Reflections on the second volume of mathematics teaching in the second grade of primary school
On the basis of learning the mixed operation of addition, subtraction, multiplication and division, this lesson further expands and introduces the mixed operation with brackets. The key to understand and master this problem is to understand the operation sequence of operations, which lays a solid foundation for the later calculation of more difficult mixed operations. Students have a certain understanding of the order of mixed operations, knowing that in the formula with brackets, what is in brackets should be calculated first. On the basis of students' existing knowledge, I use the law of knowledge transfer to teach, review and consolidate the operation order of mixed operation, so that students can observe and compare what is different from what they have learned before. Students clearly know that it is a three-step mixed operation with brackets, and they also initially realize that brackets should be calculated first. I let the students try to calculate independently, and show their different calculation processes, and then discuss and communicate, so that the students can draw conclusions independently and have a taste of acquiring knowledge.
When doing the second question on page 49, I asked the students to compare the similarities and differences between the two formulas in each group. Through comparison, I communicated the connection between old and new knowledge, and made students further realize the role of brackets in changing the operation order, thus consolidating new knowledge.
Judging from students' homework, the accuracy of calculation is not too high, so we must pay attention to the cultivation of good calculation habits to further improve students' calculation ability.
Reflections on the second volume of mathematics teaching in the second grade of primary school
"Translation and rotation" is a common phenomenon of object movement, which is often seen in daily life. Through the study of this part of knowledge, students can initially perceive the phenomenon of translation and rotation, and can correctly distinguish translation and rotation. Learn to count the number of squares translated on square paper and draw a horizontal and vertical translation figure on the paper. Feel the extensive application of mathematics in life and the close connection between mathematics and life. The teaching focus of this lesson is to distinguish translation and rotation visually and cultivate a certain spatial imagination. Among them, it is difficult to calculate the translation distance and draw translation graphics on grid paper. Let me talk about my own ideas in combination with teaching practice. First, create a life situation and learn mathematics in life.
In teaching, combining with students' life experience, I let students observe the common dynamic movements such as rolling doors, sliding windows, ferris wheels, elevators, clocks and gyroscopes from the beginning, and guide students to observe, compare, classify and compare the movements of various objects with gestures, and initially perceive the translation and rotation phenomena, thus forming appearances and leading to topics. Students will find that mathematics is life, and there is mathematics everywhere in life, so as to learn to look at problems from a mathematical perspective and solve mathematical problems. In this way, students' consciousness of applying mathematics has also been cultivated.
Second, intuitive demonstration, clever breakthrough in teaching difficulties.
In the teaching of rotation in this class, I used the time pointer to demonstrate intuitively. Everyone found that the route of their movement was not a straight line, but an arc, so everyone knew that these movements were rotation, not translation.
At the same time, translation distance is also a difficult point in the teaching of this course. Students often think that several squares between two figures are empty, that is, several squares are translated. As long as students count the number of squares in a certain part, it is difficult to count the number of squares in a graphic translation. Let the students move by hand and count the translated squares, then put forward a higher requirement "What if you can't move by hand" for students to explore cooperatively-finally exchange and verify and summarize the method of "finding corresponding points". Let students experience the learning process of "guess-explore-verify", and learn the method of mathematical inquiry while learning knowledge. I think this may be a better way to break through this difficulty.
Third, a variety of sensory cooperation, so that students "move".
In order to make students understand the mathematical concept of "translation and rotation" clearly and accurately, I deepen my perception and understanding of translation and rotation in four steps. At first glance, I guide and observe translation, find out what has changed and what has not changed in the process of translation, and thus find the essential feature of translation: "the position has changed, but the direction has not changed." The second action: let the students create a translation action with a pencil box, and then the students can translate and rotate freely with the action. The third argument: watch the movement mode of various equipment on the playground, and the fourth search: go back to life and look for translation and rotation. Fully mobilize students' head, brain, hands, mouth and other senses to directly participate in learning activities, so that students can learn in active situations, which not only solves the contradiction between the high abstraction of mathematics knowledge and the concrete visualization of children's thinking development, but also enables students to actively participate in and actively explore, thus having a deeper understanding of translation and rotation. When learning the translation distance, we designed some practical activities, such as "translating the square number with the square number", so that students can deeply establish the mathematical representation of translation and rotation, thus truly "living" the boring mathematical knowledge and "moving" the students' mathematical learning.
Fourth, make full use of various media to assist teaching.
