An Art Teacher's Reflection on the Problem
The following is the summary and reflection of the art teacher in solving the problem: ** 1. Teaching philosophy and self-improvement ** 1. ** Learning and Growth ** - As an art teacher, he had to actively participate in political studies and regulate his words and deeds with his "teacher's morality." In terms of teaching philosophy, they should study the new curriculum standards in depth, accept and understand their contents, and realize the transformation of teachers 'roles and students' learning methods. For example, we should focus on cultivating students 'ability to master and utilize knowledge, collect information, and solve problems. We should stimulate students' creative potential and lay the foundation for lifelong learning. - Through reading professional books, such as "Art Education" and "Calligraphy Education", he could broaden his horizons and improve his theoretical level. At the same time, he used the online education forum to constantly update information and concepts, improving his self-cultivation and comprehensive ability in learning and practice. Moreover, he had to humbly consult teachers with expertise and learn their professional qualities and teaching philosophy. 2. ** Reflect on your own shortcomings ** - He realized that the scientific research ability and teaching level of education and teaching needed to be improved. He had to have the spirit of continuous learning. He could not be satisfied with the current situation. He had to think more and write more to improve the quality of teaching. ** 2. In terms of classroom teaching ** 1. ** lesson preparation and teaching implementation ** - In his daily teaching, he had to prepare for every lesson carefully and study the teaching materials. In the classroom, the concept of people-oriented was adhered to, and the students 'main position was brought into play. A relaxed and harmonious learning atmosphere was created to mobilize the enthusiasm of the students, strengthen the communication between teachers and students, and teach students according to their aptitude. For example, when guiding children to draw, it was necessary to let children master the skills of painting expression on the basis of observation, comparison, and thinking. They should not over-emphasize the knowledge requirements, but focus on the teaching focus. For example, in the activity of drawing colorful trees, they should set goals around the color. - When teaching the drawing steps, he could try new methods, such as first raising the drawing requirements, and then guiding the children to understand the drawing steps and the characteristics of the objects through questions. He could avoid the traditional mode of explaining the skills first and then arranging the requirements. They also provided students with a variety of materials to satisfy their own needs. 2. ** Class discipline and handling of special situations ** - There might be a lack of methods and experience in classroom discipline. For example, fourth and fifth-grade students tend to forget to bring their art tools because of the pressure of learning. For students who forgot to bring their tools, they needed to analyze the reasons. Some of them forgot occasionally, while others might lack interest in art. In response to this situation, teachers needed to think of solutions to maintain good classroom discipline. ** 3. Extra-cursory activities and student achievements ** 1. ** Art school activities and interest groups ** - In the art school, one had to prepare lessons carefully, collect materials extensively, raise students 'interest, and let students learn something. He would actively organize and manage calligraphy interest groups, cultivate top students, and seriously complete various publicity and beautification work arranged by the school, such as arranging window displays, writing promotional slogans, etc. 2. ** Student Achievement and Reflection ** - When they saw the students achieve certain achievements in calligraphy and art works, such as winning awards in various competitions and publishing works, they should also reflect on their strengths and weaknesses in the teaching process in order to further improve the quality of teaching and let more students achieve better results in art learning. Read more exciting novels for free
Art Teacher's Day lesson plan and reflection brief
The following is an art teacher's day lesson plan: ** 1. Activity Target ** 1. Let the children understand the hard work of teachers and know that September 10th is Teacher's Day. 2. To stimulate children to express their feelings for their teachers through artistic creation. 3. Children are encouraged to introduce their gifts (paintings) to their teachers in clear language. ** 2. Event preparation ** 1. Various drawing tools, such as colored brushes, drawing paper, and paint. 2. Pictures or videos related to Teachers 'Day. ** 3. Activity process ** 1. to lead - Play a video about a teacher's daily work, such as a teacher teaching a child, taking care of the child's life, etc., to guide the child to discuss the teacher's work content and lead to the topic of Teacher's Day. 2. artistic creation - To introduce Teachers 'Day to children and encourage children to create a painting for their teachers. He could guide the child to draw the image of the teacher, things that he and the teacher did together, or gifts for the teacher. - In the process of children's creation, teachers would tour around to guide and encourage children to use their imagination and create boldly. 3. works sharing - Ask the children to introduce their works to everyone. Tell them about the content of the painting and why they drew it this way. - Teachers would give positive comments on the children's works, affirming the creativity of the children and the emotional expression of the teachers. ** IV. Reflection on the event ** 1. the key of success - Through watching the video, the children could intuitively feel the hard work of the teacher, so as to better understand the meaning of Teacher's Day and stimulate the children's creative enthusiasm. - During the work sharing session, the children actively participated in it, training their language skills and enhancing their self-confidence. 2. deficiencies in - For some children with weaker drawing skills, they might encounter difficulties in the creative process and need more individual guidance from the teacher. - The form of the activity was relatively simple, and more artistic forms could be added to future activities, such as hand-making, to meet the interests and ability needs of different children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teacher's Reflection
