5 thoughts on mathematics teaching theory

Reflections on Mathematics Teaching Theory Chapter 1

Reflections on listening to mathematics open classes

On November 11, 20xx, in a short In just one day, I listened to the lessons of two mathematics teachers. I gained a lot from this lecture and benefited a lot. It not only allowed me to appreciate the teaching style of the two mathematics teachers, but also made me realize my own skills in classroom teaching. shallowness and deficiencies. In the future teaching, I will try my best to teach every class well and learn from the excellent teachers around me. Let me talk about my experience below. No.

1. Teachers are good at creating situations;

The situations created by teachers in the teaching process have clear goals and can serve teaching. It improves students' curiosity, stimulates their thirst for knowledge, and then promotes their thinking. The situations created by teachers must truly serve teaching. If the situation is just for the sake of the situation, it will be a false teaching situation.

In these two classes, teachers can create interesting learning situations for students according to the characteristics of primary school students to stimulate their interest in learning. Maximize the use of the psychological characteristics of primary school students such as curiosity, activeness, and inquiring, and closely combine the characteristics of the mathematics subject to create learning situations that make students feel real, novel, and interesting, and stimulate students' interest in learning. Let students use mathematical ideas to think about and solve problems. Let them think while questioning and learn knowledge while thinking.

2. The teacher-student interaction session created by the teacher has a harmonious atmosphere.

In mathematics teaching, according to the psychological development characteristics of students, the boring and inflexible classroom teaching is changed, which also cultivates students' interest in learning mathematics and stimulates children's thirst for knowledge. Especially during the lectures, I deeply realized the difference in the teaching methods of these mathematics teachers. I felt that there is such a tacit understanding between teachers and students. I saw that each teacher carefully designed each class, from the writing on the blackboard to the content, the work attitude and enthusiasm are worthy of learning by each of us. It is rare to see children who are not studying in their classes, because they all I was deeply attracted by the teacher's class. In my future work, I will learn from their excellent experience and make my own classroom active so that students can truly learn in a happy atmosphere. Fully allow students to participate in mathematics learning and truly feel the charm of mathematics! It also fully embodies the teaching philosophy that "teachers take students as the main body, students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning."

***After listening to 2 classes, after listening carefully to each class, I felt that every teacher had painstakingly prepared carefully and meticulously, so every class was very impressive. The highlights are for our reference, study, and reference. Of course, comparison will lead to identification. Therefore, I will absorb the essence and try to apply it to the future classroom teaching process to gradually improve and perfect my own classroom teaching. In short, you must usually learn more about the new curriculum reform concepts, carefully study the teaching materials, explore the teaching materials, actively participate in teaching and scientific research activities, improve your professional level and teaching ability, listen to the lessons of your fellow teachers, learn from others' strengths, and complement your own. short, and strive to achieve good results in future teaching.

In a good class, students must not only learn mathematical knowledge, but also master learning methods. Sometimes in class, I am afraid that time does not allow for it, resulting in an arranged situation, resulting in poor classroom results. In the future, we should work hard to study teaching methods, get to know the students well, and make classroom teaching more natural and efficient.

Insights on Mathematics Teaching Theory Chapter 2

1. Respect students, give students the freedom to learn, and improve students’ interest in learning

1. Make students proactive To participate in learning, students must be interested in learning. Interest is the driving force for a person to move forward and a source of motivation that will never dry up. It is precisely because of this that many educators attach great importance to cultivating students' interest in learning. More than two thousand years ago, Confucius said, "Those who know well are not as good as those who know well."

More than two thousand years later, Mr. Tao Xingzhi, the people's educator, based on his rich practical teaching experience, believed that "students are willing to use all their energy to do things when they are interested, and learning and happiness are inseparable." The Herbartian school even regarded interest as a "fuse" that the educational process must rely on. They all believe that "learning" is very important to education. It can be seen that it is the common sense of knowledgeable people to regard interest as the operating mechanism of students' learning process.

