As an excellent people's teacher, one of our jobs is teaching. Teaching reflection can record our classroom experience well, so what kind of teaching reflection is good? The following is a reflection model essay on after-school mathematics teaching in senior high school, which I compiled for you. I hope it will help you.

Reflection on after-class mathematics teaching in senior high school 1 "I go to three provinces every day to save myself" is the simplest reflection expression of ancient educators in China. The promulgation of new curriculum standards points out the direction for a new round of teaching reform and teacher development. As a teacher, we must seriously study the new curriculum standard and modern teaching and education theory, deeply reflect on our teaching practice, and rise to rational thinking, so as to keep up with the pace of the times as soon as possible. I have been engaged in high school mathematics teaching for some time. In teaching, I experienced confusion and hesitation, from being at a loss to slowly mastering the familiar taste, during which there were many collisions of various ideas. It is these experiences and collisions that constantly urge me to deeply reflect on senior high school mathematics teaching, and get enlightenment and growth from it.

First, reflection on the teaching concept.

Curriculum reform, first of all, should update the teaching concept and get rid of the old teaching concept. Suhomlinski said: "Knowing is not equal to understanding, and understanding is not equal to knowledge. In order to acquire more solid knowledge, we must think. " As the main body of the new curriculum implementation, teachers have long been accustomed to the "teacher-centered" teaching model, while traditional classroom teaching overemphasizes the teacher's inheritance role, ideologically regards students as passive knowledge containers, and simply spoon-feeds knowledge, and students passively accept it, resulting in half the effort. The new curriculum reform emphasizes the all-round development of students, the interaction between teachers and students and the cultivation of students' lifelong learning ability. Under the guidance of teachers, students actively participate in learning, acquire knowledge and develop their thinking ability, so that students can experience the joy of success and realize real learning after they doubt, try, explore and even fail! Therefore, the teacher's role now needs to be positioned in the dynamic teaching process. Based on the observation and conversation with students, the teacher should point out the students whose thinking is blocked "in time", design different levels of questions "moderately" according to students with different psychological characteristics and cognitive levels, and "appropriately" choose different types of knowledge guidance strategies and skills.

Second, pay attention to the connection between junior high school and senior high school.

When I was a freshman in senior high school, I deeply felt that the textbooks in senior high school span a long time, and the requirements for the difficulty, breadth and depth of knowledge have been greatly improved. This huge difference makes students who have just entered high school from junior high school unable to adapt at once, and their math scores have dropped seriously. They always find mathematics difficult to learn and lack self-confidence. Because most students do not adapt to such changes and are not fully prepared, they still study high school mathematics according to the thinking mode and learning method of junior high school, so there is a division of grades and a sharp decline in learning mood. As a teacher, we should pay special attention to contact at this time and fully understand what students have learned in junior high school. To what extent is it required? What to learn in high school and so on. Pay attention to the connection of mathematics learning methods in junior and senior high schools, cultivate students' good psychological quality and adaptability to difficulties and setbacks correctly, attach importance to the teaching of knowledge formation process, stimulate students' positive learning motivation, strengthen the guidance of learning methods, guide students to read, summarize and summarize, and improve students' independent learning ability and awareness of being good at thinking and being brave in learning.

Third, teaching reflection.

1. The teaching process is not only a process for students to master knowledge and develop intelligence, but also a process for teachers and students to communicate, actively interact and develop together. The relationship between teachers and students in teaching is no longer the relationship between people and things, but the relationship between me and you. Teaching behavior is a dialogue process in which teachers and students open their hearts, understand each other and accept each other. In successful teaching, teachers and students should form a "learning body" to participate in the learning process and communicate with each other. Paulia once said, "What the teacher said is not unimportant, but what the students think is more important. Students' ideas should be generated in their own minds, and the role of teachers is to systematically give students the opportunity to discover things. " In teaching, teachers should reflect on "how to adjust the teaching plan, how to adopt effective strategies and measures, and what needs to be supplemented" according to the feedback information from students, and organize teaching along the students' ideas to ensure that the teaching process runs along the best track. This kind of reflection can make teaching high-quality and efficient.

