Reflections on the teaching of buying pencils 1 In this class, I adopted the teaching mode of "four-ring circulation". After class, I am glad to see that students can do this correctly in their exercise books. After calm thinking, I have the following thoughts:
1, highlighting the close connection between teaching and real life, creating a familiar situation of "buying pencils" and stimulating students' interest in learning.
2. The whole teaching process, from asking questions, thinking about problems to solving problems, and from students' autonomous learning, enables students to complete their learning tasks efficiently in a tight time.
3. The only fly in the ointment is that the students are young and their language organization ability is not very strong, which leads to some problems that they can do, but they can't express clearly in words. In addition, it would be better if they could ask their deskmates to talk about the calculation process after the exam (1).
Classroom teaching is a regrettable art, and it is often not enough until it is finished. In short, I still need to strengthen my training and strive to be perfect.
Reflections on the teaching of "Buying Pencils" 2 From the practice of classroom teaching, the overall effect of this course is good. Basically, the idea of teaching in advance has been achieved, and the following successes have been summarized.
1, can correctly handle the relationship between teachers and students. The whole class focuses on students finding problems by themselves → proposing and solving problems → group communication → reporting results, which gives students the initiative in class and makes them dare to think, speak and do. A harmonious, happy and cooperative atmosphere has been formed between teachers and students, which highlights the students' dominant position.
2. Pay attention to cultivating students' spirit of mutual cooperation. In teaching, let students stand up in groups, cooperate and communicate, report in groups, promote the benign interaction between students, and cultivate students' sense of cooperation and team spirit.
3. Advocate the diversity of algorithms and promote the development of students' personality. Student differences exist objectively. For the same calculation problem, because students' cognitive level and style are different, different calculation methods often appear, which is the embodiment of students' different personalities. This class is teaching 15-9 =? At that time, students were asked to try to calculate, and there were many calculation methods among students. On the basis of students' independent thinking, conduct group exchanges and discussions. This kind of teaching is conducive to cultivating students' independent thinking ability and innovative ability.
In addition, of course, there are many places that need further improvement and thinking: how to better adjust teaching according to students' learning, and how to guide students more accurately with teachers' teaching. Through the preparation, teaching, summary and reflection of the whole class, I also have three inspirations and thoughts.
1. Mathematical problems come from life and are applied to life. Mathematics teaching should
Make students have more opportunities to learn and understand mathematics from familiar things around them, and make mathematics problems live and mathematize life problems.
2. Inquiry learning in primary school focuses on the infiltration of ideas and thinking methods. According to children's psychological characteristics, we should make use of students' existing experience and let them take the initiative to explore through a series of necessary activities such as observation and comparison.
3. With the deepening of education reform and the promotion of quality education, the traditional teaching contents and forms should be re-examined. Establishing students' subjective status and cultivating students' subjective spirit has become an important content of classroom teaching reform in quality education. Only when teachers strive to improve the art of "guidance" in classroom teaching and make students truly become the main body of learning activities can classroom teaching meet the needs of quality education.
Reflections on the teaching of "buying pencils" 3. In the teaching of "buying pencils", I have the following thoughts:
Advantages:
1. Mathematical problems come from life and are applied to life. Mathematics teaching should give students more opportunities to learn and understand mathematics from familiar things around them, so that the life of mathematics problems and the mathematization of life problems can permeate each other. This lesson creates a situation in which rabbits buy pencils, which is in line with the actual needs of students' lives and students have strong autonomy.
2. Teach students the initiative, let them solve problems through their own methods, and then report and summarize them in a unified way. In this process, we pay more attention to cultivating students' spirit of mutual cooperation and their ability to solve problems.
3. Advocate the diversity of algorithms and promote the development of students' personality. Student differences exist objectively. For the same calculation problem, because students' cognitive level and style are different, different calculation methods often appear, which is the embodiment of students' different personalities. This class is teaching 15-9 =? At that time, students were asked to try to calculate, and there were many calculation methods among students. On the basis of students' independent thinking, conduct group exchanges and discussions. This kind of teaching is conducive to cultivating students' independent thinking ability and innovative ability.
