As an excellent people's teacher, teaching is one of our tasks. With the help of teaching reflection, our teaching ability can be improved rapidly. What are the characteristics of excellent teaching reflection? The following is my reflection on solving problems by percentage in primary school mathematics teaching, hoping to help everyone.
According to the requirements, I had a demonstration exchange class in the third primary school of the city on Wednesday, which was strongly supported and warmly received by the school leaders and teachers. I want to say thank you to them!
The content of this lesson is the question of how much one number is more or less than the other number in the percentage of unit 5 in the first volume of sixth grade mathematics of primary school published by People's Education Press. This part is the expansion of the question of how much one number is another, and it is taught on the basis of how much one number is more (or less) than the other. In fact, this kind of problem is still a problem that one number is a few percent of another number, but there is a condition that is not directly given in the problem and needs to be calculated first according to the condition in the problem. Solving the problem of percentage can deepen students' understanding of percentage and improve their ability to solve practical problems with percentage. Because students have fully learned the fractional application problem and simple percentage application problem, according to my previous teaching experience and students' feedback, most students have been able to master the quantitative relationship more accurately. Moreover, fractional application problems and percentage application problems are consistent in solving ideas and methods, and it is feasible to use the ability of knowledge transfer and analogy to guide students to solve such problems.
Teaching emphasis: master the method of solving one application problem with more (or less) quantity than another.
Teaching difficulties: understand the specific meaning of the question "how many percent is one number more than the other" and clarify the quantitative relationship.
In order to achieve the teaching goal and successfully complete the teaching task, in this class, I first find out how many percent one number is another through review, thus promoting the transfer of students' knowledge. Let students make use of their existing knowledge and experience to independently explore ways to solve problems. On the basis of students' understanding, let students find out the problem requirements of the topic, compare the differences and solve the problem through the display and comparison of line graphs. After making clear the requirements, let the students solve the problem independently, then report the problem-solving ideas and show different answers, which not only opens the students' problem-solving ideas, but also develops their thinking ability. Solve the problem in Example 2, let the students guess a few percent less according to the answer to the previous question, thus causing students' cognitive conflicts. Guide students to solve problems by themselves with the thinking of solving problems just now. Finally, compare the similarities and differences between the two problems and summarize the methods to solve such problems. In the consolidation exercise, choose two true or false questions: (1) The bus travels more distance per hour than the truck 10 km, so the truck travels less distance per hour than the bus 10 km. (2) The hourly travel distance of buses is more than that of trucks 10%, so the hourly travel distance of trucks is less than that of buses 10%. Objective To let students know the difference between specific quantity and score.
Disadvantages of this lesson:
1. Because of attending classes in different places, I didn't communicate with the students in advance, the language lacked affinity, and the students were not familiar with me, which led to the classroom atmosphere was not active enough.
2. In order to complete the teaching task, the teacher talked more and didn't give the students much room to think.
At the same time, I also have a few puzzles to solve, and I want to ask my colleagues! Of course, what is needed is not flashy theoretical knowledge, but practical measures.
1. Should the lecture be thorough? Sometimes the teacher who evaluates the class always says what he hasn't said. Should we put some content in another class?
2. Complete and incomplete?
3. How to solve the contradiction between the completion of teaching tasks and classroom teaching time?
4. How to solve the contradiction between changing students' learning style and mastering basic knowledge?
5. How to solve the contradiction between "seriousness" and "liveliness" in class?
These are just my immature ideas, which may be too extreme or too ideal. Don't look if you think it's wrong; If it makes sense, browse less. I will be very satisfied if it is helpful to your course implementation. Of course, it is best to communicate together and talk about your own views.
Solve the problem by percentage; Reflection on primary school mathematics teaching: 2% knowledge is widely used in real life and production; It is an important basic knowledge in primary school mathematics, and it is also the simplest question type in percentage problem solving. This part of the content is based on students' understanding of the meaning of percentages, percentages and fractions, and the reciprocity of decimals. The essence of percentage is the practical application of percentage meaning.
The main content of today's lesson is to ask "percentage". The knowledge points seem simple, but there is nothing significant that interests students. I can only list some common percentages in life in combination with the reality of life. Through this knowledge learning, students have a certain interest, a certain basis for answering questions, and breakthroughs in key and difficult points.