2. In teaching, it should be noted that actively answering questions in class does not mean that the teaching design is reasonable, the thinking is active, whether there is a tendency to engage in activities for the sake of activities, whether the teaching design is suitable for all students, and how to attract students to participate in teaching. It must be carefully designed around the teaching purpose and according to the students' existing knowledge level to stimulate students' positive and effective thinking in order to maintain classroom tension. Try to ask questions by students themselves, and then guide students to think more deeply. Only through students' thinking can the teaching content really enter students' minds, otherwise it will easily lead to students' dependence on teachers, which is not conducive to cultivating students' independent thinking ability. Sometimes, when we are in class, marking papers and answering questions, we think that we have made it clear, and students are also inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to a fixed procedure, so that students may understand what they did not understand at that time. In addition, while stimulating students' enthusiasm for learning, we should also carry out appropriate management, make the classroom teaching order conducive to teachers' "teaching" and students' "learning", guide students to learn to listen, and strengthen the training of expressing their views reasonably.

Fourth, reflection on students' learning methods.

As mentioned above, there is a huge difference in mathematics between junior high school and senior high school, and senior high school has made a great leap in the depth, difficulty and breadth of knowledge and the requirements for ability. Some students can learn, others can't, and those who can learn get good grades because they learn well. Good grades can stimulate interest, enhance confidence and want to learn more. The better the results, the stronger the ability, forming a virtuous circle. I can't learn, I can't learn law, and my grades are not good. If we can sum up the lessons in time, change the learning methods, and learn nothing, we may be able to catch up after some efforts; If you don't want to improve and don't work hard, your grades will get worse and worse. When the gap reaches a certain level, it is not easy to catch up. Poor grades will lead to loss of interest in learning and even unwillingness to learn. The more you don't want to learn, the worse your grades will be, and then you will have a feeling of disgust and fear, lose confidence in learning completely, and even refuse to learn. It can be seen that learning is an extremely important factor for students to learn mathematics well. At present, high school students' mathematics learning methods are still in a relatively passive state, and there are many problems, mainly in:

1, lazy in learning, unwilling to think;

2, no plan, inertial operation;

3. Ignore the preview, wait for the class, and hope the teacher will explain the whole problem-solving process, which is highly dependent and lacks the enthusiasm and initiative of learning;

4, will not attend classes, such as stenographers, taking notes while listening, taking notes is a big book, but there are also a lot of problems; Others don't remember a word, just listen; Some people only feel refreshed when listening to the teacher telling stories, and so on.

5, rote memorization, mechanical imitation, teachers can understand, examples can understand, that is, the homework in the book can not be done;

6. I don't know, don't ask, have a little knowledge;

7. I don't pay attention to basic knowledge, basic methods and skills, but I'm only interested in those biased, difficult and strange questions.

8, do not pay attention to summary and review.

In view of the problems among the above-mentioned students, we need to spend more time and energy to guide them in their learning methods, and strive to combine changing ideas with teaching methods, in-class and out-of-class, learning methods with teaching methods, unified guidance with individual guidance, so as to urge students to master the correct learning methods. Only a good learning method can achieve the learning effect of "getting twice the result with half the effort".

Verb (abbreviation of verb) Reflections on Group Cooperative Learning

The new curriculum standard of senior high school mathematics points out that teachers should advocate the learning mode of "independence, cooperation and inquiry", promote students' active and independent learning under the guidance of teachers, promote the development of students' ability, and cultivate students' good cooperative quality and study habits. At present, "group cooperative learning" has become an important organizational form under the new curriculum standard concept, but in practice, we find that there are some misunderstandings in the group cooperative learning model:

(1) is a mere formality and lacks substantive cooperation. In order to pursue the diversification of learning methods, teachers blindly adopt group cooperative learning methods, not according to the characteristics of teaching content and the reality of students;

(2) The unreasonable collocation of cooperative personnel, scattered responsibilities and "hitchhiking" phenomenon occur from time to time, which is not conducive to the complementary advantages and mutual promotion of students with different characteristics and levels;

(3) Students lack social skills, communication and in-depth communication, and cooperation efficiency is low. As a result, the ideas of the top students replaced the opinions and ideas of other members of the group, and the poor students became a foil;

