Draft of mathematics evaluation for the third grade of primary school
Next, I will talk about my own thoughts on the lesson of "area unit" that I listened to this morning. The characteristics of this lesson can be summarized in three words: new, lively and practical. First of all, new
The new concept embodies the spirit of the new curriculum reform, and also shows the achievements of our "three openness" teaching for more than a year. The teaching idea of the new curriculum is to consciously pay attention to students' interests and experiences, advocate students' active participation in learning methods, cooperative learning and inquiry learning, and thus establish a new relationship between teaching and learning. In this class, the students are completely moved by doing and learning. The links of "have a look", "touch", "find" and "do" are designed in time and skillfully. Through group learning, students can fully feel how big 1cm2, 1dm2 and 1m2 are in hands-on practice, and can solve practical problems accurately.
Second, live.
1. Flexible teaching methods. With heuristic teaching, students can participate in learning in an autonomous, cooperative and exploratory way, and actively participate in learning through various organs such as brain, mouth, hands and eyes.
2. Use live textbooks. Teachers are not limited to textbooks, but pay attention to excavating curriculum resources. Teachers can use the information related to mathematics in the surrounding environment to form resources. The clocks, switch boxes, chalk boxes, cards on the wall and robots on the windowsill in the classroom can all be used by me. Mathematics becomes no longer empty, no longer dry numbers, symbols and abstract figures, but lets students understand through activities that mathematics comes from and serves life, that mathematics is useful, and that mathematics is around us, so as to cultivate interest in mathematics, and then like mathematics, and lay a foundation for further learning mathematics in the future.
3. Teach students to live. Only when the classroom is alive can students develop actively, vividly and lively. Our teacher pays attention to cultivating students' problem consciousness and encourages students to dare to ask questions and be able to ask questions. Only when thinking is moving can the classroom be truly vivid.
Third, reality.
1, the teaching process is true. Reflected in the scientific arrangement of links and strong logic. Let's start with dm2. Cm2 and m2, from easy to difficult, from shallow to deep, conform to students' cognitive laws, and at the same time let students understand that the generation of mathematical concepts is the need of production and life. In terms of content arrangement, conflicts should be created first, so that students can understand the necessity of learning "area unit", and then they can be familiar with the physical objects and establish the appearance of "area unit". Next, let the students experience the process of measuring the area with the area unit, reflecting the value of the "area unit", and finally choose and use the appropriate area unit to solve the problem according to the actual situation, which is interlocking and logical. So this class is very real,
The third grade mathematics evaluation draft of the second primary school
"Understanding decimals" First of all, read the textbooks and make them properly used.
1, understand the content of the textbook. Generally speaking, reading textbooks is often to understand what the textbooks teach, and then to teach the textbooks, which belongs to the shallow level. A preliminary understanding of "decimal": starting with the life experience of yuan, jiao and fen, and then teaching the decimal of length unit. It seems reasonable.
2. Think about the content of the textbook: but think further: Why not give new decimals according to trends, angles and points, but suddenly change the material by leaps and bounds? Because the teaching goal of this course requires to know the specific meaning of decimals expressed in meters and yuan, the decimals of length units can be designed as exercises after new teaching. If we just adjust the materials in this way, there will be such problems in teaching: for example, after the angle of 2 equals 2/ 10 yuan, students often get it directly from the angle of 2 =0.2 yuan, which weakens the connection between 2/ 10 and 0.2.
3. Digging the profound meaning of the textbook: carefully comparing the two fields of RMB and length, the characteristics of this course teaching are: for the decimal of RMB, students have more life experience and are easy to understand, which is really suitable as an introduction. For the decimals of length units, students have little experience and it is relatively difficult to understand them. But in this lesson, we should establish the relationship between decimals and fractions. For finding scores on the meter scale, the length is much more intuitive than RMB. Therefore, the textbook will choose an intuitive meter scale to teach decimals, and try to highlight the relationship between fractions and decimals. After reading the textbook, it really works. Teacher Zhao uses multimedia to learn from each other's strengths. 1 yuan = 10 angle, 1 yuan = 100 points are visually demonstrated on the courseware, which well realizes the intuitive effect of seeing scores on the meter scale. He used the angle of 1 and the score of 1 to break through the teaching difficulties, understand the relationship between fractions and decimals, and then improve the teaching of length units. Respect and make use of students' life experience to make students' study more concise and interesting. It follows students' cognitive rules and makes the process of mathematics learning more natural and systematic.
Second, let the students try boldly and give them enough room for thinking.
For example, Mr. Hu boldly asked students to recall and imagine the angle of 1 How else can I express it? Then, after thinking and communication, the courseware demonstrates the process of 1 yuan = 10 angle, and 1 angle is1/0 yuan. In fact, in my own teaching, I tried to make students think independently 1 angle = 1/0 yuan, but I found that students had great difficulties after teaching, so I gave up: direct guidance by teachers1yuan = 10 angle (presenting courseware at the same time).
