Reflections on Teaching by High School Mathematics Teachers

5 reflections on teaching by high school mathematics teachers

Teaching reflection refers to teachers’ re-understanding and re-thinking of education and teaching practices, so as to summarize experiences and lessons and further improve education and teaching. level. Below is the reflection on the teaching of high school mathematics teachers that I compiled for you. I hope you like it!

Reflection on teaching by high school mathematics teachers 1

As a high school mathematics teacher, to teach each class well, you need to process the teaching materials, as well as the teaching process and teaching methods. Reflect on the results. Because mathematics education not only pays attention to students' learning results, but also pays more attention to how the results occur and develop. I think it can be viewed from two aspects: First, from the perspective of teaching goals, each lesson has a most important, critical, and core goal. Many teaching contents of high school mathematics are suitable for research-based learning; secondly, from the perspective of learning, the form of teaching organization is an important issue in teaching design. If we can fully explore the background knowledge that supports this core goal, and use this background knowledge to form highly penetrating and inspiring learning materials that point to the core knowledge of this lesson through selection, we can refine the research topic of this lesson. will achieve the desired effect. This also requires you to continuously improve your business capabilities and standards. The following are some of my reflections on the teaching of this class. ?

1. Reflection on the teaching of knowledge points - learning to think mathematically

For students, an important purpose of learning mathematics is to learn to think mathematically and use mathematical methods to See the world with eyes. For teachers, he also needs to look at mathematics from the perspective of "teaching". He should not only be able to "do", but also be able to teach others to "do". Therefore, I think reflection should be based on logic, history, and relationships. to expand on other aspects. : The content of this lesson is relatively simple, and the goal is relatively clear, which is to use the idea of ??"substituting straight lines for curves and infinite approximation" to find the area of ??a curved trapezoid. However, this method of thinking brings great difficulty to students in understanding, because to truly understand this method, one must have a clear understanding of the idea of ??limit. However, it seems that in order to avoid increasing the burden on students, the new curriculum does not require an in-depth introduction to the concept of limits. It aims to use the most accessible means for students to obtain the most valuable mathematical knowledge. The same goes for this class. Based on the above reasons, when preparing the lesson, I think there are two major difficulties in this lesson: first, how to enable students to obtain the idea of ??"infinite division, direct substitution of music"; second, understanding of "limit" and "infinite approximation", that is, understanding why Taking the approximation to the limit is exactly the exact value of the area.

2. Reflections on learning mathematics

For every student in mathematics class, their mind is not a blank sheet of paper - they have their own ideas about mathematics. Know and feel. They should not look at "empty containers" and "instill mathematics" into these "empty containers" according to their own wishes. This often leads to misunderstandings. There are great differences between teachers and students in terms of mathematical knowledge, mathematical activity experience, hobbies, social life experiences, etc. These differences often make them feel different about the same teaching activity. How students should be taught is often said to be taught in accordance with their aptitude. But in actual teaching, every student is measured by the same standard, and every student is required to master the knowledge taught. This may be the confusion and obstacle that I have always encountered in teaching. Let students think more. If they fail to achieve the preset goals in this class, there will still be a suspicion of "filling the whole class". Reflection on Teaching by High School Mathematics Teachers Part 2

Sequence is an important content of high school mathematics. It not only has a wide range of practical applications, but also plays a role in connecting the past and the future. As a special function, the sequence is inseparable from the idea of ??function and is the continuation of the idea of ??function. Sequences are both independent and comprehensive in middle school textbooks.

It can be combined with functions, equations, inequalities, analytic geometry and other knowledge, and is a good material for training reasoning and logical thinking abilities... One of the characteristics of mathematical knowledge is that it is abstract. In teaching, I should focus on making abstraction concrete. The examination content mainly has two aspects:

First, the basic concept of sequence.

The second is the operation of sequence. You should pay attention to the following aspects when reviewing.

1. Pay attention to the connection between functions and sequence, and attach importance to the application of functional ideas

Strengthen the research and essential mastery of the general term formula of the sequence and the sum formula of the first N terms. The general term formula of a sequence and the sum of the first N terms can be regarded as a function of the number of terms N. Therefore, we should pay attention to the application of function ideas in sequence.

