Abstract: Teaching is a purposeful, directional, complete and orderly complex information transmission system. In this system, teachers play a leading role, both as the transmitter of teaching information and the receiver of feedback information, such as students' homework, papers, behaviors, expressions, language and even classroom atmosphere. Teaching feedback is the key to the effective development of teaching system, and optimizing teaching feedback is the premise and guarantee to reform and optimize mathematics teaching and improve teaching quality. This paper studies the timely and appropriate feedback and optimization of junior high school mathematics classroom teaching.
Keywords: junior high school mathematics; Teaching feedback; Optimize
Teaching and learning are interactive. Teachers and students inspire each other, communicate with each other and complement each other. In this process, teachers and students share their thoughts, experiences and knowledge, exchange their feelings and experience their ideas, so as to achieve * * * knowledge and realize the common development of teaching and learning.
As a front-line junior high school mathematics teacher, we must find and attach importance to the information feedback in teaching through various ways, properly handle and adjust the teaching ideas, teaching process and teaching rhythm, so as to effectively optimize junior high school mathematics classroom teaching. The following are different feedback methods often used in teaching to evaluate students, which can record the effect, summarize the data and evaluate the use effect of feedback methods.
First, ask questions in class
Classroom questioning is a common feedback method in the teaching process, and effective questioning should be done in the following aspects:
1. Textbooks and students must be well prepared.
Teachers must first thoroughly understand the teaching materials before they can use them flexibly. Different classes ask questions from different angles. They should ask questions flexibly and guide students to think. For difficult or comprehensive topics, we should learn to break down the topics, ask students layer by layer, and ask questions at the right time. If there is doubt, there will be argument, and only when there is argument can we distinguish right from wrong.
2. Ask questions appropriately, neither too difficult nor too easy.
According to Vygotsky, a former Soviet psychologist? The nearest development zone? Theory, let students? Can you pick the fruit in one jump? In other words, it may be more important for students to solve problems on the basis of thinking, hard work, communication and cooperation, especially for students with poor foundation, to ask some simple questions and enhance their confidence in learning.
Second, the feedback function of group cooperative learning in classroom teaching
Arrange classroom training or operation exercises, teachers patrol between rows, go deep into the group to understand the effect of student cooperation, discuss the key points, avoid blind cooperation, find problems, understand individual differences, and teach students in accordance with their aptitude and provide targeted individual guidance.
Thirdly, the optimization of classroom detection and error correction on classroom teaching.
Teachers should attach importance to the design of process feedback, choose appropriate feedback opportunities, formulate appropriate feedback methods, identify feedback information, take corresponding teaching measures quickly, adjust the teaching process, and even temporarily change the teaching content and plan to achieve the ideal teaching adjustment effect.
Teachers should be good at asking questions, skillfully setting difficult situations, inspiring thinking, making students often face feedback situations and improving their ability to analyze and solve problems. Instruct students to often carry out self-feedback training, master the methods of self-evaluation, self-adjustment and self-adjustment, and create necessary conditions for students' self-feedback.
1. Optimization principle of teaching feedback
(1) principle of clarity. Teachers' evaluation of students' learning should be clear, specific, concise, incisive and profound, and the junior high school mathematics paper network should not be general, vague and ambiguous. For example, when students ask questions in class, teachers should pay attention to properly evaluate their answers. If you don't add a yes or a few vague opinions, the feedback information that students get from teachers will be chaotic and harmful, and the learning efficiency will be low because of the unclear results.
(2) the principle of timeliness. According to psychological experiments, the teaching effect of timely feedback is much better than that of feedback the next day. Many students with poor academic performance, because the teacher ignored the teaching feedback, failed to find the deviation in students' study in time and correct and remedy it, and even caused difficulties in future study.
(3) the principle of pertinence. That is to say, teachers should fully consider students' physical and mental development characteristics and practical acceptance ability from the specific situation of students they face, and give an objective and appropriate evaluation of students' individual differences.
2. The optimization function of teaching feedback
(1) excitation function. Teaching feedback can stimulate teachers and students' new motivation.
On the one hand, teachers pass feedback information such as evaluation, inspiration and guidance to students according to teaching objectives and students' learning conditions; After students accept it, they will learn from it, enhance their confidence and interest in learning, thus strengthening the consolidation of what they have learned and inspiring new motivation for further success; Or because the evaluation is not high, self-esteem is affected and learning activities are adjusted and improved.
On the other hand, feedback information such as students' learning effect, understanding or doubt of teaching content, teachers' affirmation or negation, acceptance or rejection can also stimulate teachers' teaching enthusiasm, or urge teachers to adjust and improve their teaching.
(2) detection function. Through students' feedback information, teachers can understand students' doubts and difficulties in the learning process, diagnose the specific crux of their thinking obstacles, and have a clear aim in teaching.
