Model essay on teaching reflection of senior high school mathematics teachers
The new curriculum attaches great importance to teachers' teaching reflection, which will promote teachers to form self-reflection consciousness and self-monitoring ability, and further understand the new curriculum through reflection, thus improving the effect and level of the implementation of the new curriculum.
In the actual teaching process, what are the contents of teaching reflection as a teacher? I think we can define the content of teachers' reflection from the following three levels:
Level 1: Pay attention to teachers' reflection on daily teaching behaviors, processes, events and students.
(1) Reflection on teaching practice. Teachers' reflection on the teaching practice process is reflected in all aspects of the teaching implementation process. For example, whether the teaching objectives are reasonable, whether students can learn knowledge and promote the all-round development of ability and emotion; Whether the teaching plan is suitable for students' needs and actual teaching situation, and whether the teaching strategy and curriculum implementation plan can be implemented smoothly; There are also teachers' gestures, actions, words and students' state in teaching. The reflection on teaching effect is mainly to obtain as much information as possible through various channels, such as consulting students' homework, talking with individual students, reviewing classroom teaching according to teaching plans, etc., in order to find out the problems existing in teaching.
(2) Reflection on students' knowledge background, understanding level and hobbies. It mainly emphasizes the reflection of students' mathematical culture, thinking understanding level, hobbies and their preparations for completing specific learning tasks. The ultimate goal of teaching is to promote the development of students. Therefore, the existing development level and personality differences of students determine what teachers teach and how to teach.
In the preparation and implementation of teachers' teaching, the reflection on students' knowledge background and understanding level mainly includes the research and understanding of students' physiological and psychological characteristics and current knowledge background. On this basis, it is an important content to reflect on whether our teaching activities combine students' different hobbies and learning needs.
(3) Reflection on teaching materials. Textbooks are effective carriers of knowledge transfer. Reflection on teaching materials is mainly an activity that teachers creatively supplement, adapt and integrate teaching materials on the basis of a deep understanding of educational objectives and teaching objectives, combined with existing teaching conditions and students' learning requirements. Such as the model teaching of solid geometry, the chart teaching of function, etc. Reflection on teaching materials helps teachers to better design teaching content and choose teaching strategies and methods, so as to promote students to better understand teaching content and improve their ability to analyze and solve problems by using mathematical knowledge.
The second level: pay attention to teachers' reflection on their own educational teaching ideas and existing educational research results.
(1) Reflection on teachers' teaching beliefs, attitudes and values. It is mainly a reflection activity of teachers' educational thoughts and teaching attitudes in teaching practice. Constantly learn advanced education and teaching concepts and actively absorb the education and teaching experience of excellent teachers. By constantly reflecting on their moral level and sense of responsibility, they will be more persistent and responsible for teaching practice.
(2) Reflection on the educational and teaching research results. The research results of educational experts and scholars can provide guidance and help for teachers' teaching practice. The purpose of reflecting on the research results of education and teaching is to ask teachers to creatively understand and use the existing research results of education and teaching in combination with their own teaching practice needs.
The third level: focus on reflecting various factors and conditions that affect education and teaching practice in schools and society.
This is mainly because the development of education and teaching activities can not be separated from the influence of schools and social environment, which may be positive or negative. Therefore, in teaching practice, teachers should pay attention to, examine and analyze the favorable or unfavorable influence of these social phenomena on teaching activities. For example, according to the present situation that girls are afraid of learning mathematics and generally feel inferior, we can design the topic of "Formation and Transformation Strategies of Underachievers in Senior High School Mathematics" to enhance girls' self-confidence, train learning strategies and improve their learning ability.
Model essay on teaching reflection of senior high school mathematics teachers (part two)
People often think that mathematics teaching is only the explanation and application of formula axioms, but it is not. Mathematics classroom also has its own unique charm. The following is my teaching experience.
First, clarify mathematical thinking and build mathematical thinking
With the improvement of students' comprehensive ability in education and the deepening and popularization of interdisciplinary knowledge, the most important thing in learning mathematics is to learn to learn mathematical ideas and see the world from a mathematical perspective. For a teacher, he should not only be able to "do" but also teach students to "do", which requires teachers not only to have solid professional knowledge and ability, but also to have an overall understanding of mathematics subjects in order to build students' good mathematical thinking.
Second, respect students' ideas and understand individual differences.