2. Proficiently master and flexibly apply the properties of arithmetic sequence and geometric sequence and the conclusions drawn from them

To grasp the basics, the basic knowledge and basic methods of the content of the sequence must be mastered. Firmly grasp and integrate the concept, classification, relationship between the first N terms and the general term of the sequence, and the solution method. Be familiar with the definitions of the arithmetic difference and geometric sequence, the general formula, the first N terms and the formula, and the middle term. You must be confident in knowledge such as , properties and their comprehensive applications, and you must be well aware of the intersection of arithmetic differences, geometric sequences and other knowledge, so that you can display your true level in problem solving.

3. Pay attention to methods and skills, and expand appropriately

You should master the basic methods to solve various basic problem types, improve the ability to solve basic problems, and make the basic problem solving foolproof.

4. Strengthen exchanges and improve quality

Sequences have strong penetrating ability. They are interconnected with functions, equations, trigonometric functions, inequalities and other knowledge, and the combination is optimized, which invisibly increases the number of students. In order to solve such problems without comprehensive strength, we must have an understanding of the mathematical ideas hidden in the concepts and methods of sequence, and deeply understand its important role in solving problems. Commonly used mathematical ideas include functions and equations, combination of numbers and shapes, classification discussions, equivalent transformations, etc. Carry out effective training in learning, in order to continuously accumulate and try to make breakthroughs. When doing questions, it is necessary to design some novel questions, especially through exploratory questions, to tap students' potential and cultivate students' innovative consciousness and innovative spirit. Sequence comprehensive ability questions involve novel backgrounds and flexible solutions. When solving such questions, students must be taught to think scientifically and rationally and to use mathematical thinking methods comprehensively and flexibly. Reflection on teaching by high school mathematics teachers 3

I have been teaching high school mathematics for nearly a year. How to effectively use classroom teaching time, how to improve students' learning interest as much as possible, and improve students' learning efficiency in the 45 minutes in class is a very important topic for me who has just come into contact with high school teaching. To teach high school mathematics well, you must first have an overall grasp and understanding of the teaching materials, so that you can systematize the knowledge, pay attention to the connections before and after the knowledge, and form a knowledge framework; secondly, you must understand the current situation and cognitive structure of the students, and understand the students' needs at this stage. knowledge level in order to teach students in accordance with their aptitude; again, we must handle the relationship between teachers' teaching and students' learning in classroom teaching. Classroom teaching is the main position for implementing the new high school curriculum teaching, and it is also the main channel for ideological and moral education and quality education for students. Classroom teaching should not only strengthen the dual basics but also improve intelligence, develop students' intelligence, and develop students' creativity; not only should students learn, but also learn, especially self-study. Especially in the classroom, it is not only necessary to develop students' intellectual factors, but also to improve students' learning efficiency in the 45 minutes of class, and to complete teaching tasks excellently in the limited time.

1. There must be clear teaching goals

Teaching goals are divided into three major areas, namely the cognitive field, the emotional field and the motor skill field. Therefore, when preparing lessons, teaching strategies and methods should be selected around these goals, and the content should be reorganized as necessary. When preparing lessons, you should rely on the teaching materials, but do not stick to the teaching materials and use the teaching materials flexibly. In mathematics teaching, through the joint efforts of teachers and students, students can achieve predetermined goals in terms of knowledge, ability, skills, psychology, ideological and moral character, etc., so as to improve students' overall quality.

2. Be able to highlight key points and resolve difficulties

Every class must have a teaching focus, and the entire teaching is gradually developed around the teaching focus. In order to let students know the key points and difficulties of this class, the teacher can briefly write these contents on the corner of the blackboard at the beginning of the class to attract students' attention. Teaching key content is the climax of the whole class. Teachers should use changes in voice, gestures, writing on the blackboard, etc., or use visual teaching aids such as models and projectors to stimulate students' brains and make students excited. If appropriate, they can also insert jokes related to this kind of knowledge to reinforce the content they have learned. It leaves a strong impression on the brain, stimulates students' interest in learning, and improves students' ability to accept new knowledge.

3. Choose appropriate teaching methods according to the specific content

Each class has specified teaching tasks and goal requirements. As the saying goes, "There are methods for teaching, but there is no fixed method." Teachers must be able to flexibly apply teaching methods as the teaching content and teaching objects change. There are many methods of teaching mathematics. For new classes, we often use lecture methods to impart new knowledge to students. We can also combine classroom content and flexibly use various teaching methods such as conversations, reading guidance, homework, and exercises. In a class, multiple teaching methods are sometimes used simultaneously. "There is no fixed method for teaching, you have to get the method." As long as it can stimulate students' interest in learning, improve students' enthusiasm for learning, help cultivate students' thinking ability, and help master and apply the knowledge they have learned, it is a good teaching method.

