Reflections on the model teaching of second-grade math teachers: "average score"
People's Education Press Primary School Mathematics Volume IV Page 29 Example 3 Solving Problems by Division. The main teaching goal of this course is to make students learn to solve the division application problems of "divide a number into several parts evenly and find out how many there are in each part" and "divide a number into several parts to see if it can be divided into several components" and write the name of the unit. By providing rich, realistic and exploratory learning activities, we can perceive the close relationship between life and mathematics, stimulate students' interest in mathematics, and gradually develop students' mathematical thinking ability and innovative consciousness. The key point of teaching is to let students learn to solve the division application problems of "divide a number into several parts, how much is each part" and "divide a number into several parts to see if it can be divided into components" and write the name of the unit. The difficulty of teaching is to let students gradually develop the habit of thinking, analyzing and solving problems. In the process of solving problems, students can understand the internal relationship between the two problems and are inspired by dialectical materialism.
In classroom teaching, I think the most ideal thing is to do these aspects:
1. Fully understand and master the teaching materials.
The new curriculum poses a greater challenge to teachers, requiring them to deeply understand the textbooks, understand the editors' intentions, and fully tap the usefulness of the textbooks provided. Teachers are required to properly grasp, select and use textbooks, starting from textbooks but not limited to textbooks. Have the ability to use teaching materials skillfully and give full play to the teaching role of teaching materials.
(1) Try to enter the life scene. If knowledge is combined with practice, knowledge will come alive and students will be more willing to learn. By recalling the scene of "students playing games", let students look at the theme map, collect information in the map, and put forward the problem solved by division. This often happens in students' life, which is in line with real life. "How many people are there in each group?" "How many groups can it be divided into?" It becomes the problem they want to solve. It can be seen that connecting with practice can stimulate students' desire to learn, let students find many math problems in their lives, and can also effectively extend the math classroom.
(2) Strive to embody inquiry learning. Inquiry learning is a comprehensive learning activity. In practice, I completed it step by step: the first step is to let students find problems by observing the scene of "students playing games"; Step two, let the students find out the mathematical information and ask the mathematical questions. Step 3, ask students to solve the question "How many people are there in each group?" "How many groups can it be divided into?" These two questions; The fourth step is to review the problem-solving methods, compare the relationship between the two questions, find out the similarities and differences, and let everyone pay more attention to the mathematical information and problems around them and solve these problems.
(3) According to the students' ability, expand the questions. The problem of development is very difficult. There are three more people, so how can we divide them into three groups equally? Then develop students' thinking and cultivate their thinking ability.
2. Optimization of learning methods.
(1) Pay attention to what the students say. There are different ways of speaking in class, such as individual speaking, group discussion and talking with classmates, which gives students enough time and space. Let the students show their thinking process and express their ideas through speaking. In the process of speaking, understand the quantitative relationship between "divide a number into several parts on average and find out how much each part is" and "divide a number into several parts to see if it can be divided into components" and master the solution. While achieving the teaching objectives, we should cultivate students' expressive ability, independent ability and the ability to examine different viewpoints.
(2) The combination of cooperative learning and independent thinking. For example, "What is the relationship between the two questions?" What do you think of this problem? I use the form of group discussion. When I do this question, I ask students to answer directly. The form of group discussion gives students more time, which helps them to organize a better language and cultivate their cooperative spirit. The form of independent thinking gives full play to students' autonomy in learning and is more conducive to the cultivation of students' thinking ability. The idea of combining cooperative learning with independent thinking.
Reflections on the model teaching of second-grade math teachers —— A preliminary understanding of division
The "preliminary understanding of division" is based on students' preliminary understanding of the meaning of multiplication and their ability to calculate multiplication in the table with the multiplication formula of 2-6. The main goal of this course is to let students experience the process from "arbitrary score" to "average score" through practical operation, understand the meaning of average score, divide some specific items equally according to requirements, and know how much each share is. Through the teaching of this course, I have the following experiences.
