Teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. So how do you write the ninth grade teacher's teaching reflection? The following is my reflection on the ninth grade teacher's teaching, I hope you like it!
Reflections on the teaching of ninth-grade teachers 1 Last year, I served as a ninth-grade Chinese teacher. During the summer vacation, I think the school should continue to let me teach Chinese in the ninth grade. Unexpectedly, the new school year was assigned to Grade 8 1 class, and I became an Grade 8 Chinese teacher again.
Students in grade eight are not as lively as students in grade seven and as calm as students in grade nine. The advantages of grade eight students are active thinking and good class atmosphere. For junior high school Chinese learning, there is a certain accumulation.
The Chinese textbook compiled by the eighth grade department has been slightly changed, with the addition of the fifth lesson "National Day Sacrifice", and the sixth unit "Mencius" has been changed from two chapters to three chapters. After reviewing the ninth grade, I have a certain understanding of the key points and difficulties of the Chinese exam, and the teaching methods are more detailed. First of all, on the basis of Chinese basic knowledge, the accumulation of new words, new words, polyphonic words and idioms in each class has been increased. Basically, it is to give students some literary common sense in the teaching of each article. Secondly, the research on the materials and textbooks of each unit has a deeper understanding than in previous years. Pay more attention to the differences between narrative and expository teaching methods. In addition, in the reading of famous books after class, we collect some materials to carry out reading classes for students, so as to help students read more books after class, read well and love reading. Finally, there is still some confusion about the preparation and teaching of Chinese. For the teaching materials, my own understanding and interpretation are not in place. Personal thinking is too little and there is no learning ability. I am in the model of imitating a famous teacher. Or you should read more professional books and seek a clear way to prepare lessons that suits you.
This exam is much worse than Class Six. Personally, I think the final review stage is not detailed enough. The school is short of a month's exam, so take the time to take it yourself. Examinations can exercise students' thinking, but it is impossible to understand them deeply simply by doing and speaking questions. Students will be tested after each unit in the future, and the simple dictation before will be changed to increase the difficulty. There is another point that needs special attention: in the future, you should do more questions yourself and study the types of questions.
This is written by my wife. She is a Chinese teacher, but she doesn't like writing articles. I have repeatedly advised her to read more books and write more. She ignored it because she was tired of taking care of the children and had no time. Until now, she has also taken the initiative to write teaching reflections. This is progress. I am very happy. I believe this will be a turning point in her teaching career. Because we all know that people who are good at summarizing and reflecting are the fastest, whether they are teachers or students, business owners or employees.
You know, every diamond has to go through a dusty lonely time before it is discovered.
Patience and accumulation are the prerequisites for realizing the ideal. As long as you set your own goals and stick to them, you will always achieve your own achievements. Bi Shumin once said: "Every diamond has to go through the lonely time of burying dust before it is discovered." Continue to wait and hope that one day, deeper diamonds will be found.
It is understood that most teachers attribute students' learning difficulties to factors other than teachers, such as difficult subject content, poor students' quality and poor family education environment. Only a few teachers think they don't teach well. Students think that they have difficulties in learning, and about one-third of the reasons are already in the teaching and management of teachers. Some people even put forward the view that there are no students who can't teach, only teachers who can't teach.
These fully show that teachers are responsible for the formation of students' learning difficulties. Therefore, as a teacher, we should deeply reflect on our teaching behavior, so as to reduce students' learning difficulties. In mathematics teaching, reflection is the source of finding problems, a good way to optimize teaching design and improve teaching quality, and a reliable way to promote the sublimation of understanding. Confucius, an ancient philosopher in China, once said, "Learning without thinking is useless, and thinking without learning is dangerous." Foreign scholars have also expounded the importance of reflection.
For example, Friedenthal, a Dutch mathematics educator, once said: Reflection is an important mathematical activity, and it is the core and motivation of mathematical activities. Posner pointed out that the growth of teachers = experience+reflection. It can be said that the experience without reflection is only a narrow experience, and at most it is a superficial understanding. Reflection can rectify the existing problems, explore the problems found in time, and sublimate the accumulated experience into theory. Reflection can also improve mathematics consciousness and optimize thinking quality. So what should we reflect on after class? Here are some of my views for your reference:
First, reflect on the teaching objectives.
