How to guide students to summarize and reflect?

In actual classroom teaching, teachers are generally used to summing up the gains and losses of a class by themselves, and then let students record or memorize it mechanically. Limited by their own age characteristics and mathematical cognitive level, junior high school students are often keen on doing problems but not good at reflection and summary, so learning only stays at the surface of knowledge. If you encounter similar problems in the future, you will do repetitive work, and there will be a phenomenon of "you can understand in class, but you can't do it after class". In classroom teaching, I will guide students to summarize independently in time in every link, including example analysis, such as knowledge understanding, problem-solving analysis, common conclusions and so on. To improve students' ability of summarizing and reflecting.

Then, how to guide students to summarize in time in mathematics teaching? Summarize what? First of all, summarize and reflect on the application of classroom knowledge points and routines.

In practical teaching, class summary is an easily overlooked part. Often a class ignores this link, and the whole teaching link becomes "anticlimactic". Every class has a teaching purpose, and you can know whether the purpose is achieved at the end of the class through a five-minute student summary.

In this process, I let the students recall the learning process of this class independently (you can check the textbooks and drafts), guide the students to sort out and consolidate the key points and difficulties, and let them form internalized things and personal summaries. According to the students' ability and the difficulty of classroom teaching knowledge, the teacher will ask the students to make a summary, and other students will make supplementary exchanges. Finally, the teacher will summarize.

Keep students' attention by summarizing or emphasizing important parts until the end of the lecture. Guide students to summarize their mastery of this lesson independently, make clear the review objectives after class, and enhance their re-understanding and experience in the process of forming mathematical thoughts.

Second, the summary and reflection of examples and assignments

The setting of classroom examples and homework is not only to let students learn to do this problem, but more importantly, to improve their problem-solving ability and develop their thinking. Therefore, it is necessary to guide students to learn to reflect on examples, so as to summarize methods, summarize laws, experience skills and master mathematical thinking methods. In this way, the role of example will undoubtedly expand.

1, reflect on the concepts and basic knowledge used in the example.

Example: Given the circumference of an isosceles triangle as 12, find the functional relationship between the base length y and the waist length x; And write the range of the independent variable X.

Students can be led to the conclusion that the basic knowledge used in this example is the nature of an isosceles triangle, and the sum of the two sides of the triangle is greater than the third side. The result is that the function relation Y = 12-2x (3 < x < 6) is a linear function. The function image is a line segment whose two ends are truncated, so we should pay attention to the range of independent variables when solving the function relationship in geometric problems.

Another example is the trilateral relationship of a 30-degree right triangle, which is often used in plane geometry operation in junior high school. For example, the root number of a 60-degree right-angle side is three times that of a 30-degree right-angle side. If students know this, it will undoubtedly improve their analytical speed and operational speed in solving such problems. 2. Summarize mathematical thinking methods.

Guiding students to sum up mathematical ideas in time when solving problems can continuously strengthen students' reflection and summary of problem-solving ideas, improve students' problem-solving ability, and play a very good role in developing students' thinking and cultivating innovative spirit. 3. Summarize the experience and lessons in solving problems.

There are age differences and individual differences in the depth and breadth of junior high school students' thinking development. According to the above differences, we can guide from the following aspects.

For example, what if students make mistakes in calculation? Students usually check the formulas one by one. Because of "preconceptions", it is difficult for students to find out the mistakes. I usually ask students to cover the original answers with paper and solve them again. Only if the answers are the same twice can you pass. When emphasizing the points for attention in various exams, such as solving fill-in-the-blank questions, students are required to do it again without looking at the answers. In practical teaching, the effect of this is quite obvious.

When students make mistakes, if teachers can be patient and meticulous, give students the right to speak and let students discuss and summarize the reasons for the mistakes, then "failure" will become the "mother of success".

In short, guiding students to learn to summarize and reflect, and experiencing the generation process of mathematical knowledge in summary and reflection, on the one hand, make students recall knowledge more clearly, and more importantly, make students form good study habits and thinking quality, and lay a good foundation for students' lifelong learning.

How to guide students to summarize and reflect on the history review of senior three.

How to guide students to summarize and reflect in the history teaching of senior three.

Guo Xinwei, senior three.

In the history teaching of senior three, many teachers often mention such puzzles: why students still can't remember the knowledge points that have been said many times, and why students will still make mistakes after the same knowledge points have been said many times. Why do students always fail to analyze subjective material problems? There are many factors that cause these phenomena, one of which is that teachers just indoctrinate and train blindly in the process, ignoring the process of students' self-digestion and absorption of what they have learned. As far as classroom teaching is concerned, many teachers only pay attention to whether the teaching tasks of this class can be completed, rarely pay attention to whether students can digest well, and rarely ask students to systematically sort out and think about what they have learned in a class one by one. As far as homework exercises are concerned, many teachers only pay attention to how much students have practiced and whether they have done it correctly. They rarely ask students to look carefully, think carefully and concentrate on writing after revising and commenting on exercises. This paper talks about some practices and thoughts that lead students to summarize and reflect from the following four aspects.

First, leave enough time for students to sum up and reflect.

