The first lesson is "Understanding within 1000", a second-grade math class brought by Mr. Wang. Teacher Wang said very little in the class, all of which were guiding the children to explore for themselves.
A study list has become a "teaching material" for the whole class. She respects every child's ideas, lets them ask their own questions and gives them a set of numbers, such as how to count from 600 to 1000. There is no requirement. Some children say that they can have 1 plot, some say that they can have 5 plots, and some say that they can have 10 plot, so they are guided and pushed again and again, and finally let the children say that they can have 100 plot.
Let the children compare, which numbering method is more convenient and simple? The children said 1 10 in unison. This leads to the knowledge point that 10 is 1000.
When teaching "lap counting", she used to let her children dial with a counter. The teacher said to add a number for the child to dial by hand. For example, add 1 to 6 19, let children say all ten into one, and add 1 to 799, so that children can experience the mathematical thought of all ten into ten and all ten into one hundred.
Let children find numbers within 1000 from their lives, and their enthusiasm will be ignited again, which will deepen their understanding of numbers within 1000.
In the last session, the children put hooks on the blackboard in groups, and a group of small squares were drawn on the hooks. Let the children form their favorite graphics together. Although the result is not satisfactory, it still has obvious teaching effect. Also, by saying idioms with numbers, children can realize the connection between the profoundness of China characters and knowledge.
Although the whole class was a little delayed, on the whole, Mr. Wang's grasp of this class was comprehensive, especially the handling of details was just right.
The second class is teacher Yang's third grade math "Area". Area is a brand-new concept for children. Teacher Yang asked children to start with the things around them and feel the area with their hands at the same time, and then asked them to say what is the area? The size of an object's surface is its surface area.
Does an object have only one side? The teacher's questions lead the children to explore the answers with curiosity. What the child said at first may be illogical. At this time, the teacher should not rush to deny the child, but should try to guide the child back to the "right track".
I really appreciate Mr. Wang's praise for the children's tricks, as well as some exaggerated movements and expressions. It seems that the teacher's mood is full, the language is wonderful, and the children are also very focused.
When teaching area conservation, she used the methods of "rubbing", "spelling" and "cutting" to let children feel that the area of an object will not change because of the change of position.
Finally, let the children talk about the gains of this class. What are the problems? The children spoke freely and the teacher answered them one by one.
I reflect that I have been pursuing a "student-oriented classroom" in the classroom, so that children can explore, express and discover, but I have not completely presented a classroom like today.
Through today's study, I have a new understanding of how to arouse children's enthusiasm in future teaching. On the road of "student-oriented", we will explore and pursue harder to make "student-oriented flower" shine in the classroom.