Reflections on the teaching of Harvest Orchard 1 This course is an activity of comprehensively applying knowledge to solve simple practical problems. The textbook presents a picture of the orchard harvest, guiding students to ask questions and solve problems according to the information in the scene. Cultivate students' ability to collect and select information, make students realize the application value of numbers and calculations, and develop students' awareness of mathematics application.
After showing the pictures of the orchard harvest, guide the students to observe it as a whole and say what is in the pictures. (Animals, fruit trees ...) On this basis, guide students to make local observations. Who did you find under the tree? What about that tree? Where is the little white rabbit? Who's in front and behind? Can you talk about other small animals according to their appearance? Where is the rabbit on the left? How about counting from the right? Can you tell me something about other small animals? Students use "up and down", "front and back" and "which number" to describe the position of small animals.
On the basis of describing the situation map, let the students observe who is around their bodies. What's the number in front and what's the number behind? What is the number from the left? What's the number on the right? Through the communication of these practical problems, I can describe my position more skillfully with some simple locative words. Initially develop students' spatial observation ability.
On the basis of overall-partial observation, organize students to think: Can you put forward mathematical problems according to the situation diagram? At first, students felt at a loss, so it was much easier for my basic students to demonstrate and ask questions. In the process of asking questions, students are guided to make analysis, analogy and comparison, and their mathematical thinking is developed. For example, when a student asks, "How many apples are there on the first tree, how many apples are there on the second tree, a * * *, how many apples are there?" Such inappropriate questions lead students to think: Is there only such an apple on the first tree? Make students realize that some apples may be covered with leaves. When the students ask, "There are two apple trees on the left, three apple trees on the right, one * * *, how many apple trees are there?" Let the students think analogously: What else can you think of? What kind of questions would you ask? ……
But in class, I found that some of my questions were not clear enough, such as "Can you ask any math questions according to this picture?" Some students said, "How many small animals are there in Iraq?" Others said, "Who is in front of the little monkey?" ..... Students equate math problems with problems in life. Therefore, it is necessary for us to demonstrate it here first. Say the complete conditions and questions, then let the students ask questions and pass.
Reflection on the Teaching of Harvest Orchard 2 Today's lesson is an activity of comprehensively applying knowledge to solve simple practical problems. The textbook presents a picture of the orchard harvest, guiding students to ask questions and solve problems according to the information in the scene. Cultivate students' ability to collect and select information, make students realize the application value of numbers and calculations, and develop students' awareness of mathematics application.
1. Train students to observe in sequence, from whole to part.
After showing the pictures of the orchard harvest, guide the students to observe it as a whole and say what is in the pictures. (Animals, fruit trees ...) On this basis, guide students to make local observations. Who did you find under the tree? What about that tree? Where is the little white rabbit? Who's in front and behind? Can you talk about other small animals according to their appearance? Where is the rabbit on the left? How about counting from the right? Can you tell me something about other small animals? Students use "up and down", "front and back" and "which number" to describe the position of small animals.
2. Cultivate students' ability to collect information and ask questions according to information.
On the basis of overall-partial observation, organize students to think: What do you know and what questions can you ask? What other questions can you ask? Students can put forward some mathematical problems according to the situation diagram, and through the solution of these problems, they can feel the number and calculate the application value. However, when children ask questions in class, they can't express the topic completely. For example, students say, "A * * *, how many small animals are there?" Others said, "Who is in front of the little monkey?" ..... Students only ask math questions and don't choose suitable conditions, so the information is incomplete. Therefore, it is necessary for us to demonstrate it here first. Say the complete conditions and questions, then let the students ask questions and solve the problems.
Reflections on the teaching of Harvest Orchard 3 When I attend this class, let the students observe the picture and talk about what they see as a whole. Students simply answer, and then the teacher behind will guide students to follow the teacher's steps step by step, so that students can observe, ask questions and solve problems in time, which is more targeted and moderate, and it is convenient for teachers to master the classroom. The word "harvest" is related to the content of this lesson, so that children and small animals can harvest together to increase interest. It is also pointed out that this class is a comprehensive class, and it will use a lot of knowledge learned before: counting, comparing, recognizing and calculating.
