Elementary School Math Teaching Reflections 8 in 2022

2022 Elementary School Mathematics Teaching Reflection Part 1

I. Elementary School Mathematics Teaching Cannot Be Based on Experience Alone

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are obvious. In the case of math teaching activities, relying solely on experience to teach is actually just treating teaching as an operational activity, i.e., a simple repetitive activity that relies on existing experience or applies learning theories without pedagogical analysis. Teaching as a technique is automated by following established procedures and certain exercises. It makes the teacher's instructional decisions reactive rather than reflective. Such an approach to teaching can be called "empirical", believing that one's teaching behavior conveys the same meaning as the students', which in fact is often inaccurate because the differences between teachers and students in mathematical knowledge, mathematical experience, social experience, etc., make such a feeling usually unreliable, or even wrong. Even wrong.

Smart teaching requires reflection

One of the fundamental features of smart teaching is "professionalism". It is a rational professional ethics, professional knowledge as the basic starting point for teaching activities, and strive to pursue the rationality of teaching practice, from the experience-based teaching to rational teaching, the key step is "teaching reflection".

For a math teacher, teaching reflection can be carried out from the following aspects, reflection on mathematical concepts, reflection on learning math, reflection on teaching math.

1. Reflection on mathematical concepts - reflection on learning mathematics.

For students, an important purpose of learning mathematics is to learn to think mathematically, with mathematical vision area to see the world, and for the teacher, she has to look at mathematics from the perspective of "teaching", she can not only "do", but also should teach others to "do". She should not only "do" but also teach others to "do". Therefore, teachers should reflect on the concepts of teaching and learning in terms of logical and historical relationships. Simply put, teachers should learn to think mathematically when confronted with mathematical concepts - to prepare students for mathematics, that is, to understand the process of the emergence, development, and formation of mathematics; to explain the concepts in new contexts and in different ways.

2, reflections on learning mathematics

When students enter the classroom in Russia, their minds are not a blank sheet of paper - have their own understanding of mathematics and feelings, teachers can not see them as "empty containers", according to their own meaning to these "empty containers", according to the "empty containers". Their own meaning to these "empty containers", "in the instillation of mathematics" so that often enter the wrong zone, because teachers and students in the mathematical knowledge, mathematical activities, experience, interests, social experience, etc. There are great differences, these differences make their feelings about the same teaching activities are usually not the same. These differences usually make them feel differently about the same teaching activity. In order to create more math learning materials for after-school ways, a not-so-effective way is to "squeeze" as many problems out of students' minds as possible during the teaching process, so that their thinking process of solving problems is exposed.

3. Reflection on teaching math.

The essence of good teaching is to promote good learning, but in the actual teaching process, often make it difficult to complete the teaching in accordance with our wishes. For example, usually we are in the classroom assessment, Q&A, we think we speak very clearly understand, but feedback found that many students are still confused. This shows that our explanation is not very good for the students' original level of knowledge, from the root to solve the student's problem, the students did not understand the essence of the problem.

Three, the four perspectives of teaching reflection

1, self-experience.

In teaching, we often take our own experience of learning mathematics as an important reference for the choice of teaching methods, each of us has been a student, have learned mathematics, in the learning process tasted the joy, anger, sadness, joy tension and other managers for us today still have a certain enlightenment. Of course, our existing mathematical learning experience is not enough to provide themselves with more valuable, available reflective material, then we can re-engage in some exploratory activities as a student, and consciously reflect on the activity process of the relevant behavior.

2. The student's perspective.

The essence of teaching behavior is to benefit students, teaching well is to promote students to learn well. In the new standard, some exercises, such as the optimization program, let the students to choose the rental car, buy tickets and other programs, when we introduced to the students some exquisite and wonderful method of connection, the students on the surface of the understanding, but when they solve the problem themselves but confused. That's why Bernard said, "What constitutes the greatest obstacle to our learning is what is consistent, not what is unknown".

3, and colleagues to communicate

Colleagues get along with each other for a long time, and each other to form a can discuss the teaching of the same language, communication and relaxed atmosphere, to facilitate the development of meaningful discussions. There are many forms of communication, such as: *** same design of teaching activities, listening to each other's classes, doing post-course analysis and so on.

