As an excellent people's teacher, one of our jobs is classroom teaching, and we can reflect on our own teaching mistakes when writing teaching reflection. So how to write teaching reflection? The following is my reflection on the teaching of primary school math teachers, I hope you like it!

Mathematics is an abstract and logical subject, which makes many students feel boring and boring about mathematics learning. So, how to make our math class full of happiness, vitality, passion and vitality? Based on years of teaching experience, the author talks about some experiences.

First, create a relaxed and harmonious classroom atmosphere and ignite students' enthusiasm for learning mathematics.

Babanski said: "Whether a teacher is good at creating a good atmosphere in class plays an important role. With this kind of good atmosphere, students' learning activities can be particularly fruitful and can play the highest level of learning possibilities. "Pupils are curious, active and curious, but their attention can't last long. Teachers set up necessary activities according to students' age characteristics and cognitive rules, combined with teaching content, and create a relaxed, happy, equal, cooperative and democratic classroom atmosphere, so that students can happily enter the mathematics world, stimulate their interest in exploration, seek happiness from discovery and actively acquire knowledge.

For example, when I teach translation and rotation, let students make full use of the characteristics of various senses to feel translation and rotation, let students recall translation and rotation in life, watch the moving pictures on the playground, feel translation and rotation vividly and intuitively, and then further explore translation and rotation through hands-on activities. The whole classroom is full of childlike interest, and children feel the charm and value of mathematics in interactive activities.

Second, create a life-like problem situation to stimulate students' desire to explore actively.

Mathematics comes from life, and mathematics without life is unattractive mathematics. Therefore, our teaching should proceed from the reality of life, and the problem scenarios created should also proceed from reality, so as to conform to the psychological characteristics of students and stimulate their desire to learn mathematics. This also requires our teachers to combine students' life experience and existing knowledge, design interesting and meaningful activities, create good teaching scenarios, and let students actually experience that there is mathematics around them, so that practical problems in life can be solved by mathematics, thus generating a sense of intimacy with mathematics, enhancing students' awareness of the application of mathematical knowledge, and cultivating students' independent innovation and problem-solving ability.

For example, in the process of teaching "knowledge of kilograms", teachers create a supermarket shopping space familiar to students, and various daily necessities such as fruits and vegetables are placed on simulated shelves and counters. Let each student guess: How heavy is this pile of eggs? What is the estimated weight of that packet of washing powder and salt? Students are such a shopping situation, and they are very eager to weigh, weigh and discover. Therefore, the classroom atmosphere is high, which stimulates students' curiosity and makes them unconsciously carry out practical activities of learning mathematics, making them feel relaxed, interesting and unforgettable.

Third, leave enough space for inquiry, so that students can truly become the main body of learning.

Active exploration and cooperative communication are important ways to learn mathematics. Our math class should abandon the past teaching methods in which teachers talk much and students listen much, and let students learn vividly and actively through independent exploration and cooperative learning. For example, I designed three links when I was teaching "the changing law of business". The first link is to learn "the unchanging nature of business" and introduce the story into a new lesson. When students answer "Who is a smart smile?" Then I asked the students to say the reason (formula) and calculate the formula randomly on the blackboard. Then I asked them to discuss in groups and exchange their findings in groups. Finally, the whole class concluded that "in division, the dividend and divisor expand or shrink by the same multiple at the same time, and the quotient remains unchanged". In the second part, I still apply the story just now, limit the dividend to 800, and then ask the students to give 800 peaches to different numbers. Each student is free to calculate, think, discuss and summarize in groups, and finally report to the class.

Through calculation, discovery, communication, analysis and integration, students find that "in division, if the divisor is constant and the divisor is enlarged (reduced) several times, the quotient will be reduced (expanded) several times". In the third link, the question I asked was: "Can you design a set of formulas with the same divisor yourself and find out some laws through calculation?" "A stone stirs up a thousand waves", and the transfer of knowledge leaves enough space for students to explore. Through trying, exploring, guessing and thinking, students summed up the changing law of "when the divisor is constant, the quotient will be expanded (reduced) several times if the divisor is expanded or reduced several times". This course extends from students' preliminary study of "the unchangeable nature of business" to the first and second laws of business change. Students participate in the whole process of learning from beginning to end, and the data comes from students, which is more real. Let students participate in the process of discovering, exploring and summarizing laws, and let students become the masters of learning. At the same time, let students realize teacher-student interaction and student-student interaction in the process of observation, thinking, trying and communication, and promote students' active participation, from "I want to learn" to "I want to learn".

