Reflection on high school mathematics teaching

Part 1: Reflections on high school mathematics teaching

When I was in class, I often only thought about my own thoughts. I felt that the more topics I talked about, the less I thought about the students' thinking and feelings. Slowly, I found that the students can understand the lessons in class, but they can't do it themselves. What is terrible is that there is no confidence in even learning mathematics. I have been confused...

Since 2001, there has been a theory of learning that has strongly shocked me. That is the constructivist learning theory—knowledge is not obtained through teacher-teaching. It is the learner’s help in other contexts, that is, in the context of social culture, with the help of others. Use the necessary learning resources to obtain through the means of meaning construction. Later, I realized that many of the new curriculum concepts we are advocating are coming from this theoretical background, and they have made my confusion. Therefore, we must change the concept of education, take students as the foundation, take the development of students as the starting point of teaching reform, and embark on a new path of high quality, efficient and sustainable development.

Based on the analysis and understanding of the above problems, after practice, I got the following teaching insights:

1 Pay attention to the students' "pre-study" and dilute the class notes.

For some easy-to-understand classes, students should be prepared in advance to give students a chance to learn independently; for some subjects with high conceptual and high thinking ability, students are not required to prepare. why? For most students, their preparation is to read the textbooks, they seem to have mastered the knowledge of this lesson. However, they lost the enthusiasm for delving into the classroom; they lost the mathematical thinking methods used to think about the problem; even more unfortunately, because they did not fully participate in the process of solving the problem, they lost their difficulties and faced difficulties. Hone!

As for the downplay of class notes, it is due to a phenomenon - I found that the notes remember good students, their results are not necessarily good. Why is there such a situation? Because only students who know the notes are taken, when the teacher asks them to think about the next question, they often do the record of the previous question. ... How can such a study be able to talk about the development of thinking?

2 What should be the teaching under the new concept?

The new curriculum standards point out that students' mathematics learning activities should not be limited to acceptance, memory, imitation and practice. High school mathematics courses should also advocate independent learning, hands-on practice, cooperative communication and other ways of learning mathematics, while paying attention to students' emotions, attitudes and values. Cultivation. This requires our teachers to lay down their authority and change the former "teacher center" into a "student center", which fully reflects the subjectivity and initiative of students. The setting of teaching objectives also changes the consistent term: "make students..." Level Objectives: Knowledge and Skills - Processes and Methods - Emotions, Attitudes and Values. Teachers should always be equipped with students from all angles, from the perspective of students to design problems, choose examples, become students' collaborators, promoters, and instructors, create a good classroom atmosphere and humanistic spirit, and cultivate students to learn mathematics actively. Emotions and attitudes form correct and healthy values ​​and worldviews. Therefore, in teaching, I often insist on such an approach: the teacher should try to talk less when he is in class, mainly to give students a lot of time and space, so that students can be more active, more active, and more immersive to learn. It is precisely because of the deep participation of the students that we can achieve the high efficiency that we could not achieve in the past with the teacher's teaching. why? This can also be said from the nature of teaching.

What is the nature of teaching? What is the role of teachers and students in the teaching process? Our teachers now say this: Teaching is a special cognitive activity. In classroom teaching, teachers are the dominant, students are the subjects, and so on. But the question is, does our teacher really understand the word "guide"? Has our student really become the subject of learning?

3 reflection teaching is imperative

The key to achieving the above satisfactory results in teaching lies in the change of teachers' concepts and teaching methods. From my personal experience, this is a very painful thing, not a one-time thing. Teachers need to have great sense of responsibility, patience and courage, to follow the teaching methods and teaching behaviors that they are accustomed to, to constantly strengthen theoretical study and training, and more importantly to strengthen reflective teaching, that is, teachers take their own teaching activities as their reflection. The process of examining and analyzing the behaviors that are being made in teaching and the resulting results. It is the core factor of teacher professional development and self-growth; the process of theorization of teaching experience; a powerful way to promote the change of teaching concepts.

4 students should also reflect

If the teacher thinks for better teaching, then the students reflect on it for better study, and it is still the top priority of our entire teaching process. So, how do high school students reflect? In teaching, I always carry this question, thinking about the teaching design of each class, how to develop students' learning methods and habits? How to reflect? In order to achieve the desired learning effect. Where did the former people and experts absorb the essence, especially the reflection on teaching and the reflection of teachers gave me many sporadic ideas, constant thinking, constant experimentation, constant negation and revision, and gradually formed a set of high school students how to reflect. practice.