4, professional learning

More study of relevant mathematics education and teaching materials can help us to explain many phenomena that we feel puzzled in practice. Can broaden our thinking of teaching reflection, so that our teaching and reflection is no longer limited to the small world of experience, we can see their own teaching practice behaviors that are related to a particular teaching situation, those more with the significance of the general piece of these behaviors have a more considerable evaluation, can make us more rational to engage in the teaching of reflection on the East and the conclusions obtained from the reflection of more confidence.

Teachers' careers need to be professionalized, and teachers' professional development is the most convenient and very effective way to make teaching reflection. Without reflection, it is difficult to make substantial improvements in professional competence, and the object and opportunity of teaching reflection is at the side of every teacher.

2022 Primary School Mathematics Teaching Reflection Part 2

Time flies, a semester is about to pass, in this period I served as a fourth-grade math teaching, the following I talk about their own this semester in the teaching of gains and losses.

According to the teaching requirements of the new syllabus, I strive to make the teaching structure in line with the age of children, pay attention to promote the migration of students' learning, cultivate a sense of innovation, and pay more attention to the practical activities, so that students experience the connection between mathematics and real life. The reform of teaching is mainly reflected in the classroom and after-school time, in the classroom I focus on strengthening the ability and good study habits. And after-school time is to focus on letting students "learn to use", so that students will apply math to real life.

A. Strengthen the practice of oral math. Through the 3-minute oral practice before class, using a variety of forms, let the students through their own favorite way to practice, but also held from time to time, "speed calculator" competition, to stimulate their enthusiasm.

Second, strengthen the written calculation of decimal addition, subtraction, multiplication and division. Students in the first period of the fourth grade have learned the multiplication and division of integers written, in the original knowledge and understanding of the law on the basis of the students to strengthen the consolidation of practice, to prevent students from carelessness and calculation errors.

Third, application problems have always been a major difficulty for students to learn, in this case, I let the students practice more, think more, ask more, from quantity to quality, and gradually improve the students' ability to analyze the problem, the students are no longer afraid of application problems as before.

Fourth, increase the practical activities to develop students to appreciate the sense of mathematics application of mathematics. Design some of the more closely linked with the students' lives and implies the activities of the mathematical problems. So that students through the activities of problem solving, feeling, experience, understanding of mathematics, but also conducive to the cultivation of students from the daily life of the discovery of mathematical problems.

Fifth, in order to implement the principle of combining for all students and teaching according to their abilities, I also designed a number of practice problems with a certain degree of difficulty, for students who have the ability to choose to do, in order to better utilize their strengths, and cultivate their mathematical ability.

2022 Primary School Mathematics Teaching Reflection Part 3

Each chapter of mathematics requires a different teaching method, in for some chapters, the following methods can be used to make students learn vividly and flexibly.

First, find the knowledge entry point to create a problem situation.

The design of the problem situation, close to the student's life, the situation of the problem is open and can be put forward to the students intellectual war.

The second effort to create a space for students to explore independently.

? Teaching recommendations" pointed out: "addition, subtraction, some of the simple calculation" of the teaching focus on the students to discover the arithmetic of the quick calculation, master the method of quick calculation, to obtain the experience of independent learning success. At the same time, I am not superficial, but firmly grasp the favorable opportunity for students to think, push the week, let go of the students to make up their own quick calculation topics, combined with the students to make up the question appeared in the "345 + 99" for students to discuss in groups, guiding the students and subtraction of quick calculation to compare, so as to find that addition of quick calculation to be "Add a few more to subtract a few" reasoning, and layer by layer in-depth, pick up the level, from the overall height of the addition and subtraction of the method of quick calculation. And coincide with the teaching objectives of this lesson, that is, highlighting the focus of teaching, but also break through the teaching of the difficult points for the lesson to draw a successful conclusion. From this, we can imagine that such teaching, not only close to the actual thinking of students, in line with the cognitive laws of students, and students learn easily, learn actively, learn to create, learn to develop.

Three exercises designed to expand students' thinking.

Pay attention to the focus of teaching on the development of students' mathematical thinking, so that students through independent exploration, their own discovery of addition, subtraction, arithmetic, mastering the method of quick calculation at the same time in the practice design of the subject of constant variation, through the comparison of the different methods, so that students appreciate the need to carefully review the problem, according to the characteristics of the specific topic of the flexibility of the calculation. Students consciously apply the knowledge to solve real life problems, at the same time, the flexibility and creativity of thinking is cultivated. It goes without saying that the design of such exercises, although the amount of practice is small, but its effect is far better than the mechanical repetition of dozens of questions, because the students' thinking has been accompanied by the depth of the exercise and the development of the problem, in addition to one of the important purposes of mathematics teaching is to promote the development of students' mathematical thinking.

