As an excellent people's teacher, one of our tasks is teaching. Writing teaching reflection can sum up our teaching experience. How to write teaching reflection? The following is a model essay (commonly used in 6 articles) for you to sort out after-school math teaching in the second grade of primary school. I hope it will help you.
1 Reflection on mathematics teaching in grade two after "Understanding Division" is the initial content for students to further understand division on the basis of understanding "average score" and an important link for students to establish division representation. In this lesson, I will teach the names of each part of the division formula with the average score. The content of "division" is designed by taking the average division as an example in the textbook, which can stimulate students' interest in learning and let them know more about division in vivid and concrete situations.
Understand the meaning of division on the basis of hands-on operation and language expression. After I show the topic, let the students think about division, strengthen the consciousness of using average score, and describe the process of average score in language in the process of division, with emphasis on what to divide, how to divide it and what the result is. By this means, the corresponding representation of averaging activities in students' minds will deepen, accumulate rich perceptual knowledge and further understand the significance of division.
In teaching, I highlight the corresponding relationship between the process and result of average score and the number in the division formula, and understand the meaning of the number in the division formula. If the students divide the goods equally according to the requirements, let the students think: "Was the operation just average?" "What formula can be used to express the process and result of average score?" . On the basis of students' existing knowledge and experience, strengthen the consciousness of average score and help students know that dividing some objects or a total into several equal parts can be calculated by division. After writing the formula, let the students tell the meaning of the division formula completely, and highlight the corresponding relationship between the process and result of the average score and the numbers in the division formula.
Reflections on the second classroom teaching of mathematics in grade two. The lesson "Understanding Division with Remainder" plays a connecting role in learning division. In teaching, I make full use of learning tools to let students do things first, and let students know in the activities of dividing things that sometimes they have just finished dividing, and sometimes there is not enough surplus to divide, thus forming the appearance of "surplus" first, and then establishing the concepts of remainder and remainder division.
In the process of pendulum, students can feel that the process of pendulum sum is the same as the meaning expressed by the formula, and know that when there is a remainder, it can be solved by a new formula, that is, the division with a remainder is not enough to be divided into several parts, which is called the remainder, which establishes the representation support for the abstract formula and deepens the understanding of the meaning of division with a remainder.
Mathematics learning should be "interesting". Here, I organize students to play puzzles with sticks, as well as the reasoning learning activities of a famous detective Conan, so that the famous detective Conan can observe and discover, think and reason, solve problems, stimulate students' interest, guide students to observe and think, and cultivate students' ability of observation, induction and generalization. Let students observe the relationship between remainder and divisor in hands-on operation, and draw the conclusion that remainder is less than divisor. After getting the conclusion, I also ask students questions at will to verify whether the conclusion is always valid, deepen students' understanding and cultivate students' questioning spirit.
I am delighted to see that the children are in a state of positive thinking from beginning to end in the whole class. They were attracted by the math problem. They think about math problems, let students explore independently, sometimes think quietly, sometimes speak enthusiastically, and students really participate in the whole process of class activities. The combination of static and dynamic in class has a remarkable learning effect.
There are still some shortcomings in the actual teaching process of this course. Due to the online network teaching and the instability of the network, there are echoes and unclear phenomena in the interaction between Lian Mai and Mai. In addition, in the square display with different numbers of sticks, if it can be uploaded and presented in batches according to numbers, the effect will be better, which is convenient for children to observe and compare. Therefore, in the future teaching, I will pay attention to some small details on the basis of controlling the whole teaching process, which will be more perfect and the effect will be better. I will continue to study, continue to work hard, improve my teaching level, and make my ability to control the classroom further.
Reflections on the teaching of "knowing division" in the second grade of primary school mathematics 3 "Preliminary understanding of division" is the teaching content of Unit 2 in Book 4 of primary school mathematics textbooks, and it is the beginning for students to learn division. This lesson is the first lesson of the concept of division, and students don't have this knowledge in the original knowledge structure. Therefore, the teaching goal of this course is to let students know the meaning of "average score" through the division of things themselves, and make it clear from the process of average score.
When I designed the lesson plan, I set the teaching focus as "dividing things by reality, so that students can know the meaning of division".
The average score of (1) is derived from the same number. At this level, two practical operations are arranged. First, divide eight digital cards into two parts, and each part has the same number. Through the first hands-on operation, the student's report leads to "the same number", and through the second hands-on operation and the teacher's question, the average score is obtained.
(2) Use the "average score" to guide the operation. Let the students divide the six apples into three parts on average and ask how much each part is.
(3) The common sense of "average score" is abstracted into a division formula. After solving the problem of "average score", the teacher pointed out that six apples are divided into three parts, each part is two, which can be expressed by division, so the division formula is abstracted.
Students are very interested in practical operation, and have deepened their understanding of "average score" through practice, and have a strong interest in future division learning.
Reflections on the Teaching of "Understanding Division" after Class Four, Grade Two in Primary Mathematics; Division in Table is the basis of learning division, and "Preliminary Understanding of Division" is the beginning for students to learn division. Therefore, students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.
When I designed the lesson plan, I set the teaching focus as "dividing things by reality, so that students can know the meaning of division". In teaching, I let students participate in all kinds of experience activities, so that students can actively construct knowledge in vivid and concrete situations, and achieved good results: in the small stick, students put forward dozens of methods after hands-on operation, and also deeply understood the average score; Some students divide 12 apples into 2, 3, 4 and 6 on average, while others divide 10 apples into 2 and 5 on average. I asked them to introduce their works with "average score", and they all made appearances in hands in the air. The classroom has become a vanilla garden full of experience and fun. Perhaps this kind of classroom lacks many classroom routines, but I have gained the surprise of children's free thinking.
The whole class was successfully completed, and the students were very interested in the actual operation. Through practice, they deepened their understanding of "average score" and became interested in division learning in the future.
Reflections on the teaching of cognitive division in the second grade of primary school: 5 This lesson is the cognitive division of Unit 4 in the first volume of the second grade of Jiangsu Education Press. The teaching emphasis of this lesson is: after students have accumulated some perceptual experience through averaging activities, they will abstract the division formula from averaging activities, so that students can understand and initially understand the meaning of division through this abstract process. It is not only the basis of seeking quotient by multiplication formula, but also the main basis for solving practical problems of division in the future, so I pay attention to the following points in teaching:
1. Let students go through the abstract process of "practical problem-activity of average division (physical operation or representation operation)-division formula", establish a mathematical model, so as to understand the practical significance of division, initially understand that some objects can be calculated by division, and then introduce the writing of division symbols and division formulas. In this process, it is difficult for junior students to understand the meaning of division. Therefore, when students list the division formula, I also ask students to repeat the meaning of the listed division formula according to the meaning of the question, that is, the meaning of each number in the division formula to help students understand the meaning of division. After the whole class, it can be seen that most students can not only list the division formula correctly, but also understand its meaning.
2. In the process of practice, let students observe the situation map, collect the information told us in the topic and find out the problems we need to solve. Then, make full use of the knowledge and skills that students have learned, and let them find ways to solve practical problems in their daily life. So as to deepen the understanding and consolidation of division knowledge and cultivate students' motivation and interest in learning mathematics.
3. Fully understand and take care of students with learning difficulties, and strengthen practice in a targeted manner. For example, the reading of division formula seems simple, but there will definitely be problems for some students with learning difficulties. So in teaching, I pay great attention to this small link. In addition to watching it together, I will also show it to the students by name, which will help deepen everyone's impression and make the students learn more solidly.
Reflections on the teaching of cognitive division in the second grade of primary school 6 "Preliminary understanding of division-average score" is the basic content of table division (1), the teaching focus of this unit, and the key for students to solve practical problems in life by using average score in the future. This lesson is mainly to let students know the meaning of the average score through the actual operation in specific situations, form the appearance of the average score in their minds, and then let students understand the meaning of the division operation in specific situations.
The first time students come into contact with the concept of "division" is indeed a key and difficult point for primary and secondary school students. How to guide students to introduce the concept of division from the concept of "average score" has become a difficult point in the teaching content of this course.
This lesson is divided into "Stimulating Interest-Activity-Practice Exploration", which fully embodies the concept of the new curriculum standard: let students become the main body of learning, and realize "hands-on operation and independent exploration" on the basis of fully mobilizing students' learning enthusiasm. In this learning process, students do not passively absorb knowledge, but actively acquire knowledge through several mathematical activities, such as observation (differences between monkeys and kittens), calculation (students divide peaches and sticks by themselves), discussion (differences between monkeys and kittens, how to divide each one) and exploration (14 how to divide grapes).
This lesson has two characteristics:
1, the story runs through the whole story, provided that students' interest in learning is fully mobilized.
Junior students think better in images than in abstractions, and they are very interested in fairy tales. In order to stimulate students' enthusiasm for learning, stimulate their interest in learning and help them actively acquire new knowledge, we design a story that interests students at the beginning of this class, so that students can know from the beginning why bears were cheated because the fox was unfairly divided, thus stimulating students' interest. This story is connected in series throughout the class.
2, contact with real life, design teaching activities, encourage and guide participation.
In normal life, children always divide things and feel unfair. How can it be fair? I believe that students with life experience will know that "everyone's quantity should be the same", but most students will leave the question of "how to divide it fairly". On the basis of students' existing knowledge, combined with students' real life, let students distinguish whether monkeys and kittens are fair, help bears divide sticks, peaches and grapes, and let students have both intimacy and natural enthusiasm to participate in learning. In addition, a series of rich and interesting activities enable students to acquire new knowledge in the process of hands-on and brain-thinking, and develop and improve their ability to learn mathematics.
This lesson highlights the idea that mathematics originates from life and is applied to life. In teaching, students are allowed to use their learning tools, start swinging, have a look, count and other practical means to transform their knowledge. In addition, in the form of classroom organization, teachers pay attention to the change from single lecture to students' active participation, active inquiry and group cooperation and communication.
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