In the detection function, the function of feedforward can not be ignored. Feedforward is to judge and adjust before the deviation occurs, that is, according to the feedback information obtained in previous teaching, teachers can understand the current level and preparation of students before teaching, and estimate the possible feedback of students, so as to strengthen the pertinence of teaching and improve teaching efficiency.
(3) Adjustment function. Wiener believes that any system in the world can only be controlled by feedback information. Teaching feedback is the fundamental condition to optimize the dynamic target control of teaching system, in which the feedback of students' learning activities and results is the basis for teachers to self-regulate and effectively regulate the whole teaching process; Students also make self-judgment and self-adjustment according to the teaching feedback to cope with the following learning activities. Only when the two sides adapt to each other and actively adjust can the teaching system operate and develop normally and efficiently.
Fourthly, the optimized way of feedback teaching.
1. Fully prepare lessons and make timely predictions.
In open teaching, the classroom teaching process is dynamic and changing at any time, and students' classroom performance and classroom needs should be the basic basis for adjusting the teaching process. Open teaching has no fixed teaching content and teaching process in the classroom.
In addition to the content of teaching materials, problems are often adjusted and solved; The teaching plan drawn up by teachers in advance is disrupted, and the teaching progress is accelerated or slowed down from time to time. Experienced teachers can predict the problems in students' understanding of knowledge, mastery of skills and application of methods in class, and design teaching methods accordingly.
2. Based on the classroom, diligent in capturing.
Classroom is the main channel to obtain information. Teachers can't estimate only by past experience or subjective wishes. They must carefully observe students' reactions in class and adjust teaching methods in time. Some teachers don't pay attention to students' words and deeds, don't listen to students' feedback, and only find a lot of problems when correcting homework or papers, which is not conducive to timely feedback and correction.
3. Reflect after class and summarize in time.
Most teachers don't pay attention to the reflection and summary after class. In fact, after listening to the class, we should immediately review the successes and improvements of this class, as well as the main problems among students and the reasons for these problems, analyze the corrective measures that should be taken in time, and write them down concisely at the back of this teaching plan, which can be used as the corrective content of the next class and as an important reference material for the next teaching. If we can persist for a long time and pay attention to accumulation and arrangement, it will be a practical and rare teaching experience.
Junior high school mathematics thesis model essay II Junior high school mathematics teaching should develop the habit of reflection.
Paper Keywords: reflective habits of junior high school mathematics teaching
With the deepening of the new curriculum reform, teaching reflection has become an important process for teachers to reflect on their own teaching behavior, revise their own teaching methods and continuously improve their knowledge literacy and teaching level. Teaching reflection is an activity in which teachers find and fill the gaps and correct them in time through rational observation of their own teaching activities and macro judgment of teaching results, thus improving teaching ability and classroom efficiency.
I have been engaged in junior high school mathematics education for many years. I think that in order to improve the teaching quality, teachers must deeply reflect on their teaching process according to the teaching phenomenon and teaching results after each class or period of education and study, so as to improve their sensitivity to teaching problems, thus forming the habit of self-reflection, breaking free from bondage, constantly innovating teaching, changing from operational teachers to scholar teachers, and improving teaching ability and quality.
First, reflect on teaching design
Instructional design refers to the concepts, methods, familiar skills and mathematical ideas that students need to understand in this class. It is the basis and premise for teachers to continue teaching, and it is also a necessary condition for students to improve their comprehensive ability.
Teachers' reflection on teaching objectives is actually to discover whether Chu students really understand the connotation and extension of the concept, the premise and conclusion of the theorem through reflection on the teaching process; Can you use the theorem flexibly to solve problems, the thinking method contained in the theorem itself, the scope of application of the theorem, and whether the basic methods to be mastered in this lesson have been mastered. To know all this, we should first pay attention to students' every move in class.
If the students in class are focused, positive, agile and happy, it means that the students are enthusiastic, take the initiative to participate, learn something and have fun. If students are listless, deaf, procrastinating, exhausted and at a loss in class, it shows that the classroom atmosphere is dull, students' enthusiasm is not high, learning is very hard and the effect is not good.
Secondly, check the situation of students doing classroom exercises. If most students can correctly complete the specified topics within the specified time, the teaching objectives can basically be achieved; If most students can't write or can only do some steps of the project, or even if they do, there are still some problems, which means that students have not really understood the content of this section and their knowledge and skills have not passed the test.
Thirdly, review students' homework after class. If students have clear thinking, well-founded reasoning, proper use of theorems and formulas, accurate calculation and detailed steps, it shows that students have mastered basic mathematical knowledge and thinking methods. On the contrary, if students do flip-flops, confuse formulas, misuse theorems, and make constant calculation mistakes, it shows that students' basic knowledge and skills are not enough.
