Second grade surplus division teaching plan
Reflections on the teaching of mathematics division with remainder in the second grade: understanding this part of the learning content of remainder division is the extension and expansion of the knowledge of division in the table. The two parts are interrelated and complement each other. The former is the foundation of the latter and the latter is the extension of the former. This part of the content is also the basis for continuing to learn division in the future, which has the function of connecting the preceding with the following. In this class, I pay attention to providing students with a platform for independent development. People-oriented? Principle, let students learn to divide with remainder in operation. Here, I make a comprehensive and detailed reflection on this lesson:
In teaching, I created a situation to help uncle elephant divide strawberries, so that children can use school tools to form a good relationship in the activities of dividing things. Surplus? On this basis, the concepts of remainder and division with remainder are gradually established. When you divide things equally, you may have just eaten all of them, and there may not be enough left to continue dividing them. In the process of pendulum, students realize that when the average score has surplus, they need to use a new algorithm to solve it, that is, division with surplus, and the remainder is the remainder, which highlights the concept and significance of division with surplus, so that students can understand the significance of division with surplus in real situations. I am glad to see that the children are in a state of positive thinking from beginning to end in the whole class. They are attracted by mathematical problems, and they think about solving them. Classroom teaching activities have become students' independent inquiry activities. Throughout the class, children sometimes think quietly, sometimes speak enthusiastically, sometimes write quietly and sometimes express boldly. In the classroom, activities are carried out alternately, children actively participate, and the role of teachers as organizers, guides and collaborators is fully reflected, and the classroom teaching effect is remarkable.
After knowing the remainder, when the divisor is greater than the remainder, I don't tell the students this law, but through the operation of the learning machine, let the students begin to summarize the law that the divisor is greater than the remainder. The whole class really participates in the whole process of activities, and lets students form mathematical concepts with the help of hands-on activities. Students communicate, communicate, interact and think by themselves in the process of autonomy, cooperation and discussion, so that students can gain something in the process of activities? Remainder? Is the representation support of the concept abstract? Remainder? This concept laid the foundation. Give full play to students' initiative and enthusiasm. Through such repeated self-discovery, we can find laws in generalization and exploration, and improve students' mathematical thinking level.