After this class, I feel that there are still many details that have not been handled well. Although all my colleagues have affirmed it, I am still not satisfied. Let's reflect on ourselves:
1, this class dragged on for 5 minutes, mainly for two reasons:
First of all, there may be more teaching content and more exercises in the new class, so the overall time is already tight.
Secondly, two aspects, I think, are not handled properly, which leads to too much waste of time. First, there is a short story about 8 and 9 in the materials collected by students, which was not available during the trial teaching because the materials collected by the two classes are different. I think this theme is good, so I read it to students in class, wasting 1 minute. Although it can arouse students' interest, it can only be put after class for students to understand under the premise of such tight time. In addition, when dealing with the ordinal meanings of 8 and 9, I am afraid that reading will take too much time, but as a result, students are not satisfied with this problem because of their limited literacy ability. Maybe it will be much better to read the questions. After all, this is a freshman. Because of my lack of low-level teaching experience, I always ignore this problem, so I should pay great attention to it in the future.
The writing links of 2, 8 and 9 should be adjusted after the topic is revealed.
This is the first suggestion that Teacher Wu gave me. I found this problem obvious, but I didn't consider it before. I just read the book blindly. Seeing that the order in the textbook is arranged in this way, I am so rigid in teaching. It can be seen that I should consider more comprehensively when dealing with teaching materials.
Teacher Wu's suggestion made me feel suddenly enlightened. For example, when I understand the cardinality and ordinal number of 8 and 9, I do it by counting flowers. But because I didn't read the questions, the students' feedback was not ideal. Teacher Wu suggested that I let the students stand where they are. If the eighth student on the left stands up, please stand up from the right. This method is intuitive and vivid, and can effectively help students understand? What number? What number? So as to break through the difficulties. Unfortunately, I can only take Mr. Wu's suggestion back to my usual class and deepen it. Thank you so many experts and colleagues for giving pertinent suggestions, so that I can learn more! Including President Huang personally came to my trial teaching and gave careful guidance; There is also Mr. Wu's careful guidance, which always benefits me a lot. In the face of all this, I want to correct my shortcomings faster!
Personally, I feel that the preparation is in a hurry, which also exposes many shortcomings in my teaching, such as the lack of particularly creative design. For example, I tried to teach at least twice before, and this time I only taught 1 time, which shows that my foundation is not enough. What should I do in the future? Strengthen education? Work hard. In addition, I adopted the theme of protecting the environment in this class, and the following exercises are also designed? Flowers? I work hard, but I feel a little tired, which shows that my situation is incoherent. Take this opportunity to give myself a piece of advice: don't ignore every class, don't pay enough attention to it just because it is an ordinary teaching and research class. What I need is persistence and unremitting efforts when I first went to the podium. Don't give yourself any excuses, face up to your shortcomings and keep changing, which is the best policy!
Understand teaching experience, share 1, and pay attention to students' personal knowledge and direct experience.
For the understanding of 8 and 9, the students' mind is not blank, and the teacher can smear it at will. In the study and daily life of kindergarten, students have been exposed to 8 and 9 more or less, and have a certain understanding of 8 and 9. In classroom teaching, we should teach the understanding of 8 and 9 on the basis of students' knowledge. "Mathematics Curriculum Standard" points out that mathematics curriculum? We should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing that mathematics teaching activities must be based on students' known development level and existing knowledge and experience, and come from students' existing life experience. ? In other words, mathematics teaching activities should be based on students' development, and students' personal knowledge, direct experience and real world should be regarded as important resources for mathematics teaching.
Based on this understanding, after teaching the theme map, I asked the students to find and talk about the objects with the number 8 or 9 in their lives. Classroom teaching space can be extended to extracurricular activities, so that every student can really understand the cardinal meaning of 8, 9. At the same time, let students talk about it, strengthen students' perception, expose students' thinking process, construct the relationship between natural numbers and counted objects, and train students to exchange information with numbers, which can also train junior students? Say? Ability to improve students' basic quality. Teaching design is always a design, and teaching is a creative activity. The students said that my mother bought me four apples and my father bought me four more apples. I have eight apples. Because there was no proper evaluation of the question answered by the first student at the beginning, every child in the back stood up and said such things. It can be seen that primary school students are very imitative. In teaching, we must make timely evaluation and appropriate evaluation.
2. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics.
Constructivist learning theory holds that the learning process is not that students passively accept knowledge, but that students acquire knowledge by means of meaning construction with the help of others. It can be seen that students are the main body of learning, and teachers' teaching cannot replace students' autonomous learning. Teachers can't think and experience instead of students. Therefore, in teaching, teachers should not only teach students knowledge, but more importantly, let students learn how to learn through teaching and learn from learning.
"Mathematics Curriculum Standard" points out:? Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Mathematics learning should be a lively, active and personalized process. ? The content of mathematics course is realistic, and the learning process should also be a dynamic process. Students should have enough time and space to engage in mathematics activities, in the atmosphere of independent exploration, personal practice, cooperation and exchange, relieve confusion, clarify their own ideas more clearly, and have the opportunity to share their own and others' ideas.
