1. Reflection and reference on mathematics teaching in large classes.
Yesterday, the children in our class learned 5 compositions. I will talk about my own experience in teaching 5 compositions. I just joined this class, and I heard that the children in this class don't have a good grasp of the concept of logarithm, so I reviewed it and got to know about the children's situation. I found that some children don't even know the numbers 3, 4 and 5, let alone that number. I contacted my parents in time and hoped that their parents would cooperate with our work.
Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from snowflakes that are common in life. When children divide snowflakes, their abilities in all aspects have been improved, and more importantly, their learning has become easy and interesting. I think hands-on operation can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life.
When teaching the composition of 5, I asked the children to take five snowflakes at a time, and then divided the small snowflakes into two parts and put them on the homework list, and each time they got a different share. After grading, check whether there is repetition or omission, and finally record the grading results, and then talk about your own achievements and share them. Through this interesting physical operation, children naturally understand the composition of 5. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming the children's thoughts, I further guide the children to discuss which method is better, simpler and easier to remember and discover. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression ability and thinking ability, and cultivated their innovative consciousness.
Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics.
2. Reflections on the open class teaching of mathematics in large classes.
On Friday morning, I taught children to master dichotomy through operation, exploration, observation and comparison, and guided them to think from different angles and directions in their study and exploration, so that they could solve simple mathematical problems through observation, comparison, analogy and migration and cultivate their interest in mathematical activities. At the beginning of the activity, I asked the children to share a rope equally, which immediately attracted the children and everyone was eager to try. I asked the child to divide it and let him verify whether the two ropes are the same length. The teacher commented. In this way, let children know what dichotomy is and how to verify it.
In learning activities, based on the principle of taking children as the main body, I also provide operating materials for children. Each material has a round piece of paper for children to operate, explore, find and solve problems by themselves. Teachers act as good supporters, collaborators and guides in operating activities. Through operation and exploration, the children found out the division of circle bisection and established the concept of bisection. Next, improve the knowledge that children have mastered, explore various methods of rectangular division, and combine with children's books to further understand and understand the concept of division.
At the end of the activity, I provided many practical items for the children, such as drinks and apples. Let children know that many things in life can be divided into two, and combine what they have learned with life to carry out practical operations in life. Through the practice of cutting food and dividing drinks, the children expanded their knowledge of dividing into two parts and stimulated their interest in dividing into two parts. During the operation, the children experienced the joy of success.
3. Reflections on the open class teaching of mathematics in large classes.
Mathematical games are of great significance to cultivate children's ability to use their hands and brains, mobilize all kinds of senses to participate in learning activities, stimulate children's interest in learning, give full play to children's physical and mental potential, and complete learning tasks in a time-saving and efficient manner. At the same time, by infiltrating ideological and moral education into games, children can also cultivate good study habits and psychological quality, so that intellectual quality and non-intellectual quality can develop synchronously and harmoniously. When designing math games and arranging classroom activities, we should pay attention to guiding children to practice in "playing" middle school and "playing", develop their talents in "playing" and increase their courage in "playing". Specifically, we should pay attention to the following aspects: the game should be novel, diverse and interesting, so as to effectively stimulate students' internal drive and let them study actively and happily. If I am teaching a big class. 6? When I do division, addition and subtraction, I show little monkeys and animals to arouse children's interest, and then use nursery rhymes; The little monkey climbed the apple tree. One apple, two apples, three apples counted to eight apples and swallowed them. Uh |! Apple pudding, apple pie, I like all kinds of fruits. Point out that what we are going to learn today is the division and combination of 6. While the children are interested, I set up a scene in the new teaching session to stimulate the children's interest. The children whispered: the box is screaming! It can make each child's thoughts highly concentrated, and then the teacher conjures up the operation item "Apple" by magic, so that the children can operate the opening and closing of 6 by themselves. Then learn the addition and subtraction of 6 with the method of oral application questions. In this way, every child learns very seriously and has a multiplier effect; When reviewing and consolidating, I used a game I don't usually play-"Pick Love" game: show me a love tree, which is full of love cards, and the back of the card is an addition and subtraction test within 6. After picking love with music, give him the correct love card. This has greatly improved children's interest. Then there are boxing games: for example, review the opening and closing of 6, the teacher and children play boxing games together, I give "2", the children give "4", and the combination of 2 and 4 is 6, and the children find friends to play boxing games.
Really let children learn through play, practice through fun and learn through fun. Every child is eager to participate, consciously abide by the rules of the game, and strive to complete the learning tasks in the game correctly and quickly, which improves the learning efficiency and cultivates children's good study habits and organizational discipline.
Intuitive math games can build a bridge between children's "concrete thinking" and "mathematical knowledge of abstract concepts", help children understand and master concepts, rules and other knowledge, and guide children to transition from concrete thinking to abstract thinking. Vividly performing games such as "Composition of Numbers", "Division and Combination of Numbers", "Digital Songs", "Finding Neighbors", "Finding Friends", "Sending Letters" and "Striving to Be an Excellent Salesman" all rely on children's performance actions and common sense of life to understand mathematics knowledge. For example, the children's song "2" is like a duckling with a small round head, a long inclined neck and a straight tail. "This paper vividly describes the font and writing essentials of the number" 2 ". These games pave the way for future research on related application problems.
