As a people's teacher, we all hope to have first-class classroom teaching ability. Teaching reflection can record our classroom experience well. What formats should I pay attention to when writing teaching reflection? The following are my serious thoughts on the teaching of "circle area" in primary schools (5 selected articles). Welcome to share.
Reflections on the teaching of the area of the circle in primary schools 1 The area of the circle is the content of the first volume of the sixth grade of primary school mathematics published by People's Education Publishing House, and the second volume of the fifth grade is arranged by Jiangsu Education Publishing House. For senior three students, they have accumulated a lot of knowledge about the representation of circles before learning this lesson. In the previous study, the children also experienced the study of "circle understanding" and "circle perimeter", and mastered the formula of circle perimeter, which paved the way for the teaching of this class.
According to the characteristics of this class, when designing classroom teaching, I specially arranged for students to discuss in groups, trying to deduce the design of solving problems, so that students can actively participate in learning and promote the combination of learning and activities. Based on the understanding of the characteristics of the course, I designed the following teaching objectives: 1, to understand the meaning of the area of a circle; Understand and master the area formula of a circle. 2. Derivation of area formula of experience circle, learning method of experience experiment operation and logical reasoning. 3. Guide students to further understand the mathematical thought of "conversion" and get a preliminary understanding of limit thought; Experience the joy of discovering new knowledge, enhance students' awareness and ability of cooperation and exchange, and cultivate students' interest in learning mathematics.
Through the efforts of my classmates, I ended my study in this class happily. In this process, I have the following experiences:
First, students are the main body, and teachers should have good guidance.
When designing this course, considering the characteristics of knowledge, I mainly train students to apply the original knowledge into new knowledge and develop their generalization ability. Therefore, I return the main body of the class to the students, let them enter the field of mathematics at the beginning of the class, form a problem by giving them independent guesses, and take the opportunity to guide the students: how to solve this problem? Students have their own guesses, so their concentration is higher. When I encounter difficulties in my exploration, I will give collective discussion in time and let them help each other in the group, and finally reach * * *. What I am not satisfied with is that students' understanding of new knowledge cannot be put in place in time, and they may lack confidence in themselves, and students' enthusiasm for feedback in class is insufficient. When summarizing the spelling of rectangle, some students have such a question: "Teacher, I want to spell it into triangle or trapezoid, can I?" Due to the thoughtlessness of preparing lessons, I can't answer this question at the moment, so I have to perfunctory it. In addition, when students cut the circle in the operation, some of them are cut, so it takes more time to spell.
But in the whole process, I still gave students enough time and space, and also paid attention to my guiding role. Students can still experience the fun of exploration, learn knowledge and develop their abilities in their own hands-on operation.
Second, thinking about the design of classroom exercises.
Due to the thorough thinking before class, the exercises in each link are fully prepared, and the students' understanding goes from shallow to deep, from concrete to abstract, which conforms to the law of their cognitive development. In view of this rule, I also designed the exercises step by step, and started thinking from consolidating the formula method-life phenomenon-actual measurement, so as to gradually improve students' knowledge and ability. For challenging topics, I added hints at the end of the topic, so that students can solve problems with their own understanding and group cooperation, and at the same time cultivate their ability of observation, analysis and application. Maybe some students have some difficulties in their studies, which I failed to take into account in time, leading to the phenomenon that several students did not fully master the classroom exercises after class. In addition, because the practice time was not fully planned before class, the following questions were not completed in time and smoothly.
Third, the allocation of operating time.
Mathematics is the gymnastics of thinking. When students are thinking and spelling, they should be given more time and more thinking space, so that the class can be fruitful. Because the courseware moves too fast during the demonstration, there is no way to cut and spell in time. As a result, students have many problems in operation, such as cutting them all off and spending a lot of time spelling them out, which also leads to less time for practice.
For this course, student operation is the main teaching method used in this course, and students can participate in the whole process. But if we don't pay attention to the reasonable allocation of time, it will bring some influence to teaching, hoping to give other teachers a reference.
After practical teaching, I understand that sometimes math classes don't need to be arranged by teachers. Sometimes, we can choose the right time to let students master the initiative of learning, which will help them to actively participate in the classroom and enjoy the joy of exploration and learning.
Reflections on the teaching of "circle area" in primary schools II. I have been teaching for more than ten years, and I only know the ups and downs along the way. When it comes to mathematics, students often associate it with hard thinking, complicated calculus and complicated logical reasoning, and think that mathematics learning is a boring and hard work. Through the study and practice of new curriculum standards and new textbooks, I realize that students' thinking is not generated out of thin air, but a positive response to external environmental stimuli.
Therefore, teachers should combine students' age and physical and mental characteristics, creatively use teaching materials, actively develop and utilize various teaching resources, and provide students with colorful learning materials.
Mathematics teaching in senior grades, in particular, should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create various situations for students to operate, guide students to observe, operate, guess, reason and communicate, stimulate students' interest in mathematics, and establish their self-confidence in learning mathematics well. Although the sixth grade students have self-control in all aspects, the scope of continuous attention is limited, and the mathematics content is single, so they often feel bored. For example, when teaching the area of a circle, I ask students to prepare a circle before class. When teaching, let them think about which part of the circle area refers to and how to calculate it. Then, the students touch the circle with their hands and know the area of the circle by touching it. Then teach yourself the textbook and operate the math textbook on page 127, and work in groups. Through cutting and spelling, it is found that the length of approximate rectangle is equivalent to half the circumference of circle, and the width is equivalent to the radius of circle. In this way, students can easily see the area of a circle (that is, the area of a rectangle).
