Reflection on Mathematics Teaching in the Third Year of the National Primary School

Part 1: The third grade mathematics teaching reflection model

The third year of the National Primary School is a turning point in the national junior stage from the lower grade to the upper grade. Good study habits and a good learning atmosphere must be cultivated. However, it is really difficult for a student to concentrate on a 40-minute lecture. Even a good student can hardly do it. The teacher must let them focus on the teacher when they are teaching.
The most important thing about mathematics teaching in the third year of junior high school is how to improve students' interest in learning mathematics. There are many reasons and it is complicated. I personally think that in addition to the students' own reasons, the characteristics of the mathematics discipline itself, the teaching methods and teaching methods of the teachers and the basic teaching skills are also crucial. So I continued to reflect on the teaching design, carefully prepared before class, and I also actively improve each of my classroom teaching through other means.
For eugenics, if you want to grasp his thinking, you must leave him suspense, and the one that attracts him the most is not to let him be in victory; for medium-sized students, they do not disturb classroom discipline, sometimes you take him Screaming, he didn’t know where you were talking, he was absent-minded for them, and kept reminding them to listen and listen to more classroom teaching. For the underachievers, first set the goals for them not to be too high for them to jump. Jumping enough, so that they feel hopeful and taste the joy of success, as long as they get a little bit of performance, they must be praised in a timely manner. Let them think that the teacher did not give up on them and feel that they are still very hopeful to improve. In addition to these, as a teacher to speak in a class to whisper, create a relaxed and harmonious learning atmosphere, so that students do not be angry when you are teaching, more anxious, in the lectures to students must be held back, be patient Explain. Always remember: students who don't teach can only have teachers who don't teach. To be a teacher that a student likes, he likes you to be willing to learn this subject. Mathematical education should be directed to all students. Everyone learns valuable mathematics. Everyone can get the necessary mathematics. Different people have different developments in mathematics. The third-grade students I teach are more students with more difficult learning. During the teaching, I carefully observed the students who have struggled and their progress has not been able to make great progress. I found that they did not really realize that learning is an effort. , try, and the process of multiple failures. Based on this, I tried to use the failure education method in teaching, effectively overcoming this problem. The will and perseverance of the students have also been cultivated and improved. As long as you pay attention to the psychological training of students in teaching, and develop a healthy psychology---not afraid of trouble, not afraid of failure, and dare to challenge, students will be able to learn. The main measures were taken as follows:
In the class, help and education activities are carried out. Every student who is studying for poverty learns to find a good friend who is good at learning to conduct daily counseling and examinations. The teachers regularly conduct spot checks.
As a math teacher's daily work plan, I have counseling work for students with learning difficulties.
Students with learning difficulties develop their own specific learning goals to continuously promote their efforts.
In the future teaching, I must really let students establish concepts, understand concepts and apply concepts in the inquiry learning of the subject's active participation, operation, communication, brain and mouth. Practice has proved that the change of students' learning style can stimulate students' interest in learning, let the classroom rejuvenate the vitality of teachers and students, and make the classroom more exciting.

Chapter 2:

Mathematical knowledge comes from life and ultimately serves life. In the teaching, it is required to start from the familiar life world of the students, select the things around the students, and ask relevant mathematics questions to stimulate the students' interest. Make students feel the close connection between mathematics and daily life, and apply what they have learned.
The emergence of the new curriculum standards is in line with the current implementation of the key link of quality education, and is a further deepening and leap in the education of vegetarianism. The new curriculum standards aim to establish a mathematics curriculum system that promotes student development, reflects future social needs, and reflects the spirit of elementary education. In order for the textbook to be truly implemented, it is necessary to establish a teaching method that is in line with the students' self-development, social life, student life practice, and students' active exploration spirit. The implementation of such teaching methods should reflect open teaching.
First, the society as a large classroom for students to learn mathematics
Mathematics is closely related to life. Mathematics comes from life and serves life. In teaching, we should explore and construct a teaching system for life mathematics. Guide students to apply the knowledge they have learned in the classroom to life practice; let students learn mathematics in social life, let students consolidate the mathematics knowledge they have learned in solving problems; encourage students to bring practical problems encountered in life into the classroom Try to solve it mathematically. This is not only the value of mathematics learning, but also the cultivation of students' initial innovation ability.
Second, create a free and open classroom space to cultivate students' sense of innovation
1. Establish a democratic, equal, and harmonious relationship between teachers and masters, so that the school leader can communicate boldly and dare to innovate. The new curriculum standards believe that mathematics teaching is the process of teacher-student interaction, interaction and common development. Teachers are the regulators of classroom atmosphere. In classroom teaching, in order to create a classroom atmosphere for students to develop independently, teachers should love with equal attitudes. Trust and respect each student, satisfy the students' desire for expression and expression, and encourage students to make bold innovations.
2. Create a democratic and open classroom and pay attention to the development of each scholar. The concept of the new standard is to pay attention to the development of each student. Therefore, teachers should carefully design the lesson plans, content and exercises according to this concept, and implement the full respect and care for each student so that they can be vivid in the classroom. Lively and healthy development. Through the discovery, inquiry and cognitive activities, the textbook enables students to find more problems, ask questions, actively learn mathematics knowledge, explore methods to solve math problems, and experience mathematics in personal practice. The free and open classroom space enables students to maintain a happy and excited state of mind, to clearly define their learning goals, to boldly conceive, to actively identify or identify each other through books, to help students develop their innovative spirit and practical ability, and to promote students' autonomy. development of.
3. Organize interesting operations and develop students' language expression and generalization ability. In the process of teaching, the students' operations are connected with the thinking, so that new knowledge is generated in the operation, and the sense of innovation sprouts in the operation. Through hands-on, students find themselves also a creator. Therefore, I often borrow visual demonstrations, operations, and games during the teaching process. Forms such as story introduction, create a fun teaching atmosphere, try to give students hands-on, brain, mouth and cooperation opportunities. Obviously, such teaching activities “do not use the whip to make a self-satisfaction”, let the students become the explorers and solvers of the problem, and truly become the masters of learning. In the process of exploring knowledge, students work together at the same table or in groups to learn. In cooperative learning, students freely express their opinions, listen to other people's opinions, reasonably supplement and adjust their opinions, and achieve a more perfect cognitive state. In teaching, I not only pay attention to the change of students' learning style and the training of problem-solving and problem-solving skills, but also pay attention to the students' ability to organize and summarize the knowledge and the ability of language expression, and truly reflect the modern education of elementary education. View.
4. Establish a variety of evaluation methods so that every student can have a successful experience in learning. Open teaching allows students to retain their own different perspectives. The same problem, students can have different solutions, and each student's point of view is respected. The open classroom no longer has the teacher as the sole evaluation subject, and the students have become the subject of evaluation. The students have satisfied curiosity in the process of evaluating others' success and being evaluated as successful, and have obtained the incentive to explore new knowledge. Teachers should use the incentive function of praise to make students happy to innovate. I often use motivational words in the classroom to punish students' desire for innovation.
A hard work, a harvest. Teaching work is accompanied by bitterness. I will follow the principle of "diligence, good thinking, and hard work" and, as always, make persistent efforts to make the work better.

Chapter three:

In the autumn and spring, the short one-semester teaching work is over. In this busy and fulfilling semester, I feel more. Now I will make a reflection on my own teaching in this semester.
I taught in the third grade this semester. Many teachers who have used this set of materials generally believe that the teaching materials are difficult and difficult to grasp. But for me, it just happens to be a good challenge. The teaching tasks of this semester are also very heavy. The knowledge points include two or three digits by one digit, rotation and translation, direction and position, two digits divided by one digit, year, month, and day. Preliminary understanding, the perimeter of the rectangle, the square, and the preliminary and uncertain phenomena of statistics. Two or three digits multiplied by one digit, two digits divided by one digit is the focus of this volume. The understanding of the year, month and day, the perimeter of the rectangle and square is another difficulty in this issue.
Before the teaching, I fully prepared the class. At the same time, I knew that preparing the class was the key to getting a good class. The important thing to prepare for the class was to prepare the students. Since I took over the class, I learned that the overall performance of the students was poor, and Balance, therefore, I teach the basics as a very important aspect of me. At the same time, I also reserve the “energy” for excellent students.
In teaching, I use a variety of teaching methods to attract students, use a variety of teaching methods to infect students, make them love mathematics, and are willing to learn mathematics. For example, in the initial cognitive teaching of scores, I use intuitive teaching to improve students' learning. Interest; in the teaching of the circumference of the rectangle and the square, I asked the students to fold and draw methods to improve the students' participation. Treating eugenics, I fully let them get enough and eat enough; for middle-class students, I let them firmly grasp the basic knowledge while gradually cultivating their thinking ability, expressive ability, etc.; especially for poor students, the enthusiasm for learning is not high, I am even more Pay attention to them and let them experience the joy of success and cultivate their confidence in learning.
After teaching, I basically reflect on each class immediately, reflect on each unit, and summarize the gains and losses in teaching work in time to play the advantages in the later teaching, overcome the shortcomings, and actively learn the excellence of other experienced teachers. Experience, listen to their lessons, and ask for confusion in teaching. Through the joint efforts of my students and students, the students' performance has improved, the learning atmosphere of the students has been strengthened, the interest in learning has improved, and the students will actively learn.
Due to the lack of experience, there will still be many shortcomings in the teaching work. I feel that time is “less” and the task is heavy. The counseling for poor students still needs to be deepened. The efficiency of the class is not high enough for 40 minutes. The group cooperation still needs to be strengthened. The enthusiasm of students to learn, the lack of awareness of cooperation with others.
In the teaching work of the next semester, I will overcome my deficiencies, care about each student, and strive to make every student feel the joy of learning in the study, let the students actively participate in the group, actively learn mathematics, feel successful. joy.

