Reflection on Teaching in June 1 1 Life-oriented Mathematics Content
Commonly used years, months and days, time units closely related to people's lives also come from students themselves and real life. In teaching, I integrate the teaching content into the real life situation and put students in a dynamic, open, active and diverse learning environment. In class, teachers and students first communicate their excitement and happiness at this time, and then let teachers and students remember this unforgettable moment together: 2065438+3 1 minute 6 seconds at 8 am on April 2. The teacher asked: What is the unit of time in this sentence? Teacher: Hours, minutes and seconds are short time units that we have learned. In this lesson, let's learn the expression of long-term units, such as year, month and day, which naturally leads to the topic. At the same time, it also makes students feel that the knowledge they want to learn is around them. Then explain the concepts of year, month and day with the help of courseware. The teacher uses some things in life to describe how long the year, month and day are, so that students can understand the concept of time of the year, month and day, and then ask students to tell when the four meaningful days in the textbook happened. In this way, they will finally "live" again, let students guess riddles in a pleasant atmosphere, and teachers and students will enter the new lesson together.
2. Fully demonstrate that students are the masters of learning.
"New Curriculum Standard" points out in "Year Month Day" teaching reflective mathematics that students are the masters of learning and teachers are the organizers, guides and collaborators of teaching activities. Therefore, in the whole class, I strive to create a democratic, equal, relaxed and harmonious teaching atmosphere, and always adopt a "guiding" attitude to make students interested in observing, exploring and discovering new knowledge. That is, in the teaching of new knowledge, I guide students to observe the calendar carefully and let them try to answer the question: How many months are there in a year? Are there the same number of days in each month? Through this kind of teaching, let students actively participate in the teaching process, and then lead to the special month of February in the * * * game with teachers and students. In the teaching process, through designing 1988-2004 several days in February each year, students can observe and explore by themselves, and find the law of four-year leap, and then the teacher will explain the judgment method of normal year and leap year with the formula in the courseware. This kind of teaching well embodies the teaching principle of student-centered and teacher-led, and cultivates students' ability of observation, analysis and judgment. Complete the inquiry process in the innovative teaching mode.
3. Leave time and space for students to fully think about problems.
Reflections on the teaching of the year, month and day In teaching, teachers should leave students with space and time for free exploration and independent thinking, so that students can let go of their thinking and show their individuality. However, in teaching, due to more content and unreasonable time arrangement, the link of judging the normal year and leap year is late, and there is not enough time to practice and deepen their new knowledge, which leads some students to eat instead of consuming. This is the regret left by this lesson.
In the future, in teaching, I will seriously reflect, strive to get rid of doubts in constant reflection and improve myself in constant setbacks.
After Class 2 of Teaching Reflection ended in April, my first feeling was that the whole class was very clear-headed and the teaching link was not derailed. But obviously, the atmosphere of students' class has not been mobilized.
Summarized as follows:
Students have learned hours, minutes and seconds in the last semester of Senior Two, and years, months and days can be seen everywhere in their lives, and they already have preliminary concepts in their minds, which are the life foundation for teaching new knowledge. In order to make students fully prepared for study, help students perceive the year, month and day in advance, and pave the way for class, let students collect almanac cards in recent years before class. The key and difficult point of teaching is to know the time unit, year, month and day, distinguish how many days there are in each month, and understand the knowledge of normal year and leap year.
Observe their calendars in groups according to the problems in classroom teaching. Find out: How many months are there in a year? Which months are 3 1 day? Which months are 30 days? Are there any special days? Students observe the calendar and discuss with the group members. In the process, I made a new discovery:
(1) Some students recorded the days of a month while watching;
(2) At that time, a classmate asked: Can the teacher write it down? After class, Director Wang also told me: If you can make a form for students to fill in, the effect will be better. Think about it: I should try my best to give students the opportunity to operate in class and provide rich materials for students to experiment in person and experience success and failure. Not only can students learn new knowledge, but also cultivate their ability to try to explore.
Because the year, month and day come from life and are used in life. The theme map in the book is introduced from the knowledge that students are familiar with, but I didn't show the close connection with life when I introduced it. If students can find more life-related examples, when will their parents get paid? Do you remember their birthdays? Wait, the classroom atmosphere will be more active. Make students deeply understand the close connection between mathematical knowledge and real life. I realized that mathematics is all around us, originated from life and also used in life. This can not only consolidate the knowledge learned in class, but also broaden students' horizons and enhance their practical application ability.
