The Practice Of Reflective Teaching Of Mathematics In High School

Reflective teaching is originated in the early80’s of the twentieth Century, and began toprevail in some western developed countries in the90’s. In recent years, with the continuousdevelopment of China’s quality education and the new curriculum standard unceasinglythorough, the teacher gives more and more reflection on the theory and practice of teaching.Reflective teaching is that teachers in their teaching process as thinking object, to their ownunderstanding, and produce effect, self examine and adjust the process. Teaching is a processof learning, teaching reflection is an important thinking activity and learning activity, whichcan promote the growth of the teacher, but also can train the students ability. How to use thereflective teaching so that teachers learn teaching, the students learn to study is the maindirection of the development of education. In high school mathematics teaching, the teachernot only need to give the students the knowledge and skills, but also should pay attention tocultivate students good mathematical thinking ability. The famous mathematics educatorprofessor Vloten Tal pointed out:"the reflection is the core and the dynamic mathematicalthinking activity." Therefore, teachers guide students through teaching reflection, from apractical point of view, observation, exploration, cooperation and exchange to obtainknowledge, form a good skills, the development of mathematical thinking, enhance the ability,to really learn how to learn.The reflective teaching and the high school math organically, to practice on reasonable, itis divided into six chapters: Chapter Two describes the basic characteristics of the connotation,the significance of the research and reflective teaching reflective teaching, theoretical basis.The third chapter is a survey analysis. The fourth chapter is the combination of teachingpractice, application specific teaching case interpretation of the significance of reflectiveteaching of mathematics in high school, provides the basis for detailed contents of reflectiveteaching. The fifth chapter is based on the previous chapter, is to explore the implementationof high school reflective teaching how to better, enhance the students’ consciousness ofreflection in mathematics teaching, cultivate reflective interest, to develop students’mathematical ability and innovation ability, improve teaching efficiency. The last chapterdraws the conclusion, points out the deficiency and prospect.