In the past, the concept of education always ignored students' cognitive feelings, regarded students as containers carrying knowledge, constantly increased new knowledge, and at the same time consolidated old knowledge, resulting in a backlog of old and new, poor new learning and unsound old learning. At the same time, individual differences among students are also obvious. Crops in the same field are also high and low, and so are students. As a teacher, we should not only be good at sowing and fertilizing, but more importantly, we should understand students, give each student sufficient development space and motivation, and not attend to one thing and lose sight of another. This is the real people-oriented.
Third, the application of psychological tactics, starting with teaching
Starting from teaching, the most important thing is classroom introduction, because the introduction of new courses is not only the beginning of new teaching activities, but also the summary and generalization of old teaching activities. Good lead-in can often stimulate students' interest in learning, make them interested and have a higher desire for new knowledge, and teaching activities will certainly go smoothly.
J Piaget, a Swiss psychologist, believes that "all effective work must be based on certain interests". A strong interest can arouse students' enthusiasm for learning, inspire their intellectual potential and make them in the most active state. In teaching, due to the differences in teaching content, class types and teaching objectives, there is no fixed law to follow in the lead-in method. Below, I will talk about my superficial understanding of several commonly used classroom lead-in methods based on my own teaching practice.
1. Contradictions arouse interest
Contradictions are problems, and thinking begins with problems. Designing a suspense or interesting story that is difficult for students to answer in teaching can stimulate students' strong thirst for knowledge and play an enlightening role. When teaching the summation formula of arithmetic sequence, a teacher told a short story: Gauss, the "prince of mathematics" in Germany, when he was in primary school, the teacher gave a 1+2+3+…+ 100=? As soon as the teacher finished reading the topic, Gauss wrote the answer 5050 on his blackboard, while the other students were still adding it one by one. So, how can Gauss calculate so fast? When the students were puzzled, the teacher introduced the content of arithmetic progression's summation method.
2. Key and difficult issues
Some contents in the textbook are both boring and difficult to understand. For example, the concepts such as the limit of series and the sum of infinite equal ratio series terms are both abstract and difficult. In order to better explain the content of this lesson, a teacher inserted a story of "Analysis of the Legend of Divided Cattle" into his teaching. Legend has it that there was an old man in ancient India who left a will and gave 19 cows to his three sons. The oldest score is 1/2, the youngest score is 1/4 and the oldest score is 1/5. According to Indian canon, cows are regarded as gods and cannot be slaughtered. Only the whole head can be divided, and the will of the ancestors must be unconditionally obeyed. After the death of the old man, the three brothers racked their brains to divide the cows, but they couldn't figure anything out. Finally, they decided to turn to the government for help. The government was at a loss, so it pushed it off on the grounds that "it is difficult for honest officials to break housework." When Zhicuo, a neighboring village, knew it, he said, "This is easy to handle! I have a cow to lend you. So, there are 20 cows in all. If the boss scores 1/2, you can get 10 heads; The second child scored 1/4 and got 5 heads; Old three points 1/5 can get 4 cows. You wait for three people to divide 19 cows, and give me the rest! " It's wonderful! However, when people admire later, there is always a little doubt. It seems that the boss should only get 9.5 heads. How did he finally get the head of 10? In this way, it not only improves students' enthusiasm for inquiry, but also creates a good opportunity for teachers to introduce new courses, which invisibly brings students into their own teaching situation. In addition, we should pay attention to the continuity of teaching. The quality of a class not only reflects the process of prelude, but also reflects the ending, which is what we call the sublimation stage.
Music has profound meaning and endless lessons. At the end of a class, ask new questions according to the systematicness of knowledge. On the one hand, it can organically link old and new knowledge, and at the same time stimulate students' new desire for knowledge and make full psychological preparation for the next class. This fascinating psychological design is often used in Zhang Hui's novels in China. Whenever the story reaches a climax and the contradictions and conflicts of things intensify to a climax, readers are eagerly looking forward to the ending of the story, but the author ends with "I want to know what will happen next time", forcing readers to continue reading! If classroom teaching is like this, the two effects are the same.
As an invisible art, classroom teaching has its own space. How to grasp students' psychological characteristics and knowledge content is "religion". As long as teachers scientifically apply the laws of education and teaching to practical teaching, let students actively participate in classroom learning and feel the charm of knowledge and humanities, classroom teaching will certainly glow with charming colors.
