Reflection on teaching

Part 1: The reflection of the application of teaching

Advantages: First, research learning has been reflected in a certain way, students can fully discuss communication and draw methods. In the process of reporting, the students who report can also fully explain the methods, and the students who do not report will ask questions, so as to reach an agreement, and then summarize and summarize. In the second, the selected examples are more attractive to students, and it is interesting to use the words of the master. Third, the selected examples can be easily understood, especially the design of new knowledge extension questions is ingenious, and the example is well connected.
Disadvantages:
1. There is still room for improvement in design. For example, the review section is based on the example title. Show yellow: blue = 2:3, let the students say the number of copies and the scores converted into. In the development of new knowledge, let the students do it. Then carry out the expansion exercises. For example, it is known that yellow is 60ml and blue is required. Knowing yellow 60ml and seeking green, it is more able to expand students' thinking.
2. There is still no breakthrough in the difficulty, that is, “convert the ratio of each part to the number of components”. You should use the line graph, which is easy to understand at a glance.
3, time control, or the same old problem - drag. When the students report, the students can say, but they still repeat their words, and they waste time. This problem must be corrected. Of course, because the review process was not handled well, the subsequent consolidation exercises were not carried out. This shows that the teaching materials are not deep enough, the teaching method is not flexible enough, and more research materials should be studied.
3. Although there are evaluations on the evaluation, the evaluation of the students' motivation is not enough. If the students are not interested in mathematics, they will have to work hard on the incentives. The exception to your own language expression needs to be strengthened.
The master requires that teaching be "fun, effective, and valuable". This "three has" should be well understood, studied, and practiced.

Part 2: Reflection on the application of teaching

The “Comparative Application” lesson is a proportional allocation of the application of the title in real life. For a long time, the application of the set-on teaching in teaching materials and classroom teaching has not attracted enough attention, which makes the teaching flow in simple problem-solving training. This situation must be changed. When I designed this lesson, I tried to change the teaching methods and methods of the past and reflect the applicability. Because the proportional allocation calculation is widely used, students have many opportunities to apply. Therefore, before the class, each student is asked to investigate the ratio of life in life, and to talk about how you get these ratios. This leads to new lessons, which make students feel that the proportioned calculations come from their own life. Through the calculation of life from the actual proportion of people, and applying the knowledge learned to solve some simple practical problems, students really feel the close connection between mathematics knowledge and life reality, mathematics comes from life, and can solve practical problems. , fully embodies the applicability of the teaching of the set of questions. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience, and teachers should stimulate students' enthusiasm for learning. Provide students with the opportunity to fully engage in mathematics activities to help them truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods, and gain extensive experience in mathematics activities. Students are the masters of mathematics learning. Teachers are the organizers, guides and collaborators of mathematics learning.
The application of reflection ratio is an average distribution and another distribution method. It is based on the students' mastery of the score multiplication and division method. Before I started, I asked students to investigate the proportions of life in order to let them feel the application of the ratio in life, so as to generate interest in inquiry learning. Then, using the life of the honey water as a research material, the students are guided to think about what useful information can be drawn from, and organize students to explore. Here, I have changed my role and role in classroom teaching. I fully believe that students can learn independently according to their existing cognitive experience, give full play to the main role of students in classroom teaching, and reflect the diversity and openness of problem-solving strategies. The cognitive construction completed by students in the inquiry and communication is the joy of my class.
First, the situation is introduced, cut into the subject:
The introduction of good subjects can cause students' knowledge conflicts, break the psychological balance of students, stimulate students' interest in learning, curiosity and curiosity, and be fascinating and radiant. One of the art of introducing new lessons is to be able to take life's problems as examples, so that students can learn to learn mathematics knowledge and learn actively. Therefore, the teacher created a scene of oranges. If the teacher asks a question, how can it be more reasonable? The students quickly said that it is best to divide according to the number of people. According to the ratio provided in the title, let the students estimate which class will be divided more and tell the basis of your estimation. This latter calculation laid the foundation.
2. The student is the master of the class.
One of the core tasks of the new curriculum reform is to change the student's original simple and acceptable learning style and to transform into a self-exploring learning style. Fully mobilize and give play to the subjectivity of students. From the teaching process of this class, students are discussing and communicating under the guidance of teachers, and truly realize the transformation of learning methods. For each question, the teacher gives the students sufficient time and space to let the students personally communicate and cooperate, then observe and compare, and finally draw conclusions. The whole process is crucial to developing students' ability to learn independently.
Third, it reflects the idea that teachers are the creators of textbooks.
On the question of how to use the textbooks, we should abandon the traditional ideas of "teaching textbooks" in the past, fully explore the knowledge of new courses, integrate classroom content, optimize the classroom structure, and truly realize "teaching with textbooks." In this lesson, I made full use of the example questions, and I made three changes to this example, and all the types of the proportional assignment questions were displayed. At the same time, in the comparison, students are made aware of the key to solving the problem of proportional allocation. It breaks the pattern of students' problem solving, so when doing each topic, you must seriously think and analyze. Really cultivate the ability of students.
Fourth, analyze problems from multiple angles and improve their ability
When answering the application questions, the teacher actively seeks a variety of different solutions to the same problem, expands the student's thinking, and guides the students to learn to analyze the problem from multiple angles, so as to solve the problem. Develop students' inquiry ability and innovative spirit. In addition, in the past, we only changed the quantitative relationship between the example and let the students memorize, let the students fully practice the experience, deepen the understanding of the quantitative relationship and solution of such application questions, improve the ability, and improve the students. Be prepared for deeper learning

