As a new people's teacher, we should grow rapidly in teaching. Reflection on writing teaching can sum up many teaching skills in the teaching process. Then the question is coming, how to write teaching reflection? The following is a model essay on teaching reflection in the second volume of second-grade mathematics, "Understanding Numbers within 10,000", which I compiled for you, for reference only. Let's have a look.
Reflections on the teaching of the second volume of mathematics in senior two: understanding of numbers within 10,000 1 "understanding of numbers within 10,000" is not only the basis for learning multi-digit reading and writing, but also the basis for learning digital calculation within 10,000. If students are not clear about the concept of numbers within 10,000 and are not proficient in reading and writing, it will directly affect their understanding and mastery of the calculation of numbers within 10,000.
In teaching, teachers rely on intuition, strengthen the guidance of learning methods, and let students participate in activities with multiple senses. Such as counting squares, dialing counters and drawing circles. Pay attention to the connection of knowledge. For the new knowledge closely related to the old knowledge, the teaching strategy of "promoting transfer by analogy" is adopted to integrate the new knowledge into the old knowledge, realize the assimilation of the new knowledge and promote the students' cognitive construction. Not only can students master the reading and writing methods within 10 thousand, but also cultivate their analogical transfer ability. For example, from ten to ten, ten to one hundred, one hundred to one thousand, and so on to ten thousand to ten thousand.
Teachers also contact life examples to expand the activities of digital recognition and enhance students' interest in learning. In the teaching of "reading and writing numbers within 10,000", teachers should pay attention to capturing life phenomena related to the knowledge in this class, collect cases from students' lives, narrow the distance between knowledge and real life, create familiar situations for students, and take various forms to guide students to participate in number recognition activities. For example, after students initially learn "the number of 11,000 digits", it is helpful for students to abstract the number from the real life they have experienced personally, which is conducive to enriching students' perception and experience of hundreds, thousands and tens of thousands of logarithms and developing students' sense of number.
Reflections on the teaching of the second volume of mathematics in senior two: understanding the numbers within 10000+2 10000. Learning to read and write large numbers is a skill that students must master, but it is difficult for senior two students. Through practical teaching and reflection, I think the teaching of this course should pay attention to the following aspects.
First, the combination of reading and writing, positive migration.
Before teaching "Know Numbers within 10,000", students have learned the counting of "one by one",11 10, know the number names and order of "one, ten, hundred and thousand", and also know the progress rate between adjacent counting units. Therefore, when teaching this part, we can make full use of students' existing knowledge and experience, assimilate new knowledge with old knowledge, and realize the "positive transfer" of knowledge on the premise of correctly understanding the intention of compiling textbooks.
The picture in the textbook shows that the length of Nanjing Yangtze River Bridge is 4589 meters and the length of railway bridge is 6772 meters. Let the students read and talk about how to read. At this time, the teacher said, "Please dial 4589 on the counter and tell me how to dial it."
After the students answered, the teacher and the students summed up together: reading should start from a high place, 4 reading thousands, 5 reading hundreds, 8 reading ten, 9 reading nine. Then, the teacher asked, "How was this number compiled?" Students understand that 4589 is made up of four one-thousand, five hundred, eight tens and nine pairs of counters. At this time, seize the opportunity to let the students try to write this number, call the students to play, and explain: from the high position, write 4 on thousands, 5 on hundreds, 8 on tens, and 9 on each position.
After that, arrange consolidation exercises in time. For example, if the teacher dials a number on the counter, the students will write down the reading and writing methods of this number on paper, and then talk about its composition after writing, so that the deskmates can communicate with each other and correct each other.
Second, gradually abstract and break through difficulties.
Let the students experience the step-by-step process of "concrete things (small cubes)-semi-concrete and semi-abstract things (counters)-abstract counting", which effectively breaks through the important and difficult point of this lesson-knowing the new counting unit "ten thousand".
Example 4 gives some small cubes for students to estimate how many there are, and then the teacher uses courseware to verify the estimated number with the students' small cubes. One by one, 1 10, 1 100. Then ask the students how to count a number as big as 4589. The students realized that they could count eleven thousand places. )
The teacher demonstrated with a counter and asked the students to count the beads while dialing. Set aside one thousand first. When the order reaches nine thousand, ask the students, "How much is one thousand after nine thousand? How to dial? " Students have the experience of ten into one. When they count to 9,000, they will introduce the method of drawing beads, and then add 1,000. The demonstration of the counter helps students to understand that "10000 is 10,000, and 10,000 consists of1000", deepen their understanding of the new counting unit "10,000" and establish the concept of 10,000 digits more intuitively.
