Reflections on Mathematics Teaching in Large Classes 1
Yesterday, the children in our class learned 5 compositions. I will talk about my own experience in teaching 5 compositions.
I just joined this class, and I heard that the children in this class don't have a good grasp of the concept of logarithm, so I reviewed it and got to know about the children's situation. I found that some children don't even know the numbers 3, 4 and 5, let alone that number. I contacted my parents in time and hoped that their parents would cooperate with our work.
Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from snowflakes that are common in life. When children divide snowflakes, their abilities in all aspects have been improved, and more importantly, their learning has become easy and interesting. I think hands-on operation can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life.
When teaching the composition of 5, I asked the children to take five snowflakes at a time, and then divided them into two parts and put them on the homework list, and each time they got a different share. After grading, check whether there is repetition or omission, and finally record the grading results, and then talk about your own achievements and share them. Through this interesting physical operation, children naturally understand the composition of 5. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming the children's thoughts, I further guided the children to discuss which method is better, simpler and easier to remember, and find out the best one. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression and thinking ability and cultivated their innovative consciousness.
Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics.
Reflections on mathematics teaching in large classes II.
The synthesis and decomposition of numbers is an important part of digital concept education. The new "Outline" requires children to "perceive the quantitative relationship of things from life and games", and also pays attention to children's ability to explore, operate, communicate, solve problems and cooperate. This semester, the children in our big class have learned the decomposition and composition of numbers within 6-9, and have a certain understanding of the composition of logarithm. So I let the children do it by themselves, then record the results, and look for the law of decomposition and composition under the guidance of the teacher, so that the children can play middle school and achieve the optimal combination of activity goals and children's interests.
First, use competition games to stimulate children's interest.
Playing games is a child's nature. Playing games with plots and fun can keep children interested in activities for a long time. At the same time, combining games with learning mathematics is also in line with the principle of cultivating children to learn mathematics in many ways. In this activity, I designed the game "Happy and Big Big Wolf" based on children's thinking characteristics. Let children stimulate their interest in learning in the creation of concrete and vivid situations. Let their cognitive activities be accompanied by emotions, let teaching become children's own needs, and become an active development process driven by emotions. According to the characteristics of children's thinking and emotion, the goal and content of children's mathematics education are dissolved in various situations, so that children can perceive, experience and accumulate knowledge and experience about mathematics. Its essence is to make children the main body of learning and development.
Second, guide children to learn new knowledge through their own learning experience.
In the activity, I attach great importance to reflecting children's active learning and attaching importance to children's hands-on operation. Let the flower of wisdom bloom in the hands of children. As we all know, to really learn knowledge means that children should actively participate in learning activities, so hands-on operation is the best learning activity for children. Therefore, in the activity, I let children explore independently, cooperate and communicate, and cultivate children to learn actively through hands-on operation. In the happy emotional experience, children unconsciously take the initiative to learn and experience the happiness, interest and practicality of mathematics activities.
In this lesson, I started from the children's existing knowledge, combined with the children's actual life and age characteristics, and created a vivid and interesting story situation, so that children can learn and master the nine division methods of 10 through independent exploration, and children can express the process of division and combination in clear language. On this basis, I also found and summarized the law of decomposition and synthesis of numbers within 10. The whole activity is novel, simple, interesting and vivid, and the arrangement of several links is just right, which can always catch children's interest, review the numbers within 9, develop their observation, comparison and calculation ability, and cultivate their good operating habits. The whole activity makes children's thinking clear and systematic, and makes them feel that learning mathematics is very interesting. In the alternation of dynamic and static, they cultivate the feelings of "happy learning" imperceptibly.
Reflections on Mathematics Teaching in Large Classes (3)
This activity is to observe and analyze the characteristics of various vests and let the children in our class classify them according to their characteristics. During the activity, I enlarged the vest and posted it on the blackboard in the form of a physical picture, so that children could observe the characteristics of the vest more intuitively. I found that the children in our class can find the differences in the color, size, pattern and pocket of the vest, and the children in our class can also find the differences in the collar of the vest through their own observation and fill in the numbers with their own marks. However, in children's operation, many children can't mark the pattern and fill in the number according to the requirements of the operation list because I didn't introduce the operation links clearly in advance. So after I found this situation, I explained the operation requirements again. Although I wasted some time, the children were finally able to change the operation list and basically achieved the teaching goal.
This teaching activity has many desirable aspects, such as:
1. In order to make it easier for children to observe the vest more intuitively and vividly, I made a physical diagram of the vest, which is convenient for children to operate when taking and putting it.
2. In order to take care of the weak children in our class, I always give him some simple questions, give encouragement in activities and stimulate children's interest in class.
3. When the children operate in groups, I intentionally put the children with strong ability and the children with weak ability in a group and let them help each other.
After the activity, I organized the children to verify the answers together and encouraged them to correct themselves.
Disadvantages:
In the children's operation, I didn't explain the specific operation method clearly, which led to many children not knowing the meaning of the problem.
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