Reflections on the mathematics teaching of the first volume of the second grade of primary school in Jiangsu Education Press
"A Preliminary Understanding of Horn" is the content of pages 23 and 24 in the textbook of the first volume of Senior Two. Although the content of this course is simple, it is not easy to explain the concept of angle in the teaching process because of the young students' lack of life experience, especially the teaching difficulty of "the size of angle has nothing to do with both sides", which is even more difficult for students to understand. Therefore, when preparing lessons, I carefully designed every teaching link, so as to let students discover knowledge and realize the truth as much as possible, mobilize students' enthusiasm for learning with interest, and urge them to actively participate in mathematics activities. My design ideas are mainly in the following aspects: 1. Create situation, preliminary perception angle.
Mathematical knowledge comes from life and is applied to life. At the beginning of the class, the angle is drawn from the campus life scenes that students are familiar with, and the learned angle is abstracted by observing objects, so that students can experience the process of abstracting mathematical knowledge, feel the authenticity of mathematical knowledge, learn to observe from the perspective of mathematics, analyze practical problems, and stimulate students' interest in exploring mathematics.
Second, guide inquiry and form appearances.
1, let the students find out which objects around have corners on their surfaces. In the process of finding a corner, let students experience the mathematical knowledge of the corner around them, and cultivate students to observe and explain life from a mathematical perspective.
2. According to the understanding of each part of the diagonal, students can freely choose the angle of material production, and find that the angle is big or small in mutual communication, so as to explore what factors are related to the angle. This kind of teaching not only conforms to students' cognitive law from concrete to abstract, but also cultivates students' hands-on operation ability and mobilizes students' enthusiasm and initiative in learning mathematics.
3. Give full play to imagination and form appearances. The exercises in this class are carefully designed and arranged by me. Exercise 8 in the textbook is interspersed in the whole class, which avoids the fatigue brought by concentrated practice to students. Especially at the end of the class, students are arranged to create pictures with corners, which is interesting, creative and thoughtful, enriching students' understanding of diagonal corners and greatly inspiring students' feelings of learning mathematics, which can be described as killing two birds with one stone.
4. Pay attention to students' practical activities. "Preliminary understanding of angle" is intuitive and operable. I designed activities such as finding, doing and drawing, which mobilized students' various senses and made them fully active. In independent exploration and cooperation, I have established the representation of the angle, enriched the understanding of the angle, developed the concept of space, and truly embodied the basic idea of "letting students experience the process of abstracting practical problems into mathematical models".
5. Create more free study space and time for students. In teaching, let students experience the occurrence and development of knowledge, especially the process of making corners, which provides students with innovative thinking space. Students can freely choose materials to make corners according to their understanding of each part of the corner, and find out whether the corner is big or small through mutual communication, so as to explore the factors related to the corner size and fully reflect students' independent participation.
Third, the shortcomings of this lesson
1, the classroom atmosphere is not active enough.
2. Teachers' monotonous language can't stimulate students' interest in learning.
Reflections on the mathematics teaching of the first volume of the second grade of primary school in Jiangsu Education Press
The teaching of "Understanding Plane Graphics" is based on students' preliminary understanding of three-dimensional graphics such as cuboid, cube, cylinder and sphere. For the first-year students, the teaching of this course requires students to be able to identify these figures in actual situations, but does not require students to accurately express the characteristics of these figures. Based on students' preliminary understanding of these three-dimensional graphics before learning, I started from students' real life in teaching, and let students feel the shape of each graphic by observing and touching the graphic, so as to deepen their understanding of the graphic through teaching activities. The teaching purpose of this course is mainly to cultivate students' abilities of observation, imagination, operation and communication, and to improve students' interest in learning mathematics. By observing the objects in life, classifying them by hand and cooperating in groups, the names of four three-dimensional figures are summarized, so that students can feel the connection between mathematics and real life. Therefore, in the design situation introduction part, I classify common objects according to different shapes by letting students know and observe common objects in life, such as hands-on operation. In addition, I guide students to abstract the names of balls, cylinders, cubes and cuboids by observing the different shapes of segmented objects, and draw mathematical content from real life. Through a large number of physical materials provided by teachers, such as chalk boxes, table tennis, Rubik's cube, tea pots, building blocks and so on, students can feel that they have mathematical knowledge in life and know what to know. These figures have the most intuitive feeling, which makes students realize that "mathematics comes from life". Through group cooperation, the objects are classified, the characteristics of each object after classification are observed, and the names of each solid are abstractly summarized. In line with students' cognitive laws.
