How to write a reflection on mathematics teaching

Introduction: Reflection provides teachers and students with fertile ground for re-creation and new learning methods, injects vitality into the learning of students and teachers, and adapts to the requirements of the new curriculum reform. Teachers and students reflect together, and teachers and students grow together. Teachers and students exchange their reflections with each other, further stimulating the conscious impulse of teachers and students to learn for life, constantly discovering confusion, and constantly discovering strangers to themselves, thus prompting themselves to become teachers. Ask for advice, hunt for treasures in the sea, build a good teacher-student interaction mechanism and new learning methods, and keep your teaching art young forever. How to write a reflection on mathematics teaching

1. Reflection on teaching concepts.

In order to effectively improve the quality of students and implement the requirements of "students' comprehensive, sustained and harmonious development", in mathematics teaching, we must completely change the educational concept and cannot allow students to only answer mathematics The more important thing is to let students experience the role of mathematics and cultivate and improve students' mathematical literacy. For example, in the teaching of "Application of Percents", the teaching design of this course is designed according to the actual situation of the students in this class under the guidance of the new curriculum standard concept. In this lesson, "Please choose the percentage you are interested in and try to compile a percentage word problem", students are freed from the shackles of book word problems and teachers' thinking, and boldly imagine and discuss. From the actual effect, different students have Judging from the implementation of different ways of thinking and solutions, students were full of excitement and interest throughout the class. Therefore, I think we should have more "let go" trust in students and less "caring" guidance in teaching, boldly let students fight freely in the waves of learning, and let students find their own problem-solving strategies and learning methods. , only students with brains, personality and ability can emerge.

2. Reflection on teaching content.

The choice of teaching content directly determines the success or failure of a class. Therefore, after a mathematics class is over, teachers should reflect on whether the teaching content is developed and utilized according to the teaching objectives, so that it conforms to students' experience, taste and cognitive rules; whether the teaching content is scientific, ideological and interesting. In line with the age characteristics of students; whether the classroom teaching content can be designed according to the individual differences of students to promote the development of students' personalities; whether the teaching content can be adjusted in a timely manner according to the students' learning progress and emergencies during the teaching process. For example, in classroom teaching, games or multimedia can be used to generate strong interest in students, a strong desire for knowledge, and fully mobilize students' enthusiasm for learning. For example, after teaching "Sector Chart", I have the following reflections: First, stimulate students' thinking and give students more space for thinking. In class, I activate students' thinking by asking divergent questions. The second is to promote the implementation of emotional goals, such as asking: What should you do as a citizen of a developing country? ?Thus stimulating students’ national self-esteem.

3. Reflection on teaching methods.

When teachers design teaching plans, they must adhere to the spirit of "learning to teach". When designing lesson plans, they must predict the problems that students will encounter. Those areas are not easy for students to understand. According to the problems that students will encounter, Design strategies and methods to solve these problems. Therefore, when preparing lessons, teachers must first reflect on past teaching experiences, reflect on what problems they or others have encountered when teaching this teaching content, and what experiences they have. What strategies and methods should be used to solve the problem, what is the effect, and then a new teaching design should be carried out.

For example: When teaching "Division with Remainder", based on past experience, students do not understand the rule that "remainders are smaller than divisors", and the phenomenon of "remainders being larger than divisors" appears. In the teaching design At the same time, in order to deepen students' understanding and break through this teaching difficulty, I asked students to work in groups to learn, do hands-on operations, conduct pencil tests, and guide students to observe, compare, discuss, and finally let students get what they got during the operation experiment? The remainder is smaller than the divisor? This rule.

4. Reflection on the teaching structure.

Reflect on whether the teaching structure divides students into different stages of understanding according to their physical development level and cognitive level. According to the different cognitive tasks required to be achieved in the teaching process, the different stages of students' understanding can be divided into: arousing learning motivation; comprehending knowledge; consolidating knowledge; applying knowledge; and checking knowledge. Each stage has its own unique functions, which are closely related and interpenetrated. Secondly, reflect on the orientation of students' learning methods in the teaching structure and whether receptive learning and inquiry learning are effectively unified. The two learning forms coordinate and balance factors such as cognition and emotion, guidance and non-guidance, abstract thinking and image thinking, activity and passivity, external material activities and internal conscious activities, individuals and groups, etc., so that the teaching process is A process of understanding and development.

