The teaching of this unit is mainly to use the mathematical problems around students to teach, with the aim of cultivating students' cooperative spirit and their awareness of looking at life from a mathematical perspective. Mainly reflected in:
First, reflect cooperation.
Mathematics learning activities are carried out in the form of group cooperation, and students can explore the method of average score through mutual exploration and communication. In terms of teaching methods, I participate in students' group activities as a collaborator and instructor. In this process, I pay attention to respecting and appreciating every student. The relationship between teachers and students is very harmonious. Students actively express their unique ideas, let them communicate with their peers and listen to their different opinions. Pay attention to students' expression, understand students' learning trends in time, guide them, inspire students to explore the meaning of average score, and strive to create a good learning atmosphere for students.
The second is to reflect personal experience.
Personal experience enables students to enter the field of life, so that the learning process is not only a process of knowledge growth, but also a process of sound and development of body, mind and personality. The teaching of this unit pays attention to practical activities such as swinging, turning around and finding it, so that students can experience the process of acquiring knowledge and stimulate their strong interest in learning.
Third, reflect personality.
People often say, "A reader has a thousand Hamlets." People with different experiences, personalities and hobbies will have different feelings about mathematics. I respect students' own ideas and operation process, solve problems in their own language and way, express their ideas, and the spark of innovation is naturally in generate in class.
Fourth, reflect life.
Create situations, be close to life, and learn from life. In class, I create teaching materials, skillfully create students' familiar life situations in mathematics activity situations, and guide students to explore and learn. It is convenient for students to migrate, realize that mathematics comes from life and is applied to life, so that students can have a sense of intimacy and learn, understand and develop mathematics in the process of discovering problems.
Reflections on the teaching of direction and position
This unit "direction and position" is to let students learn to distinguish four directions: east, west, north and south. The design content of teaching materials is closely related to students' life, which provides students with a space for thinking and cooperation. In teaching, teachers must use students' existing knowledge and life experience to create realistic activity situations, increase opportunities for exploration and experience, and let all students participate in teaching activities. Let the students go out of the classroom, first determine the direction on the empty playground, and then go back to the classroom to find out the southeast and northwest of the classroom according to the existing experience, and the difficulty will be solved. And use the direction board to identify the four directions in the classroom, and talk about which classmate is sitting on which side.
According to the above situation, I designed the following link: 1. Let the students find the east, south, west and north directions on the playground through the rising and setting of the sun. 2. Through the game, students can better distinguish east, south, west and north, and can quickly distinguish these four directions by connecting their left and right hands. Talk about what's in different directions on campus. 3. Reflect the scenes in students' daily life, such as schools, families, supermarkets, etc., through various picture reading exercises. , and practice to identify the direction and design some routes. In this way, starting from the familiar living environment, students have the opportunity to learn and understand mathematics from the familiar things around them, realize that mathematics is around, and feel the interest and function of mathematics. Although junior students have some life experience, they are curious about all kinds of things and phenomena around them. I will firmly grasp this curiosity and combine the practical problems in my life to create situations. Take the familiar living environment as an example to guide students to use the old knowledge they have learned, explore new knowledge and master new skills in combination with life experience. Through the activities of letting students point and recognize, students can understand and master mathematics knowledge and skills in the process of independent exploration and cooperation. Gain mathematical experience.
There is a problem:
There are many problems when students face east or west to distinguish which side is left or right, and they can't determine the north and south smoothly. In practice, we should also try to connect with real life and do more unplanned exercises to determine the orientation, so that students can clearly reflect the southeast, northwest and northwest in their minds no matter where they are.
Unit 7 multiplication formula in the table (2) teaching reflection
This unit is to learn the multiplication formula of "7-9" In teaching, if we simply rely on reading and reciting formulas, it will definitely arouse students' disgust and make them feel bored. So I designed various forms of exercises. For example, driving a train, turning a lucky corner, reading children's songs, looking at pictures and drawing pictures can stimulate students' interest in learning, thus increasing the amount of practice, which can be described as killing two birds with one stone.
Multiplication formula is an important key for students to solve multiplication operation, so its teaching can be regarded as the cornerstone of multiplication calculation teaching, which is particularly important. The multiplication in Table 2 is the content of Unit 7 in the primary school mathematics textbook published by Beijing Normal University. It is taught after students have learned the multiplication formula of 2-6. Students have learned the multiplication formula of 2~6, and the multiplication in Table 2 is much more than that in Table 1, which is difficult to remember. How to memorize these formulas also sets obstacles for children's learning. Facing the reality that students know something about what they have learned, the focus of teaching should be on the understanding and memory of formulas. In teaching, we should pay attention to guiding students to think about how to find the laws in the formula, so that students can memorize them skillfully by using the methods of "comparing the upper and lower sentences and calculating the results by mouth". The practice form is interesting.
Reflections on Time, Minutes and Seconds
Recently, I learned Unit 6 "Hours, Minutes and Seconds" to understand the time. Time is more abstract for children. In the first grade, children have known the clock face and four moments: the hour, what time is half past, what time is coming and what time has just passed. This semester, children should continue to know time, understand the relationship between time, minutes and seconds, and exchange time, minutes and seconds correctly; How long does it take to know the clock face? Correct reading of clock time and two writing methods; Experience how long 1 minute is. By sensing the length of time, we can correctly choose the time unit; It is necessary to calculate the elapsed time.