4. Caring for students and encouraging them in a timely manner

It is necessary to summarize students’ performance in class in a timely manner, give appropriate encouragement, handle incidents in class, and adjust classroom teaching in a timely manner . During the teaching process, teachers should always know how well students have mastered the content being taught. For example, after explaining a concept, ask students to retell it; after explaining an example problem, erase the solution and ask intermediate-level students to perform on the stage. Sometimes, students with poor foundation can be asked more questions to give them more opportunities to practice. At the same time, teachers can encourage students in a timely manner based on their performance to cultivate their self-confidence so that they can love mathematics and learn mathematics.

5. Pay attention to basic knowledge, basic skills and basic methods

As we all know, in recent years, mathematics test questions have become more and more novel and flexible. We cannot think that only by solving difficult problems can we To cultivate abilities, the teaching of basic knowledge, basic skills, and basic methods has been relatively neglected. In teaching, students are hurriedly taking out formulas and theorem deductions, or hastily explaining an example question and training students through a large number of questions. In fact, the process of deducing theorems and formulas contains important problem-solving methods and rules. The teacher did not fully expose the thinking process and explore its inherent rules, so he just let the students do the questions, trying to "get it" by asking students to do a large number of questions. "Enlighten" certain truths. The result is that most students cannot "understand" methods and rules, have superficial understanding, and weak memory. They can only imitate mechanically, have a low level of thinking, and sometimes even copy by rote; they copy the gourd and complicate simple problems. If teachers are too careless in teaching or students do not understand basic knowledge in learning, it will lead to errors in judgment in exams. Many students said that the current test questions are too large and they often cannot complete the answers to all the test papers. The speed of solving the questions mainly depends on the basic skills, basic method proficiency and ability. It can be seen that while paying attention to the implementation of basic knowledge, we should also pay attention to the cultivation of basic skills and basic methods.

6. Infiltrate teaching ideological methods and cultivate comprehensive application abilities

Commonly used mathematical thinking methods include: the idea of ??transformation, the idea of ??analogy induction and analogy association, the idea of ??classification discussion, the idea of ????numerology The idea of ????form combination, as well as the matching method, substitution method, undetermined coefficient method, proof by contradiction, etc. These basic ideas and methods are scattered throughout the chapters of middle school mathematics textbooks. In daily teaching, teachers should not only impart basic knowledge, but also consciously and appropriately explain and penetrate basic mathematical ideas and methods to help students master scientific methods, so as to achieve the purpose of imparting knowledge and cultivating abilities. This is the only way.

Students can flexibly apply and comprehensively apply the knowledge they have learned.

The most depressing thing for me after a year of handing in books is that no matter what method I use, my grades in the liberal arts class are as bad as ever. I remember my notes neatly. Although I can recite concepts and theorems in entire paragraphs, The understanding is not deep, and although the problem-solving process is all correct, they cannot be flexible. Especially when encountering new types of questions that they have never seen before, they often have no direction and no way to start. Their thinking is often not broad, flexible, and creative, especially For mathematics subjects that require high logical thinking, many female students have the above-mentioned fear of difficulty. It wasn’t until the final exam that I realized that in order to change the situation, I had to carefully design thinking situations according to the characteristics of female students, ignite the "aura" of their mathematical imagination, stimulate their interest in learning mathematics, and encourage their courage to learn mathematics. I hope this method can improve their math scores in future teaching!

In short, in mathematics classroom teaching, to improve students’ learning efficiency in the 45 minutes in class and to improve the quality of teaching, we should think more and prepare more, and fully use teaching materials, prepare students, and prepare teachers method, improve their teaching tact, and play their leading role. Reflection on Teaching by High School Mathematics Teachers 4

Time flies by. In the blink of an eye, the second semester of the second semester of high school has passed halfway. In order to better improve future teaching and further improve professional standards, the recent teaching work is summarized as follows:

1. Prepare lessons carefully

As a teacher, if you want to teach a class well, you must first prepare the lesson. This is a prerequisite for teaching every new lesson well. Lesson preparation includes preparing teaching content as well as preparing students. Preparing teaching content according to the actual situation of students. To this end, we must read a variety of teaching reference books and tutoring materials to draw nutrients from them, in order to prepare each new lesson more perfectly and lay a solid foundation for a good lesson.

