As an excellent people's teacher, you should have first-class teaching ability, and through teaching reflection, you can quickly find your own teaching deficiencies. Let's refer to how to write teaching reflection! The following are my reflections on the teaching of Division with Remainder, the second volume of mathematics in the second grade of primary school (5 general remarks), hoping to help everyone.
The second volume of mathematics in the second grade of primary school 1 Reflection on the teaching of division with remainder This part of the learning content is the extension and expansion of the knowledge of division in the table, and it is also the basis for continuing to learn division in the future, which plays a connecting role.
The teaching goal of this lesson is to divide six strawberries into two plates and seven strawberries into two plates. Understand what is remainder and division with remainder, and then understand what division with remainder can solve; Know that the remainder must be less than the divisor. The key and difficult point of teaching is to understand division with remainder through practical operation and explore the relationship between divisor and remainder through cooperation and communication.
Through intuitive and vivid operation of learning tools, students are actively involved in learning, and problems are found and solved by putting squares with sticks to build a new knowledge system. Most of the content of the whole class is to let students know the remainder by doing problems. Students draw a conclusion through observation and comparison that there are two different results after dividing strawberries equally, one is that there is no surplus, and the other is that there is surplus. Students initially perceive "surplus" from "strawberry" to form a conclusion, draw a concept and highlight the concept of "surplus".
In the whole class, students really participate in the whole process of activities, and through autonomy, cooperation, discussion, self-communication, interaction and thinking, students get the representation support of the concept of "remainder" in the process of activities, which lays the foundation for abstracting the concept of "remainder".
However, there are still many shortcomings in the actual teaching process of this course. For example, there is no good analysis of the characteristics of second-year students, which leads to too much teaching content and short attention time for second-year students. To fully mobilize children's enthusiasm, children must be fully rested in class; After students begin to operate, let them speak fully and describe their ideas and operation process in their own language. Therefore, in the process of preparing lessons and teaching in the future, we should do a good job in teaching seriously and humbly, starting with understanding students, studying teaching materials, teaching reference and listening to experienced teachers, so as to further improve our ability to control the classroom.
Reflections on the teaching of "division with remainder" in the second volume of mathematics in the second grade of primary school II. This is the first lesson after the start of this semester, and it is also a difficult lesson. There are two teaching purposes of this class: one is to abstract the writing process of vertical grading through the activity of throwing sticks, so that students can understand the practical significance of each step of vertical grading; Secondly, in the process of activities, I realize that there are sometimes remainders when objects are divided equally, and I understand the meaning of remainders and the relationship between permeating remainders and divisors.
Judging from the learning situation of the two classes, it is difficult for some students to understand the practical significance of each step of grading. The reason is that students don't understand the difference between dividend and product of quotient and divisor. In order to make students more clear, I adopted the following design in this teaching:
One point (teaching the meaning of remainder).
Each student 10, in groups of three. How many groups can they be divided into? With the help of the activity of "dividing sticks", students can easily understand the meaning of "remainder" through practical operation. Through hands-on and oral communication, students have a certain understanding of the meaning of each part of vertical division, and have been exposed to the writing method of vertical division, but they are not skilled. Let students stick sticks to pave the way for the vertical writing and understanding of the following divisions, which is also conducive to improving students' abstract thinking ability.
Second, writing (a preliminary understanding of the meaning of the vertical part).
Division can also be expressed vertically. Let's study how to express it together. I teach by demonstrating and explaining. Because teaching should be based on the characteristics of teaching content and the needs of students, it is not necessarily that every class is explored by students themselves. Especially in mathematics, some knowledge is prescriptive and not suitable for students to explore. The writing method of division formula with remainder is ready-made knowledge, so I didn't ask students to explore the vertical writing method of division, but told them how to write it directly. But this is not mechanical learning by rote. Students have an intuitive understanding by posing, and teachers' direct teaching process is based on students' active participation. Then let the students review and refine to deepen their understanding of arithmetic. At the same time, through students' discussion on how to divide 10 sticks into several groups, the concept that the remainder is less than the divisor is permeated, which paves the way for discussing the relationship between the remainder and the divisor in the next class.
Reflections on the teaching of division with remainder, the second volume of mathematics in the second grade of primary school. Division with remainder is the teaching content of the first lesson in the second volume of Grade Two. The teaching in this section is based on the division of quotient and integer learned by students last semester, but compared with the division learned by students last semester, it has deeper difficulty and new significance. Last semester, students learned to divide some objects equally, and the problem of equal amount of each share can be expressed by division formula.
However, what we learned in this class is that there is still some surplus after averaging some objects. We can also use the division formula to express mathematical problems like this, which involves the teaching of remainder. The focus of this lesson is to guide students to understand the meaning of remainder, which refers to the remainder after averaging some objects. Number, especially to emphasize the writing and reading of division formula with remainder to students. In teaching, various forms can be used for teaching, such as asking students to try to write on the blackboard, reading with examples, reading by name, and following. When writing the remainder, we should repeatedly emphasize the management method. This link has been put in place in the classroom.
