“教三年未必成专家,教后反思三年必成专家。”此话虽不完全准确,但也体现了教后反思在教学中的重要地位和作用。教后反思其实就是对数学教学过程的评价,其核心目的是改善教师的教,促进学生的学。所以,教师在常规教学中要有教后反思这个环节。下面以4个人教版教后反思的例子谈谈笔者的思考。【例一】一元一次方程复习课教后反思复习课的作用之一在于温故知新,拾缺补漏。教师在平时的教学和作业的批改中应善于积累。见错例: “Teaching for three years may not become an expert. After three years of teaching, it will become an expert.” This is not exactly accurate, but it also reflects the important position and role of post-teaching reflection in teaching. Post-reflection is actually an evaluation of the mathematics teaching process. Its core purpose is to improve teacher education and promote student learning. Therefore, teachers should have the post-teaching introspection in the conventional teaching. In the following, we will discuss the author’s thinking with the example of the four-person PEP teaching. 【Example 1】 One of the functions of one-item one-item review class after class revisited the review class is to learn about the new and to make up for the missing. Teachers should be good at accumulating in the usual teaching and homework correction. See the wrong example: