Reflection on Mathematics Teaching in Senior Two (1);

Reflections on Mathematics Teaching in Senior Two.

Considering that primary school students are much more interested in mathematical activities than in mathematical knowledge, I make full use of students' life experience in teaching and design vivid, interesting and intuitive mathematical activities to let students understand and know mathematical knowledge in vivid and concrete situations. Reflection on the teaching of this class embodies the following ideas:

1, starting from the reality of students' life.

Mathematics curriculum standard emphasizes that mathematics should start from students' life experience and existing knowledge, and let students experience the process of abstracting practical problems into mathematical models and explaining and applying them. Therefore, in teaching, I closely linked with students' real life, created a scene where Grandpa Wang bought electrical appliances, and then put forward mathematical problems and solved them according to the price of electrical appliances, thus successfully introducing new courses, stimulating students' interest in learning mathematics, and also cultivating students' potential to ask and solve problems.

2. Pay attention to students' learning process.

Let students learn mathematics in activities, attach importance to students' learning process, and let students experience the composition and development of knowledge personally, which is a new concept advocated by mathematics curriculum standards. In teaching, let students collect information and get a preliminary perception, and then let students communicate at the same table to find various ways to solve problems. In the next class report, we can see that students' thinking is vivid because they are given enough time and space to express their thoughts, and various calculation methods are put forward. These algorithms are all obtained by students' thinking in independent exploration and cooperation, and some of them are very creative.

3. Pay attention to students' emotional experience.

As an integral part of the whole teaching process, evaluation has an important influence on the teaching process. Evaluation can fully understand students' learning situation, stimulate their enthusiasm for learning and promote their all-round development. At the same time, it is also a favorable means for teachers to reflect on and improve teaching. Evaluation is a means to respect students more and let every student raise the sail of confidence. In the classroom, through the teacher's evaluation, let students feel the sense of accomplishment of being respected and recognized. It is happy to be respected by others. Happiness and respect for others are also happy, so we should respect children's personality and creativity. The subject of evaluation is not only teachers, but also students should be allowed to evaluate themselves and each other. Therefore, in class, I let students express themselves fully, actively and attentively in the activities of autonomous learning, and at the same time pay attention to evaluating students' learning process with inspiring language, and also let students evaluate each other, so that students can get a kind of emotional experience with heart and establish confidence in learning mathematics well.

4. Different roads lead to the same goal, encouraging algorithm diversification.

Because of the difference of personal experience and social environment, every student undoubtedly has different knowledge and experience. Even in learning the same mathematical data, different students may have different thinking processes, different cognitive styles, learning attitudes, learning beliefs and learning motivations due to differences in knowledge background and thinking methods. It is his choice which method the student chooses to solve the problem. To some extent, this method is the best (based on your own exploration and understanding). Therefore, teachers should encourage students to solve problems in a multi-angle, all-round and even whimsical way. Teaching can cultivate the extensiveness, profundity and flexibility of students' thinking by means of multiple solutions to one question and changeable questions. I tap students' bright spots in teaching, encourage students to dare to develop their own opinions, praise students with original opinions in time, guide them to correct their wrong opinions and supplement their imperfect opinions. Whether students' views are correct or not, as long as they can express their views, they should encourage praise, stimulate students' creative motivation and cultivate their innovative spirit.

In short, teachers should pay attention to the organic combination of tradition and modernity, the organic combination of inheritance and innovation, the organic combination of reality and openness, and the reasonable penetration of double-base training and mathematical application in mathematics. On the basis of embodying the concept of curriculum reform, handle the relationship between foundation, openness and application. Grasp such principles and ideas, make our teaching innovative in inheritance, adjust in practice, be rigorous in reform, remove superficiality, organically integrate openness, foundation, life, development and mathematics, make our mathematics more scientific and reasonable, and truly serve students' mathematics learning!

Reflection on Mathematics Teaching in Senior Two (Ⅱ);

Reflections on Mathematics Teaching in Senior Two.