In order to let students further grasp the numbers and their order, teachers can ask questions like this: What is the largest four-digit number? Does every "9" in the number (9999) have the same meaning? Then ask: what is this number plus 1? After the students answer, let them dial the ball on the counter and fully feel the relationship between adjacent counting units through continuous carry operation. On the basis of reviewing the old knowledge that 10 is ten, 10 is one hundred, and 10 is one thousand, consolidate the new knowledge that 10 is ten thousand, and ten thousand consists of 10 one thousand.
Example 5 can be a comprehensive exercise of reading, writing and counting beads according to the "prompt", which can be completed by students independently and then corrected by the whole class.
Use the question "What numbers have we learned?" ? Can you put them in order? "After instructing students to complete the digital sequence table, let students put out the numbers that teachers or classmates said on the digital table with self-made digital cards to carry out consolidation exercises.
Third, appropriately expand and cultivate a sense of numbers.
"Mathematics Curriculum Standard (Experimental Draft)" clearly points out: "The sense of numbers is mainly manifested in: understanding the meaning of numbers; Numbers can be expressed in many ways; Be able to grasp the relative size relationship of numbers in specific situations; Able to express and exchange information with numbers; Can choose the appropriate algorithm to solve the problem; Can predict the results of the operation and explain the rationality of the results. " Understanding the number within ten thousand is another expansion of the concept of student number. However, due to the large number of 10000, it is difficult for students to get an intuitive feeling through the combination of specific numbers. Therefore, teachers should consciously supplement some learning materials in teaching, guide students to find "large numbers" from real life experience, and help students further understand the meaning of numbers and establish a sense of numbers through specific perception and experience. For example, how much is 1 10,000 to stimulate students' interest in learning. You can also provide students with rich learning materials through courseware demonstration and physical observation.
Reflections on the teaching of the second volume of mathematics in grade two, Understanding Numbers within 10,000. Three classes are taught on the basis of understanding the numbers within 1000. Students have certain methods of counting, reading and writing, and know how to analyze the knowledge and experience of a number within 1000. However, the concept of 10000, including numbers greater than 1000 and less than 10000, is actually relatively unfamiliar to students, so on the basis of mastering students' existing knowledge and experience, I have repeatedly studied and interpreted the textbook.
1, let students know the unit of counting "ten thousand" and feel that 10 thousand is ten thousand. Go through the process of counting, develop students' sense of number and let students experience the close relationship between number and life.
2. Be able to read and write numbers within 10,000 (there is no zero in the middle and at the end) and know the composition of these numbers.
3. Understand the number sequence table within ten thousand, and further understand the decimal counting method. The teaching focus is on reading, writing and writing numbers within ten thousand. According to the students' cognitive rules and characteristics, the teaching difficulties in this class are how to calculate the numbers on the angle close to the whole hundred or the whole thousand, and how to understand the decimal relationship between adjacent numbers. In order to highlight key points and break through difficulties, I pay attention to linking students' real life with their actual operation, so as to complete teaching tasks and achieve teaching objectives.
Reflection is as follows:
1, which is closely related to students' real life and used as the basis for number recognition. Because numbers greater than 1000 and less than 10000 can be seen everywhere in life, before class, I will arrange for students to find some large numbers they have seen in their lives and let them report them in class, thus leading to an understanding of numbers less than 10000. Doing so can make students realize the close relationship between mathematics and life, stimulate students' interest in learning, and activate students' perceptual experience of knowing numbers in life, thus laying a solid foundation for learning this lesson well.
