This lesson is the content of the first lesson in Unit 1 of the fifth grade experimental textbook of compulsory education curriculum standard. I was shocked by the teacher's carefully designed teaching design and the answers that attracted a lot of attention, and I couldn't help thinking about such a problem.

Why can't some teachers get the answers they expect? To use a simple metaphor, if you want to go ashore, you must have a dock. The guidance of the teacher is very important.

After listening to this lesson, I deeply felt a sentence, "Maybe your child didn't give you an imaginary answer, but please don't deny him easily." Then tell me about my experience and feelings after class.

First, the teaching design is "step by step, interlocking", which embodies the new concept of curriculum reform:

From the design of the whole teaching process, the teacher's classroom fully embodies the concept of new curriculum reform, and the teaching goal embodies the organic combination of three-dimensional goals. He changed the traditional teaching methods in the book, from peaceful and uneven balance to equations, but through the guidance of teachers.

Write the corresponding formula according to the balance teaching aid provided by the teacher and the remainder of the balance, and then let the students find the classification standard through group discussion and cooperation according to the written formula. The whole learning process conforms to the general law of children's cognitive development, and students can make use of existing knowledge and experience.

Thinking of using formulas to identify, this paper leads to two forms of equations, with and without unknowns. By guiding students to observe and explore the characteristics of formulas, these formulas are classified twice, and the meaning of equations and two conditions for forming equations are obtained in the classification. The first contains unknowns, and the second is an equation.

Second, from the shallow to the deep, the group cooperates to explore and understand the meaning of the equation:

In the teaching process, the teacher makes students realize that the equation is a mathematical model. By letting students observe the equality relationship of the balance, feel the connection between the equation and daily life, and realize that the equation expresses the equality relationship abstractly with mathematical symbols, their understanding of the equation gradually deepens from shallow to deep.

The main characteristics of the equation are recognized in the classification and comparison. In the teaching process, students get many different formulas through observation and operation, and then let students classify the written formulas through group cooperation and communication. Discuss the classification criteria, and then operate and communicate the classification results.

Third, the exercise design is flexible and diverse, paying attention to details:

Mr. Hua, a mathematician, once said, "Learning mathematics without practicing is like going into a treasure house and returning empty-handed." Now, in order to increase efficiency and reduce burden, the design of exercises should conform to students' cognition, from simple to difficult, flexible and diverse. The teacher followed this principle.

Let students discover new knowledge through their own observation, exploration and communication. All equations are equations, but not all equations are equations. Next, according to the students' answers, remind the students to pay attention and do the equations.

Generally speaking, we don't put the unknown on one side of the equation alone. The teacher made full use of the renewable resources in the classroom to stimulate thinking. Can there only be one unknown? Can several expressions appear at the same time? Let the students sum up the number of unknowns by themselves is infinite.

We all know that "mathematics comes from life and is used in life". Combining with specific situations, let students write equations according to quantitative relations, which fully embodies this point and allows students to learn and acquire knowledge in natural situations.

Fourth, my suggestions:

After revealing the meaning of equations and figuring out which formulas are equations, would it be better for students to "write several equations" in their own minds according to their own understanding of equations and analyze and judge the rationality of each equation?

Because it can not only test students' understanding of the concept of equation, but also provide them with an open thinking space. In addition, students not only show the results of learning, but also perceive the diversity of equations. At the same time, in the judgment of the equations listed by myself. Deepen the understanding of the meaning essence of the equation.

Successful teaching is inseparable from wonderful details. Teachers are good at paying attention to classroom details, whether it is the introduction of topics, the stimulation of students' interest in learning, the design of classroom questions, or the encouraging evaluation and guidance of students' answers.

Make the classroom teaching glow with greater vitality, the teaching links are interlocking, and the transition is natural and smooth, which embodies the teaching method of new curriculum cooperation and sharing.