Textbooks only provide students with a few examples of "translation and rotation" in their lives, and at the same time, textbooks are static and flat. In order to overcome the limitations and singleness of teaching materials, I combine multimedia teaching in this course to give students a more intuitive and vivid experience. For example, when finding the corresponding points in the second link and calculating the translation distance, the calculation process can be designed between the two corresponding points, so that students can master the method of calculating the grid better and faster.
Fifth, through reflection, we can find the shortcomings in teaching.
Reflections on the second volume of mathematics teaching in grade two of grade three.
On the basis of students' correct calculation of division with remainder, franchising helps students learn to use division knowledge with remainder flexibly to solve simple practical problems in life. There is mathematics everywhere in life. According to the concept of curriculum standards, this lesson fully embodies the close relationship between mathematics and real life. The teaching goal of the Charter is to use the knowledge of remainder division to solve simple practical problems in life. In teaching this course, I created a situation for students to rent a boat, and combined with the actual life, I applied the knowledge of division with remainder, so that students can solve some simple practical problems after learning this course. In teaching, I first demonstrate the courseware diagram, let students talk about what information they have got from the situation diagram, and then ask questions in the textbook. On the basis of personal thinking, group communication; How to look at it, how to form it, how to think in combination with reality, and how to answer questions. Students all know to use the knowledge of division with remainder to calculate, but there is a problem in the final "answer" link. Most students want 2 1 ÷ 4 = 5 (article) ... 1 (person), so "rent at least five boats." They didn't expect the extra 1 person. Some students don't have a good grasp of the rationality of the arrangement. They don't know what kind of arrangement is reasonable. There are still some difficulties in understanding the meanings of "most" and "at least", and I can't write an answer. Therefore, in the classroom, students should be given as much space as possible to actively explore and design more hands-on games and activities, so that students' initiative may be better played and their experience will be deeper. The deficiency of this lesson is that there is not enough space for students to explore in practice. Although most children can basically work out the problem with the remainder, some children can't correctly write the unit names of quotient and remainder, and there are still some difficulties in understanding the meaning of "most" and "least", so they can't write the answer. Therefore, teachers should give students as much space as possible to actively explore and design more hands-on games and activities in class, so that students' initiative may be better played and their experience will be deeper.
Reflections on the second volume of mathematics teaching in grade two of fifth primary school
"Cognitive perspective" is the teaching content of the second book of second grade mathematics. In the process of teaching, I use the following methods: first, let students find the angle in the situation diagram and abstract it (preliminary understanding the angle), then touch the angle (feeling the angle), then let students create the angle in their favorite way (creating the angle), then know the names of each part of the angle, and finally let students find the angle around the classroom. Finding corners is to let students find corners in their daily lives and perceive all kinds of corners, from intuition to abstraction, from sensibility to rationality; Touching the angle is to let students feel the vertex and both sides of the angle by touching the angle, paving the way for understanding the characteristics of the angle; Teachers draw corners, so that students can further perceive corners; Recognizing angles is to help students further consolidate their understanding of diagonals and what angles are; The production angle is to let students choose their own material production angle under the arrangement of the group leader. Finally, let the students know that the angle is related to the size of both sides. Reflections on Mathematics Teaching in the Second Volume of Grade Two in Sixth Primary School
The teaching of this course seems simple, but it is actually difficult to grasp, mainly because students have already had a perceptual understanding of the concept of quality in their daily life and established a preliminary view of quality. Students have been exposed to quality problems in their lives, but they still lack understanding of quality units. The unit of mass is not as intuitive and concrete as the unit of length, so it can't be observed with eyes, and can only be perceived by muscle feeling. Experience tells me that children's acceptance of knowledge must be a process, from easy to difficult, from less to more, from perceptual to rational, this process is necessary. Experience is irreplaceable by teachers. Therefore, when I design the teaching of grams and kilograms, I pay attention to let students experience in many ways. In view of this situation, my teaching design is to "experience" mathematics. The activity of putting grams and kilograms into experience and establishing specific quality units in experience runs through the whole class. Students operate by themselves, and construct the quality concepts of kilograms and grams in the activities of weighing and estimating. The whole class presents the teaching idea of "weighing it-evaluating it according to experience" and tries to interpret the concept of "knowledge lies in construction" The foothold of instructional design is "experience".
Disadvantages, the whole teaching process of this course takes "experience" as the learning form throughout. Teaching students' ideas, students' reflection-making use of the situation, imperceptibly is the essence of teachers' design and guidance. However, when dealing with students' questions, there are some problems, such as ambiguity, poor handling and inaccurate terminology.