In fact, teachers also have their own student days, because teachers are afraid of being surpassed by future generations, and the so-called generation is not as good as the generation. Returning to work is to show that young people are not as good as him now.
Question 2: How to write preconceived ideas and conformism in the tutorial case of knowing the proportion? In fact, teachers also have their own student days, because teachers are afraid of being surpassed by future generations, and the so-called generation is not as good as the generation. In the final analysis, young people today are not as good as him.
Question 3: How to introduce "the amount of cognition is in direct proportion" into the new lesson with the familiar life examples of students?
-Buy a balloon, 0.5 yuan. How much is it for two? How about three?
How much is it for five? Buy 10? 15?
……
Step by step, students will soon enter the form and follow your ideas!
Question 4: Answer 63+0.2 of the sixth grade tutorial No.65438. 3. Inverse proportion, positive proportion, 4. Solve the problem first, 100: 2 = x: 3x = 150, 60x = 50× 3x = 2.564.6544. The positive scale is 4.2000000, 1cm= actual 20km20 * 5.5 =1/0km1:5000, 1cm= actual 50m = 0.05km1/. Because the number of columns is inversely proportional to the number of columns, then 25/20=X/24, that is, 20X=25*24, and the solution is X=30.
Question 5: How to write the evaluation draft of the second volume of "Review of Positive and Negative Proportion Application Problems" in the sixth grade of primary school? The teaching objectives of this course are:
1. Review the meaning of quantity in direct proportion and inverse proportion.
2. Mastering the quantitative relationship and problem-solving ideas of the positive and negative proportional application problems can correctly solve the positive and negative proportional application problems.
3. Further cultivate students' thinking ability of analysis, reasoning and judgment.
Teaching focus:
Enable students to correctly answer application questions by using the meaning of positive and negative proportions.
Teaching difficulties:
By analyzing the known conditions and problems of application problems, students determine which quantities in the problems are what proportions, and list equations by using the meaning of positive and negative proportions.
This lesson is a review lesson of the unit, which aims to make students have a comprehensive understanding of the knowledge of this unit and make the knowledge they have learned organized and systematic. So teaching is divided into three levels: the first level is the ending. By sorting out, students can form a network of what they have learned. Only by forming network knowledge can students go deep into their minds and use it freely. The second level is review. Through review, students can master the concept of this unit, and experience the process of abstracting some practical problems into algebraic problems again, so as to further understand the connections and differences between things. The third level is layered practice. The design of exercises focuses on connecting with students' real life, choosing things close to students' life as far as possible, and cultivating students' interest in learning and their ability to use mathematics in practice.
Question 6: Primary School Teaching Reference (Mathematics) 20 16 No.8 Catalogue clarifies teaching objectives and develops mathematics literacy ―― Teaching misunderstandings and suggestions on "problem-solving strategies"
Walking between Mathematics and Children ―― Teaching Record and Analysis of Teacher Zhang Qihua's "Problem-solving Strategy"
Gradually Understanding the Essence of Mathematics ―― Teaching Record and Analysis of "Describing Objects by Direction and Distance" in the Second Volume of Grade 6 of Jiangsu Education Press
Deep Experience and Complete Construction ―― Teaching Thinking and Practice of Problem-solving Strategies
Cultivating Good Habits and Improving Mathematics Literacy ―― Reflections on the final quality inspection of the sixth grade book.
Interspersing micro-courses in time to improve teaching efficiency
Correcting Wrong Questions with Correct Numbers ―― A Study on the Wrong Questions of "Divider is Pen Division of One Number" in Grade Three.
Adjusting Different Concepts with Square ―― Teaching Practice and Thinking of Parallelogram Area
Reflections on the Teaching of "Simple Calculation of Continuous Reduction"
How to build an EQ teaching and research model with active participation in rural primary schools
Conceptual Understanding: Focusing on Essence and Guiding Thinking ―― Taking the Teaching of "The Meaning of Proportion" as an Example
Understanding the Essence of "Times" in Changing and Invariant ―― Practice and Thinking on the Teaching of "Understanding Times"
Combining Numbers with Figures, Digging Deep into Connotation and Defining Concepts ―― Teaching Practice and Thinking on "Average"
Understanding, Clarity, Clarity and Clarity ―― Practical Research on Guiding Students to Practice the "Four Necessities" in Problem-solving Teaching
Let students have a steelyard in mind ―― Talking from the teaching of "Quality Unit Selection"
Think of a math exam ...
Multi-level Verification of Reasonable Guess ―― Taking "Circle" Teaching as an Example
Skillfully Using Hypothesis to Optimize Thinking ―― Taking "Chicken and Rabbit in the Same Cage" as an Example
Selecting Estimation Materials to Make Estimation More Convenient and Practical ―― Taking the Teaching of "Two or Three Numbers Multiplying One Number Estimation" as an Example
From separability to the finishing touch ―― Analysis of the present situation and deep reflection on the summary of primary school mathematics class
Introducing "Four Taboos" into New Classroom Teaching
Facing the teaching wisdom generated in the classroom
Let "wrong resources" become a beautiful landscape of interactive classroom
Promoting Cognitive Growth Based on Thinking Method ―― Research and Practice of Growth Classroom Based on Mathematical Thinking Method
Choose the right time for the operation of learning tools in lower grades.
An example of "inquiry" teaching of mathematical concepts in primary schools
Mathematics reading, a new way to realize core literacy
On the selection of exercise materials in mathematics review class with examples
Preview the study list to make students learn more deeply.
On the Mistakes and Countermeasures in Oral Calculus Teaching
Grasping the starting point of learning and designing teaching effectively
Open a bright research window
Discussion on the strategy of infiltrating mathematical thinking methods into teaching
Practical research on the tutorial plan of review class
Research on improving the quality of mathematics homework in rural primary schools
Cause analysis and solution strategy of oral arithmetic errors
Examples of common mistakes in elementary arithmetic
An example of how to effectively design mathematics expansion homework
Pay attention to students' experience and build an efficient classroom
How to effectively cultivate students' problem consciousness with examples
Making up application problems in blank to improve comprehensive ability
Changing perspective in solving problems and improving mathematics literacy
Exploration on cultivating junior middle school students' problem consciousness
Trilogy of cultivating students' spatial concept
Improving students' thinking quality based on the essence of concept
On the Strategies of Cultivating Students' Thinking Ability with Examples
Methods of Cultivating Students' Mathematical Guess Ability
Cultivating Innovative Consciousness and Improving Mathematics Literacy
Exploration on the cultivation of primary school students' mathematical communication ability
Ingeniously designing small exercises leads to big thinking.
Attempt and Thinking of Mathematics Game Teaching
Using "Three Questions" Skillfully to Optimize Classroom Teaching
Reflections on Computer Teaching in Primary Schools
There is no blank in the classroom.
"Three Strategies" to Guide Students to Construct Mathematical Concepts on Their Own.
"Three Characteristics" of Effective Dialogue between Teachers and Students
Teaching countermeasures of classroom questioning
How to make students learn mathematics in practice
Teaching practice of infiltrating the idea of "combination of numbers and shapes" into the classroom
Connecting three effective basic points to realize a rational leap in concept
"Triple" in Experience Teaching of Basic Mathematics Activities
On the capture of effective opportunity in cooperative learning of mathematics in primary schools with examples
Pursuing effective teaching based on mistakes
On the Infiltration of "Transforming Thinking" in Mathematics Teaching in Primary Schools with Examples
Optimization strategy of mathematics operation learning in primary schools
Clever inspiration and effective promotion ... >>