Reflections on the Teaching of "Finding the Law"

As a people's teacher who has just arrived, we should have first-class classroom teaching ability, and we can improve our teaching ability quickly with the help of teaching reflection. How to write teaching reflection well? The following is the teaching reflection (5 general articles) of "Finding the Law" that I have carefully arranged. Welcome to read, I hope you can enjoy it. Reflections on the teaching of "Finding the Law" 1

The lesson of "Finding the Law" is to let students explore and discover the arrangement law of things or figures through observation, hands-on operation and other activities on the basis of their existing knowledge and experience, master the method of finding the law, express the found law in their own language, and find the next object according to the law. Through the teaching activities of painting, painting and painting, students' practical ability is cultivated and their innovative consciousness is stimulated.

1. Happy Children's Day. The creation of the festival is close to students' lives. In the festival, all kinds of beautiful colorful flags, small flowers and colored lights are arranged regularly, and the children's standing positions are also regular. All these provide a lot of materials for exploring the laws of things from a mathematical point of view. This link stimulates students' interest in learning, feels the beauty of the law, and makes students get a pleasant experience in mathematics learning. In addition, let students find the rules in life, which make students realize that mathematics knowledge can solve problems in life and that there is mathematics everywhere in life.

second, the newly awarded design is divided into two levels: the first level is the rule of finding "colorful flags". The design method is the interaction between teachers and students, and students look for the law of "colorful flags" under the guidance of teachers; At the second level, there are "lanterns" pictures, "colorful flowers" pictures and "children queuing" pictures at the same time, and the deskmate will discuss and find out the rules. This design follows the children's cognitive law from easy to difficult, looking for simple laws first, and then looking for complex laws. First, the teacher "helps" the students to learn and then "releases" the students to learn independently, which is not only for all, but also for students with difficulties to learn under the guidance of the teacher, and also meets the desire of active students to explore and find out the laws themselves.

Third, although students know that the figures in each picture are regular, they are not accurate enough in language expression, and they can't describe the arrangement rules of figures in concise language. Timely guidance, teachers do demonstrations, and encourage students to try to talk about the law in various forms.

fourth, open practice design, the process of mathematics learning should be a process full of activities, providing students with creative space, thus cultivating students' divergent thinking and bold innovation consciousness. Through the creation of "painting and painting" and "posing", students have deepened their further understanding of the law, expanded their thinking, developed their innovative ability, and made them truly masters of learning. At the same time, it also makes students realize that life can not be separated from mathematics, and mathematics is useful, which is not only conducive to cultivating students' mathematical consciousness, but also embodies the new concept of "learning mathematics in life and learning useful mathematics".

5. The teaching of this course does not stop at finding and creating laws, but guides students back to life in time to find and appreciate similar laws in daily life. Make students feel the beauty of mathematics from the beauty of law and gain flexible thinking training. Teaching reflection on "Finding the Law" 2

The activity of finding the law is still abstract for large class children, which requires children to be flexible in thinking, and they need to feel and discover before they can understand the law. However, these requirements have little effect only by the teacher's explanation. In view of this situation, in the usual small game, I let children discover and feel some laws in life through observation, stimulate their interest in creating simple laws, and feel the application of laws in daily life. For example, in art activities, we can use rules to decorate lace, and we can also use rules to arrange class supplies, and we can also use rules in the arrangement team, which makes children's thinking develop.

In the activity "Looking for Patterns", I changed the previous method of teachers explaining the operation materials in detail and in depth. Instead, children were asked to look for patterns by themselves according to the cards, and then the arrangement patterns were described, which made them very interested. Then show the regular type cards for children to match; Sure enough, children used their existing experience in operating materials and successfully completed it. Finally, they showed pictures arranged by using these rules in their lives, which stimulated their interest in learning and using the rules. In the extension of activities, I asked children to design their own regular arrangements, which pushed the activities forward and stimulated their interest in learning and using the rules.