4.1 What to reflect on?

What do students have to reflect on in the process of mathematics learning? I think it can be roughly divided into: First, students should be asked to reflect on their own thinking process, including gains and losses and efficiency; secondly, students are required to reflect on the knowledge and formation process involved in the activity, and reflect on the mathematical thinking methods involved. Students are again asked to reflect on the problems associated with the activities, the understanding process of the questions, the solution ideas, the reasoning process and the expression of the language; finally, students are required to reflect on the results of the mathematical activities. In particular, we must reflect on the problem in a timely manner, that is, to take our own problem-solving process as the object of our own research and thinking, and draw a conclusion from it.

4.2 How to reflect?

Some students, when they finish class, are busy doing math homework. They don't have a whole grasp of the content of the class or they don't really understand it. When they start the problem, they will only imitate and copy it. It is not a loophole, it is a problem-solving idea, and the method is not good. It is easy to dampen students' confidence in solving problems and learning efficiency. Therefore, students should reflect on the problem before solving the problem. Can you also reflect on your attitudes, emotions, and will, such as your physical and mental state? Can you persist if you fail? Can you calm down when you encounter difficulties and complicated problems? Do you have the ability and confidence to solve it? Have you seen it before? Or is there a similar problem? What knowledge and skills still need to be reviewed, consulted, etc.; secondly, they must constantly monitor themselves. The most important thing is the reflection after solving the problem. It mainly includes testing the results of the problem solving, reviewing the process of solving the problem, solving the problem, solving the problem, and rethinking the thoughts and methods involved.

4.3 Rethinking the development of habits

In order to improve the reflective effect of students, in addition to the above, we must also pay attention to scientific methods and improve our ability to reflect. Asking students to write a reflective diary is a good form:

First of all, after each lesson, students are required to write a reflective learning diary, so that students can transcend the cognitive level and re-cognize the mathematical knowledge of this section, prompting students to form reflective habits, examine self-cognitive structure, and remedy weak links. Due to the time problem, it is impossible to record or understand the essence of the class in time, and make up for it through the notes. Do a good job of analyzing and correcting wrong questions, improve the cognitive structure, and improve students' ability to reflect on mathematics.

Secondly, it is one thing to write a reflective diary. How to achieve better results is one thing. The teacher should do the ideological work of the students at the beginning, realize the importance of writing a reflective diary, and pay attention to reading it at any time. It is best to take a 5-10 minute tour every day. After one stage, the teacher should do a good job of supervision, as an assignment, to understand the learning situation of the students, to carry out individual guidance, and to supervise the students' reflective work until they develop a habit of self-consciousness.

In short, as a frontline teacher, only actively reforming the new curriculum, constantly exploring and trying the connotation of new ideas, can better challenge the implementation of new textbooks.


Chapter 2: Reflections on Mathematics Teaching in Senior High School

For a high school mathematics teacher, teaching reflection is first of all a reflection on the concept of mathematics.

1. Reflection on the concept of mathematics

For students, an important purpose of learning mathematics is to learn the thoughts of mathematics and to see the world from a mathematical perspective to understand the world: to learn in the spirit of mathematics. For mathematics teachers, he has to look at mathematics to explore mathematics from the perspective of "teaching". He must not only be able to "do" or "understand" but also be able to teach others to "do" and "understand". , to find new problems and solve new problems. Therefore, the teacher's reflection on the concept of teaching should be carried out in terms of logic, history, relationship, and dialectical.

Take the function as an example:

From a logical point of view, the concept of a function mainly includes three factors: the definition domain, the value domain, and the corresponding law, as well as the monotonicity, parity, periodicity, symmetry and other properties of the function and some specific special functions, such as: The exponential function, the logarithmic function, etc. are the basis of the function teaching, but not the whole of the function.

● From the perspective of relationship, there are not only substantial links between the main contents of the function, but also the mathematical content of other middle schools.

The root of the equation can be used as the abscissa of the intersection of the image and the axis of the function;

The solution of the inequality is the set of abscissas corresponding to a part of the image of the function on the axis;

A sequence is also a function defined on a collection of natural numbers;

The same geometric content is also closely related to the function.

Teachers are teaching students not to look at the "empty container", and instilling mathematics into these "empty containers" according to their own meanings, often enters a misunderstanding, because of the mathematics knowledge and mathematics activities between teachers and students. There are great differences in hobbies, social life experiences, etc. These differences make them feel different about the same teaching activities. In order to "manufacture" some mathematics learning materials for reflection after class, a more effective way is to "squeeze" the problems in the students' minds as much as possible in the teaching process, so that their thinking process of problem solving is exposed.

