Reflections on Mathematics Teaching in the Second Grade of Primary School
In teaching, I try to let students explore independently in personal junior high school. In classroom teaching, organize a series of activities such as finding, drawing, folding, cutting, evaluating, using and creating angles. So that students' understanding of acute angle and obtuse angle does not stop at mechanical understanding and memory, but goes through a process of personal experience and continuous reflection, which urges students to truly understand and master the characteristics of acute angle and obtuse angle in mathematical activities. Mathematics under the new curriculum concept should change the traditional teaching and acceptance mode into a learning mode of exploration and discovery. So I try to let students learn and feel a lot of knowledge in their own way. If students are asked to classify angles, this link fully embodies this intention. First, let students begin to classify, and then through group cooperation, actively think about the reasons for classification, students will unconsciously find the answers they are looking for, show a strong thirst for knowledge, and experience the happiness of success. Later, in the hands-on activities, students were further required to operate and verify, and students actively participated in the whole classroom teaching.
Reflections on Mathematics Teaching in Grade Two of No.2 Primary School
This semester, I mainly teach the second-grade mathematics work, adhere to the student-oriented purpose, care for and care for students, study mathematics professional knowledge hard, and seriously reflect on the teaching work this semester. I have gained a lot and felt a lot. Under the guidance of the new teaching mode, in the process of getting along with students and learning from each other, I feel the great potential of students, which also urges me to constantly reflect on my own mathematics classroom teaching and improve my own mathematics classroom teaching methods. Now we should reflect on the teaching situation of this semester and find out the shortcomings, so as to promote the teaching of mathematics, by going up one flight of stairs. First, classroom teaching
At the beginning of this semester, according to the current situation of mathematics teaching in this class, I boldly put forward the new concept of "intensive reading and concise, reaching the standard in the classroom, passing through the classroom and passing through the unit". I study hard, practice and explore, and gradually see some happy changes of students, and feel the ease and happiness of classroom teaching brought by it.
(A) guide the preview, so that students can learn to learn.
(2) Elaboration, guidance and teaching methods.
Teachers who students don't understand must be precise about the problems exposed in the discussion. The key is to talk about the needs of students, and when students are confused, talk about the key points. It is necessary to highlight key points, break through difficulties, solve doubts and doubts, and foster strengths and avoid weaknesses. Not only knowledge, but also methods and ideas. Only in this way can we draw inferences from others, achieve the learning purpose of a class and improve students' learning ability. In addition, it can also visually display abstract and complex conceptual images, so that students can really learn and master thinking methods.
(3) Cooperation and communication, and common progress.
For the problems with students, let the students communicate and discuss in the group first. If the problems can't be solved in the group, then organize the students to communicate with each other. Teachers should collect the problems that the whole class can't solve in time and explain them in class. Correct prejudice and misunderstanding in time, and pay more attention to students who study negatively.
Second, after-school counseling.
(1) Care about underachievers.
Sincerely accept and understand their various psychological expressions, opinions and ideas in the process of doing the problem. Give them more opportunities to talk in class and communicate and talk with them after class.
(2) patient consultation.
Starting with "patience", enhance students' "perseverance". Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas. To improve their grades, we must first solve their heart diseases, make them realize the importance and necessity of learning, and make them interested in learning. So as to consciously put your mind and body into your study. On this basis, we will teach them learning methods and improve their skills.
(3) Develop good study habits.
In the teaching process, I pay attention to let students master scientific learning methods, cultivate students' good study habits, and let children benefit for life. The first thing to be solved is the habit of "listening", so that they can learn to listen to other people's speeches and learn experiences and methods from them. The second is the ability of "speaking", which requires students not only to do problems, but also to tell people their ideas and methods in an orderly way to improve their language expression and thinking ability.
Third, there are problems.
(A) the use of theory to guide practice is not enough.
(2) The research on the subject is not strong enough.
(3) Insufficient use of teaching media.
Fourth, improvement measures.
(A) continue to strengthen theoretical study in the future, highlighting their own teaching art and style.
(B) strengthen teaching reflection, accumulate experience, and effectively improve the quality of teaching.
(3) Learn to use modern educational means.