Insufficient:
1 does not give students enough time to think, digest and absorb.
2. How to better adjust teaching according to students' learning situation is not enough.
3, the practice is relatively simple.
The reflection on the teaching of "Buy Pencil" 4 1 and "Mathematics Curriculum Standard" clearly points out that we should actively advocate the diversification of algorithms in computing teaching.
The focus of this lesson is the algorithm of "ten minus nine". Teachers respect the arrangement requirements of teaching materials, let students operate by hands when teaching examples, and put forward the requirements of multi-angle thinking on the basis of practice, thinking and discussion. In the communication report, students can gradually make it clear that there are different algorithms for calculating "ten MINUS nine", and they should learn to analyze and think in the way they have learned before. As a result, there appeared a situation of competing to introduce their own methods in class. Although the students have just entered school, they are active in thinking, inspiring each other, encouraging each other and perfecting each other. Both those who knew the answer before (recited it in kindergarten) and those who didn't come up with the answer for the time being showed strong interest. The desire to learn mathematics and express their views is strengthened here.
2, reflect the interaction between teachers and students, students.
Through a series of teacher-student interactions, students can form the habit of communicating with others and listening to their opinions, and cultivate their sense of cooperation. This is not only reflected in teachers' amiable teaching attitude, but also in respecting the law of students' knowledge acquisition and designing teaching links from students' reality. For example, after exploring the exchange of various algorithms of "15-9", the requirements of "introducing your favorite method to the children at the same table" and "calculating with your favorite method" are put forward. Students' learning must go through the process of "internalization". At this time, it is timely and necessary for students to "calm down" and think back on how to sort out their own ideas. This lesson is the first time that students have taught subtraction in 20 years since they abdicated, so that students can try to calculate in their favorite way. Then, through the "dog flop game", students are guided to "optimize" the algorithm-their initial feeling and understanding of "adding and subtracting if they want" not only respects students' understanding and mastery of new laws, but also takes into account the characteristics of textbook arrangement-in order to further learn subtraction, they use "adding and subtracting if they want".
3. Contextualization of mathematics teaching is one of the requirements put forward by the current classroom teaching reform.
This lesson takes "Bunny and his mother go to Aunt Kangaroo's recreation and sports supermarket to buy pencils, and the little monkey celebrates his birthday" as the plot, connecting all the links in series to adapt to the characteristics of first-year students, making the teaching process full of childlike interest and creating a good external environment for students to actively explore.
Reflections on the Teaching of Buying Pencils 5 Reflections on the Teaching of Buying Pencils This lesson introduces a new lesson with the help of the familiar situation of buying pencils, so that students can use what they have learned to ask and solve problems in specific situations.
I can listen carefully under the guidance of the teacher, understand other people's different algorithms, and use my own algorithm to solve related practical problems, which basically achieves the goal of this class and completes the task of this class. Buying a pencil is the first new lesson after the winter vacation, and the students are very interested. However, due to the lack of solid study habits, we can't relax in the hands-on operation. First-year students are limited by their cognitive characteristics and ways of thinking, so they can't explore diversified calculation methods smoothly. When preparing lessons, there are several questions in my mind. How to make students understand abdication? How to evaluate students' strange methods? How to have a good calculation class? With these questions, starting from the age characteristics and existing experience of students, the links of this class are carefully designed. In order to achieve the goal and break through the difficulties,
I carefully scrutinized the design basis of each link, and I also made a preset for the students' answers to each question. For my class, my classmates and teachers gave some substantive and operable evaluations, which also solved my confusion in preparing lessons. First of all, in terms of knowledge, when preparing lessons, we should study the teaching materials deeply, understand the subtitle of this lesson, and explain the new lesson from the subtitle, so as to achieve the goal and break through the difficulties. There are many prototypes of subtraction in real life, and students are no strangers to the calculation of subtraction. But in this course, students need to combine their familiar background and concentrate on exploring algorithms. Make full use of teaching and learning tools, abstract the calculation of numbers from the stick-throwing algorithm, feel intuitive and abstract, and understand the principle of abdication subtraction (normalization to ten). Secondly, regarding feedback, students will have different solutions to the same problem because of their different cognitive characteristics and thinking ability. In the case of uncertain methods, delayed evaluation should be implemented to let students know where their ideas are right and wrong in the new teaching process.
