I remember that when teaching a number multiplied by two or three numbers, I arranged for students to complete a seemingly ordinary problem of correcting mistakes (namely the following problems).
12 52 476
× 7 × 2 × 8
74 104 3808
Because the students in the class were very lively and outgoing, and the classroom atmosphere was very active at that time, I turned the topic around: "Today, several math patients suspected that they were sick, so they came to our class to see which math doctor was skilled and solved their illness?" As soon as the voice fell, the classroom atmosphere suddenly entered a new climax. Immersed in serious analysis, the students quickly raised their hands one by one and shouted, "Teacher, I know how to treat them. Let me do it! " Some students sitting in the front row even left their seats and put their hands in front of me, as if afraid that I would not let them "treat the disease." So, I called a student named Zhang: "Dr. Zhang, please come up and see the first patient." When Zhang heard me call her that, she was shocked at first. Later, she immediately understood my intention to call her that. She was very happy to go on stage and began to analyze the "illness": "The cause of this patient is that she forgot to bring it here." As he spoke, he pointed to the position between one and ten with red chalk and added "1". Then he changed the "7" in ten places of the product to "8" and said, "This will be cured." At this time, before I could speak, the following students had already said, "Yes, yes, that's the same as my opinion." Since all the students have expressed their opinions, and this "patient" has indeed cured the disease, I will take the opportunity to boast: "It seems that there are many doctors in our class who are as skilled as Dr. Zhang, thank you." Zhang is very happy to return to his seat. At this time, other students even called her "dr. zhang" one by one, which made Zhang look like a "hero who returned home in triumph". The atmosphere was warm and interesting.
On the second question, because the atmosphere created by the question just now still hangs over the students, the students raise their hands more actively. This time, I called a student with unsatisfactory academic performance: "Now please ask Guo Panda to open a doctor to see the second patient." Guo was obviously surprised that I would invite him up, but immediately cooperated with me and went to the stage happily to see a doctor. He carefully read the topic again and told me with certainty, "This patient is actually not sick." So, I pretended to be surprised and asked the students, "Is Dr. Guo's diagnosis correct?" The founder immediately stood up and said, "His diagnosis is right, and this question is indeed right." Other students also nodded in agreement. I am happy to say, "I think he should be relieved by the diagnosis of Dr. Fang, Dr. Guo and so many doctors." Thank you Dr. Guo. " The third question is the same as the first question, asking a student to "see a doctor and treat a disease".
Finally, in the conclusion, I said to my classmates: "In fact, when we apply new knowledge to solve problems, we will inevitably make mistakes. The key is whether we are qualified doctors of mathematics, find out the cause in time, and then prescribe the right medicine to prevent small lesions. "
Disease, but also to avoid the next time the same disease. Of course, whether problems can be found in time is related to our inspection habits. For those questions that have not been done wrong, just be a free physical examination! Students, I hope you can not only be other people's doctors in mathematics, but also be your own doctors, ok? "The students said in unison," Good! " The voice is loud, but the firm and confident tone touched me even more.
In fact, I just set the wrong question as "Mathematical Hospital". I didn't expect the children to show such high enthusiasm and such jumping thinking ability, which made me deeply surprised and moved. Yes, in mathematics learning, many exercises are boring and monotonous, and students often feel submerged in the sea of questions and are very passive. Even if you do it right, you won't feel much joy of success. This requires our teachers to pay more attention to the form of practice design. As long as the forms are diverse, interesting and close to students' lives, students will naturally be willing to do exercises, from which they will experience the fun of learning and their interest in learning will be greatly improved.
The second part of the narrative of mathematics education in primary schools is that mathematics is abstracted from the real world, derived from and applied to practice. Without life, mathematics becomes passive water. Therefore, in mathematics teaching activities, teachers should choose familiar teaching situations that students are interested in, stimulate students' enthusiasm for learning, help them understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the correct methods of independent exploration and cooperative communication, and gain rich experience in mathematics activities.
There is mathematics in life, and there are mathematical thoughts. The key to effectively linking life with mathematics lies in whether teachers are good at capturing "life phenomena" in combination with classroom teaching content and collecting examples of life mathematics to serve classroom teaching. Let students observe mathematics in life, which can not only accumulate mathematical knowledge, but also cultivate students' interest in learning mathematics. Students are good at learning mathematics in life, which is the best learning method in itself. They keep thinking, trying and experiencing success in their research.
First, introduce the topic.
Teacher: Today the teacher specially made a personal information material. Please look at the small blackboard so that you can get to know me better.