Reflections on Mathematics Teaching in Grade Two of the Third Primary School
"Two plus two (carry-free addition)" is the second teaching example of "Addition and subtraction (II) within 100" in Chapter 2, Book 1 of Grade Two Mathematics of People's Education Press. Students are required to master the calculation method of two-digit plus two-digit (carry-free addition) through the study of this course, and be skilled in calculation. Before learning this lesson, students have learned the teaching content of two-digit plus one-digit (non-carry addition) and can skillfully perform vertical calculation. In this class, I will guide students to learn two-digit plus two-digit (carry-free addition) through observation, discussion and hands-on operation.
1. Standardize classroom routines and cultivate habits.
After a year of regular classroom training, sophomores have initially developed some good study habits. Therefore, on the original basis, I propose that students should do five things in class: mouth, hands, eyes, ears and heart, and devote themselves to learning activities. In teaching, we can influence other students by praising students who have done well and standardize classroom learning.
2. Pay attention to the cultivation of students' listening habits.
Junior students pay attention to expressing themselves. When the teacher asks them questions, they are always eager to answer. After doing this, the answer is often irrelevant. So I ask students to listen carefully to the teacher's questions, and then think carefully before answering. Compared with my first grade, my classmates have made a lot of progress in listening.
The shortcomings of this lesson are as follows:
First, in order to let students understand the arithmetic of two-digit plus two-digit, I organize students to stick sticks in operation activities and understand arithmetic. However, in the process of swinging, there are the following problems:
1, students don't know how to cooperate. Some students don't bring sticks as required, and there are no learning tools to operate during activities. I have asked my deskmates to help each other many times. However, some children still don't understand sharing and cooperation.
2. Before the stick is released, the purpose of the activity is not clear. Some students didn't hear the activities to explore, and turned the stick into a stick. In view of this situation, we should pay attention to cultivating students' sense of sharing and cooperation. When organizing students to carry out activities, students should know the purpose and requirements of the activities.
Second, the class time division is unreasonable. After learning new knowledge, students did not arrange enough practice time. To solve this problem, teachers should carefully study teachers' teaching materials, arrange teaching contents and design teaching designs suitable for class students.
Reflections on Mathematics Teaching in Grade Four and Grade Two of Primary School
After a semester's hard work, the teaching task has been well completed, so that most students have mastered the basic knowledge they have learned, such as: learning and skillfully calculating addition and subtraction within 100; Know the meaning of multiplication and the names of each part in the multiplication formula; A preliminary understanding of the length units of centimeters and meters; A preliminary understanding of the line segment will measure the length of the entire centimeter line segment; A preliminary understanding of angles and right angles; A preliminary understanding of time and so on. However, some students have poor foundation, can't finish their homework, and have poor study habits, which leads to poor grades. The work is summarized as follows: 1. Make good preparations before class.
Prepare lessons carefully, not only for students, but also for textbooks and teaching methods. According to the content of teaching materials and students' reality, design the course types, formulate the teaching methods to be adopted, and carefully compile the teaching plans. Every class should be "prepared", and every class should be fully prepared before class, making all kinds of interesting teaching AIDS to attract students' attention. After class, we should sum up the lessons in time and write a good teaching postscript.
Second, make full use of distance education resources.
Only when students are interested in and enthusiastic about what they have learned can they learn knowledge well. This semester, in order to arouse students' interest in learning mathematics, I often use my spare time to look up information online and download courseware to assist classroom teaching. Students not only realized the fun of learning mathematics, but also improved their interest in learning mathematics and established their confidence in learning mathematics well. It also solved many teaching difficulties and achieved excellent results.
Third, the classroom "intensive speaking and more practice"
Strengthen class skills, improve teaching quality, explain clearly and orderly, accurately, vividly, with clear clues, distinct levels and simplicity. Pay special attention to arouse students' enthusiasm in class, strengthen the communication between teachers and students, fully reflect the main role of students, and let students study easily, easily and happily; Pay attention to accurate and concise lectures, teachers should talk as little as possible in class, and students should use their mouths and brains as much as possible; At the same time, in each class, fully consider the learning needs and learning ability of students at all levels, so that students at all levels can be improved.
Fourth, strengthen oral arithmetic training.
In order to make students skillfully calculate abdication subtraction within 20. Skillfully calculate the addition and subtraction of two digits and integer ten digits within 100. Spare 5 minutes for oral arithmetic training every day, or answer questions or write calculations, and leave oral arithmetic homework every day. It improves the agility of students' thinking and improves the calculation speed and ability.
