Reflections on the teaching of remainder division "remainder division" is a generalization of division in tables. In teaching, I build a platform for students to learn independently and actively construct knowledge, and take understanding the meaning of division with remainder as the main line of teaching, so that students can perceive and know the remainder in hands-on operation. According to children's age characteristics, students can actively participate in learning, discover and solve problems through their own efforts, and build a new knowledge system through intuitive and vivid teaching aid display, learning tool operation and independent inquiry, so that students can gain a sense of accomplishment. It appropriately embodies the teaching concept of the new curriculum reform. At the same time, cultivate students' abilities in all aspects in the classroom. Most of the whole class is to let students know the remainder by doing the remainder and draw a conclusion. The specific operation is to divide the stick equally through group cooperation. Students feel that there are 5 in each group, which can be divided into 4 groups and 3 more. It highlights the concept of surplus and cultivates students' preliminary observation, operation and comparison ability. Lay a good foundation for further study of the rest.
After knowing the remainder, when the divisor is greater than the remainder, after mastering the division with the remainder through oral calculation, students can gradually find that if the dividend is constantly changed, the dividend will become larger and the remainder will also become larger, but no matter how the dividend changes, the remainder is always smaller than the divisor. Special attention: 205=4 (group), why not 205=3 (group) 5 (basin), to further understand the meaning of the remainder. During the whole class, students begin, talk, think and really participate in the whole process of activities. With the help of hands-on activities, students can form mathematical concepts. Students communicate, communicate, interact and think independently in cooperation and discussion, so that students can get the representation support of the concept of remainder in the process of activities and lay the foundation for the abstract concept of remainder.
This lesson deals with the textbook, and Example 2 and Example 3 are given together, so that students can fully understand the meaning of the remainder and correctly grasp the quotient. Connecting with the knowledge before and after teaching, such as reviewing old knowledge, from hands-on operation to writing and calculating, through group activities, discovering and verifying the law and drawing conclusions, so that students can not only know that the balance must be less than the divisor, but also understand why the remainder cannot be greater than or equal to the divisor.
However, there are still many shortcomings in the actual teaching process of this course. such as
1, import begins with reviewing old knowledge. How many words can you fill in the brackets? Students haven't reviewed multiplication and oral arithmetic for a long time, so driving a small train is slow. You should do more exercises in this field before class.
2. After the students begin to operate, let them speak fully, let them speak more, and pay attention to the students' hands-on operation process and thinking process from the process of students' description. It is necessary to link the process of breaking the stick with the process of vertical pen calculation, so that students can describe their own ideas and hands-on operation process in their own language and cultivate students to describe them in mathematical language.
3. In fact, the process of swinging a stick can also be changed into an activity in which students form a circle. Perhaps the effect of activities will be more profound for children, but the organization of teaching needs to pay attention to methods.
Reflections on the teaching of division with remainder When teaching division with remainder, it is a difficult point in teaching that the remainder must be less than the divisor in the fifth volume of primary school mathematics published by People's Education Press. How to break through this difficulty?
The textbook is arranged as follows: first, let the students get familiar with the actual problem situation, and combine the direct diagram of peach score to guide the students to explore the method of 7÷3 quotient and calculate the results. Then, "try" or create a balloon situation to guide students to calculate in the form of columns, and then let students use the "try" formula to compare the size of the remainder and divisor in the example, inspiring students to find out when calculating division with the remainder. Although this arrangement can guide students to realize the rationality of "remainder is less than divisor" with practical examples, it is based on intuitive comparison and students' understanding is not deep enough.
I think we can create a debate situation after learning the division quotient method with remainder, and understand that the remainder is less than the divisor through argument. Because "average score" is the intuitive support for students to understand division with remainder, it can be introduced into students' debate from "average score"
For example, scene 1: Divide 18 peaches into 3 parts on average. The result of the distribution of big monkeys is 5 each, and there are 3 left. The formula is 18÷3=5 (only) ... 3 (only); The result of the old monkeys' division is 4 monkeys each, and there are 6 left. The formula is 18÷3=4 (only) ... 6 (only); The result of monkey score is 6 per monkey, and the formula is 18÷3=6 (only). All three monkeys said they got it right. Who do you think did it right? Then the teacher organized a group discussion and exchange, and asked each student to score one point through actual operation. When the remainder was found to be 3 or 6, they could continue to score. So the remainder cannot be equal to or greater than the divisor, and the remainder must be less than the divisor.
After debate and division, it is found that the teaching effect of "remainder less than divisor" will be better than simple observation, comparison and analysis, because it is more in line with the cognitive characteristics of lower grade children.
Reflection on Division Teaching with Remainder Before I went to this class in grade two or three, I set the learning goal of this class more from the poor learning feedback and problem-solving obstacles of grade four students, that is, "What does the remainder stand for and where does it come from?" ""Why is the remainder smaller than the divisor? "
This section focuses on solving the problem where the remainder comes from. After discovering and solving the problem through the activity of putting squares, triangles and pentagons with small sticks in the last section. At the beginning of the course, I threw out a question: "What does the remainder stand for?"
