Reflections on Excellent Mathematics Teaching in Primary Schools

Reflections on Excellent Mathematics Teaching in Primary Schools (5 Selected Articles)

As a people's teacher, teaching is one of the important tasks. Writing teaching reflection can reflect on one's own teaching mistakes. Let's refer to how to write teaching reflection! The following are my thoughts on excellent mathematics teaching in primary schools (5 selected articles). Welcome to read and collect.

Reflection on Excellent Mathematics Teaching in Primary Schools 1 Students' autonomous learning is the main theme of curriculum reform, and "student-centered" is the basic concept of contemporary teaching, which stimulates students' interest, makes students become the main body of learning, and turns students' learning into initiative, which is the basis of lifelong learning. In my opinion, math preview has the following four advantages:

First, it is conducive to cultivating students' awareness and ability to ask questions.

Einstein said, "It is more important to ask a question than to solve it." In the self-study teaching materials, due to the limitation of cognitive ability, students often can't fully understand some knowledge, only have some vague understanding, which makes students boldly ask questions that they don't understand. Although it seems simple to the teacher, these questions are the breakpoints of students' thinking after thinking. Because there are great differences among students, some questions are worth thinking about, and some are even naive. We pay attention to training students to ask questions.

Second, it is conducive to highlighting key points and improving teaching efficiency.

After preview, students can solve some simple problems by themselves. Teachers don't need to set situations for students to solve in class. Which is more efficient, solving three problems or solving two problems in a unit time? It goes without saying that students have strong curiosity and interest in inquiry, and they will definitely pay more attention to their doubts. Teachers should seize the students' "fuzzy points" in time to make targeted inquiries and clarifications, encourage students to learn to think and doubt, and under the guidance of teachers, "Doubt no way back, have another village in Liuan" so that students can experience the happiness of success. It is easy to highlight the key points of learning and break through the difficulties of learning. If there is no preview, students' brains will be blank, unable to connect with old knowledge in time, and will accept it unconditionally and preview it without criticism. When there are cognitive conflicts, they will reflect on their learning achievements in time and collide with the sparks of wisdom.

Third, it is helpful for students to draw inferences from others and build a knowledge network.

Because students have different life backgrounds and different ways of thinking, the ways to construct the same knowledge are inevitably diverse. However, due to the limitations of textbook arrangement, it is impossible to show all kinds of views, which requires us to respect students and encourage them to show diverse views on the basis of learning from textbooks, thus triggering thinking. On the basis of preview, teachers should encourage students not to be satisfied with the acquisition of textbook knowledge, but to dare to challenge textbooks. Put forward different opinions from different angles, and fill the blank points in the textbook with your own wisdom, so as to achieve a deep understanding of textbook knowledge and build your own clear knowledge network system.

Fourth, it is helpful to improve teachers' ability to control teaching materials.

After students preview, teachers should change their teaching strategies accordingly, instead of using the materials provided by textbooks intact. Teachers must stand at the height of students' development, set the teaching objectives of each class according to students' preview and the overall goal of the subject, and then flexibly choose teaching methods according to the teaching content and students' reality. Design a reasonable and scientific teaching process, deal with teaching materials flexibly based on them, and let them serve teachers and students instead of becoming slaves to them. When students preview, they often only know what they know, and their knowledge is superficial. Therefore, teachers should deeply study the teaching materials, carefully design the teaching process according to the students' reality, and skillfully transform the knowledge and ideas in the teaching materials into teaching ideas that students can easily accept. And pay attention to providing suitable space for students' study. Students' psychological structure and acceptance ability are quite different, so as to teach students in accordance with their aptitude and at different levels. For example, the division example used in the original text: the teaching material is 12 stick, which is divided into 4 parts on average. How to divide it? The point is the average score, how to average it. In order to prevent students from memorizing answers without thinking deeply, it can be changed to: 12, divided into 6 pieces on average. How to divide it?

It is true that primary school students are young, do not know how to preview, and need teachers to guide them step by step. For primary school students (such as grade one and grade two students) who have just started classes, teachers can spare five minutes at the end of one class to preview the contents of the next class together, teach students the methods of preview, demonstrate how to preview at home, and gradually cultivate students' preview ability and consciousness. For senior pupils,

Reflections on excellent mathematics teaching in primary schools II. Mathematics teaching can't rely solely on experience.

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, simply relying on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; As a technology, teaching is carried out automatically according to established procedures and certain exercises, which makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious, thus engaging in teaching activities. We can call it "empiricism" and think that the information conveyed by our teaching behavior is the same as that understood by students, but it is often inaccurate in fact, because there is a lot of knowledge and experience between teachers and students in mathematics activities.

Second, rational teaching needs reflection.

A fundamental feature of rational teaching is "professionalism", which is a rational teaching activity based on professional ethics and professional knowledge. To strive for the rationality of teaching practice, the key step from empirical teaching to rational teaching is "teaching reflection".

