Reflection on the merger of similar items

Part 1: Reflection on the Consolidation of Similar Items

Serious preparations were made before the class, and there were many deficiencies in the whole class. The reflections are as follows:
1. Panic about silence. When the student answers the question, the student speaks slowly and is wrong. But for me, this is a very simple question, so I wonder if other students will understand it? Only individual students still don't understand? And usually this time, other students are silent, I don't feel they understand it! At this time, I will be very scared. How to do it? End this question as soon as possible, tell the next one? Still continue to explain this "simple" question repeatedly? It was okay when I didn’t open the class, but I was not nervous; but I was a little nervous when I was in the open class, so I was even more panicked and I felt a little confused.
2. The experience is not rich. This is to undertake the above problem. Because I can't grasp whether the students understand it or not, so repeat the knowledge points, and then finally become all talking about themselves, the students think too little time! There are too few effective questions in class, and they are all questions that don't require brains. Students can just answer it. I have to say this is the case, because they ask, they will answer, it will make me feel that they understand, and can safely talk about the following knowledge points. To sum up this question: To silence the panic, you need the voice of the students to let me know that they have already understood, but also their own experience is not enough to judge whether the students understand it! So the essence of one or two points is the same.
3. Understand what the focus of the class is. Another problem with the debut class is that the focus is not outstanding. You need to consider when preparing lessons. What is the focus of this lesson? How to talk about this key point to make it easier for students to understand? What kind of examples can highlight this point? These are the key points that I need to consider when preparing for lessons in the future.
4. I am still lacking in teaching language. On the one hand, it is the transition of lecture content and the use of language in the lecture process. It lacks vividness and cannot reflect a teacher's ability to control words. In addition, there is also The problem, sometimes I said too much, I don’t give the students any chance, but as a class that meets the requirements, it should be based on student activities; on the other hand, it is an evaluation of students. During the lectures, I often repeat the students' answers after the students answer the questions. Such evaluations will directly affect the students' enthusiasm. In addition, they will not be able to effectively guide the students.
In short, in the whole process of this debut class, I learned a lot, and I have a clearer understanding of the problems existing in my own. In the future, I have to think, ask, and practice in teaching. I hope I can pick it up. The teaching that continues to accumulate continues, and the teaching level can reach a new level.

Part 2: Reflection on the Consolidation of Similar Items

"Combining similar items" is the first section of the report class that I joined Zhou Lining's famous teacher's studio. Although I did a lot of preparation work before the class, but because of overestimating the students' ability to accept new knowledge, in the classroom teaching, I think there are still many shortcomings, especially after the guidance of the instructor Zou Qiuju, there are still many places to be improved.
1. The amount of students' practice is too large, the time is too tight, and it is too late to deepen and expand. The students' thinking is not fully diverged. The questions raised did not leave enough time for students to think.
2, choose a case, a standardized, complete board, give students a standard demonstration and guidance. At the same time, there was a small mistake in the process of solving the problem. That is, when the answer starts, the "solution" should be written first. After the teacher finds out, it cannot be pointed out and corrected in time.
3, there is still a lack of time processing, reviewing the introduction of part of the time spent too much, making the entire classroom appear loose and tight.
4, the teaching design is too dull, did not greatly mobilize students' desire to learn. At the same time, the students in the whole class were very nervous and could not let go.
5, the design of the blackboard is very important, which can reflect the focus and difficulty of the teacher's lecture content. And my board book needs improvement in this regard.
6. The concept of the same kind of item should be emphasized by the students.
7. The inquiry process is a very important process. At this time, the teacher should pay special attention to the student's reaction.
8, not only the content should be taught accurately, but also emphasize the standardization of students to do the problem, so that students develop good study habits.
9. In the student learning activities, teachers should pay attention to whether students can actively think and actively participate in the exploration of simplification methods; whether they can say the theoretical basis of simplification methods, students' understanding of the definition of similar items and the mastery of the merger of similar rules Happening.
10. Combine the characteristics of the school and give play to its advantages. The multi-disciplinary classroom teaching mode should be further explored and researched, and gradually form self-teaching features.
11. Before the lecture, we must find a way to replace the abstract theoretical knowledge with vivid and interesting patterns and objects to mobilize the students' enthusiasm for learning, to attract students with wonderful questions, to attract students with mathematical experiments and games, and to use vivid and interesting Languages ​​and examples attract students.
In short, applying new textbooks, how to guide students to study is the key. This requires us to improve the classroom teaching model, fully consider the students' curiosity and honor, encourage students to discuss more participation, so that students have the opportunity to tell their own opinions, we must have "degree" for classroom management. Not only should we focus on cultivating students' interest in learning, but also respect students' interest in learning. They should not stifle students' enthusiasm for learning, and let students develop their own abilities and develop their own strengths while laying the foundation for learning.