(4) Teachers have not carefully designed the purpose, opportunity and process of cooperative learning before class, and there is a phenomenon of consciously driving students into the preset teaching framework;

(5) insufficient cooperation time. In group cooperative learning, it is often announced that "cooperative learning begins" without giving students a moment to think after asking questions, and it is called "cooperative learning stops" in less than a few minutes. At this time, some groups have not really entered the theme of cooperative learning, and some groups have just begun. This kind of group cooperative learning can not only achieve the purpose of cooperative learning, but also easily dampen students' enthusiasm for cooperative learning, forming a bad habit of perfunctory, and students are too lazy to cooperate in the next cooperative activity;

(6) On the surface, "false excitement" is actually "excitement disorder". The classroom order is chaotic, and the students are confused. They can't hear clearly whose thinking is not rigorous and whose thinking is not organized. Teachers lack the necessary organizational skills such as planning and regulation for group learning, and their guiding role has not kept up. When students and groups face problems, teachers can't identify and analyze some problems and give satisfactory results.

(7) The evaluation system failed to keep up, and three aspects were outstanding. Most of the speeches made by group representatives or individual top students do not represent group opinions, but personal opinions. The result of cooperative learning becomes: emphasizing individual evaluation and ignoring group evaluation; Pay attention to the evaluation of academic performance, rather than the evaluation of cooperative consciousness, methods and skills; Pay attention to classroom random evaluation, but not to routine evaluation.

We should make it clear that cooperative learning is only one of the effective learning methods. In teaching, we should reasonably choose teaching behavior and learning methods according to the objectives and contents, and avoid "putting all raw materials and ingredients into the cooperative learning plate". Teachers should pay attention to the learning situation, establish an evaluation system in advance, tap cooperation points, guide students all the way, let students master skills, cooperate in learning, provide sufficient cooperative learning time, activate internal factors and really promote development.

6. Thinking about exercises and test papers. Exercises and papers should not stop at pointing out shortcomings, correcting mistakes and explaining methods, but should focus on the cultivation of mathematical ability.

There are many places to reflect on in mathematics teaching. Without reflection, there can be no substantial improvement in professional ability. In the teaching process, teachers should fully understand the requirements of the new curriculum, constantly update their concepts, be diligent in exploration, strengthen their knowledge and physical and mental cultivation, and master new professional requirements and skills. Only by being diligent in analysis, being good at reflection and constantly summing up can we meet the needs of the new curriculum reform, keep pace with the times in educational concepts and improve the teaching level.

Reflection on after-class teaching of senior high school mathematics 2 This year is my first year of teaching. I have been walking on thin ice for fear of misleading others. At the end of this semester, I have finished teaching compulsory 3 and compulsory 4 in senior high school mathematics, and I have the following reflections.

Because compared with my own student days, the new curriculum reform has greatly changed the curriculum standards from concept, content to implementation. As a math teacher, we should fully understand the idea and goal of math curriculum reform. Fortunately, in the process of teaching, we constantly learn, adjust and reflect.

First of all, we should grasp the requirements of curriculum standards and don't change the intention of curriculum standards without authorization. For example, increase class hours privately, supplement some knowledge or increase teaching difficulty. This is not conducive to the improvement of students' learning ability, but also restricts students' thinking and increases their burden.

Secondly. In the teaching process, we should not only pay attention to the teaching of definitions, concepts and conclusions, but ignore the process. For example, in the teaching of logarithmic operation properties, I encourage students to review the operational properties of exponents, and guide students to discover the operational properties of logarithms through analogy, calculation, guessing and other methods. Instead of directly giving the properties of logarithmic operation and then constantly carrying out mechanical training. So you won't practice today and forget tomorrow. Students have a different kind of operation from themselves. They can better understand the law of operation, remember the nature of operation and use it skillfully.

Furthermore, in teaching, we can't simply emphasize the systematicness and logicality of knowledge, while ignoring students' cognitive level. The introduction of some questions often comes straight to the point, which makes students have no intuitive image and is not easy to accept. In this respect, we can give students an intuitive image and help them understand from the general to the special. This also conforms to the general law of cognition. Multimedia can also be used to assist teaching, because multimedia can intuitively show students many figures of solid geometry and increase their perceptual knowledge. At the same time, multimedia can also effectively increase classroom capacity and reduce our blackboard writing workload.

