When I switched to teaching mathematics for the first time and got the math textbook, my initial impression was like a cartoon story book. Every class and every exercise can be expressed by a short story, and knowledge can be integrated into students' lives and closely linked with their actual lives. In practical teaching, I pay attention to cultivating students' good study methods and habits, initially learn to observe and analyze real life with mathematical thinking, solve some problems in daily life with mathematical methods, and cultivate students' independence, interaction and creativity. How can we make students willing to study and learn math well?
1, cultivate students' desire for active learning. Most of the first-grade children who have just entered school have received pre-school education. It's not that they don't know mathematics, but their interest in learning mathematics is not the same. Therefore, in the first math class "Numbers in Life", I let the students observe their new learning environment-classroom, let them find the numbers in the classroom, then lead the students to visit the campus and find the numbers on campus, and then tell them: This is mathematics, in fact, mathematics is around us, which makes the students gradually feel intimate with mathematics.
2. Consciously create an active learning atmosphere and a lively and interesting learning situation. ? Fun? It is a child's nature. How can children gain knowledge in play? I arranged and designed many different games and stories according to the different learning contents of each class. . . . . . Such as: online? Know objects and figures? Once in class, I asked my children to bring a lot of things and people. First, let them introduce their belongings in groups, and then count them together to see how many objects and figures there are. This not only makes students understand mathematics, but also lays a good foundation for future classification classes and cultivates children's cooperative learning habits. Another example is: in the catfish class, let the students observe the different expressions of the brothers of four cats first, then let the students put on the headdresses of kittens and perform a simulation performance to give full play to the students' imagination. Let them write their own stories and act them out, so that they can really be students? Play? Get knowledge.
3. Guide students to observe, think and solve problems from different angles. As we all know, there are many exercises in this math textbook with different answers. This requires us to seize the opportunity and encourage students to use their brains and think hard. At first, when I asked: There are different methods, many students were puzzled, so at this time, as long as a classmate can answer questions through thinking, I will give corresponding encouragement and praise him as a thinking child, regardless of whether his answer is right or not. What impressed me most was that when I talked about skipping, most students listed the formula as 2+6 (two rope-rockers and six rope-jumpers). At this time, a little girl timidly raised her little hand, and her formula was 4+4. I asked pretending to be surprised. Why is it listed as 4+4? There are four little boys and four little girls, and eight children are playing skipping rope. ? I was very happy at that time, so I took the opportunity to say: You are really a good boy who loves thinking. Great! ? Give her one? Wisdom fruit? . Then I said to other children:? In fact, many different formulas can be listed through this picture. Who can be a clever boy? After this inspiration, students' thinking suddenly became active. Finally, according to the different colors of clothes and socks, they dug deep into the calculation formula, and even some students listed the addition formula. From then on, every time students ask questions, they can take the initiative to find different ways to solve them. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped.
4. Cultivate children's life practice ability. Many children will do addition and subtraction within 100 before entering school, but it is not so satisfactory if they are brought into concrete life practice. Mathematics loses its meaning if it can't be effectively linked with life. Therefore, it is also very important to cultivate children's practical ability in mathematics teaching. For example, after the classification class, arrange students to go to bookstores, supermarkets and other places to investigate and see what rules they use to classify items, and then let students bring all kinds of different things and let them act. Medium. Mall manager? Classify various items according to your own ideas. In this way, students have been trained in practice and truly integrated mathematics into real life.
Reflections on the teaching of model essay 2 in the second volume of mathematics in the first day of junior high school of People's Education Press; in the first class, students are impetuous, so it takes time to organize classroom discipline teaching. When going to school, students are still confused about the relative position of two objects. For example, who knows who is behind, ask another question; Who's behind who? It is difficult for students to answer such questions. Ask him who is behind him? It's easier to answer, so it's better to take students as the center when teaching and observe the position!
