Reflection on logarithmic function teaching

Part 1: Reflection on Logarithmic Function Teaching

After the class preparation of all the teachers in the preparation group, the classroom teaching design was completed very well, the courseware was beautifully produced and practical, and the design of the case was adequate. Each person will modify some details according to the specific class situation.
After learning the exponential function and its nature in this lesson, students can easily enter the state of learning and inquiry through the analogy learning method. Therefore, I still use the knowledge transfer and analogy learning method to design this lesson.
After reviewing the concept and nature of the exponential function, students can easily write the exponential function into a logarithmic function by writing the exponential formula as a logarithmic exercise. Further lead to the subject. The student completes the first part of the case after reading the 70 pages of the textbook, and basically understands the concept of the logarithmic function. And very consciously take the initiative to draw pictures, observe the nature of the graphics, in the nature of the analysis link, give simple tips, students can basically use the nature of the analog exponential function, say the logarithmic function of the domain, the range, Monotonicity, over-fixed points, changes in function values, etc., the design of the nature of the application I only used two examples and exercises to compare the size and the definition domain. The students did a good job, but they should give them more time to think independently. There is also a need to strengthen the variants of the exercises.

Part 2: Reflection on Logarithmic Function Teaching

In the teaching process, I studied the logarithmic function and the properties of the logarithmic function. Students can actively participate in the process of acquiring nature in class. I used three lessons to explain the image and nature of the logarithmic function, the application of images and properties. It can be seen from homework and classroom effects. The students did not have a good grasp of the nature and image of the exponential function. The analysis has the following reasons.
1. Students' understanding of the concept of logarithmic functions and the calculation of logarithms are not relevant. Causes some problems to be incorrect or not.
2. Using the monotonicity of the logarithmic function to compare the two logarithmic sizes is not standardized. The method of thinking that the students used the point of view of the function to solve the problem has not yet formed.
3. The students are not very skilled at the interrelationship between logarithm and index. This led to errors in the related topics. In particular, it is very difficult and problematic to solve the related calculations on the logarithmic and exponential hybrids. There is also the problem of solving the domain of the logarithmic function, and it is not solved by the monotonicity of the logarithmic function.
Through these serious reasons, I have decided to talk about the two-participation exercises by referring to the students' suggestions. Find problems from practice and use the late self-study system to explain until the majority of students understand.

Part 3: Reflection on Logarithmic Function Teaching

The teaching of the "logarithmic function" is completed in two parts. The first part is the definition of the logarithmic function, the image and the nature; the second part is the application of the logarithmic function. The first part of the "logarithmic function" is to learn the concept and properties of logarithmic functions based on the concept of learning logarithm. By learning the definition, image and properties of logarithmic functions, students can further deepen their understanding and understanding of the concept of functions. Provide students with a more systematic approach to knowledge and research methods, and prepare for learning logarithmic functions.
Before explaining the definition of the logarithmic function, review the knowledge of the exponential function and the simple operation, then introduce the concept of the logarithmic function from the instance, and then let the students draw two images automatically. I use computer to draw through the point. The figure guides the students to express the characteristics of the image and the law of change, and thus derives the nature of the logarithmic function and improves the ability of the students to combine the form and number.
Most students have poor mathematics, comprehension, computing ability, and thinking ability. At the same time, students' self-confidence in learning mathematics is not strong, and their enthusiasm for learning is not high. In response to this situation, in teaching, I pay attention to the whole body, give full play to the subjectivity of students, guide students to actively observe problems, analyze problems, stimulate students' curiosity and enthusiasm for learning, guide students to positive thinking, take the initiative to acquire knowledge, and develop good. Learning method. And gradually learn to ask questions and solve problems independently. In short, mobilize students' non-intellectual factors to promote the development of intellectual factors, guide students to actively use their brains, think about problems and solve problems, so as to carry forward the spirit of research and courage to explore and innovate.
In order to mobilize the enthusiasm of students to learn, students become passive and active learning. In teaching, I guide students to inspire the definition of exponential functions from examples, and use step-by-step questions and class discussions to deepen understanding in conceptual understanding. In the drawing of the logarithmic function image, I use the computer to demonstrate the animation process of the drawing process and the image change, so that the students can directly accept and improve the students' interest and enthusiasm for learning, and break through the difficulties and improve the teaching. Efficiency, which increases the capacity, intuitiveness and accuracy of teaching. In short, this class fully reflects the teaching principle of “teacher-led, student-centered”.