2. To make students interested, students must be given the freedom to learn. Free activities are the intrinsic basis for human development, and so should students' learning. Students are not only taught by teachers, but also learn independently. Students should be active learners. Many educational facts also reflect that real learning is not taught by teachers to students, but comes from the students themselves. We should allow students to learn spontaneously and actively, leaving students with sufficient freedom to find problems and find solutions to them on their own. methods to correct your mistakes. If we teach students everything or require them to complete it according to fixed procedures, it will hinder their active participation and independent discovery, and hinder their development.

3. To leave students with the freedom to learn, students must be fully respected. Teachers often design the teaching process based only on the content of textbooks, and are most likely to ignore the actual situation of students' learning and development. Teachers fully prepare a lesson based on imagination and design how to teach it accordingly. Although the teaching task can be completed, the result is often only passive acceptance by students. If we take into account students' learning potential and students' recent development, and give students appropriate initiative in the classroom, the situation will be very different.

2. Give full play to the main role of students and guide students to actively participate in the teaching process

Since the essence of mathematics teaching is the development of mathematical thinking activities, the main activities of students in mathematics class It is to participate in mathematical thinking activities through using the brain, hands and mouth. We must not only encourage students to participate, but also guide students to actively participate, so that students' subjectivity can be fully exerted and developed. Only in this way can the openness of mathematical activities be continuously improved. This requires us to create good conditions for students to actively participate in the teaching process and provide sufficient opportunities for participation. Specifically, we should pay attention to the following points:

1. Create exciting and interesting situations to stimulate students' interest in learning. . Teaching practice has proved that creating various teaching situations with interest can stimulate students' learning motivation and curiosity, cultivate students' thirst for knowledge, mobilize students' enthusiasm and initiative in learning, guide students to form good consciousness tendencies, and encourage students to actively participate.

2. Use inquiry-based teaching to enable students to actively participate. In teaching, under the premise of being teacher-led, we insist that students are the main body of inquiry. Based on the learning materials provided by the textbooks, inquiry activities are conducted along with the entire process of the occurrence, formation, and development of knowledge. Teachers strive to guide students to think more and explore more. , allowing students to learn to discover problems, ask questions, analyze problems, and solve problems. Only in this way can students experience the joy of discovery and stimulate their strong desire for knowledge and creativity. Only when such a situation is achieved can students' active participation be truly realized.

3. Use variant teaching to ensure their continued enthusiasm for participating in teaching activities. Variation teaching is a teaching design method that uses variations of theorems and propositions in mathematics from different angles, different levels, different situations, and different backgrounds to expose the essential characteristics of the problem and reveal the intrinsic connections between different knowledge points. Through variable teaching, one question can be used for multiple purposes and multiple questions can be reorganized, which often gives people a sense of freshness, arouses students' curiosity and desire for knowledge, prompts them to generate motivation to actively participate, and maintains their interest and enthusiasm in participating in the teaching process.

3. Strengthen communication and cooperation, and advocate open teaching activities

Relatively speaking, traditional classroom teaching pays more attention to the connection and communication between teachers and students, while ignoring the relationship between students. interconnectedness and neglect the role of student groups in teaching.

Modern teaching theory believes that the mathematics teaching process should be a process of students' active learning. It is not only a process of understanding, but also a process of communication and cooperation. It provides an open activity method and a relaxed and democratic environment for students to actively learn. It is more conducive to developing students' subjectivity and promoting the development of students' intellectual, emotional and social skills and creative abilities. To this end, we focus on strengthening group communication and cooperative learning, completely change the single teaching organization form of "teachers speak, students listen" in classroom teaching, and promote the common development of students at all levels. Specifically, the following points should be done: 1. Reform the spatial form of classroom teaching; 2. Arrange group learning tasks; 3. Pay attention to cultivating students' awareness of cooperation and training students' cooperation skills.

Educate students to establish the concept of collectivism and a sense of cooperation to help each other, so that everyone can contribute their best to the realization of collective goals. Continuously teach students the basic skills of cooperation, so that they learn to be good at actively expressing their own opinions and dare to speak out their opinions without asking, but also good at listening to other people's opinions, inspiring each other, and being able to comprehensively absorb various different viewpoints , *** work together to find ideas for solving problems. During the specific implementation process, teachers should provide timely and targeted guidance to train students to develop good cooperative learning habits.

