Reflections on the teaching of mathematics teachers in senior high schools 1
Mathematics in senior three uses the collective preparation time to organize the whole group of teachers to study the outline and test instructions of the college entrance examination, and determine the strategic thinking of teaching around the outline and test instructions, taking classroom teaching as the position, taking basic knowledge as the main line, focusing on intermediate questions in key courses and basic questions in parallel courses. At the same time, we should pay attention to collective lesson preparation and lectures, and carefully prepare for collective lesson preparation and lectures every Thursday. One person makes a central speech at a time, and other teachers make supplements. The key points, difficulties and teaching methods will be discussed collectively, and finally summarized by teacher Lu Chuping. We often communicate in the subscription of materials, the proposition of test questions, the problems found in the revision of papers, the state of students' learning mathematics, and the places where students are prone to make mistakes. I think we have a very good study and work atmosphere, which is not easy.
In the past six months, I have carefully studied every knowledge point in mathematics, carefully designed every lesson, humbly asked teachers with rich teaching experience, and actively studied the actual teaching methods of old teachers. At the same time, we should do a good job in all aspects of teaching, do a good job in after-school counseling for students, and pay attention to the improvement of students' psychological quality. However, due to the lack of teaching experience in the first year of senior three. Although I carefully crossed the river by feeling the stones in teaching, I still left a lot of regrets.
In order to better improve the teaching effect in the future. After careful consideration, I personally feel that the liberal arts teaching in senior three should consolidate the "three basics" and straighten out the knowledge network. Because the college entrance examination proposition is based on textbook knowledge and comprehensively examines ability, it is very important to promote students to consolidate and master basic knowledge, basic concepts and basic methods. The teaching reflections I got from it are as follows:
1. Caring for students and stimulating learning enthusiasm. I know that loving students and approaching them, even a simple word of encouragement, can arouse students' interest in learning mathematics, and then activate their thinking of learning mathematics.
2. Every day, in addition to finishing the homework in the reference book, I also do three typical college entrance examination questions, correct them on the same day, and criticize and educate the unfinished homework until it is improved.
3. Strengthen the memory of basic knowledge, conduct irregular tests on some key knowledge and some properties, check your mastery of basic knowledge in time, and teach students in accordance with their aptitude.
4. Improve class efficiency for 40 minutes. Try to prepare lessons carefully before class, solve possible situations one by one, often practice some questions, and summarize the main questions and all knowledge points of the college entrance examination in recent years. In class, I try my best to teach them some main thinking methods and basic skills of solving problems, such as the combination of numbers and shapes, the function equation, the transformation, the direct method, the exclusion method, the special planting method and the extreme value method in multiple-choice questions. Even if they can't learn it at once, after a long time, they can naturally integrate their methods into solving problems.
5. While paying attention to the low starting point and the ability to explore and seek, senior three review also pays attention to grasping the information points, error-prone points and scoring points in analyzing and solving problems, cultivating good habits of examining and solving problems, and forming the habit of standardizing answers and not losing points. Individual tutoring after class, through which I can know what knowledge has problems, or what I missed in class, which can be solved in time.
6. Seriously analyze the critical students inside critical mathematics and the critical students outside critical mathematics to learn mathematics. For example, students who can get more than 90 points in every exam should be advised to do some topics suitable for them after class. Encourage some math "students with learning difficulties" to ask more questions and think more. Adopt a low starting point, enjoy success first, and then continue to improve in depth to achieve progress and improvement suitable for your own learning situation.
As we all know, the above methods are commonly used by every high school teacher. But saying and doing are two completely different things. I think it is important that we persevere. We often say that students need to bear the pain of failure. In fact, we young teachers often need the spirit of not being afraid of failure and being brave in taking responsibility. In the future teaching, I think we should pay more attention.
1. From the first year of high school, you can't relax and consolidate students' basic knowledge. Attach importance to the "process" teaching of knowledge, that is, the formation, derivation process, mutual relationship and application scope of basic concepts, principles, theorems and formulas. Otherwise, in the first round of review in senior three, because time is tight, we are eager to catch up with the progress and try our best to squeeze out more time for problem-solving training, which will cause a big problem that the foundation is not solid, the coverage of knowledge points is small and a complete knowledge network cannot be formed.
2. The formulation of classroom teaching objectives should be as clear as possible. For each goal, it should be decomposed into the content of each class, so that the ability goal can be seen, touched, grasped and operated.
