Reflections on the teaching of fan-shaped statistical charts in grade six 1 1. I found the breakthrough point of mathematics and life in teaching.
In the introduction of the new curriculum of Fan Statistical Diagram, the connection between mathematics and real life is emphasized. In the teaching requirements, "making students feel the connection between mathematics and real life" is added, which not only requires that the application of questions and materials should be closely related to students' real life, but also requires that "mathematics teaching must give students the opportunity to observe and operate from familiar life situations and interesting things", so that they have more opportunities to learn and understand mathematics from familiar things around them and realize that mathematics is around them. So before the teaching of this class, I arranged for my classmates to do a small survey to find out what sports they like, so that starting from the things around them will help to improve students' interest. Stimulate students' thinking and give them more room to think.
Second, I activate students' thinking by asking divergent questions in class.
For example, "What can you think of from this picture?" Students answer all kinds of superficial questions, but they participate in a wide range. After the second question: "What else can you think of from this picture?" The students' answers turned to specific questions. For example, "We usually use circles to represent-. Fan means-,the size of the fan means-"and so on. Teaching is based on students' existing experience.
Thirdly, the curriculum standard points out that students should experience the process of abstracting practical problems into mathematical models and explaining and applying them from their existing knowledge and experience.
Based on this idea, I pay attention to let students compare with the bar chart they have learned, and understand and master the characteristics and functions of the fan chart in the comparison. This design not only helps students to understand and master the fan-shaped statistical chart, but also helps students to further understand the unique role of each statistical chart through comparison.
Calm down and think about it, the whole class has many shortcomings. If the language in teaching is more concise, questions are more targeted, students are given more free time, students are boldly asked to ask math questions according to the data, and the practice design is more inclined, I think the effect of this class will be better.
Reflection on the teaching of 2-sector statistical chart in sixth grade It is my unremitting pursuit to implement the new curriculum concept in classroom teaching, but there is always a certain gap between ideal and reality, and the success and regret of teaching will accompany. Reflecting on the teaching of this class, I think it is more successful to creatively deal with the relationship between teaching materials and teaching while respecting the teaching materials. Specifically, it is mainly manifested in the following aspects:
1, I found the connection between mathematics and life in teaching. Before class, students look for fan-shaped statistical charts that they have seen in their lives (such as China's topography, family expenses and other links). The purpose is to fully enable students to naturally grasp the connection point between old and new knowledge in familiar and intimate life background materials, inspire students' thinking, stimulate students' interest in learning, and thus shorten the gap between students' known and unknown.
2. First introduce the gold medal list of the 30th Olympic Games in class, and let the students sort out the data. If the data is plotted as a statistical chart, which statistical chart is more suitable? Students thought it was a bar chart before learning a fan chart. Review the characteristics of bar charts here. What should I do if I want to see the percentage of gold medals in ball games to the total number of gold medals? The necessity of drawing a fan-shaped statistical chart. Let the students learn the related knowledge of fan-shaped statistical chart by themselves. Discuss in groups, explore the characteristics of fan-shaped statistical charts with your own findings and ideas, and ask students to talk about what information they have obtained from these fan-shaped statistical charts (teach students to observe from the whole to the part, find out what percentage of the total, and say the maximum and minimum quantities, etc.). ), so that students have a rich perception of the characteristics of fan-shaped statistical charts.
3. Strengthen the application, select and present fan-shaped statistical charts closely related to students' life and study in practice, talk about mathematics from students' life experience and existing knowledge background, mathematize life experience, embody the idea that "mathematics comes from life, exists in life and is used in life", and stimulate students' interest in learning mathematics.
4. Guide them to observe and compare the similarities and differences between the two statistical charts. Curriculum standards point out that students should experience the process of abstracting practical problems into mathematical models and explaining and applying them from their existing knowledge and experience. Let them have a preliminary experience of the uniqueness of the data described in the fan-shaped statistical chart and other statistical charts in group discussion and cooperative discussion, and pay attention to let students compare with the bar-shaped statistical chart they have learned, so as to understand and master the characteristics and functions of the fan-shaped statistical chart in comparison. So that their listening ability, cooperation ability and thinking ability can be developed to varying degrees, laying a good foundation for students' lifelong learning. This design not only helps students to understand and master the fan-shaped statistical chart, but also helps students to further understand the unique role of each statistical chart through comparison.
Calm down and think about it, the whole class has many shortcomings. If the language in teaching is more concise, questions are more targeted, students are given more free time, students are boldly asked to ask math questions according to the data, and the practice design is more inclined, I think the effect of this class will be better.
Reflections on the teaching of departmental statistical charts in the sixth grade;
1. Providing students with interesting teaching materials and choosing mathematics problems from life will make students deeply realize that mathematics is around, mathematics comes from life and mathematics serves life. For example, the presentation of the Olympic gold medal list has stimulated students' interest in learning and made them have the desire to explore and seek knowledge.
2, fully let go, expand students' thinking, give students more thinking space. For example, "What information do you get from this picture?" "What are the characteristics of bar charts and fan charts?"
3. Pay attention to teaching on the basis of students' existing knowledge and experience, so that students can acquire new knowledge naturally. For example, after displaying bar charts, students can easily summarize the characteristics of fan charts.
4. Practical design is hierarchical, focusing on cultivating students' discrimination and insight.
Classroom regret:
The level of students' active speech in this class needs to be improved. After class, I investigated the reasons: some students are more confident, and some students are timid and afraid to speak, for fear that what they say is not in place. I will pay more attention to cultivating students' ability in this respect in the future, so that the efficient classroom can be truly implemented.
Classroom enlightenment:
In the future teaching, teachers should use their affinity to integrate with students, so that students can discover laws, build their own knowledge, initially feel the charm of mathematics, feel the important role of mathematics in life, establish correct values and lay a good foundation for their lifelong development through their own observation, comparison and analysis, and through cooperation, exchange and exploration with others.