As an excellent people's teacher, one of our tasks is teaching. With the help of teaching reflection, we can improve our teaching ability quickly. Let's refer to the teaching reflection we need! The following is my reflection on the teaching of Possibility, the first volume of third grade mathematics, which I compiled for you. I hope it will help you.

Reflections on the possibility teaching of the first volume of mathematics in grade three

"Possibility" is the eighth unit of the first volume of the third grade mathematics in the compulsory education curriculum standard experimental textbook. By solving simple practical problems, we can experience the close relationship between mathematics and life and feel the fun of learning mathematics. In teaching, I pay attention to let students learn actively through observation, operation, communication and reflection in game activities.

First, the teaching lead-in mobilizes students' enthusiasm in the form of gamification and life, guides students to experience the formation process of knowledge, pays attention to students' existing cognitive foundation and life experience, and allows students to discuss in groups. Which bag of chess pieces feels fair? Make a reasonable judgment.

Second, pay attention to linking math problems with real life. Let students use familiar game activities? Before playing checkers, touch the pieces to decide who will go first. Teach life problems, let students intuitively feel the fairness of the rules of the game in active participation, enrich the experience of possibility, and learn to observe and analyze things in life with the idea of probability.

Third, let students fully experience the mathematical process from image to abstraction. On the one hand, this class creates a life situation; On the other hand, by? Which bag of chess pieces feels fair? Question, guide students to guess with probability, sum up the relationship between possibility and probability through thinking and verification, and students experience the mathematical process from image to abstraction.

Looking back on this unit, most students can learn to discover the possibility of events and the fairness of rules. And the whole class is always excited and highly focused, consolidating knowledge, enhancing self-confidence and mastering what they have learned in the fun of the game.

Reflections on the possibility teaching of the first volume of mathematics in grade three

I've been studying teaching phenomena hard and looking forward to entering the real classroom. The content of this lesson I teach belongs to the category of probability, which has the characteristics of randomness and strong uncertainty, unlike the result of logical reasoning. Adding such content in primary school opens a window for students, making them feel that besides the certainty of our daily study, they also need to learn some uncertain knowledge in mathematics. This kind of uncertain content exists in real life. Statistics and probability are the mathematical contents of training students to observe the world from an uncertain angle in compulsory education. We should realize the difference between uncertain thinking and definite thinking as soon as possible. It is precisely because of the characteristics of the teaching content of this class that different situations will appear in each class, so teachers should follow the students' ideas, seize the generation of new classroom resources, and guide students to make valuable thinking, which is the focus of this class.

So, first of all, I introduce myself and my classmates with business cards to arouse their interest in learning. Guess the name card game is student contact? Possibility? What might be the contents of a business card? Be sure to let the students know that some contents on the business card are uncertain. In the next link, let the students guess: what kind of business card they may touch, what kind of brand they may touch, and then verify it through the game of touching business cards, and cooperate with each other in learning. After the students touched their business cards, I didn't rush to summarize the rules, but gave them some time and space to explore and let them play freely according to their existing knowledge and experience. On the basis of students' independent thinking, teachers' organizations guide students to discuss and communicate, and gradually draw the conclusion that there may be a large number; A small quantity is unlikely. In this way, the classroom atmosphere is warm, students exchange ideas and receive feedback from various directions, and the spirit of innovation is affirmed, which stimulates the motivation of creative learning. The actual situation of students' operation is often different. Some people think that more contact with animals is my best answer. Actually, my assumption is not like this. Want students to show up? Accident? The number of encounters with the genus is relatively small, but the statistical result of the child is precisely that the number of encounters with the genus is relatively large. So when the results of the first statistics appeared, I hesitated and introduced another possible situation to my classmates. What if students are at a loss because they have not experienced such a result? I was engaged in a fierce ideological struggle. Finally, let's put it aside and see that this idea has prevailed, so that the following equal possibilities appear as many times as the three groups, and it looks very smooth. Is it equally possible to explain a large number of events? In fact, this superficial phenomenon masks the nature of possibility and makes me feel very embarrassed. Fortunately, in the second link, a group of experimental results are inconsistent. So I captured such a newly generated resource for students to observe and answer: Why is there not much in this group? No one told me why, so the teacher had to explain, so I played with the topic. This phenomenon is possible in our experiment. As the number of experiments increases, the two numbers will get closer and closer. Scientists have proved that everyone's guess is correct after many experiments.