Fourth, make good use of incentive evaluation to make students full of vitality.

Any student is eager for the teacher's affirmation and appreciation. Educator Suhomlinski believes that there is a deep-rooted need in people's hearts, and that is the desire to be appreciated. Therefore, teachers should be good at capturing students' bright spots, appreciating students' little progress and inspiring students' learning confidence and motivation. In classroom teaching, we should not use general and empty language: "Yes, very good, you are great" to evaluate, but should pay attention to the flexibility and diversity of evaluation methods and adopt different forms of incentive evaluation. For example, the text inspires "Your idea is unique and refreshing, that's great!" "I admire this classmate's analysis." "Let's applaud his wonderful speech." "You are such a thoughtful child." Your eyes are so bright that you find so many problems! "What do you want to say about _ _ classmate's speech?" You feel like a mathematician. Let's shake hands. "Physical appreciation: give students a knowing smile, a positive look, an approving nod, or give them a thumbs-up, clap their hands, clap their shoulders and touch their heads to show their praise and encouragement. Reward: those who are quick and accurate in verbal calculation are rated as "star of verbal calculation", those who ask many questions are called "star of wisdom", and those who are beautiful in writing are called "star of writing" or given simple material rewards. Teachers' timely affirmation and encouragement and students' participatory evaluation make the classroom form an evaluation partnership of mutual evaluation and mutual analysis, realize the process of students' self-regulation of learning behavior, and make the classroom really glow.

In short, in classroom teaching, we should create a relaxed and harmonious classroom atmosphere and ignite students' enthusiasm for learning mathematics; Create a life-like problem situation to stimulate students' desire to explore actively; Leave enough space for inquiry, so that students can truly become the main body of learning; Make good use of incentive evaluation to make students full of vitality. Only in this way can our math classroom become bright and colorful, full of charm, spirituality and vitality.

The calculation of two numbers is the basic content of primary school mathematics teaching, and the calculation ability is one of the basic skills that primary school students must form, which is the basis for students to learn mathematics in the future, so the calculation teaching is the top priority of primary school mathematics teaching.

First, success

Curriculum standards point out that to cultivate students' sense of numbers, numbers can be expressed in many ways; Be able to communicate and express information by numbers, and choose appropriate algorithms to solve problems; It can estimate the result of operation, so it is necessary to further cultivate students' sense of number in number sum calculation and enhance their understanding of the meaning of operation. Therefore, under the guidance of the curriculum standards, the study of this lesson continues the review method of the last lesson. The textbook puts forward a series of questions from shallow to deep, and forms the structural system of knowledge through solving problems.

In the teaching process, students have a good grasp of the basic operation, the relationship between the parts of the operation, the estimation knowledge and the operation order. In teaching, through students' thinking and communication, let students review the calculation methods of four operations, master the operation order, deepen their understanding of the operation rules, and apply the operation rules to make simple calculations. By reviewing estimation methods, they can learn to use estimation to solve practical problems in real life and apply what they have learned.

Second, shortcomings.

1, students have a good command of addition, subtraction, multiplication and division in calculation, but some students still do not move the decimal point position of divisor in division calculation, especially in fractional division calculation, where the decimal point position is wrongly written.

2. Although students know the steps of solving problems, for more complicated problems.

Third, re-teach design.

Solving problems is still a stumbling block in students' learning process. It is necessary to step by step in review and untie the knots in students' hearts in difficult places.

The third part, I think mathematics teaching is a very interesting and meaningful work.

In math class, there are thinking contests, right and wrong debates, active cooperation and peak confrontation. The present teaching is really different from the teaching methods we accepted when we were young. Our mechanical imitation and fixed thinking can no longer be accepted and satisfied by these elves. They all try their best to show their own thinking and wonderful methods, as if they were interpreting wonderful and true mathematical fairy tales.

Unconsciously, challenges have become children's favorite way of learning, even challenging me, and I began to be asked to sit among them and listen to the students who spoke. Under the impetus of student research, how can I not be infected? I also want to learn the teaching of this course, enjoy it and hate getting to know each other late. In the process of implementing student-oriented education, I have tried, reflected and summarized many times and gained a deeper understanding:

First, let children innovate freely and suit their age.