In teaching, we should pay attention to the close connection between what we have learned and real life. Students gain positive mathematics learning emotions through exploration and cooperation and communication with others, so that students can acquire knowledge in activities such as observation and operation. Teachers can provide students with opportunities to fully engage in mathematics activities, so that students can truly understand and master what they have learned in the process of independent exploration and cooperation, which shows that students are the masters of mathematics learning, and teachers are the organizers and teachers of mathematics learning.
The students in this class have a good grasp of their position, but when counting other items, it is easier to get the left and right order reversed, and the concepts of line and number are confused in their homework!
Subtraction of abdication within 20
This course is based on the classroom and pays attention to students. The effect is good!
Ten MINUS nine consolidation exercises
The effect is good, and the students are finished in class!
Ten MINUS eight
What impressed me most about the example of this class is that the students' presupposition needs to be strengthened. When students come up with unexpected answers, as teachers, how to deal with the need to study teaching materials and grasp the overall thinking of teaching materials.
The practice effect is good, and the whole class has basically completed the task.
Mixed exercises of more than ten MINUS eight MINUS nine
The teaching effect is good, and the students basically complete the task!
When I switched to teaching mathematics for the first time and got the math textbook, my initial impression was like a cartoon story book. Every class and every exercise can be expressed by a short story, and knowledge can be integrated into students' lives and closely linked with students' actual lives. In practical teaching, I pay attention to cultivating students' good study methods and habits, initially learn to observe and analyze real life with mathematical thinking, solve some problems in daily life with mathematical methods, and cultivate students' independence, interaction and creativity. How can we make students willing to study and learn math well?
1, cultivate students' desire for active learning. Most of the first-grade children who have just entered school have received pre-school education. It's not that they don't know mathematics, but their interest in learning mathematics is not the same. Therefore, in the first math class "Numbers in Life", I let the students observe their new learning environment-classroom, let them find the numbers in the classroom, then lead the students to visit the campus and find the numbers on campus, and then tell them: This is mathematics, in fact, mathematics is around us, which makes the students gradually feel intimate with mathematics.
2. Consciously create an active learning atmosphere and a lively and interesting learning situation. ? Fun? It is a child's nature. How can children gain knowledge in play? I arranged and designed many different games and stories according to the different learning contents of each class. . . . . . Such as: online? Know objects and figures? Once in class, I asked my children to bring a lot of things and people. First, let them introduce their belongings in groups, and then count them together to see how many objects and figures there are. This not only makes students understand mathematics, but also lays a good foundation for future classification classes and cultivates children's cooperative learning habits. Another example is: in the catfish class, let the students observe the different expressions of the brothers of four cats first, then let the students put on the headdresses of kittens and perform a simulation performance to give full play to the students' imagination. Let them write their own stories and act them out, so that they can really be students? Play? Get knowledge.
3. Guide students to observe, think and solve problems from different angles. As we all know, there are many exercises in this math textbook with different answers. This requires us to seize the opportunity and encourage students to use their brains and think hard. At first, when I asked: There are different methods, many students were puzzled, so at this time, as long as a classmate can answer questions through thinking, I will give corresponding encouragement and praise him as a thinking child, regardless of whether his answer is right or not. What impressed me most was that when I talked about skipping, most students listed the formula as 2+6 (two rope-rockers and six rope-jumpers). At this time, a little girl timidly raised her little hand, and her formula was 4+4. I asked pretending to be surprised. Why is it listed as 4+4? There are four little boys and four little girls, and eight children are playing skipping rope. ? I was very happy at that time, so I took the opportunity to say: You are really a good boy who loves thinking. Great! ? Give her one? Wisdom fruit? . Then I said to other children:? In fact, many different formulas can be listed through this picture. Who can be a clever boy? After this inspiration, students' thinking suddenly became active. Finally, according to the different colors of clothes and socks, they dug deep into the calculation formula, and even some students listed the addition formula. From then on, every time students ask questions, they can take the initiative to find different ways to solve them. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped.