1. Reflections on the teaching of the second volume of mathematics in the first grade of primary school
The teaching content of this unit is the understanding of numbers within 100, including counting, the composition of numbers, the meaning of numbers, the order and comparative size of numbers, the addition and subtraction of integers and numbers. Through the teaching of this unit, students are required to correctly count the numbers within 100, know the order of the numbers within 100, compare the numbers within 100, and at the same time, on the basis of understanding the meaning of the numbers, they can correctly read and write the numbers within 100, and In teaching, I find it better to let students count, understand the composition of numbers, compare the sizes of numbers, add an integer to a number and then do the corresponding subtraction, especially counting. Most students can count not only one place, two places, five places, ten places, but also three places. It's basically no problem to count backwards. According to past experience, students count to dozens, then they don't know how to count to dozens, and they don't count backwards to three. In terms of comparison, students can not only compare, but more importantly, they can tell the methods of comparison, which are summarized by students under the guidance of teachers. About the integer plus one digit and the corresponding subtraction, 90% of the students' calculation accuracy and speed meet the requirements. They can not only calculate, but also communicate algorithms with teachers, classmates and parents.
2. Reflections on the teaching of the second volume of mathematics in the first grade of primary school
The number in life, the first unit of the first grade primary school mathematics textbook published by Beijing Normal University, once again exposed students to the knowledge of numbers. In fact, students have accumulated a lot of knowledge within 100 in their life, which is an important resource and necessary foundation for the content of this unit. Therefore, only by creating a variety of activities such as number, dialing, guessing, writing, comparison and speaking can students form representations through a large number of perceptual experiences and further understand the meaning of numbers. At the same time, life-oriented mathematics activities will greatly enhance students' interest in learning and make them feel that mathematics comes from life, and there is mathematics everywhere in life. This unit has arranged four lessons: counting pencils, counting beans, animal restaurant, small farm and an exercise. First, starting from the actual situation around students, contact numbers greater than 20 and less than 100. At the same time review the knowledge of numbers within 20. Furthermore, I can read, recognize and write numbers within 100, and understand the meanings of numbers, cardinality and ordinal numbers. Cultivate students' sense of number in practical activities, and then consolidate their understanding of logarithm through practical things, so that the number within 100 can be estimated. Then compare the sizes of numbers within 100. Feel the law of sequence. Finally, combined with the actual life, understand the meaning of many, many, few, few, many and similar. Be able to master the relative size relationship of numbers in specific situations and cultivate students' ability to draw inferences from others.
The activity of "counting pencils" is designed in the textbook, which allows students to experience the process of abstracting numbers from actual situations. Other physical activities can also be designed in teaching, which not only enriches students' life experience of numbers within 100, but also makes students feel the close connection between numbers and daily life. Some students have little contact with numbers greater than 20 and lack certain life experience, which leads them to feel abstract when understanding numbers within 100. Therefore, it is necessary to combine statistics with specific materials. If students use different methods in counting, they should be encouraged.
The lesson of "Counting Beans" first introduces the number of beans into the estimation activity through estimation, and then introduces the writing of numbers by verifying the estimation results. This not only stimulates students' interest in active exploration, but also cultivates students to make wise estimates. There is a difference between students' original sense of numbers and their level of development. Therefore, the formation of students' sense of number is also a subtle process, and only by consciously infiltrating and cultivating students in daily teaching activities.
In the "animal restaurant", students' interest in learning is stimulated by vivid pictures of monkeys and puppies holding plates, so that students can perceive the size of two numbers in specific situations. It is difficult for students to compare these figures in the abstract. When students count the number of plates taken by monkeys and puppies by looking at the pictures, they will draw a conclusion and then ask them to express it with symbols. They will understand ">", "