First, Qiu's evaluation of the teacher
The observation dimension I choose is "teaching link design and time allocation". Talk about some simple experiences and feelings in combination with lectures.
There are four teaching links in this course: creating realistic situations, discovering and putting forward mathematical problems; Organize information independently and explore ways to solve problems; Migrate and expand the application of life and experience the value of mathematics; The whole class summarizes, refines and sublimates. Please refer to the following table:
Teach a teacher
Zhao Haiyan
unit
Beicheng experimental primary school
Teaching theme
Mathematics and life
Category viewer
Qiu et al.
unit
Beicheng experimental primary school
View dimension
Teaching link design
Observation center
Teaching Link Design and Time Allocation
Main teaching links
Time allocation
short review
Create a situation and ask questions.
2
Straight to the point, simple import.
Ways to organize information and solve problems
28
Reasonable arrangement, great difficulty and outstanding.
Expand the value of applied empirical mathematics.
six
Have echoes and apply them to life.
Summarize the whole class, refine and sublimate
four
Talk about harvest and embody value.
1. Create realistic situations and ask questions: 2 minutes.
This link comes straight to the point, with the introduction of ancient poetry, stimulating children's interest with interesting questions and setting suspense.
2. Students organize information independently, explore and solve problems-establish mathematical models to solve problems. Time (28 minutes)
(1) Simplify the complex, reduce the learning difficulty, deepen it layer by layer, and lay the foundation for students to solve problems.
(2) Highlight key points, arrange time reasonably for children to explore independently, and cultivate the diversity of students' algorithms.
3. Transfer, expand and apply, and experience the value of mathematics in various ways-solving problems. It takes 6 minutes.
Teacher Zhao designed three levels of exercises: basic exercises, expanding exercises and extending exercises. Transfer the diversity of problem-solving strategies and experiences, solve simple practical problems in life, experience the close relationship between mathematics and life, and gain positive emotional experience in mathematics learning.
By learning the solution to the problem of chickens and rabbits in the same cage, we can closely connect with the reality of life, improve the learning content, and gain interest and value in learning mathematics.
4. The whole class summarizes, refines and sublimates. It takes 4 minutes.
Students talk about the harvest and experience of this class, and then the teacher leads the way to sublimate and upgrade the arithmetic method and equation solution of this class.
In this link, the teacher reports and summarizes to the children, so that students can realize the value of learning mathematics.
Second, Zhang Xingli teacher evaluation:
Below, combined with the observation point of "Does the creation of problem situations help to build the diversity of problem-solving strategies", I want to talk about three points:
1, situational import prepares for the construction of problem-solving strategies;
At the beginning of the new class, Mr. Zhao first vividly presented the problem of "chickens and rabbits in the same cage" recorded in the mathematical classics of Sun Tzu's Art of War, which made students feel the interest of ancient math problems. Stimulate students' interest in solving the famous problems of China's ancient algebra, make students understand the learning objectives of this lesson, and truly achieve the situation of wanting to learn, loving learning and enjoying learning, with twice the result with half the effort.
Considering that the original data of "chickens and rabbits in the same cage" is relatively large, it is not conducive to students who are exposed to such problems for the first time to explore. Therefore, the test questions put forward by Mr. Zhao for the first time reduce the data in the original question, which is conducive to stimulating students' interest in learning, fully taking care of students at different levels and allowing students to actively participate. Stimulated students' strong exploration motivation and prepared for later exploration and problem solving.
2. Introduce situations to help students provide theoretical basis for the diversity of problem-solving strategies;
In the process of students' independent inquiry and communication, Mr. Zhao asked students to guess after fully understanding the meaning of the question, and then expressed the process of guessing by list. Suppose that the process of list is naturally formed in students' experience, without blunt indoctrination or excessive emphasis by teachers. Through the analysis of the uniqueness of answers, students' ability to comprehensively analyze problems is cultivated. After the form is completed, guide the students to find out the rules in the topic and further analyze the topic, paving the way for exploring the hypothesis method and equation method later. After solving the problem with the list method, Teacher Zhao gave another example. When she knew there were 200 heads and 602 legs, she asked the students to guess how many chickens and rabbits there were. Make students realize that although the guessing list method is an important strategy and method to solve the problem, when the amount of data in the problem is large, the list method will be cumbersome and complicated, and then the list method will have certain limitations. So we can enter the second part of this class, that is, the teaching of the key part: studying other solutions to the problem of chickens and rabbits in the same cage. The necessity of further research on hypothesis method and equation method is revealed.
In this link, Teacher Zhao timely inspired "Is there any other way to solve this problem besides the list method?" Let students try to solve problems with different algorithms and report their ideas. Teachers' timely guidance once again stimulated students' desire to explore, so that students can understand the structural characteristics and problem-solving strategies of the problem of "chickens and rabbits in the same cage" in group discussion and exchange, experience the process of diversified problem-solving, and initially form general strategies to solve such problems.
3. Expand modeling, create situations and guide students to summarize the migration.
Thought guides methods, the influence of thought is better than the mastery of methods, and the transfer of methods is better than the learning of methods. In the consolidation stage, Teacher Zhao designed an exercise: "There are 20 RMB * * * in 5 yuan and 10 yuan, and how many RMB * * * 1 35 yuan, 5 yuan and 10 yuan?" Let students use the problem-solving strategy of chicken and rabbit in the same cage to solve practical problems in life, so that students can deeply understand the application of chicken and rabbit in daily life. It has promoted the further internalization of the "chicken and rabbit in the same cage" model.