After the comparison, I suddenly realized a sentence: A good class is not based on how smoothly the teacher seems to teach, nor on how correctly the students answer. Mathematics class is to let students think and learn to think. Mr. Hu asked the students to think independently first, giving them plenty of room to think. It is not particularly important whether they can get the right result immediately. Students who can learn can give other students a direction of thinking by exchanging ideas, and finally present courseware demonstrations to make everyone more intuitive. In this process, every student has experienced his own thinking, and the knowledge after thinking can be profound. Obviously, my step-by-step design hindered students' thinking, lacked experience, and even lost the joy of success for gifted students.
For another example, after Mr. Hu broke through 110 yuan =0. 1 yuan, students were asked to complete the exercises independently: 3 jiao = ()/() yuan = () yuan, 6 jiao = () yuan = () yuan,1minute. Even if students can't finish exercises efficiently, every student is thinking quietly and solving problems independently. Isn't that what the classroom needs? Then Mr. Zhao flexibly adjusts the follow-up teaching through practice, so that the teacher's role can be truly transformed into a collaborator of students' learning.
This time completely changed my previous thinking. Students should try boldly in class and don't be afraid to expose problems. For students, even if they can't get the correct answer, they have gained a lot, because they have thought about it and may be a little short of success.
Third, grasp the starting point of cognition and break through the difficulties of students.
The most critical cognitive starting point of this class is students' mastery of scores. In the first volume of the third grade, the textbook arranges "a preliminary understanding of fractions": students can intuitively understand fractions and fractions with the help of objects and graphics. For example, there are scores with company names, and what percentage of scores students have almost come into contact with for the first time in class. Teacher Zhao deliberately put 1 angle and 1 in a square, which reduced students' understanding of the score. We should also pay attention to students' understanding of scores and show students' thinking process again and again. For example: 1 angle, what do you think of110 yuan? Why is 30 cents =3/ 10 yuan? Why1=1100 yuan?
Fourth, attach importance to students' experience and realize the connection between mathematical knowledge.
Teacher Hu first changed 1 angle = 1/0 yuan =0. 1 yuan, and then asked the students to practice 3 angles = ()/() yuan = () yuan, and 6 angles = ()/() yuan = () yuan. Then practice collectively after 23/ 100 yuan =0.23 yuan and 5/ 100 yuan =0.05 yuan, and let the students observe for the first time. The students expressed their opinions, but did not clearly express the relationship between fractions and decimals. Teacher Hu didn't rush to summarize, but let the students continue to learn with a vague feeling until they learned the decimal of the length unit.
The third grade mathematics evaluation draft of the third primary school
The calculation of elapsed time is also a difficult point in the teaching process. After learning the ordinary timing method and the 24-hour timing method. Today, I listened to two teachers' heterogeneous classes. Let's comment and have some feelings:
Time and moment:
"Time" refers to the interval between two dates or two moments. For example, "40 points in a class", where 40 points is time. "hour" refers to the number of scales on the clock face, indicating a certain time of the day. For example, "class starts at 7: 40 in the morning", and "7: 40 in the morning" here is the time. Therefore, students should be clear about this in teaching, which is also the most basic knowledge for students to calculate the elapsed time.
Calculation method of elapsed time:
There are generally the following methods to calculate the elapsed time: counting, setting the clock face, and calculating. There are also two calculation methods, direct subtraction (end time-start time = elapsed time). Time) and piecewise calculation method. These two calculation methods are a bit difficult for students to understand. In Mr. Wang's first class, the question of the passage of two days was first raised. Students calculate by counting, setting the clock and calculating by sections, and the teacher gives good guidance, but when the elapsed time of the day appears later, students don't need to subtract it directly. In Miss Wang's second class, different from the first class, she showed the problem of the time passing on the same day for the first time. Students understand the method of direct calculation and try to use the method of subsection calculation, but there are cases where students don't understand it thoroughly enough. Through the analysis of two classes, the calculation method of elapsed time should be from concrete to abstract, so that students can count and dial the clock first, and then guide them to directly subtract and calculate by sections, which is more acceptable to students. At the same time, for the method of subsection calculation, students need to figure out how to find out the boundary points of time, such as "noon 12" and "evening 12".
Infiltration of mathematical knowledge;
Students grow up in the process of learning knowledge, and also learn new knowledge in the process of growing up. For senior children, it is necessary to infiltrate appropriate mathematical terms, mathematical methods and thinking. For example, in this course, students use two calculation methods. In order to make students think more clearly, teachers can specify the names of "direct calculation method" and "subsection calculation method", which should be helpful to students' future mathematics learning, especially to improve their ability to summarize and summarize mathematical knowledge.
The systematization of mathematical knowledge, but we should also pay attention to the breakthrough in "points", which is also a promotion and promotion for the development of students' thinking.