Part 3: Reflection on the application of teaching

The proportional allocation problem is a common form of distribution in daily life, and its structure is the ratio of the number of known numbers to these numbers. In the solution, you can use the idea of ​​integers to solve. If you convert the ratio of several numbers into a few parts of each total, you can use fractional multiplication to solve. Therefore, this part of the content is closely related to fractional multiplication. The focus of this lesson is to master the structure of proportional application of such a set of questions, and to analyze the quantitative relationship in the set of questions; the difficulty is the conversion of ratios and scores. The entire teaching is divided into the following levels:
First, make the necessary preparations for the teaching of new knowledge. In order to solve the difficulties in the teaching and make the students easily convert between the scores and the scores, at the beginning of the class, some exercises for the partial parts of the whole are arranged to prepare for the teaching of the following examples.
Second, let go of the students to explore new knowledge. In the case of teaching examples, the teacher firmly grasps the "several parts of the sum" and "the ratio of these parts" to "3:2 who is the ratio of who is who", "the ratio of the planting area is 3:2 What does it mean?" "The problem is to arouse everyone's thinking, help students understand the meaning of the problem, and analyze the quantitative relationship among them. It is a difficult point in teaching." When the students answer independently, the teacher does not use the scores to answer the questions in the textbook. Instead, he gives the answer process to the students and encourages them to use the learned knowledge to answer them. You can use integer ideas or scores. The idea, finally, after all the methods have been recognized, then pointed out that the use of scores is relatively simple and encourage students to use the idea of ​​points to answer. This respects both the students and the direction of future study.
Third, carefully design the exercise gradient to develop the flexibility of students' thinking. At the level of the practice, the teacher is not satisfied with the basic exercises in the textbook, but after completing these exercises, the knowledge has been appropriately expanded. The purpose of this is to enable students to more firmly grasp the structural characteristics of the proportional allocation problem. The level of practice design is very obvious, so that students can neither feel the gradient too large in the practice, and they can “jump up and pick the peaches”. It is of great interest to learn, and at the same time, the students can see the structure and quantity relationship of such problems proportionally, increase the flexibility of understanding the questions, and improve their ability to solve practical problems.
The teaching design of the examples in this lesson is not limited. Exploring the fun and reality of the textbooks to stimulate students' interest in learning. “Student's mathematics learning content should be realistic, meaningful, and challenging.” That is to say, when mathematics and students' real life are closely combined, mathematics is alive and full of vitality, which can stimulate students to learn mathematics. interest of,
In Teaching Example 2, the difficulty in teaching was firmly grasped. Teachers and students started by analyzing the quantitative relationship. After the students thoroughly understood the meaning of “3:2”, they immediately let the students answer independently. Example 3 simulates a tree planting scenario for students to determine the allocation plan. This adds to the fun and also makes the students understand the rationality of the proportional allocation. This example once again tells us that in the teaching of mathematics in small and medium-sized schools, teachers should pay attention to creating problem situations for textbooks, and let students actively explore and pursue under the guidance of situations to acquire knowledge, develop abilities, and cultivate emotions, thus allowing us to The textbooks have become the "materials" that our students really like.

