Reflection on the meaning of teaching

Part 1: Reflection on the meaning of teaching

The teaching of this lesson mainly follows the framework of the basic structural model of “problem scenario – building model – explaining application and expansion” under the new concept, namely: focusing on the situationalization of content presentation; The ratio of the number of male and female students is introduced into a new lesson, which leads to the ratio between similar quantities, and then introduces the ratio between different types of quantities. On this basis, the meaning of the ratio is summarized. Pay attention to the process of knowledge formation and development; strengthen the experience and feelings in the learning process. But looking at the whole process, there are still many problems that cannot be ignored, such as the choice of students' learning methods. When we pay close attention to the student learning process, we should think about the choice of ways to guide the student subject to participate in the process of inquiry, and whether it provides enough time and space for students to experience and feel the whole process. In the teaching of this lesson, I feel that I should also think deeply about how to use simple and effective language to guide students to think. In the classroom, the teacher is still too tight, too much guidance makes it easy for students to draw conclusions, but does not really let students experience a thinking process of thinking and inquiry, the students' thinking is not really exercised, the students The subjectivity is not really reflected. Also, in the reading and writing of the ratio, I use the students to study by themselves. After reading, if I switch to the mode teaching that asks the students to answer the questions, the effect may be better. First, the students can better Remember the place where you are wrong; Second, the student is in an active state, the thinking is followed by tension and activity, and the student's subject status is fully reflected.
In short, in the future teaching, I will continue to think about how to present myself succinctly and effectively guide students to improve classroom efficiency, which not only reflects the subjectivity of students but also achieves the purpose of effective teaching.

Part 2: Reflection on the meaning of teaching

The content of this lesson is the meaning of the 43th-44th page of the 6th grade of the sixth grade of the National Education. This part of the content is based on the relationship between students' scores and divisions, the meaning of fractional multiplication and division, and the calculation method. The essence of the concept is to compare the two quantities to represent the multiple relationship between the two quantities. Any two ratios that are related can be abstracted into a ratio of two numbers. The textbook also introduces the concept of the name and ratio of each part of each ratio, explains the method of calculating the ratio and the relationship between the students and the division and score. The focus of this lesson is to understand and apply the meaning of the ratio and learn to compare. The difficulty of teaching is the meaning of understanding.
Students learn the relationship between score and division, and the meaning and calculation method of score multiplication and division. Senior students have certain reading, comprehension and self-learning skills. Therefore, when teaching, students are organized to conduct research, exploration, discussion and summarization in groups, and to cultivate students' innovative consciousness and independent learning ability.
The introduction of this course starts from the actual situation of the students, and the problem is caused by mixing cement sand. The creation of the problem situation is mainly based on the students' real life, close to the students' cognitive background, designing the image and containing certain mathematical problems. In the open problem situation, students are active in thinking, and actively think about problems from multiple angles, and change "Let me learn" as "I want to learn." When learning the meaning of the ratio, considering the lack of perceptual cognition of the students, the above examples use the method of “guiding and dialing” to guide the students to make it clear that the two numbers can be compared, and the division can be used. The ratio of the method, that is, who is a fraction of a few or a few points, can be said to who and who. It is intended to save teaching time, and also allows students to initially understand the meaning of the ratio and give full play to the guiding role of teachers. In the method of learning the names and ratios of the various parts of the learning ratio, the method of allowing students to self-study textbooks is adopted, because self-study textbooks are also an important way for students to explore problems and solve problems. According to the reading and comprehension ability of senior students, combined with the specific content of the textbooks, fully believe students, organize students to conduct research, exploration, discussion and summarization in groups, which is conducive to cultivating students' innovative consciousness and practical ability, which is conducive to students' thinking. Development is conducive to fostering a spirit of cooperation among students. In the learning and comparison and division and the relationship between scores and the use of group cooperative learning, the intention is to break through the traditional teaching mode, do not teach, let students use the organic combination of teaching materials, blackboard, computer courseware, sum up the relationship between the three , achieved self-learning.
After a class, there are still a lot of deficiencies, and some details are not handled very well. Like in the meaning of the teaching ratio, it can be said that who is who or who is several times or a few points, the emphasis is not enough, so that the student can divide the two numbers into two. The perception of the number is not profound; and because of the time, the following contents of the exercise, including the summary and extension of the class, are relatively rough. In short, there are still many places that need to learn to improve.