Chapter 4:

The short semester teaching work is coming to an end. In this busy and fulfilling semester, I feel a lot more. Now I will make a reflection on my own teaching in this semester.
This semester, I teach third-grade mathematics. Many teachers who have used this set of textbooks generally believe that the textbook is difficult and difficult to grasp. But for me, it just happens to be a good challenge. The teaching tasks of this semester are also very heavy. The knowledge points include two or three digits by one digit, two digits divided by one digit, the understanding of the year, month and day, the initial understanding of the score, the circumference of the rectangle and the square. And the wide angle of possibilities and mathematics. Two or three digits multiplied by one digit, two digits divided by one digit is the focus of this book. The understanding of the year, month and day, the circumference of the rectangle and square is the difficulty of this issue.
Before the teaching, I fully prepared the class. At the same time, I knew that preparing the class was the key to good class. The important part of preparing the class was to prepare the students. As a result of taking over the class, I learned that the overall performance of the students was general. Unbalanced, therefore, I have taught the basics as a very important aspect of me, and at the same time, I have made a reserve of energy for excellent students.
In teaching, I use a variety of teaching methods to attract students, use a variety of teaching methods to infect students, make them love mathematics, and are willing to learn mathematics. For example, in the initial cognitive teaching of scores, I use intuitive teaching to improve students' learning. Interest; in the teaching of the circumference of the rectangle and the square, I asked the students to fold and draw methods to improve the students' participation. Treating eugenics, I fully let them get enough and eat enough; for middle-class students, I let them firmly grasp the basic knowledge while gradually cultivating their thinking ability, expressive ability, etc.; especially for poor students, the enthusiasm for learning is not high, I am even more Pay attention to them and let them experience the joy of success and cultivate their confidence in learning.
After teaching, I basically reflect on each class immediately, reflect on each unit, and summarize the gains and losses in teaching work in time to play the advantages in the later teaching, overcome the shortcomings, and actively learn the excellence of other experienced teachers. Experience, listen to their lessons, and ask for confusion in teaching. Through the joint efforts of my students and students, the students' performance has improved, the learning atmosphere of the students has been strengthened, the interest in learning has improved, and the students will actively learn.
Due to the lack of experience, there will still be many shortcomings in the teaching work. I feel that time is small and the task is heavy. The counseling for poor students still needs to be deepened. The efficiency of the class is not high enough for 40 minutes. The group cooperation still needs to be strengthened. The enthusiasm for learning, the individual students with learning difficulties lack the awareness of cooperation with others.
In the teaching work of the next semester, I will overcome my deficiencies, care about each student, and strive to make every student feel the joy of learning in the study, let the students actively participate in the group, actively learn mathematics, feel successful. joy.

Chapter 5:

In the mathematics of small and medium-sized mathematics, "effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperation and exchange are important ways for students to learn mathematics." In order to reflect this new concept, I strive to provide students with sufficient time and space to participate in mathematics activities, so that students can have more opportunities to explore, practice, and communicate with classmates while listening carefully and practicing in class. And share the results of exploration and the joy of success, thus truly transforming the way mathematics learns.
I. Operational practice Enlightenment thinking
Children's thinking starts from the action, cutting off the connection between action and thinking, and thinking can't be developed. The process of opening the students' hands and letting the students hands-on operation is the process of the students' hands, eyes, brain and other sensory activities and participation in the learning activities. It not only enables students to learn lively, but also enlightens the brain and understands the knowledge they have learned.
Second, independent exploration, training students' self-learning ability
Self-exploration is a process in which students acquire knowledge through independent exploration and discovery based on their own level of knowledge and existing knowledge and experience, with the guidance and help of teachers. In this process, the teacher only starts to play the guiding role. Self-exploration is mainly reflected in the cultivation of students' self-learning ability. Therefore, as long as the students can understand themselves, they will guide the students to see for themselves; as long as the students can speak out, they will encourage the students to speak boldly; as long as the students can practice themselves, they will create conditions for the students to do it themselves. In short, as long as the students can solve the problem themselves, let the students solve it themselves.
In the two-step mixing operation, when there are no brackets, only the addition and subtraction, how to calculate?
In the two-step mixing operation, when there are no brackets, there are both addition and subtraction, and multiplication and division. How to calculate?
In the two-step mixing operation, what is the first thing in parentheses, and what is it?
What is the difference between a three-step hybrid operation and a two-step hybrid operation.
Ask your own questions and communicate within the group.
The students actively participated in the self-study activities according to the self-study outline and acquired new knowledge in solving the problem. Create a proactive learning atmosphere and realize the transformation of mathematics learning methods.
Third, cooperation and exchange, stimulate innovative emotions
Discussion and exchange, cooperative learning is to promote the completion of teaching tasks by discussing and helping each other to solve problems through independent learning and participation in the knowledge of the students. It is an important way of modern learning. It not only helps to develop students' interest and cognitive ability, but also stimulates students' innovative emotions. In the practice of mathematics teaching, I deeply understand that cooperation and exchange is an important form of research learning. Hands-on practice, independent exploration and cooperation and exchange are interrelated and intertwined in mathematics teaching activities, and it is not necessarily presented in a single form. This important way of learning allows students to gain knowledge and develop their abilities in active and mutually inspiring learning activities, gradually forming a sense of innovation and truly transforming the way mathematics learns.