Teaching objectives refer to the concepts, methods, familiar skills and mathematical ideas that students need to understand in this class. They are the basis and premise of teachers' further teaching and the necessary conditions for students to improve their comprehensive ability. Teachers' reflection on teaching objectives is actually to discover whether Chu students really understand the connotation and extension of the concept, the premise and conclusion of the theorem through reflection on the teaching process; Can you use the theorem flexibly to solve problems, the thinking method contained in the theorem itself, the scope of application of the theorem, and whether the basic methods to be mastered in this lesson have been mastered. To know all this, we should first pay attention to students' every move in class. If the students in class are focused, positive, agile and happy, it means that the students are enthusiastic, take the initiative to participate, learn something and have fun.
If students are listless, deaf, procrastinating, exhausted and at a loss in class, it shows that the classroom atmosphere is dull, students' enthusiasm is not high, learning is very hard and the effect is not good. Secondly, check the situation of students doing classroom exercises. If most students can correctly complete the specified topics within the specified time, the teaching objectives can basically be achieved; If most students can't write or can only do some steps of the project, or even if they do, there are still some problems, which means that students have not really understood the content of this section and their knowledge and skills have not passed the test. Thirdly, review students' homework after class. If students have clear thinking, well-founded reasoning, proper use of theorems and formulas, accurate calculation and detailed steps, it shows that students have mastered basic mathematical knowledge and thinking methods. On the contrary, if students do flip-flops, confuse formulas, misuse theorems, and make constant calculation mistakes, it shows that students' basic knowledge and skills are not enough. Through the above series of methods and means, find out the problems and think about remedial measures. What should be supplemented must be supplemented, and what should be changed must be changed; What is emphasized collectively must be emphasized collectively, and what is suggested by individuals must be suggested individually. Make up the content of the class for later study.
Second, reflect on teaching methods.
Teaching methods are measures and auxiliary tools to complete teaching tasks and achieve teaching objectives. As the saying goes, "there is a law in teaching, but it is impossible in teaching." The choice of teaching methods depends on students' actual cognitive level. Usually, according to the different teaching contents, teaching methods such as lecturing, heuristic, discovery and questioning can be adopted, and wall charts, models, objects, small blackboards and multimedia courseware can also be used to assist teaching. To reflect on teaching methods, we must first break through the most difficult, difficult to understand and difficult to master in their study, start from the most boring places, and start from the places that they are easy to ignore but rich in teaching value. Secondly, teachers should seek the best teaching form that is most conducive to students' acceptance, students' acceptance, students' enthusiasm for learning, students' scientific creativity and students' coordinated development in all aspects.
If the introduction of the topic is too dull to arouse students' interest in learning, students can be explained the growth process of mathematicians, novel mathematical problems, mathematical problems around them and so on. If the deduction of theorem and formula is proved to be limited to textbooks, students can not understand it easily, so they can explore new ideas and change strategies to satisfy students' thirst for knowledge and stimulate their creativity in scientific knowledge with rich content, easy to understand and step by step; If the treatment of example exercises is lack of depth and students can't master it well, we can explain it in simple terms and draw inferences at different levels, and try our best to cultivate students' concentrated thinking and divergent thinking on the premise of mastering basic methods and skills. As long as we observe and think about goodness, we can gradually improve our teaching level and quality.
Third, reflect on the teaching value.
Teaching value is the sublimation of teachers' teaching goals, students' teaching significance, thinking cultivation and moral sentiment when they complete their learning tasks, and it is a higher realm of education and teaching. There is an educational motto that says well, "education is a cause that needs our selfless dedication;" Education is a science, which needs us to study hard. Education is an art that needs constant innovation. " Reflecting on the teaching value is to explore the value of cognitive education, emotional education and behavior education which are rich in this course.
