Reflections on how to write in mathematics classroom teaching

Introduction: How to Write Reflections on Mathematics Classroom Teaching? In mutual communication and discussion, I have learned a lot of positive experiences, but there are also some places worthy of further reflection. In the process of practicing the new curriculum, we should correctly understand the new curriculum concept, not engage in one-sidedness and formalism, and adopt flexible and diverse teaching methods according to teaching practice in order to achieve real results.

Reflections on how to write in mathematics classroom teaching 1? Mathematics teaching can't rely solely on experience.

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.

Can you call it teaching activities like this? Empirical? Yes, I think the information conveyed by my teaching behavior is the same as that understood by students, but it is often inaccurate in fact, because the differences between teachers and students in mathematics knowledge, mathematics activity experience and social experience make this feeling usually unreliable or even wrong.

Second, rational teaching needs reflection.

What are the fundamental characteristics of rational teaching? Professionalization? . It is a rational way to take professional ethics and professional knowledge as the basic starting point of teaching activities and strive for the rationality of teaching practice. What is the key step from experiential teaching to rational teaching? Teaching reflection? .

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

1. Reflection on mathematical concepts; Reflections on learning mathematics.

For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. And for the teacher, what does he have to learn from? Teaching? From a mathematical point of view, he should not only be able to? Do what? , should also be able to teach others go? Do what? Therefore, teachers should reflect on teaching concepts from the aspects of logic, history and relationship.

In short, in the face of the concept of mathematics, teachers should learn to think about mathematics and prepare mathematics for students, that is, to understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper, and they have their own understanding and feelings about mathematics. Teachers can't watch? Empty container? , according to their own meaning to these? Empty container? Are you online? Instill math? This often leads to misunderstanding, because there are great differences between teachers and students in mathematics knowledge, mathematics activity experience, hobbies and social life experience, which makes them feel different about the same teaching activity. Want to think more? Manufacturing? A more effective way to reflect on some mathematics learning materials after class is to put as many questions as possible in students' minds during the teaching process? Squeeze? Come out and expose their thinking process of solving problems.

3. Thinking about Mathematics Teaching

Teaching well is essentially to promote learning well. But can we meet our wishes in the actual teaching process?

When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.

Reflections on how to write in mathematics classroom teaching: First, we should not pay one-sided attention to process teaching and ignore double-base training.

The new curriculum emphasizes process teaching, but some teachers' classroom teaching is only a classroom to explore laws and formulas, with their own examples and exercises, but they spend too much time in the process of inquiry, resulting in insufficient training time. Moreover, the new curriculum emphasizes inquiry learning, but not every class should be explored. Some teachers emphasize inquiry activities unilaterally. Whether it is necessary or not, a class arranges more than a dozen inquiry activities and organizes discussions with each other one after another. It seems that students are actively studying and exploring, and the classroom atmosphere is very active. However, if you look carefully, you will find that only a few students are exploring and thinking about the questions raised by the teacher, a few students are doing experiments, and most of them are joking, watching and doing activities. Some questions are obvious at a glance, but some teachers design inquiry activities around a big circle for students to observe and guess in order to embody the concept of inquiry learning advocated by the new curriculum. This formalistic approach not only wastes time, but also fails to achieve the purpose of cultivating students' inquiry ability.

Second, we can't emphasize cooperation and communication unilaterally and ignore study habits.

Cooperative learning refers to cooperative learning with clear division of labor for students to complete difficult learning tasks in the form of groups or teams. In the process of cooperative learning, students can not only integrate information and resources with each other, constantly expand and improve their self-awareness, but also learn to communicate, participate, listen and respect others. In the process of students' cooperative learning, teachers should not only be bystanders or outsiders, but should be organizers, guides and collaborators. In the practice of the new curriculum, some teachers unilaterally emphasize cooperation and communication. Whether it is necessary or not, students are allowed to cooperate and communicate many times in each class, which seems to be very effective from the outside. If you carefully observe and understand the activities, you will find that some students can't seriously participate in cooperation and exchange, or even do things unrelated to cooperation and exchange. Some students gradually develop the bad habit of relying on others and unwilling to think independently. They just listen to each other when they communicate, not really participate in the activities. Such cooperative learning is a mere formality, and it is not worth the loss. There are also some teachers who do not carefully design their own teaching before class, and let students learn in cooperation at will, which is not targeted. Some exchanges and discussions are superficial and worthless. If you take this for a long time? Cooperative learning? The method is not conducive to students' mastery of knowledge and ability, nor to the cultivation of good study habits such as listening carefully, thinking independently and studying hard.