Finally, in class, teachers should always pay attention to the students' state. Students are the main body of the classroom and the master of learning. First-year students are lively, easily distracted and have poor self-control. The cultivation of mathematics learning habits in class is also a very important part of teaching. Teachers need a little training from the state of class-cooperation and communication-hands-on operation, and the state of students' class is very important. Teachers should learn to influence children's state with their own state. Teachers' comments have benefited me a lot both in theory and practice, and made me understand that in the future teaching, we should constantly sum up teaching experience, improve classroom teaching and improve the level of education and teaching.
Reflections on the Teaching of "Buying Pencils" 6. "Buying Pencils" is the content of the first lesson of Unit 1, Addition and Subtraction (I) of Beijing Normal University Edition. This section is to help students learn the abdication subtraction calculation of more than ten MINUS nine with the help of the familiar situation of "buying pencils" This lesson is not only the first lesson for students to learn abdication subtraction, but also the basis for learning abdication subtraction calculation. The key and difficult point of teaching lies in understanding "breaking ten" and understanding the truth of "borrowing 1 being ten".
The study of Buying Pencils plays an important role in the formation and development of students' computing ability, so the teaching of this course is particularly important. How to make students really understand arithmetic and master algorithms has become the focus of my research. Through classroom practice, I think the following points that I pay attention to in teaching design are still very effective in breaking through this teaching difficulty.
1, the application of inquiry learning.
Because students' life background and thinking angle are different, the methods used are inevitably varied. Instead of letting children listen to teachers, it is better to respect students' ideas, encourage them to think independently and let them boldly try to explore. Therefore, this course adopts the classroom mode of students' independent inquiry. "The rabbit buys a pencil" is an anthropomorphic story situation, which is especially suitable for the first-year students. First of all, I ask students to observe the pictures in the textbook, tell their meanings and clarify the problems to be solved. Then I asked the students to guess how many pencils were left. The next step is to calculate the results in an independent way; Finally, report and exchange different algorithms collectively. In this way, students can understand and master new knowledge in the learning activities of "discovering problems by themselves → putting forward and solving problems → trying to explore independently → exchanging and reporting results". It can be said that in this class, students learn independently, study happily and gain something. Not only can you master the knowledge of this lesson well, but you can also learn new knowledge flexibly by using the transferred mathematical thought, which not only trains your thinking but also cultivates your ability.
2. Guide effective communication.
As we all know, there are various calculation methods of "ten minus nine". Due to the limited project time, students can only explore one algorithm through hard work, so how to make them learn and understand other different algorithms and expand their children's thinking is also my special concern in this class. When exploring independently, the children experienced "breaking ten" by putting sticks, dialing counters and drawing pictures. These are my feelings. At this time, teachers need to build a platform for them to communicate with each other and create a time and space to transform their inquiry operation into language expression. Only in this way can the interest in inquiry learning be maximized and children's learning ability be exercised and improved.
In organizing communication, I pay special attention to guiding students to communicate effectively. The language I guided was: "Who understands his thoughts? Can you explain it to everyone? " "Who has a different idea?" "Who are the classmates who have the same method as him?" "Is there an algorithm similar to his?" "Who heard his idea clearly, can you repeat it for everyone?" "Who will explain it again?" "That makes sense. Is there a different way from them? " "Why do you want to divide the stick into 10 and 5?" "You are really good. You have found your own way." "What do you think of his method?" In this way, students not only understand the diversity of the algorithm, but also understand the rationality of the algorithm and cultivate the awareness of optimization. Children are very willing to participate in teaching activities. They dare to think, speak and do, and a harmonious, pleasant, cooperative and efficient atmosphere has been formed between teachers and students.