Through the above series of methods and means, find out the problems and think about remedial measures. What should be supplemented must be supplemented, and what should be changed must be changed; What is emphasized collectively must be emphasized collectively, and what is suggested by individuals must be suggested individually. Make up the content of the class for later study.
Second, reflect on teaching methods
Teaching methods are measures and auxiliary tools to complete teaching tasks and achieve teaching objectives. As the saying goes:? Teaching has the law, but teaching cannot. ? The choice of teaching methods depends on students' actual cognitive level. Usually, according to the different teaching contents, teaching methods such as lecturing, heuristic, discovery and questioning can be adopted, and wall charts, models, objects, small blackboards and multimedia courseware can also be used to assist teaching.
To reflect on the teaching methods of educational papers, we must first break through the most difficult, difficult to understand and difficult to master, start from the most boring places, and start from the places that are easy to be ignored but rich in teaching value. Secondly, teachers should seek the best teaching form that is most conducive to students' acceptance, willingness to accept, enthusiasm for learning, scientific creativity and coordinated development in all aspects.
If the introduction of the topic is too dull to arouse students' interest in learning, students can be explained the growth process of mathematicians, novel mathematical problems, mathematical problems around them and so on. If the deduction of theorems and formulas is proved to be limited to teaching materials, which are difficult for students to understand, we can explore new ideas and change strategies to satisfy students' thirst for knowledge and stimulate their creativity in scientific knowledge with rich content, easy to understand and step by step.
If the treatment of example exercises is lack of depth and students can't master it well, we can explain it in simple terms and draw inferences at different levels, and try our best to cultivate students' concentrated thinking and divergent thinking on the premise of mastering basic methods and skills. As long as we are good at observing and thinking, we can gradually improve our teaching level and quality.
Third, reflect on your own educational behavior.
Self-education behavior refers to that teachers ask a series of questions after self-observation, self-monitoring, self-adjustment and self-evaluation of their own teaching, so as to improve their self-reflection ability. This method is suitable for the whole teaching process.
When designing lesson plans, you can ask yourself the following questions: What life experience and knowledge reserves do students have? ,? How to design a teaching scheme that students can easily understand according to relevant theories and students' reality? ,? What happens when students accept new knowledge? ,? How to deal with these situations? Wait a minute.
When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates. At this time, teachers should reflect on students' feedback? Why is there such a problem? How can I adjust the teaching plan and adopt effective strategies and measures? So as to organize teaching according to students' ideas and ensure the teaching process to run along the best track.
After the teaching, the teacher can ask himself: Is my teaching effective? ,? Are there any highlights that surprise you in teaching? What is the reason for this bright spot? ,? What aspects can be further improved? ,? What have I learned from it? Wait a minute.
Fourth, reflect on teaching evaluation.
Teaching evaluation is the sublimation of teaching significance, thinking accomplishment and moral sentiment when teachers complete teaching objectives and students complete learning tasks, and it is a higher realm of education and teaching. There's an educational motto that goes well? Education is a cause that needs our selfless dedication; Education is a science, which needs us to study hard. Education is an art, which requires us to innovate constantly. ? Reflecting on the teaching value is to explore the value of cognitive education, emotional education and behavior education which are rich in this course.
We should know that every mathematical thought contains a philosophy of life, every problem-solving method enriches students' values and world outlook, and every bit of mathematical knowledge purifies students' hearts. As long as we carefully observe, carefully analyze, think deeply, strive to expand, let go of the clues in classroom teaching and the words in textbooks, we will certainly be able to do it and do it well.
For example, the idea of classified discussion teaches students to look at problems dialectically, and the idea of function teaches students not only to pay attention to the phenomenon of problems, but also to recognize the essence of problems; The combination of numbers and shapes teaches students what mathematical beauty is, how to appreciate it and how to use it. Reducing to absurdity makes students realize that it is not necessary to attack directly to solve problems, and sometimes it is better to detour sideways. The growth process of mathematicians can set an example for students and inspire them to study hard; The long and splendid history of mathematics development in China can make students have a strong sense of national pride and stimulate their patriotic enthusiasm, so as to study hard and devote themselves to the modernization of the motherland.
Modern education is not to teach a group of nerds, not to teach a group of high scores and low abilities, but to think about students' future and make necessary knowledge preparation and psychological preparation for their colorful lives. Knowledge is dead, ignorance can be learned from books, while ability and quality are intangible and cannot be taught.
A person's quality determines his viability and development prospects. In the final analysis, the value of teaching lies in shaping people, giving students the truth of being human, giving students a scientific way of thinking and the basic quality of self-development, so that they can all become useful people to society.