Tisch
The learning goal of this lesson is to let students master the comparison method of decimal size. Students have learned the simple comparison of decimal sizes in the second semester of Grade Three. This teaching is arranged after the meaning and reading and writing methods of decimals, so that students can have a complete understanding of decimals in primary school. After class, I reflected on my teaching process and effect. I feel that in this teaching, we should pay more attention to let students master the method of comparing decimal sizes on the basis of understanding arithmetic, and pay attention to infiltrating mathematical thinking methods. In the teaching process, I strive to embody the following points: First, attach importance to migration and provide space for full play.
This section is essentially related to the comparison of integer sizes learned earlier. I make full use of these favorable conditions to create a space for students to explore independently. Let students try to compare the size of decimals according to their existing knowledge and experience, stimulate the connection between old and new knowledge, and play a positive transfer role. First of all, by asking students to compare integers and recalling integer comparisons, students are encouraged to compare them with decimals. Pay attention to the transfer of knowledge, cultivate students' active learning ability, and give appropriate guidance at the same time, so that students can return to the classroom and experience that "comparative method is an important strategy to solve problems". When using comparative method to solve problems, we should master the sequence, relativity and transitivity of comparison, thus cultivating dialectical thinking. In the process of exploration, group discussions are held, so that each student has the opportunity to express his or her opinions.
Second, the handling of teaching difficulties
There are similarities and differences between the comparison of decimal size and the comparison of integer size. Because of this, it is easy for students to have such a misunderstanding under the influence of mindset that the more digits after the decimal point, the greater the number.
In view of this difficulty, after the students summed up the method of comparing decimal size, I put forward the sentence "the decimal with more digits must be big", right? Let students analyze and judge, and give students the initiative. Through group discussion and example verification, students come to the conclusion that "the decimal with many digits is not necessarily large", and make it clear that "the decimal size has nothing to do with digits", so that students can know the connection and difference between the integer size comparison method and the decimal size comparison method, and promote the systematization of mathematical knowledge.
Third, create an atmosphere so that students are willing to learn.
In the whole class, I try to make myself a member of the students, and study with them as an organizer, collaborator and guide, so that students can feel cordial and relaxed and learn actively. The design of teaching questions is very important to stimulate students' enthusiasm for learning, so I set the questions as gradient and ask questions in layers. In this way, all students can be improved on the original basis. Secondly, in the process of consolidating and applying knowledge, different levels of exercises are designed for different students, so that all kinds of students have the enthusiasm and ability to participate. In short, create a relaxed, democratic and harmonious learning atmosphere for students, let students learn from their love, respect and expectation for teachers, improve their learning enthusiasm and promote the positive and harmonious development of all students.
Insufficient:
1. The teaching content of this course is relatively simple, and students can completely migrate to the decimal size comparison method through the integer size comparison method. Most students will feel relaxed in their study and have a good grasp of knowledge points, but I still feel that the overall participation of students is ignored in the design.
2. I feel that my evaluation language is too single to encourage students in time, that is, it has not played a role in mobilizing students' enthusiasm and can not make students' passion soar.
3. In some places, there is too much talk, so students should give full play to the main role.
extreme
Success: 1. Make use of teaching materials to provide students with situations of real life problems and create situations in which students are willing to learn. This lesson is based on students' lively extracurricular activities, and shows the calculation problems of buying bread that students encounter in real life. I make full use of this resource in my teaching. What mathematical information did you find by asking questions? Attract students to look at the pictures and collect the mathematical information in the theme pictures, and then ask questions. According to this information, what math questions can you ask? Let the students ask their own questions. It creates a realistic situation for the later inquiry learning, so that students can better understand and master the idea of solving problems by two-step calculation method in the real situation. Pay attention to the close connection between mathematics and real life in practice design, so that students can solve practical problems in life in time after learning necessary knowledge. For example, the courseware shows the prices of some school supplies in a stationery supermarket, and then tells the students which two kinds of stationery you like to buy, 80 yuan. How much money is left? Let students feel the role of mathematics in daily life, and at the same time let students understand that the mathematics knowledge they have learned today has application value, and let students feel that mathematics is around us.
2. Students actively participate in the whole process of learning, allowing students to extract mathematical information from problem situations and exchange feedback with classmates; Let students think positively, ask questions and express their opinions. Do you answer questions in different ways in class? what do you think? Let the students fully discuss and talk about their own ideas, and then focus on the way to solve the problem. In formula calculation, the step-by-step formula can be followed by the synthesis formula, and the relationship between step-by-step and synthesis can be strengthened by using the real situation, while the internal relationship between different algorithms is emphasized. Let students fully experience the diversity of problem-solving strategies in the process of solving problems, and encourage and respect students' diverse independent thinking modes. In this way, students can actively experience the whole process of "finding problems-asking questions-solving problems", effectively cultivate students' ability to solve simple practical problems, and let students get a successful learning experience.
Disadvantages:
When the formula of step-by-step calculation is listed as a comprehensive formula in brackets, we should pay more attention to understanding the meaning of each step in step-by-step calculation and strengthen the connection between step-by-step calculation and comprehensive calculation. In addition, when introducing parentheses, more students should publish their own marks that they want to change the operation order, so as to get a unified expression of the pre-calculation part with parentheses, change the original operation order, and let students fully understand the function and usage of parentheses.
Tisso
In the teaching of "year, month and day", it is difficult to reflect the judgment of normal year and leap year. My method is to make use of students' existing life experience and let them discover and discuss. I asked them to discuss what you know as a flat year and a leap year. After discussion, the students said that a few years is a leap year. Following their thinking, I asked them to discuss the characteristics of leap years, so that leap years are divided by 4 and there is no remainder. Then, they were asked what day is February in 2 100. The student's answer without thinking is 29 days. I told the students that February of 2 100 is 28 days. What is the reason? The students thought it was strange and used it. It can be seen that it is very important to use students' curiosity and adopt the teaching methods they are interested in in in teaching.
Reflections on the Teaching of "Year, Month and Day Practice Course"
When dealing with the year, month and day exercise books, I found that many students could not judge the normal year and leap year. There is a judgment question like this: "Gregorian calendar years are leap years." When I was explaining this topic, I found that my classmates didn't understand. Obviously it is a very simple thing, but it is very difficult in the eyes of the students. After class, I analyzed the reasons, probably because the students have not mastered the judgment of normal year and leap year, so we should strengthen the training of this point.