As a newly arrived people's teacher, we need strong teaching ability, and we can reflect on our own teaching mistakes when writing teaching reflection. How should we write teaching reflection? The following is my reflection on the teaching of junior high school mathematics open class for everyone, for reference only. Let's take a look.

Reflections on the teaching of junior high school mathematics open class 1 1. Mathematics teaching cannot be based on experience alone.

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually only an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.

We can call it "empirical" to engage in teaching activities in this way, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact this is often inaccurate, because the differences between teachers and students in mathematics knowledge, experience in mathematics activities and social experience make this feeling usually unreliable or even wrong.

Second, rational teaching needs reflection

A fundamental feature of rational teaching is "professionalism". It is a rational way to take professional ethics and professional knowledge as the basic starting point of teaching activities and strive for the rationality of teaching practice. The key step from experiential teaching to rational teaching is "teaching reflection".

For a math teacher, teaching reflection can be carried out from the following aspects: reflection on the concept of mathematics, reflection on learning mathematics and reflection on teaching mathematics.

1. Reflections on the concept of mathematics-Reflections on learning mathematics

For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. For a teacher, he should also 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". Therefore, teachers should reflect on teaching concepts from the aspects of logic, history and relationship.

In short, facing the concept of mathematics, teachers should learn to think about mathematics-prepare mathematics for students, that is, understand the process of its emergence, development and formation; Explain concepts in different ways in new situations.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't look at them as "empty containers" and "instill mathematics" into these "empty containers" according to their own meaning, which often leads to misunderstandings, because there are great differences between teachers and students in mathematics knowledge, experience in mathematics activities, hobbies, social life experience, etc. These differences make them feel different about the same teaching activity. In order to "create" more math learning materials for after-class reflection, a more effective way is to "squeeze out" as many problems as possible in students' minds during the teaching process, so that their thinking process of solving problems is exposed.

3. Reflection on teaching mathematics

Teaching well is essentially to promote learning well. But can it meet our wishes in the actual teaching process?

When we are in class, marking papers, and answering questions, we think that we have made it clear, and the students have been inspired to some extent. However, after reflection, we find that our explanation is not aimed at the students' original knowledge level, which fundamentally solves the students' problems. We just want them to solve a certain kind of problems according to a fixed procedure. The students may have understood at that time, but they did not understand the essential things of the problems.

Reflections on the teaching of open mathematics classes in junior high school 2 Every semester, our school will hold a round of open classes, and every young teacher should participate. After several semesters, quite a few teachers speak their lessons quite well. Even a few male teachers who were not good at showing themselves have made great progress and won the first prize in the municipal quality class competition!

Competition class is the embodiment of teachers' comprehensive quality, and the teachers who teach will carefully prepare and display them wonderfully. I am no exception!

According to the order of grades in advance, it's my turn to attend class. I prepared the courseware and the tutorial plan one day in advance, and reviewed the courseware before class, until I didn't see any problems, I made a final decision.

Thanks to Miss Wang, who attended the first class. She knew that I had an open class in the second class, so she finished the class five minutes in advance and asked the class representative to call me. The purpose was to make the students better prepare for class in advance, and to bring a stool for the teacher who attended the class. I understand my colleagues' good intentions, so this class should be well attended and can't live up to others' good intentions.

In this lesson, we will learn the second lesson of "perpendicular bisector Theorem of Line Segments". There are two learning objectives in this lesson, one is to prove the theorem, and the other is to use the theorem to make an isosceles triangle. To tell the truth, this class is not suitable for an open class at all. Usually, no teacher will choose the course of proving theorems as an open class, but it's just time to talk about this class, so bite the bullet!

In fact, I also have a little thought, and I want to challenge myself to see what the effect will be if I take such a class.

As soon as the first class was over, the teachers who attended the class entered the classroom of our class, especially the leaders, especially the leaders who knew the business, all of them were here! I'm not upset, I'm not upset at all, sister. My courage has long been scared out!

