the need of fast operation, but also the need of accurate operation to choose reasonable problem-solving methods and optimize operation methods. The more steps, the greater the complexity and the greater the possibility of making mistakes. Therefore, according to the conditions and requirements of the problem, it is not only the key to improve the operational ability, but also an effective way to improve other mathematical abilities.
(7) Grasp the training of mathematical thinking methods.
Mathematics is responsible for cultivating computing ability, logical thinking ability, spatial imagination, and the ability to analyze and solve problems by using what you have learned. Its characteristics are high abstraction, strong logic, wide applicability and high requirement for ability. Mathematical ability can only be cultivated and improved through the continuous application of mathematical thinking methods.