Part 4: Reflection on the application of teaching

The sixth grade book "Comparative Application" is actually the content of "proportional distribution". If the problem is classified into a type according to "proportional distribution", then the students are very easy to grasp the solution of such problems, and can be very Quickly use methods to solve similar problems. But it is not clear to the students about how to solve this problem or how it is produced, formed and developed. The new curriculum standard proposes to “make students gradually understand the process of the generation, formation and development of mathematical knowledge in activities such as observation, operation, guessing, communication, and reflection”. Without this process, only a group of students who only take exams will be trained.
1. Study the teaching materials and transform the teaching materials. It is more widely used than in industrial and agricultural production. It is often seen in people's lives. Students are no strangers to this. They have some life experience and knowledge. How should the key to this class activate students' existing life experiences and knowledge? Therefore, during the preparation of the lesson, I carefully studied the textbooks and teaching reference books, and carefully analyzed the students' existing knowledge and life experience. I felt that the learning environment created by the textbook is interesting and can stimulate students' interest in learning. In this situation, we can copy and apply, but when the textbook was created in this situation, it began to appear "the kindergarten has 30 large classes, 20 small classes, and now there are some sweets to be given to these two classes. How should we divide them properly?" Let the students do it by hand. I don't think this design has much effect, because most students know that they should be divided according to the number of people in the big and small classes according to the previous study. So I deleted this design. After class, I feel that this treatment is correct. The students’ thinking is not limited, but it is more open. From this point of view, our teachers must adhere to the idea that teaching materials are dead, teachers and students are alive. Teachers can only use the teaching materials creatively according to the actual situation of their students, in order to improve the effectiveness of classroom teaching.
2. Enhance the openness of the teaching of the set of questions, and build a platform for the construction of new knowledge. Open teaching is an effective way to cultivate students' innovative consciousness and creative ability. The openness of applied teaching can be reflected in conditions, problems, conclusions, presentation methods, and problem-solving strategies. The teaching design of this lesson attempts to explore both the presentation method and the problem-solving strategy. Change the way the text is presented. What information can you get from this ratio of washing liquid? Communication is more than the connection with the score, and the opportunity and right to discover the intrinsic link of knowledge is returned to the student. "Require students to prepare a cup of 600 ml of washing liquid, according to the ratio of 1:5, what should be done?", from this practical problem, the students feel authentic. The openness of presentation is only the form, the open problem-solving strategy It is the essence. Let the students explore their own ways to solve the problem in a variety of ways. Then analyze the solution to the problem of solving the solution. In this way, in the process of opening the problem-solving strategy: know how to solve new problems with the methods already mastered, and find new solutions. method.
3. Return to life and solve practical problems.
The curriculum standards emphasize the application of mathematical knowledge in the real world. The purpose of learning mathematics is to solve practical problems. In this lesson, I have been teaching around "solving problems". In the application expansion stage, I pay more attention to the reality of life and create a new problem situation. Let students solve practical problems with the knowledge and methods they have learned. Interested in designing an open question: "A group of villagers has a total of 4 households selling land, and a total of 900,000 yuan in compensation. What do you think should be divided?" One of the conditions is open, allowing students to provide learning materials and solve problems. Some people think that the average score can be 225,000 yuan per household; some people think it is unreasonable because the number of households is not necessarily equal, so it should be distributed according to the population; others think that it should be allocated according to the area of ​​the original land. Students can supplement the conditions from different angles and solve the above problems according to different allocation criteria. In the process of solving new problems, students consolidate and deepen their understanding of “proportional distribution” knowledge, develop their thinking, and experience the use of mathematics in life. In such a classroom, students' life experiences are combined with existing knowledge.
Through the teaching of this chapter, students basically grasp the meaning and basic nature of the ratio, and can use the basic nature of the ratio to reduce the ratio and ratio, but there are still some difficulties in simplifying the ratio of fraction to decimal.
In the proportional allocation of the teaching of the set of questions, if it is known that the ratio of two quantities and the sum of two quantities, this type of application, the students will basically do, but if the number is known, Knowing that the two numbers are equal to the other, a small number of students use the same approach as above. For example, there are 48 male students, the ratio of male to female students is 6:5, and the female students are wrongly listed as 48×[5÷]. Another example: the circumference of the known rectangle is 36, and the ratio of length to width is 5:4. What is the length and width or the area? This calculation is especially wrong. Most students are listed as: Length: 36×[ 5÷] Width: 36×[4÷] For these error-prone topics, practice in a targeted manner in future teaching.
confused. First, when the students did not come up with several solutions to the problem in the textbook, is it necessary for the teacher to introduce the students? If you want to introduce, then should you organize students to discuss the best solution strategies from these methods? Or direct students to find the best way? Second, do you have to solve his problem-solving method? If it is not necessary, but this is difficult for students who are relatively difficult to learn. Thirdly, in fact, proportional distribution is the average score. The average is divided into the average number of shares and then divided according to the different parts of each part, that is, the normalization method. But why do you say that the average score is a special method of proportional distribution? It’s just the average score we’re talking about, and the number of copies taken is the same.
In short, teachers should combine the teaching content and carry out group cooperation on the basis of hands-on operation and independent thinking, and the effect will be better. In the whole class exchange and cooperation, it is necessary to give students time to express their opinions and ideas, and give encouraging evaluations so that students can experience the joy of success and mobilize the enthusiasm and initiative of students. Classroom efficiency will be better.