Third, we can't unilaterally emphasize the ability training and ignore the interest in learning.

Cultivating students' ability and innovative spirit must be based on knowledge. Without knowledge, it is impossible to form ability, let alone have the spirit of innovation. In teaching, the process of knowledge formation and application is the process of cultivating students' ability and innovative spirit, which should be paid attention to. In the practice of the new curriculum, some teachers don't pay attention to the generation and development of knowledge, but pass by the knowledge of mathematical theorems, rules and formulas and plunge into problem-solving teaching. They think that only through problem-solving training can we cultivate students' ability and innovative spirit, and increase the number and difficulty of example exercises at will in teaching, which is unacceptable to many students. This one-sided emphasis on ability training is not conducive to cultivating students' ability and innovative spirit, and it also makes many students lose their confidence in learning.

The new curriculum concept pays attention to the cultivation of students' ability and innovative spirit, but it does not require teachers to increase the number and difficulty of exercises beyond students' cognitive level at will, nor does it require students to lose their learning confidence in order to cultivate their ability and innovative spirit. In teaching, teachers should try their best to let students experience the formation and application of perceptual mathematics knowledge, understand, master and consolidate knowledge, form ability and cultivate innovative spirit through life practice and hands-on operation. The design of training questions should be hierarchical, from shallow to deep, so that every student has the opportunity to train and develop.

Reflections on how to write in mathematics classroom teaching 1? Problems in classroom teaching.

1. Because of the particularity of mathematics teaching in the new textbook, my explanation is basically limited to the information in the textbook, and the proportion of' open classes' that can stimulate students' imagination and creativity and distract students' thinking is still very small. In classroom teaching, sometimes there is a lack of active and effective interaction between teachers and students. Some classrooms pay too much attention to teaching and fail to handle the relationship between teaching and practice according to the requirements of intensive and concise, which leads to the incompatibility between teaching and learning and ignores the students' foundation and ability.

2, classroom teaching can not be aimed at students' reality, lack of? Prepare students? 、? Prepare a study plan? This necessary link; The handling and grasping of teaching materials are still restricted by teaching materials, and there is no effective selection, combination, expansion and deepening; Classroom teaching has not really penetrated into the basic knowledge points, hot spots and difficulties of students' senior high school entrance examination, and students' original knowledge can not be activated in time; The classroom density is not enough, students have less opportunities to participate and the degree of participation is small; In the classroom, students are given very limited time for self-doubt, self-enlightenment, self-learning, self-practice and self-satisfaction.

3. There is not enough research on the senior high school entrance examination, and the understanding of the scope, requirements, forms, characteristics and laws of the senior high school entrance examination is not clear enough. In classroom teaching, we rely on reviewing materials, lack the selection and integration of materials, and ignore the initiative of teachers themselves in building a knowledge framework, thus classroom teaching lacks the method guidance and ability cultivation of students' English knowledge system.

4. Classroom design lacks proper and timely teaching evaluation, and it is impossible to know in time whether students have gained anything in class and how much they have gained. Design before class? What do you want to teach students? , classroom feedback? What do students study? And after-school reflection? What else do students want to learn? The three links are not unified to the greatest extent.

Second, the problems in students' mathematics learning.

Due to the above problems in classroom teaching, there are many problems in students' mathematics learning and review.

1. Students lack interest, self-confidence and motivation in mathematics learning; Not actively participating in math class, lacking enthusiasm for taking the initiative to speak or unwilling to speak at all; In addition, a considerable number of students can't keep up with the teacher's rhythm or can't understand the teacher's relatively fast instructions when listening to new lessons.

