With the deepening of the new curriculum reform, people gradually realize the importance of reflective teaching in elementary school mathematics teaching, and put it into practice. The following is a collection of essays and reflections on elementary school mathematics teaching, which I hope will be helpful to you.
Elementary mathematics teaching essays and reflections on the first
Classroom teaching context is a classroom teaching activities with a certain emotional atmosphere. That is, in the classroom teaching activities. In order to achieve the established purpose, from the teaching needs to manufacture or create the scene or atmosphere compatible with the teaching content.
First, contact life, create a situation
The vast majority of elementary school mathematics teaching content can be linked to the actual life of the students, to find the content of each section of the textbook and the actual life of the students "point of entry" allows students to produce a sense of familiarity, a sense of affinity. Thus mobilizing students' interest in learning and participation in learning enthusiasm, such as: teaching 11-20 number of recognition, I created such a life situation: "You help your father, mother bought something? Want to buy a book with a price tag of 11 yuan, how are you going to pay? How do you want to pay the money easily and do not need the clerk to find the money, do you have a good idea? Then ask the representative to say it." In this way, with the help of students' life experience, the daily purchase of the payment method reproduced, so that they discuss, say a preliminary establishment of the decimal experience 1 ten and 1 one together is 11. so that contact with students' life examples of teaching will feel that life everywhere in mathematics, and then like math.
Second, strengthen the intuitive, create a situation
A celebrity once said: "deep in the human heart, there is a deep-rooted need to feel that they are a discoverer, researcher, explorer." Therefore, teachers should respect the students' subjectivity, carefully design the form of knowledge presentation, create a good research atmosphere, so that students are in a situation of exploring the problem, in order to stimulate the students' creative potential and practical ability to lay the foundation for the students' sustainable development.
For example, the teaching of the "circumference of the circle", when students clear the meaning of the circumference, I first showed a circle with a wire around the circle, so that the students themselves to find the circumference of the circle, the students found that only to cut the wire, straighten the circumference of the circle can be measured, that is, the "curved into a straight" calculation method;; the students found that only to cut the wire, straight can measure the circumference of the circle. "The calculation method; then I let the students calculate the perimeter of the circle in the hands of pieces of cardboard, some of them along the circumference of the circle of the week to stick on the transparent tape, some use the method of winding, and some of the circle rolling a week and can measure the circumference of the circle; and then pointed to the circle drawn on the blackboard, and asked: "Can you find out its circumference? " "Yes", I inspired, "as early as more than a thousand years ago, China's mathematician Zu Chongzhi discovered, I believe that the students after the study will certainly also become the contemporary Zu Chongzhi." The students' interest in research was activated at once, and they have been put into the exploration and research.
Third, the use of multimedia, create a situation
An educator once said: the story is the first need of children. Therefore, the teacher's teaching should be based on the children's psychological characteristics, to play the advantages of multimedia, create a situation. Teachers can prepare some interesting stories according to the content of the teaching, with the help of multimedia through the image of the shape and color, sound and light of the dynamic perception, stimulate the students' interest in learning and a strong desire to learn, and guide the students to actively participate in learning. Such as in the teaching of "the meaning of fractions", the teacher used three-dimensional animation technology, in the form of a fairy tale to introduce the new lesson: the Monkey King took a meter ruler and asked the pig eight quit: "You can use this measure out of my golden rod how long it is?" Inu Bajie picked up the rice ruler while measuring and counting: one meter, two meters, three meters ...... measure to the fourth meter, Inu Bajie made a mistake, the remaining less than a meter how to say it? At this time the teacher temporarily shut down, the use of conventional means of teaching, named a lifetime with a meter measuring tape to measure the length of the blackboard, so that other students do, with a ruler to measure the length of the desktop, are encountered by Piggy encountered problems: not enough for a meter or not enough for a foot of the length of the how to say? So that students realize that the actual life of these problems do exist, how to do? To cause eagerness to solve the suspense, motivate students' awareness of the problem, encourage students to speculate and conjecture, so that students through practice to expand the scope of their own number. At this time, the teacher carefully set the problem, the organization of students to discuss their insights widely, while teachers should patiently listen to the views of students, to protect and guide the development of students' creative thinking. After the discussion, the teacher evaluates the summary while turning on the computer, and the Monkey King appears on the screen pointing to the head of the piggy bank, saying: this is going to use fractions. Do you want to know what is called a fraction? In this way, with the help of multimedia teaching tools, create a teaching situation, stimulate students' desire to know and creative consciousness.