5. Reflection on the learning process.

Teaching is composed of students’ learning and teachers’ teaching or guidance. Students are not standard recipients, but independent individuals with specific and unique thinking. Therefore, even if the teaching design of a class is perfectly formulated, it cannot be 100% reflected in the implementation of the class, and there will often be variables because of this. Reflection is therefore necessary.

For example, in the teaching of "Chicken and Rabbit in the Same Cage" in Mathematics Wide Angle, I mainly rely on the list method in the textbook, combined with the method of guiding students to draw pictures, and then cooperate with the hypothesis method. Make full use of the hands-on method to allow students to understand the basic problem-solving ideas of the chicken and rabbit problem. Teachers and students *** experienced three different list methods: one-by-one list method, skip list method, and middle list method. Then they asked: Can the relationship between the head and legs of a chicken and rabbit be represented graphically? Although this is just It is a simple operation activity, but it fully mobilizes the students' enthusiasm in the process of drawing pictures and goes through a process of exploration. At this time, it is natural to introduce the hypothesis method.

6. Write down the issues to pay attention to in teaching reflection.

1. We must have the courage to reform and innovate, and actively participate in the tide of foreign language teaching reform. Reform itself is a new thing, and there are new phenomena, new trends, and new problems every moment. It is in exploring the ins and outs of new things, grasping their development trends, and in-depth exploration that we can gain experience, feel that we have something to say, and improve new laws through summary and exploration.

2. If you want to make discoveries, you must broaden your knowledge and increase your knowledge base. They must have in-depth professional knowledge of English and basic knowledge of psychology and pedagogy, be extensively involved in other disciplines, learn advanced educational and teaching theories and English teaching reform achievements at home and abroad, and learn to use modern teaching methods. Only in this way can we lay the foundation for discovering new knowledge, otherwise it will be difficult to make a difference.

3. Be diligent in using your brain and be good at thinking. After each class, you must reflect, reflect on the success or failure of a class, and make records in a timely manner. Although the reflection after class is bit by bit, it comes from our teaching practice, from our deep thinking, and is our true feeling, so it is very precious. How to write a reflection on mathematics teaching

1. Reflect on your own teaching. After each class, you should reflect on whether your teaching activities are in line with students' cognitive characteristics, and reflect on the content of mathematics teaching from the perspective of mathematical thinking and methods, which is not only an examination of the extremely rich mathematical spirit, ideas, methods, and principles hidden under the surface knowledge of mathematics Exploring deep knowledge such as rules, patterns, etc.; see whether your teaching design takes into account layered teaching and considers students at different levels, especially students with learning difficulties; see whether your homework assignments meet the requirements of the new curriculum standards , which not only achieves the consolidation of knowledge, but also does not add extra burden to students; see whether your teaching methods are suitable for the students you teach. There are methods for teaching, but there are no fixed methods for teaching. Whether the method you choose takes into account the good, the medium, and the difference. Whether to allow students to learn in happiness. Mathematics textbooks, as the carrier of mathematics teaching content, are an important part of reflection for mathematics teachers. Teachers must conduct research on the selection of teaching content, arrangement features, changes in teaching materials, presentation of knowledge, processing of teaching materials, selection and functions of examples and exercises, etc. Reflect.

2. Reflect on students’ learning. After a class, the students' mastery of knowledge is the key to the success or failure of your class. Whether they have achieved their expected goals, reflect on the students and their mathematics learning activities, not only the students' personality differences, but also the basics of mathematics learning. , reflect on the factors that affect students’ mathematics learning (mainly including cognitive factors, emotional factors, volitional factors, etc.), the process of students’ mathematics learning activities, the reasons for failure in mathematics learning, the evaluation methods of mathematics learning results, etc., and also reflect on students’ mathematics learning Conduct timely reflection on various problems that arise during the activities. This will be helpful in adjusting your teaching in the future. How to write reflection on mathematics teaching