2. Students' mastery of mathematics classroom knowledge is unrealistic, their understanding is not comprehensive, and they spend too much time after class. However, most students don't pay enough attention to book knowledge, can't find an effective carrier for math review, can't make effective use of textbooks, return to textbooks in time, lack systematicness in math review and lack initiative in math learning.

3. Some students lack teachers' clear guidance, systematic arrangement and scientific plan when reviewing, or study and review have no personalized characteristics, which leads to the learning effect is not obvious.

4. Based on the above situation, I think junior high school math teachers, as the gatekeepers of students' senior high school entrance examination, should first have a correct consciousness and fully realize whether a lesson is beneficial or not, which does not mean whether the teacher has finished teaching the content, but whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.

In view of the above problems, we can improve from the following aspects:

1, teachers should have a sense of classroom benefits. Effective media means help to improve classroom capacity, density and speed. Especially in the review class, proper use of multimedia means can not only enliven the class, but also improve students' participation. Short, frequent and fast large-capacity classroom rhythm can effectively attract and gather middle school students' learning attention, thus ultimately improving the learning efficiency. Secondly, the consciousness of classroom benefit is also reflected in the design of teaching, which should be designed entirely for learning and according to the standard of how students can effectively acquire knowledge and improve their ability. Classroom design should help students actively participate in the classroom, help students internalize knowledge and information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of senior high school entrance examination in teaching, and broaden the teaching content.

2. In math class, teachers should get timely and effective feedback on their own learning situation, and effectively review before class and summarize in class. In order to effectively improve the efficiency of English classroom teaching, teachers can also formulate a scientific, operable and inspiring evaluation system for English learning effect, keep abreast of students' lectures, homework and notes, and keep abreast of students' learning and review status, so as to make targeted adjustments in the classroom teaching process.

3. Pay attention to the improvement of classroom teaching efficiency and do a good job in preparing lessons, that is, prepare lessons well, practice well and do homework well. At the same time, we should actively reflect on teaching. Teachers should reflect, think, explore and solve problems in the teaching process in time, adjust teaching methods in time and optimize the teaching process. Emphasize the study of basic knowledge in classroom teaching. Teachers should break through the limitations of current textbooks and systematically strengthen the training of key contents. Syntactically, don't stick to the traditional calculation level, but collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching guidance and improve students' performance through hierarchical teaching guidance. From the method, we should grasp the weak points of students' learning, distinguish different situations and provide targeted counseling. Strategically, it is necessary to strengthen the research on students' practical problems, make up for their shortcomings, focus on students with obviously weak subjects from the object, and take effective forms such as teacher-appointed students, teacher-student pairing, counseling, etc., so that students can get guidance and help from teachers at any time and effectively improve their grades.

Three, in the review should pay attention to several principles:

First, grasp the teaching materials and review them effectively. Textbooks and syllabus are the basis for reviewing and testing questions before the exam. Therefore, when reviewing, both teachers and students should study hard and fully understand and accurately grasp the requirements of basic knowledge and ability in the syllabus.

The second is to systematically summarize and distinguish the context. In the general review, one should be highlighted? Total? Words. Faced with thousands of problems, through review, let students have a general and general impression of junior high school mathematics learning. As big as calculation proves, as small as specific knowledge points, so that students have a clear framework and substantial content in their minds? Network diagram? .

Third, special exercises are highly targeted. For the problems exposed in the previous review, teachers should carry out purposeful and targeted special explanations and training, collect and accumulate students' mistakes in all aspects, and break through them one by one.

Fourth, review tips and suggestions.

In the review, teachers should let students learn to sort out the wrong questions, sort out the wrong questions in the test paper and the exercises they have done, copy them in the notebook specially, and correct the feedback in time. Teachers should make choices and selectively ask students to do basic knowledge exercises to get students out of the sea of questions. With regard to reading comprehension, the content of questions is getting closer to life. Therefore, students should strengthen practice, widely contact with various types of questions, expand their knowledge, and consciously accumulate problem-solving methods and skills for various types of questions, so as to reduce mistakes in answering questions in the senior high school entrance examination.