(1) the creation of the situation. Create dynamic and real problem situations, stimulate students' thinking, find and put forward mathematical problems, learn to look at things from a mathematical point of view, and then create a series of mathematical situations from their own lives. Classroom presents the trend of generation and development, life is reproduced in mathematics, and mathematics is perceived in problems.

(2) the embodiment of evaluation. Encouraged by the teacher's silent eyes and gestures, students feel the joy of challenging success, easily understand and explore new knowledge in the migration, display their personality in the relaxed classroom, solve the formula about 0, discover the mathematical problems in life, explore the mysteries of mathematics, and enjoy the value of mathematics and the joy of learning.

(3) the process of inquiry. In the whole teaching process of this course, students actively participate in every link of learning, make bold guesses, dare to ask mathematical questions, and actively explore the significance and algorithm of addition and subtraction of 0. In the free classroom where teachers let go, students actively participate and explore independently to acquire knowledge.

Reflections on the Teaching of "Understanding of 0"

The addition and subtraction of 0 is mainly calculated according to the fact that 0 can mean "nothing". The textbook selects students' common life scenes, so that students can understand the meaning of pictures and questions first.

Traditionally, a number is the subtraction of 0 and the addition of a number plus 0. Reflecting on the whole teaching process, I think it embodies the mathematics classroom mode of giving examples first and then practicing, and students feel the joy and value of learning in the process of independent inquiry.