This lesson has given me thinking that has far exceeded the time limit of 40 minutes. I have always been confused about where to start reflection, and I have been trying to find the inspiration behind this lesson ... until I saw Mr. Cheng Shangrong's exposition of the value of children's position in the book "Children's Position-The Boiling of Emotion and Thinking"! Students' emotions should be boiling, their thinking should be boiling, their emotions and thinking should be boiling, and their study and life should also be boiling. This touched me a lot. Looking back on the whole teaching process of percent cognition, students' participation is very small! The teacher's evaluation of this class is: this class has been advancing with the pace of eugenics; This course seems to follow your train of thought ... I understand the message behind the evaluation, that is, I limited the whole teaching framework, leaving no gaps for students, leaving no gaps for the classroom, and not giving students a reasonable release of thinking.
Teaching clip 1 In the collective feedback session, I asked Wang Jiangting to share the question: "The number of naughty penalties MINUS the number of goals equals two no goals, the number of odd penalties MINUS the number of goals equals two no goals, and the number of sloppy penalties MINUS the number of goals equals four no goals. Because I didn't score the most goals because of carelessness, and the number of goals that the naughty boy and Kiki didn't score was the same, so I might choose the naughty boy or Kiki to participate in some free throws. " I asked, "Is their group meaningful?" The class nodded. I asked again, "Is that the result that everyone agrees that we can choose between naughty and funny?" See also the situation of shaking your head. I asked again: "Is this selection method reasonable? Let's think about it. " The whole class began to quiet down ... in fact, I was very happy to see this episode among the class selection players based on "no minimum goals". As long as these generative resources can be used reasonably and guided, students will lament that "seeking the goal rate" is the only reasonable criterion for deciding who to send.
But think about the above fragment, when students are unwilling to express any different opinions, I choose to wait, and the result of waiting is more silence in the classroom. Now think about it, if I made a decisive decision at that time, it must be around "Do you think it is reasonable? Why? " I believe that students can express their opinions by asking this question at random, because when I asked "naughty and whimsical, can you choose one to take part in the free throw", they obviously disapproved. Repeated questioning at this time will definitely arouse students' cognition and promote the continuation of students' thinking. I missed a wonderful moment. There is no doubt that I am in the wrong position. From the beginning of designing this course, I failed to consider the real needs of students, and failed to find a "point" suitable for students to learn with children's thinking as the center. Therefore, when there are differences in teaching that need to be demonstrated, I not only choose to bring the students' thinking into the "standard" I want to achieve, but also force my own ideas to the students. This is actually directly related to the boring classroom.
After unifying the standard of "seeking goal rate" and determining the choice of players,
Teacher: Who can explain the meaning of "18/20" here?
Student: The number of goals divided by the number of penalties.
Health: Among all penalties, the number of goals accounted for 18.
Teacher: 20 free throws, 18, which means that the number of goals accounts for a fraction of the number of free throws, right? Teacher: What do you mean by "8/ 10" and "2 1/25"?
The students were silent for a while, and I led them to say, "8/ 10" means that 10 has eight goals; "2 1/25" scored 2 1 ball out of 25 goals.
……
Teacher: Now let's look at the three scores after the total score, 90/ 100, 80/ 100, 84/ 100. What do they mean?
There was another silence, and I began to guide again: "If the naughty one * * * fined 100 balls, you can score 90 points;" "If Kiss * * makes a penalty of 100, he can score 80 goals." "If Kiss * * makes a penalty of 100, he can score 84 goals."
From the above teaching clips, I can clearly feel that students are forced to move towards my established framework, and when they come to the classroom, they are getting weaker and weaker, and students can't get information, let alone sing with me! This can't help but make me feel: a person in the classroom is like a cloud, and the heights are too cold! Imagine: if I get "18/20", "8/ 10" and "2 1/25", I can follow the students' thinking and directly get "90/ 100" and? 80/ 100"、"? 84/ 100 "is a fraction with a denominator of 100, so learn" percentage ". On this basis, and then guide students to explore the meaning of percentage, students may be able to feel the same.
