The writing method of teaching reflection (1) describes success.
The practice of achieving the pre-designed teaching purpose and causing teaching shock effect in the teaching process; Appropriate temporary measures in classroom teaching; Clear and organized blackboard writing; The infiltration and application process of some teaching ideas and methods; The feeling of applying some basic principles in pedagogy and psychology; Reform and innovation of teaching methods. On this basis, we will continue to improve, perfect and innovate to reach the peak of glory.
(2) write down the shortcomings
Even successful classroom teaching will inevitably have omissions and mistakes. We should systematically review and sort them out, and make a profound reflection, exploration and analysis on them, so as to draw lessons for future re-teaching.
(3) the wit of writing teaching
In classroom teaching, with the development of teaching content, the harmonious thinking development and emotional communication between teachers and students often generate instant inspiration because of some accidental events. These "sparks of wisdom" often suddenly appear involuntarily. If we don't catch them through after-class reflection in time, they will disappear with time, which is regrettable.
(4) Writing about students' innovation
In the process of classroom teaching, students are the main body of learning, and there is always a "spark of innovation" flashing on students. Teachers should fully affirm some unique opinions put forward by students in class, which not only promotes students' good methods and ideas, but also appreciates and encourages them. At the same time, these valuable insights are also a supplement and improvement to classroom teaching, which can broaden teachers' teaching ideas and improve teaching level. So recording it can supplement rich materials and nutrients for future teaching.
(5) Write "Re-teaching Design"
After a class, I meditated and explored what teaching rules; What are the innovations in teaching methods? What did you find on the knowledge points? What are the new tricks for organizing teaching? Whether there is a breakthrough in solving many misunderstandings of the problem; Whether enlightenment is appropriate; Whether the training is in place and so on. Write down these gains and losses in time, make necessary classification and balance, consider what to do when re-teaching this part of the content, and write "re-teaching design", so as to foster strengths and avoid weaknesses, strive for perfection, and raise their teaching level to a new level and height.
Teaching reflection on how to write lesson plans. Speed? This word often appears in our lives, and students all know what we often say about speed. But what is speed and what does speed have to do with it? The students are not very clear. Therefore, in the situation, the teacher asked the students to be judges, and compared the results of the analysis of the champion and the teacher's performance, so that the students could know how to compare the speed and make it clear that the speed is related to the distance and time when the distance and time are equal. At the same time, it also laid the groundwork. If distance and time are different, how can we compare speed? Then reveal the topic.
How to compare speed when distance and time are not equal? For this problem, the teacher let the students play freely and solve it by calculating or drawing line segments. For students, it is not difficult to solve problems through calculation. What is difficult is that students draw line segments, especially standard line segments. As we all know, line graph can help us to analyze the quantitative relationship intuitively and solve problems effectively. However, students have never dabbled in line drawing before, so they may not be able to draw correctly. At this time, it is necessary for us to experience the process of accurately drawing line segments with students. In the process of generating online segment diagram, teachers pay attention to guiding students to think actively and participate in the whole process, laying the foundation for students' next study. At the same time, the teacher combines numbers and shapes through the calculation and comparison of line graphs, so that students can clearly see that comparing the speed of two cars is actually comparing the distance between two cars at 1, and the distance at 1 is exactly what we call speed. Let the students clearly compare the speed when the distance and time are different, that is, the speed.
It is difficult to help students understand the meaning of speed in practical situations. Therefore, after instructing students to draw the relationship between speed and time and distance, the teacher provided three situations for students to calculate the speed of three moving objects with their mouths. The speeds of these three objects are the distances traveled by trains, bicycles and athletes in 1 hour, 1 minute and 1 second respectively. On this basis, let the students talk about how to understand speed. When students understand that the distance traveled in such time as 1, 1 min, 1 sec is the speed, what does the teacher give? Unit time? The concept, and then guide the students to sum up? Speed? Meaning not only embodies mathematics from general to special, but also develops students' abstract generalization ability.
The speed is fast or slow, and the unit is different, which requires students to understand and feel in specific life situations. In this session, the teacher plays courseware, so that students can feel the slow crawling speed of snails and the fast light propagation speed, so that students can further understand and understand the speed in a relaxed and shocking way, and then use this knowledge to explain natural phenomena in life.
The teacher chose it? What's the point? Form, that is, setting a small situation in a big problem situation, helps students to further understand the relationship between distance, time and speed by guiding students to argue and think about the problem from different angles, especially through diversified algorithms, which not only consolidates their understanding of the relationship, but also develops their thinking ability and realizes the close relationship between them.
Learning gains:
Today, I listened to a class called "Looking for Laws". Teachers teach at six levels: introducing games, drawing rules, creating situations, exploring rules, operating by hands, feeling rules, connecting with practice, discovering rules, applying rules, solving problems, summarizing and evaluating, and extending rules.
First, the game import and export rules
Let students feel the existence of laws in life from simple clapping games, so as to stimulate students' curiosity about new knowledge and lay a psychological foundation for finding laws.