3. Pay attention to separating the problem-solving method from the training of mathematical thinking method. Don't think that as long as you do more problems, you will naturally master the mathematical thinking method. We should penetrate mathematical ideas and methods while explaining the basic knowledge. For example, when explaining that arithmetic progression's general formula is a linear function of natural numbers, it is clear that its geometric meaning is that the point (n, an) is on a straight line, and the tolerance D is the slope of this straight line, which embodies the idea of combining function equation with number and shape implied in arithmetic progression. Similarly, in problem-solving training, we should effectively reveal the mathematical thinking methods contained in problem-solving methods, and pay attention to the role of example teaching. Don't covet more difficulties when talking about topics. Summarize more questions (such as reading comprehension questions, information transmission questions, inquiry questions, application questions, etc.). ), reveal the law (such as finding the optimal solution, extension, transformation, generalization, abstraction, finding new conclusions), and reflect after solving. It is not advisable to substitute practice for theory and practice for theory.
4. Try to study the basic laws of the college entrance examination, the characteristics of the college entrance examination questions, and the guiding role of previous college entrance examination questions and examination instructions for senior three review. Try to study the psychological and physiological changes of students who take the college entrance examination. Prevent students from finding the feeling of solving problems and entering the state before and during the exam, which directly affects the performance of the exam level. Mathematics in senior three is particularly important in the second cycle. In the first round of review, it is often hoped that the knowledge will be put in place in one step, and it is not advisable to raise the difficulty of review to the difficulty of college entrance examination questions. As a result, it often happens that most students still can't do it after the teacher talks about the high exam questions. I feel that there is not enough research on the review mode of college entrance examination mathematics classroom and lack of innovation. You should learn more from other teachers in the future.
In recent years, the mathematics test questions in the college entrance examination adhere to the proposition direction that new questions are not difficult and problems are not strange, emphasizing "paying attention to general methods and diluting special skills", that is, the most important thing in the college entrance examination is general methods and related knowledge. Although the review time is tight, we should pay attention to returning to the textbook. Instead of memorizing the questions and conclusions, we should grasp the outline, recall and sort out the knowledge from the textbook catalogue, focus on the knowledge covered by examples and problem-solving methods, and select some highly targeted topics for intensive training, so that the review can be effective.
When doing your own questions, consciously find out the best way, try not to make a big leap in thinking, and choose according to the reference questions, or mark the wonderful or wrong questions. The process of checking and filling gaps is the process of reflection. In addition to understanding different problems, we should also learn to "draw inferences from others" and summarize them in time.
The psychological quality of students is extremely important. Take the exam with a peaceful mind, answer questions with a scientific attitude of seeking truth from facts, and cultivate the spirit of perseverance. Examination is a kind of knowledge. If you want to get good grades in the college entrance examination, you should not only rely on solid basic knowledge, skilled basic skills and excellent problem-solving ability, but also rely on improvisation. We should regard the general examination as an important way to accumulate examination experience and the college entrance examination, and constantly adjust and adapt from the aspects of psychological adjustment, time allocation, rhythm control and the operation of the whole examination.
Through teaching, I am more aware of the significance of mutual learning. I will continue to work hard in the future teaching work and strive to be a qualified people's teacher.
Reflections on the teaching of senior high school mathematics teachers II
We have worked hard for senior high school mathematics teaching for three years, especially for senior high school exams for one year. Is the result equal to our efforts? What are the gains and losses? I keep summing up, reflecting and exploring, hoping to find a way for students to learn mathematics well and lead to the success of the college entrance examination, and use the experience and lessons learned to guide the future mathematics teaching. The previous summary also wrote something. Here I mainly want to talk about the reflection on solving mathematical problems:
Connecting with the reality of preparing for the math review in senior three, problem-solving teaching undoubtedly occupies half of the country, whether it is the first round of knowledge and method system reconstruction or the second round of special intensive training. All kinds of training questions and simulation questions are endless and overwhelming, especially in the last month or so. Examination has even become the mainstream life of many exhausted students every day, and it has also become a magic weapon for some teachers to improve students' ability to take exams. However, "the sea is vast, where is the shore?" What is the result of students' "fighting against the sea"? In the face of some students falling on the same hurdle again and again, slipping in the same "trap" again and again, wandering at the same fork in the road again and again ... should it really arouse our teachers' reflection and deep thought?
The basic model of math review class in senior three is that after students practice, it is presented in the traditional mode of teachers talking and students listening, and teachers often speak clearly and hungrily; But the students don't understand it very well and can't lift their spirits. After some tests in the last month, I talked with some classmates and asked them if they knew how to reflect on the test paper and then improve. In fact, problem-solving reflection is the weakness of most students. I don't know how to reflect, and I don't know what many students generally reflect on. It reflects the main mistakes in problem-solving teaching.