First, create problem situations to stimulate students' participation
In teaching, teachers should closely link mathematics problems with real life as far as possible, so that students can realize that mathematics comes from life and moves towards life, mathematics is around, and life cannot be separated from mathematics. The original examples and exercises in the textbook are to find out the percentage of industrial and agricultural production that is far from the actual life of students. Therefore, I made some changes to the textbook. At first, I showed the attendance of two clubs in the school, and cited this example around students to stimulate students' interest in learning. Then, create a question situation of "which club has a good attendance rate" and open the entrance of this class. Students guess first, then guide to compare their attendance. In fact, just compare their "attendance rate" or "absence rate", that is, the number of attendees accounts for a few percent of the total number. Through the exchange and research on the relative percentages of "attendance rate" and "absence rate", this paper provides a research idea and highlights the practical significance and role of the research percentage.
Second, give full play to students' subjectivity
The goal of teachers' teaching is to take students as the main body and give full play to their subjective initiative. Based on students' visible attendance rate, truancy rate, compliance rate and germination rate, let them learn books by themselves. Through self-study books, students find that the calculation of percentage can be written in different ways besides the formula we used before, and can find their connections and differences. After reading a book, ask students to give some examples of percentage in daily life, so that students can easily find examples of percentage from their real life. All this shows that before students learn a percentage of new knowledge, their knowledge in this field is not blank, but they have accumulated a certain amount of life. In teaching, we should respect and trust students from their reality and give full play to their main role. When teaching percentages, I should adopt the method of cooperative inquiry and communicate at the same table, giving them enough time to talk about percentages in life and tell their meanings, so as to better understand the concept of percentages and let them feel the mathematical knowledge in life. Knowing that mathematics comes from life, there is a lot of mathematics knowledge in life to promote them to learn mathematics better. Through analogy transfer, students explore independently.
Third, carefully design practical links to enhance practical value.
Practice is an indispensable part of mathematics classroom. In teaching, we can't simply use practice to consolidate new knowledge and train problem-solving skills, but ignore its teaching values such as mathematical thought, mathematical method, thinking mode, learning strategy and innovative consciousness. In the design of this lesson, I revised the exercise questions again and again, aiming at fully developing and excavating the value of the exercise questions. In class, I designed basic exercises, variant exercises and comprehensive exercises, all of which originated from life and deepened layer by layer, which not only trained students' thinking ability, but also fully reflected the combination of mathematics and life, so that students could really enjoy the happiness brought by mathematics and enjoy learning. For example, from an example, we can find a pair of attendance and absenteeism rates that have a relative relationship, and know that their sum is 100%, from a single calculated percentage to "species 100 tree death 1 tree, seeking survival rate" and "salt 25g, salt 100g".
Fourth, deep thinking: teachers' language still needs to be tempered.
Language is a tool for exchanging ideas and a form of expressing content. In the whole teaching process, language is the means to complete the teaching task. Teachers' language expression directly affects the teaching effect. In the whole teaching process, my language is not concise and accurate enough. Especially in the language of questioning, prompting and evaluation. Asking questions is an important way to inspire and induce. The essence of asking questions is to arouse suspicion, and the purpose of arousing suspicion is to arouse students' positive thinking. People who are good at inspiration will be good at asking questions. For example, when summing up the significance of finding percentage, ask: "What is finding percentage after learning so many percentages?" As soon as this question was thrown, the students were at a loss and could not answer it accurately. But it is much more natural to combine so many percentages learned before, let students observe and let them summarize the methods of finding percentages.
Pointing is also an important way to inspire and induce. For example, when students study attendance, they should not only use the simple transitional language of "you say, you say" to let students mechanically say the meaning and calculation method of attendance, but also add some dialing languages to let students know attendance more deeply and comprehensively.
Evaluation is the link between teachers and students' thinking and emotion. It grows in encouragement, perfects in feedback and develops in adjustment, which has become an effective means of students' developmental evaluation. Sometimes teachers try to use encouraging language to arouse students' learning enthusiasm and promote students' development, and the effect is not necessarily ideal. The reason is that the teacher's evaluation may not improve students' understanding. In the classroom, students' findings are sometimes simply affirmed, without paying attention to the content of students' developmental evaluation in process and method, emotional attitude and values.
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