"Harvest Orchard", this lesson mainly uses position knowledge, size identification and comparison, addition and subtraction within 10 to raise and solve problems in the scene of harvest orchard.
The content in complex scenes dazzles children, so we should pay attention to strengthening guidance and saving valuable classroom time. Under the guidance of teachers, students can ask some similar questions and express themselves more and more completely. More and more children raise their hands behind, and the classroom atmosphere is more active.
I tried twice before this class, and each time I reflected and improved. For example, in the final teaching, do you know whether to guide students to look at pictures or let them say whatever they observe? How to guide, how to let go? How to grasp the time of each link and so on.
In a word, this lecture made me more deeply realize the importance and urgency of learning. In the future teaching, if you want to thoroughly understand the teaching materials, students and improve your own quality, you must work hard, keep learning, learn from others, make full use of learning opportunities to accumulate teaching literacy, and make your teaching career brighter.
In the future teaching, if you want to thoroughly understand the teaching materials, students and improve your own quality, you must work hard, keep learning, learn from others, make full use of learning opportunities to accumulate teaching literacy, and make your teaching career brighter.
Reflections on the teaching of Harvest Orchard. First, create a childlike situation.
This is a situational mathematics practice activity class. The whole class takes "visiting the orchard" as a clue to let students ask questions and solve math problems. Whether students are interested in and familiar with the orchard scene is the premise of this course. At the beginning of the class, let the students close their eyes and imagine visiting the orchard, so that the students seem to be in a fairy tale. When they arrived at the orchard, they were greeted by fruity fruit trees, and the students immediately became interested in the scene of the orchard. The scene of the theme map is presented in four levels: fruit trees, small animals carrying fruits, small animals picking fruits and birds, which not only makes students feel better and better, but also facilitates students to ask questions and solve problems from a large number of information applications.
Second, give full play to students' subjectivity.
In the whole teaching process, students' exploration is the main line, and teachers are the promoters of students' learning activities. Students actively participate in such a learning activity: observe the scene from multiple angles, collect information, ask questions and solve problems. The whole learning process is open. As a small animal, the teacher puts forward a question about the direction and gives guidance: In order to find the direction, the deer thinks of a question …, which not only makes the students feel the practical significance of the question, but also gives them a good guidance in thinking. A large number of other problems are discovered and put forward by students themselves, and their innovative ability is improved. Unexpectedly, for example, "Is there any regularity in the fruit pushed by these small animals?" Such a question. In short, students can not only comprehensively apply what they have learned, but also realize the interest and value of learning mathematics.
Third, organize students to carry out learning activities in an appropriate way.
Teachers combine students' independent thinking, independent exploration and cooperative learning. When students have different views, through group communication and mutual discussion, they can get more opportunities to show themselves and learn from each other and cultivate a sense of cooperation.
Fourth, cultivate problem awareness in problem scenarios.
Asking a problem is often more important than solving it. This lesson provides students with rich background materials, creates question situations, and changes "learning to answer" into "learning", so that students can cultivate question awareness in the process of asking questions and constantly exploring.
Five, close contact with practice, cultivate application consciousness.
Mathematical knowledge comes from life and is used in life. This lesson not only allows students to ask questions and solve problems from the mathematical point of view during the visit to the orchard, but also brings students' thoughts back to the real world from the virtual orchard before the end, so that students can further understand the relationship between mathematics and life through examples around them, apply mathematics knowledge to life, and extend this cognitive activity to extracurricular activities by using students' interests and wishes, so as to cultivate students' awareness and interest in observing things around them from a mathematical perspective, feel the role of mathematics and enhance their awareness of applying mathematics.
In a word, the teaching of this class embodies the teaching concept of "student-oriented development". Teachers pay attention to let students actively participate in learning to gain an understanding of mathematics, and at the same time make students' innovative spirit, practical ability and emotional attitude fully developed.
Reflections on the teaching of "Harvest Orchard" 5 The arrival of the information age has changed the living and development environment of education. In the information age, the strategic resources of economic development have shifted from capital to knowledge and information, which points out a new direction for the reform and development of education. The highly developed communication technology in the information age not only enriches educational and teaching resources, but also changes people's space-time relationship. The information age is an era of "not living in the future today, but living in the past tomorrow", which puts forward higher requirements for people's information quality and ability; ..... These are the basic starting point and final destination of reforming education, implementing teaching and cultivating talents.
The integration of information technology and teaching is the development trend of education and teaching in the world, and it is also the need of the development of curriculum reform itself. Through integration, we can solve the difficult problems in curriculum reform and provide knowledge and technical support for teaching and new curriculum reform. At the seminar on information technology education in the National Curriculum Reform Experimental Zone, Li Lianning, Assistant Minister of Education and Director of the Department of Basic Education, stressed that information technology should not be taken as the object of study, but as a learning tool, and efforts should be made to integrate information technology with curriculum to realize the fundamental change of teaching methods and learning methods.
The Decision of Central the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way has pointed out the direction for education reform in the new period. The completion of the infrastructure reconstruction project of modern distance education in China has laid a solid foundation for the optimization of education and teaching in the information environment. The implementation of the "school-to-school communication" project and the opening of information technology courses have provided a guarantee for cultivating and improving people's information quality and ability.
As a subject experimental teacher, I believe that promoting the application of information technology in primary and secondary schools is not for informationization, but for realizing the leap-forward development of basic education and promoting the balanced development of basic education through the promotion of informationization. Through the information platform, students with weak learning ability can also obtain the same high-quality educational resources as students with strong learning ability under the network technology environment, which can improve the quality of education and teaching for all students and lay the foundation for every student's lifelong development.
The research method of this topic is mainly action research, supplemented by literature and investigation. Action research should pay attention to five links (planning, action, investigation, feedback and adjustment) and the law of spiral rise. Put the advantages of information technology in teaching, give full play to the potential of information technology, optimize the teaching process, improve learning methods, and provide technical support for students to actively participate in learning and exchanges and cooperation. When teaching, we should first create the situation of the elf expedition group and create three tour routes for students. After explaining the requirements, please ask the students to choose their own study, fully respect the students' personality characteristics, and let each student complete it by himself to achieve the effect of review. In the process of students' autonomous learning, we give two feedbacks to students' knowledge points and difficulties. At the same time, set up an intelligence trap and put forward an open and flexible life scene. Students can choose and optimize according to the information provided by the topic and find the best strategy to solve the problem. Games not only create a broad space for students to germinate their thinking of seeking differences, but also enable students to experience the practical value of mathematics, thus enhancing their motivation and confidence in learning mathematics. Through the function of classroom broadcasting, students can see various methods and fully discuss them, leaving enough time and space for students to discuss, argue and explore. This kind of teaching not only fully embodies students' dominant position, but also develops students' innovative thinking. Students can exchange autonomous learning and cooperative learning, enjoy resources effectively, and turn the classroom with limited time and space into an infinite space for everyone to participate and think. In the process of playing, students can get different treasures every time they pass a level, and they can also get different praises and rewards from elf guides. Friendly human-computer interaction allows students to know their own situation in time, so as to achieve the purpose of self-feedback, experience the fun of success and cultivate students' ability to use knowledge flexibly. Such activities stimulate students' enthusiasm for learning, encourage students to think in many ways, cultivate students' ability to obtain and process data, and cultivate students' innovative spirit. Therefore, in teaching, we can use the network as a medium to provide students with materials and tools for thinking activities, create problem-solving scenarios, put forward thinking topics, improve students' problem-solving ability and promote the development of students' thinking and intellectual quality. Only in this way can students' learning and interest be combined, so that they can have both direction and motivation.
In the teaching under the network environment, students' attention should be easily distracted, and students may not be familiar with other routes while giving feedback. Teachers should pay attention to organizing teaching. They can also use classroom broadcast to remind students to pay attention to listening and give feedback in time, and use vivid and interesting situations to stimulate students' interest in situations and effectively improve students' learning enthusiasm. In addition, due to the limitation of computer classrooms, students can only communicate with each other in the same place, so it is impossible to achieve group cooperation well, and students have fewer people to talk to each other. With the growth of grade, students' interest in games gradually weakens, and computers cannot be equated with games. We should adjust the entertainment in the computer according to the different ages of students, so as to teach students in accordance with their aptitude and better cultivate their creative thinking.
Reflections on the Teaching of Harvest Orchard 6 Today, we are teaching Harvest Orchard. This lesson mainly uses the knowledge of recognition, number recognition, addition and subtraction within 10, as well as simple practical problems represented by pictures, and puts forward and solves problems in the scene of harvest orchard.
Students are very interested in the content of this lesson, and interest is the best teacher, so that students can actively participate in learning activities. To this end, create a teaching situation to visit the orchard, attract students' attention and stimulate students' strong thirst for knowledge and curiosity.
In the teaching design, considering that students are not good at asking questions, I designed a process from helping to letting go, so that students can experience in small scenes first, and then show big scenes for students to cooperate in groups, ask questions and solve problems.
Began to ask what was in the orchard, and the students expressed their opinions. Let students observe carefully and fully tell what is in the orchard, which can lay a good foundation for later discovery and questioning. Then ask how many apples and pears there are and how many baskets there are for apples and pears.
In teaching, I pay special attention to creating opportunities for students to think independently, so that every student can actively participate in learning. At the same time, pay attention to cultivating students' problem consciousness, and encourage students to find, ask and solve problems. In class S, children don't have much difference between the relevant mathematical information in complex situations and the mathematical questions to be asked according to it. I ask students to fully perceive the meaning of the picture and talk about the meaning in the picture before asking math questions. Most students have a strong sense of questions, but there are still a few students who can't ask questions. This aspect needs to be strengthened. In teaching, we must pay attention to individual underachievers.
In teaching, the teacher's blackboard writing is still too abstract for the first-grade children, which has not played the preset effect; So I write mathematical symbols, numbers and mathematical formulas on the blackboard, which will inspire children more. The children were dazzled by the content in the complex scene, so I paid attention to strengthening guidance to save valuable classroom time. Under the guidance of teachers, students can ask some similar questions and express themselves more and more completely. More and more children raise their hands behind, and the classroom atmosphere is more active.
Reflections on the teaching of "Harvest Orchard" 7 Today's math class is the most successful one since the beginning of school. In retrospect, I think it is better to do something: interest is the best teacher. Only when students have a strong interest in the content of learning can they actively participate in learning activities. Therefore, creating teaching situations in the park can attract students' attention and stimulate their strong thirst for knowledge and curiosity.
In the lead-in session, students, our class will have a red flag competition, which is divided into four groups to see which group wins the most red flags. Do you have confidence? Students have a sense of competition and use the red flag competition to stimulate their interest in learning. Show the scene map of autumn for students to observe. Students, is autumn beautiful? Do you like autumn? The orchard is more beautiful in autumn. Uncle elephant wants to invite us to the orchard today. Do you want to go? (willing). But students should pay attention to a few points.
First, observe discipline.
Second, don't pick flowers and trees in the orchard.
Third, don't litter. Students, can you do it? (yes). Then let's go.
The process of reading and speaking is the process of students collecting picture information, which is the source of asking questions and solving problems. Let students observe carefully and fully tell what is in the orchard, which can lay a good foundation for later discovery and questioning.
Show me the teaching map of Harvest Orchard. Look, how lively it is here! What is in the orchard? Students express their opinions, including apple trees, pear trees and small animals busy harvesting fruits ...
Game is a popular activity form for children in lower grades. According to the age characteristics of students, some interesting games and directional exercises are interspersed, which increases the interest of mathematics, enables students to practice and think in games, and makes the classroom full of vitality and vitality.