The teacher's reflection after that was the reflection of teaching. This was the teacher's re-understanding and re-thinking of the teaching practice. The purpose was to sum up the experience and lessons to improve the level of education and teaching. I. Reflection 1. ** Pay attention to the pain points, doubts, highlights, and theoretical foundation in teaching ** - Many aspects of education and teaching deserve in-depth reflection, such as the conflict between teachers and students, the contradiction between students, and the doubts in the classroom. Theory was the forerunner of action. Teaching without theoretical support would lack rationality and profoundness. 2. ** Reflection from the Two Dimensions of "Loss" and "Gains"** - ** Reflection on "loss"**: Pay attention to the inadequacies and regrets in classroom teaching, and seek solutions and solutions based on problems. - Reflect on "De": From the perspective of "understanding students", focus on teaching practice and reflect on the subject. 3. ** Reflection on Teaching Concepts and Teaching Methods ** - ** Reflection on teaching philosophy **: Including teachers 'educational concepts, self-development awareness, sense of identity, professional development planning, education system and reform, social environment, school atmosphere, etc. - ** Reflection on teaching methods **: Covers classroom organization, classroom activities, teaching content, teaching objectives, teaching methods and media use, students 'learning behavior and attitude, learning methods, learning strategies, academic performance, teacher-student cooperation in the classroom, teacher-student conflict and handling, teacher-student relationship, etc. At present, most teachers focused on the reflection of teaching methods and neglected the reflection of teaching concepts. However, the reflection of teaching concepts was more important because advanced teaching concepts could lead the teaching methods to play a greater role. 4. ** Reflection from the three key factors of "you, me, it"** - ** You-student aspect **: Think about whether the student has gained anything, whether they have achieved their learning goals, and whether they are happy with their learning. - ** I-Teacher **: Consider whether your teaching is effective, what is popular with the students in the classroom, and what needs to be improved. - ** It-teaching materials, methods, teaching aids, information technology, etc. **: Think about whether these contents have promoted or hindered the development of teaching in this lesson and how to improve them. Second, reflect on the common problems 1. 'Reverse' instead of 'thought': The reflection is not deep enough, and it is difficult to accurately find the crux of the problem. 2. ** Lacking systematic sorting **: Although he is good at expressing himself verbally, he lacks systematic sorting of the content of his reflection. 3. ** Single perspective **: Reflect from the perspective of the teacher's teaching, and rarely reflect from the perspective of the student's learning. 4. ** Bad attitude **: Treat teaching reflection as a burden that has to be written in order to cope with the examination. It is a mere formality. Third, write a good method of teaching reflection 1. ** Remember your success ** - It recorded the methods of achieving the pre-designed purpose in the teaching process and causing the teaching resonance effect; the temporary appropriate measures in the classroom teaching; the clear and orderly writing on the blackboard; the infiltration and application process of some teaching ideas and methods; the feelings of using the basic principles of education and psychology; the reform and innovation of teaching methods, etc., for future reference and improvement. 2. ** Remembering "Failure"** - Even a successful classroom teaching would have some mistakes. It was necessary to review, sort out, reflect, explore, and analyze these in order to learn lessons when teaching again. 3. ** Remembering teaching wit ** - Instant inspiration ("sparks of wisdom") produced by accidental events in classroom teaching must be captured in time through after-class reflection, otherwise it will disappear. 4. ** Note the students 'opinions ** - Students 'unique insights in the classroom should be fully affirmed. This could not only promote students' good methods and good ideas, but also encourage students. It could also supplement and improve classroom teaching, broaden teachers 'teaching ideas, and improve teaching standards. It should be recorded as teaching materials and nutrients. 5. ** Remember to teach design again ** - After a class, he had to think about the teaching rules, teaching method innovation, knowledge discovery, new teaching methods, breakthroughs in solving problems, whether the enlightenment was appropriate, whether the training was in place, etc. He had to classify and choose, and write down the design when he taught this part of the content to improve the teaching level. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
axis-symmetrical reflection problem