Self-confidence is restricted by the success rate. A person's confidence is directly proportional to his success rate. The more times you succeed, the stronger your self-confidence; On the contrary, the more failures, the weaker self-confidence.

There is an underachiever in the class with poor grades in all subjects. He is also very self-abased and has no interest in learning. I thought that children's poor grades were due to their parents' indulgence. But in a home visit, I was surprised to find that his mother actually paid a lot of attention and made great sacrifices for her children's study. Although the child's study was not ideal, she still gave her son confidence and help as always. I am shocked by how great the power of maternal love is, and at the same time I deeply reflect: we often pay attention to academic performance and ignore the cultivation of students' sound personality. I'm determined to start with cultivating his self-confidence:

Last chance! In a math class, this "silly boy" raised his hand excitedly, eager to answer questions and see his confident expression. I thought he must be praising after answering, but I didn't know how to answer after standing up. I motioned for other students to listen to him patiently, but he racked his brains and still didn't understand. What happened? Judging from the way he raised his hand, he should have his own ideas. Is it nervousness that leads to temporary forgetting? Thinking of this, I said to all my classmates, "We are very happy that XX can raise his hand on this day. Let's applaud his bravery. " In the applause of all, he smiled shyly with a surprised face. I found that in this math class, he listened attentively and raised his hand with great care. Based on the above experience, I dare not ask him to speak easily, but tentatively choose a simple question for him to answer. He finally got it right. I breathed a sigh of relief and gave him warm applause at the same time. Looking at his bright smile, I seem to see him taking a big step towards success.

In the future math class, he raised his hand more and more times. I tried to pick some suitable questions for him to answer, encouraged him appropriately, and he gradually became confident. In the teaching of application problem unit, I was surprised to find that he has strong understanding potential and personality in this respect. At one time, most students were puzzled by another solution to an application problem. At this time, he stood up and said slowly, "It's actually very simple." His confident tone and clear thinking surprised all the students and me.

The new "Curriculum Standard" has clearly stated that mathematics education should be "oriented to all students, so that different people can get different development in mathematics; Let students gain successful experience in mathematics learning activities and build up self-confidence. "I will continue to explore in this respect and strive to cultivate more reserve talents for the society.

Reflection on Mathematics Teaching in Senior Two (Ⅲ);

Reflections on the teaching of the second volume of mathematics in grade two

Students' autonomous learning is the main theme of curriculum reform, and "taking students as the main body" is the basic concept of contemporary teaching. Stimulating students' interest, making students the main body of learning and turning students' learning from passive to active is the basis of lifelong learning. In my opinion, math preview has the following four advantages:

First, it helps to cultivate students' awareness and potential of asking questions.

Einstein said, "It is more important to ask a question than to solve it." When students teach textbooks by themselves, they often can't fully understand some knowledge because of the limitation of cognitive potential, and they can only have some vague understanding, so that students can boldly ask questions they don't understand. Although it seems simple to the teacher, these questions are the breakpoints of students' thinking after thinking. Because there are great differences among students, some problems are worth thinking about, and some are even naive. Attention should be paid to cultivating students' awareness of questioning. In the long run, the drop of water wears away, and the questions raised by students will certainly become more and more exciting.

Second, it is conducive to highlighting key points and improving teaching efficiency.

After previewing, some simple problems can be solved by students themselves, without the need for teachers to set up situations for students to solve in class. Which is more efficient, solving three problems or solving two problems in a unit time? It goes without saying. Students have a strong curiosity and interest in inquiry, and they will definitely pay more attention to their doubts. Teachers should grasp the students' "fuzzy points" in time for targeted exploration and clarification, encourage students to learn to think, think with questions and gain from questions. After the teacher's guidance, "there is no way to doubt, and there is another village on the Liu 'an", so that students can experience the happiness of success. For teachers, teaching students in accordance with their aptitude is implemented indirectly. For students, it is easy to highlight the key points of study and break through the difficulties of study. If there is no preview, students' brains will be blank, unable to connect with old knowledge in time, will understand unconditionally and will not be criticized. After preview, when there is a cognitive conflict, reflect on the learning results in time and collide with the spark of wisdom.