Calculation formula: the area of a circle is equal to π times the square of the radius of the circle. It provides students with a mathematical activity situation of active thinking and operation practice, so that students can truly understand the formula and principle of circle area calculation, fully mobilize their enthusiasm and initiative in learning, and make classroom teaching lively, interesting and relaxed.
Reflections on the teaching of "circle area" in primary schools 3 teaching material analysis
The area of the circle is the content of the first volume of the sixth grade. This unit is based on students' mastery of the perimeter and area of straight lines and their preliminary understanding of circles. Starting with the understanding of the circle, the circumference and area of the circle are consistent with the learning order of the straight line figure. However, learning circle is from learning straight lines to learning curves, and both the content itself and the method of studying problems have changed. Students have a preliminary understanding of the basic methods of learning curve graphics-"turning curves into straight lines" and "turning circles into squares". At the same time, they have infiltrated the internal relationship between curve graphics and straight lines and felt the extreme ideas. In this unit, the content of this section is arranged after "knowing the circle and the circumference of the circle", so that students can learn and study the area of the circle from their own experience of learning the circumference of the circle; It is helpful for students to understand the laws and methods of plane graphics. After learning this section, lay the foundation for learning fan-shaped statistical charts, cylinders and cones later; At the same time, the circle is also widely used in real life, and the learned knowledge can be used to solve practical problems.
Analysis of learning situation
Students have basically mastered the characteristics of a circle and the calculation of polygon area, but it is the first time for students to contact the area of a curve graph like a circle, so it is difficult to convert a circle into a straight graph. Students are no strangers to inquiry learning, but in the process of inquiry learning, they often blindly explore. Therefore, it is also a concern in teaching to organize learning materials so that students can form reasonable guesses and conduct targeted inquiry. Based on the above considerations, the following teaching objectives are formulated:
Teaching objectives
1, correctly understand the meaning of the area of a circle; Understand and master the area formula of the circle, and use the formula to calculate the area of the circle correctly.
2. Derivation of area formula of experience circle, learning method of experience experiment operation and logical reasoning.
3. Mathematical thought and limit thought of infiltration transformation. Experience the joy of discovering new knowledge, enhance students' awareness and ability of cooperation and exchange, and cultivate students' interest in learning mathematics.
Teaching emphases and difficulties
Teaching emphasis: correctly calculate the area of a circle by using formulas.
Teaching difficulty: the derivation process of the formula for calculating the circular area.
Reflections on the teaching of circle area in primary schools. The area of a circle is taught on the basis of its perimeter, and perimeter and area are two basic concepts of a circle, so students must distinguish them clearly.
Through comparison and identification, combined with students' personal experience, let students touch the area and perimeter of round paper in their hands, and further understand the connotation of the concept, so as to successfully uncover the topic "area of circle"
2. Infiltrate an important mathematical thought, that is, return to thought, and guide students to abstract generalization:
New problems can be transformed into old knowledge, and old knowledge can be used to solve new problems. So we can infer whether the area of a circle can be transformed into a plane figure I learned before! If possible, it is easy to find its calculation method. Let students recall quickly, mobilize the original knowledge reserve and prepare for the "re-creation" of new knowledge.
3. Under the guidance of teachers, students can actively observe, think and communicate.
Using the existing experience to experience new knowledge, the circle is transformed into a rectangle that has been learned, and the calculation formula of the circle area is deduced. Through experimental operation and formula derivation, students can not only deepen their understanding of formulas, but also effectively cultivate their logical thinking ability and scientific spirit of being brave in exploration. Students can experience the inner beauty of the combination of numbers and shapes and taste the joy of success in the process of seeking knowledge.
Reflections on the teaching of "circle area" in primary schools.
Mathematics Curriculum Standard points out that mathematics teaching should be based on students' life experience and existing knowledge background, and provide them with sufficient opportunities to engage in mathematics activities and exchanges. Practice teaching must also start from students' familiar life situations and interesting things, and introduce mathematics problems in life into the classroom. As soon as class begins, practice oral arithmetic first, and then introduce a topic about Xiaoming's father's life around the round flower pond in the yard, so that students can realize that mathematics is around us. In the design of exercises, make full use of examples related to students' life, such as the perimeter and area of the playground and the flower beds in our school, so that they can use mathematics knowledge to solve practical problems, feel the connection between mathematics and life and enhance their understanding of mathematics. It highlights the concept of "let students learn mathematics in life and use mathematics in life", which fully mobilizes students' enthusiasm and initiative.
Second, the practice design has "slope" and "wisdom challenge".
In this class, according to the students' cognitive rules and the requirements of the new curriculum standard, exercises are carefully designed to achieve a lively teaching rhythm from shallow to deep, with layers of slopes. First, let the students draw two circles, find out the relationship between them, and further verify the correctness of this conclusion through calculation. Then, design variant exercises that constantly move, change and combine between the two circles, give full play to the function of the same learning material as much as possible, broaden students' thinking, guide students to solve problems by using transformation methods, cultivate students' thinking ability, and let students know things around them with mathematical viewpoints and methods, and answer some simple practical questions. From the classroom, most students can successfully calculate the circumference and area of the circle and the area of the circle. Some students can finish the exercise of the last question under the inspiration of the teacher, so that students with different intelligence levels can reach the self-optimal development area of intelligence.
Third, classroom tests to improve students' enthusiasm for doing problems.
Every class is an exercise, and students are easy to get tired. Designing exercises into test questions is conducive to improving students' enthusiasm for doing them. This lesson designs a test question around the teaching objectives. The test questions include filling in the blanks, judging and calculating, which are presented to students in the form of test papers and completed by students independently. After completion, make corrections in class and take corresponding remedial measures for the * * * problems in the exam. Students further strengthen the "double basics" through self-regulated exercises that meet the standards, find their own problems, and all the right students experience learning.
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