Stimulate children's interest in learning mathematics through various forms of activities. Only through hands-on operation can children gradually experience abstract mathematical concepts and activate their thinking. Teachers should provide appropriate teaching AIDS to stimulate children's interest in mathematics. If the teaching aid is novel and intuitive, it can make children have a strong curiosity and pay close attention. For another example, teachers should provide children with operational teaching AIDS, so that children can play, think, find and solve problems, and children will be interested. Therefore, it is necessary to constantly update teaching AIDS and provide every child with the opportunity to fully feel mathematics and participate in learning.
4. Reflections on the open class teaching of mathematics in large classes.
It may be difficult for children in large classes, but it may be more difficult for children in middle classes. However, since it appears in the textbook of kindergarten middle class, it shows that children of this age can still understand it, so I decided to choose the lesson "My Neighbors and Friends" for today's activity. In order to teach this lesson well and let the children learn this knowledge, I made careful design and preparation, and found many problems as soon as the activity was over. In order to improve my teaching level, I reflect on this activity: 1. Inspire children's interest in learning mathematics with stories.
This time, I tried to break the traditional teaching mode and organically combine children's math activities with stories. In the design process, I fully combined children's love for animals, so that children can solve the problems in the story naturally and easily, and provide opportunities for children to explore actively.
Second, adjust the teaching order and decompose the knowledge difficulties.
In the process of reading the textbook, I found that the arrangement of learning the adjacent number in the textbook is to know the number 1 more than the original number, then know the number 1 less than the original number, and finally get that the number 1 more than the original number or less 1 is its adjacent number. I think this kind of teaching is not conducive to children to master the knowledge of adjacent numbers. The focus of this lesson should be to learn to find adjacent numbers first, and then to understand the relationship between adjacent numbers, so that children will be more acceptable.
Thirdly, the game-based teaching process promotes children's mastery of knowledge.
Although some children can't blurt out a certain number of neighbors because of individual differences, they will definitely use the learning method of one lesson and then find out the answer slowly. After a class, I gained a lot. What impresses me most is that as a kindergarten teacher, I should be diligent in thinking and choose good teaching methods. In mathematics teaching, teachers should pay attention to the rigor and standardization of language. In the process of organizing teaching activities, teachers' listening ability and adaptability are also particularly important. Let children really learn while playing, so as to achieve the teaching effect.
5. Reflective reference for the open class teaching of mathematics in large classes.
Before the open class teaching activity, under the guidance of all the mathematics teaching and research staff, the "magic magic machine" of the large class mathematics activity was designed, and the goal of this activity was determined: to find and compare the changes of the size, quantity and shape of things. After the goal was set, we prepared a series of activities. We use the magic machine sent by children's favorite cartoon character "Tinker Bell Cat" to guide the activities. During the activity, the children observed and discussed collectively. In the interesting spell "Jingle Spell Change, Follow My Instructions" and the visualization of PPT, the children successfully compared the differences before and after the change, and invited several children to answer correctly. Children can quickly judge the magic possessed by magic machines, that is, they can change things of different sizes, shapes and quantities. Such as: from small to large (size change), from circle to square (shape change), from less to more (quantity change). So that the activities can achieve their goals smoothly, but for the children in large classes, although the activities are interesting, they still need to be challenging.
Therefore, in the last operation link, I provided an operation list with different difficulties, allowing children to choose their own tasks and operate independently according to different difficulties. Children can complete all the tasks and say the instructions and results one by one.
From this perspective, the difficulty of children's challenges needs to be improved. For example, in the process of explanation, it is not necessary to explain the three characteristics of size, shape and quantity clearly, and leave room for imagination and thinking for children; The operation orders provided should be distributed in groups, so that children can choose to walk; One star is a simple operation, with the size or shape as the instruction, two stars with the coexistence of size, shape and quantity as the instruction, and three stars combined with two magic machines to provide two or more instructions for children to think and operate forward or backward. This gives children the opportunity to imagine and challenge. Without challenges, activities will not appear.
6. Reflective reference for the open class teaching of mathematics in large classes.
I prepared a real New Year tree and many gift pendants for the teaching activity "Dressing up the New Year Tree" in the open math class, which really excited the children. In this way, both the operator and the concerned children are very involved in the process of taking things by number, and the correct rate of operation is relatively high. However, in the next link, there are some details worthy of reflection. Seeing the excellent performance of the children in the first link, I think the children have firmly mastered the number-object correspondence within 6. So, I can't wait to put a copy of the operation data of the "New Year Tree" into the collective operation activities. The difficulty is to write different numbers on the trunk of each new year tree, so that children can draw their favorite gifts according to the numbers on the new year tree. 7. Reflective reference for the open class teaching of mathematics in large classes.
