One: Teaching attitude is more natural than before.
When I was in an open class before, I was frightened to see so many people below! My legs are shaking, even my voice is shaking, and my language is stuttering. I don't know what to say next. My mind is blank, I can't speak the language, and I completely forget the teaching link. The most serious time is forgetting words, and the brain is blank. I couldn't get a word, so I just stood there and laughed silly. The children were confused, and the teacher smiled in surprise ... Even though I completely remembered this lesson, it was still stuck ... I looked at it myself and was flustered. After giggling, I was speechless and embarrassed. I can only turn over the lecture table in a panic, look at my lesson plan, and carry on the next link nervously, with butterflies in my stomach, for fear of making mistakes next.
Today my teaching attitude is very natural. From communication with children before class, to interesting introduction, to the teaching process, and finally to practice and expansion. I am making progress step by step! Of course, I was a little nervous at first, not because I saw the children and teachers, but because I saw a heavyweight sitting on the right in the front row-Wang Renzi, a researcher in primary school mathematics at the Education Bureau. It was only yesterday afternoon that I got the news that someone from the Education Bureau had come to my class. Fortunately, I prepared in advance, otherwise I don't know what my hands and feet will be like. Look at the 100 people below. They were a little nervous at first. Looking back, I have stood on the stage of more than 500 people. Afraid of what? Think of them as "wooden chopping boards". Go up, go up, I'm going to class. People and classes are integrated, only the students in class are in their eyes, only my teaching content is in their hearts, my PPT is turned over in their hands, and only some refined words are said in their mouths.
I always smile in a class, and when I am in good condition, a class will naturally be finished! Suddenly found that forty minutes is so short. Suddenly, I am especially grateful to all the stages I have stood before! Every time you make a little progress, you won't be nervous, stage fright or out of control today. ...
Two: I really returned the class to the students. Now "Mathematics Curriculum Standard" emphasizes the combination of teachers' leading role and students' main role in teaching.
In the lead-in, I solve riddles on the lanterns asked students to take the initiative to find the gap in life. Then the relationship between interval number and hand index is counted by showing students' hands.
Teacher: How many intervals are there between five fingers?
Health: four.
Teacher: How many intervals are there between four fingers?
Health: three.
Teacher: How many intervals are there between three fingers?
Health: Two.
Teacher: How many intervals are there between two fingers?
Health: one
Teacher: How many intervals are there between one finger?
Students, you look at me and I look at you, counting my fingers and thinking about my problems.
Student: There is no interval between teachers.
Teacher: What numbers are used to represent intervals?
Health: zero
This class begins with a wonderful introduction.
The teacher just plays a leading role, constantly guiding and making students think constantly. The students are very interested in guessing riddles. The teacher talked about one of the main contents of this lesson: interval number.
Then let the students find the problems similar to fingers in life. Students first ask the teacher to show PPT and find out the problems of planting trees in life.
Then I asked the students to guess the result through the inquiry card, and then verified the result. Let them think and share their findings with their deskmates. In group cooperation, students are the masters of learning. I returned the classroom to the students and delegated the right to explore to them. Then plant trees at both ends of the 20-meter road. How to plant trees? Explore by yourself, you can draw pictures, make formulas, or set up learning tools to verify the results ... there is no limit to the methods. Then students can make their own models. Ask the students to tell which equations there are. Or what did you find?
I plant trees from 20 meters to 100 meters to 2000 meters. I planted trees at both ends, and the number kept expanding. Students do it by themselves, and then solve the problem by modeling. I was relaxed throughout the class. The students did it themselves with enthusiasm, and found and applied the rules.
Through my correct guidance, I really return the classroom to the students. I didn't dare to put too much before I'm afraid it's easier to let go than to take it back I am even more afraid that they will have a strange answer, which is beyond my preset. I couldn't pull them well with my teaching wit, so I held hands with my big hand, and the result was not so good. Today, I relaxed, the students learned easily, achieved the expected teaching goal, and better exercised their thinking. The protagonist of the classroom is the student, and the teacher is only a supporting role, just a shadow. The key moment is to guide and embody the teacher's teaching wit.
Third, mathematics classroom teaching should properly infiltrate mathematical ideas.
The main mathematical ideas in planting trees at two ends are as follows.
One-to-one correspondence of mathematical thoughts. There is a gap between two trees, two gaps between three trees, and so on. The number of trees is equal to the number of gaps plus 1. The presentation on PPT is clear, and students change from complex abstract questions to simple image questions.
Mathematical modeling thought. How to build a mathematical model from a mathematical problem or how to build a mathematical model from a query card requires group discussion and drawing to refine and build a mathematical model.
Number of intervals = total length/interval length
Tree = interval+1
This is the difficult and turning point of this course. By infiltrating this idea of mathematics into teaching, students learn to summarize and refine their own modeling, and then use modeling formulas to solve more difficult problems, and the comprehensive practical ability of mathematics has been satisfactorily improved. I can finish this course perfectly.
Bao Jianfeng comes from sharpening, and plum blossom fragrance comes from bitter cold! After preparing lessons, make progress a little at a time, hone yourself a little at a time, and get promoted through tempering. The summary I got in the promotion was sublimated in the summary, and I was promoted in the sublimation. Mathematical thinking permeates bit by bit, so does basic mathematical skills, and so does mathematical ability. My open mathematics course is also growing bit by bit through infiltration! Exercise again and again, and accumulate bit by bit. Every time I make a little progress, I believe my class will become more and more exciting.