? Autumn season is another harvest season. With enthusiasm for mathematics education, mathematics teachers from all over the country once again gathered in Chengdu, and gathered in the fourth-order curriculum workshop in Huang Aihua to train elite primary school mathematics teachers. This is a feast of knowledge and a sea of learning. We know that the teaching and research process of major issues we are concerned about will bring us unique feelings.

In the past two days, Ge Hua and their experts, scholars and excellent teachers presented us with a wonderful lesson and lecture. Let me talk about my personal feelings about the second day of study:

Teacher Song's "orientation" design is fresh and natural, especially in the teaching process of "hiding flowers and looking for flowers", which makes students' cognition conflict. After a series of questioning-solving-questioning-discussing-summing-up, students refine the representation of number pairs themselves, understand their meaning and function, and present a perfect demonstration class of big problem teaching. This not only reflects Song's understanding and grasp of the teaching concept of big problems, but also reflects her deeper understanding of the text. Therefore, it is also necessary to prove that it is far easier for students to accept and master knowledge by letting them experience it personally than by simply explaining it, which fully proves the importance of doing middle school. Reflecting on myself, when I was teaching this course, I neglected to abstract the real seat map into a grid map, although the children responded quickly. I have mastered the representation of number pairs, but I think they still have some shortcomings in understanding their essence. Today's class also sounded the alarm for me: we should grasp the teaching materials in a deeper level, implement knowledge points, pay attention to every detail of teaching, and pay attention to the connection and transition between knowledge points.

Professor Liang Zhou's law of addition perfectly explains the theme of classroom observation-the third view in the "three views": seeing the overall situation (thinking). In this class, he is the classroom director mentioned by Brother Hua. How to go down this course and lose the main line (algorithm)? Some students will disperse, think and ask a series of questions: What? How many kinds are there? What's the use? Then a series of discussions and exchanges, inspired by the little teacher to ask questions, guide the exchange report, and summarize. As a choreographer, Mr. Zhou only occasionally dials a few words to let the children internalize and absorb the knowledge points of a lesson. In this course, Mr. Zhou also perfectly presented mathematical thoughts and methods such as symbolization and modeling of mathematics.

Of course, famous teachers have the demeanor of famous teachers in class, and experts also lead the way in lectures. Brother Hua gave us guidance on text interpretation and teaching design again today: we understood a set of questions-five questions: what is the essence of teaching content in order to make the teaching materials clear? Where did it come from? What's the use? What knowledge points are related to? What are the key points to pay attention to in teaching? We also understand the five steps of an interpretation-interpretation: viewpoint-analysis-suggestion-development-refinement; We have defined a structural diagram: topic-plate-link-process-result. ?

There are still many contents to be studied, many problems to be discussed and more to be learned in the field of big problem teaching. I think, I will hold a heart of learning and research, and I will not forget my enterprising heart on the road of teaching and research on big problems!