We should know that every mathematical thought contains a philosophy of life, every problem-solving method enriches students' values and world outlook, and every bit of mathematical knowledge purifies students' hearts. As long as we carefully observe, carefully analyze, think deeply, strive to expand, let go of the clues in classroom teaching and the words in textbooks, we will certainly be able to do it and do it well. For example, the idea of classified discussion teaches students to look at problems dialectically, and the idea of function teaches students not only to pay attention to the phenomenon of problems, but also to recognize the essence of problems; The combination of numbers and shapes teaches students what mathematical beauty is, how to appreciate it and how to use it. Reducing to absurdity makes students realize that it is not necessary to attack directly to solve problems, and sometimes it is better to detour sideways. The growth process of mathematicians can set an example for students and inspire them to study hard; The long and splendid history of mathematics development in China can make students have a strong sense of national pride and stimulate their patriotic enthusiasm, so as to study hard and devote themselves to the modernization of the motherland.
Modern education is not to teach a group of nerds, not to teach a group of high scores and low abilities, but to think about students' future and make necessary knowledge preparation and psychological preparation for their colorful lives. Knowledge is dead, ignorance can be learned from books, while ability and quality are intangible and cannot be taught. A person's quality determines his viability and development prospects. In the final analysis, the value of teaching has been shaping people, giving students the truth of being a man, giving students a scientific way of thinking and the basic quality of self-development, so that they can all become useful people to society.
Three people always see their maturity in the process of aging, and I am not aging, so I should be immature. However, until now, I think I may still be a layman in composition teaching. I often say to my colleagues: what makes people feel a little overwhelmed is composition teaching. When I said this, I just looked honest and helpless.
Perhaps, writing stems from an impulse, that is, passion is the driving force of writing. Passion determines whether a student can write. For example, many students often find some learning tips in the process of learning. If you communicate with your classmates, you can at least inspire your classmates and improve your own methods, but only a few can really do it. For example, our master often says that after a teacher has finished teaching a text, he often has some new ideas or explorations. If they can write it down and stick to it, they will make great progress. I was a little surprised to hear him say this, because for me, there is still some passion before class. After two classes, except for occasional instant reflection, I am generally relaxed and lazy, so I have been crawling like a snail. The reason is not necessarily that they can't write, nor that we can't write, but that we need to write unconsciously, that is, we have no writing consciousness. Without consciousness, what about the passion and impulse of writing?
The urgent task is to cultivate writing consciousness, or writing enthusiasm. There is a desire to write, but there is no specific life to rely on. This passion is just an impulse with no realistic basis. Only based on reality and life can we write wonderful articles. Literature is born of emotion, emotion is born of sadness and joy, and sadness and joy are born of dealing with chaos. The depth of a person's life determines whether he will have passion for writing. If Mr. Lu Xun did not have a real experience of the old life, did not explore the causes of many contradictions and ills, and did not have an urgent mood to change this situation and a strong sense of social responsibility, he would never have picked up a pen to transform society. The reason why all writers want to go deep into life and experience life is not only to accumulate materials, but also to feel the pulse of life, let life collide and stimulate their writing passion.
I think I have reversed the viewpoint of "Japanese writing is better than composition" put forward by the late educator li jinxi in China. Japanese writing is a kind of self-cultivation diary and reading notes. My Chinese teacher has always praised Zhou Ji (or Diary) as a variant of it, and it seems that we also need such theoretical support. I have always believed that weekly diary (or diary) should be a platform for students to try various narratives: in content, anything can be written; Formally, narrative description and lyrical discussion are optional. Once this kind of writing without mental pressure and grammatical scruples becomes a habit, there will be a qualitative leap under the continuous accumulation of quantity. Many great writers have the habit of writing Japanese letters, which not only improves their writing skills, but also creates many literary works on this basis.
