As a new teacher, teaching is one of the important tasks. With the help of teaching reflection, we can improve our teaching ability quickly. So what problems should we pay attention to when writing teaching reflection? The following is my reflection on the teaching of primary school teachers, hoping to help everyone.
Primary school teachers' reflection on teaching 1 1 is both national and contemporary, and organically integrates information technology.
The Outline of Basic Education Curriculum Reform points out that it is necessary to vigorously promote the universal application of information technology in the teaching process, promote the integration of information technology and subject courses, gradually realize the changes in the way of teaching content presentation, students' learning methods, teachers' teaching methods and teacher-student interaction, give full play to the advantages of information technology, and provide a colorful educational environment and powerful learning tools for students' learning and development. First of all, I show half of the symmetrical figures common to middle school students in life, such as dragonflies, butterflies, leaves and faces. Let the students guess what I drew.
Students are very interested and actively participate, and the class suddenly becomes active. Then I asked: Do you want to spell them out? By finding two identical pictures in person, students can further perceive the characteristics of symmetrical graphics. Through multimedia demonstration, I spread dragonflies, butterflies, leaves and faces one by one along the axis of symmetry, so that students can clearly see that symmetrical figures can completely overlap after being folded in half. This is exactly what other technologies can't reach.
The application of multimedia technology in classroom teaching gives students the opportunity to test their bold imagination. This lesson uses information technology to show beautiful pictures. In addition to intuitive demonstration, information technology is also used as a learning tool, which is well integrated into the process of learning mathematics. The application of drawing software is enough to reflect the tool of information technology, and strive to improve students' mathematics literacy and cultivate students' information literacy.
2. Real and vivid classroom and the implementation of advanced teaching concepts.
Let students learn mathematics in life, first, students are interested and "able to learn", and second, learning is useful or "necessary". The math activities I designed in this class are based on students' existing life experience, such as guessing pictures, puzzles, paper-cutting, origami, drawing lines and so on. Students are familiar with and interested in it. Students show "I can learn", and the selected learning materials are familiar to students, such as dragonflies, leaves, butterflies, clothes, rectangles, squares and so on. Let students know the value and function of mathematics learning, and students show "I want to learn"
3. Changed the role of teachers and played the main role of students.
Nearly two-thirds of the class is student activities, and in the process of students engaging in mathematics activities, teachers insist on giving full play to the role of organization, guidance and cooperation, giving students room to fully display their talents. The students spell sweetly, cut boldly, fold carefully, express their thoughts fluently and show their works happily, which not only shows their intelligence, but also reflects the diversity of learning methods, and everyone has developed to varying degrees.
4. Pay attention to the evaluation of students' learning process and promote students' development.
Promote students' maximum development through works display, language encouragement, medal awarding and group communication.
5. Guide students to feel the beauty of mathematics, cultivate enthusiastic feelings about mathematics, love mathematics and love life.
These axisymmetric figures come from life, and they are beautiful. They decorate the environment and beautify life. At the end of the class, the teacher let the students feel the beauty from the pictures in life, and cultivated the students' aesthetic feeling.
Primary school teachers' teaching reflection entered the review stage in May. In view of the characteristics of primary school mathematics review, such as wide range, many contents, tight time, heavy tasks and easy polarization, the review method of "step by step feedback and step by step improvement" is a targeted review teaching, which makes the review class closer to the students' reality and thus achieves better review effect in less time. My students and I have made progress along the way. Its reflection is as follows:
First, success:
1, review the basics, give comprehensive feedback, improve and rediscover.
2, close to reality, special review, strengthen targeted training, carry out special review methods, and break through review ideas.
Pay attention to the feedback of unit test paper, comprehensive test paper and students' self-evaluation, review each chapter of knowledge together, strengthen the coherence of knowledge, mobilize students' review enthusiasm and improve the effect of each review lesson. In this review stage, we should flexibly choose the opportunity to conduct special tests. On the basis of the evaluation of special papers, students are required to make a written self-evaluation of the situation reflected in the papers.
After checking and filling in the gaps, comprehensive test paper feedback should be conducted according to the situation reflected by each unit, that is, targeted fill-in and directional review, and then directional breakthrough should be made after problems are found. In training, we should achieve the goal of timing and quantification, pursue the unity of speed and effect, encourage students to strive for a good record of "always reviewing the wrong set of questions", use the wrong set of questions flexibly, read and analyze frequently, and strive to avoid repeating mistakes. Concentrate on making up the "defects" and really improve the review efficiency.
3. Reflecting the principle of taking students as the main body, teachers remove all kinds of information from students' feedback, analyze, summarize and sort it out from the outside, so that students can discover and put forward new problems step by step, guide thinking, discussion and summary, use it flexibly, and find out the defects of students' mastery of integrity and locality, thus effectively improving students' comprehensive quality.
Second, the shortcomings:
1, I trust students too much. In the final analysis, it is the students' poor self-control, and there is no supervision to check whether the body in the wrong question is mastered.
I have no patience to ignore some students.
3. Less summary.
Third, the direction of future efforts:
Summarize students' mistakes in doing problems and be strict with them, so as not to lose points. The wrong set of questions should be randomly selected so that they can learn consciously. Be patient with students, let them learn from each other's strong points and take the initiative to learn at the next level.
Teaching Reflection of Primary School Teachers 3 《 Mathematics Curriculum Standard 》 clearly points out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities.
Based on the above teaching ideas, this course takes mathematical experiment activities as the carrier to build a platform for students' autonomous learning and cooperative communication.
First, from the introduction of nature, assimilate knowledge into students' original knowledge. This lesson starts with students' recollection of the relevant knowledge of the circle, and starts from the students' existing knowledge and experience, so that students can feel the circumference of the circle with their hands and have the need to learn the circumference of the circle.
Second, provide enough time and space for exchanges and cooperation, and cultivate students' sense and ability of cooperation. In teaching design, teachers fully provide students with opportunities to engage in mathematical activities, create time and space, let groups practice, explore the law of the ratio of circumference to diameter, show the results of group cooperation, and reveal the significance of pi. Make students experience the fun of mathematics learning and gain rich experience in mathematics activities.
Third, hands-on experiments allow students to experience the research history of pi and infiltrate mathematical culture and ideas. In teaching design, let students draw a conclusion that the circumference of a circle is always more than three times its diameter through hands-on experiments, and then introduce Zu Chongzhi's research results and modern research results on pi. In this process, students have experienced the research history of pi and infiltrated mathematical culture and mathematical thinking methods. At the same time, make students have emotional resonance, enrich emotional experience and develop emotions, attitudes and values.
Fourth, apply what you have learned to make students realize the value of knowledge. In teaching design, let students use knowledge to help teachers solve practical problems in life, let students feel the application value of mathematical knowledge in life, and further stimulate students' interest and hobby in mathematics.
5. Disadvantages: the teaching language is not refined enough, the concept of circumference is not solid, and the ratio of circumference to diameter is not emphasized, but the ratio of circumference to diameter is habitually described, and the curriculum is not reasonable enough. The introduction of pi is a waste of time in language, which leads to the failure to do the prepared exercises, so students can only do the examples in the book. This is also a problem that I should pay attention to in future teaching.
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