As a people's teacher, classroom teaching is one of our tasks. We can effectively improve our teaching ability through teaching reflection. Let's refer to the teaching reflection we need! The following is my reflection on the teaching of Nutrition Lunch. Welcome to read and collect. Reflection on the Teaching of Nutritional Lunch 1

teaching material analysis: This part of the textbook combines the students' life reality and designs the corresponding comprehensive application activities of mathematics around the nutritional problems of lunch. In the form of tables and expert speeches, the textbook provides students with knowledge about the nutritional content of 11 kinds of dishes and the indicators that children around 11 years old should get nutrients from lunch. On this basis, it designs activities for students to judge whether the lunch provided by the school is qualified, to match the lunch that meets the nutritional standards by themselves, and to count the five matching schemes that the whole class likes. On the one hand, it can help students solve problems by using simple permutation and combination, statistics and other related knowledge, realize the application value of mathematics in daily life, and enhance students' awareness of applying mathematics; On the other hand, by understanding the contents of calories, fat and protein in each dish and some basic indexes of nutritious lunch, students can also overcome the problems of partial eclipse and picky eaters and form the habit of scientific diet.

Teaching objectives:

1. Knowledge and skills:

(1) Understand the common sense of health and know the importance of eating a good lunch.

(2) I can correctly analyze the nutritional components in lunch dishes with the advice of experts, and I can design and allocate scientific and reasonable lunch recipes.

(3) Cultivate students' ability to obtain the required information from the complicated data.

(4) Understand the importance of a scientific and reasonable nutritious diet and develop good eating habits.

(5) apply what you have learned and learn to live a healthy life.

2. Process and method:

By understanding the contents of calories, fat and protein in each dish and some basic indexes of nutritious lunch, students are encouraged to overcome the problems of partial eclipse and picky eaters and develop scientific eating habits. Learn to find and solve problems, and learn to cooperate with others.

3. Emotional attitude and values:

Experience the application of mathematics in daily life and enhance students' awareness of applying mathematics.

teaching emphasis: to cultivate students' ability to arrange and use data.

teaching difficulty: understanding the meaning of "not less than" and "not more than".

Teaching process:

1. Connecting with life practice and introducing new lessons.

1. talk. Teachers and students exchange the dishes they usually eat and their favorite dishes.

2. Create a situation.

(1) Everyone has their favorite dishes. If you make your own decisions today, how would you like to arrange your lunch? (by name)

Teacher: Do you think the arrangement of the classmates just now is scientific and reasonable? (Students' preliminary judgment is reasonable. (design intent: let students pay attention to the basic collocation of meat and vegetables in their initial perception of diet)

(2) Today, the teacher wants all the students in our class to be a little nutritionist, and choose the three favorite dishes from these dishes provided by the teacher to match a set of lunch for themselves. (Show pictures) (Design intention: Through the combination of pictures and texts, students can imagine and think more intuitively and inspire their interest in learning. )

Second, independent discussion and research

1. Independent catering.

(1) Students independently match a menu as required.

(2) communicate and show the students' collocation scheme. (Teachers randomly choose collocation schemes)

2. Scientific evaluation.

(1) Introduce scientific catering requirements. Does the food we ordered meet the nutritional standards?

Calculate the calories and fat content of three nutritional recipes at the same table. (Teachers provide the corresponding nutrient composition table)

① Communication between teachers and students. What do you mean by "not less than" and "not more than"? How to express it with mathematical symbols?

② report the results. A meets the standard, B fat exceeds the standard, and C calorie is not up to the standard.

(2) Understand the contents of calories, fat and protein in each dish. (P48)

Communication: ① Understand the nutritional content of the dish provided by the teacher.

② What information can you get from the nutrient content table?

(3) calculate the adjustment.

① Use the nutrition content table of the menu, and calculate the total calories and fat of the three dishes on the blackboard by oral calculation, estimation or calculator.

② ask questions: if your side dish plan does not meet the standard, how are you going to adjust it? (Will exceed the standard down, will be insufficient to raise. ) (The teacher takes one of the schemes as an example to guide)

③ Use this method to judge whether the recipes designed by him meet the nutritional standards and make appropriate adjustments.

④ report and exchange: students will exchange the method of adjusting the menu and the adjusted menu in the group.