Are you online? Eight and nine? In my teaching, I provide students with some activity materials, give them independent exploration of time and space, and let students experience the formation of knowledge through their own activities such as discovery, exploration and discussion. Like what? Count the points? I asked the students to observe and count by themselves, and then asked them to talk about how they counted. In the process of counting, students will not only count one place and two places, but also count with left and right pictures. Let students experience the fun of their own exploration and stimulate their enthusiasm for learning mathematics. After counting the bitmap, I asked the students to randomly choose two of these three numbers and use the symbols they had learned before to indicate the size. It provides students with more comparative space, and the flexibility of students' thinking has also been well cultivated. However, I didn't handle the blackboard well in this teaching session. I write on the blackboard completely according to the students' answers, which is not systematic. 7〈 8 9 〉8
8〈 9 8 〉7
7〈 9 9 〉7
If the students choose two numbers by themselves, say a formula with "or". Then the teacher can guide the students, or you can connect the two numbers with another symbol? In this way, students may say it in an orderly way and find the relationship between the two numbers from the comparison. Once chosen, students will use two symbols to represent the size of two numbers, and writing them on the blackboard will not make people feel confused.
7〈 8 8 〉7
8〈 9 9 〉8
7〈 9 9 〉7
3. Teacher-student interaction and harmonious relationship
One of the great changes brought by the new curriculum is that the role of teachers has changed greatly, from the role of imparting mathematical knowledge in class to the role of organizer, guide and collaborator in mathematical learning activities. This lesson is mainly reflected in the diversified evaluation of students, teachers and students. For example, after showing the ruler map, I asked the students to be teachers, look at the numbers on the ruler and ask some questions to other children. After the students ask and answer each other, I will remind the students who asked questions. What do you think of his answer? Give it up! ? Through the applause-sending activities, students are greatly encouraged, and the classroom atmosphere is enlivened, so that the whole classroom is full of applause, which effectively promotes the improvement of students' evaluation ability.
4. Some shortcomings and some confusion
For 8 and 9, the students have already known each other, and quite a few students can already write. After teaching the cardinality and ordinal meaning of 8 and 9, I put a separate paragraph to teach the writing of 8 and 9. Whether it is necessary and appropriate to teach here is worth discussing.
In addition, regarding the evaluation mechanism, I ask myself that every student is treated equally. But in the classroom, there are some unfairness in rewards. For example, when I pick apples, I reward an apple with a question, but I don't consider the difficulty of the question. Some simple questions, students get an apple, and some difficult questions are also an apple. The reward should be fair, and you may not see anything in a class. But in the long run, if the reward is unfair, it will reduce the enthusiasm of students. At the beginning, the purpose of awarding prizes was to stimulate students' enthusiasm in class. If it is unfair, it will be counterproductive.
Is it right to know and share teaching experience? Eight and nine? Are the textbooks in the front? Six and seven? Basically the same, but better than? Six and seven? The requirements are slightly higher. I am teaching? Eight and nine? Time is designed according to the idea of counting, identifying numbers and their sequence, and comparing the size, ordinal number and writing number between two adjacent numbers.
First, make full use of thematic maps and teaching materials.
The understanding of 8 and 9 is not a blank in students' minds. In daily life, students are exposed to 8 and 9 to some extent, but they don't have enough opportunities to express them in words. Therefore, I make full use of the theme map to provide students with rich counting resources, so that students can count and talk about the objects numbered 8 and 9 in the campus theme map. When the students speak, there are eight big characters on the blackboard. Love nature and protect the environment? At that time, I seized the opportunity to educate students on environmental protection.
Second, hands-on operation, independent inquiry, and lose no time to cultivate students' thinking flexibility.
Knowing 8 and 9, I arranged to pose and draw a picture. In this link, first, let students count 8 or 9 learning tools from the learning toolbox and teach them in the past. Six and seven? At that time, all students were required to put their favorite figures with sticks, but for the understanding of 8 and 9, only 8 circles and 9 triangles were required in the textbook, so I designed a picture for students to draw their favorite figures to represent 8 and 9. Students have a wide range of participation and high enthusiasm, so that every student can really understand the cardinal meaning of 8 and 9. I showed it when I was teaching big? Thought map? I asked the students to observe and count by themselves, and then asked them to talk about how they counted. In the process of counting, students will not only count one place and two places, but also count with left and right pictures. Let students experience the fun of their own exploration and stimulate their enthusiasm for learning mathematics. After counting the bitmap, I asked the students to randomly choose two of these three numbers and use the symbols they had learned before to indicate the size. It provides students with more comparative space, and the flexibility of students' thinking has also been well cultivated.
Third, pay attention to students' personal knowledge and direct experience.
After I teach the theme map, let the students find and talk about the objects with the number 8 or 9 in their lives. Classroom teaching space can be extended to extracurricular activities, so that every student can really understand the cardinal meaning of 8, 9. At the same time, let students talk about it, strengthen students' perception, expose students' thinking process, construct the relationship between natural numbers and counted objects, and train students to exchange information with numbers, which can also train junior students? Say? Ability to improve students' basic quality.
Disadvantages of this lesson:
1, the evaluation of students is not decisive and accurate enough;
2. The teaching language is not very close to children, and the attitude is relatively blunt;
3. Students participate in activities, and the teacher's organization and command are not in place. Are you sure? Degree? .
4. The links before and after are repeated, and the ups and downs are not big, which can't be fully reflected? Help? Release? Clinic.
In short, after this lesson, I reflected: if we can start with the familiar living environment of students and create a lively and interesting learning environment that conforms to children's characteristics, we can clear the gap between mathematics and life, let students find the prototype of mathematics in life, feel the value of mathematics, and more importantly, develop students' intelligence and skills, so that mathematics learning and life can be integrated.