The understanding of each kind of figure has gone through three steps: introduction-abstraction-giving the name of the figure, which helps students to establish the representation of sphere, cylinder, cube and cuboid on the intuitive basis. By enumerating the objects seen in life, it helps students to closely connect the knowledge in textbooks with real life. Judging from the feedback of homework, most students can correctly distinguish various graphics, but there are also a few students who make mistakes because the graphics are not in front. For example, they will regard an inclined rectangle as a parallelogram and a parallelogram with four sides close together as other figures, and some will think that a sphere can be printed and drawn into a circle. In short, let children know more about these graphics in their lives and deepen their understanding through activities such as touching, printing and painting.
Reflections on the mathematics teaching of the first volume of the second grade of primary school in Susan Education Edition
"Cognitive Multiplication" is the content of the first unit of the first volume of Two Numbers, and the teaching time is 4 class hours. The core content of this unit is to guide students to know, understand and master how to find the sum of several identical addends, which can be calculated by multiplication.
First, the key of this unit teaching is to let students master several expressions skillfully.
Sophomore students often see several phenomena in their daily life experience, but they are rarely used to describe them. In classroom teaching, I first learned the expression "Gigi".
According to the age characteristics of junior two students, there are many ways to teach.
(1) Look at the picture.
Ask the students to observe the theme map in the textbook and guide them to sum up: 2 rabbits in each group, each group 1, two groups 2, three groups 3.
(2) operation.
Let the students make a pendulum with sticks and say, how many sticks are there in a group?
(3) Draw a picture.
Draw three groups every five laps, that is, a few; Can you draw two fours with a triangle?
(4) games.
According to the number of times the teacher clapped, how many times did the teacher clap?
Students at the same table play clapping games together.
Let the students perceive from different angles by observing, operating, imagining, listening and speaking, and further understand the practical meaning of several words in comparison, so as to initially establish the' representation' of several words in vivid and concrete situations.
Secondly, multiplication is introduced into practical problems.
Through the practical problem of how many computers there are in the second example of the textbook, multiplication is naturally introduced to let students know the background of multiplication.
Mathematical knowledge about the names of each part of multiplication, reading and writing methods, etc. It is taught by letting students read books for self-study and collective communication.
The key point of this link is to communicate the meaning of multiplication formula and the relationship between several numbers. Although it is not clear that one multiplier is the same addend and the other multiplier is the same addend, students should be guided to think and dictate the meaning of the multiplication formula. For example.
Four times two means four twos. Why is one of the multipliers 4? Because there are four addends 2; Why is the other multiplier 2? Because the same addend is 2.
Therefore, students' understanding of multiplication has gradually changed from perceptual knowledge to rational knowledge.
Third, guide students to realize the value of learning multiplication calculation and cultivate their application consciousness.
Through the comparison of addition and multiplication, in the strong contrast, students realize that it is relatively simple to find several multiplication expressions and feel the necessity of learning multiplication to lay the foundation.
For example, let students calculate the sum of nine twos in a row to see who writes fast.
Fourth, strengthen contrast and avoid the negative interference of addition.
When students start to learn multiplication, they often confuse addition with multiplication.
For example, add two 5s to write 55; 5 plus 4 to write 45; Calculate the product of 2 times 3 as 5.
This kind of mistake is normal. In class, we should consciously pass some comparative exercises to let children know the difference as soon as possible.
Fifth, the abstract process is gradual.
Because the second-year students are beginners in multiplication, there is a process to know a few things and accept new knowledge.
In teaching, it is necessary to help students accumulate enough image perception through different situations and a large number of examples, so that students can understand the similarities of these different examples and establish the meaning of multiplication in their minds.