Fifth, do exercise books in time.
Do exercise books in time after completing a section. This semester's exercise books are basically completed at school under the guidance of teachers. Revise the exercise book immediately, find problems in time, solve them in time, and train repeatedly until you understand them thoroughly.
Sixth, carefully correct homework.
Every time you assign homework, you are very careful, and you are targeted and hierarchical. Strive for the effect of every exercise. At the same time, timely and carefully correct students' homework, pay attention to analyze students' homework, classify and summarize their problems in the process of homework, make thorough comments, improve teaching methods in time according to relevant situations, and be targeted. This semester, in the homework evaluation, our class performed well.
Seven, do a good job in poor students.
Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas. In order to improve their grades, we must first solve their problems, make them realize the importance and necessity of learning, and make them interested in learning. It also stimulates their thirst for knowledge and self-motivation through various channels, and makes them realize that learning is not a task or a painful thing. It was fun. So as to consciously put your mind and body into your study. On this basis, we also teach them learning methods and improve their skills.
Eight, pay attention to communicate with parents and get their support.
Reflections on Mathematics Teaching in Grade Two of the Fifth Primary School
"A preliminary understanding of the corner" is the teaching content of the third volume of senior two, and its main goal is to let students have a preliminary understanding of the corner. This course has also heard some open classes, and has been treated in various ways, but in general, it is mainly to understand the names of various parts of the angle, learn to draw the angle, and compare the size of the angle. So how can students master these contents and establish a correct view of space under the guidance of the new curriculum concept? In the process of teaching design, I have also done some thinking: first, we should establish the concept of angle on the basis of students' original cognitive structure.
What do students know about horns? In the first grade, students had the learning experience of observing objects. They think there are some sharp corners on cuboids and cubes. It can be said that they are vague about the corners, but intuitively feel that the corners should be sharp. In addition, students also know some plane figures, among which rectangles, squares and triangles all have angles. Therefore, I think the understanding of diagonal should start from students' original cognitive experience and develop their cognitive level in this class. Therefore, in the teaching lead-in, I use the childish language suitable for students' age characteristics to "recognize old friends" to guide students to present the plane figures (triangles, circles, rectangles and squares) they have learned one by one, and then start from the triangle they know, remove one side of the triangle and form a new figure, which is the angle. Let the students accept the image of the horn from the original knowledge and experience. I think this teaching method is easy for students to accept, and the presentation of the correct angle is also conducive to the formation of students' diagonal concept. Although there is a corner, it doesn't mean that the students already know it. On this basis, I designed a link to understand the students' foundation, "What have you heard or known about horns?" What kind of foundation do students have? This foundation is very important for the follow-up research. It is meaningful for students to teach on the basis of students' original, that is, to find the nearest development area of students.
Second, rely on students' experience to develop their cognition.
Mathematics teaching has always been based on knowledge and skills, and it was not until the new curriculum standard was introduced that the words "experience, experience" appeared. In the past, we may pay more attention to students' self-experience in the teaching of liberal arts, because liberal arts needs to stimulate students' inner feelings to understand the meaning of the article, so why should we mention this word in science? I think, no matter which discipline or education, its psychological mechanism is the same. Everything must come from the students' hearts, whether it is the focus or difficulty of knowledge, no matter where mistakes are easy to make, only when students realize the importance of this point can students really pay attention to one or more of them. Experience is a very important issue. So in the process of drawing the corner, I will let the students review how they drew the corner when they first created it. Because of the process of drawing corners just now, the students all described their own steps of drawing corners. This step is successful, simple and complicated. On the basis of comparison, the students formed their own opinions. For example, draw an edge first, then draw an edge, and then extend the two edges to the intersection. Many students think this method is too complicated, and they all prefer the method of drawing points first and then drawing edges. Because students have a personal experience of painting corners, they can agree with better painting methods. Therefore, I think teaching based on students' experience is very beneficial to cultivate students' correct understanding. Experience brings a learning revolution, and the concept of experience should be introduced into mathematics classroom teaching to continuously enrich students' experience.
In this class, I think it is not good enough to compare the size of the angle. The process of comparing angles is too short, and the materials provided to students are too open to provide some materials that are conducive to students' observation, comparison and exploration. Therefore, the teaching effect in specific teaching is not good enough and needs to be further improved.