Teachers' personal information
Gender: Male Height: 1.65m Weight: 58.5kg
Hobbies: surfing the Internet, listening to songs and playing badminton (at least 1.5 hours each time).
Teacher: Did you see it clearly? What are the characteristics of these numbers representing my height, weight and time? Students 1: all have decimal points.
Health 2: They are all decimals.
Teacher: Yes, numbers like 1.65, 58.5, 1.5 are all decimals. Who can tell me where you have seen decimals in your daily life?
Health 1: in the supermarket
Student 2: the price tag of the goods in the mall.
Teacher: It seems that decimals are everywhere! What else do you want to know about decimals?
Health 1: I want to know how decimals come from.
Health 2: I want to know how to add and subtract decimals.
Teacher: It seems that students have a strong interest in decimals, so we will learn decimals in this class today. (Title on the blackboard: Decimal)
Second, the generation of decimal places
Teacher: According to the measurement, the teacher's height is 1.65 meters. Have you measured your height? Health1:1.35m.
Health 2: 1.4 1 m
Teacher: My classmates and I are both taller than 1 meter. Can you express our height in whole numbers? Please note that the unit is meters.
Health: 165cm
Teacher: Pay attention to the beat.
Teacher: Can you express how many meters it is in whole numbers?
Health: No, because it's 1 meter above and below 2 meters.
Teacher: Yes, we are all between 1 m and 2 m in height. In our daily life, sometimes we can't get an integer result through measurement and calculation. In addition to using the fractions we learned before, we also thought of using decimals, so decimals came into being. (Then write on the blackboard: Generation of decimals)
Teachers display personal information on the topic of talking with students and making friends. Students found from the data that these figures represent the teacher's height and weight, which are all decimals. Naturally, it leads to the content to be learned in this lesson. Assign homework after class, find the 5- 10 decimal in life and write it down. Therefore, mathematics is an indispensable tool for people's life, work and study, which can help people to process data, calculate, reason and prove, and mathematical models can effectively describe natural and social phenomena. How can students deeply understand this basic concept of mathematics except the teacher? This requires us to fully tap the classroom teaching resources. There is a saying, "I saw it, but I may have forgotten it;" If I heard it, I might remember it; I didn't really understand until I did it. The shift from "paying attention to knowledge" to "paying attention to students" and from "imparting knowledge" to "eliciting knowledge" has been accepted by more and more teachers. Therefore, teachers closely combine teaching content with students' life in mathematics classroom, and develop life and experience as important curriculum resources. In specific scenes, students can learn to comprehensively and flexibly use the mathematics knowledge they have learned, so that each student can become the subject of learning activities, individual life and social life in his classroom life. This is the effect of "living" curriculum resources. Let students become the masters of the classroom, and teachers are only the discoverers, developers, appreciators, organizers and guides of the classroom. We should give full play to the role of students and let them communicate, discuss and ask questions in class.
Narration of Primary School Mathematics Education Narration of Junior Three and Junior Three Mathematics Teaching
In a math class, I left several math problems, one of which was to find a regular problem. During the investigation, I found that this problem was badly done, and some students who studied well didn't work it out. After class, I made a self-reflection and made a comprehensive investigation on this issue. I found that some students will feel very helpless when they encounter such problems, and some students can solve the problems that are easy to find laws when they calm down, but sometimes they will feel confused when they are nervous about exams. So some students asked me if there was a better way to solve this kind of problem.
In fact, this question raised by students is very good, and I want to know some secrets hidden in this kind of question. But I don't want to just tell them ready-made answers. In order to catch their curiosity and thirst for knowledge, I asked my classmates to collect related exercises they had done or not. Because some students want to make things difficult for teachers or other students, they deliberately inquired a lot of information and found many problems they think. I also adjusted my teaching plan, and planned to solve this problem in one class, so I made full preparations for it.
At the beginning of the class, a group of students ask questions first. Other groups of students are not to be outdone, racking their brains, arguing with each other and finally solving them. Their faces showed the joy of success. Some students also asked me questions directly. Although I came prepared, I was still puzzled and tried to explore. Some students are very worried about me. In fact, I want to guide students to learn how to think like this, how to start and why to think like this. With the help of my classmates, I also finished my question. Thank you for your help. Their smiles at this time are very proud, or proud, because they think they are great and can help the teacher.
Next, I will show the students the characteristics of the laws of numbers and figures, and soon they will come to a conclusion, which is very accurate, which I didn't expect. At this time, I sincerely admire them and give them the most sincere encouragement: you are amazing! Then I asked new questions.