Part 3: Reflection on the Consolidation of Similar Items

One of the most prominent features of the new curriculum requirements for mathematics teaching is to follow the psychological rules of students' learning mathematics, emphasizing the students' existing life experience and letting students experience the process of "doing mathematics" that abstracts practical problems into mathematical models. Correspondingly, the new textbooks add some effective and interesting ones, which help to improve the chapters of students' ability to observe, analyze and apply, and also provide teachers with design space. However, there are still many "traditional chapters" that have always existed in the textbooks. They are not closely related to real life and belong to abstract pure mathematics. How can such content be handled in order to conform to the teaching philosophy advocated by the new curriculum? This requires us to study new ideas, embody new ideas in teaching, adopt new methods, and avoid the phenomenon of using new books but taking the old road. Of course, this is a big difficulty for teachers.
The knowledge point of “merging similar items” is the core of the whole part, because it is the basis of the “integration plus or minus” of this chapter. How can such an abstract "old" knowledge be designed into a classroom suitable for students to participate in, discuss, and satisfy students' knowledge, abilities, and emotions? I designed and thought like this:
First, recognize "similar items"
I first designed a life scene that students are very familiar with: a very messy desk on the desktop, asking students how to organize. It is easy for students to answer: put the stationery in the pencil case, and organize the books into a stack. The books are put together and placed neatly. I asked the students why they did this and guided the students to realize the important role of “categorization”, that is, it not only makes life organized, but also achieves the goal of simplification in mathematical operations.
In the second step, I asked them to use the classified ideas for the quick calculation competition:
Find the value of the algebraic sum.
With the life experience summarized in the first step, some students will associate the simplification of the algebraic equations with , , , and . At this time, most students will question when they suddenly realize that we have not learned to do so before. Is this ok? When can I do this?
So, I arranged a group discussion activity. The topic is: Is this ok? According to what? Which items can be combined like this? The students fully discussed, freely expressed their opinions, and collaborated with each other. Finally, they concluded that “every item that can be combined has the same letter, and the same letter has the same index; the combination of them is based on the law of addition, combination and Multiplication law."
In the third step, in order to consolidate the students' research results, I arranged two games: one is the same type of speed match, and the other is "finding friends."
Second, learn how to "combine similar items" Just as students are immersed in the joy and joy of the game, I have proposed the second knowledge point of this section: the merger of similar items. The students who played the game were obviously awkward, so I set a very simple question: What is the 5x+3x? The students answered 8x in unison. I asked again, how to do it? Student A: 5x+3x=x=8x, after the students have done several such questions in succession, I will let the students summarize the rules. No one answered the students, so I guided the students to consider the composition of the monomial. The students thought that the monomial consisted of two parts, numbers and letters, and immediately became clear, summed up the "coefficients added, the results as coefficients, letters and indices unchanged" law.
It can be seen that teachers only need to design teaching links to make students interested, take the initiative to observe, guess, reason, follow the guidance of teachers, and explore and discover what they want to learn, so that teachers actually change from the communicator of knowledge to The learners and designers of the students learn, and the students become actors from the audience.
In the “What have you learned” column in the self-evaluation after class, students fill in the knowledge points, such as “collective wisdom is greater than personal wisdom”, and “the method of combining similar items can be used in real life. Such as garbage sorting, office formatting, etc., these are things I have not thought of beforehand.
However, I also encountered some problems in teaching. For example, the quick calculation link is not a simple way for every student to find a way. This will inevitably waste time, so we must make a good preparation and control the time. In addition, adopting such a teaching method, some students become the center of speech during the discussion, while other students are still only listeners. How to deal with these problems and make the teaching more perfect is yet to be further explored and solved in the implementation of the new curriculum in the future.