For a mathematics teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning mathematics and reflection on teaching mathematics.

1, Reflection on Mathematical Concepts-Reflection on Learning Mathematics

For students, an important purpose of learning mathematics is to learn to think about mathematics and see the world from a mathematical perspective. For a teacher, he should also look at mathematics from the perspective of "teaching". He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.

In short, in the face of mathematical concepts, teachers should learn to think about mathematics-prepare mathematics for students, that is, understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation,

2. Thinking about learning mathematics.

When students enter the mathematics classroom, their minds are not blank-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers" and "instill" mathematics into these "empty containers" according to their own meaning, which often leads to misunderstanding, because there are great differences between teachers and students in mathematics knowledge, mathematics activity experience, hobbies and social life experience. These differences make them feel different about the same teaching activities. In order to "create" more mathematics learning materials for after-class reflection, a more effective method is to "squeeze out" as many problems in students' minds as possible in the teaching process and expose their thinking process of solving problems.

3. Thinking about mathematics teaching.

Teaching well is essentially to promote learning well, but can it satisfy our wishes in the actual teaching process?

When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. However, after reflection, we found that our explanation was not very good for students' original knowledge level, which fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.

Reflections on excellent mathematics teaching in primary schools III. Classroom teaching situation is a classroom teaching activity with a certain emotional atmosphere, that is, in order to achieve the established purpose, starting from the teaching needs, create or create a scene or atmosphere suitable for the teaching content.

First, contact life and create situations.

Most of the teaching contents of primary school mathematics can be related to students' real life. Finding the "breakthrough point" between the content of each textbook and students' real life can make students feel familiar and friendly, thus stimulating students' interest in learning and enthusiasm for participating in learning, such as: teaching 1 1-20. When I knew it, I created such a life situation: "You help mom and dad buy things. I want to buy a book with a price tag of 1 1 yuan. How are you going to pay for it? Is there a good way to pay off the money easily without the change of the salesperson? Then please ask the representative to talk. " With the help of students' life experience, reproduce the methods of daily shopping payment, let them discuss and talk about the experience of establishing decimal system. 1 10 and 1 10 add up to 1 1. Teaching with students' life examples in this way will make you feel that there is mathematics everywhere in your life, and then you will like mathematics.

Second, strengthen intuition and create situations.

A famous person once said: "There is a deep-rooted need in people's hearts, that is, they want to feel like a discoverer, researcher and explorer." Therefore, teachers should respect students' subjectivity, carefully design the presentation form of knowledge, create a good research atmosphere, and put students in the situation of exploring problems, so as to stimulate students' innovative potential and practical ability and lay the foundation for their sustainable development.

For example, when teaching "circumference", when students understand the meaning of circumference, I first show a circle surrounded by iron wire, so that students can use their brains to find out the circumference of the circle. Students found that the circumference of a circle can be measured only by cutting and straightening the iron wire, that is, the calculation method of "turning the curve into a straight line"; Then I asked the students to calculate the circumference of the cardboard circle in their hands. Some of them stick transparent tape along the circle, some use winding method, some roll the circle once and measure the circumference of the circle. Then he pointed to the circle drawn on the blackboard and asked, "Can you find its circumference?" "Yes," I inspired, "Zu Chongzhi, a mathematician in China, discovered it more than 1000 years ago. I believe that students will definitely become contemporary Zu Chongzhi after research." Students' interest in research was suddenly activated, and they devoted themselves to exploration and research.

Third, use multimedia to create situations.

An educator once said: Stories are a child's first need. Therefore, teachers should give full play to the advantages of multimedia in teaching and create situations according to children's psychological characteristics. Teachers can make up some vivid and interesting stories according to the teaching content, and use multimedia to stimulate students' strong interest in learning and strong desire for knowledge through dynamic perception of images and sound and light, and guide students to actively participate in learning. For example, when teaching the meaning of the score, the teacher used the three-dimensional animation technology to let Pig Bajie pick up the meter ruler and measure the number of sides: one meter, two meters, three meters ... At the fourth meter, Pig Bajie was stunned. What do you mean there is less than one meter left? At this time, the teacher temporarily turned off the mobile phone and used the conventional teaching method to measure the length of the blackboard with a meter ruler for other students to do. When measuring the length of the desktop with a ruler, they will encounter the problem that Pig Bajie encountered: How to express the length less than one meter or one foot? What can I do to make students realize that these problems do exist in real life? In order to arouse anxiety suspense, stimulate students' problem consciousness, encourage students to speculate and guess, and let students expand the range of numbers through their own practice. At this time, the teacher carefully sets questions and organizes students to discuss their views extensively. At the same time, teachers should listen to students' opinions patiently and protect and guide the development of students' creative thinking. After the discussion, the teacher turned on the computer while commenting on the summary. On the screen, the Monkey King said, pointing to Pig's head, this needs a score. Do you want to know what the score is? In this way, with the help of multimedia teaching methods, teaching situations are created to stimulate students' desire for knowledge and innovative consciousness.

