Reflections on the Teaching of Understanding within 20+0

? The content of this lesson is based on students' understanding of numbers in 20 years. In order for students to accurately count the numbers within 100, it is necessary to know the composition and order of the numbers within 100. First-year students can usually count to 100 before entering school, but it is easy to make mistakes when actually counting items, because the actual counting of items involves their own ability to count specific items and whether they have good counting quality. In order to let ten students count the items with the quantity of 100 correctly, master the composition of numbers and cultivate good counting quality, I prepared items with the quantity of 100 for each student. Selecting such rich materials can help students realize that mathematics is very close to life, exchange different counting strategies after counting different projects, improve their ability, intuitively feel the composition of mathematics, and let students improve their counting ability in practical operation activities.

In teaching, I prepared 100 different things for each student in advance, but most of them didn't get 100. At that time, I was worried that there was not enough time, so I ended this part of the teaching by educating students to count carefully.

After careful reflection, I made some changes in another teaching, paying attention to giving full play to each student's subjective initiative. Because the counting methods of different projects are different, the counting methods of different projects with the same number of people are also different, so I prepared various projects or learning tools with the number exceeding 100 for students, and these rich learning tools themselves stimulated them. I also added an activity to exchange the quantity of goods, so that each student can have a more specific experience, which can only be expressed after the experience. In the process of checking others' counting, students are very careful and have their own opinions, and they will choose a better way to count.

Reflections on the Teaching of Digital Comprehension within 20 Years (Ⅱ)

The understanding of numbers within 100 is based on students' learning of numbers within 20, and students have accumulated rich perceptual knowledge of numbers within 100 in their lives. Therefore, I am very concerned about the original experience of students and guide them on the basis of fully demonstrating the existing knowledge. For example, at the beginning of the class, I asked students to talk about the composition of numbers within 20, so that they could recall what they had learned before, learn new knowledge on the basis of the original, and explore step by step. Then start with the sticks that students are interested in, and learn to count 100 sticks according to their own life experience. When some students have their own good counting methods through observation, others observe carefully. In the process of showing the counting, my camera director confirmed their method of counting 10 from time to time, and asked them to tie each 10 into a bundle, and finally tied 10 into a big bundle, vividly reappearing 10, one is ten, and 10 is a hundred. So the whole class learned to count sticks. When the 10 bundle stick is shown again, guide the observed stick. you do not get it , do you? My understanding of 10 is very smooth. One is ten, 10 is one hundred.

Although the whole class is very lively, there are still many problems in the class. When students count 100 for the first time, they don't prompt how to count it effectively and quickly in advance, which leads to a lot of time-consuming counting and a tense learning process in the later stage. Although students have a good understanding of the composition of numbers, they may take better care of underachievers if they have time to take out the sticks themselves instead of simply reading the courseware.

Reflections on the Teaching of Digital Comprehension within 20 Years (Ⅲ)

The teaching content of this unit is the understanding of numbers within 100, including counting, the composition of numbers, the meaning of numbers, the order and comparative size of numbers, the addition and subtraction of integers and numbers. Through the teaching of this unit, students are required to correctly count the numbers within 100, know the order of the numbers within 100, compare the numbers within 100, and at the same time, on the basis of understanding the meaning of the numbers, they can correctly read and write the numbers within 100, and

In teaching, I find it better to let students count, understand the composition of numbers, compare the sizes of numbers, add an integer to a number and then do the corresponding subtraction, especially counting. Most students can count not only one place, two places, five places, ten places, but also three places. It's basically no problem to count backwards. According to past experience, students count to dozens, then they don't know how to count to dozens, and they don't count backwards to three. In terms of comparison, students can not only compare, but more importantly, they can tell the methods of comparison, which are summarized by students under the guidance of teachers. About the integer plus one digit and the corresponding subtraction, 90% of the students' calculation accuracy and speed meet the requirements. They can not only calculate, but also communicate algorithms with teachers, classmates and parents.

Disadvantages: students' estimation consciousness and estimation ability are far from the standard. In addition, it is difficult for some students to use "much more", "much less", "much" and "little" to describe the relationship between numbers in specific situations.

This unit test: 12 people scored 100, 35 people scored 90-99, 13 people scored 80-89, and 16 people scored below 80. The examination time is 40 minutes. Judging from the situation of the paper, there are some problems: first, students have a poor attitude towards doing the questions, some students clamor for me to correct them, do not check them, and some questions are not found; Second, the habit of doing the questions is not good, and I did it without seeing the requirements of the questions clearly; Thirdly, some students did not meet the speed requirements and did not complete the examination paper within the specified time.