Part 4: Reflection on the Consolidation of Similar Items

Before the teaching of this lesson, I did a lot of work, collecting materials, carefully crafting courseware, drawing on my colleagues' suggestions when making courseware, and trying to make the presets perfect. In the design of the teaching plan, we try to make the design of this lesson more novel and fully reflect the requirements of the new teaching concept and quality education according to the experience of our own organized teaching, while not taking the fixed pattern of teaching programs. Learn from each other's strengths, sum up good teaching experience, and improve your own level.
In the teaching facilities, I attach great importance to the introduction of teaching at the beginning to stimulate students' interest in learning. Attention should be given to encouraging students to speak boldly, paying attention to the process of forming knowledge from the perspective of real life, so that students can use the existing life knowledge and mathematics knowledge to summarize the concept of similar items and the concept of combining similar items through knowledge migration and analogy. They will not feel the tediousness of learning mathematics concepts, and gradually improve the ability of students to abstract their abstracts. When teaching the concept of similar items, the letters a and x2 are used instead of the emotional materials of “smiley face” and “duck” respectively, in order to inspire and discuss communication, let the students observe and summarize the characteristics of the similar items. The idea of ​​"summarizing the two unchanged, two irrelevant" is introduced to everyone, which is conducive to deepening the understanding of the concept. For the teaching of the example, I also give full play to the subjectivity of the students. When inspiring the students to simplify, they must first observe and then start to summarize the steps of finding, moving, and triple. can.
After finishing this lesson, I felt that I had thought too much about my design. I was a little afraid of the feeling of that, which caused the situation to be loose. I talk a little bit about myself. Although students think more time, students don't have the opportunity to play, so some problems can only be found in the homework.
This lesson brings a lot of time through multimedia presentation exercises, making full use of the valuable class for 40 minutes. However, during the teaching process, I feel that there are still the following regrets:
1. The board book was not well done, and the blackboard was not fully utilized.
2. When teaching is loose and tight, there are few opportunities for students to play, and they can't do good feedback on knowledge.
Success:
Through the teaching of this lesson, students can further understand that mathematics comes from life and acts on life. It provides students with familiar materials as background and students have high interest in learning. At the same time, through the teaching of this lesson, students are allowed to learn the general methods of exploring problems and solving problems, so that students can learn from them. This class uses the form of activity-exploration-cooperation-communication to cultivate students' spirit of unity and cooperation and the spirit of courage to explore.
The design of the teaching is reasonable, and three questions are set at the beginning to guide students from real life to mathematics step by step. First, the computer presents a picture with grapes, pears, mushrooms, and bananas, which allow students to classify according to their own ideas and explain the reasons. Then, using the yuan and the yuan, the angles and angles can be added together, and the following similar items can be combined. Basically; finally use a polynomial, let the students write out the items first, and then classify these items according to their own ideas, and lead to the concept of similar items.
Psychologist Bruner believes: "Learning is an active process. The best motivation for the internal factors of student learning is the interest in the materials studied, that is, the intrinsic motivation mainly from the learning activities itself. This is directly promoting students' active learning. Psychological motivation." That is to say, when students have positive attitudes and emotions, they can promote the activities of the brain, so that various intellectual factors can be effectively activated. Interest is the driving force of thinking, and interest is the best teacher. In the teaching, according to the actual situation, the individual students are wholeheartedly placed in the real mathematics activities, personally feel the wonders and omnipresent of mathematics, and experience the joy of doing mathematics.
2. Try a new form of teaching organization. As far as the current situation of mathematics teaching in small and medium-sized schools is concerned, it is necessary to reflect the basic concepts of the new curriculum and implement the requirements of quality education. It is necessary not only to change from concepts and methods, but also to organize organizational innovations and achieve diversification of teaching forms. In the teaching, I took the group discussion and the group competition to merge the similar items, so that the students’ interest is up, and the whole class is active.
In the course of this lesson, the deepest feeling is that the teacher should carefully design the teaching, let the students have more opportunities to participate, the students' interest is high, the learning has the motivation, the learning effect will be much better. In the future, we will continue to work hard in the teaching, prepare the lessons, and prepare more students. This will make our classroom a paradise for learning in joy.
This class uses the concept of the new curriculum standard, in accordance with the creation of the situation - independent inquiry - communication induction - to apply the basic model of expansion to develop a democratic, relaxed and harmonious teaching atmosphere, the classroom appears to be vibrant.
In this lesson, I will start the teaching activities in the classroom mode of self-exploration and cooperative learning. The core links are smoothly achieved by the students in the hands-on, brain-moving and group communication. The students are interested in the process and explore and cooperate. Experienced the process of understanding things, seeking rules and solving problems, and promoting the formation of positive emotions while mastering knowledge and developing ability.
Pay attention to guiding students to realize the generation, development and change of knowledge in the process of classroom activities. The design of each question is connected in the form of question strings, from shallow to deep, from concrete to abstract, and then through exploration and exchange, reflection and induction. Form a complete process of thinking, so that students learn how to explore the law. This arrangement is in line with the principle of mastering the principle of unity of knowledge and development thinking and ability, the leading role of teachers and the main role of students, and successfully completing the teaching tasks.