4. Properly teach mathematics open questions

Mathematics open questions refer to questions with incomplete conditions, uncertain conclusions and diverse problem-solving strategies. Because it has different characteristics from traditional closed-type questions, it has its specific function in mathematics teaching. The teaching of open-ended questions in mathematics provides students with more opportunities for communication and cooperation, and creates conditions for giving full play to the main role of students; the teaching process of open-ended questions in mathematics is a process that students actively construct and actively participate in, which is conducive to cultivating students' mathematical awareness. ; The teaching process of open-ended mathematics questions is also a process of students' exploration and creation, which is conducive to cultivating students' exploration and pioneering spirit and creative ability. Of course, since teaching open-ended questions in mathematics takes too much time and classroom teaching is limited by class time, it is necessary to appropriately control the openness of the questions and make some preparations if necessary.

Insights on Mathematics Teaching Theory Chapter 3

From October 31st to November 3rd, 20xx, I was fortunate to participate in the 10th Primary School Mathematics Teaching Reform in Yunnan Province in Xishuangbanna During the 4-day observation and exchange meeting, I observed the observation classes of 19 mathematics teachers from various prefectures and listened to expert reports and wonderful comments from relevant city and local teaching researchers, which made me deeply feel the importance of primary school mathematics. Classroom teaching becomes life-oriented and artistic. Classroom teaching is a topic where "benevolent people have different opinions and wise people have different opinions". Everyone has their own unique insights into the study of teaching materials. I have benefited a lot from this lecture. Now I will talk about some of my experiences based on reality.

1. Pay attention to communication with students and shorten the distance between teachers and students

Teachers communicate with students before class to make students physically and mentally happy, with full enthusiasm and high morale It is worth learning to invest in new teaching. Before each class, teachers communicate with students about topics other than textbooks, such as: do you know the teacher’s name, how much do you know about the teacher, etc., in order to relieve students’ nervousness and provide students with ways to think and solve problems normally in class? Good bridges and paved roads.

2. Combine teaching materials to create effective situations that truly serve teaching

Every teacher in class can create interesting learning situations for students according to the characteristics of primary school students, fully Give students the main role to stimulate their interest in learning. It focuses on the teaching model of starting from the actual life of students, guiding students to learn independently, cooperate and communicate, so that everyone can learn valuable mathematics, and different people develop differently in mathematics, which embodies the teaching philosophy of the new curriculum.

3. The learning style is life-like and artistic, allowing students to feel the connection between mathematics and life. Mathematics comes from life, and mathematics is everywhere in life.

There is a lot of mathematical knowledge in our daily lives. Integrating mathematics into life during teaching can make them feel that life and mathematics are closely related, feel that mathematics is around them, and have a sense of intimacy with mathematics. , stimulating their desire to learn mathematics and discover mathematics. With the help of students' life experience, mathematics topics are replaced with materials that students are familiar with, interested in, and close to their actual lives. For example, when learning "How much more or less is a number?", some teachers Taking advantage of Yao Ming's work, "Itinerary Problems" uses students' favorite cartoons to greatly enhance students' interest in learning. Through this series of activities, students are no longer unfamiliar with learning and no longer boring, which reflects the life-oriented teaching content and increases the effectiveness of teaching.

4. Make learning methods active, allowing students to actively acquire knowledge

Activities are the form of learning that students like. Create activities that students like, so that they can actively perceive, explore, discover mathematical problems, and solve problems creatively in a free, relaxed, and active learning atmosphere. Some teachers divide students into several groups to facilitate student communication and discussion and improve students' problem-solving abilities.