3. Infiltrate mathematical thinking methods.
Mathematical knowledge is presented in the form of spiral rise, which is closely related, and students' cognition is also gradual from shallow to deep. The most important thing in this lesson is the understanding of the abdication subtraction arithmetic "borrow 1 be ten". The separation of sticks and the relationship between ten beads and one bead of dial counter are the concrete embodiment of the transformation idea of "borrowing 1 being ten", so I pay special attention to the operation and description of students here. Let students feel the idea that knowledge can be transformed into each other, and use the transformed idea to "return to simplicity" for new knowledge, master problem-solving thinking, and appreciate the role of mathematical thinking methods in value. Let students not only acquire knowledge in learning, but more importantly, master the method of thinking through the process of acquiring knowledge and develop students' thinking ability.
Classroom teaching is a regrettable art, and it is often not enough until the end of teaching. Through the preparation, teaching, summary and reflection of the whole class, I have three inspirations and thoughts.
1. Mathematical problems come from life and are applied to life. Mathematics teaching should give students more opportunities to learn and understand mathematics from familiar things around them, so that the life of mathematics problems and the mathematization of life problems can penetrate each other.
2. Inquiry learning in primary school focuses on the infiltration of ideas and thinking methods. According to children's psychological characteristics, we should make use of students' existing experience and let them take the initiative to explore through a series of necessary activities such as observation and comparison.
3. With the deepening of educational reform, the traditional teaching contents and forms should be re-examined. Establishing students' subjective status and cultivating students' subjective spirit has become an important content of the new concept classroom teaching reform. Only by improving the art of "guidance" in classroom teaching and making students truly become the main body of learning activities can teachers make classroom teaching more dynamic.
Reflections on the Teaching of "Buying Pencils" 7 "Buying Pencils" is the content of the first lesson of Unit 1, Addition and Subtraction (I) of Beijing Normal University Edition. The content of this section is to learn the abdication subtraction of "ten MINUS nine", which is the first lesson of abdication subtraction in the first grade of primary school. The key and difficult point of teaching is to learn the calculation method of "ten minus nine".
Because students' life background and thinking angle are different, the methods used must be varied. Teachers should respect students' ideas, encourage students to think independently and advocate the diversification of calculation methods. Therefore, I adopted the way of letting students think independently, working in groups and communicating with the whole class, so that students can know that the calculation methods of "ten MINUS nine" are diverse and choose their favorite algorithm among various methods. As a teacher, I am concerned about the process of students actively exploring calculation methods.
In this class, I pay attention to guiding students to communicate effectively. The language I guided was: "Who understands his thoughts? Can you explain it to everyone? " "Who has a different idea?" "Who are the classmates who have the same method as him?" "Is there an algorithm similar to his?" "Who heard his idea clearly, can you repeat it for everyone?" "Who will explain it again?" "That makes sense. Is there a different way from them? " "Why do you want to divide the stick into 10 and 5?" "You are really good. You have found your own way." "What do you think of his way?" In this way, students not only understand the diversity of the algorithm, but also understand the rationality of the algorithm and cultivate the awareness of optimization.
Through comparison, students' thinking is deepening, they know each other in communication, and the sparks of wisdom are constantly flashing and colliding. Most students can understand the different algorithms of their peers, and the communication between students is effective. However, when consolidating the exercises, I didn't sum up the problems well at last, and I didn't sublimate the knowledge of this lesson.
Classroom teaching is a regrettable art, and it is often not enough until the end of teaching. In order to improve our teaching level, we must make our teaching experience the process of "practice-reflection-re-practice".
Reflections on the teaching of "buying pencils" In this lesson, I reflect on the teaching of buying pencils according to the steps of scene introduction → asking questions → solving problems → group communication → reporting results. Mobilize students' learning enthusiasm as much as possible in teaching, so that they can better master the content of this lesson.