After group discussion, everyone thinks that the remainder is "remainder". ""Where did the rest come from? "Chen Baoer said that we are dividing things, dividing things into several parts on average from the total number, dividing them, and finding that the number left in our hands is not enough. The teacher added that the remainder comes from the total, which was supposed to be divided equally, but because the number is not divided equally, it will cause unfair phenomenon, so we would rather put it aside, so we will find that the remainder is always less than the divisor, and if the remainder is greater than the divisor, it can be divided equally again …
Then we began to learn the example 1. Put 6 strawberries on each plate and 7 strawberries on each plate. How many plates can you divide? Understand again what is remainder and division with remainder in comparison.
Firstly, the knowledge and demands of these two problems are expressed in words and pictures, then the solution method-setting the plate is expressed in operation, and finally the story of division formula is told in formula level.
Among them, when I operated seven strawberries every two, I asked, "Why didn't I put the last strawberry?"
Tang Xiashu said "because there are not enough plates" (only perceive the picture, not think deeply)
Lu Siyi said, "If you put this strawberry on the first plate, the other two plates will be unfair and will quarrel." Know that division with remainder still needs average score, and know the essence of division.
Chen Baoer said: "Even if there are enough plates, it is not fair. There are only/kloc-0 strawberries in the fourth plate, and there are two in other plates. " . )
I asked several students to answer, but they didn't jump out of the above three cognitions, so I emphasized the topic requirement: put a plate for every two strawberries. When we share things equally, we should not only consider fairness, but also consider the topic requirements: put one plate for every two strawberries, one plate for each strawberry, and 1 strawberry does not meet the requirements. Processing and rechecking of known information when solving problems. )
After solving the division problem of two strawberries respectively, children need to compare and discuss the similarities and differences between the two situations, and further experience the connection and difference between division with residue and division without residue. After making it clear that the number of strawberries in both cases is two (the division method is the same), Ho Lee expressed his group's view: the difference is that there is no surplus in the first case and surplus in the second case. (the concept of "surplus" is established, but it is still a representation), I further ask the question: why does one have no surplus and the other has surplus? He replied: because the first one is divided into six strawberries, the second one is divided into seven strawberries, and the remaining one is different from the total number of strawberries (understand the essence of where the remainder comes from). )
Reflections on the teaching of division and remainder: the first unit of division with remainder in grade four arranged four examples, and I set example 1 and example 2 as the first category.
The teaching objectives are determined as follows:
1, learn the vertical writing format of division, write vertical division correctly, and understand vertical calculation process and arithmetic.
2. Understand division with remainder and the meaning of remainder, correctly calculate division with remainder, and use vertical calculation.
3. Let students experience the process of discovering knowledge in independent exploration and cooperative communication, feel the connection between mathematics and life, and experience the fun of inquiry.
The key and difficult point is that the vertical writing format and the understanding of division have the significance of remainder division.
First of all, I arranged a picture of students arranging flowerpots at the meeting place. By solving the problem of "15 potted flowers, 5 potted flowers in each group, how many groups can you put?" This problem is division calculation. Understand the meaning of division, and then ask the students to pose and draw a picture to solve the problem: "If a * * * has 23 pots of flowers and each group has 5 pots, how many groups can you pose?" How many pots? "Know the remainder and understand the meaning of division by remainder. When teaching vertical writing, the horizontal and vertical forms are given by division in the table. Students can discuss and understand the meaning of each step in the vertical form according to the specific situation, and master the names of each part in the vertical form and the vertical writing method.
In the key teaching example 2, the key is to let students know the remainder. When they understand that the remainder is an average score, it is not enough to add points. On the basis of division, write the division formula, introduce vertical calculation, and pass "How to treat quotient 4?" Through thinking and discussion, help students master the method of trying to do business. So when teaching Example 2, I should pay attention to infiltration. After the division, I asked, "Is there enough left for a group?" In fact, this is the infiltration of the representation that "the remainder is less than the divisor". At the same time, students should be reminded of the practical significance of quotient and remainder, and pay attention to the different unit names they use.
Reflection after class:
1, the format of vertical fractions and the teaching of trial quotient seem simple, but for students, when they are new to vertical fractions, they are used to the addition and subtraction of vertical fractions, so it is difficult to write the format at once, and students make many mistakes. In order to develop good math study habits in the future, it is necessary to standardize the exercises in the first class alone.
2. The focus of this lesson is to understand the meaning of the remainder, and the vertical parts of the remainder will be listed. I think it is necessary for every student to explore the meaning of the formula of remainder division. Because the division with remainder is based on the knowledge of division in table, its connotation has undergone new changes. Although students have some perceptual knowledge and experience about division with remainder in real life, they lack clear knowledge and mathematical thinking process. Therefore, in teaching, students can use learning tools to make their hands swing and form the appearance of "surplus" in their activities. On this basis, I think it is essential to gradually establish the concepts of remainder and division with remainder.
3. As a new teacher, I need to exercise, lack of language organization, inappropriate transition language between teaching and learning, and blunt evaluation language for students. Good evaluation language can make the classroom colorful and stimulate students to have different ideas; The combination of classroom rhythm and speed is not very good, and I will step up my improvement in the future.
In the process of exploring the law, students should be allowed to speak fully and more, but I was in a hurry and didn't give them enough time to think. I talk too much, but students express too little, and they don't pay enough attention to their thinking process, and they are also very lacking in guiding students to express their ideas.
In a word, this course has many places worthy of reflection and improvement, which is worth pondering and is also the starting point for my future progress. I will continue to discover, improve and make progress from it as always.