How to write a reflection on problem-solving teaching? First, make full use of teaching materials to provide students with realistic life situations and create a situation for students to enjoy learning. This lesson is based on students' lively extracurricular activities, and shows the calculation problems of buying bread that students encounter in real life.
I make full use of this resource in my teaching. What mathematical information did you find by asking questions? Attract students to look at the pictures and collect the mathematical information in the theme pictures, and then ask questions. According to this information, what math questions can you ask? Let the students ask their own questions. It creates a realistic situation for the later inquiry learning, so that students can better understand and master the idea of solving problems by two-step calculation method in the real situation. Pay attention to the close connection between mathematics and real life in practice design, so that students can solve practical problems in life in time after learning necessary knowledge. For example, the courseware shows the prices of some school supplies in a stationery supermarket, and then tells the students which two kinds of stationery you like to buy, 80 yuan. How much money is left? Let students feel the role of mathematics in daily life, and at the same time let students understand that the mathematics knowledge they have learned today has application value, and let students feel that mathematics is around us.
Second, guide students to actively participate in the whole process of learning, so that students can extract mathematical information from problem situations and exchange feedback with their classmates; Let students think positively, ask questions and express their opinions.
Do you answer questions in different ways in class? what do you think? Let the students fully discuss and talk about their own ideas, and then focus on the way to solve the problem. In formula calculation, the step-by-step formula can be followed by the synthesis formula, and the relationship between step-by-step and synthesis can be strengthened by using the real situation, while the internal relationship between different algorithms is emphasized. Let students fully experience the diversity of problem-solving strategies in the process of solving problems, and encourage and respect students' diverse independent thinking modes. Let students take the initiative to experience? Find the problem-ask the problem-solve the problem? The whole process can effectively cultivate students' ability to solve simple practical problems and make students gain a successful learning experience.
Third, the shortcomings in the classroom:
When the formula of step-by-step calculation is listed as a comprehensive formula in brackets, we should pay more attention to understanding the meaning of each step in step-by-step calculation and strengthen the connection between step-by-step calculation and comprehensive calculation. In addition, when introducing parentheses, more students should publish their own marks that they want to change the operation order, so as to get a unified expression of the pre-calculation part with parentheses, change the original operation order, and let students fully understand the function and usage of parentheses.
How to write reflection on problem-solving teaching 1 Use teaching materials creatively to make students feel the mathematics around them. Modern curriculum theory holds that in the teaching process, teachers should not just passively follow the contents of textbooks. Teachers' work is creative, and teaching materials are only an important basis for teachers' teaching. In the process of teaching, teachers should comprehensively understand the curriculum standards and use the teaching materials flexibly and creatively. The close combination inside and outside the classroom makes the teaching content more real, so that students can fully feel that mathematics comes from life, and there is mathematics everywhere in life, which can stimulate students' interest in learning mathematics.
Second, strengthen group cooperative learning and highlight students' dominant position. Cooperation is one of the basic forms of human interaction. Group cooperative learning is a supplement and improvement to the classroom teaching form. Its essence is not only to solve the problem of polarization of students under the condition of class teaching system, or the problem of less opportunities for interaction between teachers and students, but to create suitable environment and conditions for students' all-round development based on the height of modern teaching. In this lesson, teachers guide students to fully cooperate and communicate in new lessons and exercises, and adopt the form of group activities to give full play to the role of group cooperative learning, strengthen the interaction between students' groups, let group members ask, find and solve problems through discussion, and then summarize the information of each group, exchange what they have learned and let everyone share their learning results.
Third, use modern information technology to stimulate students' interest in learning. The development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. It provides students with richer learning resources. In this class, I took a field shot and photographed all kinds of information in the teaching building as rich materials for the new teaching content of this class. Facing the familiar pictures of the teaching building, students showed great interest and mobilized their enthusiasm and initiative to participate in mathematics learning activities.
Reflection on how to write problem-solving teaching Solving problems by multiplication is a math class in Grade Three. Students can already solve the practical problem of simple two-step calculation by multiplication, division, addition and subtraction in the table when they are studying in grade two. The practical problems that need to be solved in the two-step calculation provided by our unit have expanded the scope of material selection and the scope of data provided. Problem solved? From the original calculation, concept and application problems to the new curriculum? Infiltrate everywhere? From tangible to intangible, from typical problems to life problems, great reforms have been carried out. I have the following thoughts.
1, introduce new knowledge from old knowledge, let students synthesize two one-step application problems and solve them in two steps.
Then let the students think according to the information of the topic: How many people do three squares need? What is the first step? What is the second step? Ask students to think independently, then communicate at the same table, and finally communicate with the whole class. Students' high enthusiasm is conducive to students' understanding of different solutions. Make students deeply understand the relationship between mathematics and reality: mathematics originates from life and is finally applied to life. In textbooks, both of these solutions adopt comprehensive methods to guide students to analyze and reason. The first solution is to guide students to think about what problems can be solved according to the condition that each square has 8 rows and each row has 10 people, and then calculate the results of the problems according to what, and then solve them by step-by-step formula and comprehensive formula in turn. The second solution is to guide students to think about what problems can be solved according to the other two conditions, and then calculate the results of the problems according to what, and then solve them in turn by step formula and comprehensive formula. Let students analyze the quantitative relationship with the idea of comprehensive method, which is helpful for students to find out different intermediate problems, understand the different quantitative relationships expressed by the two solutions, and clarify the differences between the two solutions, so as to facilitate students to master the methods of analysis and problem solving.
2. Promote feelings with the environment and stimulate students to explore independently.
Problems are included in life. Take students' favorite sports as the situational carrier, and ask students to calculate how many meters their children run twice a day, 400 meters on the runway each time, and five days a week. Thematic teaching allows students to refine and solve mathematical problems in these familiar life situations, which not only makes them realize that there is mathematics everywhere in life, but also greatly stimulates their interest in independent inquiry. In teaching, the teacher lets students choose the formula presented by the teacher that can solve this problem, and let students tell the process of thinking through the formula. Through mutual communication, they can systematically analyze the quantitative relationship between connected problems, so that students can initially feel that the same problem can have different solutions, which broadens their thinking of solving problems. Let students master the basic quantitative relationship of connecting problems and cultivate their ability to analyze and solve problems.
3. Highlight students' dominant position and develop students' innovative thinking.
The teaching of practical problems should pay attention to the analysis of quantitative relations and the combing of problem-solving ideas. In this lesson, when analyzing application problems, let students find problems from situations, ask questions and solve problems. The process of asking and solving problems is the process of students' thinking, so students are given enough time and space to explore in class. This kind of teaching not only fully embodies the students' dominant position, but also develops their innovative thinking.
4. Rich questions cultivate students' ability to solve problems.
The premise of teachers' success is the foundation of harmonious classroom teaching. A single problem-solving class, if a teacher is a little careless, will easily become a practice accumulation class. The teacher asked students to find and solve problems step by step through progressive knowledge levels, and the final exercises were natural.