Part 3: Reflection on the meaning of teaching

This part of the meaning of "comparison" is based on the relationship between students' scores and divisions, the meaning and calculation method of fractional multiplication and division, and the application of score multiplication and division. The essence of the concept is to compare the two quantities to represent the multiple relationship between the two quantities. Any two ratios that are related can be abstracted into a ratio of two numbers, both the ratio of the same amount and the ratio of the different types. The textbook also introduces the concept of the name and ratio of each of the two ratios. It illustrates the comparison of the ratio and the ratio of the ratio to the division and the score. It emphasizes two points: the representation of the ratio, usually expressed in fractions, and can also be used. The decimals indicate that some are represented by integers. The latter term of the ratio cannot be 0. The focus of this lesson is to understand and apply the meaning and ratio of the ratio to the division and score; the difficulty of teaching is to understand the meaning of the ratio.
When learning the meaning of the ratio, I teach on the basis of the students' existing life experience. There is a preliminary sensory perception in the student's known experience. There are a few more than a few formulas in the bottle of Amway's detergent, and students can reach it. There are many examples. So as soon as I started the class, I showed it directly and asked the students to touch the red and yellow balls in 2:1. The students easily said that the red ball had two yellow balls and then guided the students to tell other situations. Furthermore, let the students conclude that as long as the red ball is twice as large as the yellow ball, the ratio of the red ball to the yellow ball is 2:1, and the student is led to list the formula. This link is the first level of meaning: the multiple relationship between two quantities. Then the teacher asked in turn, what is the ratio of the yellow ball to the red ball? What percentage of the red ball is the red ball? Guide the students to list the formula, this link will consolidate the significance of the ratio of the second level: the score relationship between the two numbers. Through these two levels of teaching students understand the meaning of the ratio is very deep, and also achieved the expected teaching effect.
In the learning ratio and division and the relationship with the score, I use the group cooperative learning method, which is intended to break through the traditional teaching mode, without teaching, let the students use the organic combination of multimedia, blackboard and body language to sum up the relationship between the three. Contact and achieve self-learning.
After a class, there are still a lot of deficiencies, and some details are not handled very well. Like in the meaning of the teaching ratio, it can be said that who is who or who is several times or a few points, the emphasis is not enough, so that the student can divide the two numbers into two. The perception of the number is not profound; and because of the time, the practice content, including the class summary and extension process, is relatively rough, and students should be told what information they can get.
In short, there are still many places in this class that need to be learned and improved.

