In today's social life, teaching is an important task. The so-called reflection means that you can quickly get out of a scene and state of affairs and see your performance in the previous scene and state of affairs. How to write reflection to play a better role? The following are my thoughts (5 selected articles) on the teaching of primary school mathematics teachers, hoping to help you.
Reflections on the teaching work of primary school mathematics teachers 1 1. Ideological and political aspects
Usually, I seriously study the superior documents issued by the school, care about major events at home and abroad, and pay attention to the study of political theory. Lead teaching and research activities. Attend the flag-raising ceremony on time every week and never miss work. Obey the arrangement and have a harmonious interpersonal relationship. Always take the Education Law and the Teachers Law as their own rules of action. Teaching according to law, managing education according to law, teaching and educating people, and being a man.
Second, education and teaching.
In teaching, I pay attention to the following points:
1, every class is thoroughly prepared.
In preparing lessons, I study the teaching materials carefully and prepare lessons carefully. Not only students, but also textbooks and teaching methods should be prepared. According to the teaching content and students' reality, design the course type, draw up the teaching method, record the procedure and time arrangement of the teaching process in detail, and carefully write the teaching plan. Every class should be "prepared", fully prepared before each class, making all kinds of interesting teaching AIDS to attract students' attention, summarizing this class in time after class, and accurately grasping the important and difficult points. And pay attention to referring to various magazines to formulate teaching methods and teaching forms that conform to students' cognitive laws. Pay attention to weakening difficulties and highlighting key points. The teaching plan is carefully compiled and constantly summarized to improve the teaching level.
2. Do every class well.
Pay attention to students' initiative in class, distract students' thinking, enhance classroom skills and improve teaching quality. Pay special attention to arouse students' enthusiasm, strengthen the communication between teachers and students, fully reflect students' ease in learning, ease in learning, feel happy, pay attention to spirit, and cultivate students' ability to talk more and think more. Pay attention to the cultivation of comprehensive ability, consciously cultivate the rigor and logic of students' thinking, and improve students' thinking quality in teaching. Ensure the quality of each class.
3. Correcting homework seriously and timely, and assigning homework should be targeted and hierarchical.
Correct students' homework in time, carefully analyze and record students' homework, classify and summarize their problems in the process of homework, make thorough comments, improve teaching methods in time according to relevant situations, and be targeted. Pay attention to students' opinions, keep abreast of students' learning situation, and provide targeted counseling to students.
4. Insist on attending classes, pay attention to the teaching experience of the teachers in the study group, and strive to explore the teaching mode that suits you.
This school year, I have two or three classes a week on average, which greatly promotes my teaching.
5. Pay attention to the study of educational theory and apply some advanced theories to the classroom to make learning useful.
6. Do a good job in after-school counseling and pay attention to hierarchical teaching.
After class, students at different levels are given corresponding counseling to meet the needs of students at different levels, and at the same time, the counseling for underachievers is strengthened. The guidance for underachievers is not limited to the knowledge guidance for students, but more importantly, the ideological guidance for students. To improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. In this way, the transformation of underachievers has changed from simple and rude compulsory learning to conscious knowledge.
7. Actively promote quality education.
To this end, I pay attention to the cultivation of ability in teaching, combine imparting knowledge and skills with developing intelligence and ability, inject factors of ideological and emotional education into the knowledge level, and give play to students' innovative consciousness and ability. Let students' various qualities be developed and cultivated.
No pains, no gains. I believe I will do better in my future work!
Reflections on the teaching work of primary school mathematics teachers II. 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", leaving enough exploration space for students with the transfer of knowledge. 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 XXX'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.
Reflections on the teaching work of primary school mathematics teachers III. I think math teaching is a very interesting and meaningful job.
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 work of mathematics teachers in primary schools. Teachers can't just write the lesson plan in detail and be satisfied with "I finished my class today, corrected my homework and completed my teaching task." Instead, we should always reflect on our own educational and teaching behavior and record our gains and losses and feelings in the process of education and teaching, 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 work of primary school mathematics teachers; Five-number operation is the basic content of primary school mathematics teaching. Computing ability is one of the basic skills that primary school students must form, and it is the basis for students to learn mathematics in the future, so computing 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; We can estimate the result of the operation, so we should further cultivate students' sense of number in the sum of numbers and enhance their understanding of the meaning of the 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.
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