I'm throwing caution to the wind in this class. I can't do the show well anyway. Let's just show people the real face!

As expected, quite a few children couldn't explain the topic and conclusion of the proposition clearly, but I just picked those whose concepts were vague and ignored those who held their hands high. For those who have not answered the questions comprehensively, I patiently correct and supplement them a little. I can see that the children are very nervous, and they are afraid of discrediting my old class with the teacher attending the class! I simply put my cards on the table and said, "Students, don't be afraid, even though there is a teacher attending the class. If you will, you will, or you won't. What's the problem? Let's solve it together. You come to school to learn what you don't know. If you know everything, there is no need to follow me around. " The children look a little relaxed!

I finally understood the conditions and conclusions of the theorem, and got stuck when I proved it. It seems that the preset time in this link is not enough, and I can't be busy in time, otherwise, I will lose in class and make up for it after class, and I don't want to do that thing. I toured around and found that most children had no ideas, so I reminded them: "There is a saying in the textbook that is the best way to prove this theorem. You will find it if you look carefully." The children quickly looked through the books, and most of them found it at once, and immediately began to write the proof process. After waiting for a few minutes, I asked the students who can do it to raise their hands, and a small number of students can't. I asked the students to communicate in groups. After the communication, I found a student with a poor foundation and dictated the proof process. The child was tongue-tied, but fortunately he finally finished. Although the use of geometric language is not accurate enough, it has made great progress. I praised him!

After the theorem is proved, let's start drawing. Ruler drawing is also a difficult point, and many children forget it. First, I will lead students to analyze the graphics to be done, determine where to start, and then teach them to draw in strict accordance with the requirements of basic drawing, and write the practice. The writing method has a high standard for students, which requires both clear organization and accurate language. In short, all the exercises are basic mathematics skills!

The drawing problem has just been finished, and the class is over. I didn't delay the class. I told the children that there are still standard exercises to be done in this class, so let's finish them as homework after class!

I took an imperfect public class and had the following ideas:

1, If I give students less time to explore independently in this class, I will finish the preset content in a muddle. I can't guarantee the students' mastery, which may give a perfect impression to the participants, but it will lead to the situation of mending after the sheep is dead.

2. When students don't think straight, I don't tell them the results directly, but let the students find solutions to the problems from the textbooks themselves. Although it wastes time, it makes the children experience the achievements. It is better to teach people to fish than to teach people to fish.

3. I didn't pursue perfection. I dared to break my traditional ideas and show my lack. This courage is still commendable!

4. When the students' performance is not ideal, I don't lose my temper. Instead, I encourage my children calmly and guide them to explore ways to solve problems. My mentality has changed a lot compared with before, which shows that I am more and more mature. Congratulations!

5. I didn't complete the preset, which shows that my grasp of the learning situation is not accurate enough. It seems that not only textbooks but also students should be prepared when preparing lessons, and students are the masters of the classroom!

6. The teachers spoke highly of my class when commenting on it, and I was a little ashamed. In fact, I know that although teachers pursue the perfection of open classes, they prefer real shortcomings. Only when problems are discovered will they urge everyone to improve.

One minute in class, ten years in class, we pursue the perfect pace of the classroom and never stop!

Reflection on the teaching of junior high school mathematics open class 3. The consciousness of reflection has existed for a long time. The famous sayings such as "ask yourself, ask yourself" and "I will save myself three times a day" are evidence. Nowadays, social reflection has become people's conscious behavior, not to mention that as a teacher, we should also reflect on the gains and losses of education in time, eliminate the disadvantages and gain lessons.

This year, I worked as a junior high school math teacher, and the current semester work has basically ended. In this regard, I made the following reflections.

First, the problems in classroom teaching.

1, because of the particularity of mathematics teaching in the new textbook, my explanation is basically confined to the information in the textbook, and the proportion of open classrooms that can stimulate students' imagination and creativity and disperse students' thinking is still small. In classroom teaching, sometimes there is a lack of active and effective interaction between teachers and students, some classes pay too much attention to teaching, and the relationship between teaching and practice is not properly handled with the requirement of intensive teaching and concise, which leads to the incompatibility between teaching and learning and the neglect of students' foundation and ability.

