1
Reflections on the teaching of one number multiplied by the majority
Teacher Hua Xiuyu
Computing teaching is a very boring teaching content, but it is also an essential content. How to make boring content vivid and full of vitality? I carefully studied the teaching materials and teaching reference materials, and learned the content of this unit by the following methods:
1. Create a space for students to think and communicate based on their existing knowledge and experience.
The new curriculum standard puts forward "guiding students to think independently and communicate cooperatively", "strengthening estimation and encouraging algorithm diversification". In the process of exploring pen multiplication, I first let students estimate and cultivate their estimation ability. Then, I asked students to use their existing knowledge and experience to calculate, and students actively participated in exchanges and discussions. Many students have strong oral expression ability, and get the results through oral calculation. Students fully experience the joy of success in communication. On this basis, I guide students to try to solve this problem vertically. On the basis of oral calculation, students obtained the method of multiplication by writing through careful thinking and cooperative communication. From solving problems with existing knowledge to exploring written calculation methods, students are always in the main position of learning. In the activity, the students experienced the process of obtaining the calculation methods of pen calculation and multiplication, realized the usefulness of calculation, and truly became the masters of learning. This process is the result of students themselves, not imposed on them by teachers, and students are willing to accept it and easy to accept it.
2. Give students a chance to jump, so that students can gradually master the learning methods in class and effectively apply them to future study.
After students learn simple multiplication, I let them try to calculate slightly difficult formulas, and let them try to learn independently, think about calculation methods, and use the transfer of new knowledge to complete their studies.
Every class has its successes and shortcomings. Although I built a platform for students to freely show and cooperate in each class, I didn't pay enough attention to the time and space of some students. For example, some introverted children who rarely talk at ordinary times are far less involved in cooperation and communication than lively and cheerful children, which requires me to constantly sum up experience and improve methods in future teaching, so as to truly "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different developments in mathematics. " The teaching of multi-digit multiplication has given me a new understanding of computing teaching. I will foster strengths and avoid weaknesses in future teaching and strive for good teaching results.
2
Reflections on the teaching of division with remainder
Teacher Hua Xiuyu
I took the first savings division class. This class is an extension of division in tables, which is subordinate to learning. In teaching, I mainly let students 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, build a new knowledge system, and give students a sense of accomplishment through intuitive and vivid teaching aid display, learning tool operation, games and self-exploration. 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. At the beginning of this class, the group distributed the sticks equally. After the students finished dividing the sticks, the teacher asked the students to observe the table carefully, compare and classify them. Students draw a conclusion through observation and comparison: after each group divides the sticks equally, there are two different results, one is that there is no surplus and the other is that there is surplus. Students initially perceive "surplus" from "stick" to form a conclusion, draw a concept, highlight the concept of "surplus", and cultivate students' preliminary observation, operation and comparison ability. Lay a good foundation for further study of the rest. When I know the remainder, when the divisor is greater than the remainder, I don't tell the students this rule, but also let the students calculate and circle. In the process of circle and guess, the students summed up the law that divisor is greater than 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. In the process of autonomy, cooperation and discussion, students communicate, interact and think on their own, so that students can get the representation support of the concept of "remainder" in the process of activities and lay the foundation for abstracting the concept of "remainder".
However, in the actual teaching process of this course, compared with the teaching plan, there are still many shortcomings. Because some links spend too much time, some necessary teaching links are not carried out. For example, it is a pity that the unique teaching design such as counting fingers and interesting thinking problems has not been carried out due to time reasons. Therefore, this teaching activity is a timely wake-up call for me, urging me to do a good job in teaching with a serious and open-minded attitude in the course of preparing lessons and even teaching in the future, which is to further improve my ability to control teaching materials and classrooms.
three
Reflections on the teaching of "two-digit plus two-digit oral calculation" in the first volume of Grade Three.
After this lesson, I have a lot of feelings about students, myself and the new curriculum standards, whether good or bad. Briefly summarized as the following aspects:
First, create a life situation to stimulate students' interest in learning.
In this class, by creating a complete situation-Expo trip, students' senses are stimulated with fresh topics, thus stimulating students' interest and desire in learning and building a good platform for students' study and research.
Some experts mentioned before that creating such a scene is suspected of deceiving students. I also thought about it in the design class, but I just felt that it was not appropriate to create such a scene, and I didn't find a breakthrough in the problem. Such a scenario is barely useful for naive and imaginative junior students, but with the growth of age and cognition, they will gradually lose interest in such hypothetical scenarios and even get bored. This also needs to be improved.
Second, pay attention to the formation and mastery of basic knowledge, so that the teaching objectives can be implemented.
It is an eternal theme to achieve teaching objectives and break through the difficulties of a class. In the process of curriculum reform, we should not only embody the basic idea of reform, but also inherit some effective methods in the past, so that students can achieve the basic teaching objectives. The beginning of this course mainly adopts the combination of calculation and application, taking promoting calculation as the teaching strategy, cultivating students' consciousness of choosing appropriate methods to solve practical problems according to specific conditions, experiencing the close connection between mathematics and life, and experiencing the diversity of problem-solving strategies. For example, first of all, the computer shows the queuing scene for students to visit the World Expo, gives the number of students in each class, and leads to the content of this lesson, so that students can further master the oral calculation of two digits plus two digits from the problem-solving process.
Third, fully grasp the students and put forward a variety of presuppositions.
"Algorithm diversification" is one of the new ideas advocated by curriculum reform. I know it should be advocated here, but does the textbook emphasize the calculation of numbers alone, because all I see in the lesson preparation manual is the method of division, and most of the students who meet oral calculation in the form of counting one first and then dozens in teaching do so. I'm a little confused about whether this is error-prone or verbal calculation. But the answer I gave my children at that time was:
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