Part 5: Reflection on the application of teaching

First, contact the student's actual life guide to stimulate students' interest in learning.
To stimulate students' interest in mathematics, the most important thing is to start from the reality and look for mathematics from the side. That is to say: "The mathematics learning content of students should be realistic, meaningful and challenging." The number of boys and girls, speaking of the knowledge, this practical problem that is close to the student life and has certain challenges, can not only mobilize the enthusiasm of students, but also develop students' ability to solve practical problems. And the student's familiar life materials are put into the problem, so that students can truly understand that mathematics is not boring, and mathematics is around.
Second, use the students' existing knowledge and experience to guide students to explore.
Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience, and teachers should stimulate students' enthusiasm for learning. Provide students with the opportunity to fully engage in mathematics activities to help them truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods, and gain extensive experience in mathematics activities. Students are the masters of mathematics learning. Teachers are the organizers, guides and collaborators of mathematics learning.
Third, try to use the knowledge learned to solve practical problems and achieve what you have learned.
Let students use the knowledge they have learned today to solve practical problems in life, but it is not a simple problem-solving training. In the design of the exercise, various forms are used step by step to improve the ability of students to solve problems through a set of problems with a level and a slope.
Fourth, expand and extend, arrange operations
Let students understand that it is not only related to life, but also has a relationship with themselves. It further enables students to realize that mathematics comes from life and serves life.
V. Insufficiency and doubts
Because it took more time to break through the key points, the amount of practice was relatively small.