We are indeed more understanding than students, so we unconsciously want to arrange everything for them, including how to think and how to do it, but what we think may not be liked and accepted by students, so let them return to the most authentic and natural thinking form of this era and freely produce something innovative.

In math class, when it comes to the topic of reducing more than ten, many people may not listen to the teacher carefully, or maybe he just wants to think so. He is willing to decompose 12-4 into 12-3- 1, which seems unnecessary to me. This is different from 12-4, but people just like this decomposition. Obviously, this practice is not advocated in the book. If students are asked to compile books, they may join this method.

Second, teachers should teach less and let students learn more.

This is the most fundamental embodiment of student-oriented education. Keeping his mouth shut means that the teacher has to do a lot of work. How to make students learn more and how students are willing to learn. It goes without saying that preparation before class is very challenging. How to design interesting and exploratory questions before class is the key to a successful seminar. At first, the rehearsal didn't go well. Students only take it as a task to complete, and children's reading and writing ability is still relatively poor, so preview homework is often not completed well.

Children are not demanding of themselves, and their autonomous learning ability is certainly not very strong, but they are interested in challenging tasks, such as who has a good method in competition with others, who learns quickly, who can solve difficult things by himself, and who is the first winner to complete the task. It is precisely because of these incentives that can easily stimulate students' brain excitement that I added challenging problem-solving in the preview, which improved students' interest and enabled them to slowly and actively improve the quality of their homework and show their ideas more.

Reflections on the teaching of primary school mathematics teachers Article 4 Teachers should not just write the teaching plan in detail, but be satisfied with "I finished my class today, corrected my homework and completed my teaching tasks." Instead, we should always reflect on our own educational and teaching behavior, record our gains and losses in the process of education and teaching, and feel, so as to constantly innovate and improve ourselves and improve the level of education and teaching. Teachers have a lot to reflect on, but it is very important to reflect on the following aspects frequently.

First of all, summarize the highlights and think about the failures.

A successful math class can often give people a natural, harmonious and comfortable enjoyment. Each teacher has his own unique design in textbook processing, teaching methods, learning guidance and so on, and there will be highlights in the teaching process. Wonderful leads that can stimulate students' interest in learning, the breakthrough point of knowledge innovation in the teaching process, encouraging students to participate in interlanguage learning, and reasonable comments made by students should be recorded in detail for future reference.

In the teaching process, there are always some unsatisfactory places in each class, sometimes it is improper spoken language, sometimes it is improper handling of teaching content, sometimes it is improper handling of teaching methods, and sometimes it is not enough practice exercises. For these situations, teachers should think calmly after class and carefully analyze the reasons why students are indifferent and can't master knowledge well. After analyzing the situation, we should formulate future improvement measures in order to improve and perfect teaching in the future.

Second, reflect on whether your own education and teaching behavior is harmful to students.

There is a boy in the class, Chen Jian, whose math score is countdown. He is usually very naughty and often doesn't listen carefully in class. One day after class, he came to me with his homework book and carefully asked, "tian teacher, how to do this problem?" I took the notebook and saw that it was the exercise I had just finished in class this morning, and he hadn't corrected it yet. My anger didn't hit a place. "What are you doing in class? Didn't I just talk about the topic? "

I was so fierce to him, I think this student may remember my fierce face. If he is a good student, I think I will explain it to him calmly. Even if he doesn't listen in class. Calm down and think about it. Am I too biased? In fact, I never thought about the consequences of doing so. I think he needs a lot of courage to ask me. I'm angry, and I'm afraid I'll be self-defeating I thought he could correct the shortcomings of not listening carefully to classes, and now it may make him even less fond of listening to math classes and taking math classes. At the same time, I killed his ambition easily.

In fact, there are many teachers like me who intentionally or unintentionally hurt students. If a student answers a wrong question in class, criticize him immediately and let him sit down. Students can stand up and answer the teacher's questions because they have good courage. What's more, he raised his hand to answer the question, indicating that he was listening carefully and thinking. Over time, students will definitely not answer questions in class. Some teachers often say that I just have no atmosphere in mathematics, and there are only a few students who raise their hands. I think the above points will account for a large part. For poor students, the teacher's attitude may be even worse. If he fails in the exam, he will not give a good face. He kept saying that his study was so poor and his grades were countdown, which held the whole class back. ...