When guiding students to know the time on the clock, teachers should guide students to observe and perceive what they want to learn, let students set a time by themselves, then speak it out to guide everyone to discuss, and finally the teacher makes a summary. On the one hand, this will give students a practical basis for learning, on the other hand, it will also let them learn to learn to learn. In the exercise, I showed a clock face that can be dragged, and randomly set aside a moment, so that students can tell the time correctly and move the clock face to improve their interest in practice. I focused on practicing the teaching difficulties, comparing them many times and looking for a good way to overcome them.
In the classroom, I reformed the organizational form of classroom teaching and provided students with time and space for positive development. By creating problem situations and organizing group cooperative learning, every student has the opportunity to participate in the whole process of knowledge generation and development; Let children gain knowledge in activities, experience the fun of learning and deepen their understanding of what they have learned; At the same time, teachers introduce students to the methods of expressing time from ancient times to the present, educate students to cherish time, and encourage students to arrange time scientifically and make full use of time in their future study and life.
A few thin pages of books, seemingly simple, are difficult for some students. For students with poor acceptance, we have to let them contact the clock face more and get to know each other bit by bit.
Reflections on Division Teaching
This unit is the last unit in the "Number and Algebra" section of this textbook. It is taught on the basis that students have a preliminary understanding of the meaning of division, and will use the multiplication formula of 2~9 to calculate the multiplication in the table and the multiplication formula of 2~5 to calculate the division in the table. This unit includes three parts: giraffe and bird, rabbit settlement and playground. The title of this unit is "Division". Division and multiplication are closely related. Division is related to the meaning of "multiple", and division takes multiplication formula as the most basic oral calculation tool. This unit integrates these characteristics and relations of division, so this unit is also a review of this textbook in the field of "number and calculation" and the significance of improving the review of division in Giraffe and Birds, and learning to use the multiplication formula of 6~9 to find the quotient; "Rabbit's Home" reviews two kinds of problems of division: "Sports Ground" emphasizes the practical application of multiplication and division in life, understands the internal relationship of multiplication and division, and at the same time cultivates the ability to solve practical problems, and further skillfully uses multiplication formula to perform oral calculation of multiplication and division in the table, laying a good foundation for further learning multiplication and division.
"Giraffe and Bird" combines the process of solving practical problems and learns to use the multiplication formula of 6-9 to find the quotient. When teaching, let the students look at the pictures carefully, say what they mean and make the questions clear. Then let the students calculate independently, solve the problem, and discuss in the group which multiplication formula to use to find the quotient, so as to further understand the internal relationship between division and multiplication. It is emphasized that mathematical problems (mathematical models) are abstracted from practical problems, which are easily ignored, because students often list division formulas directly from the literal meaning of practical problems; Secondly, it should be emphasized that the result of calculation should return to the situation of actual problems, to test and explain its meaning, and to write answers. This is a relatively complete thinking process to solve practical problems.
There are no mathematical problems in the situational picture of "Rabbits Settle Down". Find out from the picture and use relevant mathematical information (the number of rabbits and the number of rooms) to put forward mathematical problems. Cultivating problem consciousness is the first thing to guide students to do in this class. In teaching, with the theme of "Bunny settling down", students are encouraged to ask questions according to specific situations and simply record the questions raised. Then inspire students to sort out the questions and divide them into two categories, and then go back to the two questions put forward in the textbook for students to answer independently. Finally, organize students to compare these two problems and their differences and connections.
"Playground" is a familiar life situation for students, which contains a lot of mathematical information. In teaching, if you find good questions raised by students, let everyone learn from them, broaden their mathematical horizons and improve their ability to raise mathematical questions. What is a good math problem? It is to make full use of the mathematical information in the situation as much as possible to improve the comprehensiveness of the problem.
Through the study of this unit, students have a better understanding of division, but some poor students still have some difficulties and it is difficult to understand the topic. They are not sure whether to use multiplication or division, so they have to practice more and understand slowly.
Statistical knowledge can be seen everywhere in life. This class follows the age characteristics of students and starts from life, so that life materials run through the whole class. Let students experience the formation of knowledge by designing the scene of students' birthdays.
1, let students listen to the well-known "Birthday blessing song", make full use of multimedia resources, introduce new lessons in the form of animation that students like, stimulate students' interest in learning, and make math problems come alive. Psychological research shows that the closer the learning content is to students' familiar life background, the higher the procedure for students to consciously accept knowledge. By asking the students, "Do you want to know when your birthday is?" We should get to the point and make students interested in learning.
2, for all students, reflecting the students' dominant position, so that students can experience the formation process of knowledge. Using the birthday content in the book, the whole class was designed to celebrate their birthdays together. All the students experienced the formation of statistical knowledge by inserting candles. Students observe the statistical data and ask many math questions. The whole statistical process is fully displayed in the interaction between teachers and students and the interaction between students.
3. Let students realize that there is mathematics everywhere in life. Birthday is a special day in everyone's life. In teaching, students' birthdays are counted in the form of mathematical activities in different seasons, so that students can realize that mathematics is around us.
Unfortunately, the last part of this class asked students to guess when their birthdays were. The purpose of the design is to let students guess the season through the number of data in the statistical table, so as to give students a preliminary probability knowledge. However, students only guess the season from the existing life experience, and do not answer the preset answers in the design. The questions posted here were not recovered in time, so that students did not know the knowledge of probability through the data in the statistical table.
Classroom teaching is a flawed art. As teachers, we have the confusion of "I don't know the true face of Lushan Mountain, but I was born in this mountain". But as long as we keep discovering and thinking about problems in the future teaching, our classroom will be more radiant.