Reflections on the teaching of one number multiplied by the majority (1)
"Multiplying multiple numbers by one number" is an initial content in Unit 6, Book 1 of the third grade primary school mathematics textbook published by People's Education Press. Judging from the arrangement of teaching materials, it is a connecting link. It is not only a review of previous knowledge, but also a foreshadowing of this new knowledge.
What is oral multiplication? Multiple digits times one digit? The first part of this unit is also the most basic and key part. The textbook starts with the situation map of the children's amusement park, and leads to the oral calculation of multiple digits multiplied by one digit. The purpose is to let students understand the significance and function of multiplication calculation in real situations, and to cultivate students' ability to solve problems with mathematics and good sense of numbers.
First, the reflection of teaching design
Calculation is a tool to help people solve problems, and it is the basic knowledge and skills that primary school students need to master when learning mathematics. The standard advocates the diversification of algorithms, encourages students to use different methods to calculate, and cultivates students' diverse and flexible problem-solving ability. According to this requirement, I made an in-depth analysis of teaching material analysis and students, and set the following teaching objectives:
1. Experience the significance of multiplication in specific situations, and explore and master the oral calculation methods of integer ten, integer hundred and integer thousand times one digit.
2. In the process of solving practical problems, improve students' problem-solving ability and cultivate estimation consciousness.
The focus of teaching is to understand and master the oral calculation method of integer ten, integer hundred and integer thousand multiplied by one digit.
The difficulty is to summarize the oral calculation methods of integer ten, integer hundred and integer thousand multiplied by one digit.
Second, reflection on the teaching process and teaching effect
According to the teaching objectives, I divide the teaching process into: creating situations and introducing new lessons? Review old knowledge to pave the way for pregnancy? Cooperative learning, exploring algorithms? Migration analogy, looking for rules? Consolidate exercises and sum up gains and losses.
In the first and second steps of teaching, I came up with the idea of taking students to the playground to exchange mathematical information presented to us in the map. Students feel that there is a lot of mathematics knowledge in life, which stimulates their good desire for learning. Put forward the problem of multiplication calculation and talk about how to solve your problem. Observe the formula that can't be calculated, and then introduce a new lesson.
Ask the students to calculate how much it costs to buy a ticket. Children are particularly interested in this form that students like to see and hear, and they are willing to participate in the study of new knowledge. Because asking questions is more meaningful and valuable than solving them. Give students space for independent thinking, cultivate the independence of students' thinking, and stimulate students' desire for exploration.
In the third and fourth links, due to the different cultural environment, family background and their own way of thinking, the strategies to solve the same problem are also different. I use the teaching resources provided by the textbook, and students ask teaching questions according to the content of the painting, so that students can personally participate in it, actively explore and cooperate to summarize the methods of multiplying the whole ten, the whole hundred and the whole thousand by one digit, so that students can experience the process of knowledge generation and formation. Therefore, create a democratic and harmonious classroom teaching atmosphere, give them enough time and space to think and communicate, definitely encourage students' unique ideas, protect students' innovative spirit and ability, and make students truly become the main body of learning.
On the basis of mastering the oral calculation of 10 times, students use the knowledge transfer imitation class to deduce the oral calculation method of dozens of times. Then I gave two groups of regular multiplication formulas, and through observation, comparison and classification, I deduced simple algorithms of multiplying integer ten, integer hundred and integer thousand by one digit. The second group of discovery rules mainly requires students to develop the good habit of careful calculation and find out how many zeros are at the end of the product.
The fifth part, around the teaching objectives of this class, I designed targeted exercises. I will go back to the playground to play while calculating, and then expand and extend (solitaire game). These exercises not only pay attention to basic training, but also to comprehensive training, with distinct levels, which make the exercise design from shallow to deep, from easy to difficult, reflect the slope of the exercise, grasp the difficulty of the exercise, and make most students achieve their goals in class.
Third, reflection on the existing problems.
(1) It's a pity: in the teaching process of cooperative learning, exploring algorithms, transferring analogies and discovering laws, we should really let students take the process of verbal calculation, open their brains and mouths, and let students think and talk more. Teachers can never take the place of this position.
(2) Two puzzles: 1. How to make students experience success in boring computing teaching?
2. How to deal with the comparison of various methods in oral calculation? Is it necessary to strengthen the simple algorithm?
Fourth, reflect on improvement measures.
1, the teaching design should be more rigorous and scientific. In particular, we should set aside time for student activities.
2. To implement flexible teaching, we should study the problem handling of textbooks as a subject in the future, and strive to pay attention to hierarchy, interest and flexibility in problem design.
3, improve their teaching quality, improve their teaching language expression ability. Listen more, learn more and practice more.
Reflections on the teaching of one number multiplied by the majority (II)
Computing teaching is a very boring teaching content, but it is also an indispensable and indispensable content. How to make boring content vivid and full of vitality? In the teaching process of Unit 6 "Multiple Numbers Multiplying One Number" in the first volume of Grade Three Mathematics, I carefully studied the teaching materials and teaching reference materials, and learned the contents of this unit by the following methods:
1. Create a space for students to think and communicate based on their existing knowledge and experience.
Propose a new curriculum standard? Guide students to think independently and cooperate and communicate? ,? Strengthen estimation and encourage algorithm diversification? . In the process of exploring pen multiplication, I first let students estimate and cultivate their estimation ability. Then, I asked students to use their existing knowledge and experience to calculate, and students actively participated in exchanges and discussions. Many students have strong oral expression ability, and get the results through oral calculation. Students fully experience the joy of success in communication. On this basis, I guide students to try to solve this problem vertically. On the basis of oral calculation, students obtained the method of multiplication by writing through careful thinking and cooperative communication. From using existing knowledge and experience to solving problems to exploring written calculation methods, students are always in the main position of learning. In the activity, the students experienced the formation process of the calculation method of pen-based multiplication, realized the usefulness of calculation, and truly became the masters of learning. This process is a process of students' self-exploration, not a process of teachers imposing knowledge on them. Students are willing to accept and easy to accept.
2. Give students a chance to jump, so that students can gradually master the learning methods in class and effectively apply them to future study.
After students learn simple multiplication, I let them try to calculate slightly difficult formulas, and let them try to learn independently, think about calculation methods, and use the transfer of new knowledge to complete their studies.
Every class has its successes and shortcomings. Although I have built a platform for students to freely show and cooperate in each class, I still don't have enough time and space to pay attention to some students (especially those with learning difficulties). For example, some introverted children usually talk less, and their participation in cooperation and communication is far less than that of lively and cheerful children, which requires me to constantly sum up experience and improve methods in future teaching. Everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics? .
The teaching of multi-digit multiplication has given me a new understanding of computing teaching. I will foster strengths and avoid weaknesses in future teaching and strive for good teaching results.