Middle school math education teaching reflection

Middle School Mathematics Education Teaching Reflection 800 words (Selected 7)

As a teacher who arrived at the post not long ago, we have to have a first-class classroom teaching ability, we can record the epiphanies in the teaching process in the teaching reflection, how do we go to write the teaching reflection? The following is my carefully organized middle school math education teaching reflection 800 words (selected 7), welcome to read, I hope you can enjoy.

Middle School Mathematics Education Teaching Reflection 1

This lesson I "girl to buy a sarong is a square" example to create a situation, triggering students to think, cultivate students' curiosity, so that the students before the class to reach the best state of readiness. Teaching to the development of students as the main line of student activities, so that students involved in the activities, so that students from their own practice of perception, discovery, understanding of the rhombus, rectangle, parallelogram change side or angle to get a square, through observation, comparison, from which to find the characteristics of the summary of the law, rather than by the teacher to give directly, so that not only can fully mobilize the enthusiasm of students, but also make the students of the conclusion of the deeper understanding and recognition. Conclusions have a deeper understanding and recognition, easy for students to master, so that students summarize their own, so that the exercise of students' language skills, improve students' problem-solving skills, the body of teaching activities in the active participation of students in the target, so that students master solid basic knowledge and basic skills, the formation of good learning habits and attitudes towards learning to do with the questions must be investigated.

Teachers assign students to discuss in groups, teachers are appropriate to participate in student discussions, targeted inspiration and guidance, encourage students to raise questions, ask the group representative to say the conclusion of the discussion and summarize the methodology, to cultivate the spirit of student solidarity and cooperation. Again back to the pre-class question of the girl to buy a sarong, let the students use the knowledge learned in this lesson to think of different ways to test the sarong is square, so that students in the mathematical activities to learn mathematics, mastery of mathematics, and can use mathematics to solve practical problems in life, reflecting the mathematical ideas of learning to use.

The classroom gives students the space and opportunity to sort out their knowledge, and the teacher sets teaching objectives for the next lesson through the information returned from the feedback. In order to achieve the purpose of effective learning and student load reduction, avoiding a sea of questions and choosing targeted questions to consolidate knowledge.

This lesson adopts inquiry-based teaching, in the classroom to guide students to find problems, solve problems, the whole process follows the law of students' understanding, according to the cognitive results and cognitive structure, give full play to the theme of the teacher-led and student activities, so that the students to generate interest in learning, to overcome the tendency to passive acceptance and rote memorization of textbook knowledge. Through practical activities to mobilize students' enthusiasm, give students the opportunity to use their hands and brains, change passive to active learning, guide the thinking through the senses to view the rubbing, explore, analyze the process of knowledge formation, as a way to deepen the knowledge, a deeper understanding of the knowledge, the initiative to acquire knowledge, and develop good learning habits.

Reflecting on this lesson, I found that some of the teaching aspects of the students "lead" too much, can not boldly let go of the students to independently seek solutions to the problem, it seems that the students feel constricted. The number of manufacturing aids is too small, if you can ask each student to prepare a parallelogram, rectangle diamond to fiddle with the square so as to promote the deeper processing of thinking and improve classroom participation.

junior high school mathematics education teaching reflection 2

This semester we level group members carry forward the spirit of mutual help, cooperation, strengthen the collective preparation, organization "one person, one lesson, one discussion" and "the same lesson" open class activities. Organizations to strengthen the class and other extracurricular training counseling, better according to the requirements of the completion of the teaching task.

Feedback from the examination, there are mainly the following aspects of the main problems:

1, the students failed to fully understand the knowledge learned, the examination of the knowledge of the blind spot;

2, the requirements of the mathematical ideas can not be well understood;

3, arithmetic ability needs to be strengthened, in particular, the symbols of the brackets when the problem of multiplication of the distributive law of the omission of the phenomenon of serious, the law of arithmetic is not proficient The phenomenon is serious, and the law of arithmetic is not skillful enough.

4, mathematical thinking, graphing ability needs to be strengthened;

5, the standardization of the answer needs to be strengthened.

Suggestions for future teaching:

(1) based on the textbook, study the requirements of the syllabus; more questions in the paper are based on the textbook topics adapted from the students' exams to see the textbook topics mastery is not ideal, which shows that in the usual teaching of the textbook is not enough to pay attention to, and too much pursuit of extracurricular topics of the training, but ignoring the students practical understanding of the textbook. This shows that in normal teaching, not enough attention is paid to books. In the classroom, try to return the classroom to the students, let the students actively participate in the classroom, more opportunities for students to show, show, tell the problem, the ideas and methods, so that the students understand the topic more clearly, to enhance their understanding of mathematics. The first step is to make sure that you have a good understanding of what you are doing and how you are doing it.

