Reflections on Chinese teaching on the way home 1 This is an exercise class that comprehensively uses the multiplication formula learned to solve formula problems. The textbook provides a lot of mathematical information through the situation of small animals coming home from school, and adopts the mathematical game mode of "you ask me and answer" to guide students to ask questions and solve problems actively. Students in this class have a certain awareness of finding and solving problems through their previous study of multiplication formulas. They can find mathematical problems from the pictures presented by teachers, and express them in words in an orderly way, and they also have a certain sense of mutual evaluation. Most students feel relaxed and happy when studying mathematics, and they are active in classroom thinking and have the courage to answer questions. The understanding of the formula is gradually deepened. In class, according to the students' mastery of learning, I made the following design for this class:
First, practice.
Three exercises on page 23: 1, calculation (oral calculation); 2. Fill in the blanks with pictures (see matrix diagram); 3. Find a new home (calculate the connection problem). Let the students finish it by themselves ten minutes before class.
Second, ask questions.
1, look. Observe the theme map independently and see what is on it. ), mention it. Let the students ask a question independently, and let this problem be solved by addition to meet the conditions of multiplication calculation. )
2. Tell me about it. (Please ask 2 students to report independently)
3. summary. Combined with the problems just reported, make a summary guidance. The question to be asked must meet two conditions. First, if you want to use addition, then the question type is generally "one * * *"; Second, multiplication can be used, so each addend of the object in the question must be the same.
4. Give it a try. Please ask as many multiplication questions as possible and answer them in parallel.
Because in the summary, the children found that it is not difficult to ask multiplication questions. As long as it is a "one * * *" question, the objects asked are the same. After this difficulty breakthrough, it was found through patrol that most children found more than three problems in the theme map, and combined with the multiplication formula of 2~5 to solve the determinant.
Reflections on Chinese teaching on the way home 2 Mathematics is closely related to human life. The information society requires students to strengthen their ability to collect information, attach importance to cultivating their ability to ask and solve problems, and cultivate their ability to observe life actively and deeply from a mathematical perspective.
It is very important to think with your head, solve problems through hands-on practice, independent exploration and cooperative communication, and realize the life, socialization and practicality of mathematics curriculum.
In this class, the classroom atmosphere is very good, students study actively, knowledge acquisition and emotional experience are synchronized, and the teaching is relatively successful. It is embodied in the following two aspects:
1, starting from the reality of students' life
Curriculum standards emphasize that mathematics teaching should start from students' life experience and existing knowledge, so that students can experience the process of abstracting practical problems into mathematical models and explaining and applying them. The lesson "On the way home" is to let students review the significance of multiplication and apply the multiplication formula of 2-5 to solve practical problems in life. The textbook shows a lot of mathematical information with pictures of some small animals coming home from school, and adopts the mathematical game mode of "you ask me to answer" to guide students to ask questions and solve problems actively. To this end, in teaching, I mainly let students acquire knowledge in independent exploration and cooperative exchange learning. First of all, according to the characteristics that students like to listen to stories, I present the information in the picture in the form of storytelling (showing a wall chart), and then let the students express what they see in words. Then use the game mode of "you ask me and answer" in the group, put forward math problems according to the pictures, and solve these problems with the learned multiplication formula. Students are full of interest, actively think about questions and answer them seriously. Rusheng 1 Q: How many small animals are there on board? Health 2 lists the formula: 4xx4, and Health 3 says: We can use the formula "446" to calculate its number. Health 4 Q: How many flowers are there on the grass? List the formulas for students 5: 6xx2, and students 6: You can know its number by using the formula "262", which is convenient for one number or two numbers. ..... The content on the screen, the students really ask everything! All of them can be listed according to the meaning of multiplication, and all of them can correctly use the formulas they have learned to calculate numbers, which is really unexpected to me. I think this will not only help students deepen their understanding of the meaning of multiplication, skillfully use the multiplication formula from 2 to 5 to solve practical problems, and feel that mathematics is everywhere around us. It is very important to learn mathematics well, but it is also necessary to cultivate students' ability to ask questions, solve problems, cooperate and communicate and express orally.
