Reflection on the teaching of 6 1 multiplication formula Looking back on this lesson, I feel that many links have not been handled well.
The teaching concepts of "1" and "student-oriented" are still in the theoretical stage and have not been deeply rooted in the hearts of the people.
In teaching design, the teaching concept of "student-oriented" should be embodied as much as possible. For example, putting your favorite pattern on a stick and choosing a math problem to solve by yourself provide students with time and space for exploration, as well as sufficient opportunities for activities and communication. But the problem is that in teaching practice, we still pay more attention to our own teaching design, and can adjust teaching ideas in time according to students' learning situation. Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. The classroom is generated and cannot be preset. Besides, in an open classroom, anything can happen, and students' creative words and deeds, questions and so on can happen. The teaching process prepared by teachers in advance is disrupted, and the teaching progress is accelerated or slowed down from time to time. Therefore, the real progress and final result of the teaching process are more determined by the specific progress of the classroom at that time and the way teachers deal with problems. Therefore, teachers should adjust the teaching structure in time according to students' classroom feedback.
2. The release and collection of teaching is not satisfactory.
After the students posted sticks and listed many addition formulas with the same addend, I didn't guide the students to observe the similarities of the formulas in time, so as to sum up the same addend, which led to few students' accurate answers when they talked about the meaning of the two factors later, and I couldn't accurately list the multiplication formulas. That is, after liberalization, we did not make a summary in time and put our knowledge into key and difficult points. The second thing I did badly was that at the beginning of the reaction class, after I asked the students to look at the pictures and ask math questions, I didn't put many questions into the multiplication questions in this class, so some students listed the addition and subtraction formulas. From this lesson, I realized that there should be a certain degree between release and collection. Openness is a form, not our goal. Too much release is not conducive to students' exploration, and too tight collection is not conducive to the cultivation of students' learning ability. Teachers should play a leading role between release and collection.
3. Grasp the teaching difficulties.
The teaching difficulty of this lesson is to identify the same addend and understand the different meanings expressed by the two numbers before and after the multiplication sign. Moreover, I emphasized in my teaching that many students can list the correct multiplication formula, and the teaching effect is good.
This lesson made me realize: trust students and let them learn what they can; Let students do what they can; Let the students talk about anything they can.
In short, the reorganization and activation of teaching content, the design of flexible teaching structure, the organization of dynamic teaching process and the implementation of encouraging teaching evaluation are aimed at breaking the closed teaching time and space centered on "classroom center" and realizing the openness of primary school mathematics teaching; The purpose is to break the "teacher-centered" indoctrination, exchange dialogues, and truly reflect the subjectivity of students' learning. This is what teachers must do today.
Reflection on the teaching of multiplication formula of 6: The multiplication formula of 2 1 and 6 is that students have mastered the multiplication formula of 1-5, and most students can recite it skillfully. Therefore, starting from the students' existing knowledge level, let the students freely say the multiplication formula of 6, or let them guess according to their previous experience.
2. Let students explore independently and verify freely. Curriculum standards point out that effective learning methods should allow students to practice, explore independently and cooperate with each other. When students get the multiplication formula of 6, let them freely choose their favorite way, explore and verify, respect students' personality, stimulate students' enthusiasm for learning, and cultivate students' mathematical abilities such as observation, generalization and communication by letting students discover the characteristics of the multiplication formula of 6.
3. Design multi-level exercises. In order to make students master the multiplication formula of 6 skillfully, I designed exercises at different levels in teaching. Through the practice of password, kangaroo long jump and group games, I summarized and performed several memory methods in order to master them better. At the same time, by letting students solve simple practical problems, I experienced the value of learning mathematics.
Reflections on the teaching of 6 3 multiplication formula This lesson is based on students' understanding of the meaning of multiplication and mastering the multiplication formula of 1-5. Students can use existing knowledge and experience to transfer and complete new learning content, focusing on cultivating students' ability of simple reasoning and discovering laws. According to students' knowledge level and cognitive characteristics, I think the key point of learning is to go through the process of formula compilation, master the multiplication formula of 6 and memorize it. The difficulty is to memorize the multiplication formula of 6 and apply it to solve practical problems in life.
To this end, I designed:
(1) Create vivid and interesting situations to stimulate students' interest in learning. This link keeps pace with the times and takes Christmas gifts as the main line. Tu Tu and his children give presents to everyone. According to the magical digital code, students are asked to find the rules and try to compile the formulas. On this basis, they entered the second link.
(2) Let every student fully experience the formulation process. This link makes use of students' existing knowledge and experience, allows students to make their own recipes, cultivates students' autonomous learning ability, and realizes their happiness and sense of accomplishment in learning. At the same time, let the students read and recite their own formulas. The teacher asked, "Which sentences do you think are better to recite?" Why does it feel good? ""What's a bad formula? Who can have a good way to remember this formula? "Further teach students the method of memorizing formulas. Finally, teachers and students can help students remember formulas by checking passwords.
(3) Design various forms of exercises to make students realize the practical application value of the formula, and strive to achieve full participation, full participation and deep participation, so that every student can develop in the training.
After this class, I feel that the whole teaching idea and teaching design are very good, and the teaching objectives have been effectively realized. In the teaching process, the new curriculum standard "Effective mathematics learning activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics" and "Mathematics teaching activities must be based on students' cognitive level and existing knowledge and experience" have been conscientiously implemented, and teacher-student communication, students' independent thinking and teacher-student communication have been fully carried out, and a formula of 6 has been written, so that every student can learn knowledge, skills and emotional attitudes.
In the process of memorizing formulas, in order to reflect "teaching students in accordance with their aptitude" and taking into account the individual differences of students, I make full use of various resources to encourage students to memorize formulas individually. (For example, if you were born, 67 is 1 six is more than 6636, just remember that 36 plus 6 makes 42, and so on. Every student can actively participate in the exploration and find a method suitable for his own memory formula.
Under the new curriculum concept, the primary function of teaching materials is only as an important resource for teaching and learning, but it is not the only resource. It is no longer a programmatic authoritative text to complete teaching activities, but appears as a reference prompt to show students all kinds of learning and colorful learning reference materials. Therefore, I fully tap teaching resources and creatively use teaching materials: First, I give gifts close to current events "Christmas", and the teaching effect is good. Then "sticking cards" and "picking apples" make students have a systematic understanding of the corresponding formulas and formulas, which is conducive to the formation of knowledge structure. Then, using the topic "Counting snowflakes and sending doggerels 1" not only changes static state into dynamic state, consolidates new knowledge, but also deepens the multiplication meaning and the multiplication formula of 1-6.