(2) Focus on cultivating students' good study habits.

(3) Enhance the teaching of example problem demonstration, and cultivate students to solve the problem of writing expression.

(4) More penetration of mathematical methods, mathematical thinking, and less rigid knowledge.

(5) In the process of teaching mathematics, the classroom systematically organize mathematical knowledge, summarize, communicate the intrinsic connection between knowledge, form vertical and horizontal knowledge chain, from the knowledge of the connection and the whole to grasp the basic knowledge.

(6) For the polarization of students, strengthen the pertinence of extracurricular homework assignment. Let each student have suitable homework to do outside the classroom, arrange different levels of students with different levels of difficulty, improve the `efficiency' of extracurricular learning and reduce the burden of extracurricular homework on students. Correctly look at the differences in students' learning of mathematics and overcome polarization. Mathematics classroom more consideration, care for the middle and lower students, so that they listen to the math classroom, willing to use their hands.

(7) Teachers in the usual classroom teaching must be committed to change the teacher's teaching behavior and students' learning styles, to strengthen the guidance of the learning method, to improve students' reading ability, usually cultivate students' self-learning ability, so that students actually understand the textbook knowledge and improve their thinking ability. Usually pay attention to the textbook, pay attention to arithmetic ability, pay attention to the weak links in teaching.

Middle School Mathematics Education Teaching Reflection 3

Quadratic function is an important knowledge point in the middle school stage, how to make students learn well, is also a problem that has been bothering me for a long time. Through the drawing of graphs, in the observation of graphs to summarize the nature of the graph, for students is not difficult. The focus and difficulty is in the accurate and flexible application of the properties. But in order to apply accurately, memorize the graphs and properties is a prerequisite, so I focus on the "properties of memory" and "high demand for students.

Reinforcement of memory, work in the usual. At the beginning of each class, I learned on the blackboard in the last section of the representative function, in order to prevent errors, began to check with the group or the same as each other quickly say the nature of: including graphs, axis of symmetry, vertex coordinates, increase or decrease, the most value of the six aspects. Each lesson will be learned in previous lessons function form board, students naturally form a habit. Until the study of the general form of the vertex form of this lesson, *** show six representative functions, although more, but in the previous lessons on the basis of the students have reached proficiency in fast and accurate. I joked with students that they must memorize the properties of functions to the point where they talk about the properties of functions in their sleep.

Deepen the understanding, the students said the nature of their own once drawn function, unknowingly will be the image and the nature of the organic combination. And gradually will say the specific function of the nature of the transition to say the function of the general expression of the nature of the function. y=ax2y=ax2+k,y=a(x-h)2+k.

Raise the bar. Because there is no suitable material in hand for students to use for practice, so we printed two copies of each lesson with the practice, because just after learning the nature of the training questions for students is not very difficult, the beginning of the requirements of the students is the most wrong a question, the results found that the student's error is very little, the later found their own requirements are low, so I changed the requirements, must be a good party to get an A grade. As a result, the students naturally raised the bar for themselves. When they found that they made one mistake, they would reflect on what they hadn't learned.

At the same time, from the students' answers, timely detection of students' problems, and timely reminder of the students to reflect on the improvement. The last class taught the next re-test as wrong, such as: Li Meng. In her reflection, she analyzed that she is not a problem of intelligence, but rather a problem of mentality and habits, encountering problems not in-depth and detailed, leading to problems in the application of basic knowledge. He monthly exam and midterm test are grade B. "Just learn according to such habits, can not test A" "Teacher, next time I will definitely test A" I tried to find her problems in the usual study, how I hope she maintain a good grade.

Middle School Mathematics Education Teaching Reflection 4

Tuesday (May 15), the County Teaching and Research Office came to my school for the first half of 2012 teaching supervision activities, I participated in the school organization of the evaluation of the classroom activities, the mathematics subject lecturers are: Ren Shouchang and I two people. From the overall effect of the classroom, I mastered this lesson students or to achieve the intended goal (inequality in the classification of ideas), but there is still a certain amount of students, for the mastery of knowledge there are still gaps, which requires teachers to pay a certain amount of effort. The effect of the classroom is not ideal, and the motivation of some students to participate in learning is still to be improved.