In short, the entire learning process of the whole lesson, students will actively participate in the continuous independent inquiry in the learning activities, to discover the laws of knowledge, not only to learn to add, subtract some of the methods of simple calculation, and mathematical thinking to get a better expansion.

2022 Primary School Mathematics Teaching Reflection Part 4

First, carefully study the materials, prepare a good lesson.

To teach well, the first thing to do is to understand the materials. Understand the textbook, the basic idea of the textbook, the basic concepts, each sentence, each picture, each symbol are clear, understand the structure of the textbook, the key points and difficulties, grasp the logic of knowledge, can be used freely, understand what should be added to the material, how to teach well. Draw up a good teaching plan carefully according to the materials and the age characteristics of the students. According to the information of each section, determine the teaching objectives carefully. In addition, it is necessary to understand the quality of the students' original knowledge and skills, their interests, methods and habits, to predict what difficulties the students may have in the process of learning new knowledge, and to carefully organize the activities of each lesson according to the materials. To be prepared, not to fight unprepared, so as to ensure the excellent completion of the teaching task.

Second, carefully organize classroom teaching.

Although the first grade teaching materials are few, shallow, but to organize a good lesson, have to make some hard work. As most of the students have read the pre-school, this semester's learning materials for them is old knowledge, so the classroom how to "old knowledge" into "new knowledge", so that students are interested in learning math is the key to learning math. Accordingly, in classroom teaching, I try to make the teaching method as innovative as possible and pay attention to every student's feedback. Create a teaching situation to mobilize students' intentional attention, so that it continues to be relatively stable. Teaching the use of visual aids demonstration, so that students can see, but also let the students operate their own hands, mouth to say the process and results of hands, so as to achieve the purpose of mouth, hands, brain, fully mobilize the various senses of students. Classroom questions for all students, combined with practice, practice more in the form of games, so that they produce a pleasant state of mind, stimulate their interest in learning, and create a good learning atmosphere. For example, when teaching the composition of numbers, we practiced with games such as "Catch Phrase", "Clap", "Finger", etc. When teaching addition and subtraction within 10, we practiced with games such as "Train", "Train", "Train", "Train", "Train", "Train", "Train", "Train", etc. When teaching addition and subtraction within 10, we practice with games such as "Train", "Password", "Quiz", etc. In this way, students are not only interested, but also remember. In this way, students are not only interested, but also remember well. Let them learn in play, learn to play, learn to be happy, happy to learn.

Three, timely feedback after teaching, comprehensively improve the quality of teaching.

Primary school students love to move, fun, lack of automatic potential, some students often desert in the classroom, the teacher to teach knowledge mastery is not enough, for this situation, I corrected each class assignment in a timely manner, serious feedback, timely detection, timely counseling. In addition to learning more counseling for students in addition to more concerned about their lives, more talk with them, the distance between teachers and students closer, and gradually make themselves their friends, to establish their confidence in learning, to help them make progress, so as to improve the quality of teaching in all aspects.

2022 Primary School Mathematics Teaching Reflection Part 5

"Double Reduction" policy aims to bring education back to its roots, to fully implement the Lidu Shuren, and to cultivate students' core qualities. Teaching students to learn is the focus, teaching students to behave is the key.

First, the preparation to reduce the burden of students need to grasp the preparation, improve the accuracy of the preparation, focus on effectiveness. Physics group research study and teaching materials, improve the effectiveness of preparation, not only increase the teaching of knowledge points of stratification, but also in the classroom to increase the number of students in which part of the set of preparations can be demonstrated, the full implementation of the main body of the students, not forgetting to cultivate the students' disciplinary literacy.

Second, classroom teaching

1. In the teaching and attention to the degree of student participation and classroom commitment, emphasizing the enthusiasm and initiative of students to learn, reflecting the idea of life from physics, the introduction of typical examples and learning materials, from examples and materials to obtain knowledge, so that students will be linked to knowledge and life, and to promote the practical transformation of knowledge and comprehensive application.

2. Make full use of the classroom to create an efficient classroom, learning in the classroom, measuring in the classroom, and clearing the day. Do excellent after-school puzzle service, so that the doubts of timely digestion, so that the digestion of timely consolidation, do not leave doubts to tomorrow.