With the reflection of this class, I think: if I take this class again, I will make up for the shortcomings and re-examine the teaching design to make this class more brilliant!
Teaching reflection on the third day of June The teaching focus of this lesson is to know the time unit "year, month and day" and related knowledge. On the basis of existing knowledge and life experience, students can exchange their knowledge and ideas through the network platform. Reflecting on the teaching of this course, I have the following understandings:
First, respect students' existing life experience and stimulate students' interest in learning.
In daily life and study, students are exposed to the relevant knowledge of the year, month and day almost every day, and each student has accumulated some knowledge. However, it should be noted that different students have different accumulation in this respect. Moreover, students' knowledge about the year, month and day should be unsystematic, vague and even misunderstood, but it has laid a foundation for them to learn the year, month and day. Therefore, in the design of this class, I first arranged for students to observe the almanac to stimulate students' interest in learning and find out the days of each month from the almanac. So as to explore the big moon, small moon, flat moon and flat leap year. Then combined with children's songs and fist games, I remembered which months the big month and the small month were, and found that July and August were two consecutive big months.
Second, respect students' independent thinking, and students can experience the fun of inquiry.
When learning flat years and leap years, we can find out the law of four-year leap years through the arrangement order of flat leap years, and use this law to solve the problem of whether 20 12 and 1996 are flat years or leap years. What year is 1935? When students feel that this problem can't be solved by the law just now, let them guess boldly: What is the relationship between the year and 4? Students come to the conclusion that if a year is divided by 4, it is a leap year, if not, it is a normal year. Students try to calculate different Gregorian calendar years and judge whether it is a normal year or a leap year. At this time, there are only 1900 February 28th days in the perpetual calendar. Why? Let the students guess again. Therefore, the Gregorian calendar year is a whole hundred, that is, a leap year divisible by 400, and vice versa.
Teaching reflection In the teaching of four classes, I introduced the theme map and talked about my birthday, which not only created a relaxed learning atmosphere for students, but also made students experience happy emotions and stimulated their enthusiasm and interest in learning.
Mathematics is everywhere in life, and the content of students' mathematics learning should be "realistic" and "challenging". I skillfully quoted "birthday", a familiar life material for students, and created cognitive conflicts, which unconsciously stimulated students' desire to explore new knowledge and made them enter a positive state of independent inquiry.
In teaching, I make full use of multimedia to vividly show students the formation of year, month and day and the method of initial memory.
1, when the teaching day is formed, it means that the time of the earth's rotation is one day.
2. When the teaching month is formed, it means that the time for the moon to orbit the earth is January.
3. When the teaching year is formed, it shows that the earth revolves around the sun for about 365 days, which is one year.
Through media demonstration, students can understand this knowledge more vividly and achieve better results.
I also provide students with rich learning materials, so that students can explore independently and observe cooperatively. On this basis, the author combs and sorts out his own observation results and constructs his own cognitive system, which fully embodies that "students are the main body of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics activities." "On the basis of students' independent inquiry and cooperative observation, guiding students to summarize and sort out knowledge will not only help students to complete the construction of cognitive system, but also cultivate students' ability of independent inquiry and cooperative learning, observation, comparison and generalization, fully mobilize students' enthusiasm for independent learning, and let students taste the joy of success brought by independent inquiry.
In teaching, I not only let students find their own ways to remember the big and small months, but also let students learn how to remember the big and small months in textbooks. It not only provides students with a space for divergent thinking, but also provides students with a basis for unified understanding; It not only cultivates students' innovative consciousness, but also cultivates students' spirit of respecting science. Calculate the number of days in a year and show different calculation methods (), which not only avoids mechanical memory, but also makes students feel the optimization of calculation methods.
Using the learned knowledge and adopting different forms, students can consolidate and expand new knowledge in the process of solving real life problems, which not only improves students' ability to apply the learned knowledge to solve practical problems; It also takes into account the beginning and the end, so that students can feel the scientific research methods of asking questions, exploring problems and applying knowledge to solve problems.