Teaching reflection refers to teachers critically examining their own subjective behavior and the basis for their behavior in classroom teaching practice, through observation, review, diagnosis, self-monitoring, etc., or giving Affirmation, support and reinforcement, or denial, reflection and correction, combine "learning to teach" and "learning to learn", thereby striving to improve the rationality of teaching practice and improve teaching efficiency. American scholar Posner proposed a formula for teacher growth: teacher growth = experience + reflection. It can be seen from this that the process of teaching reflection is actually that teachers take themselves as the object of research, study their own teaching concepts and practices, and reflect on their own teaching behaviors, teaching concepts and teaching effects. Through reflection, teachers constantly update teaching concepts, improve teaching behaviors, and enhance teaching quality. Therefore, as a primary school mathematics teacher, I believe that teaching reflections should be written from the following aspects.

1. Reflection on educational concepts

In order to effectively improve the quality of students and implement the requirements for students’ comprehensive, sustained and harmonious development, in mathematics teaching, we will To completely change the educational concept, we cannot let students only answer math questions. More importantly, we need to let students experience the role of mathematics and cultivate and improve students' mathematical literacy. For example, in the teaching of "Area of ??a Square", the area derivation starts with counting squares. Teachers have to spend a lot of time on this link. They cannot just use calculations or multimedia demonstrations to replace students' operational practice, and only use the derivation The conclusion ─ that is, the area of ??the square = the length of the side, the length of the side - is given to the students. Because a large number of problem calculations cannot replace children's "personal experience", nor can multimedia replace students' operational practice.

Through a lot of calculations, the students seemed to have mastered this knowledge point, but the result was not like this. We can distinguish the level of different teaching through a practical problem: In a hall paved with 80-80 cm floor tiles, how to quickly calculate its area? Students with operational experience immediately think of counting the floor tiles, but ignore it Students in operational teaching thought that they only needed to measure the length and width to calculate its area.

2. Reflection on teaching content

The choice of teaching content directly determines the success or failure of a class. Therefore, after a mathematics class is over, teachers should reflect on whether the teaching content is developed and utilized according to the teaching objectives, so that it conforms to students' experience, taste and cognitive rules; whether the teaching content is scientific, ideological and interesting. In line with the age characteristics of students; whether the classroom teaching content can be designed according to the individual differences of students to promote the development of students' personalities; whether the teaching content can be adjusted in a timely manner according to the students' learning progress and emergencies during the teaching process. In classroom teaching, games or multimedia can be used to generate strong interest and strong thirst for knowledge in students, and fully mobilize students' enthusiasm for learning. For example, when teaching translation and rotation, first let students play the train running and handkerchief throwing games, let students imagine the differences between the two games, and then use multimedia to show toys in the amusement park, such as slides, trains running, and skyscrapers. Wheels and merry-go-rounds, let students classify them according to different motion changes. Classify slides and straight trains into one category. By observing until these objects move in a straight line, tell students that this is "translation"; classify slides and Ferris wheels. , Merry-go-rounds are divided into one type. Through observation, students find that such objects move around a fixed point or an axis or perform circular motion. Tell students that this is "rotation".

In the teaching process for students with strong receptive ability, we set certain difficult questions for them so that they can appreciate successful experiences from different aspects and meet students' mathematical learning needs from different perspectives. To create a sense of achievement for students with weak receptive abilities, create more opportunities, design less difficult problems, and promptly praise, encourage and care for every bit of progress they make.

3. Reflection on teaching methods

With the development of the times, the requirements for education are becoming higher and higher. Not only do teachers need to constantly update their educational and teaching concepts, but they also require teachers to constantly Update teaching ideas and teaching methods. ?Teaching has no set pattern, and learning has no set method?. Teachers should reflect on whether they are guided by a systematic perspective and choose appropriate teaching methods, whether they can optimize teaching methods based on the external form of teaching methods and the characteristics of students' cognitive activities, whether teaching methods and learning methods are unified, and whether they can promote students' development. independent development. Educators in ancient and modern times, both at home and abroad, have no fixed methods for teaching. There are no strict restrictions on which teaching methods can and cannot be used.