Part 4: Reflection on the meaning of teaching

The failure of this lesson is mainly due to problems in teaching design. Because I pay too much attention to the generation outside the preset, I want to discuss the integer ratio, the score ratio and the decimal ratio of the textbook, and the mixture of integers and fractions, integers and decimals, fractions and decimals. The mastery of the simplification method can be achieved in one step. However, due to the limitations of students' cognitive rules and teaching time, students are not even familiar with the simplification methods of integer ratio, score ratio and decimal ratio. It is really a "small episode" that affects the "main melody". In the end, there was a loss of both sides. Imagine if this lesson focuses on the integer ratio, fractional ratio and fractional ratio reduction method in the textbook, in order to highlight the "main theme", the basis for the students to understand and master the integer ratio, fractional ratio and decimal ratio reduction method. In the above, the teacher-student interaction, the dynamic generation of the simplification and mixing ratio method at the end of the class or outside the class to let students explore, may receive good results. The specific feelings are as follows:
First, vigorously render the "main theme"
The pre-set learning outcome is the most basic goal of teaching. Whether a class can be enriched with the “achievement of knowledge in the presupposition” determines the success or failure of a class. Teachers should have a sense of purpose in the classroom teaching process, always pay attention to the realization of teaching activities around the realization of the goal, pay attention to the achievement of the preset goals in a timely manner, constantly adjust the teaching process, and guide the classroom toward the expected goals. The "main theme" of this lesson should be based on the basic nature of the ratio and the integer ratio, the fractional ratio, and the simplification of the fractional ratio. In my teaching, this "main theme" of the simplification method of integer ratio, fractional ratio and fractional ratio is not enough to highlight enough.
Second, flexible embellishment of "small episodes"
The generation outside the preset in teaching is inevitable. Teachers should be flexible in dealing with whether the generated content is conducive to achieving the teaching objectives, whether it is valuable to the development of the students. Grasp the unexpected and valuable problems and viewpoints of teachers and students, and enrich the teaching objectives. The "small episode" of this lesson may be a variety of methods to reduce the integer ratio, fractional ratio, and fractional ratio, as well as the method of reducing the mixture ratio.
Third, deal with the relationship between "main melody" and "small episode"
Teachers should respect the students' existing knowledge and experience and flexibly adjust the preset programs. When there is no "small episode" in the classroom or the "small episode" content can't be solved, we should organize the teaching according to the original preset program of this lesson, and vigorously render the "main theme". When there is a "small episode" in the classroom, and it is a "small episode" that students can solve with their existing knowledge and experience, we must flexibly adjust the preset program of this lesson to organize the teaching, flexibly embellish the "small episode." ". The "main theme" of this lesson has not ended yet. The knowledge and experience of students to solve the "small episode" is not enough and solid, and it is very difficult for the "small episode" to spark. It can be seen that only when students use existing knowledge and experience, and if they have the potential to solve the "small episode", they can take time to dress up and embellish the "small episode" in order to make the "small episode" ingenious and natural. , inserted in the right place, in the same place, inserted in a euphemistic, pleasant.

Part V: Reflection on the meaning of teaching

1. In mathematics classroom teaching, students need to have a certain foundation in cultivating students' sense of innovation and creativity. The first thing is that students should have the knowledge base related to the new knowledge they learn, and secondly, students should have original knowledge and new knowledge to communicate. The ideological basis of the connection. Because the two foundations of the students are not very confident before the teaching, the corresponding relationship between the mathematical language, the name and the specific mathematical symbols is consciously set in the pre-course conversation. Looking back at the whole lesson, I found that my original worry was superfluous, because the students in this class had good foundations. In the classroom, students have created a solid foundation reserve, so they created the meaning of the ratio, the concept of the ratio, the name of each part of the ratio, and summarized the method of ratio.
2. Because the classroom is open, it activates the students' thinking, which promotes the generation of learning resources, and the desire to create students and the creation of results. However, this invisibly puts higher demands on the teacher's classroom teaching level, grasps the students' fleeting creative points, and rationally reorganizes the learning resources, so the teaching will be more exciting and the classroom will be more energetic. The child's desire to create determines the life of the whole class. Although in several places in the classroom, I can do without missing the creative points of the students, but because of the deviation of the direction of some of the presets, the main reason is the lack of understanding of the students, the production of courseware. Lack of interaction. For example, when you let students guess the names of the parts of the comparison, students will definitely think of the comparison number according to their own presets. The fact is that the students think of the ratio first, and the reason is clear and clear. If the courseware is interactive, it is easy to solve the problem.
3. In the inspection of students' learning situation, the first few topics are quite ideal from the feedback effect of the students. They not only further understand the meaning of the comparison, but also train the students' thinking. The students’ speaking and doing are quite exciting. . Later, due to time, the practice of processing the graphics in the exercise is not complete enough.