Reflection on secondary root teaching

Part 1: Reflection on the Second Root Teaching

The teaching goal of mathematics is not only to let students learn some knowledge, but more importantly, to let students learn to use mathematics knowledge, thinking and methods to solve real problems. At the same time, I feel the meaning and value of mathematics. We must establish a teaching concept of big mathematics. This requires our teaching space to be open. We must not only strive to embody the problem scenario from the classroom teaching, but also establish a model, apply and promote the basic process. Through observation, operation, and thinking exchanges, activities such as gradual enhancement of students' application awareness will enable students to recognize the connection between mathematics and the real world. More importantly, arrange a variety of optional teaching activities, such as: pre-class survey and practice, post-class mathematics inquiry and practice activities, writing math notes, etc. Let students discover mathematics, explore mathematics and apply mathematics in social practice.
Its mountain stone can attack jade. In the future, I must participate in the observation classes of other teachers. When I observe them, I should analyze how other teachers organize teaching. Why do they organize teaching like this? If you let me come to this class, my classroom and classroom effects and their classroom effects are more than the results, what advantages they can learn from, and what mistakes can be changed. If I encounter an incident in the classroom, what will I do... I will be inspired by his teaching through such reflective analysis to improve my classroom performance.
In addition, students should always be guided to reflect. If you do it all at once, students will soon get bored. Therefore, when guiding students to do so, they should be given appropriate encouragement, revelation, and evaluation. Let the students realize the benefits of doing so, so that they are motivated and inspired in the process of doing so, and have a sense of success in the later study. Therefore, we must vigorously praise those students who are seriously thinking. For a difficult problem, whether it is solved by ourselves or solved by others, I will let the students clear their thoughts and think about the solution of such questions. If the students do not solve the problem, listen to the teacher. After explaining the explanation, I will let the students reflect on the reasons. Why didn’t they solve the problem at that time? What caused it? Only when students reflect on themselves, they will receive unexpected learning effects, enabling students to comprehend life and learn ideas and methods, optimize their knowledge structure, develop their thinking skills, and cultivate innovative consciousness.

Chapter 2: Reflection on the Second Root Teaching

In the study of the second root type, the key point is to master the operation of the quadratic root. The key to teaching is to understand the nature of the quadratic root. The content of the teaching is to study the secondary roots. In the teaching of this chapter, the following problems exist:
1. In the teaching process, there is still a high estimation of students' learning ability. The teaching content of each class is too much. After the end of the class, there are still many contents not completed. For example, when applying the nature of the quadratic root, consider I have already learned before, and I think that there is no difficulty for students. There is no key analysis. As a result, many students have made mistakes in the process of simplification of the secondary roots.
2. In the simplification of the secondary roots, the new textbooks specifically require students to pay attention to the range of values ​​in the secondary roots, and to develop students' rigorous learning attitudes and the ability to infer the range of values. At first, the understanding of this requirement was not in place, no explicit requirements were given to students, and no analysis of typical errors was emphasized.
3. In terms of students' learning, there are also places worthy of reflection. The enthusiasm of students in my class to learn mathematics under the guidance of teachers is not bad, but there are still some shortcomings in independent learning. In the face of difficulties, there are fears and difficulties, too much dependence on teachers, only the completion rate of the homework, not the quality, the competition consciousness of learning and the lack of self-requirement. These are all to be educated and guided in future teaching.
Based on the above factors, the students in our class are still not ideal. In the unit test of this chapter, the high score is reduced compared with the past, the number of failing people is obviously increased, and the average score is greatly reduced. Therefore, in the future teaching work, we must strengthen and improve the teaching effectiveness.

Chapter 3: Reflection on the Second Root Teaching

“A good start is half the success.” At the beginning of the lesson, the students’ attention is quickly concentrated, and their thoughts are brought into a specific learning situation, which stimulates students’ strong interest in learning and strong curiosity. The success or failure of classroom teaching plays a vital role. It can effectively open the gates of students' thinking, stimulate associations, stimulate inquiry, and make students' learning state change from passive to active, so that students can learn knowledge in a relaxed and pleasant atmosphere.
The quadratic root is the concept of further learning based on the square root and the real number of the number. It is a basis for the subsequent learning of the irrational equation and the solution of the physical equation. However, there is a difference between the quadratic root and the irrational formula. The former is mainly a single with a secondary root number, while the latter is more focused on the operation of the alphabet. The core concepts in this chapter are the final quadratic roots and their simplification. This chapter can be used to link the inequalities, factorization, solution equations, and algebraic meaningful conditions that students learn. The error-prone points of students' learning are still over-extended. In particular, the secondary roots must be non-negative. For complex formulas, it is difficult for students to grasp, especially the grasp and understanding of symbols. It is necessary to strengthen the connection, pay attention to the practice of specific numbers, and grasp the inner truth, so that students can understand how it is transformed from easy to difficult. At the same time, this chapter is also a chapter that regulates students' correct writing and writing symbols and improves students' computing skills.
At the beginning of this lesson, the first step is to start with a practical problem of constructing the turf area of ​​the two sports fields, and guide the students to obtain two quadratic root summation operations. So ask the question: how to carry out the addition and subtraction of the quadratic root? In this way, the problem points to the focus of the study, which stimulates students' interest in learning and strong desire for knowledge. Then instruct students to follow the problem guide to go to self-study textbooks. Through self-study textbooks, we can complete the problem guide list, so that we can learn and learn the second-root type addition and subtraction independently. Through my in-depth group gathering information and guiding learning, I found that students have self-learning ability, and they are very quiet when they are independent in self-study. Students can independently complete some problems on the problem guide list by reading the textbook. Cooperative learning is also very lively, students can exchange their opinions, and can put forward their own opinions on some opinions for everyone to comment.
In short, in this lesson, I feel that the students' learning effect is very good, the learning atmosphere is strong, and they can cooperate and explore independently.

Part 4: Reflection on the Second Root Teaching

1. In the teaching design, there is still insufficient analysis of the academic situation, mainly to overestimate the students' learning ability. On the one hand, there are too many teaching contents in each class, and often there is still a lot of content after the end of one class. On the other hand, the review of the previously learned knowledge is not enough, resulting in a lot of troubles in the subsequent learning of new knowledge. For example, when applying the nature of the quadratic roots, considering that it has been learned before, and thinking that there is no difficulty for students, there is no key analysis. As a result, many students have made mistakes in the process of simplification of the secondary roots.
2. The ninth grade mathematics is a new textbook. During the teaching process, my teaching philosophy has not been updated in time. Sometimes the difference between the old and new textbooks is not enough, which leads to the lack of teaching. In the simplification of the secondary roots, the old textbooks pay more attention to the reduction of the specific number, the requirements for the letters are not high, and generally ensure that the secondary roots are meaningful, and the new textbooks specifically require the students to pay attention to the letters in the secondary roots. The range of values ​​requires the ability to develop a rigorous learning attitude and infer the range of values ​​for the alphabet. At first, the understanding of this requirement was not in place, no explicit requirements were given to students, and no analysis of typical errors was emphasized.
3. There are still obvious deficiencies in promoting students' exploration and effective learning. The new teaching concept requires teachers to pay attention to guiding students to explore and learn in the classroom teaching. In my classroom teaching, I often ignore this guidance in order to complete the teaching tasks. In this chapter, there are actually a lot of things that can be tried in this area. For example, judging the range of values ​​of letters in the quadratic root, selecting rational factors, and selecting different arithmetic paths can allow students to explore and generalize. In the quadratic operation, I directly tell the students that the formula is used in addition and subtraction, and the formula is used in multiplication and division. As a result, most students do not accept it. If students can be integrated on the basis of inquiry, the effect of learning will be much improved, and the ability to learn will continue to improve.
4. In terms of students' learning, there are also places worthy of reflection. The enthusiasm of students in my class to learn mathematics under the guidance of teachers is not bad, but there are still some shortcomings in independent learning. In the face of difficulties, there are fears and difficulties, too much dependence on teachers, only the completion rate of the homework, not the quality, the competition consciousness of learning and the lack of self-requirement. These are all to be educated and guided in the future teaching, to strengthen and improve the teaching effectiveness.

Chapter 5: Reflection on the Second Root Teaching

The new curriculum standards advocate the transformation of the classroom into a place for student independence, cooperation, and inquiry, calling for the development of student subjectivity. So in the classroom, I changed roles and changed the mathematics knowledge to the organizers, instructors, participants and researchers of mathematics activities. In the teaching activities, I first clarify the learning objectives of this lesson, and then the students gradually draw the key points of this lesson based on the questions. This makes students feel that the slope is not large and it is easier to master. So make full use of the formula to do the problem.
When I design the exercises, the first is to follow the students' learning rules, from easy to difficult. The second is to start from the point of error. And I conducted a layered exercise, divided into three groups: A, B, and C. Finally I attached a quiz. The test questions are closely related to the knowledge content of this lesson, from easy to difficult. Mathematics comes from life, and I added a practical topic at the end.
From the whole class, the effect is better, the students from unknown to known, and digested. The whole class always puts students in the first place and lets them take the initiative to learn. Really give the class to the students and let them become the main body of learning. The problem of layers provides students with the opportunity to explore independently, making the learning process of the students a process of re-exploration and rediscovery. In this kind of learning activity, the students' awareness of innovation and the interest in actively exploring knowledge have been cultivated, and at the same time, all students can enjoy the fun of discovery, the pleasure of success in mathematics learning, establish self-confidence and enhance the overcoming difficulties. Courage and perseverance.