1, learning mathematics in operation activities
It is their nature to like doing things, and their cognitive characteristics are concrete thinking in images. The operation in mathematical activities can not only stimulate students' interest in participating in mathematical activities, but also help students to experience and understand mathematical knowledge. For example, let students divide the "average score" into sticks to understand, let students explore laws and establish concepts in operation, which will integrate interest stimulation, thinking training and ability training, make knowledge full of internal vitality, fully provide students with the process of experience and exploration, and dare to show their ideas and practices to everyone.
2. Create problem situations to improve learning interest.
In the teaching of this class, starting from the students' real life, I showed you 10 red and big apples and gave them to two children respectively. I asked how many ways to divide it, and then I asked: How can two children get the same amount? Score with sticks instead of apples! Students are very willing to do it, which improves their ability to solve problems around them by using mathematical knowledge. From the perspective of learning mathematics, they pay attention to the characteristics of mathematical knowledge.
In a word, this class successfully completed the teaching task, and students fully understood the average score on the basis of operation. But the whole class is too boring, and students' language expression ability needs to be further improved. In the future teaching, we should pay attention to cultivating students' ability in this field, use more inspiring language, improve students' interest in learning and cultivate their language expression ability.
Reflections on the teaching of second-grade math teachers: Fan Wensan: mixed operation
On the basis of learning the mixed operation of addition, subtraction, multiplication and division, this lesson further expands and introduces the mixed operation with brackets. The key to understand and master this problem is to understand the operation sequence of operations, which lays a solid foundation for the later calculation of more difficult mixed operations.
Students have a certain understanding of the order of mixed operations, knowing that in the formula with brackets, what is in brackets should be calculated first. On the basis of students' existing knowledge, I use the law of knowledge transfer to teach, review and consolidate the operation order of mixed operation, so that students can observe and compare what is different from what they have learned before. Students clearly know that it is a three-step mixed operation with brackets, and they also initially realize that brackets should be calculated first. I let the students try to calculate independently, and show them different calculation processes, and then discuss and communicate, so that the students can draw conclusions independently and have a taste of acquiring knowledge.
When doing the second question on page 49, I asked the students to compare the similarities and differences between the two formulas in each group. Through comparison, I communicated the connection between old and new knowledge, and made students further realize the role of brackets in changing the operation order, thus consolidating new knowledge.
Judging from students' homework, the accuracy of calculation is not too high, so we must pay attention to the cultivation of good calculation habits to further improve students' calculation ability.
Reflections on the teaching of second-grade math teachers: model: length unit
"Length unit" is the teaching content of the first unit of the first volume of the second grade of primary school mathematics, and it is also learned on the basis of comparing the length of objects. Although students have the experience and foundation in this field, the length unit and its operation and application are the synthesis of many kinds of knowledge, which is a bit difficult for the cognitive ability of junior two children.
In the teaching process of this unit, it is not difficult for students to understand the necessity of unifying the length unit, to understand 1cm and 1m, and to measure line segments and shorter objects in centimeters. However, some children can't choose the correct length unit after abstracting the object of intuitive representation into words, which is related to the accumulation of students' life experience. The choice of length units requires children to accumulate experience through personal experience. In view of this characteristic of children, in teaching, I arranged opportunities for students to interact and communicate, so that students can communicate and cooperate more naturally and actively, help each other and improve together.
Pay attention to the process and effect of students' individual participation, so that students can participate in the whole process, all staff and effectively, so that students at different levels can develop to varying degrees, and the learning efficiency will be greatly improved. For example, when you know the length unit "cm", let each student compare with their hands, measure with their hands, see with their eyes, speak with their mouths, think with their brains and estimate, so that each student can participate in the learning process from beginning to end. For example, let students first find out the length of 1 cm on the ruler and realize that the length of each grid is 1cm-establish the spatial concept of1cm; Ask the students to find out which objects around them are about 1 cm in length. Students find out a lot, such as the width of a finger, the length of a finger, teeth, nostrils, eyes, Tian Zige, etc. I didn't expect this before class. I think it has played a very good role in establishing the appearance of 1 cm for students. Finally, draw the length of 1 cm with gesture scale. Through these activities, students can correctly establish the space concept of 1 cm, and on this basis, further guide students to establish the length concept of several centimeters.