Axially symmetrical reflections have different manifestations in different fields: - ** Geometry-related Domain **: - On the plane, let the line (l) be the axis of symmetries. Any point (P) on the plane is transformed by the axis-symmetrical reflection to obtain the point (P') that is symmetrical to it with respect to (l). In space, let the plane be the symmetrical plane, and any point in the space be the point that is symmetrical to the plane after the axis-symmetrical reflection transformation. You can also set the point A as the center of the symmetrical plane, and any point in the space (plane) is transformed to the point that is symmetrical to the point A. - For example, when constructing an axis-symmetrical figure in the Geometrizer's Drawing Board, such as constructing an axis-symmetrical figure of a straight line, first draw the axis-symmetrical figure of A straight line, then mark the line as a mirror, and then select the axis-symmetrical figure of a straight line. - ** Optics **: The reflection of light is a phenomenon in which light changes its direction of transmission at the interface and returns to the original material when it travels to different substances. In plane mirror imaging, the image and the object were symmetrical with respect to the mirror. It was an axis-symmetrical figure. The imaging followed the law of reflection, which meant that the reflected light, the incident light, and the normal line were on the same plane. The reflected light and the incident light were separated on both sides of the normal line, and the reflection angle was equal to the incident angle. - ** Mathematics applications **: For example, the problem of folding paper. After folding a rectangular piece of paper three times, it would be evenly divided into eight parts. Drawing a butterfly along the crease could be solved using the axial-symmetrical relationship. The shortest path problem of two fixed and moving could also be solved using the axial-symmetrical principle. - ** Art Creation **: In photography and other artistic creations, reflection was not just a simple symmetrical use. There were also many "unconventional" uses, such as using reflective surfaces to fill in the gaps (such as using the reflection of a reflective plane to fill in areas that lacked details or visual interest points), using the reflection of water ripples to produce a distorted reflection and contrast with the real thing, using the distortion effect of a curved reflective surface, using a frame or a reflective surface with a limited volume to form a frame composition, using the refraction and reflection of a transparent medium to achieve image layering, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teacher's homework reflection is short
The following is a short example of a teacher's reflection on homework: In terms of homework assignment and marking, there were gains and losses. From a positive point of view, the amount of homework basically met the teaching requirements and covered the key knowledge content, which helped to consolidate what the students had learned in class. However, there were still shortcomings. Some of the homework difficulty levels were not reasonable enough. It was too challenging for students with weak learning ability, and it lacked sufficient expansion for excellent students. In the process of marking, although they could point out the mistakes, they did not dig deep into the root of the students 'mistakes, and the feedback lacked targeted guidance. In the future, homework assignments should be more layered to suit the needs of students at different levels. When marking, it should strengthen the in-depth analysis of students 'problems and provide more constructive feedback to improve the effectiveness of homework. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Art design activity reflection class
The following are some key points to reflect on the art design activities: ** 1. Teaching Mode ** 1. ** Strengths ** - We should change the traditional teacher-teaching and child-learning model, reflect the main position of children, let children create independently, teachers should not take over, and respect children's imagination and creation. For example, in some art creation activities, teachers could guide children to freely express themselves according to their own life experience, rather than setting specific creative content and methods. - It was crucial to stimulate children's interest in creativity. Through interesting introductions, such as hand-shadow games, dances, etc., children's enthusiasm and initiative could be mobilized because interest was an important motivation for children to participate in activities. If there was a lack of interest, it would be difficult for the event to achieve its intended purpose. - When children created their own works, they often produced novel, unique, and imaginative works. These works usually came from their accumulated experience in life. 2. ** Flaws ** - When dividing the children into groups, the individual differences of the children should be taken into consideration. The children with strong and weak abilities should be grouped together, which would be beneficial to mutual promotion and common development. For example, when making complicated handmade creations, children with strong abilities could provide some ideas and help to children with weak abilities. - Teachers should not give too many instructions in manual creation. They should guide children to observe and explore more, and seek their own methods and cooperate with their peers in creation. ** 2. Children's attention span ** 1. In art design activities, such as folding paper, which required memorization of the operation steps, the child's concentration was very important. Children with low levels of attention development also had low levels of memory development. For example, when demonstrating folding paper, some children were unable to remember the steps if they were not focused. 