Reflections on the teaching of fraction 1

The preliminary understanding of fractions is a new course we learn after learning natural numbers and decimals, which lays the foundation for the teaching of fractional cognition, the nature and significance of fractions in the future.

First, in teaching, students should first have the desire to learn.

I skillfully designed some animations to let students naturally enter the classroom with emotional colors, fall into the situation, and actively participate in thinking and discussion. With students' interest and enthusiasm in learning, the classroom will be cordial and natural. Students' learning activities are carried out in a democratic, equal and harmonious atmosphere.

Second, from 1/2 to a fraction, step by step.

The knowledge of fractions is the first contact of students, which is based on the understanding of integers and an extension of the concept of numbers. It is difficult for students to understand the meaning of fractions. Strengthening intuitive teaching can better help students master and understand concepts. In the teaching of this class, teachers pay full attention to students' operation of learning tools, and let students have an intuitive understanding of the meaning of scores through origami. Let the students operate by hand, fully perceive 1/2 by folding, drawing and drawing, and then judge whether it can be expressed by 1/2, which is completely established among the students. Make full use of the demonstration of multimedia courseware and strengthen intuitive teaching, so that students can deepen their understanding of the concept of fraction and reduce the difficulty of understanding it. Students have different ways to fold the rectangle 1/4. The teacher asked: Can they all be represented by 1/4? Why? Make students have a deeper understanding of the meaning of fractions. Finally, let the students explore a score by themselves, and then let him introduce his score. Pay attention to the positive and negative aspects when giving feedback, so that students can evaluate and explain the reasons themselves, so that they can understand the average score of a few points more deeply and in place.

Thirdly, teaching should start from students' existing life experience and knowledge background.

In our life, there are math problems everywhere. Teaching should be close to life to find mathematics, let students realize that mathematics comes from life, find a prototype for mathematics, refine common sense into mathematics, and promote students' understanding of knowledge. Learning based on knowledge background promotes the transfer and development of students' knowledge. Therefore, in teaching, I designed a link for students to connect the knowledge of fractions with real life. Such questions closely link life with mathematics, and make students deeply understand that scores come from life.

Fourth, strengthen intuitive teaching and reduce cognitive difficulty.

Especially when the molecule is a fraction of 1, students intuitively realize that the more the fraction, the smaller it will be, even though they give several fractions on square paper and express them with fractions.

One thing I forgot to say is that after posting 1/2, 1/3, 1/4, 1/5 on the blackboard, students were asked to tell what the numerator and denominator mean, but they forgot to say what the average number of shares was related to the size of each share. Try to be more perfect in the future

Reflections on fractional comprehension in teaching II.

First of all, understand the score intuitively.

Although students first came into contact with the concept of "score" in the third grade of primary school last semester, they experienced the score in their daily life. For example, when the teacher announced the test results, he said that less than half of us got more than 90 points this time, and the students would immediately understand that less than half of us got more than 90 points. Students who like watching basketball games know what a quarter-final is and so on. According to the students' "mathematical reality", it leads to intuitive teaching examples for teaching;

Teacher: Do you know how much it costs for two people to share a cake equally?

Health: Half.

According to about half of the students' answers, take advantage of the situation to introduce a new lesson-the preliminary understanding of scores.

Teacher: Half is half.

After students have a preliminary understanding of "average score" and "half score", teachers should try their best to let students express their scores in their own way. For example, some students use pieces of paper to represent their scores.

In my opinion, teachers should be able to let students illustrate their initial understanding of fractions through their study of "initial understanding of fractions". Such feedback can not only reflect their learning experience, but also reflect the reality or life of mathematics. At the same time, let students feel the value of learning mathematics-learning is useful; And let different students have different development in mathematics. Through students' inferences, different students' knowledge construction has been continuously improved, and they are fully prepared for "variation".

Second, click on variants to expand thinking training.

Variant teaching is a kind of teaching design method that transforms theorems and propositions in mathematics from different angles, levels, situations and backgrounds to reveal the essential characteristics of problems and the internal relations between different knowledge points. Through variant teaching, multi-purpose and multi-topic reorganization, it often gives people a sense of freshness and can arouse students' curiosity and thirst for knowledge, thus generating the motivation to actively participate and maintaining their interest and enthusiasm in participating in the teaching process.

① Take a rectangle, fold it in half first and color its 1/2.

Student coloring

Teacher: Why can 1/2 be used to represent the colored parts of things with different folding methods?

② Take out different graphics, fold them up first and color them with 1/2.

Teacher: Why can we use 1/2 to represent colored parts when the graphics are different?

Through the appearance of examples of changing and expanding thinking, students are urged to try to solve mathematical problems with mathematical viewpoints and methods, that is, mathematical thinking. It is not necessary and impossible for us to make everyone a mathematician, but we should cultivate every student's sense of numbers and mathematical thinking.

Reflections on the Understanding of Fractions in Teaching (3)

My math class "Preliminary Understanding of Fractions" really takes students as the main body, lets students talk and do, and maximizes students' thinking and creativity.

In the lecture, I asked the students to fold the prepared rectangular, square and round paper in half, then draw a part with shadows and tell them what the score is, and let them stick it on the blackboard. The children folded their pictures and talked a lot. When I posted it, it was too small to reach. I picked up the children one by one and asked them to post them. Every time I find a child saying a new score, I will boast, "You are so smart." "You are amazing!" Although it is an ordinary compliment, it greatly stimulates the child's self-confidence.