Reflections on the teaching of high school mathematics

It has been two years since I was engaged in high school mathematics teaching. In the context of the new curriculum, how to effectively use the classroom teaching time, how to improve students' interest in learning as much as possible, and improve the learning efficiency of students in the classroom for 40 minutes, which is very important for me who is just in contact with high school teaching. Question. It is necessary to grasp the following points: 1 To have a comprehensive grasp and understanding of the new curriculum standards and new teaching materials, so as to systematically knowledge, pay attention to the links before and after knowledge, and form a knowledge structure; 2 to understand the current situation and cognitive structure of students, understand Students' knowledge level at this stage, in order to teach students in accordance with their aptitude; 3 to deal with the relationship between teachers' teaching and students' learning in classroom teaching; 4 to grasp the atmosphere of teaching classroom. Classroom teaching is the main front for the implementation of high school new curriculum teaching, and it is also the main channel for students to carry out ideological and moral education and quality education. Classroom teaching should not only strengthen the double base but also improve the intelligence, develop the students' intelligence, and develop the students' creativity; not only let the students learn, but also let the students learn, especially self-study, and independently explore on this basis. Find problems, analyze problems, and solve problems. Especially in the classroom, not only to develop the intellectual factors of students, but also to improve the efficiency of students in the classroom for 40 minutes, in a limited time, excellent completion of teaching tasks.

First, there must be clear teaching objectives

Teaching objectives are divided into three areas: cognitive, emotional, and motor skills. Therefore, in the preparation of lessons, we must choose the teaching strategies, methods and media around these goals, and carry out the necessary reorganization of the content. According to the teaching materials, the lesson is not limited to the teaching materials, and the teaching materials are used flexibly. In mathematics teaching, through the joint efforts of teachers and students, students should achieve their intended goals in terms of knowledge, ability, skills, psychology, ideology and morality, so as to improve students' comprehensive quality.

Second, we must be able to highlight key points and resolve difficulties.

Each class must have a teaching focus, and the entire teaching is gradually carried out around the teaching focus. In order to make the students clear the key points and difficulties of the class, the teacher can write these contents briefly in the corner of the blackboard at the beginning of the class, so as to attract the attention of the students. Teaching the key content is the climax of the whole class. Teachers should stimulate students' brains through changes in sounds, gestures, blackboards, etc., or by using visual aids such as models and projectors, so that students can be excited and appropriately insert jokes related to such knowledge. A strong impression is engraved in the brain, stimulating students' interest in learning and improving students' ability to accept new knowledge. Especially when choosing examples, the example is best presented in a stepped manner. When I prepare a class, I usually finish the topic of one or one chapter first, and then combine the questions of the recent exams and the knowledge content of this section. Choosing related topics often involves several types of questions in each lesson.

Third, we must be good at applying modern teaching methods

In the context of new curriculum standards and new textbooks, it is particularly important and urgent for teachers to master modern multimedia teaching methods. The salient features of modern teaching methods: First, it can effectively increase the class capacity of each class, so that the original 40 minutes of content can be solved in 35 minutes; the second is to reduce the workload of teachers' blackboards, so that teachers can have energy Speaking deeply to give examples, improve the efficiency of explanation; third, it is intuitive, easy to stimulate students' interest in learning, and is conducive to improving students' initiative; fourthly, it is helpful to review and summarize the contents of the whole class. . At the end of the classroom teaching, the teacher guides the students to summarize the content of the class, the focus and difficulty of the study. At the same time, through the projector, the content will be synchronized on the "screen" in an instant, so that students can further understand and master the content of this class. In the classroom teaching, for the content of the large amount of the board, such as some geometric figures in the three-dimensional geometry, some simple but a large number of small quiz questions, more words to apply, review the chapter content summary, multiple choice questions The training and the like can all be done by means of a projector. If possible, the teaching can be self-programmed with computer courseware, and the computer can be used to vividly display the taught content. For example, the sinusoidal curve, the graph of the cosine curve, and the derivation of the pyramid volume formula can be demonstrated by a computer.