Then use centimeters to estimate, measure and distinguish, so that students can gradually sum up the method of measuring the length of objects in the attempt of measurement, comparison and communication. In class, some students aim at the left end of the object with a scale of 0 and aim at the right end with a scale of several centimeters, while others aim at the left end of the object with other scales, one by one. By comparing them, they understand that the former method is convenient and quick. In judgment, make students master the correct measurement method.
When establishing the concept of "rice", it is difficult for individuals to complete the operation because of its long length, so students are arranged to cooperate in groups. For example, two people cooperate to set out 10cm school furniture 1 m, and then observe and compare it to understand the relationship between "m" and "cm"; When measuring, one person measures and the other person records. In this way, a good cooperative relationship has been established and students' sense of cooperation has been cultivated.
After the students have mastered the basic measurement methods, I ask them to use a ruler to choose what they like around them to measure, so that students can find mathematical problems in their life situations and use the mathematical knowledge they have learned to solve them. The students are so enthusiastic about learning that they begin to measure the length and width of books and exercise books. Some measure the length of pencils; Some measure knives and the like to achieve the learning effect of practicing in play and playing in practice. Let students experience the close relationship between mathematics and daily life, so as to realize the intrinsic value of mathematics. It also develops students' thinking. These activities are of great significance for establishing students' correct representation and forming a good sense of numbers.
Reflections on the teaching of second-grade math teachers: model: light and heavy
Mathematics Curriculum Standard points out that students' mathematics learning content should be practical, meaningful and challenging, which should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. Mathematics activities must be based on students' cognitive development level and existing knowledge and experience. According to the two basic concepts put forward by the new curriculum standard, I deeply realized in teaching:
First, use living teaching materials to induce learning motivation.
Textbooks are static knowledge, and the situations they create are far from the real life of local students. When preparing lessons, teachers should deeply understand the intention of compiling textbooks, creatively use textbooks and create familiar life situations and problem situations for students. Identify the "nearest knowledge growth area" and induce students' internal motivation to learn. In this class, I first let the students share some of their usual shopping findings. They learned to know the quality labeling of goods, making them feel that the knowledge of grams and kilograms is true and cordial. In our life, they have built up full confidence for the students to learn mathematics.
Second, provide students with the opportunity to "do math"
In conservative teaching, the process of knowledge formation is told by the teacher. Teachers' teaching replaces students' operation and thinking, and students can't experience the formation process of knowledge.
In this class, I gave my classmates ample opportunities to "do math" and let them actively construct knowledge. Students form the representation of grams and kilograms through the activities of weighing, guessing and weighing, and then fully weigh, feel and enumerate many articles weighing about 1 gram in life. Through a lot of operations, such as weighing 2 cents coins, math books, 1 kg salt, schoolbags, etc. Students are becoming more and more clear and profound about the quality concept of grams and kilograms. Students have gradually developed from "the gram is very light" and "1kg is a little heavy" to weighing, estimating and knowing the mass of objects with springs. Mathematics in these lives is not taught by teachers, but experienced by children themselves. They have developed certain skills and gained positive emotional experience.
Third, broaden the free space for students to experience.
Students' understanding of grams and kilograms is far from enough if they only stay on the understanding of "1 twenty-cent coin weight 1 gram" and "two bags of salt weight 1 kg". In teaching, teachers should give full play to students' learning potential, mobilize all kinds of senses to actively participate and broaden students' experience space.
In this lesson, students weigh 2 cents, that is, math books, pencil boxes and other items that lack 1 kg, and then weigh them in groups that exceed 1 kg. In group activities, students work together, some students change things, and some students look at the pointers, thus recreating a vivid "shopping situation". What's more gratifying is that in the process of knowledge exchange and ideological collision, students realized that there are both large and small objects weighing 1 kg, which broadened their experience space.