2. Classroom teaching can't be aimed at students' reality, and it lacks the necessary links of "preparing students" and "preparing learning plans"; The handling and grasping of teaching materials are still constrained by teaching materials, and there is no effective choice, combination, expansion and deepening; Classroom teaching has not really penetrated students' basic knowledge points, hot spots and difficult points in the senior high school entrance examination, and students' original knowledge can not be activated in time and in time; Insufficient classroom density requirements, less opportunities for students to participate, and small participation; The time left in the classroom for students to have self-doubt, since the enlightenment, self-study, self-practice and self-satisfaction is very limited.

3. There is not enough research on the senior high school entrance examination, and the understanding of the scope, requirements, forms, characteristics and rules of the senior high school entrance examination is not clear enough. In classroom teaching, we rely on review materials, lack of selection and integration of materials, and ignore the teachers' own initiative in constructing the knowledge framework, thus classroom teaching lacks the method guidance and ability training of students' English knowledge system.

4. Classroom design lacks appropriate and timely teaching evaluation, and it is impossible to know in time whether students have gained anything in the classroom and how much they have gained. The design before class "what do you want to teach students", the feedback in class "what do students learn" and the reflection after class "what do students want to learn" have not been unified to the greatest extent.

Second, the problems in students' mathematics learning.

Because of the above problems in classroom teaching, there are many problems in students' mathematics learning and review.

1. Students lack interest, self-confidence and motivation in mathematics learning; Not taking an active part in the math class, lacking enthusiasm for taking the initiative to speak or unwilling to speak at all; In addition, a considerable number of students can't keep up with the teacher's rhythm or understand the teacher's relatively fast instructions when listening to the new class.

2. Students' grasp of mathematics classroom knowledge is unrealistic, their understanding is not comprehensive, and they spend too much time after class. However, most students don't pay enough attention to book knowledge, can't find an effective carrier for math review, can't make effective use of textbooks, return to textbooks in time, lack systematicness in math review and lack initiative in math learning.

3. Some students lack teachers' clear guidance, systematic arrangement and scientific plan when reviewing, or there is no personalized feature in learning and reviewing, which leads to the learning effect is not obvious.

4. Based on the above situation, I think that as the gatekeeper of students' senior high school entrance examination, junior high school math teachers should first have a correct consciousness, and should fully realize that whether a lesson is beneficial does not mean whether the teacher has finished teaching the content or not, but whether the students have learned anything or whether the students have learned well. If students don't want to learn or learn nothing, even if the teacher teaches hard, it is ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.

In view of the above problems, we can improve from the following aspects:

1, teachers should have a sense of classroom benefits. Effective media means contribute to the improvement of classroom capacity, density and speed. Especially in the review class, proper use of multimedia means can not only enliven the class, but also improve students' participation. The short, frequent and fast large-capacity classroom rhythm can effectively attract and collect middle school students' learning attention, thus ultimately improving the benefit of learning. Secondly, the consciousness of classroom benefit is also reflected in the design of teaching, which should be fully taught for learning, and designed according to the standard of how students can effectively acquire knowledge and improve their ability. Classroom design should help students actively participate in the classroom, help them internalize knowledge and information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of senior high school entrance examination in teaching and broaden the teaching content.

2. In math class, teachers should get timely and effective feedback on their learning situation, and effectively carry out pre-class review and class summary. In order to effectively improve the efficiency of English classroom teaching, teachers can also formulate a scientific, operational and inspiring evaluation system for English learning effect, keep track of students' lectures, homework and notes, and keep abreast of students' learning and review status in order to make targeted adjustments in the classroom teaching process.