2. Teachers should teach children how to pay attention, because intentional attention needs to overcome difficulties and consciously carry out. Children could use their own language to organize their attention or use their actions to guarantee it. At the same time, it was easier for children to maintain their intentional attention in game activities because there were clear tasks in the game. ** 3. Teacher's role ** 1. ** Before the event ** - Teachers should design activities according to the needs of children, play the role of planner, prepare materials and tools, and create an environment. At the same time, as an advocate, observer, and examiner, they should stimulate children's interest, observe and analyze children's interests, abilities, and needs in order to perfect the plan, adjust the materials, guide children to appreciate, and improve their aesthetic ability. 2. ** Active ** - He was both an organizer and a participant, organizing different forms of educational activities and giving different levels of guidance according to the level of early childhood development. For example, when children were drawing, the teacher could discuss the theme, layout, division of labor and cooperation with the children, and give suggestions in time if they found any shortcomings. 3. ** After the event ** - As an organizer and appreciator, he would organize evaluation activities, appreciate works with children, understand their inner world from the perspective of children, and encourage children to have new pursuits and desires for performance from a higher perspective, cultivate creativity and cultivate sentiment. ** 4. Materials and environment ** 1. It was important to provide enough materials for the children to choose from. Rich and diverse materials can stimulate the desire of young children to operate and encourage them to carry out creative activities. For example, in the vase decoration activity, watercolor pens, oil painting sticks, crayons, and other painting materials could be provided, as well as colored paper and other materials for tearing and sticking. 2. Creating a relaxed and free teaching environment can stimulate children's interest in drawing boldly. The spiritual environment of the kindergarten was of great significance to the development of children. Only in a safe, warm, equal, and free environment could children actively create art. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection and Evaluation on How to Make a Video of Teacher's Growth
The following are some steps and key points for making a video of kindergarten teacher's growth: ** 1. Confirm goals and content framework ** 1. ** Clear target ** - Decide on the purpose of the video production, such as reviewing the teacher's personal professional development, sharing experiences among the teachers in the park, or showing the teacher's teaching improvement process to parents. 2. ** Build a content framework ** - ** Teaching process demonstration **: - Choose a representative teaching segment, such as the introduction segment, the children's interaction segment, and the teaching focus segment. These clips should be able to reflect the actual performance of the teacher in teaching. - The content of the video could be organized according to the order of the teaching activities, from the beginning of the preparation work (such as the preparation of teaching materials, the environment layout, etc.) to the development of the teaching activities, and finally to the final summary. - ** Reflection Part **: - Analyzing the embodiment of teaching philosophy. Teachers needed to think about whether their educational ideas were correctly conveyed in the teaching process, such as whether they paid attention to the main position of children and whether they were in line with the characteristics of children's physical and mental development. - Reflection on teaching methods. Consider the advantages and disadvantages of teaching methods such as lecture method, game method, and interaction method, such as whether it can stimulate children's interest in learning and whether it can help children understand knowledge. - Reflecting on the feedback of children. Review the child's performance in the teaching process, such as the child's questions, participation, confusion, etc., and think about how to better respond to the child's needs. - ** Evaluation Section ** - Self-evaluation: The teacher will evaluate the teaching effect according to the teaching goals set by himself. For example, whether or not the expected goals of knowledge imparting, ability cultivation, and emotional education were achieved. - Peer-review: If other teachers participate, they can collect their opinions on the teaching process, such as the innovation of teaching methods and the effectiveness of guidance for young children. - Children's evaluation (if possible): Through the child's simple feedback (such as drawing, simple expression, etc.) to understand the child's feelings about the teaching activities. ** 2. Collection of video materials ** 1. ** Teaching Activity Recording ** - Arrange the recording equipment in advance to ensure that the image and sound are clear. Multiple cameras could be used to record from different angles, such as panoramic shots of the classroom environment and the overall teaching scene, and close-up shots of the interaction details between the teacher and the child (such as expressions, movements, etc.). - During the recording process, try to reduce external interference to ensure that the teaching activities proceed naturally. 2. ** Additional Material Collection ** - Collect pictures of teachers 'lesson plans, teaching notes, and other related documents to show the teacher's teaching preparation in the video. - They could also collect the children's works and display the results of their teaching to reflect the results of their teaching. ** 3. Video Production and Editor ** 1. ** Edited teaching clips ** - According to the content framework, he would choose suitable teaching clips to edit and remove unnecessary parts to make the video more compact and focused. 