Learn mathematics and use mathematics. Teacher Zhao leads students to grasp the essence of mathematics in this class, so that students can truly feel that mathematics is inseparable from life. Mathematical knowledge comes from life and is also applied to life.
Third, teacher Lu Fengzhen's evaluation of the class.
First, we observed the use of choice strategies when students organize information independently, as shown in the following table:
Problem solving strategy
Drawing method
Tabulation method
Hypothetical method
Equation method
number of people
eight
16
four
Occupy the whole class
Percentage of
25%
50%
12.5%
0%
The data in the table shows that in the process of exploring new knowledge, students choose to use four strategies to organize information. Among them, the extraction method accounts for 25%; 50% adopt list method; 12.5% adopts the hypothesis method; Nobody uses the equation method. As can be seen from the data in the table, students have applied the first two methods well, which shows that students have a good grasp of the problem-solving strategies they have learned before, and the "hypothetical method" is the key problem-solving strategy of inquiry learning in this class.
Secondly, we conducted a post-test on students' use of "hypothetical methods to solve problems". Post-test designs three levels of problems: the first level is to sort out information and solve problems with your favorite strategies; The second level is the method of thinking about assumptions before solving problems; The third level is the information arrangement before solving the problem.
The post-test results are as follows: The first question is shown in the following table:
Problem solving strategy
Arithmetic method
Equation method
Number of people (persons)
28
four
Percentage of total class size
87.5%
12.5%
From the data in the table, the number of people who use the "hypothesis method" problem-solving strategy accounts for 87.5% of the total number, and the number of people who use the equation method accounts for 12.5% of the total number. Through comparison, it is found that after this lesson, students are more inclined to use the "hypothesis method" to solve the problem of chickens and rabbits in the same cage, which shows that the "hypothesis method" mode of "chickens and rabbits in the same cage" has left a clear image in students' minds.
The post-test results of the third question are shown in the table below:
Students know the situation
Understand; Understanding
don't understand; ignorant of
Number of people (persons)
32
Occupy the whole class
Percentage of
100%
0%
According to the data in the table, the number of people taking part in the test is 32, and the number of people using standardized hypothesis method and equation method accounts for 100% of the total class. The test results show that most students can implement the "hypothetical problem-solving strategy".
Fourth, Zhang Yumei teacher evaluation:
Through observation, recording and quantitative analysis, this paper discusses my own thoughts on the observation point of "whether the learning style of independent inquiry and cooperative communication is conducive to the diversity of problem-solving strategies";
Autonomous learning mode
Independent thinking
Independent organization information
Group work
Exchange reports
Solve problems independently
frequency
5 times
3 times
1 time
1 1 time
3 times
time
6 minutes 10 second
3 minutes 16 seconds
3 minutes 12 second
8 minutes and 25 seconds
4 minutes and 40 seconds
line
for
shape
form
warm
√
serious
√
√
√
√
√
active
√
√
√
√
be sure of oneself
√
√
√
√
Negative; Negative; Negative; negative
From the observation scale of students' learning style, we can see that there are five forms of students' autonomous learning in this class, and the time of autonomous learning is 24 minutes and 20 seconds, which shows that the time of students' autonomous learning is sufficient, accounting for about 6 1% of the class time, which fully reflects the students' dominant position in the classroom and provides sufficient time and space for independently constructing the problem model of "chickens and rabbits in the same cage". In five different forms of autonomous learning, the hypothesis method is used to solve the problem of "chickens and rabbits in the same cage" Students are full of interest in this link, and their understanding and participation are very high. Through demonstration, it is found that the ideal effect has been achieved. In this independent study, students personally experienced and understood how to solve the problem of "chickens and rabbits in the same cage" with hypothesis method. 1 1 students showed it to the whole class one by one, accounting for 33.3% of the total number, and explained the reasoning step by step. In the exchange of questions, I deeply understood the "chicken and rabbit in the same cage" problem of the model, which promoted the deepening of cooperative learning. In this lesson, students will have a solid understanding of the hypothetical method through independent cooperative exploration, thus having a deep understanding of the list method. Although the length of autonomous learning varies, teachers boldly let go, allowing students to independently organize information and analyze quantitative relations with existing methods and strategies, leaving enough time and space for students. In this way, students are induced to study actively and individually, and the spirit of independent exploration and courage to overcome difficulties are cultivated, which is conducive to students' deep understanding of the problem of "chickens and rabbits in the same cage".
From the design of teacher Zhao's blackboard writing, with teacher Zhao's careful design of each link, students' independent inquiry and cooperative communication have deepened layer by layer, so that various problem-solving methods have gradually taken root in students' minds, reflecting the important role of independent inquiry and cooperative communication and learning in accumulating learning experience.
Wang Haiping's summary:
In the process of division of labor, teachers observe the class very carefully, collect detailed data and analyze the data deeply. Everyone's observation and evaluation of the class show that this class is successful: Mr. Zhao has effectively helped students accumulate experience in the process of guiding students to solve problems. Teacher Zhao needs to be further improved in grasping the generating resources, regulating classroom ability, classroom adaptability and teaching design. reprint