3. Pay attention to the improvement of classroom teaching efficiency, and do a good job in preparing lessons, that is, prepare lessons well, practice well and do homework well. At the same time, we should actively reflect on teaching, and teachers should reflect, think, explore and solve the problems existing in the teaching process in time, adjust teaching methods in time and optimize the teaching process. Emphasize the study of basic knowledge in classroom teaching. Teachers should break through the limitations of current textbooks and systematically strengthen training on key contents. Syntactically, we should not stick to the traditional computational level, but collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching and counseling, and improve students' grades through hierarchical teaching and counseling. From the method, it is necessary to grasp the weak points of students' learning, distinguish different situations, and provide targeted counseling. Strategically, we should strengthen the study of students' practical problems, make up for what they lack, focus on students with obviously weak subjects from the object, and adopt effective forms such as teacher-appointed students, teacher-student pairing, and counseling to make students get teachers' guidance and help at any time, so as to effectively improve students' grades.

Three, several principles should be paid attention to in the review:

First, grasp the textbook and review it effectively. Textbooks and teaching syllabus are the basis for reviewing and testing questions before the exam. Therefore, when reviewing, both teachers and students should study hard and fully understand and accurately grasp the requirements of basic knowledge and ability in the syllabus.

The second is to systematically summarize and distinguish the context. In the general review, we should highlight a word "general". In the face of thousands of questions, through review, students should have a general and general impression of junior high school mathematics learning. It is proved by calculation that as small as specific knowledge points, students have a clear framework and a "network diagram" with substantial content in their minds.

Third, special exercises, targeted. For the problems exposed by the previous general review, teachers should give special explanations and training with a purpose and pertinence, collect and accumulate the mistakes that students usually make in all aspects, and make breakthroughs one by one.

Fourth, review tips and suggestions.

In the review, teachers should ask students to learn to sort out the wrong questions, sort out the wrong questions in the test paper and the exercises they have done, copy them in a notebook specially, and correct the feedback in time. Teachers should make choices and ask students to do basic knowledge exercises selectively, so that students can get out of the sea of questions. With regard to reading comprehension, the content of the questions is getting closer and closer to life. Therefore, students should strengthen their practice, widely contact with various types of questions, expand their knowledge, and consciously accumulate problem-solving methods and skills of various types of questions, so as to reduce the mistakes in answering questions in the senior high school entrance examination.

In a word, the math review stage of the senior high school entrance examination is very important. Review can make up for the missing and make the knowledge systematic and comprehensive. Although we have gradually realized the importance of classroom teaching and the urgency of guiding students, there is still a certain gap from the goal of relatively satisfactory mathematics classroom. Therefore, we need to constantly update our ideas, improve our theoretical level and practical ability, and make greater efforts for students' mathematical development and easy face of the senior high school entrance examination.

Reflection on the teaching of junior high school mathematics open class 4. The work of one semester is over again. It can be said that I am busy and have gained a lot. Looking back on this semester's work, I have taught the subject of Mathematics in Class 70 1 and Class 702. There are gains and happiness in my work, but there are also some unsatisfactory places. In order to better sum up experience and learn lessons, so that the future work can be carried out effectively and orderly, the teaching work of this semester is summarized as follows:

First, love the work of teachers

Ideological progress, unity with comrades, selfless dedication, strict self-discipline, serious completion of the tasks and work assigned by the school, strict compliance with the school's rules and regulations, so as not to be late, not to leave early, not to take sick leave, and to implement the school's requirements in a down-to-earth manner.

Two, actively participate in all kinds of learning and training, and strive to improve their education and teaching level.

Combined with my own characteristics, I made a business study plan. This semester, I studied in strict accordance with the study plan, orderly and effectively. I feel that my business level has reached a new level. In particular, I have carefully studied several education and teaching series, and I feel that I have greatly improved. In normal times, I read books such as Cai Linshen and Yangsi Education, understand the teaching art in them, and strive to improve my education and teaching level, which can be well applied in daily teaching work.