Through the teaching activities of this class, I will talk about it from two aspects: because this class is all children of xxx, it is still difficult to express Chinese. Some children have learned the addition of 1-9 in previous classes, and some children have a certain foundation. Because it is taught in pure Chinese, it still sounds difficult for some children in my class. From their eyes, I know I don't understand at all. Only a few children can cooperate with me. After I finish, Min Kaohan's teacher will explain, and those children who cooperate with me will learn more about it. As for the children who don't understand, they can understand the Uyghur language explained by Min Kaohan, but they can't express it in Chinese at all. Therefore, it is still difficult to have a class. My lesson preparation is designed according to the idea of teachers guiding books, and the class is also designed according to several links. Children who can understand Chinese are happy to cooperate with me, while children who can't understand Chinese look at a loss. In short, I prepare some teaching AIDS before each class to improve children's learning enthusiasm, and the result is "withered" in the language barrier.
8. Reflective reference for the open class teaching of mathematics in large classes.
Last semester, children were exposed to 5 minutes of study, so the activities in this section are no strangers to the children in this class. Stick grilles is to guide children to learn the division and combination of 6 on the basis of 5, and can accurately record objects into two parts with numbers. First of all, I introduce the activity by setting the situation, and ask the children to help the little monkey divide the window grilles. In this collective learning session, individual children mainly take the stage to operate and guide them to distribute six window grilles to pigs and rabbits. How would you distribute them? And the results of each score are different. After one or two rounds, is there any other way to guide the children to discuss? It is also required that the results of each score are different, and then guide the children to operate after discussion.
Combined with children's learning situation, I pay attention to helping children consolidate what they have learned in the form of group work, so as to help children learn to draw inferences from others during practice. The first, second and third groups of children divide the window grilles, the fourth and fifth groups draw balloons, and the sixth and seventh groups are connected. In operation, most children can write more than three groups of on-off formulas, and some children can write them all down. For children with strong ability, I encourage them to complete the two operations of dividing window flowers and drawing balloons, and keep records in an orderly manner, but some children still do not operate correctly. For children with weak ability, I have conducted after-school counseling, and the children have been improved to varying degrees.
Mathematical activities come from life and serve life. In the future daily life, I will help children consolidate this knowledge in combination with the actual life, really help children apply what they have learned and experience the happiness of mathematics in life.
9. Reflective reference for open class teaching of large class mathematics.
The teaching of "hundred tables" is after children learn to read and write. The arrangement of teaching materials is intended to let children have a preliminary understanding of the order of numbers within 100, understand the position of each number in the table and its relationship with adjacent numbers, and have a clear understanding of the size of numbers within 100. At the same time, through the observation of this table, we can find some interesting arrangements, from which we can find some regular things. This not only develops children's thinking, but also broadens their thinking and improves their interest in learning. The first observation is to observe a complete watch for children according to the watch provided by the teacher. Let them quickly find that the horizontal and vertical arrangement of hundreds of tables is regular. Learn to clearly express the rules you find, so as to develop children's language expression ability. The second observation is to block some numbers in the stopwatch and let children guess, so that children can have a clearer understanding of the position of logarithm.
Guess the numbers with a hundred-meter. Through different forms of practice, we can achieve the same goal and know the position of numbers in the hundred tables. Because children have mastered certain methods for the relationship between numbers, as long as the methods of learning reasoning and demonstrating the rearrangement of numbers are used in teaching, children can form a conclusion, thus breaking through the difficulty of this activity. This activity is also to solve problems with knowledge. This link takes a step-by-step approach-first block a number, and then slowly increase to block four numbers, from shallow to deep, step by step, master the method, so that children can naturally grasp the key points of this activity.
When looking for rules, some children still don't know how to express them. So children can say that the last column is 10, 20, 30 … which is a good answer. The search for the regularity of ranks is still too fast in class, and many children still don't respond well. Fortunately, the design of exercise questions is better, which can help children gradually understand the position of counting in hundreds of tables.
10. Reflection and reference on the open class teaching of mathematics in large classes
This open mathematics teaching activity is to let children gradually understand the difference between oblate circle and spherical surface through their own operations, so as to know the spherical surface; On this basis, by classifying and talking about things in life, children's thinking can be expanded; Finally, by looking for different categories, the activity entered a wonderful link. In the whole activity, I respect every child's personality, let the children be on an equal footing with me, and let them express their views and opinions as much as possible. Although my language is not short of information and skills, the most important thing is some tentative questions and suggestions for discussion, with the aim of arousing children's own exploration and expression, rather than creating and controlling children's behavior. Therefore, whether passing, demonstrating or asking questions, the purpose is to create positive conditions and good emotions for children's active exploration and expression. Every activity always has shortcomings. When the children rolled the ball, some of them rolled to the ground, so the children ran around happily, and the scene was chaotic for a while. Finally, although it was quiet, it was obvious that the children were not having fun. So I imagine that if this class can be changed into an outdoor class, children can play with all kinds of balls and flat things, such as sports balls, tires, oil drums, rollers and various cylindrical objects, or spheres, and the children will be all finished.