Facing the reality of senior three, many problems must be solved. The question is what did the teacher teach in problem-solving teaching? Guide what? What has been cultivated? What are the gains and losses? What did the students explore in the process of solving problems? What did you go through? What did you get? What are the successful experiences and lessons of failure? What is unattainable confusion? ..... these are all things that need to be reflected together. Therefore, in the process of preparing for the senior three, I think problem-solving reflection is undoubtedly an important topic and link. On the Internet, I read an article by teacher Cao Fengshan, Solving Math Problems-It's not easy to say I love you. The principle of rethinking and solving problems can be simply summarized as "think twice before you act".
Thinking "Right" —— Reviewing the process of problem solving: Is strategy desirable?
That is, after solving the problem, guide the students to reflect: why do you want to do this? Why can't you do this? Is this correct? (Still intact? What is the key to doing this?
Thinking about "Excellence" —— Examining the problem-solving process: Can the method be better?
That is, after solving the problem, guide the students to reflect: I will do this, but how do you feel? What else can I do? Is there a better way?
Think twice about "communication" —— Change the topic or conclusion: Can the law be popularized?
That is, after solving the problem, guide the students to reflect: if the problem is changed, what will the conclusion be? If the topic is decided, can the conclusion be more general? Find a general method by exploring universality.
How to make students persist in doing a good job of problem-solving reflection in long-term problem solving is effective in the following three aspects.
First, establish a file for reflection.
I will record my mistakes (especially those caused by non-calculation errors) in my usual training and examination questions, including the initial error process and methods, the first correction process and methods, and sort them out, leaving a blank for future reflection. If you don't make mistakes next time, you will gain something. If you continue to make mistakes next time, you should be highly vigilant and deeply reflect on what is not in place in your previous reflection.
Second, focus on typical problems.
There are many knowledge points in high school mathematics, which requires strong comprehensive application ability. It is impossible to reflect on everything. Grasping typical examples means grasping key points, and reflecting on typical problems should be profound and comprehensive. For example, in the chapter of "sequence", the general term and sum of sequence are two typical problems, sequence and function, sequence and inequality are two typical examples of comprehensive application, and their basic methods must be firmly grasped. The knowledge and method system connected in series must be networked and structured, and their comprehensive application must be analogical. How do you reflect on yourself from these aspects?
Third, repeated reflection on difficult problems.
The problem can't be solved overnight, but it should be a repetitive and spiraling structure. For example, doubts, difficulties, mistakes and confusion in concept and nature will often be encountered or may often make mistakes. After many reflections and deepening understanding again and again, it finally reached deep roots.
In the practice of solving a large number of problems in preparing for senior three exams, reflection on solving problems has important practical significance. Only by accumulating on the basis of continuous reflection can we truly create its due height and thickness, which is better than all mechanical repetitions. Otherwise, it is easy to fall into the abyss of "sea of questions" tactics by mechanically solving problems passively. In short: reflection on solving problems is an important link to be grasped in preparing for the third year of senior high school.
Reflections on the teaching of senior high school mathematics teachers 3
Through one year's study and exploration, how to guide students to master the basics, make rational use of time and improve learning efficiency in the process of mathematics review in senior three has some experiences and thoughts on the teaching work in senior three. Based on the actual situation of senior three teaching, I think the following points can not be ignored under the current teaching situation. My self-summary is as follows:
First, textbooks should not be ignored.
For a teacher who has no teaching experience in college entrance examination, how to get into the role as soon as possible in a limited time and achieve the best review effect requires a deep understanding of college entrance examination, answering a large number of college entrance examination questions and understanding which are the key points. First of all, I have carefully studied the test questions in recent years. The content of the test paper has not changed much, and the key and difficult points are relatively stable. There is no big change, but every year there will be some new questions or problems that we can't expect. However, they are not divorced from the basic knowledge of textbooks. Moreover, the score of the basic knowledge test accounts for more than 70%. Secondly, it is also important to pay attention to the changes in teaching materials and new syllabus. Every year, the test questions are closely related to the teaching materials, and some of them are directly proved as college entrance examination questions by examples, exercises and formula theorems in the teaching materials; Some topics in the textbook are slightly modified and transformed into college entrance examination topics; There are also questions in textbooks that are reasonably pieced together into college entrance examination questions.
Second, "double basics" cannot be ignored.