In short, in the teaching of mathematics, teachers should create a situation to promote active participation in the activities of students, there are more opportunities to self-expression, the classroom to give a little more time and space, as much as possible to let the students to say more, more thinking, more to do, more so that the students have a full performance of their own opportunities to experience and enjoy the joy of success.
Elementary school math teaching essays and reflections on the second
First, math teaching can not be based only on experience
Learning from experience is something that everyone does and should do every day, however, the limitations of the experience itself is also very obvious, in terms of math teaching activities, purely dependent on experience teaching is actually just to teach as an operational activity. Teaching is actually treated as an operational activity, i.e., a simple repetitive activity relying on existing experience or applying learning theories without pedagogical analysis; teaching is treated as a technique, automated according to established procedures and certain exercises. It makes the teacher's teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.
This is what we might call "empirical" teaching, believing that one's teaching behavior conveys the same meaning as the students', when in fact this is often inaccurate because the differences in mathematical knowledge, mathematical experience, and social experience between teachers and students make this perception often unreliable or even wrong.
Second, rational teaching requires reflection
A fundamental feature of rational teaching is "professionalism". It is a rational to professional ethics, professional knowledge as the basic starting point of teaching activities, and strive to pursue the rationality of teaching practice. The key step from empirical teaching to rational teaching is "teaching reflection".
For a math teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning math, reflection on teaching math.
1. Reflection on mathematical concepts - learning to think mathematically
For students, an important purpose of learning mathematics is to learn to think mathematically, and to see the world with mathematical vision. For the teacher, he has to look at mathematics from the perspective of "teaching", he should not only be able to "do", but also be able to teach others to "do", so the teacher's reflection on the concepts of teaching and learning should be from the logical, historical, relational and other aspects of the development.
In short, teachers should learn to think mathematically when faced with mathematical concepts - to prepare students for mathematics, i.e., to understand the process of the emergence, development and formation of mathematics; and to interpret concepts in new contexts in different ways.
2. Rethinking Mathematics
When students come into the math classroom, their minds are not blank - they have their own knowledge and feelings about mathematics. Teachers can not look at them as "empty containers", according to their own meaning to these "empty containers" in the "infusion of mathematics" so often into the wrong zone, because teachers and students in mathematics knowledge, mathematical activities, experience, interests, hobbies, social life experience and other aspects of the existence of a great deal of difference, these differences make them to the same teaching activities are usually not the same feeling. To make more "make" some for after-school reflection of math learning materials, a more effective way is in the teaching process as much as possible in the minds of students "squeeze" out, so that they solve the problem of the thinking process is exposed.
3. Reflections on teaching math
Teaching well is essentially to promote learning well. But does it work the way we want it to in the actual teaching process?
We are in the class, assessment, Q&A, we thought that the clear understanding of the students were inspired by a certain, but on reflection, I found that their own explanations are not very good for the students' original level of knowledge, to fundamentally solve the problem of the students, but just want to them in accordance with a certain fixed procedure to solve a certain type of problem, the students may understand at that time, but did not Understand the essential things of the problem.
Third, the second section of the four perspectives of teaching reflection
Teaching open excess
After the class I put forward the problem, and then let the students try to solve it, report and exchange. Throughout the teaching process, the teacher is to let the students speak for themselves without any explanation, evaluation or demonstration. When practicing and consolidating, I found that most of the students had not mastered the new knowledge.