In this activity, I asked the children to closely link all the links, go deep at different levels, from finding the law to telling the law, from arranging the law to appreciating the law, and finally flexibly use the self-arranged law. In the activity, it is found that whether it is a simple AB-type rule, ABB-type rule or ABC-type rule, children are more comfortable to use it. The effect of the activity fully shows that children's development has also been improved in this process, and children's thinking has also made some progress in breadth.

rigorous mathematical activities need to give abstract things to essence, so that children can be promoted from thinking in images to thinking in logic. In this way, children can use it flexibly, and not only gain systematic knowledge, but also lay a preliminary impression foundation for future mathematics learning such as comparison and induction. Reflections on the Teaching of Finding the Law 3

The content of Finding the Law is active, lively and exploratory, so I am guided by the principle that "mathematics teaching must pay attention to students' life situations and things of interest, provide them with opportunities to participate, make students realize the interest generated by teaching, and strive to tap the learning resources around students in teaching to create a thinking space for them to discover and create, so that students can better discover and create. This concept is used to design and implement teaching. I designed five links, namely: 1. Introduce the law; 2. Discover the law; 4. Apply the law; 5. Appreciate the law; and create the law. Looking back on the whole class, the feeling can be reflected in the teaching course:

1. Reasonable situations and appropriate activities make students interested

Interest is the best teacher. Whether a class can stimulate students' interest in learning and whether students are interested in learning throughout the class is the key to directly affect the efficiency of classroom teaching. At the beginning of the class, I designed the life scene of "Big-headed son's birthday, little-headed father and apron mother held a birthday Party for him", which led to the law. Before, students have been exposed to some regular phenomena in their life and study, but they have not studied and studied it as special knowledge and have not yet risen to the height of theory. Here, students initially perceive the beauty of the law by placing fruits and applause praised by students, and set off a desire to explore the law. The creation of this scene is based on students' life experience and knowledge background, close to students' real life, which not only makes students feel cordial and natural, but also has inquiry, and students are certainly eager to try. Moreover, I also let this birthday Party scene run through the teaching of this class-"going to the entrance of the birthday Party, showing the regular movements in the birthday Party, giving gifts to the big head son (teaching and doing-painting flowers) and helping the big head son fulfill his birthday wishes, etc. In addition, the first-year students are young, lively and curious. In view of this psychological and age characteristics of students, I will skillfully guide students through colorful practical activities in teaching, such as guessing, doing, painting, posing, drawing and other activities to express the law with sounds, actions or graphic symbols, and strive to mobilize students to maximize their participation in activities to explore new knowledge. It can be said that students are active in class. Students have gone through the process of exploring laws. Students learn to innovate by moving their hands, eyes, mouths and brains, feel the beauty and function of mathematics and enjoy the fun of learning mathematics. As long as activities are designed to meet students' cognitive level, students' initiative can be brought into full play.

second, question inquiry and autonomous activities enable students to learn to learn

The curriculum reform requires teachers to pay attention to "learning" instead of "teaching", thus further turning to the development of "people". In order to enable students to fully display their thinking level and make progress in communication with their peers. In the teaching of this class, I let students participate in mathematics activities by themselves, discover laws, apply laws, appreciate laws and create laws in the dynamic process, and gain some mathematical thinking methods and positive emotional experiences at the same time. Therefore, I changed the way of static presentation of knowledge in teaching materials, allowing students to have purposeful group discussions and cooperative exchanges in the specific situation of birthday, and then designed a series of learning activities such as "guessing, doing, painting, posing and drawing", and built an inquiry platform with activities as the main line to stimulate students' multi-sensory all-round participation. Let students really get active, experience the formation process of knowledge and experience the re-creation of mathematical knowledge, so as to achieve the purpose of building knowledge independently. Here, teachers are the organizers, collaborators, facilitators and motivators of students' learning. Facts have also proved that students have fully demonstrated themselves in exploration and communication, and their innovative thinking and practical ability have been developed. For example, guess the admission roll with regular color changes, create regular movements, paint regular beautiful flowers, put out regular cards, and let students design regular aprons. This reminds us that students do have the potential of self-realization. In teaching, we should give them opportunities to explore and practice activities, so that they can fully display their personality differences, so as to learn to improve themselves, construct new knowledge independently and learn to learn in interactive communication.

Third, let students experience the value by combining life with application creation