Although students are only children, they also have self-esteem. Suhomlinski said in "Teachers' Advice": "Children will not be given failing grades at any time", which meant that teachers should always protect students' self-esteem.

Third, reflect on whether education and teaching make different students develop differently in mathematics.

How to teach students, the teacher will say that teaching students in accordance with their aptitude. However, in actual teaching, we use the same standards to measure each student, what knowledge each student should master, and ask each student to complete the homework with the same difficulty. Every student's inner quality, learning attitude and learning ability are different. Students with residual learning ability should help them to advance at a higher level. When assigning homework at ordinary times, let the top students finish the exercises in the book, plus two or three difficult problems, so that students can think more and improve their thinking content. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to finish the exercises in the book. They don't have to do any exercises after class, and they don't have to do any exercises on the difficult questions in the book.

Fourth, reflect on whether your teaching really talks about the teaching objectives.

"Mathematics Curriculum Standard" defines the general goal of mathematics curriculum in compulsory education stage, and puts forward to further elaborate it from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.

The first teaching method is that teachers teach knowledge and students recite it, which is a kind of cramming teaching.

In the second teaching method, teachers try to help students understand what they have learned, but ignore that the main body of learning is students, and teachers replace students' learning, which can't make every student learn meaningfully and interestingly, so that students can devote themselves to learning activities.

The third teaching method, students understand and master knowledge through their own operation and study. It plays a very good role in completing knowledge, skills and mathematical thinking. However, the latter two goals are lacking. Students' emotions and interests have not been fully developed.

The fourth teaching method, through students' association, stimulates students' interest in learning mathematics, through verifying association, makes students devote themselves to learning activities, and teachers give them enough thinking space, and through verifying generalization, makes students experience the joy of success. So as to actively and happily enter the application. It helps students to understand and master knowledge, cultivate students' interest in learning mathematics, and help students to construct multiplication and addition, so that students can get real development.

No one is perfect. Only in teaching can we reflect more, correct the shortcomings and deficiencies in teaching, make continuous progress and improve, and become an excellent people's teacher.

Reflections on the teaching of mathematics teachers in primary schools. Looking back on a semester's work, I was busy, with gains and losses. In order to carry forward the achievements and improve the shortcomings in the future work, the work of this semester is summarized as follows:

This semester, I am a math teacher in Class 35 and Class 36. When I was in the third grade, I was re-divided, and I was faced with strange classmates. Through the communication with the previous teachers, we can get to know the students as soon as possible and master the learning situation. Students in Grade Three have a good foundation in mathematics and good study habits.

First, prepare lessons carefully before class and teach students in accordance with their aptitude.

I just brought the third grade of _ _ _ before. I have a thorough understanding of the teaching materials, summed up my previous teaching experience and shortcomings, and made some effective adjustments to the teaching design in preparing lessons. According to the students' learning situation, study the teaching materials carefully, grasp the key points and difficulties of the teaching materials, and choose the appropriate teaching methods according to the contents of the teaching materials and the actual level and characteristics of the students.

For example, when students chose the right unit last year, they didn't understand it thoroughly. Many experiential activities and homework have been added this semester. Students have personal experience and feelings about the unit, and naturally choose a more suitable unit through comparison. In the subtraction teaching with 0 in the middle of the minuend, the activity of asking students to explore arithmetic with counters is added, and the jingle of "0 is a bit like 9" is added to strengthen the algorithm, which greatly improves the accuracy of calculation.

Second, do a good job in learning and teaching every class.

Good class is the key to ensure the quality of teaching. Only by doing well in each class can students' interest in learning and learning ability be continuously improved. In the teaching process, I not only pay attention to students' mastery of knowledge, but also pay great attention to the cultivation of students' learning ability. In addition to asking them to "learn", it is more important to let them "learn" by themselves.

In class, for those students who are quick-thinking, competitive, active, playful, careless, ignorant and difficult to concentrate, we should ask them more questions in class, stare at them more, focus their attention on the key point of "learning", and let every student actively participate in teaching activities, instead of simply teaching by teachers and listening by students.