Reflection The math curriculum standard suggests that we must implement open teaching, so that students have more space for learning and more room for thinking. However, looking back at this lesson, the students were very active in the classroom, but they did not acquire knowledge. In open-ended teaching, I focus too much attention on students' active learning, ignoring the depth of students' participation in learning, especially ignoring the analysis of the actual possibility of students' participation, thinking that as long as students are given open space for learning, so that students can speak freely, so that students will take the initiative to master the knowledge, and forget about the teacher's role as a " helper, guide" in classroom teaching. The role of the teacher in classroom teaching is forgotten. Teachers in the classroom should let go, when the point of view when the need to point of view, when the teaching needs to be taught.
The hubbub
I made such a question: "June 1" Children's Day in the morning, the weather is sunny, the sky is clear, in order to celebrate their own holiday, Xiaoming excitedly called Starlet, invited Starlet to the park to play in the playground, after some discussion, the two agreed to 8 o'clock at the same time from their respective homes. After some discussion, they agreed to leave from their respective homes at the same time at 8 o'clock. Ming's house is in Sunshine Garden to the east of the park, and Xing's house is in the Star of the Day neighborhood to the west of the park. Xiao Ming walks 80 meters per minute and Xiao Xing walks 90 meters per minute. After 20 minutes, they meet at the entrance of the park. How many meters is the distance between Ming's house and Starlet's house? The cumbersome statements force students to spend a lot of time looking for useful mathematical information in the question.
Reflection: The purpose of teaching mathematics "living" is not only to bring students into a familiar life situation, but more importantly to effectively stimulate students' interest in learning, so that students' mathematics learning becomes rich and vivid, solid and effective. Like the above, in the actual teaching is bound to double the effort, because students have to spend a lot of time and energy to analyze the topic, from the bloated "shell" in the search for mathematical information needed to solve the problem, often make a lot of children dazed and confused.
Virtual out of thin air
I teach "ray of understanding", "straight line", "ray", "line segment" are compared to "line", "ray", "line segment". "were compared to" line father "," line mother "and" line baby "; guide students "to recognize fractions "when the fraction is compared to" son standing on his mother's shoulders "......
Reflection: from the learning content, mathematics not only includes applied mathematics, but also should include pure mathematics; from the perspective of the purpose of teaching
We believe that not all mathematics teaching content is suitable for "living", "living" is not the key to mathematics teaching. As a front-line mathematics teacher, in the actual teaching not only according to different teaching content selective penetration of "living", but also to make good use of those who are not suitable for the use of "living" teaching content to develop students' mathematical literacy.
Stealing the beam
The mathematics curriculum standard emphasizes that mathematics teaching should start from the students' existing knowledge and experience or the reality of life. In the actual teaching, we found a lot of "living" teaching content, teaching situations and mathematical exercises are indeed closely related to real life, but they are designed from the perspective of adults (teachers). For example, now more popular "rent a car, rent a boat problem", "cell phone charges, telephone billing problems", "lottery, lottery winning rate calculation" and so on belong to this situation.
Reflection: in the process of using a variety of new curriculum mathematics experimental materials, many teachers have the same feeling: a lot of knowledge than some of the previous teaching content is even more difficult to teach (from the students' point of view is more difficult to learn). From our adult experience, with the gradual accumulation of knowledge and growing age, students are fully capable of solving these problems on their own.
Overdoing it
I did a lesson on "sorting" in the lower grades, and in order to achieve a "realistic" effect, I filled the classroom with a wide range of goods such as drinks, bread, soccer balls, toys, and so on. The whole class of the so-called students to participate in the enthusiasm can not be said to be not high, running up and down a lot of fun, the teacher is busy and happy.
Reflection: math teaching "living" is not necessarily to let students in real life situations? The answer is of course negative. After all, the original real life can not be equated with mathematics, the "life" into the classroom should be "mathematical" processing, "living" should be a mathematical teaching of a The "living" should become a kind of auxiliary means or tool for teaching mathematics, and should make it easier for teachers to "teach" and students to "learn" instead of making it a burden and a burden for teaching. Just imagine, if every math class is taught in this way, how tired will math teachers and even schools become? Of course, if the conditions permit and the operation is relatively simple, we might as well bring the students to the reality to understand mathematics, learn mathematics, apply mathematics, to experience the close connection between mathematics and life
This kind of "living" designed from the perspective of adults is seriously detached from the reality of the life of primary school students. Teachers, whether they are the developers of curriculum standards, the writers of teaching materials, or the implementers of the curriculum standards and teaching materials, should respect students' realities of life and create a "living" that suits the students' reality, instead of being self-righteous and putting the adult's "living" into their own hands. "The teacher should respect the reality of students' lives and create a life style that suits them, instead of imposing the adult's life style on the students' heads.
