Call 1 Teaching Reflection "Call" is the teaching content of a comprehensive practical activity class. This class studies a very interesting math problem, and its situation is to call 15 students to participate in the performance as soon as possible. The focus of this lesson is to let students learn to choose the optimal idea in solving problems.
It is estimated that it is difficult for students to find out the scheme of "calling 15 people as soon as possible" before teaching. Therefore, students are asked to explore the scheme of "calling seven people as soon as possible" and then explore the scheme of "calling 15 people as soon as possible" in a hierarchical and progressive way. Dealing with textbooks in this way disperses the difficulties and conforms to the idea and method of mathematical induction.
This lesson will discuss the process of "how to save the mobile phone". In teaching, students are deliberately allowed to go through the process of trial and error, so that each student can design different schemes according to his own life experience and understanding. Therefore, from the "one-by-one notification" in the first scheme to the group notification in the second scheme, and finally gradually optimized to "everyone is not idle", so that students can fully understand the diversity and optimization ideas of problem-solving methods.
In the teaching process of discovering laws, I guide students to think in an orderly way through diagrams. How many people called in the first minute? How many people (including the teacher) know the news after the phone call? What about the second minute? What about the third minute? Through "peeling bamboo shoots layer by layer", the law is clear step by step, and the reason is self-evident.
In addition, in the process of solving problems, different students use different diagrams and formulas to express the ideas and results of solving problems, which shows students' unique way of thinking and problem-solving strategies, and is also conducive to the cultivation of symbol sense and the infiltration of modeling ideas. Therefore, although the teaching time of this link has been greatly increased, the educational value of this learning material has also been fully explored and expanded.
Deficiencies in teaching:
1, a small number of students did not think hard and use their brains to find the best method, but passively listened to other people's analysis and methods.
2, or should be bold to give it to students, the teacher said less. Ask the students to sum up more.
Reflections on "Calling" Teaching II. First, students' dominant position has been fully reflected. I always regard students as the master of oral communication and the main body of training, and actively arrange time for students to study independently, set up a stage and provide opportunities for performances. For example, the design links such as "recalling the scene of calling" in the lead-in link, "student performance" and "teacher-student evaluation" in the hierarchical training link of "intra-group communication" all strive to show the full participation in the learning process and implement the requirements of "facing the whole".
Second, the consciousness and ability of cooperation have been well cultivated. "Talking on the phone" is not only a typical oral communication activity in daily life, but also an excellent example of interpersonal relationship. I create situations in close connection with the reality of life, actively create an atmosphere of learning, exploration and research, and make full use of cooperative learning modes such as dialogue and interaction, so that students can learn to respect, communicate, help each other, exchange needed goods and learn from each other's strengths. For example, "students' free group practice" and "students' performance" are all good practices to cultivate students' cooperative consciousness and ability.
Third, I pay attention to innovative learning. After creating situations and learning the most basic methods of making a phone call, I designed four different situations that may appear when making a phone call. The purpose is to set up dialogue barriers, increase the difficulty of oral communication, further cultivate students' multi-channel problem-solving ability, and cultivate students' innovative thinking and flexibility in oral communication.
Reflections on the third part of the teaching of "Calling" In this class, I try to change myself from the original professor to a learning instructor and collaborator, and the change of this role will make students change from listeners to active participants in learning, and from passive acceptance of knowledge to personal experience. It pays attention to the application of autonomy, cooperation and inquiry teaching mode, completes the teaching task well and creates a broad space for students to give full play to their creativity.
In the process of student role-playing, some students use the words "nonstandard" or "faulty", or they don't say hello at the beginning and say goodbye at the end of the introduction. I gave instructions and guidance in time and allowed him to say it again in another word. Because of the joy of success, students' enthusiasm for participation is generally high, which not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to operate, think and speak, and also cultivates students' self-confidence and good personality quality.
Reflection on the Teaching of Making a Phone Call Part IV: Making a Phone Call is a comprehensive practical course under the fifth grade of the new curriculum. The theme of this class is very good, which is closely related to students' real life. Through this practical class, students not only increase their knowledge, but also learn the methods to solve mathematical problems. Through teaching, we have the following experiences:
1, the characteristics of being able to attend activity classes.
The first is "living", which can actively guide students to deal with problems flexibly and activate mathematical thinking. The classroom learning atmosphere is strong, teachers and students explore together, and students have high participation. Then there is exercise. This course not only pays attention to the results, but also pays attention to the process, the performance of students in the whole process, and whether they can actively solve problems with their hands, brains and mouths. In the teaching process, students can speak freely, say whatever they want, write whatever they want, draw whatever they want, debate and argue, and explore knowledge in a pleasant environment, which makes them feel very comfortable.