The reasons for the problems in class are all found from the standpoint of Mr. Cheng Shangrong's children, which makes my heart more or less clear. So, I began to think again: What kind of teaching activities are closest to students' truest hearts? Perhaps, what it needs is that I kneel down, keep a learner's mentality, think and answer questions from the standpoint of children; Perhaps what it needs is my ability to simplify knowledge and keep it simple.
Lesson three talks about the meaning of percentage and shows the theme:
(1) Today, the attendance rate of the whole school is 95%.
(2) The results of the sixth national census show that at present, the male population accounts for about 5 1% of the total population in China, and the female population accounts for 49% of the total population.
(3) Miao Xiang was 1.2m when she entered the school, and now she is 1.5m, which is 1.25% when she entered the school.
Teacher: Can you tell me what the percentage here means? Students can combine the meaning of percentage-"indicating that one number is a percentage of another number" to deepen their understanding of the meaning of percentage in specific situations.
So, I then showed the "common percentage in life": the content of protein in food is as follows: milk, eggs, peas, 2.9%, 12.3%, 24.6%. Please read the percentages and say what they mean.
From the students' indecision in class, we can know that our children are not familiar with this common form of content expression in life, and their brains have been passivated at this moment. However, some students immediately clarified the relationship between the two: 2.9% means that the content of protein in milk accounts for 2.9% of the total content of milk; 12.3% means that the content of protein in eggs accounts for12.3% of the total content of eggs; 24.6% means that the content of protein in peas accounts for 24.6% of the total content of peas.
Starting from my needs, it appeared in the silent classroom like "the sound of nature", and I seized this life-saving straw with joy. However, when I asked myself after class whether this class had achieved the expected effect and paid attention to all the students, this "joy" was instantly replaced by "sincere fear". In what state of mind do I only pay attention to "learning tyrants" and ignore the learning needs of other students? How can we meet the students' real level and ability in class, pay attention to more students, and not be led by "schoolmasters"? This reminds me of Hua Yinglong's The Wisdom of Holding Back. Teacher Hua Yinglong used the word "hold back" the most in class. People who can hold back are more likely to succeed because he has someone else in mind. Only after the "schoolmasters" hold their breath can many students have a chance to express their views or ideas. When to "hold back" and how to "hold back" is smart? There is such a suggestion in the article:
1. Teachers should grasp the teaching materials and students, and which links in the classroom are "letting a hundred flowers blossom". Most children will have their own ideas, and the right to speak of "learning hegemony" should be properly controlled and given to most students.
2. When students speak "a hundred flowers blossom", other students should "hold back" listening, that is, don't raise your hand or grab words, listen patiently to others' speeches, listen to what is worth learning, listen to what needs to be supplemented by yourself, and listen to what needs to be refuted by yourself.
Teacher Hua Yinglong's wisdom of "holding back" inspired me. I think the real wisdom of "holding back" is actually to let all students participate in classroom learning and thinking in every link. In the same scene, I can make some changes to the art of "suppress" in combination with the actual learning situation of students in our class. I can let the "Xueba" in each group share their opinions quietly in the group and help other students in the group understand, so as to achieve the assimilation of knowledge. I believe that in this way, with the nourishment of thinking, every student's thinking will be stimulated, and the classroom can also reflect colorful light.
Although the class we want to pursue is not limited to this, for me, the most important thing is to proceed from this point. The guidance of famous teachers has settled my confused mood, and I regret it in my heart: if I knew the "true meaning" of these teaching earlier, I might be more flexible in the design of teaching links; In the process of concrete implementation, it may be more open and the results will be different. However, I should also think more: if there is no actual failure in this course, I may always look at this course from the perspective of a bystander; Even if the profound truth can cause feelings after reading it, it may only be a moment, instead of looking for answers with a pious and urgent attitude as it is now.
This course brought me more than "success". This is an experience of self-ability, a process of self-knowledge and a brand-new spiritual washing. It tells me that on the way to teaching, I met a living "free man". With the balance between "teaching" and "learning" in mind, the balance between teaching and "changing with constancy" can be achieved. As Mr. Cheng Shangrong said: "Our value is constantly pursued. Flying late doesn't mean flying not far. As long as it makes sense, it is the height and speed in your own world. "