Third, it is helpful for students to draw inferences from others and build a knowledge network.

Because of the different backgrounds and thinking angles of students, the ways of constructing the same knowledge are inevitably diverse. However, due to the limitation of textbook arrangement, it is impossible to show all viewpoints, which requires us to respect students and encourage them to show diverse opinions on the basis of learning from textbooks, thus colliding with sparks of thinking. On the basis of preview, teachers should encourage students not to be satisfied with the acquisition of textbook knowledge, dare to challenge textbooks, put forward different opinions from different angles, and fill the blank points in textbooks with their own wisdom, so as to achieve a deep understanding of textbook knowledge and build their own clear knowledge network system.

Fourth, it is beneficial to improve the potential of teachers to control teaching materials.

After students preview, teachers should change their teaching strategies accordingly, instead of using the materials brought by textbooks intact. Teachers must stand on the height of students' development, draw up the teaching objectives of each class according to the students' preview and the overall goal of the subject, and then flexibly choose teaching methods according to the teaching materials and students' reality, and design a reasonable and scientific teaching process. In the treatment of teaching materials, it should be based on teaching materials but not limited to teaching materials. Handle teaching materials flexibly, let them serve teachers and students, and don't be slaves to them. When students preview, they often know what it is, but don't know why. Therefore, teachers should delve into the teaching materials, carefully design the teaching process in combination with students' reality, skillfully transform the knowledge and ideas in the teaching materials into teaching ideas that students can easily accept, and pay attention to bringing suitable space for students' learning. There are great differences in students' psychological structure and understanding potential due to many factors, so teaching students in accordance with their aptitude and at different levels. For example, the division example used in the original text: there are 12 sticks in the textbook, which are divided into 4 parts on average. How to divide it? The point is the average score, how to average it. In order to prevent students from memorizing answers without thinking deeply, it can be changed to: 12, which is divided into 6 pieces on average. How to divide it?

It is true that primary school students are young, do not know how to preview, and need teachers to help them step by step. For beginners (such as

Senior one and senior two students), teachers can spare five minutes at the end of a class to preview the materials of the next class together, teach students the methods of preview, and demonstrate how to preview at home, and gradually cultivate students' preview potential and consciousness. For senior primary school students, preview can be promoted by arranging preview homework. In the process of preview, students should be encouraged to find and solve problems by themselves.

Reflection on Mathematics Teaching in Senior Two (4);

Reflections on Mathematics Teaching in Senior Two.

Time flies, and this semester will be over in a blink of an eye. Since this semester, there have been too many reflections on both teaching and student management.

In the first week of this month, we haven't finished our second-grade course. Mainly when learning the materials of the first few units, I always feel uneasy about the students, so the pace is slow. Of course, it is good to slow down. For example, in the column vertical style of Unit 2, all students can master the basic methods, such as: the same digits should be aligned, starting with single digits; When the digits add up to ten, you should put one into ten; If the number of digits is not enough, ten digits will be returned. These three basic arithmetic rules can be memorized by students, but some students still make mistakes because of carelessness in calculation. In view of this situation, students are required to check carefully while calculating carefully.

By the second week of this month, we still haven't learned two units. Although these two units: the collocation of cognitive time and the wide angle of mathematics are not too much information, they still occupy a necessary proportion in the exam. So we changed our strategy, not completely according to the previous strategy of dealing with exercises while learning new lessons, but according to the way of learning new lessons first and then dealing with exercises, and the class was dismissed as scheduled on Friday of the next week.

This week is our busiest week. In order to cope with the upcoming final exam, we should first make a review plan, do a good job of division of labor, and then start reviewing unit by unit. In order to get better grades, we borrowed classes from other teachers and took part in self-study classes. Each unit is to review the knowledge points first, then take the exam, take a break to correct the papers, and finally explain, so as to make every student pass the exam. The reason for doing this is just to make the review effective.

Although very tired and hard, but very full, tired and happy!