3. Focusing on the structured establishment of knowledge, emphasizing the knowledge acquired from "doing", the laboratory moved into the classroom, the experimental equipment in the classroom, the convenience of students at any time to carry out experiments, the use of experiments to solve the problem encountered difficulties, focusing on the cultivation of the subject of the students' literacy, ability to enhance.

Third, after school to reduce the excessive burden of homework on students, homework originally 15 minutes a day, and now do not leave homework. However, the requirements of students have not relaxed, leaving more time for students to make them better targeted to enhance their ability to focus on the charm of science and technology, and to educate them to become a caring country and serve the community. Effective burden reduction, value of high efficiency, for the country to educate, strong country have me.

2022 Primary School Mathematics Teaching Reflection Part 6

? The Mathematics Curriculum Standard clearly lists "problem solving" as a target area of the curriculum, and for first-grade students, a series of teaching content of "using mathematics" is a carrier for cultivating students' sense of applied mathematics and problem-solving ability. I teach "with mathematics - golden autumn" class is the first time that elementary school students contact "problem solving", how to design and teach students that "problem solving" has a preliminary understanding and for the future "problem solving". How to design and teach so that students have a preliminary understanding of "problem solving" and for the future "problem solving" teaching to lay a good foundation? After carefully reading the textbook and the teaching reference, I designed and taught the lesson, a lesson down there are losses and gains.

One of the most important things is to use math to teach.

(1) Because first-grade students are less literate, and concrete image thinking is dominant, the content of the textbook is presented in the form of a "context map", with parentheses to indicate the total number, and a ? The symbol indicates the math problem to be solved. After showing the situation map, I let the students see what is in the picture, the students answered that there are four children in the butterfly, two children in the digging mud, I told the students in time, such as "four children, two children" in math we call them mathematical information. I told the students that in math we call them math information. After learning the number, I tell them that asking "How many people are in a ****" is a math problem. Then the mathematical information and mathematical problems to the students to tell a complete, intended to give students a preliminary perception of "problem solving" in the mathematical information and mathematical problems of the basic structure.

(2) in the students understand the figure contains mathematical information and mathematical problems, I consciously train students' language skills, guide them to say good 3 sentences, is the students feel the basic structure of simple application problems and quantitative relationships students through the table each other, the whole class said, they said, the initial experience of the two mathematical information and a problem composed of a simple application, the initial conception of a simple application of the problem, the initial conception of a simple application of a simple application of the problem, and the initial conception of a simple application of the problem, and the basic structure of a simple application of the problem. The basic structure of a simple application problem.

Second, to ask to promote thinking, understanding of arithmetic.

The first grade textbook "problem solving" no independent unit, are combined with the calculation of teaching and penetration in the various teaching content. In this way, the teacher can consciously let the students through the "problem solving" to experience the meaning of addition and subtraction, so that the students from the perspective of quantitative relationships to build a bridge between the meaning of operations and problem solving. In teaching, when students list 4+2=6. I follow up with a question, "How did you come up with the idea of using addition to solve this problem." When students list 7-3=4, I still ask, "Why did you use subtraction to solve this problem? The students further understand through explanation that adding two parts together is addition, and subtracting a part from the total is subtraction. Secondly, let the students Huwen is a part of the `mouse what is the meaning of the students in each other in the question and answer to further understand the meaning of addition and subtraction.

Third, compare and contrast in practice.

At the end of this lesson I designed 2 pictures for students to put curly brackets and numbers in the pictures. The intention is to let the students learn to ask questions and solve problems according to the context map I provided, and more importantly, to let the students ask addition and subtraction problems and then compare the problems in the two pictures. From the students' practice, we can see that students can distinguish between different problems solved by addition and subtraction. In the design of this lesson, do we need to compare and contrast the two types of problems, I thought for a long time, but through the analysis of the textbook I gave up the comparison of the explanation, because this is a problem-solving class, and then the addition and subtraction of 8910 is also arranged to "use mathematics" of the content of the organization system and the teaching objectives and the lesson. Similarly, so in the future teaching can also be compared to explain, this lesson is only in the final expansion of the practice so that students initially feel the use of addition and subtraction to solve the problem of different. In this lesson, due to the emergence of a problem in the exercise led to more problems, the students appeared 4 + 2 = 6, 4-2 = 2 problem, in the exchange with the teachers of the parallel class after the lesson, I feel that the emergence of this problem is more abstract, the lower grades are still based on the scenario map, and this map is detached from the actual situation, the students to understand the more difficult.