Second, create a situation and explore the law
This link makes full use of modern educational technology to create realistic problem situations for students, highlight students' thematic inquiry activities, and guide students to observe, discover and communicate in an orderly manner on the basis of students' casual observation of initial perceived information, so that each student has experienced different inquiry processes, had different experiences and discoveries, expressed the law of discovery in his own way, and enhanced his interest and ability in exploring and studying problems.
Third, hands-on operation, feel the law.
Through operation, observation, comparison and analysis, students can gradually upgrade their concrete and perceptual knowledge to mathematical thinking and feel the simple mathematical model.
Fourth, contact with reality and find the law.
By appreciating and extensively searching for phenomena with the same laws in life, we can broaden students' thinking and guide them to experience the universality of laws in life. Communicate the connection between mathematics and life, inspire students to look at life with mathematical ideas, make the learned knowledge more solid and useful, and make life more colorful.
Fifth, use the law to solve problems.
Arrange open homework, further link what you have learned with real life, cultivate students' innovative ability, and let students experience the fun of dressing up their lives and beautifying the environment with mathematical knowledge.
It is the focus of this curriculum reform to reflect on the changes of students' learning styles in the teaching of how to write lesson plans. As far as constructivism theory is concerned, the knowledge acquired by students is not taught by teachers, but acquired by learners through the construction of meaning with the help of certain methods and teachers in a creative atmosphere. Students not only gain knowledge, but also gain emotional experience. This course strives to embody democracy and equality in teaching and create a relaxed, happy, democratic and equal atmosphere. Teachers participate in teaching activities as instructors and collaborators. In the teaching process, teachers consciously cultivate students' autonomous learning ability and habits.
The advantages of this class are: first, the work of expanding training, reading and writing new words is solid, laying a solid foundation for students' future study; Secondly, writing on the blackboard is more vivid.
The disadvantages of this lesson are:
1, did not seize the teaching opportunity in time. When asked why Dongdong was happy, some students mentioned:? Because she's working? The teacher should praise this student as a child who loves labor and has a glorious job, so he is happy. This is only a moral education infiltration for the whole class, but he lost this opportunity because of his lack of educational wisdom.
2. Is the student right? Land? If you have doubts about pronunciation, don't answer;
3. The timing is not accurate enough, leading to the last link? Work in groups. Which sentence of this text do you like? Tell me what you read from this sentence. Not developing it makes it impossible for students to combine the text with their own reality, which reduces the interest of the text;
4. Guide students? Mom and dad love me, and I love mom and dad? At the same time, if mom and dad love each other, it will better reflect the family? Love? . Lack of experience, but also need to constantly explore progress on the teaching road, and strive for one day to truly realize the participation of teachers as guides and collaborators in teaching activities, so that students can learn happily and grow up healthily.
Teaching reflection on how to write lesson plans. What number? What number? Are the two most confusing concepts. The main reason for this phenomenon is that students use? How many? To express more life experiences, and use? What is the number? To express less life experience. So it is easy to confuse the two. It is the key and difficult point of teaching, but for first-grade children, this knowledge point is easily confused. Therefore, in view of the above situation, I used stories and games to teach this course and achieved good results.
I used it in teaching? Animal adventure? Little Duckling gave the referee a pass-through exam? How many kinds of animals are there in the mountain climbing competition? What is the number of squirrels from beginning to end? This leads to the focus and difficulty of this lesson: district score and number. And let? The first three students in this group stand up, and the third student in this group stands up? This activity link allows students to perceive intuitively? What number? What number? , personal experience? How many? Representative number,? What is the number? Representing the rank is a relative word that describes the position or order of objects.
In the design of exercises, I adopted a gradient exercise that is easy first and then difficult:
1, let the students directly talk about the position of animals during the competition and the ranking after the competition, and then infiltrate moral education with stories.
2. crown the sunflower, compared with? Say it? Increase the difficulty and let the children operate. The interest of pictures is also easy to attract students' attention.
3. monkeys eat peaches. Who eats more? Students should first think about how many peaches Monkey Brother and Monkey Brother ate respectively, and then judge who ate more and who ate less.
4, the forest gate password lock. It leads us to pay attention to the direction of counting when counting.
5. Send small animals home. Tell me about the location of the little animal's house, in which the location of the little rabbit's house is determined by my prompt: the dog says, Tutu, you are my neighbor, and you should live in the second room? The little squirrel said, no, no, you want to live in the fifth room? To deepen the number of students, we should pay attention to the direction of the number. Then send the animals to their homes through my tips, and then ask the students to guess my favorite animal from the left by describing which room my favorite animal lives in. Finally, let the students guess each other at the same table and report the discussion. Many students like this part very much.
6. Put school tools. Let every student do it and experience it by setting up learning tools? What number? What number? And learn to count what objects rank from the left. Not only has it deepened the understanding of what they have learned, but some underachievers can also learn knowledge in this link.
7. Finish the work in the book. Ask the students again. What number? What number? Do you mean the same?
8. Smart questions. This problem is more difficult, so I adopted the method of making students think after class, giving students room for independent study.
9, class summary, I pay attention to contact with real life, by asking questions? What floor is our classroom on? Count your little flowers from the left. Let children apply the knowledge in class to their lives, and let them feel that there is mathematics everywhere in their lives.