But I feel that there are some shortcomings:
1. The organization and control of learning activities are not synchronized. Due to the large capacity of the class, the number of students in the study group is too large, the backbone of the group is not strong, and there are some learning and some playing situations, especially those with poor foundations, who are in the "audience auditorium" due to the group activities time. However, some students have not yet got the opportunity to exchange in the group and they will end. The three group activities in this lesson show this problem. Therefore, in the future teaching, it is necessary to organize the study group scientifically, strengthen the cultivation of key students, enhance their own classroom control ability, and avoid the student activities to go through the field and map the situation. This can really improve the efficiency of classroom learning.
2. The timing and method of guidance is inadequate. First, it is intentionally prompted to form when the bridge is demonstrated. The hints here are not good for students' self-inquiry; the second is the guidance when students are grouping activities. Teachers should make individual help in the process of participating in the activities, and should not let the whole person "see here" with authority. Too much intervention will inhibit the students' self-inquiry, and it will make the difficult students feel at a loss. In this lesson, there was a group that stopped the activity by simply finding a formula because of lack of guidance. Third, the teacher's comments must be contingent when the communication is concentrated. Teachers should make full use of classroom wit and grasp the strange thinking of students to set off a small climax in the classroom. Starting from the perspective of appreciating students' love for their brains, not only will they motivate the parties, but they will also deepen the understanding of the whole class.
3. The development and combing of information feedback channels must be taken seriously. When grouping activities, the teacher should “listen to the four parties and see the eight roads”, and quickly input the information feedback from the students into the teaching activities of the next process; the students who answer the questions should have both autonomous and a little, so that all kinds of students can There are representatives to communicate; students should have both mutual evaluation and teacher spot checks, and should be spot-checked according to the student's foundation; excellent requirements and evaluation according to high standards, and poor requirements and evaluation according to low standards, and individual points should be given in time. Reflect the idea of ​​layered teaching in the classroom. This lesson is not comprehensive enough in feedback and evaluation, and the idea of ​​teaching students in accordance with their aptitude is not clear enough.
1. The content of this lesson is relatively small, and it can be said together with the next lesson, "Combining Similar Items." However, because the content of this lesson is relatively small, we can make the most of this class to cultivate students' awareness of participation, inspire and encourage them to speak boldly and carefully. Make them fully feel the pleasure of exploration, the joy of success, the joy of cooperation, thus enhancing the interest of learning and enhancing their self-confidence. Teaching is not only a kind of telling, but more importantly, how to guide students to experience, experience, feel and create in the context. During the teaching process, students often inadvertently produce "whispering ideas" and generate sparks of innovation. Teachers should not only capture and reorganize these nuances in time, but also take the opportunity to trigger Students engage in discussions that bring a wonderful class to the classroom and give students a bit of confidence. This not only respects the arrangement of the teaching materials, but also lays a solid foundation for the next lesson.
2, "Interest is the best mentor", psychological research also shows that people's level of thinking when the mood is high is twice as low as when the mood is low. Therefore, it is the key to a successful class to fully stimulate students' enthusiasm and experience and receive new knowledge in the context of interest. When introducing a new class in the teaching of "Similar Items", first show a few colorful fruits in three colors..... This not only cultivates the students' similar consciousness, but also greatly enhances students' interest in learning. This kind of approach from "passionate interest", guiding students to actively explore, positive thinking methods, has a good incentive to promote students' thinking development.
3. Throughout the classroom teaching, the teacher has been trying to adjust the “teaching case” designed before the class according to the “problem” proposed by the student and the “interruption” of the student, but still leaves a lot of regrets. In this way, the “teaching case” may not It was designed completely before class, and the real lesson plan is after teaching.
4. Psychological research and practice have proved that a free, relaxed and safe atmosphere can make people's wisdom fully exerted. Education can be the cradle of innovation and a tomb of innovation. The undemocratic and depressing teaching atmosphere is the main factor in the spark of innovation. In the classroom teaching, students should be actively involved in the teaching behavior, dare to question, dare to explain, to make the teacher-student relationship of the learning to be a friend relationship with the teaching, and to shorten the distance from the students emotionally. Teachers should firmly establish the awareness that "student is error-free" and "speaker is not guilty." The student made a mistake and answered the question; the answer was incomplete and allowed to be added; if he did not understand, he was allowed to ask questions; if he did not think about it, he would allow him to think again; if he had a different opinion, he could argue; the teacher could make a mistake. When students ask questions and answer questions, they should try their best to focus on expression, attitude and embarrassment. Answering every question raised by students, even if it is very naive and superficial, should try to give affirmation and encouragement, and explore the desirable factors. To prevent their self-esteem from being hurt and to dampen their enthusiasm.
The classroom under the new curriculum concept is a place where teachers and students live together and develop together. It is based on subject knowledge, in the mutual activities and dialogues between teachers, students and students, in the process of students' knowledge formation, gain knowledge, The experience of skills, emotions, attitudes and values ​​forms a good personality.