Through this teaching experience, I really realized that students' needs are the first. In the future teaching, we should start from the actual needs of students, stimulate students' curiosity and exploration spirit, and let different students have different development in mathematics.
Narrative of Mathematics Teaching in Primary Schools—
Can you give it a nice name?
Division with remainder plays a very important role in the whole third grade teaching. Although I have taught it many times, I still have no confidence in it, but the performance of the children still surprises me.
Although the whole country is engaged in new courses now, what scenes have been created by the new courses and so on. And I think it is equally important to implement the foundation of students. At the beginning of the class, I reviewed the content of the last class: Teacher: What does 8÷2=4 mean?
Health1:8 apples for 4 children and 2 apples for each child.
Health 2: There are 8 apples, 4 in each group, which can be divided into 2 groups.
Teacher: Two students share the apple, but when we listen carefully, it sounds different. One told us how much money per share, and the other asked us how much money per share. Who can make a vertical list?
The students are very willing to show their talents. They all want to perform. This review seems simple, but in fact, from the performance of children, they like it because it will bring them the joy of success. At the same time, the basis of my teaching is that students should know the vertical division, which is just understandable.
Later, I stipulated that eight is eight sticks to make a square. How do you explain it? The students scrambled to answer. Seeing the enthusiasm of the students, I immediately asked: How many squares can nine sticks build? Students do it by hand.
Teacher: Can you express this process with a formula?
Students write by hand.
My teacher collects student information in the following ways:
2×4+ 1=9 ( 1)
9- 1÷4=2 (2)
9÷4=2+ 1 (3)
9÷4=2…… 1 (4)
I really admire the children's ability to list so many varieties!
Teacher: Which of these four formulas do you want to talk about most?
Student 1: Teacher, I think the number (3) is wrong.
Teacher: Oh, what's the matter? Can you explain it carefully?
Health 1: 1+2= 3 after the equal sign, not 9÷4 before 3.
All creatures began to nod their heads in agreement.
Teacher: It seems that most students agree with this classmate, so let's listen to what the original young master thinks.
Health: The 1 in the back is an extra 1 stick, and I am in the back+1. Now I feel wrong.
Teacher: Oh, what do you think should be changed?
Health: change the+sign to many.
Teacher: Do you agree?
All beings answer: agree.
The teacher erased the plus sign and changed it to "duo"
Teacher: What's the difference between now and (4)? Let's compare it.
The handle 1: (4) is symbolized. ....
Teacher: Which one do you like?
All beings: the fourth kind.
Teacher: So ... what does 1 after this symbol mean?
Health 1: it is the extra 1 stick.
Health 2: The following 1 is the rest, so it can be written as two more 1.
Health 3: Because 1 can't build a square anymore, it's an extra number, so write it at the back.
Teacher: Now that we all know what 1 means, can you explain (1) and (2)? With the understanding of 1, students can understand the above two formulas much faster.
Teacher: Just now, the students used many formulas to express the process of making sticks. Which of the above four recipes do you like best? All beings said: fourth.
Teacher: Then we will learn the fourth one today. So we just said 1 in the formula. Now can you give the remaining 1 a name?
Health 1: tells "remainder" to be written after quotient.
Health 2: The name "superfluous number" is also written behind the quotient.
Health 3: It is called "remainder", which is written after the quotient and separated from the commercial horizontal line.
Health 4: It's called "superfluous number".
Sentient beings: It's better to call it Yu.
Health 5: I have seen that "……" should be added between the total quotient and the remainder.
Teacher: Student 5 is written in the way we agreed, and it will be written in the future, just like the fourth method above. It is pronounced as follows: 9 divided by 4 equals 2+ 1, and "1" is called the remainder. This is the topic of "remainder division" that we are going to learn today. Let the students read it twice.
The remainder is a new concept for children, and in this lesson, students should actively establish the concept of "remainder" on the basis of making their own sticks. I think through this understanding, the students' impression should be profound. I was also surprised and moved by the children's spirit of exploring mathematics in this class. In mathematics learning, children will encounter all kinds of new concepts or problems. Teachers should not remove all the "obstacles" in children's learning, but should let children learn to think and find their own solutions to problems. We should also provide more opportunities and create conditions for children in normal teaching. When children encounter difficulties, teachers should consciously talk less, leave time for children in class, let children talk more and think more, and let children solve math problems in life through their own efforts.
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