⑤ Discussion: What effect does insufficient calories or excessive fat have on our health? (design intent: let students apply the common sense of life they have learned in their daily life to the classroom, and realize the close connection between mathematics and life)

(3) Practical application

1. Group cooperation: How many kinds of nutritious lunches can you match? (Students are not required to list all the collocation schemes)

2. Discuss in groups. (Teachers can patrol classes, check and supervise students' activities, or participate in students' discussion activities, understand students' discussion, give necessary help and adjust class plans accordingly)

3. Collective report. Each group sends representatives to report the matching scheme of the group. [Design intention: let students fully express their views through group cooperation; Find and solve problems in the discussion, so that students have a desire for knowledge cognition in the process of cooperation and discussion]

4. Teachers and students analyze and summarize the requirements of nutrition collocation: halo collocation and balanced nutrition.

(4) Survey and statistics

1. Show all the schemes matched by the whole class.

2. Make statistics on the five favorite collocation schemes of the whole class.

(1) Distribute questionnaires, and each person chooses his favorite five schemes.

(2) Use statistical methods to count the five favorite schemes of the whole class and make a statistical table.

(3) draw a compound bar chart according to the statistical table.

(4) Analyze the statistical results: Which collocation gets the most protein?

(5) Deepen the application

1. Understand the diet of some people in the class, such as obese children, thin children and athletes. [Design intention: Let the content of this lesson further penetrate into students' minds, know the importance of nutrition to human body, and cultivate students' expression ability. ]

2. Ask questions: What should you pay attention to if you want to match a reasonable recipe for each of them?

3. Cooperate in groups, and use the principle of scientific and nutritious catering to match a reasonable menu for each of the three groups. [design intent: encourage students to apply what they have learned, and realize that mathematics comes from and serves life. Practice is the extension and source of mathematical knowledge]

4. Report and exchange.

(6) Summary of the whole class

What have you gained from today's study? After class, you can get more knowledge about the nutritional components of food through other methods, and match yourself with a richer nutritious lunch.

Reflection:

In the teaching of this class, I use conversation to understand students' dietary preferences and improve students' interest in learning; Let students design lunch for themselves as the premise to stimulate students' learning motivation; Through communication and discussion, improve the understanding of curriculum knowledge; In the form of group activities, through cooperation, discuss and complete the understanding, understanding and improvement of nutritious lunch. Let the students solve the problems in reality with the mathematical ideas they have learned and put forward their own opinions and opinions.

In terms of learning methods, students are encouraged to cultivate their learning ability through cooperative learning and independent inquiry. On the basis of cooperation and communication, students can find the conflict between "ideal lunch" and "scientific lunch" in some indicators of qualified nutritious lunch pointed out by nutrition experts, thus generating doubts and solving problems through deskmate cooperation. Through discussion and communication, students can reach a * * knowledge on the reasonable collocation of nutritious lunch according to what they have learned, and in the process, they can enhance their level of cooperation and communication, cultivate team consciousness, and make students learn to listen to other people's opinions, dare to express their own opinions and opinions, be diligent in thinking, be good at summing up and master the methods of acquiring knowledge.

Finally, guide students to understand the eating habits of overweight or underweight students in the class and see the relationship between overweight or underweight and eating habits. When analyzing problems, we should mainly put forward opinions and suggestions from the perspective of nutrition. For example, obese students may have excessive fat content in their daily diet, while thin students may have too little fat intake in their diet, and obese or thin students may have the habit of being picky eaters and partial eaters to varying degrees, and so on. Instruct students to give corresponding suggestions to overweight or thin students from the perspective of nutrition. For example, the calories obtained in the diet should reach the standard, the fat intake should not exceed the standard, and the nutrition should be balanced, so as not to be picky eaters and partial eclipse. It can also let students know the eating habits of overweight or thin people they are familiar with after class. Reflections on the Teaching of Nutrition Lunch 2

Li Xiaoli (Geography) This semester is the first time that I have taken a senior three graduating class, and I feel the heavy psychological pressure and the heavy burden on my shoulders. A high sense of responsibility makes me work hard and dare not slack off. I think that the effect of the first round of classroom review can be improved by rethinking teaching activities from the perspective of the college entrance examination on the requirements of geographical knowledge and ability, and constantly exploring, improving and optimizing teaching links.

from the research and analysis of the college entrance examination questions in recent years, it can be seen that proposers often design questions with sustainable development as the guiding ideology, the relationship between man and land, and the population, resources, environment and development facing mankind at present. The examination questions are epochal and basic. Therefore, in the review, we should pay attention to the foundation, strengthen the mastery and application of basic principles and laws, and pay attention to the teaching of improving students' ability.

we know that laying a solid foundation is not simply memorizing knowledge. In the review, on the one hand, we should pay attention to systematically combing the basic knowledge, constructing the knowledge network and clarifying the internal relations; At the same time, we should also pay attention to the induction and summary of geographical causes, geographical laws and geographical evolution to avoid rote learning. Different types have different review emphases.

