1. Reflections on Mathematics Teaching in the Second Volume of Senior One.
In my "Triangle" class, I studied triangles and classified them according to the characteristics of their sides. The design of the whole classroom embodies the teacher-led and student-centered process, which enables students to operate, think positively, communicate with classmates and show themselves under the guidance of teachers. This is to let students learn mathematics with their inner creation and experience. I think it is better to deal with the teaching triangle in the stage of exploring new knowledge. I mainly use the "experimental operation method" In order to make students learn to explore purposefully and regularly, the teaching method of "guide-help-release" is adopted, so that students can experience the process of perceiving triangles in teacher-student interaction, student-student interaction and cooperative exploration, and feel that learning to explore regularly with scientific mathematical thinking can revolve around as many different kinds of triangles as possible, which greatly stimulates students' learning interest and cultivates students' thinking order and exploration ability. Then, through group discussion, communication and induction, triangles are classified by edges and named by edge features, so that students can really participate in the process of acquiring knowledge by moving their eyes, hands, mouths and brains, and feel and experience the success of an explorer, thus enhancing their learning motivation and confidence.
Finally, let the students explore and generate by guessing. In this lesson, students circle as many different kinds of triangles as possible with three sticks. In order to prevent the negative transfer of knowledge, I put forward the topic of conjecture: Can any three sticks form a triangle? Then let the students experiment again with different conjectures about the conclusion of the problem and the desire for the correct result, and draw the conclusion that not any three sides can form a triangle, so as to urge the students to have a correct and personalized understanding of the length relationship of the three sides of the triangle and make them realize that there is still a lot of knowledge hidden in the triangle, which is waiting for us to explore.
Problems: insufficient communication time, ignoring unsuccessful students and students from vulnerable groups, and short communication time, especially the relationship between the three triangles is not discussed by students first, and teachers will supplement and improve it.
Through the open teaching of this class, I have deepened my understanding of the sentence "Teaching has the method, teaching cannot, and it is important to get the method": as a teacher, I should devote myself to every class, every teaching plan and every teaching link ... ...
2. Thinking about the mathematics teaching in the second volume of senior one.
The main teaching task of this course is "the operational nature of multiplication with the same base": multiplication with the same base, constant base and exponential addition. In classroom teaching, students are guided to acquire this attribute through the meaning of power. This process is smooth and the effect is satisfactory. Students complete the examples in the textbook with high accuracy. In order to deepen the understanding of this property, the centralized operations of addition, subtraction and algebra with the same base number are also analyzed, and students can basically identify them clearly. At this point, students have mastered the basic knowledge of this lesson. On this basis, I began to guide students to explore the operation of the same base power. The base of power can be "arbitrary rational number, monomial and polynomial", which can train students' overall thinking and make them grasp the situation well. Then, the reverse application of the same base power rule is explored and applied to practical problems: the classroom teaching process is smooth and the effect is satisfactory, but it is difficult for students to understand how to convert the powers of different bases into the powers of the same base to calculate.
After class, I analyzed the root cause of this result, and thought it was mainly because: "There are too many classroom contents, students have insufficient practice and limited energy."
The main task of this lesson is operational, which is easy for students to understand, but there will be many problems for students to correctly calculate and solve practical problems. In order to avoid problems, I dug up many problems that were not mentioned in the textbook but paid attention to in supplementary exercises when preparing lessons. For example, in the previous chapter, "Explore the powers of different bases into the powers of the same base for calculation". However, it backfired. Due to the large capacity of the classroom, teachers explain too much and students have insufficient practice time. Facing the essence of computing, it is important for teachers to give some advice, but only by practicing more and accumulating experience can we improve our computing ability.
3. Thinking about the mathematics teaching in the second volume of senior one.
Our school has been carrying out classroom teaching reform for some time. During this period, the school has carried out a series of teaching and research activities. There are lectures and evaluations every week, which makes me feel benefited a lot. On Thursday, a group of seven people from the county teaching and research section led by Xu Yishan, director of the teaching and research section, conducted a teaching survey in our school. Xu Yishan, director of the county teaching and research section, gave a report on group cooperative learning. After listening to Director Xu's report, I felt a lot and learned a lot. Theory comes from practice, and what you have learned needs to be applied to practice. As classroom teaching is carried out in our school, I personally think that group cooperative learning is possible. The class is divided into ten study groups, and the members of each group have a clear division of labor. In the teaching process, we also try to let students participate in cooperative learning. Give students the initiative to learn and let them become the masters of learning. After listening to Director Xu's report, I discovered that this is just a formal grouping. There is still a big gap with teachers in other schools in practice. Mainly reflected in the team's evaluation mechanism and measures are not in place. Secondly, in classroom teaching, only the communication between students is realized, and the mutual assistance between students is not enough. There is no good mutual encouragement between classmates.
In view of the above problems, I will continue to work hard, strengthen my study, constantly improve the later construction of the Youth League, strengthen management, and strive for great progress in my study and activities in the future.
4. Thinking about the mathematics teaching in the second volume of senior one.
Today, I exchanged studies with Mr. Ji and found that they all had many problems in our school, which can be said to be relatively mature. It seems that the curriculum reform needs time to refine. At the same time, due to the immaturity of the curriculum reform, it is very likely to lead to a decline in grades, but the decline in grades is not the fault of the curriculum reform. As President Xue said, it is because some of your teaching details have not been handled well. We should reflect on it, really find out the reasons for the decline in performance, and then improve it instead of taking the old road. The teacher talked about what the students did in the remaining time for more than ten minutes, and they should reflect on what the students did, not give it back to them. In a word, I was deeply touched after listening to Mr. Ji's class and President Xue's report.
5. Reflections on the mathematics teaching in the second volume of senior one.
On Monday, I listened to Zhu Hongling's math class in Grade 7 (Grade 2). This is the first time to listen to Mr. Zhu's math class in a group cooperation way. I feel that this is one of the math classes I have heard from Teacher Zhu. In the classroom, Mr. Zhu implemented the 126 strategy of the teaching and research section and the four-stage and six-part teaching method of President Cao in a very proper way. There are not only wonderful displays by students, but also sublimation by teachers including students. It embodies the principle of giving priority to the weak, especially the questions raised by teachers in the process of explaining to students are very valuable. My feeling is that this is a very efficient seminar using group cooperative learning. Of course, the class is not perfect. Pick a fault that is not a problem: I just feel that the host is a bit redundant.
By listening to their classes, we really have more confidence in our cooperative learning and our cooperative learning in mathematics!
Let's join hands and continue to work hard!