Iii. Teaching and scientific research

In the teaching work, we should study the teaching materials carefully, understand the teaching materials deeply, use the teaching materials flexibly, design the teaching plan according to the characteristics of the teaching materials and the actual situation of the students, and make every lesson well. Prepare lessons thoroughly and meticulously. Usually, I carefully study the teaching materials and refer to various materials in many ways, so as to deeply understand the teaching materials and accurately grasp the difficult points. Pay great attention to the actual situation of students when making teaching objectives. The lesson plan is carefully written and the experience and lessons are constantly summarized. In teaching, I attach importance to the cultivation of students' thinking ability and self-study ability. While consciously learning advanced educational thinking methods and excellent teaching methods, I continue to carry out the layered teaching research of "classroom teaching", focusing on stimulating interest-teaching methods-forming habits-cultivating ability, reforming teaching methods and means, increasing classroom capacity, improving learning interest and realizing. For the students with learning difficulties in the class, we should give special attention, ask more questions, patrol more and give more guidance, give appropriate praise to their little progress in the class, talk to them more after class, so that they can build up their confidence and stimulate their interest in learning mathematics, and mobilize the top students in the class to be tutors for the students with learning difficulties, and form a "group of two" to set goals for the students with learning difficulties according to their respective situations, so that both of them can move toward that goal. Always think, study and summarize, promote students' all-round development, lay a solid foundation and cultivate students' innovative ability ",focusing on the research and application of" autonomy-innovation "classroom teaching mode, and strive to achieve high teaching quality and high classroom efficiency. Continue to explore the application of mathematical ideas between mathematical knowledge and the thinking methods and analysis rules of mathematical problems; Complete the knowledge tree of junior high school mathematics chapters and the classified knowledge tree of junior high school mathematics; Write many papers on teaching experience.

Four, seriously participate in class management, and strive to form a good class spirit.

Ideological education for students through class meetings and morning meetings. Cultivate class cadres, actively communicate with parents, accept parents' opinions with an open mind, consider problems from parents' perspective, and strive to reach an agreement with parents' educational thoughts. I not only pay attention to students' academic achievements, but also pay more attention to learning attitudes, methods and habits; I not only pay attention to the cultivation of students' moral character, but also pay more attention to the cultivation of students' thinking ability and self-study ability. I study with an open mind, make bold innovations, follow the class closely, be serious and responsible, and give full play to the students' self-management role, so that the class can truly form a good class atmosphere of "unity and progress, strict discipline, clean environment and hard work".

V. Problems in the work

1, the teaching materials are not excavated deeply.

2. The teaching method is inflexible, which can't attract students to learn, and the guidance and inspiration to students are insufficient.

3. The study of new teaching ideas under the new curriculum standard is not in-depth. Lack of theoretical guidance for students' autonomous learning and cooperative learning.

4, the poor students are caught in the hand. Due to the lack of understanding of students, students' learning attitude and thinking ability are not clear. What should be said in class and review has been said, and what the students have mastered is countless in the teacher's mind. It leads to blindness in teaching.

5. Insufficient reflection on teaching.

Sixth, the direction of future efforts

1, strengthen learning and learn new teaching ideas under the new curriculum standard.

2. Learn the new curriculum standard, excavate the teaching materials, and further grasp the knowledge points and test sites.

3. Attend more lectures and learn the teaching philosophy of advanced teaching methods of teachers in the same subject.

4. Strengthen the efforts to improve the quality.

5. Strengthen teaching reflection and increase teaching investment.

Teachers' work goes on and on. I will reflect on the experience and shortcomings in my work in the past semester, and do a good job in the future based on my post. Please give me help and criticism from leaders and teachers to make my work more colorful. No pains, no gains. Teaching work is accompanied by bitterness and joy. We will, as always, make persistent efforts to do a better job in line with the principle of "diligent study, good thinking and hard work".