Fourth, according to the specific content, choose the appropriate teaching method

Each class has a defined teaching task and target requirements. The so-called "teaching has a law, but there is no law", teachers should be able to adapt to the changes in teaching content, changes in teaching objects, changes in teaching equipment, flexible application of teaching methods. There are many ways to teach mathematics. For new lectures, we often use lectures to teach students new knowledge. In stereo geometry, we often interspersed with presentations to show geometric models to students or to validate geometric conclusions. For example, before teaching stereo geometry, students are required to use a wire as a geometric model of the cube to observe the relative positional relationship between the edges, the diagonal between each edge and the cube, and the diagonal of each side. The angle formed between the two. This way, when teaching the positional relationship between the two lines of space, it can be intuitively explained by these geometric models. In addition, we can also use the classroom content to flexibly adopt a variety of teaching methods such as conversation, reading guidance, homework, and practice. In a class, sometimes multiple teaching methods are used at the same time. "Teaching there is no law, you have to get the law." As long as it can stimulate students' interest in learning and improve students' enthusiasm for learning, it will help students to develop their thinking ability, and is conducive to the mastery and application of the knowledge they have learned. It is a good teaching method.

5. Care for students and encourage them in time.

The purpose of the new high school curriculum is to focus on student development. Students should be summed up in a timely manner in the classroom, appropriately encouraged, and deal with incidents in the classroom, and timely adjust classroom teaching. In the teaching process, the teacher should always know the mastery of the content of the lecture. For example, after finishing a concept, let the students repeat; after finishing an example, erase the answer and ask the middle-level students to play on the stage. Sometimes, for students with poor foundations, they can ask more questions and give them more opportunities for exercise. At the same time, teachers will encourage them according to their performance and cultivate their self-confidence so that they can love mathematics and learn mathematics.

6. Give full play to the role of students and mobilize students' enthusiasm for learning

Students are the main body of learning, and teachers must teach around students. In the teaching process, students are allowed to play the leading role from beginning to end, so that students become passive learning for active learning, so that students become masters of learning, and teachers become the leader of learning.

In one lesson, the teacher should try to talk less, let the students do more hands-on, brain-moving, just graduated, every time I go to class, seeing a student's topic often has to think for a long time to find out the answer, I have a dim sum, every time I endure Don't live to tell them when they are about to make an answer. This is easy to cause students to rely on teachers, which is not conducive to the development of students' ability to think independently and the formation of new methods. The student's thinking is itself a resource library, and students often come up with ideas that I didn't expect.

7. Paying attention to basic knowledge, basic skills and basic methods

As we all know, in recent years, the novelty and flexibility of mathematics test questions have become stronger and stronger. Many teachers and students focus on the difficult comprehensive questions. They believe that only by solving problems can they develop their abilities, thus neglecting the basic knowledge. Teaching of basic skills and basic methods. In the teaching, I hurriedly took out the formula and theorem, or taught the students through a large number of questions. In fact, the process of theorem and formula deduction contains important methods and rules for solving problems. Teachers do not fully expose the thinking process, and do not explore their inner laws. Let students do the exercises and try to make students understand the problem by doing a lot of questions. "There is some reason. As a result, most students “enlighten” methods and laws, understand shallowness, lack of memory, only mechanically imitate, low level of thinking, and sometimes even hard-working; according to the gourd painting, the simple problem is complicated. If the teacher is too crude in teaching or the students do not understand the basic knowledge during the study, it will lead to judgment errors in the exam. Many students said that the current amount of questions is too large, they often can not complete the answer to all the test papers, and the speed of problem solving depends mainly on the basic skills, the proficiency of the basic methods and the level of ability. It can be seen that in the implementation of the basic knowledge, we should pay attention to the cultivation of basic skills and basic methods.

8. Infiltrate teaching methods and methods to cultivate comprehensive application ability

Commonly used mathematical methods include: the idea of ​​transformation, the idea of ​​analogy and analogy, the idea of ​​classification discussion, the idea of ​​combining numbers and forms, the matching method, the meta-method, the undetermined coefficient method, and the counter-evidence method. These basic ideas and methods are scattered in the chapters of the middle school mathematics textbook. In the usual teaching, teachers should consciously and properly explain and infiltrate basic mathematical thoughts and methods while teaching basic knowledge, so as to help students master scientific methods, so as to achieve the purpose of imparting knowledge and cultivating ability. Students can use and integrate the knowledge they have learned.

In short, in the mathematics classroom teaching under the new curriculum background, in order to improve the learning efficiency of students in the classroom for 40 minutes, and to improve the quality of teaching, we should think more and prepare more, and fully use the teaching materials, students, and teaching methods. To improve their own teaching wit and play their leading role.