Fourthly, the superposition of rationality and sensibility can improve students' cognitive style.
Words and deeds are not only the transmission of knowledge and skills, but more importantly, it is a kind of humanistic care and emotional voice. The transmitter stands on the basis of experience to let learners feel the frustration of previous failures, and at the same time, they also have a sense of success. This kind of education is more real, unconsciously allowing students to enter the ideal situation, taste the ups and downs of life, and then rise in failure and success, and then sublimate in rationality and sensibility.
Whether it is mathematics teaching or other subjects, our teaching can't just stay on the existing basis, understand the new laws of education and apply them to practical teaching in time, so that our teaching can be more effective and the investment in education can truly become the results of students. As educators in the new era, it is reasonable and reasonable to learn new theoretical knowledge for teaching, and of course, it also needs "thinking".
Reflections on the Teaching of Mathematics Teachers in Senior High School Fan Wensan
The new mathematics curriculum in senior high school plays a fundamental role in students' understanding of the relationship between mathematics and nature, mathematics and human society, the scientific value, application value and cultural value of mathematics, improving their ability to ask, analyze and solve problems, forming rational thinking and developing intelligence and innovative consciousness. How to deal with the teaching and learning of mathematics under the new curriculum reform, let students become the masters of the classroom, and give full play to students' independent learning, cooperative learning, inquiry learning and other learning methods has become an important responsibility of today's mathematics teachers. How to adapt mathematics teaching to the new curriculum reform, through teaching in recent years, the reflection is as follows:
First, fully understand the changes in teaching materials under the new curriculum reform
1. The structural system of the new textbook has changed.
These changes have not only made beneficial explorations in terms of knowledge, interest and even printed pages, such as adding new contents such as knowledge background introduction, reading materials and illustrations by famous scientists, broadening students' horizons, being close to life and integrating theory with practice, but also increasing the knowledge of many students and modern students.
Live broadcast of closely related content.
2. The new textbook adjusts the original mathematical knowledge system.
Deleted the original complex questions and dispersed the key contents that students could not understand. The most important compilation of the new textbook embodies students' dominant position, emphasizing students' active learning and mastering knowledge. The essence is to let students learn to study, think, solve problems and innovate.
3. The new textbook emphasizes the diversification of teaching methods.
Textbooks are divided into "asking questions, summarizing abstractly, analyzing and understanding, thinking and communicating". Therefore, first of all, teachers should update their ideas and always highlight the word "change" in teaching design, which is also the most critical point in teaching. Teaching methods should be constantly innovated, and problems and solutions should be highlighted. Teachers should ask students questions, not only books, but also teachers, so as to fully mobilize students' sense of participation. Secondly, we should pay attention to the application of multimedia-assisted teaching.
Multimedia teaching not only optimizes mathematics classroom teaching with its image, intuition, vividness and novelty, but also provides students with a more intuitive image and vivid mathematics background. For example, the drawing of sine curve and cosine curve and the derivation of pyramid volume formula can be demonstrated by multimedia, which can reduce the workload of teachers and improve the efficiency of explanation. In teaching, multimedia courseware can be used to complete a large amount of content, such as some geometric figures in solid geometry, some simple but large number of small questions and answers, application questions with a large number of words, summary of chapters in review class, training of multiple-choice questions, etc. Save time and effort in teaching. Through the "change" of teaching methods, we can develop students' personality and optimize students' thinking quality in the dynamic teaching process, so as to achieve the purpose of learning.
Second, fully highlighting the key points of classroom knowledge and solving difficulties are important contents of teaching.
Every class should have a key point, and the whole teaching is gradually carried out around this key point. In order to make students clear about the difficulties of this class, teachers can simply write these contents on the corner of the blackboard at the beginning of the class to attract students' attention. The key content of the lecture is the climax of the whole class. Teachers should stimulate students' brains by changing sounds, gestures, writing on the blackboard, application models, projectors and other visual AIDS, so as to make students excited, leave a strong impression on what they have learned, stimulate students' interest in learning and improve their ability to accept new knowledge.
For example, in the first lesson on ellipse, the focus of teaching is to master the definition and standard equation of ellipse, and the difficulty is the simplification of elliptic equation. Teachers can talk about the direct view of the circle, the slice of radish, the shadow of the disc on the ground in the sun, the earth and artificial earth satellites, so that students can have an intuitive understanding of the ellipse.