2. Listen to classes in advance

As a young teacher, in order to teach each class well, I try to listen to more classes from other teachers in the high school mathematics group, learn from their strengths, and make up for it. He has developed his own unique teaching style based on his own shortcomings. I insisted on attending classes every semester and learned a lot of useful things from teachers with teaching experience, which greatly shortened the work adaptation period and made me confident in teaching.

3. Timely summary

Summarizing and consolidating in teaching is very important, otherwise you will forget the previous after learning, and there will be no practical effect. Try to leave two or three minutes before each class to review the content of the previous class and emphasize the important and difficult points. After the end of a unit, conduct a unit summary and use a class period to lead students to sort out the knowledge structure, key issues, etc. This can help students review in time and consolidate the knowledge they have learned.

4. Lecture and practice concisely

If you only learn knowledge without applying it, you can only talk on paper. It is not advisable to just do the questions blindly. Therefore, teachers should give detailed lectures in class and provide guidance on the angles, methods and techniques of re-examining and solving problems. At the same time, students are allowed to practice after class, problems are discovered in time from students' homework, omissions are checked and vacancies are filled, and weak links are strengthened. The above is my teaching experience in the second semester of my sophomore year of high school. I will work harder in the future to do my teaching job better. Reflection on Teaching for High School Mathematics Teachers Part 5

As a front-line subject teacher, I have benefited a lot from studying the concepts of curriculum reform to conducting curriculum reform experiments in the classroom. It can be said that in There are gains and losses in mathematics teaching. Next, I will reflect on the teaching of the second grade of high school from the aspects of gains and losses as follows:

1. There must be clear teaching goals

Teaching goals are divided into three major areas, namely recognition cognitive domain, emotional domain and motor skill domain. Therefore, when preparing lessons, teaching strategies, methods, and media should be selected around these goals, and the content should be reorganized as necessary. When preparing lessons, you should rely on the teaching materials, but do not stick to the teaching materials and use the teaching materials flexibly.

2. Be able to highlight key points and resolve difficulties

Every class must have a teaching focus, and the entire teaching is gradually developed around the teaching focus.

In order to let students know the key points and difficulties of the class, the teacher can briefly write these contents on the corner of the blackboard at the beginning of the class to attract students' attention. Teaching key content is the climax of the whole class. Teachers should stimulate students' brains through changes in voice, gestures, writing on the blackboard, etc. or use visual teaching aids such as models and projectors to make students happy. They can also insert jokes related to such knowledge when appropriate.

3. Choose appropriate teaching methods according to the detailed content

Each class has specified teaching tasks and goal requirements. As the saying goes, "There are methods for teaching, but there is no fixed method." Teachers must be able to flexibly apply teaching methods as the teaching content and teaching objects change. There are many methods of teaching mathematics. For new classes, we often use lecture methods to impart new knowledge to students. We can also combine classroom content and flexibly use various teaching methods such as conversations, reading guidance, homework, and exercises.

4. Care for students and encourage them in time

The purpose of the new high school curriculum is to focus on student development. Students' performance in the classroom should be summarized in a timely manner, appropriate encouragement should be given, incidental incidents in the classroom should be handled well, and classroom teaching should be adjusted in a timely manner. During the teaching process, teachers should always know how well students understand the content being taught. Sometimes, students with poor foundation can be asked more questions to give them more opportunities to exercise. At the same time, teachers can encourage students in a timely manner based on their performance to cultivate their self-confidence so that they can love mathematics and learn mathematics.

5. Pay attention to basic knowledge, basic skills and basic methods

As we all know, in recent years, mathematics test questions have become more and more novel and flexible, and many teachers and students have focused their attention on Focusing on difficult comprehensive questions, it is believed that ability can only be cultivated by solving difficulties, so the teaching of basic knowledge, basic skills, and basic methods is relatively ignored. In teaching, students are hurriedly taking out formulas and theorem deductions, or hastily explaining an example question and then practicing a large number of questions. If teachers are too careless in teaching or students do not understand basic knowledge in learning, it will lead to errors in examinations.

In short, in mathematics classroom teaching under the background of the new curriculum, in order to improve students' learning efficiency in the 45 minutes of class and to improve the quality of teaching, we should think more, prepare more, and fully use the teaching materials , prepare students, prepare teaching methods, improve their teaching acumen, and play their leading role.