Elementary math teaching essays and reflections
Rabindranath Tagore has a famous saying, "We see the world wrongly, but on the contrary, say that the world has deceived us". We are dealing with children and teenagers, is a distinctive personality of the living people, each child is a precious life, each student is a vivid picture, each of us should cherish them.
1. Harmony in the classroom, happy learning
The classroom is a garden for students to learn knowledge, the teacher's work base, we should pay attention to classroom teaching. Bring harmony into the classroom, so that the classroom is full of vitality. Only in a relaxed, equal, harmonious, lively, energetic atmosphere, to induce students' creative interest, creative thinking. Teacher's art of teaching is not only to impart knowledge, but also to motivate, awaken, inspire. Teachers should be happy and enthusiastic to students, so that students are influenced by the subtle influence, so that the mood is happy and full of passion into the mathematical learning.
2. Life classroom, more meaningful
Life is inseparable from mathematics, mathematics from life, mathematics and life can never be separated. Leave the life of the math is pale and powerless. Mathematics can only be extended in practice. Life is the source of life of mathematics.
Teachers should try to create scenarios, create conditions, the classroom and students' lives organically combined, so that students such as being there, such as seeing people, such as hearing their voices, to strengthen the perception, stimulate thinking. Such as our study of the "quadrilateral" chapter, determine "two parallelograms with the same base and height together or parallelograms" is not true at first glance. But by practicing hands-on will realize that "two parallelograms with equal bases and heights together are not necessarily parallelograms".
3. Flexible classroom, easy to learn
Students are not learning machines, teachers should be reasonable scientific arrangements. Change the super-intensity, large amount of questions, mechanical training, with time and sweat to improve the results of the old practice, to promote the essence of practice. Only talk about ideas, methods, guide themselves to discover, to explore, the time for students to think back to the students, the thinking process back to the students, to train and motivate students to think independently of the habit and ability. Such as teaching "an obtuse angle in the removal of an acute angle, what is left of the angle" can not be fixed an answer. Another example is the estimation of "390 × 15" the answer can be 7800, can also be 8000. Everything can not be generalized, students should be flexible and application. In real life, such as "the fourth grade students to go on a fall trip. Each set of tickets and tickets 49 yuan, about how much money to prepare?" The equation 49 × 104 here 49 as 50, but 104 is seen as 110 can not be seen as 100, so it is reasonable and more practical.
The face of application problems should not be rigidly set, should master the method, some questions have a variety of solutions. Some questions can start from the problem, some questions from the known conditions. Only mastered the method, to learn from one to three, you can do to learn math easily.
4. Humor in the classroom, full of energy
A sense of humor, will be loved by everyone, humor to drive away the trouble, bring laughter. Students also like to have a sense of humor teachers, in the teaching of the appropriate benefits of classroom humor, can drive away the fatigue of learning, active classroom atmosphere. At the same time can develop students' thinking and judgment, can further harmonize the relationship between teachers and students. Such as a student in the classroom always turn back, but also from time to time to talk, I looked at him a few times, he is still unseen, I do not move and walked to his body, the words turned to raise his voice at him and said "your buttocks pressed on the roll of the ball what" never heard the words of the students at once all the joy of all the spirit of the whole, looking at the students will be heartily I've never heard this before, but all of my classmates were very happy. Then I was surprised to find that all the students were listening intently, as if they had been refreshed. At this moment I understood, humor allows me to let students get a beautiful experience, feel the charm of humor.
In short, math teaching is full of learning full of charm, math classroom is charming. Teachers can only do people, good learning and good drilling good innovation math classroom will be vibrant, the classroom will be more exciting.
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