This lesson is page 23, example 3 "Solving problems by division". The main teaching of this course is to let students learn to solve the division application problems of "divide a number into several parts evenly and find out how much each part is" and "divide a number into several parts to see if it can be divided into several parts", and write the company name. By providing rich, realistic and exploratory learning pictures, we can perceive the close relationship between life and mathematics, stimulate students' interest in mathematics, and gradually develop students' mathematical thinking ability and innovative consciousness. Make students master the thinking method of solving simple division application problems, that is, solve simple division problems according to two meanings of division. In the process of solving problems, students can understand the internal relationship between the two problems and are inspired by dialectical materialism. In classroom teaching, I think I can do better in these aspects: 1. In this class, I made full use of the teaching materials, starting from the teaching materials but not limited to the teaching materials, and gave full play to the teaching role of the teaching materials to a certain extent. In teaching, I guide students to understand and solve problems step by step: first, let students find problems by observing topics; Step two, let the students find out the mathematical information and ask the mathematical questions. Step 3, let the students use division to solve "How many do you put in each box?" "How many cartons do you need?" These two questions; The fourth step is to review the problem-solving methods, compare the relationship between the two questions, find out the similarities and differences, and let students pay more attention to the mathematical information and problems around them and solve these problems.

Pay attention to what the students say. In class, there are different ways of speaking, individual speaking, talking with classmates and the whole class talking together, which gives students sufficient time and space. Let the students show their thinking process and express their ideas through speaking. In the process of speaking, understand the quantitative relationship between "divide a number into several parts and find out how much each part is" and "divide a number into several parts to see how many parts it can be divided into" and master the solution. While achieving the teaching objectives, we should cultivate students' expressive ability, independent ability and the ability to examine different viewpoints.

But there are also many shortcomings: for example, when comparing the differences between the two questions, the handling of students' answers is not flexible enough. After asking students to find out the difference between the two questions, I forgot to ask students to further understand the two meanings of division through summary. The difficulty here is not outstanding enough. Some students said that the meaning is different. Did not ask in-depth questions in time, missed an opportunity for students to understand.

Reflections on Mathematics Teaching in Grade Two and Grade Two in Primary Schools

Addition and subtraction are based on addition and subtraction. Students have a certain foundation and there is no big problem with the calculation method, so I will guide students to understand the significance of addition and subtraction. This lesson is introduced from the familiar life situation of taking a bus. In teaching, let students describe the "action process" in the situation diagram in mathematical language, ask questions and connect with process calculation. The students all have the experience of taking the bus, so they are very easy to understand. This mixed problem of addition and subtraction is taught on the basis of addition and subtraction. Because the order of operation is the same as addition and subtraction, students are required to make analogy in teaching. First fill in the first step-by-step vertical table and calculate the numbers, then fill in the step-by-step vertical table and calculate the results, and then let the students think of a simple vertical table. Combine students' active exploration with teachers' timely guidance, so that students can improve their learning ability in a relaxed and happy atmosphere. In teaching, I pay attention to guiding students to contact with real life, and understand the meaning and calculation order of addition and subtraction by observing the situation map. Therefore, in the examples and "do-one-do" exercises, students should pay attention to the meaning of the diagram and calculate according to the formula of the meaning of the diagram, so as to better understand the calculation order. It is gratifying that students have a good grasp of the calculation order of addition and subtraction, with faster calculation speed and higher accuracy.

This part is the knowledge of the second unit of the first volume of senior two mathematics, which is taught by students on the basis of addition and subtraction within 100, and is a comprehensive exercise of the calculation methods learned before. Through this part of the study, we can further consolidate the addition and subtraction within 100 and improve students' computing ability. Because the first grade has learned the order of addition and subtraction and addition and subtraction, the focus of this lesson is to learn the vertical calculation method in addition and subtraction.

In specific teaching, I combine the scene legend 1, first do two vertical calculations step by step according to the operation order, and then guide the students to observe and analyze. How to write is easier? Where is simplicity? Through observation, students find it more convenient to write vertically. In the calculation of the combination of addition and subtraction, let the students make an analogy with the vertical writing of addition and subtraction. This not only consolidates the previous knowledge, but also gives students room to think, and the whole classroom has a good effect.

When consolidating exercises, I used a consistent method to let the whole class check collectively, that is, I said the algorithm while pointing vertically to improve the accuracy. The teacher emphasized the writing format and the calculation of carry and abdication. In this way, I feel that students are interested in calculation and have exercised their thinking and thinking ability.

Reflections on Mathematics Teaching in the Third and Second Grades of Primary School

The basis of knowing time is to know the clock of senior one, how long it is, how long it is half, and how long it is. For junior students, time is a very abstract concept, which is difficult to understand. In this class, I made good use of courseware to let students master concepts and knowledge in actual observation. First, use courseware to stimulate interest and let students experience the whole process of knowledge formation.

According to the age and psychological characteristics of lower grade children, the courseware observation clock face is presented at the beginning of class, which attracts students' attention and arouses their strong interest in learning. Let students know the clock face, especially there are 12 big squares on the clock face, there are 5 small squares between each big square, and there are 60 small squares on the clock face. Let the students count one by one through the courseware. Through specific observation and operation, students can have a more comprehensive understanding of the clock face on the basis of existing knowledge, and also lay a solid foundation for the study of this class. Then guide the students to understand the time division, and let them know that when the hour hand walks the big grid of 1, the minute hand walks the big grid of 5 points. Then let the students observe the movement of the hour hand and the minute hand, and draw the conclusion that 1 hour = 60 minutes. In this link, students can observe and understand by using the demonstration of courseware. Meanwhile, at the end. The "puzzle" designed in the exercise also aroused students' great interest. This question not only exercises the division of time, but also plays a role in educating students to cherish time.

Second, while learning knowledge, infiltrate moral education thoughts.

This class gives students a targeted moral education that cherishes time. In teaching, I invite students to experience "How long is 1 minute" and "What can you do with 1 minute", and then the teacher shows the collected information "the value of one minute" and so on. All these make students deeply realize that although one minute is short, you can do many meaningful things, so you must cherish time.

exist problem

1, the introduction of time division is not clever enough. It would be better if students can realize the importance of accurate time division with some examples from life.

2. In the whole class, the teacher talked too much and didn't combine teaching AIDS, learning tools and media. Students should dial a clock and experience the change of time by themselves.

3. Let the students experience one minute in class, give an example of what they can do in one minute, the teacher shows the value of one minute collected, and there are time quotations. There are too many emotional goals, which shows that there is no distinction between primary and secondary.

4. Teachers' language lacks passion and evaluative language, which can't arouse students' enthusiasm well.