Reflections on the application of one-dimensional linear equation demonstration class-water tank becoming higher

On February 6, 20 17, 17, young math teachers from Lixia District gathered in the First Affiliated High School of Shanda to observe the seventh-grade math teaching demonstration class "Applying linear equation of one variable-the water tank is getting higher" by Tang, director of the First Affiliated High School of Shanda.

? This course includes the following links: goal-oriented learning-cooperation and exchange-example display-in-class training-expansion and improvement-induction and summary, step by step, interlocking. When explaining examples, teachers guide students to find the equivalence relationship in the questions, and emphasize how to examine the questions, thus summarizing the general steps of enumerating equations to solve practical problems and showing typical mistakes to students.

The classroom training after the example is helpful for students to further implement new knowledge. The teacher encourages students to solve problems in various ways. Equation method is forward thinking, and arithmetic method is backward thinking. We find that the former is easier to understand, so the equation is a shortcut to solve the problem.

Director Tang's class fully shows us the characteristics of problem-based teaching in the middle school attached to Shanda No.1 Middle School. The question was not put forward by the teacher, but thought by the students in the preview process, which gave full play to the students' subjectivity.

The mathematics teaching in the middle school attached to Shanda No.1 is closely related to the students' problem generation class, and it advocates inquiry learning. Before class, teachers design counseling programs, students complete counseling programs, students exchange and cooperate in class, solve problems, design personalized supermarkets after class, and give questions at different levels. At the same time, it can face all students and realize differentiated teaching.

Later, Director Jiang made some pertinent suggestions to young teachers:

1. Mathematics classroom is not to teach students to solve problems, but to cultivate students' thinking ability.

? 2. Student-oriented, first understand what he needs, and then give him what he needs.

? 3. Help students develop good study methods and habits.

? 4. Establish your own teaching style and form independent characteristics.

For this observation training, I have three insights:

First of all, materials are the basis of teaching. How to choose teaching materials is a university problem. I was deeply impressed by the sharing of teacher Shi Wen Qian Hui from New Era School. When we choose course materials, we have to ask ourselves four questions-first, are the materials limited to textbooks? Teaching materials are the basis of students' self-study, but if they are limited to teaching materials, how can we cultivate students' thinking ability, how can we encourage students to use their brains, and how can we entertain and entertain? Second, are the materials just a bunch of topics? The time for a class is extremely limited. How to achieve better results in a limited time requires us to refine the data, combine the learning objectives and learning conditions, formulate a counseling plan suitable for students, and use several classic topics to give full play to students' imagination and tap their potential. Third, have we considered the horizontal extension of the topic? Different solutions to the same topic, different ways to ask the same knowledge point, and different angles to the same question. In these aspects, students should be encouraged to think fully, and in the process of preparing lessons, there should also be presuppositions. Fourth, have we considered the vertical extension of the topic? The same topic, the teacher's question should spiral upward. What is the maximum area of a quadrilateral with a given perimeter and length and width? If you enclose a fence, one side of which has been determined, how to maximize the area? By digging deep into the topic to arouse students' appetite, students are naturally attracted to mathematics. Finally, I want to add a question. Does the material in the class emphasize implementation? If you just talk and don't do it in class, then most classes will be cursory. In order to achieve the classroom effect, sometimes we need to prepare relevant types of questions in time to deepen students' understanding of knowledge points and enhance students' memory of knowledge points. A lesson can only be more solid if the brain, mouth and hands are combined. Therefore, we should figure out these five questions before arranging our own teaching.

? Second, prepare lessons solidly. As a teacher, preparing lessons is not limited to before class, but also during and after class. The ancients said that "it is difficult to learn after teaching", and teachers should always reflect during the teaching process, and then they will continue to find confusion and make corresponding teaching adjustments. Teaching has the law, but teaching cannot. Knowledge is dead, people are alive, and different students have different needs. Preview once and three times in the same class will have different effects. When we ask students to preview and review after class, we should spend more time preparing lessons before class and reflecting after class. Tang Can, the director, teaches so calmly, which is inseparable from his serious and solid lesson preparation for many years. As young teachers, we have no reason to be lazy.

Third, establish your own teaching style. In previous teaching, the focus has always been on the teaching content. Now, inspired by director Jiang, I think it is very important to form my own teaching style. Some teachers have humorous language, lively and interesting classes, and students like to listen. Some teachers are grounded, writing on the blackboard is orderly, and students have a solid foundation. Some teachers are knowledgeable and can expand students' knowledge. These teachers have their own characteristics and charm. As a young teacher, the advantage lies in the small generation gap with students, being closer to students and mastering advanced teaching technology better. My next goal is to enrich my classes as much as possible while giving full play to my affinity advantage, such as finding the average and variance. We can use excel tables to show students how to evaluate quickly. For example, we can learn a function once and introduce the romantic love story of mathematician Descartes first. Young teachers should try more and explore more, so that students can discover the beauty of mathematics.

Thanks to the leaders for giving us this opportunity to learn, and also thanks to Mr. Tang for preparing this wonderful math class for us. If teaching is an art of regret, we should first try to form our own artistic style with a solid professional foundation and unique teaching characteristics, and then try to make up for the regret with accumulated reflection.