Reflection on Year-Month-Day Teaching 5 "Year-Month-Day" is the teaching content of Unit 6 in the second volume of the third grade of Curriculum Standards published by People's Education Press. It means that after studying hours, minutes and seconds, students also have life experience in the knowledge of years, months and days. Liu, a famous national teacher, attended the second national seminar on "New Normal Classroom" in primary school mathematics in Hangzhou. After listening to this lesson, I felt a lot, so I wanted to try to learn from Mr. Liu and took the lesson "Year Month Day".
In teaching this course, I adopted the method of letting students learn examples by themselves before class and asking questions in class, so that they can learn first and then teach. Students are no strangers to the knowledge of "year, month and day" in life, so I boldly let students learn by themselves. In class, I first teach students how to ask questions and ask questions about what they have learned. For example: 1 year = 65438+February, you can ask "1 year = () month?" You can also ask "12 months = () years?" Then, ask questions at the same table and test each other. In this link, students are very active, especially some students with poor academic performance. Everyone thinks that the test of others has been successful, and everyone's face is filled with a happy smile. Finally, study in groups of four and ask yourself questions you don't understand. This link is necessary, and the children have raised many good questions. For example, why should we divide the big moon and the small moon? Why is there a leap year and three flat years every four years? Until the class was over, the teacher didn't give the answer to the question, just told the way to find the answer.
When I finished this class, the teachers in our group were also shocked. Although the teacher doesn't teach much in class, the learning effect is very good, and the students are very involved and take the initiative to learn. This teaching effect is also somewhat unexpected. Judging from the teaching of this class, the teacher has no knowledge to explain, but only teaches students how to ask questions. Students can only ask questions after thinking. They must take the initiative to ask questions and ask valuable questions. From the student's point of view, there is no boring and repeated explanation from the teacher. Faced with so much knowledge, only by understanding can we ask better questions and try our best to sit at the same table. Children have a sense of success and happiness, and they also like this kind of learning, so that they can truly become the masters of learning. Personally, by imitating a famous teacher to take such a class, I understand that this class of a famous teacher is mainly to convey an idea that "students are the masters of learning." Our teacher should respect students' ideas and consider that they have certain life experience. Teachers sometimes don't need too much explanation. They should be taught learning methods, even lifelong learning has a certain effect. Let children understand that learning is their own business, and let children truly become the masters of learning and take the initiative to learn.
Reflections on the teaching of the sixth day of June, I realized the importance of preview through the teaching of the sixth day of June. This lesson is based on the basic ideas of mathematics in students' life, learning useful mathematics and solving simple problems in life with mathematical knowledge. The teaching focus of this lesson is to let students know the time unit year, month and day, remember the number of days in each month, and focus on the method of judging the average year and leap year. On the basis of students' independent inquiry, cooperation and communication, students' ability to find and solve problems is cultivated, so that students can receive ideological and moral education. This lesson is learned on the basis that students have mastered the hours, minutes and seconds. This lesson is abstract and not easy to understand for junior three students.
On the day before class, I asked students to preview pages 76-79 of the textbook and complete the following questions: 1. How many months are there in a year? 2. Which months are 3 1 day? 3. Which months are 30 days? 4. How many days are there in February? 5. How many days are there in a year? 6. How to judge a normal year and a leap year by checking information with parents? At the beginning of the class, check the preview first, and the students are scrambling to answer questions, fearing that they will not have a chance to show themselves. Even Zhang Lai, who usually does badly in math study, can't wait to say loudly that he also knows the specific times of Arbor Day, Women's Day, Children's Day, Labor Day, Beijing's successful bid for the Olympic Games, National Day and Teacher's Day. What surprised me even more was that Zhang could distinguish the big moon from the small moon with his fist memory. I will give a detailed explanation on the basis of what they have mastered through preview, so that they can understand and master the knowledge they want to learn in this class more easily. I am so happy to see them studying happily and mastering knowledge firmly! After class, some students can't help but sigh that there is still so much knowledge about mathematics hidden in the years, months and days. Looking back, when I was teaching Year Month Day, I didn't arrange for students to go home to preview in advance. Instead, show an almanac for students to observe at the beginning of class, and find out the days of each month in the almanac, so as to get the months of big month and small month. And directly tell students how to judge the method of normal year and leap year. Students are very passive in this class, and the classroom atmosphere is lifeless. Through practical feedback, they know that students have learned a lot, but they have not mastered it firmly. My teaching is also very laborious, so the teaching effect is not ideal.