In order for students to sum up and reflect, we must first have time to ensure. Due to the tight class hours, heavy review tasks, too much review content in class and too many homework exercises, students are tired of coping. They have no time to meditate and plan their own study, nor do they have time to sum up and reflect in time. So they will forget what they have said many times, and they will make mistakes when they have done too many questions. Summary and reflection should be an important part of the classroom. This is also in line with the spirit of the new curriculum reform. The teaching content should not be too full. Set aside a few minutes to lead students to think carefully about what they have reviewed, what inspiration they have gained, what problems they have solved and what questions they have, according to their own learning goals and compared with textbooks and notes. If you have any questions, you can ask them in class and find a teacher to solve them. Practice commenting on lectures, and also leave time for students to sort out and reflect on the practice of commenting. After-class homework exercises should be less qualitative and better, so that students have time to summarize and reflect on the learning content of the day. Let students summarize and reflect on the learning content of the day in the process of combing and thinking about the learning content, consolidate the learning results in time, find the existing problems and adjust the learning methods.

Second, guide students to summarize the methods of reflection.

Summary and reflection, as a good learning quality, are lacking in most students and have not been paid enough attention to ideologically.

Lack of practical action and effective experience. Therefore, students must be guided to summarize the specific methods of reflection. Students can be guided to try the following basic methods: browse quickly, browse textbooks and notes of what they have learned, and deepen their impression of knowledge and problems. Summarize the main points, summarize the main points of knowledge and the basic elements of each knowledge point according to what you have learned, and sort out the knowledge clues. You can also circle and underline the textbook directly. After thinking deeply and questioning, think about key knowledge and difficult problems. What are their main characteristics? Are there any questions you don't understand? Cover the book and meditate, close the textbook and eyes, and "watch the movie" from beginning to end on the learning activities of a class; Then think further as a whole. Do you know these contents and questions? Is your learning attitude and learning style appropriate? Write and take notes. If you have any experience, simply write it down in time. If you have any questions, please write them down in time.

In the future, if you think you should pay special attention to what you have learned, draw it in your textbook or notebook. One of Mao Zedong's important learning methods is "no pen and ink, no reading". When summing up and reflecting, students should not only look and think, but also write more, take notes and write their own thoughts.

It is also necessary to summarize and reflect on the exercises, and to combine watching, thinking, asking and writing. Let's take a look at the overall error rate of homework, which part is the main problem. We should seriously think about what is the main mistake in the wrong question, is it correct? Is the knowledge and method chosen correct? Or is the idea of solving the problem wrong? Think again, are you patient and meticulous in this homework exercise? Did you do it with your heart? To ask in depth, what is the main reason for the error? Is it carelessness? Is the basic knowledge not well mastered? Is it the wrong way of thinking? I also need to write briefly, write the teacher's comments clearly, write down my remaining questions, mark the topics that I think I should pay special attention to in the future, or write down a few words of my feelings and experiences.

Third, measures to stimulate students to sum up and reflect.

We should take various measures flexibly to encourage students to sum up in time and reflect with heart. Leave a few minutes in class to sum up and reflect on students, instead of letting students sum up and reflect on themselves aimlessly, we must put forward certain guiding tasks. For example, combine classroom teaching with returning to textbooks, and let students mark the key points of what they have learned in this lesson in textbooks and write down the key words that are easy to be confused. It can also be combined with guiding students to question and ask questions. Please ask any questions about what you learned and discussed today. It can also be combined with expansion and migration. What knowledge and methods have you learned in this course? What do you think and inspire after learning these contents? We can also design a summary and reflection link on the study plan. Let the students think about what they have learned in this lesson and what problems they have explored. What are the inspirations and questions of this lesson? You can write down the key points, difficulties, problems and inspirations in the study plan, communicate in class, or consult teachers and classmates after class.

After-class summary and reflection can also be designed and arranged as homework, which requires students to finish it carefully. List the main points of today's study, sort out the knowledge clues, and write down the key points and difficulties of learning. If it's practice evaluation. For right and wrong questions, it is necessary to analyze where the mistake is and the main reasons for it. List the main difficulties and problems. What lessons have you learned from the wrong questions? This is not how students analyze, the key is to motivate and guide students to sum up in time and seriously reflect.

Fourth, collect and feedback students' summary and reflection information.

It is also an important learning activity for students to summarize and reflect on their own learning, and teachers must respond and evaluate them in time. Whether in class or after class, we should organize mutual exchanges in time and evaluate and guide them through exchanges. We must give timely guidance to students' questions, and further guide students to understand knowledge and master methods by solving doubts and doubts. Opinions and suggestions put forward by students must be carefully sorted out, meaningful ones should be actively adopted, and inappropriate ones should be explained. This is not only responsible for students, but also an important way to improve teaching efficiency. If it's just a mission,

Putting forward requirements without paying attention to summing up the results of reflection activities, students will gradually lose their interest and patience in summing up reflection, and it is impossible for teachers to deeply understand students' real learning situation and adjust teaching strategies in a targeted and timely manner.

The questions, problems, suggestions and inspirations found by students in the process of summary and reflection truly reflect students' learning emotions, learning difficulties and learning needs, and are very meaningful curriculum resources. Teachers should not only respond in time, but also make good use of these resources, make use of the situation, expand migration, guide students to further understand knowledge and master methods, guide students to be diligent and good at thinking, and constantly improve their ability of autonomous learning.