Summary Reflection on Educational Teaching Work and and One semester passed quickly, which can be said to be busy and harvested a lot.This semester I actively to adapt to the requirements of the new curriculum, responsibility to urge me to do a good job, no complaints and no regrets to do a good job.During the period of frustration and discouragement, but more is to summon up courage to move forward, a school year has passed, as the head of the teaching and research group of the sixth grade ministry, it is necessary to summarize and reflect on the teaching and research group and their own education and teaching work. Open teaching: By introducing open questions and solving them with the participation of students, teachers can make students experience the essence of mathematics and enjoy the fun of creative mathematics activities in the process of problem solving.Open-ended questions in open-ended teaching generally have the following characteristics: first, open-ended results, a problem can have different results; second, open-ended methods, students can use different methods to solve this problem; third, open-minded, emphasizing students'different ways of solving problems.Before the new lecture, they are allowed to collect information first, and then communicate with each other in class. By collecting information, they feel that mathematics is right beside us. Mathematics is coming into our classroom. By communicating with each other, they learn other's knowledge, make students develop together and make progress together. Therefore, in the new curriculum reform, the relationship between teachers and students is close to an equal position, and the platform is also in place.It has become bigger and bigger, and it is not a three-foot platform. Teachers have melted into students. Students are not closed, but cooperate with each other to discuss and discuss actively. Students are not bored with mathematics, but are lively and interesting. They feel that mathematics is in our midst. Activity-based teaching: Let students carry out mathematical activities suitable for themselves, including model making, games, actions, investigation and research, so that students can understand mathematics, understand mathematics and love mathematics in the activities.Let the students bend the same length of wire into rectangle, square and circle, and then guide you to observe, compare and judge: which shape has the largest graphic area?This kind of "do-do" activity not only touches on how to improve the utilization efficiency of materials under certain conditions in life and production, but also cultivates students'understanding ability of objects and graphics, and at the same time tastes the sweetness of learning mathematics in students' hands-on operation. Exploratory teaching: using "discovery" to guide students to participate actively and explore the formation of knowledge, the discovery of laws, the solution of problems and other processes.For example, "Talking about the interest of savings" is derived from the practical problems of social life. Guiding students to read carefully and do some simple calculation of interest can deepen students'impression, make them realize the benefits of learning mathematics sensibly and improve their interest in learning. Induce students'inspiration.In teaching, teachers should catch and induce inspiration in students'learning in time. They should give timely affirmation to students' original ideas, unconventional solutions and innovative ideas, even if they have only a little new ideas.At the same time, we should also use the methods of combination of numbers and figures, changing angles and analogical forms to induce students'mathematical intuition and inspiration, so as to enable students to find a breakthrough in solving problems through logical reasoning directly. Current textbooks are compiled in different classes. Usually, the tasks of each class hour must be completed in one class.Most teachers decompose the contents, tasks and processes of each lesson in a specific time sequence. Sometimes they are afraid of failing to complete the task. When students disagree in key points and easily confused places, they dare not spend too much time for students to argue and communicate. They are afraid of "extraneous branches" and pay too much attention to the links of classroom teaching. Teachers often press "routines" at each stage of a lesson.Lead s