The lesson "Year, Month, and Day" reminds me that in the primary school math class, we should first cultivate students' habit of learning to preview, which will help students improve their autonomous learning ability, enhance their interest in learning math, and make every student change from passive to active in learning math and learn to learn to learn, thus improving the effectiveness of our primary school math class.
Reflection on the teaching of the seventh day of the month is the content of the third grade of primary school. The focus of teaching is to understand the time unit "year, month and day" and master the relationship between them. The difficulty in teaching is to find and master the judgment method of flat leap year. I pay attention to using students' existing knowledge and life experience to organize students' learning content, arrange teaching links, and understand the whole learning process with the basic concept of curriculum standards.
The teaching curriculum standard advocates independent exploration, cooperative communication and practical innovation in mathematics learning. Teachers, as organizers, guides and collaborators of students' mathematics activities, should process teaching materials according to students' specific conditions, creatively design teaching processes and enhance the effectiveness of classroom teaching. Reflecting on the teaching of this course, I have the following understandings:
1, pay attention to the design of the import link. I introduce the year, month and day by speaking. Relax naturally, and then feel the long time unit of year, month and day.
2. Respect students' life experience and knowledge base. The knowledge of "year, month and day" in this class is by no means a blank piece of paper for a third-grade student. In the above teaching process, I first let the students think, "Do you all know what year, month and day are?" This arrangement can help us analyze and study the current situation of students, identify the growing point of knowledge, put knowledge on the experience background of students' specific activities, and stimulate students' desire to explore knowledge independently.
3. Provide space and platform for students to explore and communicate. Students are the main body of learning. In teaching, we should fully believe in students' potential, let them discover and explore, and consciously cultivate their innovative spirit and practical ability. In this lesson, the method is to let students find and choose by themselves (such as the method of remembering the big moon and the small moon); Laws are explored by students through cooperation and communication (such as the judgment method of leap year in a normal year). In this process, students not only construct knowledge in the experience of thinking and innovation, but also increase their wisdom, cultivate their ability to learn mathematics and cultivate their enthusiasm for learning in the process of communication, discussion and exploration.
4. Pay attention to stimulate students' interest and curiosity.
Using multimedia to demonstrate the running laws of the sun, the moon and the earth brings students into a wonderful world and interests them. Let the students test the teacher, let the students find out how the teacher can judge whether a year is a flat year or a leap year so quickly, and tell the students that the teacher has a secret weapon to stimulate students' curiosity.
Of course, there are still many shortcomings.
1. For some knowledge, there is still a lack of integration. For example, tables in places where big and small moons are taught can be arranged for a few more years. In this way, we can not only better discover the big month and the small month, but also intuitively discover the four-year leap rule hidden in February, so that students do not need to fill in the number of days in February in the second activity, which can save time and simplify and integrate knowledge.
2. I didn't make full use of the generated resources. Sometimes students can't answer the teacher's questions. I always want students to focus on their own goals. I think I need to pay more attention here.
3. Try to clear your mind, try to achieve the teaching focus and break through the difficulties.
In short, after a class, I found the importance of experience. I think only through continuous teaching can I improve myself and better understand the teaching materials and students.
On February 8th, I reflected on "Why there are only 28 days in February, and sometimes there are 29 days" and "Why not divide all the years by 4 when judging leap years", which is a question that students threw at me. My heart thumped at that time. I didn't expect students to ask such questions before class, and I have never asked such questions in my student life. February is different from other months, and the method of judging leap years in normal years is also different. I think this is a matter of course and a natural law. I was asked this question by my classmates today, but I really couldn't answer it at the moment.
After class, I searched the internet for information about these. I'm glad I didn't tell them it was like this a long time ago, but said we would study it after class. This phenomenon does have its allusions. I really want to answer questions with the students at once. Maybe the teacher preset it before class. How fluent and perfect a class is, how well I think it is. I remember a teacher told me that a class would be more valuable because of regret. Our reflection Most of our thinking comes from our own classroom regrets. The question asked by the student today is beyond my expectation, but I want to thank the student. He taught me to ask more questions when preparing lessons. Knowledge points are not born, but also have origins. It is necessary to integrate the history of mathematics into our teaching, which not only satisfies the curiosity of some students, but also enriches their literary accomplishment in mathematics classroom. But the premise is that our teacher should prepare "a big bucket of water" or more.