In my own personal opinion, there are still some shortcomings in the classroom:

(1) the enthusiasm of the students is not enough, the group activities are not very in place, in the group show and exchange, the process of learning, is still not a broad enough participation of students, only a few students show stage, not a wide range of the full participation, this is the mistake of this class. This is the fault of this lesson.

(2) to strengthen the attention to the status of the subject of students, to give students to try to let go of students is not enough, or a little afraid to put all to the students.

(3) group activities, a group to deal with the need for another group to supplement, not a single teacher to give supplementation, the need to strengthen the exchange between the group, the interaction between the group has not been reflected.

Combined with my lesson, I think the next step in group learning needs attention to focus on:

(1) group evaluation needs to be strengthened, it can be evaluation of scores, but let the students record their own, their own evaluation.

(2) The mutual assistance in the group should be broad, and there should be checking and supervision between the same group.

(3) Group management needs a lot of work.

(4) Teachers need to have a group in mind and communicate with each other.

(5) show the problem, need to have a good method, not the teacher to go alone to read the topic again, which is not conducive to the students' own grasp of the topic and understanding, the teacher should let go of the students, boldly let the students go to independent thinking and understanding, their own to find the key points in the topic. The first step is to develop the students' ability to think independently and deal with the problem.

From this issue also reflects the next step in the work of teachers and key points. Group cooperative learning, if used well, can not only reduce the workload of teachers, but also cultivate students' communication skills, sense of cooperation. Can play a large area to improve the quality of education and teaching (this article is from), "poor students" is the focus and direction of our work, we must put the so-called "poor students" to do a good job. In the actual teaching, learn more from each other, more exchanges. Advanced teaching concepts into the minds of each teacher, only in this way can we transform the idea of improving their own business level. In order to improve the quality of teaching on a large scale (this article is from the excellent).

5

Selecting effective mathematical activities material is to improve the effectiveness of mathematical teaching activities of the foundation and important premise, so teachers must fundamentally change the traditional view of teaching materials, correctly examining the function of teaching materials, break the "teaching materials theory", weakened teaching materials, "legal culture" color, to be a participant in the construction of teaching materials, teaching resources developers. Of course, the choice of activity material must overcome the blindness, generally should pay attention to follow the requirements of the following aspects:

1, the choice of activity material to fully respect the students' existing life experience and cognitive level.

2, the choice of activity material to pay attention to the actual life of students.

3, the choice of activity materials should be conducive to students' understanding and initial grasp of the general approach to the study of mathematical problems.

4. The choice of activity materials should be conducive to the formation of good will and thinking quality.

For example, 1, the teaching of "rational number multiplication" a lesson, first put forward such a problem: a 0.1 mm thick paper folded 15 times, its thickness will exceed the height of Yao Ming? As soon as the question was posed, it immediately attracted students' attention. Some students took out the paper and started folding it, and some were in deep thought. Most of the students, inspired by me, came to the conclusion that the folded paper*** had 2 x 2 x ? ×x 2 (15 2's multiplied together) sheets. Thus, it is a good preparation for the new course.

For example, 2, in the study of the lesson "Algebraic Formulas", show the process of knowledge formation is as follows:

1. Let the students list the algebraic formulas:

(1) a, b represents the length and width of the rectangle, then the area of the rectangle is ;

(2) a represents the side of the square, then the perimeter of the square is ;

(3) y represents a number

(4) A mall sells items at a 30% discount on the National Day, so the price of an item priced at n dollars is .

2. Have students state the meaning of the listed algebraic equation.

3. Have the students observe what operations are included in the listed algebraic equation? What are the characteristics of the operations? (Reveal that each example has the same *** characteristic of containing the operation "multiplication", which represents the "product".)

4. Guide students to abstractly generalize the concept of monomials.

In the process of knowledge formation, the requirements of a low starting point, slow step, layer by layer implementation, each breakthrough. Through doubt, doubt, questioning, fully exposed students in the problem-solving process of doubt and mistakes, so that the students personally experience "mistakes" in the process of solving the problem, so that students produce "epiphany" psychological effect.

Thinking Before Teaching

Based on the above analysis of the material, I put the focus on the students' learning method. By analyzing the difficulties of this chapter and the actual situation of the class I teach, I think the difficulty of teaching lies in how to rationalize the relationship between the matching method, formula method, decomposition factorization method and how to use quadratic equations to solve application problems.