Chapter 3: Reflections on High School Mathematics Teaching

As a high school mathematics teacher, not only must each class be taught, but also the processing of textbooks, reflecting on the teaching process and the results of teaching. Because mathematics education not only pays attention to students' learning outcomes, but also pays more attention to how the results occur and develops. We can look at it from two aspects: First, from the perspective of teaching objectives, each lesson has one of the most important ones. The key, the core position. Many high school mathematics content is suitable for research study; Second, from the perspective of learning, teaching organization is an important issue of teaching design. If we can fully support The background knowledge of this core goal, through the selection, use this background knowledge to form a very penetrating and inspiring learning material that points to the core of this lesson, and to extract the research theme of this lesson, which requires us to continuously improve our business. Ability and level. Here are some reflections on teaching in conjunction with high school teacher training in connection with some of my usual teaching situations.

I. Reflection on the Concept of Mathematics——Thinking about Learning Mathematics

For students, an important purpose of learning mathematics is to learn to think mathematically and to see the world with a mathematical eye. For teachers, he has to look at mathematics from the perspective of "teaching". He must not only be able to " To do ", should also be able to teach others to "do", so teachers' reflection on the concept of teaching should be carried out in terms of logic, history, and relationship.

Take the sequence as an example: From a logical point of view, the concept of a sequence contains its definition, representation method, approach to formula, classification, and several special series. In combination with the previously learned function, it is to some extent It is said that the series is also a kind of function, of course, it also has the relevant nature of the function, but not all. From the perspective of relationship, there are not only the substantive links between the main contents of the series, but also the mathematics of other middle schools. There is also a close connection. The sequence is the function defined on the set of natural numbers;

Second, reflection on mathematics

For every student in the math class, their minds are not a blank piece of paper – they have their own knowledge and feelings about mathematics. Teachers can't look at them as "empty containers" and "instill mathematics" into these "empty containers" according to their own meaning. This often leads to misunderstandings, because of the mathematics knowledge, mathematics activities, hobbies, and interests between teachers and students. There are great differences in social life experience, etc. These differences make them feel different about the same teaching activity. How should the students be taught, the teacher will say that they should teach according to their aptitude. In actual teaching, each student is measured by the same standard, and what knowledge should be required for each student, and each student is required to complete the same difficulty. Homework, etc. Each student's inherent genius, learning attitude, and learning ability are different. Students who have spare time in learning should help them to move to a higher level. When arranging homework, let eugenics finish the exercises in the book. After that, add two or three difficult questions, so that students can think more and improve their content. For students who have difficulty in learning, they should lower their learning requirements and strive to meet basic requirements. When assigning homework, let students learn as much as possible. After completing the exercises in the book, the after-school exercises are not done at home, and you can not practice the individual difficult topics in the book.

In short, while doing a good job, combined with the teaching philosophy of the new curriculum, the corresponding teaching reflection can continuously improve the business ability and standard, so as to better serve the students.


Chapter 4: Reflections on High School Mathematics Teaching

Mathematical education not only focuses on learning outcomes, but also on how the outcomes occur and develop. From the perspective of teaching objectives, each lesson has one of the most important, critical, and core goals. Many teaching contents in high school mathematics are suitable for research study. From the perspective of learning, the form of teaching organization is an important issue in the design of teaching. If we can fully explore the background knowledge that supports this core goal, by selecting and using these background knowledge to form a very penetrating and inspiring learning material that points to the core of this lesson, and extract the research theme of this lesson, then We need to continuously improve our business capabilities and standards. Here are some reflections on my teaching.

First, emphasize the organic integration of teaching methods, learning methods, teaching content and teaching media. The difficulty of teaching design lies in the teacher's transformation of the knowledge of academic form into the knowledge of the cognitive form suitable for students' inquiry. The cognitive structure of students has individual characteristics, and the teaching content has universal requirements. How to better combine the two in a class is the key to improving the efficiency of classroom teaching.

Second, question the cultivation of reflection

Through the investigation of the status quo, it can be seen that there is a lack of purposeful, conscious and targeted training in the current mathematics teaching to train students to question and solve problems and to reflect on problems. Students' ability to question and reflect can be cultivated, and must be designed and trained. Therefore, it is necessary to cultivate the ability to question and reflect: to clarify the teaching objectives. It is necessary to transform students from "learning" to "learning-learning-innovation". In the process of teaching, it is necessary to form a teaching process in which students actively participate, actively explore, and consciously construct. Improve the teaching environment. Optimize teaching methods.

