Second, the situation of "buying kites" was created, which stimulated students' interest in learning. When solving practical problems, it naturally leads to the learning content of decimals and integers, which makes students feel cordial and natural, and students explore new knowledge with strong interest.
Third, in the process of learning, I pay attention to students' independent thinking. For example, when solving practical problems, I ask students to think about communication solutions together. In the communication between teachers and students, students can fully express their views and calculation methods, so as to get many creative solutions. Then under the guidance of the teacher's inspiration, help students better understand the arithmetic and method of decimal multiplication of integers.
In short, this course pays more attention to students' learning process. In the study of thinking and communication, different students are given space to develop their thinking and promote their development.
Reflections on the Teaching of Decimal Multiplying Decimal System
There are several concerns about teaching this part of knowledge before class: 1. Can students understand why 1008 is divided by 100 in the example? 2. Can students find that the decimal places of the product are the sum of the decimal places of the factors? 3. Will the new lessons in the afternoon be worse than those in the morning? Will the students have a problem with it?
For example, ask a question, formulate it and estimate it. After putting forward the vertical calculation, the students immersed themselves in the calculation and toured around by themselves. Some students don't know how to calculate, so they gently remind them to calculate the formula into an integer. Some students face 1008. Although they put the decimal point between two zeros, they don't know why they are here. Tell me the estimated results; Most students know that because both factors are multiplied by 10, the product is multiplied by 100. To keep the original product unchanged, you need to divide the current product by 100. When several students talked about the whole calculation process, other students suddenly said, "Oh! I see! " So everything is connected. Try it. No problem. Let the students sum up the calculation rules themselves. Because in the teaching of multiplying decimal by integer, we attach great importance to let students summarize the calculation rules of multiplying decimal by integer, so here we only need to add "one * * *" to "how many decimal places are there in the factor". Finally, there are only five words on the blackboard: "calculate, look, count, point and correct". Remind students that they can check the calculation by estimating.
Today's example 2 still uses the example of the second class in the afternoon to talk about relevant mathematical information. After asking the first question, the students do their own vertical calculations. I don't need to explain at all, so I can say that when the decimal places of the product are not enough, we should use 0 to make up for it. The following "try it" is naturally smooth sailing.
Judging from the two-day homework, students' mistakes are not in methods, but in calculation, not carrying, misreading numbers, 7 × 7 = 46 and so on. Therefore, this part of my own judgment is "finished!" Example 3 will be given next Monday.
Having nothing to do after class, I wrote Reflection on Teaching. The feeling is: "this part of knowledge is taught on the basis that students have mastered the calculation method of multiplying decimal by integer and the change of decimal size caused by moving decimal places." Although initially worried that students don't understand that the decimal places of the product are the sum of the decimal places of the factors. However, when I was teaching decimal multiplication, I paid great attention to let students sort out the calculation rules through calculation, so I found the attention points (simplify what can be simplified, and use 0 to make up when the decimal places of the product are not enough) and check the calculation through estimation. Therefore, in this part of the teaching, I can easily complete the teaching task.
Through the smooth teaching of these two examples, remind yourself to pay attention to the following points in teaching:
1. For the knowledge teaching of each unit, we must explain it in a down-to-earth manner, pay attention to the cultivation of students' ability, pay attention to the training of double basics, and let students pass every knowledge point. Don't stir-fry uncooked rice, so that your later teaching can proceed smoothly.
2. Students have different academic feelings, different acceptance abilities and different foundations. We should try to seize forty minutes in class and pay more attention to the knowledge of underachievers. Give them more opportunities to speak and act.
3. Pay attention to delving into the teaching materials before class, pay attention to the connection between the content to be taught and the teaching content in the early and late stages, clearly understand the students' learning situation, preset the places where students may have doubts, and improvise the problems existing in students. "
Reflections on the teaching of quadrature approximation
Paying attention to "creating situation" is a new bright spot of mathematics curriculum standard. It makes boring and abstract mathematical knowledge closer to students' social life and accords with students' cognitive experience. Enable students to acquire basic mathematics knowledge and skills in vivid and interesting situations and experience the value of learning mathematics. However, whether "creating situation" is a teacher's personal task or is completed by teachers and students together are two different ways in actual teaching. The following are some thoughts on the teaching of "product approximation".
First of all, it is necessary to avoid the situation carefully designed by a teacher when preparing lessons, and the situation that students are always "led by the nose" by the teacher when the teacher asks questions. In this way, students' subjective status and learning autonomy will be greatly reduced. It is necessary to naturally generate problem situations in the process of teacher-student interaction. The teaching of this lesson starts with the discussion of "what information should be considered when buying food" to understand students' real thoughts when solving this problem. Provide relevant information on the basis of fully respecting students' views, so that each student can become the creator of the situation. This lesson also creates a problem situation of "filling out invoices". Contacting the problem that everyone just solved, we asked, "Can you help the seller fill out an invoice?" Let students have the need to "fill in the invoice". Then guide students to try the process of filling in invoices themselves, and guide students to master the methods of filling in invoices in the process of filling in, so as to obtain "necessary mathematics" In this problem-solving situation, the main body of thinking is the students, and the teacher only gives targeted guidance according to the problems that students have at any time. Students are always active participants in problem situations.