As a new teacher, teaching is one of our tasks. Through teaching reflection, we can quickly accumulate our teaching experience. So what issues should we pay attention to when writing teaching reflection? The following is a reflection on the teaching of "Mathematics Wide Angle" that I compiled for you. It is for reference only. Let's take a look.

Last week, we conducted the study of wide-angle mathematics in the last unit of the textbook, including 3 lessons including "Tea Making Problem", "Pancake Problem", and "Tian Ji Horse Racing". Through the analysis of vivid and interesting life examples and ancient stories, the textbook allows students to experience the process of seeking the optimal solution among multiple solutions to problems from multiple perspectives. The difficulty of this unit is how to let students understand abstract mathematical ideas in solving specific problems. Therefore, before starting this unit, I searched for relevant teaching aids and materials, and started from the following aspects:

The tea making problem "what to teach" and "how to teach", and the "flapcake problem" can only be understood Is it enough to brand it? "How many points need to be mastered in countermeasures"? With these questions, I started the teaching of the whole unit. Below I will organize my post-class reflections as follows.

There are the following problems in the first lesson "Reasonable Arrangement of Time". For example, in the teaching link of guiding students to study how to make guests drink tea in the shortest time, the teaching focus is not prominent enough, and the time for students' discussion is not enough. It is not sufficient. When showing different plans designed by students, it does not do enough to guide the methods. Some students do not understand how many things can be completed at the same time. Some students can find out which things can be done at the same time, but forget the order of things. For example, you can only wash rice before cooking, and the order cannot be reversed.

In the second lesson, "The Problem with Pancakes", we first led the children to understand the meaning of each sentence, and then asked them how to bake 3 pancakes in the most time-saving way. From the students' answers, I found that life experience has a great influence on mathematics. Learning is helpful, but sometimes it also has negative effects. For example, a child asked me this: After baking one side of one of the cakes, it will be cold after 3 minutes, and it will not be enough to bake the other side for another 3 minutes. The actual situation is like this, but when it is studied as a mathematical model, these are ignored. This is the difference between mathematics and life. So for this situation, I responded to him in private and promptly and gave an explanation. (2) Mathematics is rational, abstract and rigorous. How to grasp every detail of the classroom in teaching, so as to cultivate the profoundness of students' thinking. For example, when improving the relationship between the time for pancakes and the number of pancakes, I should ask in time:? It takes 6 minutes to bake 2 pancakes, 9 minutes to pan 3 pancakes..., each pancake takes 3 minutes, is there any? Doesn’t it follow the rules? In fact, there are special cases: when the number of cakes is 1, it does not follow this rule. Therefore, I feel that I am still lacking in this aspect, and I should seize the opportunity to expand and extend, thereby triggering students' thinking conflicts, and correct this rule through analysis. ?In short, re-creating and using the teaching resources around you must be better than the resources provided in the teaching materials. In teaching, you must study the teaching materials carefully and use the teaching material resources rationally. As for the classes I took, it didn’t matter whether I failed or succeeded. As long as I studied hard, the results didn’t matter.

I always believe in this saying: If you don’t sharpen your skills, how can you achieve a higher level?