Harvard has a famous saying: thought determines behavior, behavior forms habit, habit forms character, and character determines fate. In our composition teaching, we should vigorously advocate and urge students to write weekly diaries (or diaries) continuously to write freely, so that students can develop the habit of expressing their thoughts in words, which will help them find and capture some events in life that may cause thinking or controversy. If you have something to say, you have the urge to write. At first, I tried to express my feelings in words, but I may not be able to express what I think and say accurately. This phenomenon of words failing to express their meaning is only because I am not familiar with words. Stick to it until you are familiar with the text and familiar with it. Writing is really a trivial matter. Our admiration for writers largely stems from what they said or said what we wanted to say. When expression becomes a need and a consciousness, if we students can write with our passion, we will certainly be able to play the strong voice of the times. Of course, it certainly needs a hard transformation process, just like becoming a pupa of a butterfly, but we should look forward to the appearance of those beautiful butterflies, which will give us a colorful world.
In the process of writing teaching in junior high school, I found that students are very tired of learning to write. There are many complicated reasons for boredom. But in analysis, the root cause is still on teachers. The direction and degree of students' hobbies are often determined by teachers' high level of knowledge, fine skills, proper occupation, correct products and strong sense of responsibility. Therefore, to solve students' boredom, we must first start with teachers.
(1) Dedication and wonderful teaching.
We should carefully study the teaching materials, design the classroom links, and strive to make every class wonderful. Let students feel that it is a pleasure to listen to the teacher's analysis of the composition or text, and use their professionalism to infect and guide students. Exquisite art and noble character are attractive in themselves. Over time, students will gradually develop interest in literature and writing in this atmosphere.
(2) the teacher went into the water and appeared.
Practice speaks louder than words. The teacher's every move is more convincing and infectious than a thousand words. I didn't do this well enough, and I'm going to make up for it in the future teaching.
(3) Typical guidance and positive encouragement.
Encourage and praise students more, and don't say anything that blows and dampens students' enthusiasm and self-confidence; Don't do things that hurt and dampen students' enthusiasm and self-confidence. Insist on finding more critical essays from students' compositions, not seeking perfection, but seeking originality, and strive to make most students' compositions have the opportunity to be selected for essays every semester. At the same time, pay attention to cultivating writing lovers among students.
In short, with the deepening of curriculum reform, the requirements for Chinese teachers are more strict and comprehensive. Teachers need to have rich cultural background and good professional ethics, as well as love for education and sincerity of students. It is hard to imagine that a teacher who is indifferent to real life and students will write sincere works and cultivate talents with noble character and excellent quality!
Therefore, in the future teaching, I will practice writing with students to improve my thinking.
Reflections on Teachers' Teaching in Grade Nine Part IV "Kong Yiji" is a famous article and a well-known course. I originally expected to finish the content in two classes. After one class, I found that there was a big gap between the expected and the actual teaching situation. It took four classes, twice as much as originally planned. When preparing lessons, I began to design according to the three elements of the novel. After the first class, I found that this year's students' acceptance ability and literary foundation are very different from previous ones. To this end, I have to completely change the original teaching mode.
I will start with the seventh grade's From Baicaoyuan to Sanyan Yinyue, Kite, A Chang and the eighth grade's Shan Hai Jing, so that students can have a new understanding of Lu Xun in a familiar state. On this basis, I will talk about my hometown again, and finally lead to Kong Yiji. And I also found that students' expectations of Kong Yiji were much higher than my original design, so the memories of all Lu Xun's works in junior high school made students have a deeper understanding of Lu Xun's thoughts, and it was much easier to learn this article. Nevertheless, the previous review took up so much class time that it took four hours to learn the whole article. Although it took four classes to write this article, after four classes, my students and I seem to feel very full. The study of a text allows students to understand a period of history and an era; Understand Lu Xun's life and the theme and style of Lu Xun's works. When students talk about what they have learned from this article, most of them think that this article is worth reading, learning, tasting, too good, too heavy … there are too many things worth thinking about. I think the teacher can only do so much!
Through the teaching of this article, I realize that teachers should not only teach students what is limited in the text, but also stimulate students' desire to think and explore. This is our real success!