In the review of physical geography, some key basic knowledge, such as earth movement, time calculation, calculation and application of solar altitude angle, interpretation of various sunshine charts, atmospheric movement, climate, ocean current, isoline, etc., have strong geographical principles and laws. When reviewing, we should focus on understanding, summarizing and summarizing geographical principles and laws, and at the same time analyze them with examples in combination with targeted exercises for training. When explaining the test questions, we should pay attention to the training of problem-solving ideas and mobilize students to actively use their hands and brains to deepen their understanding, break through difficulties and lay a solid foundation.

In reviewing regional geography, in order to master the knowledge of a country or region, we should first guide students to understand its location, scope and topography, and then analyze the climate characteristics, and then get the distribution laws of local vegetation, hydrology and soil. Through these natural characteristics, the socio-economic characteristics of the region, such as agriculture, industry, population, cities and land improvement, are deduced. Through this teaching method, students are trained to pay attention to seeking the vertical connection between knowledge when studying, and then master the basic knowledge systematically.

From the analysis of the college entrance examination questions in recent years, it can be seen that the scores of isolines on maps are getting bigger and bigger, and the types and forms of maps are becoming more and more complex, which is the most difficult problem for students. In order to improve students' mastery and proficiency in maps, it is a good choice to consolidate the basic knowledge of maps and improve their ability by using methods such as regional spatial positioning judgment and regional feature analysis. Because of the various forms of maps provided by college entrance examination questions, it is necessary to rely on some important geographical things such as latitude and longitude lines, land and sea contour shapes, mountains, rivers and so on. Therefore, in the review, we ask students to always look at the map and keep their hands on it, especially to grasp the continents, major countries, major terrain areas, major climate areas, major cities, hot spots and so on where important longitude and latitude lines pass. And remember the big mountains, rivers and the outline of a certain area in each area. This not only lays a solid foundation, but also improves students' ability to learn geography and spatial imagination.

In reviewing human geography, students should be guided to read more books, get familiar with the main points of textbook knowledge and test sites, sort out the context and main ideas of textbooks, think more, sum up more, and use them in combination with actual and example problems, so as to cultivate students' ability to sum up and integrate theory with practice.

Therefore, in the first round of review, we must stick to the guidelines, leave no dead ends, cooperate with excellent exercise books, practice one lesson at a time, lay a solid foundation and pay attention to poor students. At the same time, strengthen the vertical connection of knowledge and the cultivation of knowledge transfer ability to enhance comprehensive ability. As a geography teacher in senior high school, I deeply feel that many teaching links have not been done in place, and there are many places worthy of reflection, especially today, I feel a lot about the class "Interpretation of Isograms" that I gave to my students. Geography is a discipline with strong comprehensiveness, great knowledge span and great emphasis on practical application. In order for students to learn it well, on the one hand, it is necessary to constantly emphasize the importance of geography to students, guide them to pay attention to geography and ensure the necessary time investment; on the other hand, it is necessary to constantly improve teaching methods, cultivate students' geographical thinking ability, and do everything possible to create a good geographical teaching atmosphere to mobilize students' enthusiasm and initiative in learning geography.

I am in the third grade of senior high school. This is a review class for liberal arts classes. Their advantage is slow response, but their disadvantage is that they don't pay attention to geography because of junior high school. As far as I am concerned, it is particularly urgent and necessary to reflect on the shortcomings in teaching this class, improve teaching methods and think about how to improve teaching quality in the future. The following is my summary of the shortcomings of this course and the countermeasures in the future. I hope it can always remind myself not to take the same detour in the future teaching process, adjust and correct the teaching methods and improve the teaching quality.

first, although I have my own design and arrangement in the establishment of teaching objectives, teaching materials processing, teaching methods, learning method guidance and other aspects when preparing lessons, in the real teaching process, teachers are more used to teach knowledge, for fear that they will not talk enough, and the recitation class will not make students summarize well, and the original teaching objectives have not been fully realized, so the teaching objectives are impossible to talk about.

second, this is a knowledge review class with a lot of content, so students feel that the class is empty and boring, and they don't pay much attention to geography themselves, which is more likely to lead to the inhibition of geography learning, which affects the interest in geography learning and the mobilization of non-intellectual factors.

Third, in teaching, I didn't pay attention to the differences among students, and I used the same standard to measure each student.