2. ** Add reflection and evaluation content ** - Add reflection and evaluation content in the form of text (such as subtitles) or in the form of a teacher's narration. If it was in the form of text, pay attention to the font size and color matching to ensure that it was clear and readable; if it was a narration, make sure that the voice was clear and natural. 3. ** Creating special effects and transition ** - He added transition effects to make the transition between different teaching clips, reflection content, and evaluation content natural. For example, fade-in and fade-out, rotating and switching, but not too complicated to affect the viewing experience. 4. ** Add background music ** - Choose background music suitable for the kindergarten atmosphere, such as light children's songs, soothing pure music, etc., but the volume of the music should be moderate and not overshadowed the teacher's explanation and the voice of the child. ** 4. Review and Perfection ** 1. ** Review the content ** - Check whether the video content is complete, and whether the reflection and evaluation content is accurate and objective. Make sure there is no wrong information or misleading content in the video. 2. ** Technology Review ** - Check the video's picture quality, sound effects, and subtitles for any problems, such as whether the picture was stuck, whether there was noise in the sound, and whether there were any typos in the subtitles. 3. ** feedback and modification ** - According to the results of the review, he would make necessary changes and improvements to ensure that the video could achieve the desired goal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teacher's summary and reflection on small class mathematics activities
The following is a summary and reflection of the teachers of the small class mathematics activities: ** 1. Benefits of the event ** 1. ** Respect for children's needs and independent development ** - During the activities, teachers can fully understand and respect the interests and needs of children. For example, in the mathematics teaching activities of small classes, according to the characteristics of the children's age, the form of free choice and collective communication was used to provide rich and suitable operating materials for different levels, giving the children the opportunity to fully express themselves. For example, in the peach blossom making activity, the children were allowed to observe the peach blossom making method and materials freely. Through collective communication and teacher's summary, the children's experience was improved. 2. ** Arouse children's interest and attention ** - Teachers could effectively attract children's attention during the introduction process, stimulate their curiosity and interest in learning. For example, in the mathematics activity of "Giraves Comparing Their Stats," a gibbon was first shown to attract the attention of the children, and then the question of giraves queuing up was thrown out to let individual children operate, attracting other children to concentrate on watching and thinking. 3. ** Pay attention to the comprehensive development of young children ** - The activity emphasized the cultivation of children's various abilities. On the one hand, it paid attention to the teacher's affinity and promoted the emotional communication between the children and the teacher. For example, in the peach blossom production activity, the beautiful environment and atmosphere were used to create activities to promote the integration of children. Every link paid attention to cultivating children's creativity and imagination. On the other hand, activities could broaden children's thinking. For example, in the activities of expressing peach blossoms, various art forms could be used to let children understand that the same content could be expressed in different forms. They could also transfer experiences and draw inferences from other cases to promote cooperation. In addition, in the extension of activities, peach blossoms could be expressed in different forms to make full use of children's various experiences. ** 2. Insufficient activities ** 1. ** Teaching is not random ** - In the small class mathematics teaching activities, teachers lacked a certain degree of teaching random, and there was still a gap between them and becoming quick-witted teachers. They needed to constantly improve their response strategies to children. 2. ** Insufficient basic knowledge and skills training (for some young teachers)** - Some young teachers lacked basic knowledge and basic skills training in the process of teaching, and they lacked the cultivation of students 'thinking ability. They lacked the integration of knowledge before and after the lesson preparation process. 3. ** Not giving full play to the actual role of the classroom (for some teaching situations)** - When designing teaching, some teachers did not fully consider the necessity of students learning knowledge, the connection of knowledge, the process of knowledge generation, the mathematical ideas contained in it, the application background, and other issues. They did not fully play the substantial role of classroom teaching, and did not truly "learn as the center" and pay attention to all students. For example, in some mathematics teaching, students did not pay attention to the mastery of basic knowledge, the process of knowledge formation, and the ability to discover and ask questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teacher's professional inspection, teaching reflection, how to write