Reflection on Mathematics Teaching in Senior Two (5);

In extracurricular reading, I learned that stratified teaching is to design multi-level teaching objectives and adopt different methods to teach according to students' different personality characteristics and psychological tendencies, different knowledge bases and understanding potentials, so that all students can learn something on the original basis and meet the requirements of the course one after another. Summarizing one year's teaching practice, I think we can design a layered teaching method from the following aspects:

First of all, students are stratified

Knowing students is an indispensable prerequisite for making teaching activities more effective for each student and thus achieving success on a large scale. Understand students' learning skills, development level of thinking and memory, knowledge, daily life, attitude towards the masses, teachers and schools, etc. Conduct a preliminary investigation and test on all students. The data includes students' intelligence, physical quality, psychology, academic performance, performance at school, performance at home, family environment and so on. , comprehensive analysis and classified archiving of the obtained data and materials. On this basis, students are divided into three grades: good, medium and poor. These different grades of students are not fixed for a long time, but can be upgraded (not downgraded). Let both teachers and students know the level of a classmate at a certain time. At the same time, it is necessary for students to establish optimistic learning attitude and sincere learning confidence, treat the grouping method correctly, clarify the purpose of teacher grouping, and prevent negative emotions such as complacency of top students, muddling along of middle students and disheartening of poor students.

Second, prepare lessons at different levels

There is a big gap between students' basic knowledge and basic potential. In order to achieve the teaching effect of general improvement and comprehensive training, it is necessary for us to adapt to the reality of good, medium and poor students from the aspects of teaching objectives, teaching materials, teaching time, teaching steps, teaching methods and preparation of teaching AIDS. Emphasis on pertinence, not only to ensure "all causes", but also to "improve" and "make up the difference", so that teachers can catch three types of students in all aspects of teaching. [Review and consolidate] (about 10 minutes). In view of the feedback information in Protestant exercises, properly handle the common weaknesses or individual problems that cannot be corrected, and systematize the materials learned in this lesson so as to facilitate students' understanding and application and achieve the predetermined teaching objectives. [Target Extension] (about 5 minutes). Requirements for students with good, medium and poor grades. For gifted students, design some basic problems for them to complete, and let them explore and think about key problems; For poor students, diagnose their difficulties in learning this lesson and take effective measures to remedy them so that they can complete the basic problems; For middle school students, they are required to review and consolidate, complete basic problems and improve.

In this way, we can put the cultivation and improvement of each student in our own sight, fully mobilize the initiative and intention of all kinds of students, and help to improve the quality of classroom teaching in a large area.

Third, the stratification of classroom teaching

The emphasis is on layered teaching and layered practice. In classroom teaching, "letting go" is the main way for gifted students, and there is "help" in "letting go", which focuses on guiding students to learn independently; Priority should be given to "helping" middle school students and underachievers, and there is "letting go" in "helping", focusing on guiding students to learn. In this way, students of different levels will be guided to advance in different "nearby development zones", and the underachievers will basically meet the requirements of the course, and the outstanding students will try their best to improve. Try to meet the learning needs of students at different levels, stimulate their interest in learning, and mobilize the intention of all students' non-intellectual psychological factors.

Fourth, homework stratification.

Homework from shallow to deep can be divided into four levels, namely, slow questions, basic questions, improvement questions and picking points. Three kinds of homework are assigned to students of good, medium and poor groups, and three kinds of homework correction methods are adopted. "Poor students group"-slow questions+basic questions are approved by the teacher on the same day and corrected by the students on the same day. "Intermediate group"-basic questions+improvement questions, all corrected; "Good group"-basic questions+key questions, only 1-2 books were approved in the reform, and the rest were checked by the students themselves and by the group leader. In layered practice, we should encourage low-level students to break through to high levels, thus stimulating students' interest in knowledge.

Verb (abbreviation for verb) rating.