In these observation classes, what I saw was the real communication between teachers and students. It was no longer a simple matter of teachers teaching and students learning, but a unity. Every teacher lets students explore and solve problems on their own. During teaching, if they encounter some simple problems, they let students solve them by themselves using their mouths, hands, and brains. This provides students with space to play freely and solve problems, and Teachers constantly encourage students to actively try and explore problems, so that every student has the opportunity to participate in thinking and express opinions, so that every student can become the master of mathematics learning. For questions that students cannot think of at the moment, every teacher is very patient and provides effective guidance to students, fully embodying the idea that "teachers take students as the main body, students are the masters of mathematics learning, and teachers are the organizers and guides of mathematics learning." The teaching philosophy of "authors and collaborators".

5. Confirmed several of my own understandings.

(1) Reasonable use of teaching materials and bold selection of materials around students to enrich the classroom can better reflect the daily life of mathematics. For example, use the route from the departure point to the destination to perceive the "backwards" strategy.

(2) Operation strategies for collecting information from the information window and raising questions. In the past, I advocated teachers to guide students to observe the information window to collect information and ask questions. In addition to scientific guidance, teachers should pay attention to the role of writing on the blackboard by motivating them in a timely manner. The main information and main questions in the information window should be written on the blackboard to form a complete traditional word-based word question model to guide students to understand the meaning of the pictures. I found such evidence during this lecture, and the effect was very good.

(3) Question group training is not outdated. The formation of mathematical skills requires a certain amount of training. Through training, students can achieve the same automatic effect as memorizing multiplication tables. Based on the principles of low starting point, dense steps, small slope, and large capacity, a series of exercise cards are compiled, which are very helpful for students' in-class training. This is realized from Professor Zhou Yuren's report.

(4) How can the relationship between exploration and penetration be more reasonable? Mathematics classes require inquiry, but it is by no means the most primitive experience. This kind of inquiry requires timely guidance from teachers. If the hurdle is too big and the ditch is too deep, teachers must help students find a ladder and put a small boat in to guide students in the direction of their thinking, so as to reach the other side of success. I have a deeper understanding from the lectures given by teachers from other places.

6. Some doubts arising.

(1) Which is more important, problem solving or arithmetic exploration, in a class? Starting from practical problems, we analyze known and unknown relationships and guide students to calculate equations. During the enlightenment period, which one of the two should take more time to search for knowledge reserves and find solutions to equations? I feel that in many courses that focus on computing, many of the “problem-solving” materials are not ideal, diluting the focus of teaching.

(2) Several classes have less evaluation of students and less motivational language. In comparison, I appreciate the feeling of Beijing Huayinglong in class more. One of his lessons may create an outstanding talent. For example, the encouragement of learning confidence and the encouragement of learning methods can benefit people throughout their lives.

(3) The amount of training is small, which is not conducive to students' skill development. I feel that after the red dot of "problem solving" is finished, you can practice layered exercises, such as preparing information collection question groups, information sorting question groups, selecting strategy questions, and raising questions. The last comprehensive question. One sentence seed classification exercise.

Each expert elaborated on the strategies for solving arithmetic word problems from different angles, which can be said to be a great source of advice and pointed out the direction for our future teaching.

In short, through this study, I opened my eyes to appreciate the classroom teaching style of excellent teachers and the wonderful reports of experts, which provided a lot of valuable experience for our classroom teaching.

Reflections on Mathematics Teaching Theory Chapter 4

After being promoted from elementary school to junior high school, students’ roles have undergone some changes, and they have begun to face greater pressure in learning, and mathematics learning has become more difficult. It is completely different from primary school. If you don’t understand a lesson or follow a lesson, it is very likely to have an impact on subsequent learning, because the curriculum in junior high school is relatively tight. Unlike primary school, you can have more time to repeat certain things. Therefore, teachers need to provide effective guidance in terms of learning methods, learning strategies, etc., which will have a profound impact on students’ mathematics learning in the next three years. Let me talk about some of my own experiences in this regard (mainly For first grade students).

1. Guide students to learn to preview

Students basically do not have the habit of previewing in elementary school. The deepening of the course requires them to learn to preview, but previewing is not just about browsing the text content. When teaching, teachers should guide students to understand the content of the textbook; find out the connection between the content of this chapter or lesson and the previously learned knowledge, find out the required old knowledge, and learn the knowledge at this time; find out the difficulties and key points of this lesson ( as the focus of listening to the lecture); for key issues and questions that you do not understand, use pens or write down preview notes, and then learn to listen to the lecture with questions, that is, students have to learn the content of a class twice.