Teachers can start from the following aspects: 1. ** Remember your success ** - Record the teaching process to achieve the intended purpose and cause good teaching effects (such as teaching resonance). - It was a last-minute measure in the classroom. - The contents were clearly written on the blackboard. - The infiltration and application of teaching methods. - The feeling of using the basic principles of education and psychology. - The reform and innovation of the teaching methods were recorded in detail for future reference and improvement. 2. ** Remembering "Failure"** - Even if the classroom teaching was successful as a whole, there might be some mistakes. They had to review, sort out, and reflect on them deeply as a lesson for re-teaching. 3. ** Remembering teaching wit ** - In the classroom teaching, as the content unfolded, the teacher-student thinking and emotional exchange process, there would be instant inspiration due to accidental events. It was necessary to capture and record it in time, otherwise it would easily disappear. 4. ** Note the students 'opinions ** - Students were the main body of learning in the classroom. They would have their own unique views and flash "sparks of innovation". Teachers should affirm these views. This could not only promote the students 'good ideas and methods, but also supplement and improve the teaching content and broaden the teacher's teaching ideas. 5. ** Remember to teach design again ** - After a class, he calmed down and thought about the rules of teaching, the innovation of teaching methods, the discovery of knowledge points, the organization of new teaching methods, the breakthrough of misunderstandings in solving problems, whether the enlightenment was appropriate, whether the training was in place, and so on. Record the gains and losses, classify them, and consider how to teach them again, so as to maximize their strengths and minimize their weaknesses and strive for excellence. He could also reflect on the following contents: 1. ** Reflect on teaching attitude and behavior **. 2. Reflect on teaching strategies. 3. ** Reflect on the learning process of students in teaching **. 4. ** Reflect on teaching plans and teaching evaluations ** The style of reflection could be educational diary, educational narrative, educational teaching cases, or notes, experiences, thoughts, revelations, postscript, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Are sex for rent stories a reflection of a larger social problem?
Yes. It reflects housing inequality. When people can't afford proper housing through normal means, they may be pushed into desperate situations like sex for rent. It shows that the housing market is failing some individuals.
Second Grade, Second Volume, Reflection on Problem-solving
The following are some aspects of the second volume of the second year's reflection on teaching problem solving: * * I. Reflection on the teaching of solving problems in hybrid operations ** 1. * * Teaching preparation and goals ** - It was necessary to exchange teaching methods with colleagues and learn from their experiences before teaching the problem solving in hybrid operations. This would help to have a clearer goal and train of thought in class, thus improving the teaching effect. 2. * * Student performance and problems ** - * * Confidence and expression ** - There was a lack of confidence among the students in the classroom. Many students did not like to raise their hands to answer questions even if they knew how to. Moreover, they lacked the ability to express themselves. Some students understood the meaning but could not express it clearly. Most of the students did not dare and were unwilling to express themselves. They were willing to be listeners. - This could be caused by many reasons, such as the student's personality, their own ability, or the class atmosphere, but the teacher's responsibility was also greater. Even though he knew the importance of praising and encouraging the students, the classroom atmosphere was not lively due to his lack of skills and his inability to fully motivate the students to speak. - * * Interdisciplinary Connection ** - In mathematics class, they paid too much attention to the mastery of basic knowledge and neglected the training and cultivation of students 'language ability, making students unable to express their thoughts well. 3. * * Modification measures ** - Teachers should make appropriate and positive evaluations of students 'performance in a timely manner, encourage students more, stimulate students' motivation to learn, enhance self-confidence, stimulate students 'thinking, let students experience success and happiness in their studies, and make the classroom more attractive. - The importance of the relationship between the various disciplines, in mathematics class, can not ignore the cultivation of students 'language expression ability, because language and thinking are closely related, language expression ability will help to think more flexible. * * II. Reflection on the Development of Problem-solving Teaching from Grade 1 to Grade 2 ** 1. * * Question types and student myths ** - From the first to the second grade, the problem solving process progressed from the initial picture to the word question, and the students 'understanding and reading ability were required to increase. The first volume of the first year involved many types of problem solving, such as drawing a picture. - Students 'misconceptions were mainly manifested in: not understanding the meaning of the question and not answering the question; not being able to distinguish between information and questions and calculating the question as information; adding and deducting errors. 2. * * Cause Analysis ** - * * In terms of objective aspects ** - It could be due to insufficient practice, delayed feedback, and weak abstract thinking. - * * Subjectively ** - Students 'poor computational ability, incomplete language comprehension, and imperfect visual and auditory development were the reasons for the myths. 3. * * Coping Strategy ** - Pay attention to the cultivation of students 'ability to read the questions, and use a variety of methods to read the questions and read them many times. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>