I think in the process of preparing for the lesson, we also need to drill y into the textbook, and we need to understand the textbook thoroughly, so that we can have a successful lesson.

2022 Elementary School Mathematics Teaching Reflection Part 7

I. Create a situation familiar to the students, and solve mathematical problems in practice.

Vivid life scenarios help students understand real-life mathematics, feel the close connection between mathematics and daily life, increase the closeness to mathematics, and experience the fun of using mathematics. Therefore, in teaching, I often design some situations, so that students in the play simple learning. For example: when teaching "jump rope", after the theme picture, I invited 8 students to the stage, asked: "apples and bananas, which one do you like the most, those who like apples stand on the left, those who like bananas stand on the right" and then led the students to discuss the 8 consists of a few and a few, and make the corresponding equation. The teacher is also able to ask: toy cars and ice cream, which one do you like better? After school, do you do your homework first, or watch TV first and so on. This not only allows students to quickly grasp the composition of 8, but also to carry out ideological education.

Second, to guess as a driving force to guide students to explore the mysteries of mathematics.

As we all know, every child loves to ask why, every child wants to explore some secrets, according to the child's psychology, I have repeatedly used the form of "estimate, guess", so that the students in the curiosity of thinking, thinking in the gradual improvement. Such as in the teaching of the "guessing game", I first told the students that I have a **** how many beads, the left hand has a few, let the students guess the right hand has a few, so that repeated a few times, the students in the "guessing" in the number of decomposition and composition, as well as addition, subtraction, and deepen the number of understanding for the future study of mathematics with a good pavement.

Three, in the game to grow confidence, cultivate a sense of competition.

Children's triumph, self-esteem, love to show themselves, so we must often create opportunities for students to fully express themselves, so that they can be psychologically satisfied, and constantly encourage them to build confidence and courage, not proud of their victory, not discouraged by defeat. Such as in the group can carry out the "red flag" competition, in the individual can be compared to who did it right and fast, so as to cultivate students' sense of competition.

2022 Primary Mathematics Teaching Reflection Part 8

Decimals by decimals" is a teaching point of the first unit, which is in the students learned to multiply decimals by whole numbers on the basis of teaching. The focus of the lesson and the difficulty is to help students find and master the change in the number of decimal places in the product of the change in the number of decimal places in the cause of the change in the number of decimal places in the factor, the formation of a relatively simple method of determining the location of the decimal point of the product. Thinking back carefully, I don't know how many times the lesson of multiplying decimals by decimals has been taught, and each time I have a different feeling.

After the lesson, I reflected carefully on the lesson and realized the strengths and weaknesses of the lesson. I have the following inspiration:

1, deal with the "preset" and "generate" relationship.

Students are thinking people, they have a variety of different life experiences and ways of thinking, the direction of their thinking, thinking results will not necessarily comply with the teacher's teaching presets. Classroom teaching we pursue preset generation, but when non-preset generation appears, what to do? Why are we still accustomed to try to pull students back to the established teaching ideas?

Therefore, the idea of "teaching to facilitate learning" should be put into practice. As teachers should pay more attention to how students learn, and think about the corresponding countermeasures. The first thing you need to do is to have a sense of perspective, and to design the teaching process from the students' point of view, so that all the students can get the performance and development as much as possible.

2, the design of the example of the teaching of one-sided pursuit of creating a life situation, can not ignore the actual value of the content of the exercise.

The new curriculum standard advocates the living of mathematics. This is a one-sided understanding of the mathematical knowledge and life connection. So, discarded the textbook examples, thought to create a life situation is the new idea. Coupled with the design, only considered: the example of 3.6 × 2.8 and 2.8 × 1.15 to reflect the two cases of multiplication of decimals, I designed the example of the supermarket shopping as an example, the beginning of the design of some of the data is too large to take into account the actual role of the design, fortunately, later on, we got a timely correction.

The design of this lesson is to strive to let the students through the "exploration", the independent discovery of the law. Our students are accustomed to answering the question "Is it?" "Is it right?" Our students have been accustomed to answering questions that require very little thinking, and once they encounter the question, "Tell me what you think?" "What's the ****ing pattern of these equations?" and questions that require their thinking process to be fully demonstrated, they are at a loss.

I think my foothold now is to pick up little by little in future home lessons, new ideas, new classrooms, and I hope I'm along for the ride in constant reflection.