2. Guide students to learn to listen to lectures

Junior high school students are often not adaptable to the increase in courses and the increase in classroom learning capacity. They often tend to focus on one thing and not the other, and are distracted, resulting in a significant decrease in the efficiency of listening to lectures. . Therefore, paying attention to listening guidance and enabling them to learn to listen is the key to improving learning efficiency. Do:

(1) Listen to the learning requirements of each lesson

(2) Listen to the introduction of new knowledge and the process of knowledge formation

(3) Understand Analysis of key and difficult points

(4) Listen to the ideas for solving the example problems and the embodiment of mathematical thinking methods

(5) Listen to the after-class summary. In order to improve the efficiency of listening to lectures as much as possible, and strive to change from "listening" to "being able to listen".

3. Guide students to learn to think

Students have just been promoted from elementary school to junior high school, and they are still relatively dependent on teachers. They do not know how to think by themselves when encountering problems, so they will appear back. Questions for thinking are not considered as homework, and the teacher can't find them anyway. This is especially true in class. When encountering slightly difficult questions, the class is basically silent. In this regard, teachers must be good at encouraging and guiding, so that students can start from the problem situation to carry out exploratory teaching, and strive to cultivate students' in-depth thinking habits. Of course, this requires patience and cannot be developed in a day or two. ; In addition, mathematical problems are relatively lively, and it is also important to carry out variant training. Therefore, students must slowly develop their abilities of observation, comparison, analysis, induction, reasoning and generalization, so that students can learn to think well. Also, several students can be asked to solve problems using different methods during teaching. The advantages and disadvantages of the methods used can sometimes help improve students' analytical abilities and they can learn to reflect. Teachers can also deliberately leave a certain amount of thinking time and space in the classroom, so that students can think at the turning point of knowledge, the difficult part of the problem, the solution of the contradiction, and the exploration of the truth, so as to achieve the state of integration.

4. Guide students to learn to memorize

The knowledge content in junior high schools is large and complex, and there are many similarities. Sometimes it is difficult for students to memorize it, or sometimes they can forget things very quickly. They will forget. This is mainly because they are in the primary stage of logical thinking. There are more components of mechanical memory and relatively few components of understanding memory. This can never meet the learning requirements of junior high school students. Therefore, attention must be paid to the guidance of students' memory methods. . In teaching, sometimes you have to properly summarize some of your own "homespun" methods, that is, make up some easy-to-remember words, such as symmetry problems, which are summarized as follows: the x-axis is symmetrical, x does not change, the y-axis is symmetrical, y does not change, and the origin is symmetrical. Change; for another example, the point on the x-axis has x but not y, so the ordinate is zero, the point on the y-axis has y but no x, so the abscissa is zero, etc. This is especially beneficial to students' memory. It is catchy and easy to understand. When it comes to related problems, you can basically solve them yourself by using formulas.

5. Guide students to learn to ask questions

Students will definitely encounter problems of one kind or another during their studies, but most students do not dare to ask the teacher for advice. Most of them are classmates. Therefore, it will happen that the homework is not mastered and the classmates' homework is borrowed for "reference", but in the end it is disguised as "copying" because they understand it anyway, but the methods are not the same. But asking the teacher is completely different. The teacher can teach them problem-solving ideas and guide them to see the shortcomings in their homework, so that they can make progress. Therefore, it is very important to learn to ask questions. Don't hold yourself back and let more and more problems exist. Otherwise, it will definitely lead to incoherent knowledge and lower grades.