2, can fully tap the potential of students.
Call, students are familiar with and interested in, which can fully mobilize students' existing life accumulation. From short message games to students' exploration of laws, students can combine the real life of their confidants, so that the knowledge development of the whole class is under the guidance of teachers and students can cooperate. It can be seen that teachers are organizers of teaching, guides of students and participants in research. In class, Mr. Wang Can keeps abreast of students' learning level and progress, and loses no time to help and release students. For example, students send messages one by one, or an average group sends messages, the teacher uses help, and then uses release in the new class, so that students can learn to draw in an orderly way, and finally 20% of students are more acceptable. It also embodies the diversity and optimization of mathematical methods.
3. Teachers are good at arousing students' emotions.
Teachers are good at mobilizing students' emotions, so that students can explore knowledge in depth with the joy of continuous success. For example, in the question of how many small audiences can be notified in six minutes at most, students use their existing knowledge and skills to solve practical problems in life. Students are willing to learn, laying the seeds of happiness for learning mathematics knowledge in the future. It cultivates students' spirit to explore the unknown.
Of course, through the classroom teaching competition of young teachers in this school, we also found that there are many aspects that need to be improved urgently:
1, the textbook is not deep enough, which leads to the classroom design is not compact enough.
2. The effectiveness of the teaching process is still weak. After class, I found that some students' mastery of this knowledge is not ideal.
3. The thinking mode of mathematics is not clearly displayed in the classroom, which makes students fail to achieve the teaching objectives of this course.
Through the teaching of this class, we not only found the great potential of many students, but also felt how important it is for students to gain the happiness and excitement of knowledge in the process of experiencing the production and development of knowledge under the new curriculum environment. The quality of the classroom is not how much knowledge students have learned, but whether students have learned some basic skills about how to learn mathematics. We will put forward higher requirements for ourselves and strive to make our classroom teaching ability by going up one flight of stairs on the original basis. Let our class be accepted by students more easily and have its own teaching characteristics.
Reflections on telephone teaching This course is based on the study of the optimization idea of the unit "Mathematics Wide Angle" in the first volume of the fourth grade, combined with the familiar materials of students, and starting from the specific problem situation, let students try to find the optimal solution among various problem-solving methods, further understand the close relationship between mathematics and life and the application of optimization ideas in life, and cultivate students' ability to solve practical problems with mathematical knowledge. At the same time, through painting,
The activities provided in the textbook are divided into three parts:
1. Explore the optimal scheme. There are three progressive tips in the textbook: you can tell one by one-it will be faster to tell in groups-whether the more groups, the less time it takes, so as to get the best method.
2. Find the law. Organize students to discuss several schemes that appear in the previous grouping, and then guide students to find out the rules with relevant diagrams.
3. Apply the law to solve two problems: let students calculate how many people can be notified within 5 minutes according to the law; If there are 50 people in a choir, how long does it take to inform everyone at least?
Judging from the existing teaching practice, students can think that "group notification" saves some time than "one by one notification", but most students will only divide the number of people into several groups on average, and because students have not learned to express their thoughts well with charts, they are confused in the process of group notification, and the purpose of activities is poor. Finally, most students simply can't figure out how many minutes is the shortest time. At the same time, there are many schemes of group calling, and teachers are easily caught in a dilemma in the face of some chaotic generations. As everyone knows, the most time-saving and optimal scheme is actually not to divide students into several groups. It is actually a tree-like design scheme with single-line connection. After a student receives a call, he then informs his classmates (including the teacher) that he has the task of calling, so that everyone will not be idle until all the classmates are informed.
Therefore, I consider setting the teaching starting point lower, not from "informing 15 people" but from "informing 3 people", so that all students can participate in the design of the scheme. When communicating, the teacher asked the key points and doubts to demonstrate and draw a simple plan to guide students to save time and effort in several plans, which naturally led to the idea of optimization. The lowering of the starting point and timely guidance in exchange for students not to be blind in the next inquiry, thus improving the effectiveness of independent inquiry and the efficiency of learning. Then, step by step, let students explore the best scheme of "informing more people" independently, and try to express their ideas in an orderly way with charts. Through communication with peers and teachers, we can master reasonable expression methods and explore the hidden laws. In this process, teachers should give full play to the leading role, which is very important for guiding and demonstrating drawing, guiding and asking questions at the turning point of thinking, truly combining support with release, teaching students in accordance with their aptitude and making a fuss about promoting the development of thinking.