Reflection on the teaching of junior high school mathematics open class 5 As a teacher, everyone will face the problem of attending an open class. When we want to attend a class, we will try our best, teaching material analysis, writing lesson plans, making courseware teaching AIDS, the time of trial teaching, even the clothes to wear in the open class, the seating arrangement of students, and making all kinds of preparations in advance at the venue before attending the open class, and so on. But how do we do the usual classes every day? It cannot be ruled out that quite a few people don't pay so much attention to it. Open classes are like a banquet in a restaurant, and they should be delicious by all means, while daily classes are like home cooking, and it may even be that radish and pickles will pass. Personally, I don't like many gaudy things in public classes, but I think all the preparations made before public classes are the most commendable. After repeated deliberation and thinking, the teaching progress of more people in public classes is naturally great. I seldom attend public classes and I don't like them, but I like ordinary classes, and every class is a challenge for me. I treat every class as an open class. Specifically, I try my best to do the following:

First, elaborate teaching design

The teaching method design of a class is determined by its teaching content. The concept class must make students focus on understanding, the calculation class focuses on the cultivation of calculation ability, and the application problem focuses on analysis; Review class cultivates comprehensive ability. No matter how the teaching content changes, I first understand the key points, difficulties and teaching purposes of the course when dealing with the teaching materials, so as to know fairly well. Then pay attention to try to go from shallow to deep in the process of preparing lessons and explain the difficulties clearly. At the same time, highlight the key points and practice and use the key contents in different ways and methods. After students master the key points of knowledge, other problems will be solved easily. And a focused class will also leave a very deep impression in the hearts of the audience.

Second, choose the appropriate learning method

I always think from the student's point of view, what will happen to the students in this class, what problems may appear in that place, and how I will solve them if I am a student. Then decide whether to give priority to teaching or self-study. The practice of letting students study in groups regardless of everything seems brilliant, but sometimes it may not work in reality. What will happen if everyone in the group doesn't understand the problem? I think most students will turn to other live topics that have nothing to do with class.

Try to make good use of heuristics in the classroom, from the shallow to the deep, and induce at different levels, and finally let the correct answer or conclusion come from the students' mouth. It not only firmly attracted students' attention, but also turned "centralized discussion" into a discussion or exchange activity in which everyone participated, enlivened the classroom atmosphere, and also made students particularly impressed with knowledge, had stronger flexible application ability and received good teaching results.

Pay attention to the interaction between teachers and students. Teachers should pay attention to the communication with students in the teaching process, find their problems and puzzles, and explain them clearly in time. At the same time, they also seize the activities or things they are interested in and arouse their enthusiasm. Teachers and students cooperate tacitly, and * * * push classroom activities to a climax.

When preparing lessons, students' characteristics, interests and hobbies should be taken into account, and their lives should be approached as much as possible. They should always use things or topics they are interested in to attract their attention and arouse their enthusiasm. At the same time, considering the differences of students' performance and understanding ability, different gradient questions are set for students at different levels to answer. When preparing lessons, I thought: this slightly easy question should be answered by XX students with slightly poor grades; Let XX students sum up this difficult problem ... so that everyone can participate in the class and feel the joy of success, which is of great help to enliven the classroom atmosphere and improve students' enthusiasm.

Third, prepare for emergencies.

The teaching equipment in our school is very advanced. I use it in almost every class, but sometimes there are occasional accidents that hinder the smooth progress of classroom teaching. In the process of preparing lessons, we should consider it carefully, try to control the incidence of these accidents to zero, or make mental preparations in advance: if an accident really happens, how to deal with it? For example, check whether the audio-visual teaching equipment to be used has been installed or debugged before class to avoid mistakes in class; Whether the pictures, exercises or other teaching questions to be used in class are ready and put away in a unified way; What activities should be temporarily added in case there is enough time and the teaching task has been completed but the class is still not over? In case time is tight, the prepared teaching content has not been completed almost after class, which links should be deleted, etc. With various preparations, you can ensure that your class can proceed smoothly and orderly as the steps you designed, and receive the expected results.

It is true that computers, projectors, etc. cannot be used due to power failure, failure, etc., and sometimes well-made courseware is abandoned. At this time, it will not affect my normal teaching at all, because since each class is regarded as an open class, I have considered these problems in advance, and the chalk blackboard will continue to go on.

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