From the facts of college entrance examination in recent years, we can see that basic knowledge, basic skills and basic methods have always been the focus of college entrance examination mathematics problems. At first, students are too careless in teaching or don't know much about the basic knowledge in learning, which can easily lead to misjudgment in the exam. However, in recent years, the requirements for basic knowledge in college entrance examination mathematics questions are higher and stricter, and only candidates with a solid foundation can correctly judge. Only with solid basic knowledge and skills can we think clearly in some difficult problems, give full play to our problem-solving ability and get high marks; On the other hand, due to the large number of test questions, candidates with slow problem-solving speed often cannot complete all the test papers, and the problem-solving speed mainly depends on the proficiency and ability of basic skills and methods. Many students sighed after the exam: it's not that they won't be careless. I don't think so. Often there are mistakes in basic knowledge, the main reason is that you don't pay attention to details in your usual practice and there are no strict answering steps. Even many students just look at the questions and feel that they don't care when they do it, and they don't seriously complete the basic format and its steps. As a result, there are more or less problems in time, accuracy and writing format during the exam, which leads to losing points.
Three, can't ignore the "examination outline" and "new curriculum standards".
Examination outline is the basis of college entrance examination proposition. Studying Exam Notes can analyze the exam questions over the years at the same time, so as to deepen our understanding of it, realize the gap with experts in teaching and proposition at ordinary times, and try to narrow this gap, so as to overcome blindness, enhance consciousness and better guide candidates to review. For example, "Examination Outline" points out: "Examination requirements are divided into four different levels, from low to high, which are understanding, cognition, mastery, flexible application and comprehensive application". However, the syllabus does not clearly point out how to define "understanding, comprehension, mastery, flexible application and comprehensive application". Similarly, the examination syllabus also points out: "The examination aims to test the basic knowledge, skills and methods of middle school mathematics, calculation ability, logical thinking, spatial imagination and the ability to solve problems by using the learned numbers." How to define and concretize these abilities? The above can only be embodied through in-depth study of mathematics test questions in recent years, thus guiding our usual teaching work. In this sense, it is very necessary to study the Examination Outline and analyze the mathematics questions in recent years.
Fourthly, reflective teaching.
In the process of reviewing, especially after doing questions, unit exams and large-scale exams, I always look back and think about whether my review has any effect on improving students' grades, whether the knowledge and skills mastered by students have been consolidated and deepened, and whether the ability to analyze and solve problems has been improved. In this way, students can review their knowledge and solve problems according to their actual situation, instead of simply finishing exercises and answering answers. At the same time, I put more energy into typical exercises and representative exercises. In this regard, my approach is to put the easy-to-mistake questions and key questions in the provincial and municipal quality inspection papers together so that students can repeat them and prevent them from repeating the same mistakes. In this way, when students encounter a problem they have done, they can clearly understand what this problem examines, what are its characteristics, and is there any other better solution? Long-term adherence to the practice of typical exercises can turn decay into magic, master the inherent laws and relations of mathematical knowledge and its application, be good at grasping key points and flexibly solve mathematical problems, so as to achieve the purpose of drawing inferences from others. Over time, students' ability to analyze and solve problems will be improved. In fact, the most important thing to reflect on the teaching of senior three is "grasping implementation". After a mold, students know something about their own knowledge, so I ask each student to find out the knowledge points that he has not mastered well according to his own situation and the requirements of the college entrance examination outline. Then I summarize, pick out the key points, and then do some exercises according to these, hoping to eliminate all the weak links of students in this link. I always pay attention to the comprehensiveness, emphasis, accuracy, relevance and application of knowledge in the review process, which is also the principle I mainly followed in teaching last year and the leading idea of review. I think this kind of review has a certain influence on the students in our class. In addition, I often find some students whose test scores have changed greatly after each monthly exam to discuss their learning problems, find out their problems in the learning process and help them find the correct learning methods.
The fourth reflection on senior high school mathematics teachers' teaching
I am a math teacher in Grade 3 (2) and Grade 3 (13) this semester. Due to various influences (such as the hot climate at the beginning of school, the postponement of school opening and the 9. 16 Moss Tea Festival, etc. ), the teaching time of senior three is more or less occupied, which makes the teaching of senior three particularly tense. In a blink of an eye, a semester has passed. In the teaching of several senior three, I am always at a loss and often reflect on how to improve students' grades. Now my feedback on my teaching experience is as follows:
First, how to make the math review class really "live"?
