The design of the textbook of Unit 4 in the fifth grade of primary school broke the traditional teaching method. In the textbooks published by People's Education Edition, before learning to solve equations, students were required to master the relationship of addition, subtraction, multiplication and division, and then use: one addend = and- another addend; The relationship of minuend = subtraction+difference is used to find the unknown in the equation. In the new textbook, the balance game is used to let students understand the "equation" first, and know the law that "the equation still holds when the same number is added or subtracted on both sides of the equation", so as to reveal the meaning of the equation in a real sense, and then learn to solve the equation, and also establish a connection with the problem-solving process of the verb in middle school.

Before teaching, because I have been using traditional teaching methods, in order to change teaching ideas and update teaching concepts, I deeply understand the meaning of the new textbook-equation is an equation, a mathematical model, abstract, and balance is a concrete thing. Use the prototype of things like scales to reveal the essence of equations, and show the abstract process of solving equations in an intuitive way, so that students can better understand that the process of solving equations is equations. And from the perspective of "students are the masters of learning" and "teachers are the organizers, guides and collaborators of learning", create a situation for students to learn this lesson, and fully provide students with opportunities for group communication through intuitive demonstrations. In the whole teaching process, the laws of "equation" and "equation is still valid when adding or subtracting the same number of hours on both sides of the equation" are highlighted, which are constantly infiltrated into children, prompting most students to use this law flexibly to solve equations. So, I was pleasantly surprised to find that the children's learning activities were so interesting, and then I successfully completed the teaching task of this class.

Through recent study, I found that students have mastered this method well and are willing to use the properties of equations to solve them, but at the same time I feel a little confused.

1, from the arrangement of teaching materials, the overall difficulty has decreased, and some topics have been deliberately avoided, such as: 45-x = 23 56 ÷ 7 = 8. Simplify the method of solving equations. In practical teaching, it is more troublesome to use the properties of the equation to solve it. Obviously, this method has its current limitations. For good students, we will let them try to accept-the solution of this kind of equation after X is to add X to both sides of the equal sign, then change the position left and right, and then subtract a number from both sides. It's a bit of a problem. In addition, it is still difficult for some students to master this method. But it is easier to solve the problem with the relationship between subtraction and division.

2. The content seems to be less than the actual teaching. After the difficulty drops, it seems that the teacher teaches less, but in fact, it is more. The teacher should supplement it with the solution of the equation, in which x is preceded by a division sign or a subtraction sign.