Nowadays, the examples in teaching are no longer the elusive, abstract, and word problems that are outside of life. They have become various vivid, vivid and intuitive life situations: buying and selling. Using examples such as learning things, traveling, playing games, looking for patterns, etc., teaching is no longer boring. Therefore, a successful mathematics class often makes students feel relaxed and comfortable in learning, and can greatly improve students' attention and enthusiasm for learning. Each teacher has his or her own unique design in handling textbooks, teaching methods, and learning guidance. For example, wonderful introduction can stimulate students' interest in learning and improve students' classroom attention; breakthroughs in key and difficult points in the teaching process can strengthen students' belief in overcoming difficulties, courage to explore, and continuous innovation; make reasonable and appreciative evaluations of students, It can improve students' interest and confidence in learning. Also think about whether different students have developed differently in the classroom.

4. Reflection on the teaching structure

First, reflect on whether the teaching structure divides students into different stages of understanding according to their physical development level and cognitive level. According to the different cognitive tasks required to be achieved in the teaching process, the different stages of students' understanding can be divided into: arousing learning motivation; comprehending knowledge; consolidating knowledge; applying knowledge; and checking knowledge. Each stage has its own unique functions, which are closely related and interpenetrated. Secondly, reflect on the orientation of students' learning methods in the teaching structure and whether receptive learning and inquiry learning are effectively unified. The two learning forms coordinate and balance factors such as cognition and emotion, guidance and non-guidance, abstract thinking and image thinking, activity and passivity, external material activities and internal conscious activities, individuals and groups, etc., so that the teaching process is A process of understanding and development. Third, reflect on whether to select and apply new teaching models based on teaching practice to bring teaching to an artistic level. Under the guidance of certain teaching objectives, teachers study the characteristics and laws of the teaching process and flexibly use various teaching models based on a specific analysis of the subject knowledge structure and students' cognitive characteristics. It is necessary to integrate theory with practice, be brave in pioneering and innovative, and form a personal teaching style.

5. Reflection on students’ learning

The new curriculum emphasizes giving full play to the main role of students, allowing students to become the active agents of learning, and the teacher is only an organizer and leader.

Therefore, teachers should avoid singing a "one-man show" and give students time and space to think freely, so that students can actively use the knowledge and methods they have learned to find solutions when facing practical problems. Teachers just need to create situations, create an atmosphere of exploration, and provide students with opportunities.

In the teaching process, teachers do not continue to teach students new knowledge day after day, but to teach students learning methods so that students can use the methods they have learned to learn new knowledge and solve new problems. question. In the new textbooks, mental arithmetic is strengthened and estimates are allowed. In calculations, such as 5+8=, students' ideas are required to be respected, students are encouraged to think independently, and diversification of calculation methods is promoted. Some students found that 5+8 is actually better to use 8+5 to think about it, and divide 5 into 2 and 3; some students thought that they just learned 9+5 = it is easier to use it to calculate the result; some students Put your fingers together and compare 8 with one hand and 5 with the other. The overlapping number is 3, which is 13. Some of them seem incomprehensible to us, but they are very comfortable for students to apply. The reason is that these are their real experiences, and diverse knowledge is generated from them.

6. Reflection on the learning process

Dutch mathematics educator Freidenthal once said: The only correct way to learn mathematics is to practice "re-creation". In other words, it is up to the students themselves to discover or create what they want to learn. We must strive to achieve this aspect in teaching. Each child's mental development level and learning style are quite different (even at the same age). We should allow children to use their own minds to construct their own learning styles and mathematical strategies under the guidance of adults, and integrate The focus is on the process rather than the learning outcomes.

Life cannot be separated from mathematics, and mathematics cannot be separated from life. Mathematical knowledge originates from life and ultimately serves life. In teaching, we should strive to start from the life world that students are familiar with, select things around students, and raise relevant mathematical questions to stimulate students' interest and motivation. Enable students to initially feel the close connection between mathematics and daily life, and be able to apply what they have learned. For example: after teaching the lesson about RMB, let students set up a small store with various supplies they brought, and let students cooperate with each other to complete shopping activities together. During the activity, ask questions and solve them.