As a new people's teacher, we all hope to have first-class classroom teaching ability. Writing teaching reflection can improve our teaching ability quickly. How to write teaching reflection? The following is my reflection on the teaching of the first volume of mathematics in the second grade of primary school, "Knowing the dosage of rice", for your reference, hoping to help friends in need.
Reflections on the teaching of the first volume of mathematics in the second grade of primary school 1 The most successful part of this lesson is to introduce the understanding of rice. On the basis of knowing centimeters in the last class, this class teaches "knowing meters". When reviewing, I asked the students to measure the length of the blackboard with their own ruler. The students are very active and willing to take the stage to measure. I send a representative from each group to measure. When the students measure, I stand by and look at it with a meter ruler. Some students measure carefully, and at first glance they know that this student is very patient; Some students looked back at me while measuring, as if I were an impatient child. About halfway through the measurement, a student found the long ruler in my hand and immediately asked me for help: "Teacher, can I borrow your ruler?" "Why use my ruler?" "The teacher's ruler is long, measure it quickly." "Do you also think it is fast to measure the length of the blackboard with the teacher's ruler?" The students all answered in the affirmative. I think this activity is enough for students to realize that it is more convenient to use a "long ruler" for large things. In this way, the "understanding of rice" is naturally introduced.
It took me a long time to set the unit of 1 meter. I let the students observe the length of the meter ruler first, and then let them stretch out their hands to see who can draw 1 meter with both hands. One by one, the students stood up and motioned. I held the meter ruler one by one, and they kept correcting it. After a series of operation activities, the students seem to have initially established the concept of 1 meter, but when I asked them to estimate the length and width of the classroom, their answers were quite different from the actual ones. Ask the teacher his height. Some say 2m, some say 1m, and some say 4m. Establishing the concept of 1 meter length seems to be much more difficult than I thought.
Although the concept of 1 meter length has not been fully established, every student in this class has participated in the whole process of learning, and they are very happy.
Reflections on the teaching of the first volume of mathematics in the second grade of primary school, knowing the amount of rice. 2 The teaching content of this lesson is based on the comparison of the length of objects in the first volume. Although students have experience and foundation in this field, the length unit and its operation and application are the synthesis of many kinds of knowledge, which involves the formation of number, number and space concepts and practical skills, and can also be said to be the difficulty of cognitive ability of second-grade children.
Knowledge is alive only when it can be applied. The purpose of this lesson is to make students realize the necessity of establishing a unified length unit through observation, measurement and other activities, and then let students know the length unit centimeter, initially establish the concept of 1 cm, and guide students to measure the length of smaller objects with a ruler, thus improving their observation ability and hands-on ability.
First, from the actual needs, let students have the desire to learn length units.
When teaching, I created the scene of "I want to match tablecloths for my classmates". To match the tablecloth, I must know the length and width of the table, so that students can feel the necessity of measuring the length in real life, and then let students choose the physical object as the measurement standard to measure the length of the table. This leads to different times of measurement, which leads to cognitive conflict and makes students realize that a unified length unit is needed to get a unified result. Make students feel the process of knowledge generation and formation, thus generating the desire to learn length units.
Second, to provide students with opportunities for mathematical practice activities
This is a practical activity class. When students have the desire to learn, they design a series of activities. For example, designing an observation ruler, using students' existing life experience and mastering the basic structure of the ruler through observation and communication, not only cultivated students' observation ability, but also laid the foundation for establishing the concept of 1 cm length. Knowing 1 cm, we arranged three activities: the first time, let students find the length of 1 cm on the ruler, realize that the length of each grid is 1cm-establish the spatial concept of1cm; The second time, I asked the students to find out which objects around me are about 1 cm in length, and the students found a lot, such as the width of a finger, the length of a finger, teeth, nostrils, eyes, Tian Zige and so on, which I didn't expect before class. I think it has played a very good role in establishing the appearance of 1 cm for students. Draw the length of 1 cm by gesture for the third time. Through these activities, students can correctly establish the space concept of 1 cm, and on this basis, further guide students to establish the length concept of several centimeters. Then use centimeters to estimate, measure and distinguish, so that students can gradually sum up the method of measuring the length of objects in the attempt of measurement, comparison and communication. In class, some students aim at the left end of the object with a scale of 0 and aim at the right end with a scale of several centimeters, while others aim at the left end of the object with other scales, one by one. By comparing them, they understand that the former method is convenient and quick. In judgment, make students master the correct measurement method. But it is also possible. I want to reflect the diversity of methods and pay attention to students' autonomy.
Third, mathematics comes from life and acts on it.
After the students have mastered the basic measurement methods, I ask them to use a ruler to choose what they like around them to measure, so that students can find mathematical problems in their life situations and use the mathematical knowledge they have learned to solve them. The students are so enthusiastic about learning that they begin to measure the length and width of books and exercise books. Some measure the length of pencils; Some measure knives and the like to achieve the learning effect of practicing in play and playing in practice. Let students experience the close relationship between mathematics and daily life, so as to realize the intrinsic value of mathematics. It also develops students' thinking. But no matter how carefully this class is designed, there will be problems:
(1) Students' observation ability is weak.
Junior students' observation is not comprehensive and easy to go astray. Therefore, teachers should exercise students more in their usual teaching, correctly guide students to observe problems in many aspects and angles, and strive to cultivate students' observation ability.
(2) Strengthen students' ability of "estimation".
When estimating the length of a shorter object, it is closer to the actual length, but when estimating a longer object, the error is too large. I don't know what the approximate range is. This should be related to the actual life at ordinary times. Now students are unfamiliar with some mathematics in life, how to be accurate? Therefore, mathematics must be closely linked with life, so that students can often feel the taste of life in mathematics.
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