As a new people's teacher, classroom teaching is one of our jobs, and teaching experience can be summarized in teaching reflection. How to write teaching reflection? The following is my reflection on primary school mathematics teaching with the knowledge of 1000. I hope it helps you.
Reflections on primary school 1000 mathematics teaching: 1 Believe in children, and return the classroom to students, and they will become the masters of learning. Looking back on the teaching of this class, I design to take counting as the main line, and skillfully interweave the composition of numbers, the cultivation of estimation consciousness and the combination of mathematics and life for teaching, with outstanding emphasis. In the whole class, every student actively studies, gradually establishes the concept of counting within 1000 in the process of full hands-on operation and repeated counting, and cultivates the consciousness of counting, and the acquisition of knowledge and emotional experience are synchronous.
In the process of learning, students are provided with more time and space to think and explore, and students actively express their ideas in cooperation and communication with their peers. Teachers truly respect students' creativity, tap students' potential, and promote the interactive learning process between students and teachers. In this class, I use vivid multimedia means to present the counting method of "10 is ten, 10 is one hundred", and use several small cubes that students are interested in to run through the class, so as to guess the number of days in a year, estimate the number of students in the whole school, and feel the value of mathematics in life. Through the mutual exchange, supplement, inspiration and communication between teachers and students, the teaching goal of interaction and progress has been achieved. For example, "What can you find by counting?" After this link gave students time to think, everyone's thinking was opened and they scrambled to show their ideas. There is a spark of thinking in the classroom, which is gratifying! Students' initiative and desire to explore are mobilized, and they are scrambling to tell their findings: "10 is ten, 10 is one hundred, and 10 is one thousand". The excitement is beyond words. In the process of reading and writing numbers, "can you ask a question to test everyone?" It also stimulates students' interest in exploring knowledge, thus easily breaking through the accurate counting of angles close to the whole thousand hours and understanding the digital meaning of multiple digits and the 10 decimal relationship between adjacent digits; Read and write numbers with zeros in the middle and at the end correctly. Give students enough space to explore, and students will become the masters of learning. Natural and moderate evaluation has far-reaching influence on the correct orientation of students' emotional attitude. While paying attention to mathematical thinking, we should carry out double-base teaching in a down-to-earth manner.
Through the teaching practice of this course, I deeply felt the charm of mathematics teaching and realized many of my own shortcomings. There are many regrets in the classroom. Such as; Unreasonable class schedule leads to class delay; In addition, because the exercise design is not rigorous, the number of students is long, which crowded out other teaching contents; In addition, in the process of students' hands-on operation, although students dialed the number on the counter quickly and correctly, they did not ask questions in time to strengthen their digital consciousness.
In the future, I will carefully explore and design the optimal teaching methods based on the concept of student-oriented and promoting student development; How to really pay attention to students in teaching; How to evaluate scientifically and effectively ... I will continue to explore and strive to increase my teaching experience and improve the level of education and teaching.
Reflections on mathematics teaching in primary schools with mathematics knowledge within 1000 II. First, establish digital awareness in activities.
Mathematics curriculum standard points out that every learning chapter in the curriculum standard has such a requirement to help students establish digital consciousness through understanding various numbers. Knowing relatively small numbers is easy to help students establish a sense of numbers, such as numbers within 100. After all, students can fully perceive these numbers in their lives. However, some relatively large numbers, such as those within 1000, are more difficult to establish a sense of number. Based on this understanding, I will take the cultivation of students' sense of numbers as the teaching focus of this class, and let students feel the existence of large numbers through a series of activities, and feel the relative quantities of some large numbers accordingly.
When the initial number is less than 1000, the teacher prepares different numbers of seeds for each group of students, all around 200, but the specific number of each group is not fixed, which makes the guessing activity encounter many obstacles and stimulates the students' desire to count. How to calculate? There are several plots, there are ten plots, and the most is ten plots. Because of the large number, how to deal with these good seeds so that others can see them at a glance is a big problem. If you handle it well, you will break through the difficulties. After all, the truth is in the hands of a few people, but after comparison, students are more willing to accept this truth, that is, put 100 capsules in a cup.
The number within 1000 is to break through the difficulties, but because of the foundation, students can easily know that 10 is 1000, and there is also a mathematical idea.
Counting within 1000, the teaching of counting can not only let students know that one hundred is one thousand, but also let students count some specific numbers, especially some turning points, which is particularly important. If it is not handled properly, students may not pass this level. How to draw out this content? If students are allowed to count at will, their interest in counting may not be too high. Make clever use of the resources generated in the classroom.
Second, stimulate students' enthusiasm for active participation.
In the whole class, students' activity time is at least 25 minutes, and their participation is very wide. Take counting activities as an example. To complete the task of counting about 200 seeds, it is impossible to complete it in a short time without the full cooperation of team members. Similarly, in all kinds of guessing activities, students also invested great enthusiasm. It can be said that students are unwilling. On the one hand, the warm classroom atmosphere shows that the activities designed by teachers meet the cognitive needs of students, on the other hand, it also adds vitality to this class.
Third, fully tap the teaching resources.
Primary schools in rural areas have poor teaching conditions, and schools can't provide teachers with teaching AIDS, let alone students. Where can I find resources? Around us, combined with the actual situation of rural schools, seeds are very familiar to students, especially in line with the current season: during the Qingming period, there is a saying in the countryside: before and after Qingming, plant melons and beans. So I moved the seeds to the classroom during class. In addition, there are some philosophies here: no pains, no gains. During the class, many teachers were moved by my creativity. After class, everyone asked: Why are there so many kinds? How can rural families have no seeds? A person can easily collect as many as I want with dozens of seeds. The teachers are all amazed at my creativity, not to mention the children?