The learning conditions of the two classes are different, and the students in Class 3 and Class 6 are more active in thinking. Therefore, under the same teaching goal, different teaching forms are adopted, classes 3 and 5 are guided by more teachers, and classes 3 and 6 are designed with more independent inquiry activities and open questions.

Third, seriously correct, find problems from the correction, and fill in the gaps in time.

Homework is a test of students' learning situation, from which students' mastery of knowledge and existing problems can be found. Therefore, I will always carefully correct and analyze every homework done by students, find out the weak links in students' study in time, and make up for them. Every time I do my homework, I insist on "students do it-teachers correct it-teachers evaluate it-students correct it-teachers correct it again".

Ensure that every knowledge link, students can learn well and learn thoroughly. Arrange the homework of the day in the QQ group every day, as well as homework feedback. In correcting homework, I found many mistakes, and gave parents a correct example to teach parents who can't tutor. And explain the problem-solving ideas and writing requirements clearly, so that parents can be consistent with teachers' teaching when giving guidance to students.

This method has been recognized by parents, who often say "the teacher is too responsible and explains it in detail" and "I have learned a lot after reading the teacher's homework feedback".

Four, the use of spare time, individual counseling for students with learning difficulties.

Some students in my class have learning disabilities, so I often follow up. Through classroom teaching, testing, homework feedback, etc. We can find problems and make full use of our spare time to open a "small stove" for them. If their homework is wrong, we should insist on face-to-face reform to promote their self-improvement. At the same time, arrange excellent students to be small teachers, pair up with students with poor foundation, help each other, learn from each other and get improved. After a semester, not only did their grades improve significantly, but their learning attitudes and habits also improved significantly.

Fifth, do a good job in process evaluation and stimulate learning motivation.

In order to stimulate students' intrinsic learning motivation and encourage students' learning enthusiasm in time. I evaluate students' learning from two aspects: classroom performance and homework. 2 points for each student in each class, answer a question or be praised by the teacher 1 point. There is no upper limit. If you don't listen carefully in class or violate classroom discipline, you will be named once, minus 1 point.

After each class, the recorder of each group will record the scores of each member of the group on the "Learning Star Score Sheet" and post it on the wall at the back of the classroom for students to check the scores at any time. The top 10 students are commended every month and won the "Star of Mathematics Learning". Homework with correct answers will get 2 stars, and homework with wrong questions will get 1 star. Summarize each unit once, and the top 65,438+00 students will receive the "Star of Math Work".

The evaluation design is more detailed, and students can get feedback in time, but there are still some shortcomings, and some adjustments need to be made next semester. The evaluation of "learning star" was posted in the classroom. After a long time, students' attention decreased. Report every class, summarize every Monday and evaluate every month. In the evaluation of "homework star", we should not only pay attention to the correct rate, but also add the requirements for writing and an excellent writing standard, which is equivalent to 1 star. Add 1 star to complete the selected operation.

6. Actively participate in case study activities of subject groups.

Through the study in summer vacation, I have a preliminary understanding of lesson learning. In the practice of two rounds of lesson plans this semester, I learned how to make lesson plans and watch lessons from observation points. Through the reflection on each class, I have a deeper analysis of classroom evaluation. I also reflected on my own teaching through class evaluation, which brought me some enlightenment.

The first round of oral multiplication, an arithmetic course, solved a question I had for many years, how to give consideration to the teaching of arithmetic and algorithm. Arithmetic to algorithm is a thinking process from intuition to abstraction. Students can't learn arithmetic without intuitive operation. The transition from intuition to abstraction needs a bridge, which is the teacher's effective questioning and guidance.

_ _ The second round of "A Preliminary Understanding of the Circle", through the comments of teachers and researchers Chang Ligang and President Wang, made me understand how to teach concepts, which can be decomposed and practiced in different levels and gradients. Teachers should set up a learning ladder for students and re-embark on the road of concept formation.

Reflections on the Teaching of Primary School Mathematics Teachers The teaching work in the past 6 1 year has come to an end. In order to do better in the future, sum up experience and draw lessons, I will summarize my work in the past 20 years as follows:

First, political thought:

I love _ _, love the people, adhere to the educational policy of _, and be loyal to the educational cause of _: take notes on political study, write down my learning experience, have a correct mind, obey the work arrangement of the school, and be serious and responsible. Put all your energy and ability into the process of school education and teaching, consciously abide by professional ethics, and establish a good teacher image among students. Take the lead in business research with colleagues, do not keep your own opinions, tell the truth, learn from each other and improve teaching level. Only by taking the overall situation into consideration, uniting and cooperating, and being strict with ourselves in all aspects can we adapt to the situation of educational development more quickly.

