As an excellent people's teacher, teaching is one of the important tasks. Writing teaching reflection can sum up our teaching experience. How can I write teaching reflection? The following is my reflection on the teaching of "understanding rice" in primary school mathematics for reference only. Welcome to reading.

1 successful thinking in the teaching of "understanding rice" in primary school mathematics;

The kilometer to be touched in this class is a common unit of length in students' life. Compared with the millimeter learned earlier, kilometers should be often heard and seen by students in their lives. For example, before class, some students know kilometers and use them when they are far away. Some students say they have seen them on the highway. It should be said that students know kilometers earlier, which is more conducive to the teaching of this course. Of course, compared with other length units, it is far from students' understanding of "visibility" and their own feelings. In addition, because the kilometer is a large unit, it is still abstract for students, and it is difficult for students to imagine, which means it is difficult to establish the concept of "kilometer" in the process of students' learning, which is also the difficulty of this lesson. Therefore, when studying in this class, first use the tools in students' hands to review the length units they have learned before, and then lead the students into the playground. Because students know that the playground is 400 meters, let them walk once to feel the distance of 400 meters, then let them walk twice, add half a circle, that is, 200 meters, feel the distance of 1000 meters, and draw out at the same time. At this time, students can immediately realize that the long distance needs kilometers, and at the same time, they can quickly let students know that there are kilometers in daily life, such as walking to school, shopping in supermarkets, traveling by car, participating in sports meetings and so on. Breaking through the difficulty of this class, students can easily combine their own life experiences and have a deeper understanding of kilometers through personal experience. Then the relationship between teaching and meals, as well as the transformation training between units, will come naturally and receive good teaching results.

Shortcomings and countermeasures:

The kilometer is an abstract concept, which is difficult for some students to understand. You need to master it slowly in a period of practice, and you need to wait slowly.

Reflections on the teaching of "understanding rice" in primary school mathematics II. Before learning this unit, students have learned the method of comparing the length and height of objects intuitively, which is an important basis for learning this unit. However, I have never come into contact with two commonly used units of length, centimeter and meter. Understanding centimeters and meters is a process of establishing abstract mathematical concepts, which needs to go through a process from intuition to abstraction, and then from abstraction to concreteness. Students should form a rational understanding through constant perception, experience, practice and reflection. This is undoubtedly a great challenge for junior students who are mainly thinking in images. Let's talk about my thoughts and practices on this unit teaching.

1. Let students experience the formation process of length units and establish representations.

In homework, students will have such a situation: "A big tree is 40 cm high." "Xiaoming's height is130m." The main reason for this error is that the actual size of the length unit is not vividly expressed. Therefore, in teaching, students can know how long 1 m and 1 cm are through practical activities such as watching, comparing and measuring. Let students observe and compare the common objects in life. I also measured the height of each child. Thus the concept of the length of meters and centimeters was established.

2. Consolidate the understanding of centimeters and meters through association and comparison.

Centimeters and meters are abstract and can only be understood with the help of some objects. For example, to describe how tall a tree is, students can first think about how high the door of our classroom is, and then compare it. The tree is much taller than the door, so the height of the tree should be described by meters.

3. Establish initial estimation consciousness and estimation ability.

In life, we often estimate the length and height of an object by estimation. Estimation is also a difficult point for students in this unit. The concepts of 1 cm and 1 m are abstract and easy for students to forget. In order to help students better establish concepts, students can use their own "ruler" to estimate common items in life. Remembering these "feet" is very helpful for establishing the concepts of the length of 1 cm and 1 m and estimating them.

Of course, it is not enough to achieve the above three points. In the usual conversation, you can also take out this knowledge consciously or unconsciously and practice reviewing with students, and let them feel the close connection between mathematics and life.

Reflections on the Teaching of Mathematics 3 "Understanding of Meters" in Primary Schools This lesson is a new length unit "meter" that students should know after knowing the length unit centimeter. This lesson is more abstract for students because they don't know how long a meter is. So I designed some activities for students to establish the concept of 1 meter in the activities. Before learning "meter", students have mastered some knowledge of "centimeter".

(1) Guess: 1 How long is the meter? As soon as the question comes out, the students will talk about their own views. When the teacher took out a rice ruler and told the students that it was 1 meter, the students followed the teacher's example and drew the length of 1 meter with their hands. When the teacher stood the soft ruler upright on the ground and gestured at the waist for the students to observe.

(2) Quantity: Tell the students the length of 1 meter, and then work in groups of four, with two people pulling wires and two people measuring with scales. At this time, a group of people will work out the relationship between meters and centimeters.

(3) strokes. Each student in the group of four pulls the length of a rope, which feels about one meter long. Open your arms and compare them. Let the students experience the length of one meter. Then find out which objects are about 1 m in the classroom. By comparing the lengths of 1 cm and 1 m, students can further realize that the meter is a relatively long object, and students' participation in class is still relatively wide, and most students are still interested.

This class has many shortcomings:

Give everyone a line 1 and 1 meter long so that students can often feel the length of one meter and deepen their understanding of the meter.

2, students in the process of operation, will unconsciously or secretly play, can't listen carefully. In this case, I think in the future work, we should also strengthen theoretical study and learn how to cultivate students' good operating habits in the classroom, so that learning tools can play a greater role in the classroom.

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