Reflection on the teaching of ninth grade teachers 5 This week, we studied inverse proportional function, from teaching design to classroom teaching. After careful reflection, we feel that there are many places worthy of reflection.
Inverse proportional function is a process of recognition on the basis of linear function. It is one of the three major functions in junior high school, which is different from linear function, but based on linear function. The study in this chapter lays a foundation for learning more advanced functions and the relationship among functions, equations and inequalities in the future, and plays a bridge role in mathematics learning. The mathematical thinking methods such as analogy, modeling, transformation and equation contained in this chapter are very beneficial for students to observe, study and solve problems.
When preparing lessons, I carefully studied the textbook and thought that the key and difficult point of this lesson was to let students master the concept of inverse proportional function and how to distinguish it from linear function and positive proportional function in linear function. Therefore, before teaching the new lesson, I arranged to review the concepts of "function", "linear function" and "proportional function" and the general formulas of "linear function" and "proportional function".
Design reasonable exercises according to thinking training. Each class designs targeted variant exercises for each knowledge point, and trains students' disintegration skills, methods and thinking through exercises. When dealing with classroom exercises, let students choose their favorite questions to answer, take care of students' individual differences, pay attention to students' personality development, and truly become organizers, participants, collaborators and promoters of students' learning. Especially when dealing with exercises, I still use the previous way to let students act as teachers to explain their views, let me see the wisdom of students and hear thoughtful answers, which makes people applaud. In the process of learning, let students feel the simplicity of mathematics, which is not only a skill, but also a kind of wisdom, which is to restore the simplest state of mathematics. Only in this way can the child's potential be greatly released.
Pay attention to the infiltration of mathematical thinking methods. In the teaching of the nature of inverse proportional function, we should grasp the key words and break through the difficulties. Nature emphasizes "in the same quadrant", but we students often ignore this problem. No matter what two points are, we use nature directly. In this regard, we use the discussion point of view, combined with image observation, so that students can see and understand that nature can be directly used in the same quadrant, but not in the same quadrant, and the vertical coordinates of the points in the first and second quadrants are always greater than those in the third and fourth quadrants. In this way, students can clearly distinguish the most confusing knowledge, break through the difficulties, and timely sum up the mathematical thinking method embodied in it: the thinking method of classified discussion and the combination of numbers and shapes.
Looking back on the teaching process, there are still many problems:
1, lacking foresight. This is mainly reflected in the problem of knowledge review, which was originally intended to pass by. As a result, the students' answers deviated from the teacher's expectations, and the teacher was bound to correct them one by one from the students' point of view, wasting time. They are not flexible enough to deal with emergencies, and their ability to control the classroom needs to be improved.
2. Pay too little attention to students' emotions. Originally I wanted to create a harmonious classroom atmosphere. Because students are nervous, they are not active in answering questions and dare not express their opinions boldly. The classroom atmosphere was lifeless and didn't glow with students' enthusiasm. If the topic is introduced with vivid and wonderful language from the beginning, the answers to a few students can be praised and encouraged in time in the teaching process, which can not only eliminate students' nervousness, but also stimulate students' interest and strengthen their confidence in learning.
3. The role transformation is not complete. In the whole classroom teaching process, teachers often ask questions around the theme and students, but they have little time and opportunity to ask questions to students.
What needs to be improved in the future:
1, in the process of class, we should always pay attention to students' emotions. Because students' learning is the combination of cognition and emotion, only by giving them great emotional satisfaction can students get the motivation to succeed and our autonomous learning activities get the due results.
2. Constantly learn new educational theories, update teaching concepts, make mathematics education for all students, let everyone learn valuable mathematics, let everyone get the necessary mathematics, and let different people get different development in mathematics.
3. Pay attention to the diversification of evaluation and fully understand the students' mathematics learning process. The evaluation of mathematics learning should not only pay attention to the results of students' learning, but also pay attention to students' learning process to help students know themselves and build up confidence.
Only reflection can make progress. As front-line educators, we should be brave in innovation and actively accept challenges.