Experience sharing of teaching reflection on travel issues

Lead: I take the analysis of quantitative structure characteristics and problem-solving ideas as the knowledge and skill goals of this class. In addition, I noticed that fifth-grade students generally have careless bad habits in their daily life and study due to psychological and physiological reasons, so I took cultivating students' careful and serious character as the emotional education goal of this class.

The application of reflection and experience sharing in the teaching of travel problems is the focus of mathematics teaching, but it is also the difficulty for students to learn. How to highlight the key points in teaching, especially how to break through the difficulties of students' learning, especially the problem of circular pursuit, has always been a problem that our math teachers have been studying and discussing.

Reflecting on the teaching of this class has the following advantages:

1. This lesson studies the travel problem, which is the most difficult application problem for students to solve. There is only one example in the textbook (catching up in the circular runway). According to the needs of teaching, I have properly processed and processed the teaching materials, constructed some steps and added several examples, from the problem of meeting and catching up in a straight line to the problem of meeting and catching up in a circular runway.

2. The equivalence relation in the travel problem is difficult to analyze and find. So I designed two different analysis methods in the teaching process, one is drawing analysis, and the other is list analysis, which can help students find equivalence relations and list equations. Under the guidance of this idea, students gradually mastered the method to solve the travel problem.

3. The application of multimedia teaching makes the problem scene reappear and fully mobilizes the enthusiasm of students. It laid a foundation for the further development of teaching.

4. Let the students design their own problems and discuss the solutions in groups.

In the process of teaching, students have a heated discussion on the issue of circular pursuit. I still remember it clearly. I guide students to divide the questions into several categories:

1, at the same time, in the same place, in the same direction, the slow one is ahead (fast chasing slow)

Solution: fastest distance-slow distance = one lap;

2。 At the same time, those who are chasing in the same direction from different places and those who are slow are ahead (fast chasing and slow)

Solution: fast distance-slow distance = the distance between them (shorter);

At the same time, people chasing in the same direction from different places are ahead (slow catching up)

Solution: fastest distance-slow distance = one lap distance-the distance between them (longer)

When solving the third problem, we also summed up a sentence that helps memory: If you want to chase fast and slow, then change the distance. Some excellent students even proposed to solve the problem of catching up with each other at a relative speed. After he answered, I affirmed and praised him.

Reflecting on the teaching of this class, some places need to be improved:

1。 The atmosphere of the project is so active that I feel a little uncontrollable. The most irritating thing is that two students actually quarreled in class because of a dispute. It seems that it is very important to create an active learning atmosphere, and controlling the activity level is also a problem that I should pay attention to in the future. Set a goal for myself: to strive for freedom.

2. Because the discussion takes up a lot of time and the practice is a bit superficial, we should also pay attention to the arrangement of time, otherwise it will affect the teaching of the next subject.

I hope my students and myself can turn passivity into initiative in the process of curriculum reform, constantly ask questions, study problems, solve problems, think all the way and make progress all the way!

Reflection and experience sharing in the teaching of travel problems. When we teach travel problems, we try to use new basic concepts for teaching practice. However, there are still some defects in classroom practice. Now, let's record our reflections and feelings after the exercise.

First, open and close quickly.

? Travel problems? Instead of the rigorous step-by-step traditional teaching method, the teaching method adopted? Big release? Strategies-However, due to students' insufficient estimation of knowledge preparation and imperfect classroom adjustment methods, the expected teaching effect may not be fully received, which is mainly reflected in? Do you take it fast? Let's go Can't go beyond the classroom, virtually bound by the preset teaching objectives and teaching content, don't touch too much in the classroom, and students will take it back abruptly when they are still unfinished, and they can't really carry it out? Let go of teaching? .

Second, the details are not handled in place.

Some details of classroom teaching are not explained in place, and students' mastery degree also shows individual deviation, especially in the teaching link of speed unit, the concept is presented too early, which leads to students' incomprehension and affects knowledge transfer in the future.

Third, the transfer of teaching thinking is not enough.

When it comes to teaching effect, we have to pay attention to the transfer of teaching thinking, which fully conforms to the principle of integrating theory with practice and applying what we have learned. The mathematics knowledge learned in class is for better application in real life. It should be said that most students can basically understand some practical problems by using the relevant theories and formulas of this course, but a few students still stay in textbooks and classes. This has some deviation from our new curriculum concept.

How to share the reflective experience of teaching travel problems in this class? Student-oriented development? This concept, in the design of the whole classroom and the implementation of classroom teaching, mainly embodies the following points:

1, pay attention to the connection between students' mathematics learning and real life.

The design of this course should pay attention to the age characteristics and cognitive rules of middle-grade students, create situations from students' life practice and guide students to actively participate in the formation of knowledge. For example, use courseware to create a situation of how far students' home is from school, so that students can realize that mathematics is around and stimulate their interest in learning. Then ask: what is the depth used to express the distance traveled every minute and hour? Arouse students' memory of existing knowledge and lay a solid foundation for future study and exploration.

2. Provide students with time and space to give full play.

Group discussion, so that every student has a full opportunity to express their opinions, which reflects? Promote students' all-round development for all students? The spirit, but also practice? An important way of independent inquiry and cooperative learning in mathematics? The teaching concept of. Among them, respecting students' independent choice and cultivating students' self-confidence also show that students are the masters of learning.

3. Pay attention to the cultivation of knowledge application consciousness and problem-solving ability.

Teachers' creative use of teaching materials, the awareness of learning in life, the cultivation of practical ability and other educational concepts permeate all teaching links, organically linking mathematics learning with mathematics. For example: help me find the correct answer, I can make up the questions, and you can answer any questions. These exercises not only play the role of students' theme, but also cultivate students' consciousness and ability to solve practical problems in life by using mathematical knowledge.

Because students seldom come into contact with such problems before, they are not skilled in the relationship between distance, speed and time, so they need to strengthen their practice.