6. Guide students to learn to review and consolidate after class

Today’s students are not self-conscious enough. Many of the homework assigned by the teacher every day are just coping and just completing it in order to hand in the homework. When it comes to homework, no matter how good the quality is, the explanation given to parents is "the homework is done." Therefore, if there is no homework one day, they will shout long live. Given that this happens, it is even more difficult to do the necessary review. In this way, teachers should guide students to take class notes every day, read the textbook carefully before doing homework, combine the key and difficult points of the course, recall the knowledge and methods taught by the teacher in class, as well as the necessary formulas and theorems, and then complete the homework independently. And try to pay attention to the standard and clear organization of problem solving. Especially for first-year junior high school students, after learning geometry, they are not yet very proficient in the use of geometric language. The transformation between literal language and symbolic language is not in place. Correct reasoning also requires a period of training and strengthening. There is often a mismatch between the preface and the following. This is normal, but it requires guidance. After getting started, students will feel very relaxed. There is also the review of various exams. It mainly teaches students to read books, take notes, look at problems in homework, and see exercises they have done. They should be familiar with the important and difficult points of textbook knowledge, and be able to summarize and summarize the relationship between each knowledge point by themselves, and then Do some appropriate exercises of various types, discover and solve problems in time, and achieve mutual transformation and interconnection between knowledge.

When I was studying, I deeply remembered the sentence "Teachers teach and solve doubts." I also saw similar slogans in books like "Teachers are engineers of the human soul." With such a goal and pride, I started my teacher internship. In two months, I transformed educational theory into teaching practice bit by bit, and gradually tried face-to-face teaching. Although I am unfamiliar, my internship life is full of unknowns, surprises, joy, and of course setbacks and difficulties as I slowly mature.

1. Overview of the internship unit

Study Abroad No. 2 Middle School is a boarding school. The educational environment of the study abroad school is elegant, with green trees and evergreen trees all year round. It has two teaching buildings, two dormitories, one office building, and a national B-level standard student restaurant that can accommodate more than 600 people at the same time. The school has a campus distance education receiving system, a microwave receiving system, an optical fiber Internet system and a class-to-class communication network system. The school also has a modern campus education network, eight multimedia classrooms, two computer classrooms, standard double sets of laboratories, audio Advanced teaching facilities such as body and beauty classrooms. The library contains more than 60,000 volumes.

Now the No. 2 Middle School has become a sacred hall for many students to express their life legends with the desire to realize their dreams. Our school currently has 114 faculty members, including 100 full-time teachers, 14 senior teachers, 78 first-level teachers, 2 national-level outstanding teachers, 38 municipal-level backbone teachers, and 10 municipal-level teacher ethics pacesetters, forming a A team of teachers with both ability and political integrity, comprehensive quality and excellent professional skills. Message from the principal; The No. 2 Middle School adheres to the academic philosophy of "morality, erudition, and harmonious development", rigorous academic scholarship, meticulous management, implementation of internal strength and external image building, autonomy and harmony, strengthening cultivation education, implementation of open teaching, and striving to make every student Learn to be a human being, learn to learn, learn to innovate, learn to survive, and adhere to the educational principles of educating people through teaching, educating people through management, educating people through service, and educating people through the environment, in order to comprehensively improve the quality of education and teaching, and strive to cultivate high-quality people who adapt to social development. Modern talents are the goal.

2. Internship Harvest and Experience

Through the combination of theory and practice, understand the actual practice of primary school education and teaching, understand the laws of education and understanding, and learn to apply modern educational theories, teaching methods and means, Transform the knowledge form into an educational form, transform teaching theory into teaching practice bit by bit, and turn simulated teaching into face-to-face teaching. Further improve students' ideological awareness and professional level, especially their ability to observe, analyze and solve practical teaching work, establish a correct outlook on education and lay the foundation for being a teacher by example in the future.

My internship content includes four parts: internship, lesson preparation, teaching and class management. Among them, you need to take good notes during the internship

; when preparing lessons, you should write detailed lesson plans under the guidance of the instructor; in class management, you should actively cooperate with the instructing teacher to learn the methods and methods of class management, And carry out theme class meetings based on some situations that occur in the class.

Serving as a class teacher is a reflection of your ability to manage students. During my internship as a class teacher, my biggest gain was that my ability to communicate with others has been greatly improved, and my ability to handle class affairs has also been exercised. For the management of this new class, every little thing must be meticulous and always remind you what to do.