Part 4: Reflection on Logarithmic Function Teaching

Create a rich situation to stimulate students' interest in learning; take students as the center, strengthen the teaching of mathematics activities, leave room for exploration and thinking; create a classroom atmosphere of cooperation and exchange, guide students to participate, and learn the initiative, Self-exploiting its creative potential.
In the teaching of this lesson, firstly, by creating the context of cultural relics and archaeology, we estimate the age of unearthed cultural relics or ancient ruins, and guide students to study the logarithmic function. On the one hand, it embodies that “mathematics is derived from reality, in reality, in reality”. On the other hand, students have a strong desire to explore. Secondly, this lesson is based on the students learning the exponential function. It is entirely possible to let the students let students compare the exponential function knowledge to study the logarithmic function. “Let students reconstruct their knowledge in their own way”. In addition, this class can use the group cooperation method to let the student group read the book summary, explain the example questions, and the effect is very good. Make all participating students feel a sense of accomplishment. Finally, people-oriented, fully affirm and encourage students, let students experience the joy of creation, and understand the essence of mathematics.
In the classroom teaching of this class, the group cooperation is used, the students summarize and explain, the teacher-student relationship is equal, and the students have many opportunities to speak. It also exposed many problems in the thinking process and problems in language expression, fully demonstrating the process of knowledge generation. From the student's drawing to the nature of the inquiry and variant exercises, students are basically completed by themselves, and students take the initiative to participate. For example, the students have come up with a calculator, converted into an exponential comparison, using the image of the function, using the logarithmic function monotonic and other four methods. The teacher took advantage of the situation and made full use of the image method to guide the students back to the use of the logarithmic function to compare the size of the two logarithm. In the process of teaching, the induction of knowledge and methods is the teacher's guidance to the students. Then, during the process of the students' explanation, the teachers will dial in time, guide or let the students refine after practice, and it is worthy of careful design by the teachers. Turning into a comparison of the size of the two exponential types, I did not let the students fully display, and I think that this is a big mistake in this lesson. In the future teaching, we should expand the development space of the students as much as possible. The inspiration for this lesson is to give students opportunities and not underestimate their potential for innovation. In short, teaching is not just about telling students a result, but about letting them see the teacher's thinking process and so on.
Basically, the teaching tasks are completed according to the class hours, and the teaching objectives are basically realized. Some faculty members pointed out that it would be nice to study the exponential and logarithmic size comparisons. I agree with this view. In fact, in my initial instructional design, I have "reviewed the size of the index when the base is a letter, and improved the cognitive structure." However, considering the time limit, I later deleted this part and did not further guide the students to conduct research in this area. It is the second regret of this lesson. In the future teaching design, I should more fully consider the thinking process that students may appear, and give sufficient time and space for students to learn independently and explore independently. All students have time and space to expose their thoughts in an equal teacher-student relationship and a democratic classroom teaching atmosphere.
Undoubtedly, continuing to promote the new curriculum reform will be the unshakable direction of China's basic education reform, but reform has never been done overnight. Therefore, mathematics teaching should not only encourage teachers to constantly reflect on their teaching behavior, let mathematics lessons away from false beauty, truly reflect the new curriculum reform philosophy, but also encourage students to consciously change their learning style, constantly reflect on their own learning and improve learning efficiency.

Part V: Reflection on Logarithmic Function Teaching

1. This design is suitable for students with a general level of learning. It insists on all students and guides students to actively participate in the whole process of acquiring knowledge, embodying the student-centered education and teaching philosophy. As students have learned the specific methods and steps of the research function, the experience of studying the exponential function provides a knowledge accumulation for the study of logarithmic functions. Therefore, through the joint research, multiple discussions, and repeated revisions of our high school math preparation team, the teaching design is from special to general, using analogy, analogical exponential research methods and patterns, by drawing logarithmic functions. The image, from which you can intuitively summarize its properties.
2. From the perspective of the specific implementation of the classroom, let the students do it themselves, and the experience of the experience is relatively lacking. For example, the method of the logarithmic function image, taking into account the time problem, does not let the students do it themselves, but the teacher replaces it. . Secondly, the exchanges and discussions between students, the interaction between teachers and students need to be strengthened, and the classroom atmosphere is not active enough.
3. In short, through the collective lesson preparation activities of this time group, we truly realized that the collective strength is endless. In the collective lesson preparation, according to the plan of the master and the master, everyone will discuss and supplement according to their own research experience and practical experience of teaching. To brainstorm and reach a consensus, in order to achieve the goal of teachers participating in collective lesson preparation, bringing with experience and problems, carrying sentiment and inspiration.