In order to emphasize the definition of ellipse, the teacher prepared a thin line and two nails in advance. Before giving a strict definition of ellipse in mathematics, the teacher first takes two fixed points on the blackboard (the distance between the two fixed points is less than the length of thin lines), and then asks two students to draw an ellipse on the blackboard according to the teacher's requirements. After painting, the teacher asked two students to draw according to the same requirements. By observing the process of drawing twice, students sum up their experiences and lessons, and the teacher guides them according to the situation, so that students can draw a strict definition of ellipse. In this way, students will have a deep understanding of this definition.
When further solving the standard equation, students are prone to encounter such a problem: simplification is in trouble. At this time, the teacher can appropriately prompt: What methods do we usually have when simplifying the formula containing the root sign? The student replied: Both sides can be squared. The teacher asked: Is it better to square directly or square after proper arrangement? Through practice, students find that direct square is not conducive to simplification of this equation, but after finishing, square can finally get a satisfactory result. In this way, the difficulty of simplifying the elliptic equation is solved. At the same time, it also solves the simplification problem when solving hyperbolic standard equation in the future. Therefore, in a class, teachers should use multiple teaching methods at the same time. "There is no fixed method in teaching, what is important is proper method". As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, it is conducive to the cultivation of students' thinking ability, the mastery and application of what they have learned, and the highlighting of key points and the resolution of difficulties, it is a good teaching method.
Third, pay full attention to students' classroom performance, mobilize students' enthusiasm for learning, and reflect students' dominant position.
In the process of teaching, teachers should always know the students' mastery of the content. For example, finish a concept and ask students to repeat it; After an example, erase the solution and let the middle-level students perform on stage. Sometimes, for students with poor foundation, you can ask them more questions and give them more exercise opportunities. At the same time, teachers should encourage students in time according to their performance, cultivate their self-confidence and let them love and learn mathematics.
Students are the main body of learning, and teachers should start teaching around students. In the teaching process, we should always give full play to the leading role of students, so that students can change passive learning into active learning, so that students can become the masters of learning and teachers can become the leaders of learning. According to the requirements of classroom teaching content, teachers should select examples, and the key is to let students participate in explaining examples. Teachers should set aside ten minutes or more for students to do exercises or think about teachers' questions or answer students' questions, so as to further strengthen the teaching content of this lesson. If the content of the class is relatively relaxed, students can also be guided to preview and put forward appropriate requirements to prepare for the next class.
As we all know, in recent years, the novelty and flexibility of mathematics test questions are getting stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their abilities, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. In teaching, take out formulas, theorems and inferences directly, or train students through sketching an example and a large number of topics. In fact, the process of theorem and formula reasoning contains important problem-solving methods and laws. Without fully demonstrating the thinking process and discovering its inherent laws, teachers ask students to do problems and try to "realize" some truths by asking students to do a lot of problems. As a result, most students can't "understand" methods and rules, and their understanding is superficial, their memory is weak, they can only imitate mechanically, and their thinking level is low. Sometimes, they even copy things mechanically, which complicates simple problems. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, they will make mistakes in the examination. Many students said that there are too many test questions now, and they often can't solve all the test papers. The speed of solving problems mainly depends on the proficiency and ability of basic skills and methods.
It can be seen that while paying attention to the implementation of basic knowledge, we should also pay attention to the cultivation of basic skills and methods.
These are my thoughts on teaching. To improve the effect of classroom teaching, the new curriculum concept is to let students fully "move" and cultivate their ability to analyze and solve problems. Teachers play a leading role in classroom teaching, and students are the protagonists. Only when students fully "move" can our classroom be "alive", mathematics classroom teaching will be vivid and colorful, and new curriculum teaching will be reflected.
Three articles about teaching reflection of senior high school math teachers;
★ 3 essays on teaching reflection of senior high school math teachers
★ Summary of Senior High School Mathematics Teachers' Work
★ How to write a model essay on high school math teacher's teaching reflection
★ Summary of Senior High School Mathematics Teachers' Work in 2020
★ Reflections on Mathematics Education and Teaching in Senior High School
★ Reflection on Mathematics Classroom Teaching in Senior High School
★ Thoughts on Personalized Teaching of Senior Two Mathematics Teachers
★ Reflection on Mathematics Teaching in Senior High School
★ Reflection on Middle School Teachers' Mathematics Classroom Teaching
★ Reflections on Mathematics Teaching in Senior High School