In short, in mathematics teaching, teachers should create situations, encourage students to actively participate in activities and have more opportunities to express themselves. In class, teachers should give students as much time and space as possible to talk, think and do, so that students can fully express themselves and experience and enjoy the happiness of success.

Thoughts on Excellent Teaching of Mathematics in Primary Schools 4 Hello, teachers. The lesson of applied mathematics that I teach is the content of P59, the third volume of primary school mathematics experiment textbook published by People's Education Press.

The new curriculum standard presents the content of "using mathematics", focusing on designing situations with things and examples that students are familiar with and fond of, providing vivid and interesting resources for students to discover mathematical problems and explore ways to solve them, so that students can "initially learn to ask questions and understand problems from the perspective of mathematics, comprehensively apply their learned knowledge and skills to solve problems, and develop their application consciousness" (the specific goal of the first learning section).

Therefore, in the actual teaching process, it is necessary to create a situation for students to discover mathematical problems, organize activities to solve problems with mathematical knowledge, let students participate in collecting mathematical information, ask and solve problems according to mathematical information, guide students to observe in an orderly manner, initially ask questions, pay attention to cases around students, let students ask and solve problems, let students understand the role of mathematics in real life, and realize the importance of learning mathematics.

First, create a story situation to stimulate students' interest.

Play fairy tales about elephants carrying wood. Ask students to collect mathematical information from the pictures, then ask questions and report the solutions. Students can ask questions freely. In this link, the significance of multiplication is emphasized, so that students can understand the quantitative relationship in the problem and why multiplication is used in the calculation.

Second, new lessons.

The courseware shows pictures of animal gatherings and provides students with rich information resources. Let students collect mathematical information by themselves, then ask students to solve mathematical problems by multiplication, choose their favorite problems to solve, and let students actively experience the process of observing, discovering, asking and solving problems.

Third, practice.

Two scenes were designed: 1, rabbits picking mushrooms. Students ask questions and calculate independently according to the information in the picture, so that students can gradually understand the process of solving practical problems and deepen their understanding of the meaning of multiplication.

2. pictures of KFC

Students like KFC very much, so they are interested in this situation, which is closely related to students' real life, expands students' thinking space, and makes students feel that mathematics exists everywhere in their lives and its role in daily life when they ask and solve practical problems directly related to them.

Fourth, expand the practice.

Students contact the things around them and make up a math problem solved by multiplication.

Return to the complete mathematical form again and really improve the ability to solve problems with mathematics.

In actual teaching, there are also many places worthy of discussion and improvement. For example, students should pay attention to the methods of guiding them to look at pictures. Teachers' language is sometimes not concise enough, and some places are handled too hastily. I hope that the leaders and teachers attending the class will give more valuable advice. Thank you!

Reflection on Excellent Mathematics Teaching in Primary Schools 5 Interest is the best teacher for students and the golden key to open the door to knowledge. If primary school students have a strong interest in mathematics, they will have a strong thirst for knowledge, show special feelings for mathematics learning and have confidence in learning. Now, let me talk about my own experience in stimulating interest.

First, create life situations and solve math problems.

Vivid life scenes help students understand mathematics in real life, feel the close connection between mathematics and daily life, increase their closeness to mathematics and experience the fun of using mathematics. Therefore, in teaching, I often design some situations so that students can learn easily while playing. For example, when teaching Skipping Rope, after the theme map was finished, I invited eight students to the stage and asked: Which do you like best, apples or bananas? Those who like apples stand on the left and bananas stand on the right. Then I lead the students to discuss how 8 is composed and how many it is, and list the corresponding formulas. Q: Which do you prefer, toy car or ice cream? After school, do you do your homework or watch TV first, and so on. In this way, students can not only master the composition of 8 quickly, but also carry out ideological education.

Second, take guessing as the driving force, guide students to explore the mysteries of mathematics independently.

As we all know, every child likes to ask why, and every child wants to explore some secrets. According to children's psychology, I have repeatedly used the form of evaluation and speculation to let students think in curiosity and gradually improve their thinking. For example, when teaching guessing games, I first tell students how many beads I have in my left hand and how many in my left hand, so that students can guess how many in my right hand. After repeated several times, students have mastered the decomposition and synthesis of numbers, addition and subtraction operations, deepened their understanding of logarithm, and paved the way for learning to use mathematics in the future.

Third, enhance confidence in the competition and cultivate a sense of competition.

Children are competitive, have strong self-esteem and love to show themselves. Therefore, we should always create opportunities for students to fully express themselves and let them be psychologically satisfied. We should constantly encourage them to build up confidence, enhance their courage, win without arrogance and lose with grace. For example, a red flag competition can be held in a group, and individuals can compare who is faster than who, thus cultivating students' sense of competition.

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