Through the teaching of this class, I found that students are very interested in simulation performance. When I said that I would play with them to buy a pencil, they all rushed to play the role of a rabbit and bought a pencil in front of me. When he really came up to me, he seriously took out a bundle from my hand, mixed five and took nine. At that time, other students in the class also carefully observed how he held the pencil. It is precisely because of this link that the students carefully observed and studied the calculation method of ten to nine in the later teaching, and they easily learned to calculate with the ten-break method, which broke through the difficulty of this class.
Once again, I feel that math problems come from life and are applied to life. In teaching, we should pay attention to designing some familiar life situations for students, guide them to learn and understand mathematics in this situation, and make the life of mathematics problems and the mathematicization of life problems penetrate each other. Only in this way can students feel unfamiliar with mathematics and better apply it to their lives.
Reflections on the Teaching of "Buying Pencils" 9 "Buying Pencils" is the abdication subtraction of learning "ten MINUS nine" and the primary course of abdication subtraction in primary schools. The teaching emphasis and difficulty of this course is to learn the calculation method of "ten MINUS nine", so that students can use various methods to calculate.
In the teaching of this class, in order to make students have different thinking, I asked students to prepare wooden sticks. By putting sticks, students can experience the diversity of calculation methods and express their ideas through language. In this class, in order to guide students to communicate effectively, the language I guide is: "Who understands his ideas? Can you explain it to everyone? " "Who has a different idea?" "Who are the classmates who have the same method as him?" "Who heard his idea clearly, can you repeat it for everyone?" "Who will explain it again?" "Why do you want to divide the stick into 10 and 5?" "What do you think of his method?" Through such language guidance, students can understand the diversity of algorithms and find their favorite methods from various algorithms.
In the process of exploring the algorithm, students collide with each other through their own sticks, two people at the same table, the whole class and the teacher's summary. When students put forward ideas but can't explain them clearly, I guide them in time to let students understand the algorithm and the methods of their peers. Although students actively think in class, they still can't draw inferences from others in specific exercises, which is what students need to strengthen after this class.
Reflections on the Teaching of Buying Pencils 10 The White Rabbit Buying Pencils is an anthropomorphic story situation. In teaching, I ask students to observe the pictures in the textbook, talk about their meanings, make clear the problems to be solved, then ask students to guess how many pencils are left, then list the formulas to be calculated, 15-9, and then organize students to communicate in groups and say one.
Judging from the classroom practice, the teaching effect of this class is good, which fully embodies the teaching concept of teacher-oriented, student-oriented and practice-oriented. Students learn independently, study happily and gain something. Not only can you master the knowledge of this lesson well, but you can also learn new knowledge flexibly by using the transferred mathematical thought, which not only trains your thinking but also cultivates your ability. Specifically, it has the following advantages:
1, using inquiry learning.
The teaching of this course adopts the classroom mode of students' independent inquiry, which strengthens students' operational perception, cooperation and communication. In the in-depth and interlocking learning process, students are set up to explore the situation from beginning to end, so that students can experience the fun of success again and again. Inspired by the inherent charm of knowledge, students devote themselves to the occurrence and development of knowledge, realize arithmetic by themselves, and study actively and vividly.
2. Infiltrate mathematical thinking methods.
Mathematical knowledge is presented in the form of spiral rise, which is closely related, and students' cognition is also from shallow to deep. Teachers make full use of the transfer law of knowledge and cognition to carry out inquiry learning, so that students can feel the idea that knowledge can be transformed into each other in operation, and use the transformed ideas to "return to simplicity" and master the problem-solving ideas. This is a good way to learn math.
3. Give students learning methods.
"The illiterate people in the future are no longer illiterate people, but people who have not learned how to learn." Mathematics teaching should not only enable students to acquire knowledge, but more importantly, master thinking methods and develop students' thinking ability through the process of acquiring knowledge. This lesson fully embodies the teacher's idea of guiding students to learn actively, whether it is from the separation and transformation of sticks or from the logical explanation and summary.