However, judging from the students' homework, there are still some students writing scores in small circles, which shows that there are still a few students who are not focused on their studies in class. They may be careful in other places. In the process of teaching, when guiding students to explore different methods, we should inspire students to operate separately at an appropriate time, and students should complete the form by hand, guide students to compare and classify, and separate the remaining categories from them, so as to tell students how to express such situations by division.
Reflections on the teaching of "division with remainder" in the second volume of mathematics in the second grade of primary school. Today, I went to xx Primary School to teach the lesson "Division with Remainder". After the lecture, I learned a lot from teacher xx's comments and understood some shortcomings in my lecture.
The orientation of the teaching goal of this course is based on the division that students have already had in the table, and it is also an important basis for learning one-digit and multi-digit division in the future, which plays a connecting role. Through the operation of dividing strawberries, students can experience the phenomenon of surplus after the goods are evenly divided, and abstract it as a process of division with remainder, so as to understand the significance of division with remainder. With the help of a stick, you can use the method of "divisor × quotient+remainder = dividend" to test whether you are correct or not.
After teaching division with remainder many times, I found some problems in my blackboard writing and teaching methods.
There are roughly the following aspects:
1. According to the requirements of the new curriculum, the classroom should return to students, students are the main body of the classroom, and teachers play a leading role. Therefore, we can leave some small questions for students to discuss and get answers. The collision between life and death will make this class more exciting.
2. The design of blackboard writing should be organized, clear and focused. When students are asked to answer questions, mistakes can be written down and corrected together, and then the wrong methods can be erased.
3. Let the students guess and think with their brains before putting the stick, and then use the stick to verify it. When students guess or discuss, no matter right or wrong, don't interrupt, so as not to make students afraid of making mistakes and dare not speak.
Reflections on the teaching of mathematics division with remainder in the second volume of the second grade of primary school: the first unit of division with remainder arranged four examples, and I set example 1 and example 2 as the contents of the first class.
The teaching objectives are determined as follows:
1, learn the vertical writing format of division, write vertical division correctly, and understand vertical calculation process and arithmetic.
2. Understand division with remainder and the meaning of remainder, correctly calculate division with remainder, and use vertical calculation.
3. Let students experience the process of discovering knowledge in independent exploration and cooperative communication, feel the connection between mathematics and life, and experience the fun of inquiry.
The key and difficult points are:
Vertical writing format of division and understanding the significance of remainder division.
First of all, I arranged a picture of students arranging flowerpots at the meeting place. By solving the problem of "15 potted flowers, 5 potted flowers in each group, how many groups can you put?" This problem is division calculation. Understand the meaning of division, and then ask the students to pose and draw a picture to solve the problem: "If a * * * has 23 pots of flowers and each group has 5 pots, how many groups can you pose?" How many pots? "Know the remainder and understand the meaning of division by remainder. When teaching vertical writing, the horizontal and vertical forms are given by division in the table. Students can discuss and understand the meaning of each step in the vertical form according to the specific situation, and master the names of each part in the vertical form and the vertical writing method.
In the key teaching example 2, the key is to let students know the remainder. When they understand that the remainder is an average score, it is not enough to add points. On the basis of division, write the division formula, introduce vertical calculation, and pass "How to treat quotient 4?" Through thinking and discussion, help students master the method of trying to do business. So when teaching Example 2, I should pay attention to infiltration. After the division, I asked, "Is there enough left for a group?" In fact, this is the infiltration of the representation that "the remainder is less than the divisor". At the same time, students should be reminded of the practical significance of quotient and remainder, and pay attention to the different unit names they use.
Reflection after class:
1, the format of vertical fractions and the teaching of trial quotient seem simple, but for students, when they are new to vertical fractions, they are used to the addition and subtraction of vertical fractions, so it is difficult to write the format at once, and students make many mistakes. In order to develop good math study habits in the future, it is necessary to standardize the exercises in the first class alone.
2. The focus of this lesson is to understand the meaning of the remainder, and the vertical parts of the remainder will be listed. I think it is necessary for every student to explore the meaning of the formula of remainder division. Because the division with remainder is based on the knowledge of division in table, its connotation has undergone new changes. Although students have some perceptual knowledge and experience about division with remainder in real life, they lack clear knowledge and mathematical thinking process. Therefore, in teaching, students can use learning tools to make their hands swing and form the appearance of "surplus" in their activities. On this basis, I think it is essential to gradually establish the concepts of remainder and division with remainder.
3. As a new teacher, I need to exercise, lack of language organization, inappropriate transition language between teaching and learning, and blunt evaluation language for students. Good evaluation language can make the classroom colorful and stimulate students to have different ideas; The combination of classroom rhythm and speed is not very good, and I will step up my improvement in the future.
In the process of exploring the law, students should be allowed to speak fully and more, but I was in a hurry and didn't give them enough time to think. I talk too much, but students express too little, and they don't pay enough attention to their thinking process, and they are also very lacking in guiding students to express their ideas.
In a word, this course has many places worthy of reflection and improvement, which is worth pondering and is also the starting point for my future progress. I will continue to discover, improve and make progress from it as always.
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