Second, education and teaching work

First of all, we can grasp the teaching materials carefully. Combining curriculum standards with teaching participation in teaching materials, aiming at improving students' ability to analyze and solve problems, can effectively cultivate students' innovative thinking and creativity, and can use classroom time to constantly create questioning angles with new hot materials as the background to help students expand their thinking, thus continuously improving students' ability to analyze and solve problems.

Second, we can grasp students' cognitive level and ability. Attach importance to the consolidation of knowledge learned and the connection between old and new knowledge, and help students learn to seek knowledge and develop continuously.

Third, respect students. Attach importance to emotional communication and cultivation with students, respect students' learning enthusiasm and cognitive ability while strictly managing, put forward questions equivalent to students' own level, and encourage students to explore boldly and improve together.

Third, other aspects:

I actively write articles about teachers' professional development. Create a blog, upload and share the usual teaching gains and losses, lessons learned, training experiences, teaching confusion and random thoughts about life with peers, enrich spare time and record educational life. Excellent teaching results.

In a word, the society demands more and more teachers' quality. In the future education and teaching work, I will be more strict with myself, work hard, give full play to my advantages, correct my shortcomings, forge ahead and contribute to a better tomorrow.

Reflections on the teaching of primary school mathematics teachers 7. Soon a semester's work will be over. The following is a summary of this semester's work.

I. Basic work

In this semester, as always, I am strict with myself ideologically, love the education of _ _, and always strictly restrain myself and spur myself with the standard of a people's teacher; Obey the leadership, obey the distribution, get out of Man Qin, do your job and successfully complete all tasks; Strive to establish an old teacher's image in the minds of colleagues and students in thought and work.

This semester, I am the teacher of Math Class 4 (1) and 1 Class 2. Can be serious and responsible at work, go deep into the class to understand students' personality, study habits, students' acceptance, exploration and academic performance. According to the actual situation and characteristics of innovative work teaching under the new situation, the following work has been done:

1, starting from the students' lectures. By observing the students in two classes, most of them are very smart, but their study habits are quite poor, and I am the only one. At least half of the students in the classroom will not attend classes, and their awareness of autonomous learning is even thinner. In view of this situation, according to their intelligent characteristics, we should start with their autonomous learning, teach them how to learn and explore, establish their self-confidence in learning, and encourage them to be small masters of learning. So as to achieve the goal of teaching students to learn to learn.

2. Start with basic skills. Some students have a poor mathematical foundation, and even the most basic addition and subtraction mistakes are very high. I have to find ways to train students and improve their computing ability through training. To this end, I have adopted activities such as "practicing every day" and "the little doctor is me"-students move with each other, find mistakes with each other, and make mistakes for a long time, so as to strengthen the improvement of students' basic skills.

Grasp the students' homework and do everything possible to prevent the phenomenon of not handing in homework on time. This has solved the problem of defaulting on homework to a certain extent, and now it has basically put an end to the phenomenon of defaulting on homework.

4. Cultivate outstanding and minor students. This semester, based on the working idea of cultivating top students and helping poor students, I took measures to make top students "excellent" and poor students "excellent if they have it" and set up two math interest groups, "Star of Wisdom" and "I can do it". The former is the combination of the top students in this class, focusing on expanding their knowledge and broadening their horizons; The latter is a group of underachievers in this class. We should take remedial and training measures to cultivate their confidence and interest in training and strengthen their basic skills, so as to improve the overall quality of the class.

5. Actively communicate with parents. More communication with parents can play a more effective role in education. I record the phone calls of parents and report the children's study at school at any time. The "report" here is not only about "complaining" to students, but also about grasping students' little progress and communicating with parents, so that parents can enhance their confidence in cooperating with teachers to actively educate their children, thus achieving our work goals.

Second, the next step plan

This semester is over. I intend to continue to carry out my work ideas in my future work, take good care of the students in my class as always, and strictly abide by the school rules and regulations while doing a good job in education and teaching. No matter which job is assigned by the school, I will cooperate with my colleagues and try my best to do it well.