This is the first time for me to listen to Huang Aihua's "24-hour Timekeeping" class. Although I have heard Mr. Huang's classes in Chengdu and Dongguan online before, it always sounds different every time, and there will be some new thoughts.

The highlight of this class is the teaching fragment about mathematical logic. Before the class, the students have watched the micro-class and completed the task of learning the working papers. Among them, the first thinking task is "What is the difference between 12 timing method and 24-hour timing method". With the preliminary thinking before class, Mr. Huang guided the students to observe the time development diagram carefully again and summed up the main differences together: 1. Do you want to add a note? 2. Are there duplicate figures? 3. Do you have a segmented time record? Then, the point comes. Teacher Huang asked: Who is the most qualified in the first row of these three differences? Write it on the top?

At this point, after a short period of independent thinking, the students used the feedback device in their hands to press the answer in their hearts. In the first choice, 17 students (57%) chose "3. Do you have time? " (Figure 2). What impressed me was a little girl sitting in the back row. She took the initiative to speak out and clearly expressed her views: "Because the timing method of 12 has a subsection timing rule, we will associate the timing method of 12 with repeated numbers. After repeating it, there are two identical times in the middle, and it is necessary to explain whether it is 7 am or 7 pm. "

In addition to the little girl, Ms. Huang also randomly selected a student from the selection of "1". "Do you want to explain, talk about her own ideas. After sharing with several students in class, Mr. Huang invited them to answer for the second time. At this point, only two students still choose "Do you want to explain". In class, Miss Huang specially selected a student, Lin Ze, to speak. From the data in Figure 3, we can clearly see Lin Ze's thinking process. He changed from the initial choice 3 to 1, and thought that "explanation" was more important. Teacher Huang not only didn't criticize him, but also affirmed his own ideas, which of course caused constant reflection in the dialogue between teachers and students.

In this lesson, Mr. Huang showed us how to extract the big problems in math class and constantly arouse students' thinking and expression. In this learning process, the students followed Mr. Huang to learn "logic", found the proper order through repeated thinking and collision, and began to learn to explain the truth with logic, approaching and understanding the essence of mathematics.

As a high school political teacher who is a layman in primary school mathematics, I have some new ideas from the perspective of my own learning and understanding after reading Mr. Huang's class. Although the students in Wenquan Primary School are fierce, I personally think that the logical deduction designed by Mr. Huang should be more difficult for third-grade students.

I remember that Dr. Wang Xuyi quoted Lee Shulman, a professor at Harvard University, in the article "Completing teaching tasks vs. Creating learning possibilities": "Teaching must start with what teachers should learn from students and how to teach them. It is carried out through a series of activities with clear instructions and learning opportunities provided by teachers. Learning itself is ultimately the responsibility of students themselves. " So, what kind of activities should teachers organize to provide more learning opportunities for students? How can we ensure that every student in the class personally explores and feels the logical taste of mathematics? I dare to write my own "transformation plan".

According to the study worksheet before class, the students initially analyzed the difference between 12 timing method and 24-hour timing method. In class, everyone can communicate and sum up three differences. This part can still be carried out in the form of dialogue with students, like Mr. Huang, to help students sum up together and make clear the order of the difference between the three. Next, I want to try to redesign students' thinking and voting into a classroom activity.

First, students independently complete the second question of the study task list (as shown in Figure 4). This problem is still the core design of Mr. Huang, but it provides the basic support for students to learn "logic". With the help of scaffolding, students can try and write down the results of their own exploration. Then, students can use the feedback device to submit the numerical serial number filled in the red square to get the feedback results of their first independent thinking. Then, according to the data results, teachers can have a group dialogue, so that students can learn from each other and stimulate new thinking. Then, when the students finish the group dialogue, submit the result of the second answer. Finally, teachers can select corresponding students according to the data, and share and check the results of group learning.

Perhaps, with the help of scaffolding, the logical chain that originally needed the guidance of teachers may make students have a deeper experience and thinking; The conversation that originally only happened between teachers and individual students may spread to more students.

Of course, whether we can achieve good results in the end still needs the theoretical and practical verification of primary school mathematics teachers. During this period, my biggest gain is to sum up the methods of turning problems into group activities and apply these experiences to my own ideological and political lessons.

Attachment: 20 18 Reflections on the first time I listened to Mr. Huang's live class on the Internet.