If I have to take this course again, first of all, I have to adjust the grouping situation to make the difference in the proportion of genera smaller. Unexpected situation? Is it more likely that I will face the students' experiments calmly? Accident? . Because when probability is specific to an activity, contingency and contingency are not excluded, which is an important feature of real possibility. The teacher is right? Possibility? Only by deeply understanding and grasping the characteristics of these two aspects can we ensure that our teaching is a student experience? The real possibility? And services. We can interpret this result as possibility. Unexpected? Because? Accident? It can better reflect the authenticity of the possibility.

Secondly, give evaluation in the process of solving problems. Finding the answer to the problem is not the end of the problem solving, but the process and result of the problem solving. Evaluation is an important and indispensable link in problem solving. Through evaluation, we can further reveal the essence of mathematical problems and cultivate students' ability to analyze and solve problems. In the process of exploration, there are often many different methods and results, and our young teachers often make a mistake: as long as they meet my heart (that is, the right answer), they can give timely affirmation, while students are other? Wipe the edge? In short, the teachers ignored it, and most of them simply said, please sit down! Teachers should give students full freedom, allow them to express their opinions and protect their enthusiasm. Combined with this lesson, I will let students guess and verify through group cooperation, and then recall the results of the whole process of comparative statistics to guide students to evaluate and think. The research of educators shows that effectively evaluating the results of problem solving is helpful to students' developmental growth and can promote the real improvement of students' mathematical skills.

Teacher? Teaching? The proportion of students is greater than that of students? Study? Of course, there will be no wonderful class in the classroom led by the teacher. Our teachers should let go of their hands and feet and give students more opportunities to find, ask and solve problems themselves. Return the right to study to students? . In the classroom, we can really capture valuable generated resources according to students' ideas and trigger valuable thinking. This really requires some basic skills. In fact, the reason why our famous teachers are wonderful in class is to control the classroom flexibly along this road! After defining the development goal, I will secretly make up my mind to regard the ordinary classroom as a position to practice basic skills, pay attention to timely reflection in each class, and strive for certain gains every day! Usually pay attention to the knowledge of marginal subjects, improve their comprehensive quality as soon as possible, and grow up with students in the rain and dew sunshine of the new curriculum reform.

Reflections on the possibility teaching of the first volume of mathematics in grade three

First, create a situation, close to the reality of students' lives, and stimulate students' enthusiasm for learning.

The three concepts of "certain, possible and impossible" are too abstract for second-grade children. In order to help students better understand, in the whole teaching process, according to the cognitive laws and psychological characteristics of primary school students, we should always keep close contact with students' real life, create life-oriented mathematical situations for students and stimulate students' interest in learning. At the beginning of the class, I used the game of guessing which hand the coin is in, which not only aroused students' interest, but also exposed them to the possibility in the interesting game, simply and effectively highlighted the possibility of things happening, directly felt the connection between the possibility and real life, aroused students' desire to explore new knowledge, and laid a good foundation for further study.

Second, pay attention to the learning process and reflect the effectiveness of group learning.

Necessary group cooperation can give full play to students' subjective role, organically combine students' individual exploration with group cooperation exploration, mobilize all students' learning enthusiasm and promote students' subjective development. In the teaching of this class, in order to cultivate students' cooperative consciousness and improve the effectiveness of learning, I provided students with sufficient space for hands-on experiments, exploration and cooperation. In the case of touching the ball, organize students to touch the ball in groups to ensure that each student has the opportunity to practice and experience, so that they can exchange activities. This improves students' participation, promotes mutual learning and cultivates students' analytical reasoning ability. Classroom provides students with an open and vivid learning atmosphere, enabling them to enjoy learning and actively acquire knowledge, enabling them to experience the formation of knowledge in group cooperation and a large number of mathematical activities of observation, guessing, experiment and communication, and gradually enrich the experience of the possibility of things. At the same time, apply knowledge in activities and show the results of group cooperation. Through the full communication between teachers and students and between students, we can deeply feel and appreciate that probability knowledge exists in our daily life. Make students experience the fun of mathematics learning and gain rich experience in mathematics activities.

There are still some shortcomings in the teaching of this course, such as spending too much time on touch games, underestimating students' learning situation in class, and unable to deal with unexpected events in class.