The difficulties encountered in the implementation of teaching

After grasping the key points of this chapter, I put the teaching center on the connection between the three methods of solving quadratic equations. In the actual teaching process, although students have been clear about the intrinsic connection between the three methods, but at the same time there are also the following two aspects of the problem: First, the basic operation is not pass. The vast majority of students know how to solve equations, but they cannot guarantee the accuracy of the calculation. Here also reveals a characteristic of the new textbook: it attaches great importance to the cultivation of students' thinking, but neglects the training of basic computational skills, and seems to think that every student can achieve the ideal state of learning. Second, the method of solving equations is not flexible. After learning the three methods, we know that the formula method is the most universal method, so we also think that the formula method is definitely better than the matching method. But in reality, this is not entirely true, and universal does not mean simple.

The timely improvement after teaching

In order to solve the problem of "matching method, formula method" who is better to use? Many students understand that the formula method is based on the derivation of the matching method, and there is a general formula can be calculated, so students subconsciously already think that the formula method is simpler

Through the field test, many students once again back to the first shift, then only the formula method of practice. In fact, here students let did not catch the essence of the matching method. These two questions can still be solved using the matching method, and quickly.

Fourth, reflection

1, the preparation should be more pragmatic.

In future teaching, I want to learn from the useful experience of teaching this chapter. Not only to grasp the whole, but also to pay attention to some important details, timely detection of hidden problems that may exist in the teaching work. For example: in accordance with the usual practice, for the application of the student's difficulty lies in how to find the equivalence of relations and equations, so it is easiest to ignore is to solve the details of the equation. For example, in example 4 above, many students after learning the formula method, will naturally expand the left side of the equation, and then use the formula method, thus solving the equation will become very complex.

2. How can we make it simple for students to learn, so that they are enthusiastic about learning?

Fifth, the uniqueness of the textbook

The textbook has a lot of flash, refreshing, and greatly mobilized students to create enthusiasm. Many application problems in the textbook are from life, close to the actual students, and enhance the students' awareness and ability to apply mathematics.

Middle School Mathematics Education Teaching Reflection 7

I participated in the junior high school young teachers quality class competition, the content of the lecture is the East China version - possible or certain - the first lesson "impossible to happen, possible to happen and inevitable to happen", in order to ensure that high quality to complete the work of teaching this time, I did a lot of preliminary preparatory work.

As the content of this lesson is relatively simple, and borrowed class, so in the development of teaching objectives and teaching methods, I mainly advocate in the "play" learning, try to mobilize the enthusiasm of the students. So I try to design the content of this lesson in the game, so that students in the game to master the knowledge content.

According to the age characteristics and cognitive level of the students, this lesson from the students are familiar with and interested in the dice game to start, let the students hands-on operation, repeat the test under the same conditions, in the process of practicing the formation of random events in the randomness and randomness in the performance of the regularity of the direct perception of the formation of the concept of a correct understanding. From mastering the concept to answering the basic exercises, feeling the three types of events, and giving their own examples of the three types of events in their lives, the students' understanding of the knowledge has risen step by step. From the actual teaching process and effect, basically accomplished my preconceived idea. But there are still unsatisfactory places in the specific issues.

First, after the students made the experiment to get the data, the analysis of the data is too fast, the analysis of the students is not in place to comment on the summary of the students, this point did not reach the prior design of the teaching.

Second, I speak too much, always repeating the same mistake, can not patiently listen to the student's analysis, when the student's expression is not accurate, I always habitually take over the student's words, with a very accurate mathematical language to help him complete the expression, but sometimes do not understand the student's meaning, and wishful thinking to guide the idea to their own preset track.

Third, the basic skills of teaching are not solid. Should pay attention to the depth and breadth of knowledge to grasp, pay attention to mining the potential function of the material, the study of the material should be strengthened.

Fourth, the ability to comprehensively manage the classroom is not enough, some students involved in the surface is too small, the teaching of some of the occasional problems encountered, the lack of coping methods, problem-solving ability is not enough.

After the class, there is one thing that makes me feel more: with the concept of the new textbook, the classroom to the students, the time to the students, but also the knowledge to the students.

In short, the reasons are manifold, which need to be improved later in teaching. I think the next time if the class, will give students more time, so that students more fully integrated into the free learning, independent thinking, communication and cooperation in the learning atmosphere to refine the results.

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