Finally, I feel a lot of confusion and worry. In the process of implementing the new curriculum standard, students' problem-solving ability will always be much worse, but students' further studies are still based on their grades. But it also reminds us to care and educate students sincerely all the time, hoping to pave the way for their long-term development.

Reflection on after-class teaching of mathematics in senior high school III. The development trend of contemporary mathematics teaching mode is to highlight the dominant position of students and the leading role of teachers. Research-based learning is a learning process in which students choose and determine topics from nature, society and life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems in the research process. Among them, cultivating students' ability to find and solve problems is one of its most important goals. Therefore, research-based learning conforms to the development trend of teaching mode. When doing research study, teachers usually choose some topics to give to students, so that students can finish them in a certain time. I think we should go further. Teachers choose the last one to make the transition to students' own choice, which is to let students ask a question and solve it. This is of great help to cultivate students' thinking independence and further cultivate their innovative ability.

Cultivate in classroom teaching. Heuristic teaching is often used to create a good problem situation, which runs through the whole classroom and is put forward by students. Strengthen the teaching of mathematical thinking methods.

For example:

1. Contrast teaching: Positive and negative contrast, positive and negative contrast, and contrast between questions will conflict with the original cognition and ask questions.

2. Teaching conjecture, induction and proof are helpful for students to ask questions, which should not be underestimated.

3. Professional thought teaching helps students to ask questions in the special position of things. For example, it is often verified whether the formula is established under special circumstances.

4. Cultivate students' ability to observe various phenomena in nature, society and life. This is mainly to find a practical model of concepts in classroom teaching and to strengthen the teaching of mathematical application ability in teaching.

5. Tell students the story of scientists asking questions, stimulate students' interest in asking questions and realize the importance of asking questions. For example, Goldbach conjecture and Fermat's last theorem have injected vitality into mathematics.

Teach students to ask themselves a few why.

For example:

1, why this solution is simpler than the original solution.

2. Why did I think of this method?

3. Why am I wrong to do this and right to do that?

Teachers should strengthen their self-cultivation and cultivate their ability to ask questions. Tell the students the process of asking questions, ideas and the situation at that time. When the teacher tells his personal experience to the students, the students will imitate the teacher's behavior from unconscious to conscious because of the teacher's unique and novel thinking.

Finally, when students have the ability to ask questions initially, teachers can let students ask questions and solve them themselves when carrying out research-based learning.

Reflection on the after-class teaching of mathematics in senior four In previous classes, I often only cared about my own ideas, thinking that the more topics I talked about, the better, and rarely took into account students' thoughts and feelings. The process of solving problems can also be saved, but it is slowly found that students can understand in class, but they can't do it themselves, and even some students gradually lose confidence in math learning. Based on the analysis and understanding of the above problems, through practice, I got the following teaching insights:

First, attach importance to students' "preview" and downplay class notes.

For the current review class, especially the set, proposition and logical conjunction, students should preview in advance and give them a chance to learn independently. As for downplaying class notes, it stems from a phenomenon: I found that students who take notes and remember well may not get good grades. Why is this happening? Because students who only know how to take notes, when the teacher asks them to think about the next question, they are often still taking notes on a question. How can such learning talk about the development of thinking?

Second, reflective teaching is imperative

Whether satisfactory teaching results can be achieved in teaching depends on teachers' teaching ideas and teaching methods. From my personal experience, this will not happen overnight. Teachers need great sense of responsibility and patience, constantly strengthen the study of theoretical knowledge, and more importantly, strengthen teaching reflection, that is, the process in which teachers take their own teaching activities as the object of thinking, examine and analyze their own behaviors in teaching and the resulting results.

Third, students should also reflect.

If teachers' reflection is for better teaching, then students' reflection is for better learning, and it is also the top priority of our whole teaching process. So, how do high school students reflect? I always take this question with me in teaching, thinking about the teaching design of each class and how to cultivate students' learning methods and habits. How to embody it to achieve the ideal learning effect. The tutor's analysis of the students helped me a lot.

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