2. Pay attention to students' emotional experience.
In the whole teaching process, I am student-oriented, providing students with a broad space for activities, opportunities for students to participate extensively and space for development. The whole teaching process is to let students ask their own questions and then explore ways to solve them. When designing exercises, I noticed students' emotional problems, and specially designed exercises with rich questions and various forms to stimulate students' enthusiasm for independent activities. Such as "matching passwords between teachers and students", "striving to be day trader", "stepping on balloons", "catching a dragon quickly" and "opening the door for animals" (looking for a new home). In the whole teaching process, I not only let students express themselves fully, positively and positively, but also pay attention to evaluating students' learning process with language, so that students can get positive emotional experience, love and enjoy learning, and establish confidence in learning mathematics well.
Reflections on Chinese teaching on the way home III. The teaching design of On the Way Home embodies the teaching concept of the new curriculum standard.
1. Create learning situations and activate students' learning thinking.
Mathematics Curriculum Standard requires teachers to make full use of students' life experience and existing knowledge, and the design is vivid and interesting. Intuitive and vivid mathematics learning activities. Therefore, at the beginning of teaching, activities such as observing theme maps, listening to recorded stories, and thinking about mathematical problems are designed to actively create familiar and favorite life situations for students, so that students can actively feel, understand and apply mathematics from life situations.
2. Analyze the students' situation and flexibly adjust the learning focus.
"In the process of solving problems, you can think methodically and reflect on the process of solving problems." This is the requirement of curriculum standards. In view of the phenomenon that students are not good at sorting out the information reflected in exercises and homework with complete mathematical language, valuable thinking activities are designed to actively promote students' effective learning and develop their thinking ability. For example, writing the questions you want to ask in an exercise book is to train students to think independently and explore independently, and to extract mathematical questions in fluent and concise language, which not only fully cultivates the initial mathematical thinking method and consciousness, but also integrates the knowledge contact points of Chinese and mathematics.
3. Optimize the cooperation environment and guide students to explore independently.
"Mathematics Curriculum Standards" clearly points out that teachers help students to truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperative communication. Moreover, the spirit of cooperation is the basic requirement of the times for people. Everything and any task in real life can only be accomplished and realized through interpersonal communication and cooperation. Therefore, in teaching activities, it is particularly important to optimize the environment of cooperation and exchange, guide students to explore independently, and then promote students' development.
(1) On the basis of independent thinking, create a cooperative atmosphere and provide opportunities for cooperation. For example, after listening to the story, let students think independently about what questions they want to ask, then organize group cooperative learning, and let students ask questions and evaluate each other, thus creating a relaxed learning environment, so that students can shorten the psychological distance between classmates and teachers and students in a happy, democratic and equal atmosphere, produce emotional * * * and * * vibrations, stimulate the desire for cooperation, and actively participate in cooperation.
(2) Expand cooperation time and space, pay attention to application practice, and improve mathematics literacy.
Independent exploration and cooperative communication are important ways for students to learn mathematics. I pay special attention to this idea in teaching design, and strive to provide students with sufficient time and space to participate in mathematics activities, so that students have more opportunities to explore in person, communicate with others and analyze the results of exploration. While listening carefully and practicing in class, they can better understand the basic knowledge of mathematics, form basic skills and master mathematical methods. For example, in teaching and training, students and their parents or good friends are arranged to observe the things at home or the scenery on the way to school, look for mathematical information, try to put forward and record five mathematical problems, and play games to ask and answer each other. Fully implement the idea of combining life with mathematical application, so that students have the opportunity to practice and solve practical problems with mathematical knowledge, so that students can look at real life from a mathematical perspective and learn and apply mathematics in combination with real life.