2. New knowledge learning gradually develops students' sense of numbers from concrete to abstract, so that they can understand the meaning of numbers and follow students' cognitive rules. Students' thinking is based on concrete images, and abstract thinking cannot be separated from the support of images. When mastering the concept of numbers, they need the guidance of physical objects. Therefore, when teaching the understanding of 10,000, I will first ask students to count the small squares, one by one, ten by ten, one by one, and the number of digits, so that students can review the number of counting units within 1,000 and experience the change of decimal relations again. At the same time, during the courseware demonstration, the teacher graphically wrote the decimal relationship of each counting unit within 1000 on the blackboard, so that students could form a clear representation. Then let the students guess by analogy with the transfer of knowledge. What's the number of eleven thousand, 10 thousand? Then count the soybeans and cubes, and verify that 1 0000 is110000, and one Wan Li has10000. This is the most vivid stage of the experience. Finally, using the semi-abstraction of the counter, students can count eleven thousand bits on the counter and experience the conversion of numbers, thus successfully establishing the concepts of counting units and numbers. In the following digital reading and writing teaching, students should not only show pictures of squares, but also observe how many squares there are in a * * *. Then students dial the number in the counter and try to read and write this number, which fully embodies the close combination of shape, number and shape, and lays a solid foundation for students to form the concept of numbers and understand the composition of numbers. Numbers within tens of thousands are a difficult problem to solve. When the number is large, especially when it reaches 1 after entering1,it has always been a difficult point for students to learn. Therefore, we need to rely on the support of specific images. In teaching, I use a counter to make students think about what will happen if one more bead is added at a key place. What number should be next and why? The difficulty will be solved. Finally, the teaching of sequence table will come naturally.
3. Organize different teaching activities, so that students can master knowledge in relaxed and happy game activities. For example, counting PK, reading and writing at the same table, recording data and so on. , fully mobilized the enthusiasm and initiative of students.
4. From life, back to life. After students understand and master the reading and writing methods within 10,000, I pay attention to cultivating students' application awareness, let students know the price of electrical appliances in shopping malls, and record interesting data in nature. In this way, students once again realize the close relationship between mathematics and real life, enhance their awareness of the application of mathematics knowledge, and realize the value of mathematics learning.
In a word, this class pays attention to the process of students' cognitive law and knowledge construction, and through organizing various teaching activities, students can master the knowledge of this class in tension and happiness.
Reflections on the teaching of the second volume of second grade mathematics "Understanding Numbers within 10,000". Four classes are taught on the basis of understanding numbers within 1000. Although you have a certain number, you can read and write, and you know how to analyze the knowledge and experience of a number less than 1,000, the concept of 10,000, including numbers greater than 1,000 and less than 10,000, is actually unfamiliar to second-year students.
From life, I realized the connection between mathematics and life. I use life examples to introduce a picture of Nanjing Yangtze River Bridge, so that students can understand and imagine the length of the bridge, arouse their love for the hardworking people of the motherland, collect large numbers around them, realize the role of numbers within 10,000 in life, and experience that mathematics is around us. Therefore, this class has created many opportunities for students to express themselves, encouraged students to speak boldly, dared to question and ask difficult questions, cultivated the habit of students daring to express their opinions, tasted the pleasure of seeking knowledge, and improved students' mathematical literacy.
In teaching, according to students' age characteristics and cognitive rules, when I introduce the concept of "Wan", I make full use of multimedia and use courseware to show it dynamically: from a small cube to ten small cubes, to a hundred small cubes, and finally to a big cube, so that students can gradually understand and perceive that 10 is ten, and 10 is one hundred, 65438. Then with the help of learning tools, 1 0000 is110000. In the process of calculating 1 1000, the concept of "10,000" is established, and the number of 10,000 digits is increased from the unit to the order table of 1,000 digits, so as to stimulate students' curiosity and show their thinking process. Know the unit of counting "ten thousand", understand the principle of decimal counting, and cultivate students' sense of number in the process of showing students' mathematics learning. Then I use the semi-abstraction of the counter to realize digital conversion until I feel the size of 10 thousand. I also designed a feeling of how big 10 thousand is, so that they can imagine how thick 10 thousand pieces of paper are and how long 10 thousand meters are. It not only breaks through the difficulties, but also cultivates students' learning attitude of independent inquiry. In the following teaching of reading and writing numbers, we not only show pictures of squares, but also let students observe how many squares there are in a * * *, and then try to draw them on the counter, and then try to read and write this number, which fully embodies the close combination of graphics and numbers, and lays a solid foundation for students to form the concept of numbers and understand the composition of numbers. In teaching, we organized colorful learning activities, strengthened practice, explored independently, cooperated and exchanged, and formed the representation of numbers through a lot of perceptual knowledge, such as: take a look, count, dial, draw a picture, read, write and talk.