When talking about the names of fractions, I will not talk about fractions, numerators and denominators superficially and stiffly. Instead, it is a vivid metaphor: at first, we cut a big round moon cake from the middle and divided it into two parts on average. This knife represents the average score, which is indicated by a horizontal line. Let's call it a fractional line. The "2" divided into two parts on average is written below and called the "denominator". This half moon cake is one of two, and it says. It is closely related to the denominator below. What should we name it? The student said innocently, "Call Fener." "Call it a girl." I smiled and said to the child, "You have a good imagination. When you grow up, you may create a new mathematical formula and call it Fener and Fener. Let's call it a molecule today. Do you agree? " I don't think this is a trivial move, which shows respect for students and ignites a little spark of wisdom and creativity.

There was a ring at the bell The children pestered me for a while, unwilling to let the teacher finish class. After reluctantly stopping teaching, the children scrambled to say to me, "Teacher, your textbook is good." "Teacher, I love you!" This childish talk with sincere feelings touched my heart. Simple feelings are the most beautiful and the highest reward for children to teachers. I said excitedly, "I love you too, children." I believe these children will never forget me.

What is equal and democratic discussion between teachers and students, and what is the best way to stimulate students' enthusiasm, creativity and interest in learning? I found the answer from this lesson. That is to sincerely love students, respect students, do everything for children to acquire knowledge, and strive to cultivate children's innovative consciousness and interest. Love is the foundation of dedication, and erudition is the source of giving. Give the podium to the students and leave more room for study and thinking to the students. In this way, students will gain success and a bright future.

Reflections on fractional comprehension in teaching (Ⅳ)

? The teaching of "Preliminary Understanding of Fractions" is based on the idea that mathematical knowledge comes from life, with the close relationship between mathematics and life as the starting point and the development of students as the leading thought. In the introduction of new courses, students can realize that mathematics comes from life, stimulate their interest and arouse their strong desire to explore new knowledge by solving the problem of "dividing cakes" that they often encounter in life. After learning a new lesson, students are encouraged to find the scores around them, so that they can further understand the relationship between mathematics and real life, and encourage students to be good at discovering mathematical problems in life and learn to use mathematical ideas and methods to solve practical problems in life, thus realizing the importance of learning mathematics.

In teaching, I provide intuitive perceptual materials, such as origami and wool, so that students can fold, draw, point and speak by themselves, and open up a world of exploration and practice for them, so that they can operate by themselves, observe with their eyes, listen with their ears and think with their heads. Guide them to experience the process of perception, understanding and generalization of the concept of fractions. Let students explore interesting mathematics in the learning activities of experience and inquiry. Through the process of learning knowledge, cultivate students' logical thinking ability such as abstract generalization, cultivate students' oral expression ability and the infiltration of mathematical thoughts, and make students realize that mathematics comes from life and can be used to solve practical problems in life.

The recognized scores in this class are all points with similar structure and the same meaning. So I started teaching with a breakthrough of 1/2. Let's talk about the understanding of 1/2 by dividing the moon cakes, understand the meaning of 1/2, and know the writing and pronunciation of 1/2. The representation of 1/2 was initially established in the interactive dialogue, which enriched students' understanding of 1/2 from multiple levels and angles. On the basis of 1/2, students can further understand the quarter, fifth and so on through hands-on operation.

My biggest experience in this course is that the learning content is close to students' life, the learning materials are easy for students to operate, and the learning activities always pay attention to students' emotions and attitudes, so that students can learn to live in life and learn to live in learning. The shortcomings are that the focus of evaluation has not been put in place, the speed of students' completion of goals needs to be improved, and the habit of students listening to lectures needs to be strengthened. For example, teaching design should be more ingenious, teaching language should be further standardized, and writing on the blackboard should be practiced more.

Reflections on the Understanding of Fractions in Teaching (5)

The main content of this lesson is the meaning of percentage and reading and writing methods. Percentages are taught on the basis that students have learned integers, decimals and fractions, especially on the basis of solving the problem that one number is a fraction of another. Teaching reflection VII. This content is the basis of learning the relationship between percentage, fraction and decimal and solving problems with percentage knowledge, and it is one of the important basic knowledge in primary school mathematics. Percentage is widely used in students' life and social production. Most students are directly or indirectly exposed to some simple percentages and have some scattered perceptual knowledge about percentages. Therefore, in teaching, we should proceed from the reality of students' life, give priority to students' independent inquiry and cooperation and exchange, supplemented by teachers' guidance, so that students can perceive in life examples, find out in active speculation, understand the meaning of percentage in specific applications, and reflect on teaching reflection VII in teaching. Mainly reflected in the following two aspects:

First, start with what students are interested in and stimulate their interest in learning. Organize students to explore the content of substances in mineral water, and find that the denominator is 100, which is convenient for comparing which substances have more or less contents. Students have initially realized the meaning of percentage and the benefits of using percentage when comparing data.

Second, keep close contact with life and understand the meaning of percentage. Percentage is often used in daily production and life. Although the students don't officially know the percentage, they are not ignorant. Therefore, let students investigate the percentage in life before class, let students realize the wide application of percentage in life, and realize the significance of percentage knowledge to individuals, which plays a very good role in stimulating internal learning motivation. In this course, the data and questions investigated by students are directly the objects of study and research. The percentage that students know in the process of understanding and explaining the data investigated by themselves and their classmates fully reflects the students' dominant position in the classroom.