In the past month of communication and contact with students, I realized that the class teacher’s ideological work on students is essentially a process of psychological communication with students. Only by truly understanding the inner world of students can we achieve Only by being targeted and using appropriate methods can we achieve the goal of teachers providing help and guidance for students' growth, and students providing cooperation and support for teachers' work, thereby achieving good educational results.

Through this internship, I learned a lot of things that I couldn't learn in school. When the teaching theory was transformed into teaching practice bit by bit, and simulated teaching became face-to-face teaching, I deeply realized that "it is easy to be a teacher, but it is very difficult to be a good teacher." In order to truly learn A good lesson must go through many times of thinking and repeated revision of the teaching plan. What's more, it must go through many trial lectures before you can step onto the podium. As a famous saying goes, "One minute on stage, ten years of hard work off stage." . After listening to regular teachers' classes many times, I also tried to take a practice class myself. I felt that there was a huge difference between standing on the podium and actually teaching to the students and the trial lectures we used to teach textbooks. Since the subjects of our trial lectures in the past were classmates or teachers in our own classes, we did not have the concept of simplifying and detailed explanations in our thinking. The content of a class usually only takes more than 20 minutes to complete. Nowadays, in the real classroom, the instructors can talk about a small knowledge point for more than ten or even twenty minutes. I remember that I was shocked after listening to the class for the first time. I suddenly felt that the previous trial lecture was really terrible, completely I don’t understand the way of thinking of these students. I only found out that my adaptability is very poor when I actually stand on the podium and face the students. There is a lot of feedback from students in the class. I have to answer their feedback questions and follow my own requirements. It is indeed difficult to explain today's knowledge points in a clear way. I finally realized the meaning of "To give students a bowl of water, the teacher must first have a bucket of water." This sentence has determined the direction of my future efforts and the goal I want to achieve.

Insights on Mathematics Teaching Theory Chapter 5

Since the implementation of the “double reduction” policy, it has become the focus of social attention. We know that "double reduction" refers to effectively reducing the excessive homework burden and off-campus training burden on students in compulsory education. Then, the essence of "double reduction" is to improve the quality of teaching, and the key to doing this step well lies in teachers. For the majority of teachers, "double reduction" means that teachers are about to embark on a new journey and face new challenges in their educational careers. So, under the "double reduction" policy, as a junior high school English teacher, how to become a qualified and good teacher? I have the following reflections.

1. Create efficient classrooms.

Under the double reduction policy, we must improve classroom efficiency, which requires our pre-class preparation to be accurate and optimized. Classroom efficiency is the life of classroom teaching. Teachers should have targeted lesson preparation during lesson preparation, and they should also have targeted teaching during teaching. In teaching, we should see the individual differences of students, recognize the differences in students' abilities, teach students in accordance with their aptitude, and provide classified guidance.

2. Strengthen classroom testing.

Classroom testing can truly and quickly reflect students’ mastery of the content they have learned. Using Tangqing to review and reinforce what you have learned is a major feature of our English group. Conducting a thorough review of the students three minutes before the new content is taught in each class can help students find and fill in the gaps, lay a solid foundation, and pave the way for the new content, thereby helping students master knowledge step by step. The form of classroom testing can be diverse, or it can be conducted during class or in the last few minutes of class. Classroom testing of students is an important part of creating an efficient classroom. Only by carefully preparing lessons and delving into key and difficult points before class can classroom testing achieve good results.

3. Strengthen operation management.

Homework assignments are arranged in various forms, including layered homework and literacy homework. Literacy assignments include drawing handwritten newspapers, making mind maps, and recording short videos. When assigning homework, avoid assigning only monotonous written assignments. You should add more practical, operational and other experiential assignments. Various forms of experiential homework are not only loved by students, but can also stimulate the learning interest of students with learning difficulties.

As teachers, we must fully implement the double reduction policy in education and teaching, and strive to become a happy and good teacher. Let us stick to our original aspirations, practice our best, and return education to its most authentic state.