Teaching reflection 9 The content of this lesson comes from students' own life and real life. The implementation of the course depends largely on the teaching materials and resources outside the campus, and students' learning methods are different. In this class, before class, students go to the library to find and collect the data of the year, month and day, some look it up online, some ask people for advice ... It breaks through the closed state of mathematics teaching, expands the time and space for students to study, and combines in-class and out-of-class to put students in a dynamic, open, active and diverse learning environment.
Emphasize students' autonomy and inquiry learning, and adopt individual or group cooperation. In learning, teachers are organizers, guides and participants, not leaders. Whether it is the raising of research questions, the processing of information and the acquisition of mathematical conclusions, every student needs to explore and learn independently, because "there is a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer, which is particularly strong in children's spiritual world." Students collect the data of year, month and day through various channels, and analyze and process the information, so as to discover the law through analyzing the essence of phenomena. It is very similar to scientific research in methods and processes, and even emotional experience. Meditation when encountering obstacles, joy when making progress, and gradual completion of conclusions are all similar to the experiences that scientists have had. This is a gratifying step for children's future study and scientific research.
The data survey before class provides sufficient energy for students' exploration and research in class. I am delighted to find that students can enjoy discovery and exploration in such a learning environment, inspire each other in cooperation and exchange, and develop together. Students learn not only the knowledge of the year, month and day, but also the methods of acquiring knowledge. For students, the knowledge of the year, month and day is limited, but the inspiration gained from the methods of acquiring the knowledge of the year, month and day is endless.
In a word, it is an arduous task entrusted to us by the times to cultivate students' innovative consciousness and develop their innovative spirit. Therefore, in the teaching process, we must optimize students' learning atmosphere, give them more time and space, and let them discover, study and solve problems by themselves, thus cultivating their innovative consciousness and spirit. In the future, I will make great efforts in the research of teaching materials, change the educational concept, change the teaching mode, implement subjective teaching, consciously cultivate students' innovative spirit and creativity, and strive to become a new research-oriented teacher.
Reflections on the teaching of years, months and days 10 Today, I studied years, months and days. This lesson focuses on the relationship between year and day. How many months in a year are big months and how many months are small months? Understand the normal year and leap year, design this course with the help of students' existing knowledge and real life experience, restore mathematics knowledge to life, let students experience the process of knowledge formation, master the knowledge of year, month and day through independent inquiry and cooperative exchange, and cultivate students' problem consciousness and independent learning ability by using good learning methods. This class is guided by the teacher, and students learn independently in the activities. There are several ways to do this:
1. Closely connect with students' real life and guide students to carry out activities such as observation, operation, reasoning and communication according to their life experience and existing knowledge. Through mathematical activities, students can master basic mathematical knowledge and skills, initially learn to observe things and think about problems from the perspective of mathematics, and stimulate their interest in mathematics and their desire to learn mathematics well.
2. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, when I teach this course, let students observe the calendars of different years, let students think independently in specific operational activities, encourage students to express their opinions, and then let students communicate with each other after thinking independently, so that everyone can "move" to avoid some students just waiting to listen to others without thinking independently. For example, when teaching in a normal year or a leap year, I ask students to observe, find, observe and compare carefully. When students have their own findings, they will communicate with the whole class and sum up the rules of judgment.
There are many concepts in this lesson, which are easy to be confused, so it is still difficult to remember, consolidate and deepen knowledge. In practice, try to optimize the mathematics content with "life" as the background, and take life materials, life experiences and life scenes as learning resources to provide students with understanding and practice. Let students realize that mathematics is around us, that mathematics comes from life and is used in life. This can not only consolidate the knowledge learned in class, but also broaden students' horizons and enhance their practical application ability.
Disadvantages of this lesson:
In class, I still can't boldly let go and give students the right to speak: in any case, students should be given the opportunity to speak first, and teachers can't speak for students.
In the future, I will work hard on the research of teaching materials and learning methods, change educational concepts, change teaching modes, implement subjective teaching, optimize students' learning atmosphere, give them more time and space, and let them discover, study and solve problems by themselves, so as to cultivate their awareness and ability of autonomous learning.