Reflections on the Teaching of Digital Comprehension within 20 Years (Ⅳ)

In the teaching of this lesson, we should pay attention to the following points: first, we should pay attention to the establishment of the number of students, and establish the consciousness of numbers by letting students estimate, and second, let students practice. The teaching of Example 1 and Example 2 is carried out in students' hands-on practice. Through hands-on operation, help students to establish the concept of numbers within 65,438+000, and initially master the methods of numbers within 65,438+000. Teachers should pay attention to arouse students' enthusiasm in the whole class. The language expression ability of first-year students is immature and incomplete. In the teaching process, I consciously guide students to complete words and pay attention to cultivating students' expressive ability, thus improving students' linguistic expressive ability. For example, there are three tens and five ones in 35, and the composition of this number is repeatedly asked by students. Because this is an extraordinary period, children can only talk to their parents and have no way to cooperate in groups.

In the fourth week of teaching, the students are still watching the "prestigious classroom". A group of eight teachers discuss homework according to the content of the "class" and send it to parents. Our class requires that math homework must be sent to the individual's group before 6: 00 pm. The team leader will check the homework handed in by the team members and report to the team. The teacher walked into each group to check. For the group leader's homework, the teacher will check it first, and then the group leader will check the team members' homework after unifying the answers. The team leader is very careful. Compared with the previous three weeks, I always correct the class's homework by myself. I can't be as serious as the team leader, and sometimes I can't finish correcting my homework. This kind of grading homework in groups really gives full play to the function that the group leader is the teacher's "right hand man", which not only helps the teacher, but also fully exercises the organization and management ability of each group leader, and is also a good method for education and teaching in extraordinary times.

For those students who always don't hand in their homework on time, because the team leader is serious and responsible, they will soon pass on the list of these students to the teacher. Individual notification and individual counseling are teachers who teach students in accordance with their aptitude!

In terms of communication with students, I don't know if I have received the information I sent to parents and children through WeChat before, but now I can see which parents have accepted my information and read it, and which ones have not. I can also get in touch with my parents in other ways. In this way, I can feedback the situation of each student to each parent. Children can also learn about their study in this way.

After a week of class, everyone has gradually entered the state of class. After all, there is no group influence, and self-control may still require constant supervision from parents. Therefore, we will also communicate with parents every day, so that children can learn in class as much as possible.

Reflections on the Teaching of Digital Comprehension within 20 Years (5)

Reflection 1: Experience the process of exploration and feel the fun of mathematics.

As soon as the traditional teaching method is used in teaching editing, simply giving students "10 is a thousand, and 10 is a thousand" is too blunt and preaching, so it is difficult for students to grasp the relationship between one, ten, hundred, thousand and ten thousand. Suhomlinski said: There is a strong demand in children's spiritual world-they always want to be discoverers and explorers. They expect success and experience the joy of creation. Learning is not a process in which teachers simply impart knowledge to students, but a process in which students construct their own knowledge. The new curriculum standard (experimental draft) points out that students are the masters of learning and teachers are the organizers and guides of mathematics learning. In teaching, students should be inspired to actively participate in the process of mathematical practice, pay attention to the exploration of problems, and leave sufficient thinking space for students to discover and explore knowledge by themselves. Teaching clip 2. Students gradually understand that 10 is 100, 10 is 1000, 10 is 1000, 10 is/kloc.

Reflection 2: The effectiveness of group cooperation.

As one of the three learning methods advocated by the new curriculum, group cooperative learning has become the most obvious feature that is different from traditional teaching in form. It challenges teachers' autocracy, and at the same time gives students the opportunity of autonomy and cooperation for the first time in class. The purpose is to cultivate students' awareness of cooperation and competition, develop students' communicative and aesthetic abilities, and emphasize cooperation motivation and personal responsibility. In almost all classes, we can see cooperative learning through group discussion. But most of them just stay in form. Often as soon as the teacher announces the group discussion, the students in the front row swish back, and the classroom is full of people. In a group of four, everyone is opening their mouths, and no one can hear what anyone is saying. A few minutes later, as soon as the teacher called "stop", the students immediately quieted down. The students who stood up and spoke opened their mouths and said, "What do I think?" What students care about is "how am I", not "how is our group". Group cooperative learning stays in the form and does not play a good role. However, teaching segment 2 really reflects the students' cooperative needs. Through the cooperation of four people, 10, one hundred is 1000, ten groups get 10, and one thousand is 10000, which really plays a role in the classroom.