3. Rethinking whether education and teaching enable different students to achieve different developments.

How should students be taught, teachers will say that they should teach students in accordance with their aptitude. In actual teaching, we use the same standard to measure each student, what knowledge each student should master, and each student to complete the same difficulty. Each student's inherent genius, learning attitude, and learning ability are different. Students who have the ability to learn can help them move to a higher level. When you usually arrange your homework, let eugenics finish the exercises on the book, plus two or three difficult questions, so that students can think more and improve their content. For students who have difficulty learning, they must lower their learning requirements and strive to meet basic requirements. When assigning homework, let the students learn difficulties, try to complete the exercises on the book, and do not do homework after class. You can not practice the problems that are particularly difficult in the book.


Part V: Reflections on High School Mathematics Teaching

The new curriculum emphasizes teachers' reflection on teaching. Teaching reflection will encourage teachers to develop self-reflective awareness and self-monitoring ability. Through reflection, they will further understand the new curriculum and improve the effectiveness and standard of implementing the new curriculum.

In the actual teaching process, what is the teacher's reflection content as a teacher? I think that the content of teacher reflection can be defined from the following three levels:

Level 1: Focus on teachers' reflections on daily teaching behaviors, processes, events, and students.

Reflection on the teaching practice process. Teachers' reflection on the teaching practice process is reflected in all aspects of the teaching implementation process. For example, whether the formulation of teaching objectives is reasonable, whether it can enable students to promote the comprehensive development of abilities and emotions while learning knowledge; whether teaching plans are suitable for students' needs and actual teaching situations, and whether teaching strategies and curriculum implementation plans can Smooth implementation; there are teachers' attitudes, movements, speech, and student status in teaching. The reflection on the teaching effect is mainly to obtain as much information as possible through various channels, such as consulting students' homework, looking for individual students to talk, and reviewing classroom teaching according to the teaching plan to find out the problems in teaching.

Reflections on students' knowledge background, understanding level, and hobbies. It focuses on the reflection of students' mathematical culture, thinking and understanding, hobbies and their preparation for completing specific learning tasks. The ultimate goal of teaching is to promote the development of students. Therefore, the current development level and individual differences of students determine what teachers teach and how to teach.

In the preparation and implementation process of teachers' teaching, the reflection on students' knowledge background and understanding level mainly includes research and understanding of students' physiological and psychological characteristics and current knowledge background. On this basis, reflect on whether their teaching activities combine different students' differences. Interest, hobbies and learning needs are an important part of reflective teaching.

Reflection on the textbook. The textbook is an effective carrier of knowledge transfer. The reflection of the textbook is mainly on the teacher's creative understanding, adaptation and integration of the textbook based on the deep understanding of the educational purpose and teaching objectives, combined with the existing teaching conditions and student learning requirements. Such as model teaching of solid geometry, plate teaching of functions, etc. The reflection on the teaching materials helps teachers to better design the teaching content and choose teaching strategies and methods, so as to promote students' better understanding of the teaching content and improve students' ability to use mathematical knowledge to analyze and solve problems.

Level 2: Focus on teachers' reflection on their own educational and teaching concepts and existing educational research results.

Reflections on teachers' beliefs, attitudes and values ​​in education and teaching. It is mainly a reflective activity of the educational philosophy and teaching attitude that teachers should have in teaching practice. Continuously learn advanced education and teaching concepts, and actively absorb the education and teaching experience of outstanding teachers. Through continuous reflection on one's own ethical standards and sense of responsibility, it will make it more persistent and responsible for teaching practice.

Reflection on the research results of education and teaching. The research results of educational experts and scholars can provide guidance and help for the teaching practice of teachers. The purpose of reflecting on the research results of education and teaching lies in requiring teachers to combine their own teaching practice needs and creatively understand and apply the existing educational and teaching research results.

Level 3: Focus on the reflection of various factors and conditions in schools and society that affect education and teaching practice.

This is mainly because the development of education and teaching activities is inseparable from the influence of the school and the social environment. This influence may be positive or negative. Therefore, in the teaching practice, teachers should pay attention to, examine and analyze the beneficial or unfavorable influence of these social phenomena on teaching activities. For example, according to the situation that girls are afraid of learning mathematics and the general inferiority of inferiority, the formation of high school girls’ mathematics and postgraduates can be designed. The Strategy of Transformation Strategy aims to enhance girls' confidence, train learning strategies, and improve their learning ability.