"Everyone learns valuable mathematics", which is one of the new ideas put forward by the current curriculum standard. Mathematics without value should not enter the classroom even if everyone can accept it. The content of mathematics should be derived from students' life and meet the needs of future social life and students' further development. This requires that mathematics teaching should be closely linked with students' real life, so that they can realize the application value of mathematics and use mathematics knowledge to solve practical problems in life, which will help cultivate students' interest in learning and stimulate their desire to explore. Therefore, in teaching, I closely linked with students' real life, and arranged a series of progressive and in-depth activities of "understanding and studying the arrangement law in the theme map-creating a regular arrangement-looking for regular phenomena around me-applying the law to solve problems", striving to cultivate students to observe things around them with a mathematical eye and let them feel that mathematics is in life, and regular arrangement has a wide application value in life. For example, when teaching, we introduce the theme map-the specific situation of the party that students are familiar with, so that students can realize that the regular arrangement in real life originally contains mathematical problems, which is conducive to the motivation of learning and exploring mathematics; Also, after students have mastered the preliminary laws, they should start from their own side and design some regular actions to find out the regular phenomena and appreciate the rules in life, so that students can initially feel the wonder and omnipresence of mathematics in examples, thus having a sense of intimacy with mathematics; Finally, guide the students to use the rules to realize their wishes for their big-headed son-send an apron to their mother and design regular patterns in the apron. In this way, the learned mathematical knowledge is applied to life, and the mathematical problems in life are solved, so that students can more deeply understand the great application value and mathematical strength of mathematics, so as to stimulate students' need for further learning mathematics and urge them to learn mathematics actively. In this way, students' interest in learning and desire to explore will become stronger and stronger.

The shortcomings of this class:

First, I'm a little nervous because I haven't had a class in a big class yet. Second, I feel that due to the limitation of 4 minutes and large class size, many children raised their hands enthusiastically. Faced with a pair of waving little hands and eager "teacher, please me", I can't satisfy their little wishes of being asked questions one by one. Third, in this class, I found that I was not enough to cultivate students' innovative consciousness, which was reflected in the fact that when students were allowed to design regular patterns independently, most of the students didn't dare to let go boldly. Each group was limited to about twelve cards in three colors, and more colored cards could be given. Fourth, when I talk about "one group" and "repeated arrangement", I feel that I spend more time and I am a little confused. Moreover, in the process of coloring, unnecessary time is wasted. Students take out colored pens slowly, and spend more time looking for the colors of colored pens, which leads to some links in the design not being fully displayed.

In the future, I will take the opportunity of curriculum reform, strengthen study and discussion, adhere to the combination of theory and practice, reflect in practice, and practice after reflection to improve the efficiency of mathematics classroom teaching. These shortcomings will be continuously improved in the future teaching. Teaching reflection on "Finding the Law" 4

"Finding the Law" is a new content in the second volume of the first grade experimental textbook of compulsory education curriculum standard, which contains profound mathematical ideas and is one of the most basic knowledge in future study and life. When I was teaching this class, I tried to embody the new ideas and ideas of the new curriculum on the basis of following the teaching materials, and designed the teaching of the following links. At the beginning of teaching, I first lead students to play the game of "action solitaire", thus naturally introducing topics. Then, I let the students enjoy the scene where children decorate the classroom on Children's Day, and guide them to observe the rules of colorful flags, colorful flowers, lanterns and children's teams on the screen. First, let the students guess what the next one should be, encourage them to guess boldly, and then say what you think, so that students can find out the rules in discussion and communication, thus revealing the meaning of the rules. Third, intellectual breakthrough, using the law. After several groups of exercises in regular arrangement, students used certain rules in the process of thinking and narration, and unconsciously experienced the meaning of rules again. Then, I asked students to look for the rules in life and appreciate the beauty of the rules in life. After discovering the rules in life, I hired students to be designers once, painted three groups of circles with beautiful colors with different rules, and then the small designers showed, introduced and compared their works, which dispersed students' thinking and cultivated their innovative ability. Finally, in order to strengthen students' experience and perception of the rules, I designed to let students use the rules they learned today to make up a group of actions or sounds to perform, so that students can fully move, teachers and students are integrated and interested. After this lesson, I think the success is as follows:

1. Creating situations to stimulate fun and learn

Curiosity is children's nature, and situations can stimulate students' interest in learning. Therefore, I skillfully set up and create thinking situations according to students' existing knowledge, experience and ability level in classroom teaching, so as to make students have a sense of novelty and desire for knowledge, thus stimulating students' interest in learning. For example, when I introduce a new class, I create a situation in which children dress up the classroom on Children's Day, and guide students to observe the rules of colorful flags, flowers, lanterns and children's teams on the screen, which not only makes students quickly integrate into it, but also improves students' learning enthusiasm and stimulates students' thirst for knowledge and interest in learning. Let students become the masters of learning.

2. Bold guesses stimulate fun and learning

The curriculum standard points out that "it is helpful for each student to make bold guesses about the results of the questions on the basis of existing knowledge, experience, ability level and learning methods, which will improve students' interest in learning, activate their thinking and promote the development and improvement of their intelligence." The process of mastering mathematical knowledge and learning methods are as follows