The types of mathematics courses in senior three are mainly review courses, with large capacity and high density; If the teacher keeps talking, the students passively accept it; Finally, the teacher talked a lot, tired and thirsty, but the students were sleepy, bored and sleepy. This kind of teaching effect can be imagined. It is true that after the third year of high school, the review time is tight and the task is heavy. Teachers are eager to teach students as much knowledge as possible, but they can't just teach hard for this reason, regardless of students' feelings; Regardless of students' acceptance; Regardless of students' learning reality. I think senior three review class should prepare students, attach importance to teaching methods and fully mobilize students' initiative to actively participate in classroom teaching. In view of the poor foundation of students in our school, it is necessary to implement the "student-centered" classroom teaching concept, so that students can really move and the classroom effect will be greatly improved. Let students really become active participants in classroom teaching, not bystanders.
Second, how to correctly handle the relationship between teaching materials and review materials?
In the review stage of senior three, it is an inevitable choice for every subject to choose a review material to adapt to senior three review and college entrance examination. How to make good use of the review materials to maximize their benefits; How to deal with the relationship between teaching materials and review materials; This is a basic problem to be solved first in the review process of senior three. Students in our school have a poor foundation when they enter school, so they must be based on the foundation and take books as the foundation. Therefore, in the first round of review, we should stick to textbooks, focus on basic training, and find out the loopholes and defects in knowledge; Then, in view of the problems exposed by students when doing exercises, the exercises and examples are purposefully selected for refining, so as to eliminate the blind spots of students' knowledge and consolidate and deepen the weak links in knowledge. Teachers should choose the content of review materials reasonably, and can't take the doctrine of taking them. After reviewing each chapter, it is necessary to check for leaks and fill in gaps through unit tests and paper evaluation again, so that students can read the teaching content of this chapter in the textbook in detail, so that the knowledge system is orderly and never leave blank points.
Third, how to grasp the teaching difficulties?
In the review process of senior three, the most difficult thing to grasp is the difficulty of teaching. In recent years, the difficulty of college entrance examination questions has gradually stabilized. How to deal with it in teaching? I think it is the premise and foundation to grasp the "double basics" first and not relax; Secondly, under the premise of firmly mastering knowledge, it is necessary and necessary to keep some difficulties properly. Choosing examples with appropriate difficulty in class or arranging some difficult topics after class will give students a certain freshness and favorable stimulation, stimulate students' interest in learning and enhance their sense of competition, thus helping to cultivate students' personality quality. According to the actual situation of students in our school, we must grasp the foundation and not involve too many difficult and big topics. Mainly to standardize students' problem-solving steps and cultivate students' mathematical thinking quality. The college entrance examination shows that the requirements for students' personality quality are: "Candidates are required to overcome nervousness, take the examination with a peaceful mind, control the examination time reasonably, answer questions with a scientific attitude of seeking truth from facts, establish confidence in overcoming difficulties, and embody the spirit of perseverance." It can be seen that it is in line with the test instructions to maintain appropriate difficulty in the usual review.
Fourth, how to effectively evaluate the test paper?
Review class in senior three can't be separated from examination paper evaluation? How can we make the evaluation of test papers play its due role? For a long time, teachers always talk and students always listen. As a result, the students are listless, and the teacher speaks with relish. In the end, the effect is still unsatisfactory. I think we should boldly let go, hand over the examination papers to the students, and let them study, explore, think and explain themselves. Teachers only need to be mentors and mentors for students.
The above points are my thoughts and I hope to share them with my peers.
The fifth reflection on the teaching of senior high school mathematics teachers
In a period of practice, I found that students have several problems in the learning process:
1, many questions depend on me to talk to them. When I talk too much, students do very little. Students are not good at squeezing time and have poor ability to do things independently. If you change the question type a little, you will be at a loss. If you ask the reason, you won't answer. If you have no idea, you won't want to do it. Usually, there are few questions, many questions have not been read, and the level of thinking has not reached a certain height, so it is difficult to do the questions.
2. The basic knowledge is not solid, some formulas that have been memorized are not remembered, and the concepts that have been understood are not understood, especially the solution to the basic problems of solid geometry and the derivative rule of compound functions. , leading to confusion about which formula to use when doing the problem, you need to turn over the book.
3. The class effect is not good. Most students said that I could understand most of what I said in class, but I couldn't do it myself. What these students understand is actually only the superficial thing about a problem, its essence and the thinking method it contains have not been integrated into their brains. They will not extrapolate, see the essence from the surface of the problem, sublimate their thinking, and consolidate their review after class, resulting in the problems they have talked about still not being done.
At present, a few students are lazy and have not developed good study habits. After he knew the train of thought, he only said but didn't do it, and there was no draft paper on the math class table, so that he made the mistake of being too arrogant to get high marks in every exam.