Evaluation includes unit inspection and stage inspection. By teachers themselves, according to the teaching objectives of students at all levels. Each problem includes four categories: slow-moving problems, basic problems, improvement problems and sharp problems. The problem of slowing down is aimed at poor students, only at "poor students group" students. The basic questions are for all students, and all students have to do them; To improve the problem for middle school students, choose "poor groups" to do it; "Good group" and "middle group" must be achieved; Choose the best questions for talented students, let the "middle group" choose and let the "good group" do. After the examination, put forward the goal of "consolidating" or "expanding" for the students who meet the standards; For students who fail to meet the standards, a mutual aid group will be set up to provide "corrective help" through remedial classes and individual counseling. Ensure that all kinds of students reach the predetermined stage goals.

Through the stage assessment, make a comprehensive analysis of each student for many times and make necessary group adjustments. Obviously improve the progress by one level; For those who have already retreated, they can be reminded and encouraged once, and the individual counseling that can't keep up next time will never be downgraded. Doing so can not only help students adjust their teaching starting point in time to adapt to their own development, but also help students see their own progress and shortcomings. For such individual students, we should avoid cynicism, treat them warmly, help analyze the reasons, build confidence and ensure students' enthusiasm for learning.

Reflection on Mathematics Teaching in Senior Two (ⅵ);

Reflection on Mathematics Teaching in the Second Grade of Primary School 1 Building Revision: Qingxiu Release Date: 20 15-07-08 Mobile Version Reply

A semester is about to pass, so it can be said that I am very busy and have gained a lot. I conscientiously implement the school education and teaching work plan, change my mind, explore attentively, reform teaching, combine new ideas and new ideas with new ideas and new ideas in mathematics classroom teaching, change my mind, explore attentively, and reform teaching, and achieved good results.

First, classroom teaching, teacher-student interaction and common development.

Each of our math teachers is a practitioner of classroom teaching. In order to ensure the implementation of the new curriculum standards, we regard classroom teaching as a mathematics learning environment conducive to students' active exploration, take students' all-round development in emotion, attitude and values as the basic guiding ideology of teaching reform, regard mathematics teaching as a process of interaction and common development between teachers and students, and carefully prepare lessons and prepare teaching plans. It is the most valuable first-hand information for teachers to review and reflect on their own personal experiences or omissions and record the highlights or puzzles in students' learning. The accumulation of teaching experience and the absorption of lessons are very useful for improving classroom teaching and improving teachers' teaching evaluation in the future.

Try to deal with the connection between mathematics teaching and real life, the importance of applying consciousness and solving problems, and pay attention to cultivating students' consciousness and potential of applying mathematics. Attach importance to cultivating students' inquiry consciousness and innovative potential.

Strive for development through innovation, further change the concept of education, adhere to the principle of "people-oriented, promote students' all-round development, lay a solid foundation and cultivate students' innovative potential", and strive to achieve high-quality teaching and efficient classroom.

Second, innovate evaluation to encourage and promote students' all-round development.

Evaluation is considered as a means to comprehensively examine students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, and it is also a powerful means for teachers to reflect on and improve teaching.

The evaluation of students' learning not only pays attention to students' understanding and mastery of knowledge and skills, but also pays attention to the composition and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Grasp the mastery of basic knowledge, grasp the openness of classroom work, combine qualitative and quantitative methods, the quantitative method adopts hierarchical system, and the qualitative method adopts the form of comments, paying more attention to what students have mastered, what progress they have made and what potential they have. The evaluation results are conducive to establishing students' self-confidence in learning mathematics, improving their interest in learning mathematics and promoting their development.

Mathematics teachers should understand students' cognitive level from scratch, search materials, prepare lessons carefully, strive to create a relaxed and pleasant learning atmosphere, stimulate interest, teach students knowledge, teach them to seek knowledge, cooperate and compete, cultivate students' correct learning attitude, good learning habits and methods, and make students learn interesting, practical and affordable within 40 minutes. Hierarchical design information-rich homework, teaching methods, learning situation analysis.

No pains, no gains. There are joys and sorrows in teaching. We will, as always, make persistent efforts and do a better job in line with the principle of "study hard, think hard and work hard".