Fourth, some issues need to be considered.
1, the establishment of number sense needs a process and continuous cultivation. Three guessing activities are arranged in the teaching: the first time is before counting, the second time is counting one by one 1000, and the third time is in the consolidation stage. But most students didn't guess correctly. Why? On the one hand, it may be a large number, which is difficult for students to master. On the other hand, children may lack this kind of consciousness, that is, the sense of number. How to cultivate, it is not enough to rely on one class alone, it needs to be based on peacetime.
2. It took a lot of time to make a breakthrough in the teaching of 100, but some students never thought that 100 could also be counted as a counting unit. They always thought that a bunch of 10 was simple enough. How to make a breakthrough? After class, I have been thinking about this problem. If you divide the link "Numbers within the first thousand" into two parts, let the students count the specific numbers first, and then discuss how to put them in the simplest way.
Mathematics Learning in Primary School 1000 Reflecting on Mathematics Learning in Mathematics Teaching is a process in which students actively construct the meaning of mathematics. Students need to rely on existing knowledge and experience, actively interact with textbooks and teachers, and form new mathematics knowledge, skills and abilities. Therefore, paying attention to students' learning process and letting them experience the learning process better is the primary task of Qianli Understanding Teaching.
"Understanding numbers within 1000" is to further learn the understanding of logarithm on the basis of students' understanding numbers within 100. In the activity, I created the scene of "counting squares". The specific method is: show the learning counting card with 100 squares, and let the students count how many. Then ask how to calculate it? Each student is required to recall the old knowledge of 10- 10,10-100 through oral and hands-on activities, which not only reviews the old knowledge, but also arouses the desire to learn new knowledge.
Grasping the learning motivation correctly is the key to understand the meaning of the number 1000. I pursued the victory, cooperated at the same table, combined all the squares in their hands, and counted how many squares there were again. Students' activities are: 100, 200, 300 ...1000. Hundreds of activities begin. Some people say that my hand is 500 plus your hand is 1000, and here is 1000. Simple card counting, through cooperation, feels that 1000 is calculated as 100, and 10 is obtained. The method is the same as the concepts of 10 and 100 established by senior one, but the number learned today is much more than before. Then, I asked the students to count 1 100 positions, and the teacher posted a counting card with 100 small squares on the blackboard. Slowly, the plane changed into a big cube, and there were so many squares 1000. Courseware demonstration: from 1 block to 10 block, to 10 block, to 100 block, to 100 block. At this time, the multimedia visual demonstration allows students to clearly sort out how the number 1 thousand is obtained, focusing on the progress rate between decimals.
The concept of 1000 is reasonable and effective. The number box runs through the whole learning process of concept learning. To a certain extent, students have mastered the mathematical thinking method of learning numbers, initially established a sense of numbers, developed logical thinking and image thinking, and let them experience the process of establishing the concept of 1000 numbers, and truly feel the rigor of mathematics.
The establishment of the concept of 1000 number, the composition of numbers and the organic integration of reading and writing methods are another major feature of this course. The textbook arranges one lesson on understanding and one lesson on reading and writing methods within 1000, and I will integrate the two lessons. The learning materials after the reform and reorganization are more in line with students' cognitive laws. While knowing the counting unit "thousand", the number and number sequence are randomly introduced by using the counter, which is convenient for students to perceive the connection and difference between counting unit, number and number sequence table as a whole. Students' cognition is no longer isolated and disorderly. Knowing the number sequence in advance paves the way for later recognition and reading, which fully reflects the role.
In this lesson, the process of concept from occurrence to development is a process of knowledge construction and a manifestation of respecting students' cognitive laws. However, there are also some unsatisfactory aspects in this course, such as the lack of in-depth excavation of teaching materials when zero appears in the middle of teaching.
Reflections on the teaching of primary school mathematics within 1000 4. Grasping the textbook, the new textbook divides the mathematical understanding within 10 thousand into two parts. What is its purpose? I even thought about putting these two parts together before class. However, I want to know what the purpose of these experts is. Developing students' sense of numbers is an important goal put forward by curriculum standards. So maybe that's why.
How to choose a suitable life situation and connect counting with real life situation? Although students are exposed to large numbers within 1000, it is rare.
Mathematics curriculum standard points out: "Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students." . Therefore, this course mainly adopts the activity teaching method.
Make the teaching content active and let students learn while doing.
The first is the activity of guessing the number of people in the stadium; Next is the activity of grouping several sticks. The students got a big box of sticks. On the basis of guessing, the question "How many sticks are there" is put forward to students, so that students can experience and feel it personally in the operation of counting sticks, so as to find out the method of counting and realize the decimal relationship. Then there are discussion activities, so that students can communicate: What have you found out about counting? Finally, practical activities, including a series of activities such as counting, saying, evaluating and filling in one after another, enable students to complete the application and expansion of new knowledge in the activities.
Let students communicate with each other in middle school by using group cooperative learning.
This course adopts the form of group cooperative learning, so that students can work together in groups, make collective decisions and solve problems. Students can study freely and communicate fully in the group, and every student in the group has the opportunity to operate and speak.
Create a relaxed and happy learning environment for students.
There is interest, teacher. According to the characteristics of junior children, this lesson creates a story situation in which Dr. Penguin takes an exam and goes to the castle to get a gift, trying to lead the children into a fairy tale world full of childlike interest and let them learn easily, happily and actively.
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