Part V: Reflection on the Consolidation of Similar Items

Thinking is alive, thinking is deep, thinking is deep, thinking is new, thinking is new. Rethinking your own teaching behavior, summarizing the gains and losses and success or failure of teaching, reviewing, analyzing and examining the whole teaching process, in order to form self-reflective awareness and self-monitoring ability, can continue to enrich self-cultivation, enhance self-development ability, and gradually improve teaching Art, in order to achieve the teacher's self-worth. The following is a reflection on the second lesson of "Combining Similar Items".
The teaching content of the second class of "Combining Similar Items" has the concept of similar items, the law of combining similar items and its application.
I. Reflection on teaching design
1. Focus on creating problem situations
The introduction of the class is through the classification of the real life application. If there is a can of coins, how would you count it? In this way, students' life experiences are transferred to mathematics learning, and then through problems, in daily life, what do you find that need to be classified? Can you give an example? There is a classification everywhere in life, is there a classification in mathematics? Stimulate students' curiosity and make the exploration of new knowledge become the conscious behavior of students.
2. Focus on the exploration process of knowledge formation
The study of new knowledge is based on the students' cognitive development level. Starting from the students' own life experience, through group discussion, some physical objects are classified, which leads to the concept of similar items. Through learning activities such as exercises, games, and cooperative exchanges, students can more clearly understand similar items and master the rules of combining similar items. The subjectivity of the students is fully reflected in the teaching activities of the whole class. Provide students with the opportunity to participate fully in mathematics activities, help them to truly understand and master basic mathematics knowledge and skills in the process of independent exploration and cooperation, and cultivate students' ability to work, move, brain and cooperate with students.
3, pay attention to students' self-reflection
The rewards of student learning are not only basic knowledge and skills, but also processes and methods, as well as emotions, attitudes and values. The design of the class summary is intended to enable students to learn to induct and reflect, and to develop students' inductive ability and self-reflective awareness.
Second, the reflection on the teaching effect
1. Pay attention to student activities and pay attention to personality development
In the process of teaching, teachers ask questions to allow students to observe, discover, describe themselves, conduct independent learning and cooperation and exchange, greatly stimulate students' enthusiasm and initiative, and satisfy students' desire for expression and desire to learn. It is easy to steal quickly. In this way, a "learning community" is formed between teachers and students. They all participate in the learning process as an equal member, and communicate spiritually and spiritually.
2. Focus on the cultivation of students' ability
After learning the concept of the same item, a game was played. The game is like this. After a student says a monomial, he or she assigns a classmate to answer two of its similar items. Ask the students to make their own topics as unique as possible. Finally, please answer the correct classmates to introduce you to the experience of writing a single item of the same type. The student's self-editing is a creative thinking activity. It can change the stylized practice of the teacher's problem. The student will specify a student's answer, which will enable the student to thoroughly understand the knowledge and activate the student's thinking. Training, in the process of independent exploration and cooperation and exchange, not only allows students to truly understand and master basic mathematical knowledge and skills, improve recognition ability, but also cultivate students' innovative thinking ability.
In addition, in the class summary, let students talk about the feelings of learning, exchange learning experience, including the harvest of knowledge and methods, exploration and cooperation experience. Train students' inductive and expressive ability to improve their enthusiasm and initiative.