Reflections on mathematics teaching in the third grade of the first primary school
"Division by Oral Calculation" is the teaching content of Unit 2 in Volume 2 of Grade Three of People's Education Press. It is taught on the basis that students have mastered the multiplication and division in the table and the multiplication of one digit and multiple digits, which lays a solid knowledge and thinking foundation for the following students to master the division and division of two digits and multiple digits. As the beginning of this unit, how to make children understand the arithmetic of division is both important and difficult. According to past experience, students can quickly grasp the law of calculation, but they can only understand the process of calculation, or they can't describe it completely and orderly in words. However, in this book published by New People's Education, many contents focus on letting children explore the process of calculation, rather than blindly pursuing results, which is a great challenge to our teaching.
Before this class, I thought for a long time, how to make children interested in exploring arithmetic in class, and how to make children naturally understand the truth of division calculation? Around these, I made some detailed preparations, and then found that it was these small details that made the children quickly enter the state, thus successfully completing the learning task.
Before teaching the example 1, I asked the children to count 100 pieces of handmade paper and asked: How to count 100 pieces of handmade paper quickly? Soon, some children found that the number of sheets 100 was too slow, so some students raised their hands and asked, teacher, can you divide these papers into piles 10, so that it can count 10. Everyone thought it was a good idea, so I tied 100 pieces of handmade paper into 10 pile and asked: If the numbers are one by one, how many ones are there in 100? If the number of piles is 100, how many are there? The children immediately reflected that the counting unit changed from "one" to "ten", so the counting speed was accelerated. Then I asked: How to count 40 pieces of handmade paper quickly? At this time, many children choose one by one. Asked why, the children proudly told me with data: if one piece counts 40 times, if ten pieces count only 4 times, it can save 36 times. So I used the children's understanding to introduce it into this class, explaining that since it is verbal calculation, it is necessary to reflect quick calculation, so how to save trouble is the focus of this class. In this way, it is more natural to enter the transition of example 1, and at the same time, children's understanding that adding "0" to the cover is actually changing the counting unit is solved.
Through the attempt of this class, I fully feel that teachers can only give students more time in class, let them feel, communicate and learn by themselves, and gain new knowledge through their own efforts, so as to improve students' autonomous learning ability and better complete teaching tasks.
Reflections on Mathematics Teaching in Grade Two and Grade Three of Primary School
"Time, Minute and Seconds": "Understanding of Time, Minute and Seconds" is a very important content in junior high school mathematics teaching, and it is also a very practical mathematics knowledge. I always follow the idea that mathematics comes from life and is applied to life in teaching. Although students mainly study the knowledge about time in class, they already have a lot of perceptual knowledge about time in their lives, and feel that our study, life and labor are closely related to time.
At the beginning of class, I took students' original knowledge about time and life experience as a pre-class test. * * * There are 14 students who can't read the time on the clock correctly. In view of this phenomenon, four teaching contents are well grasped: first, know the seed surface, know which parts the clock surface consists of and what it represents, and demonstrate it with a clock according to the students' stories; The second is to know the time: hours, minutes and seconds, knowing that 1 hour is 60 minutes and 1 minute is 60 seconds. When students understand the relationship between time and minutes, they are also shown that the hour hand walks a big grid and the minute hand walks a circle, thus revealing the internal relationship between time and minutes. The third is to learn how to watch the clock; The fourth is to master the writing methods of time, and use these writing methods to write the time reflected on the surface.
When guiding students to know the time on the clock, teachers should guide students to observe and perceive what they want to learn, let students set a time by themselves, then speak it out to guide everyone to discuss, and finally the teacher makes a summary. On the one hand, this will give students a practical basis for learning, on the other hand, it will also let them learn to learn to learn. In the exercise, I showed a clock face that can be dragged, leaving a moment at random, so that students can tell the indicated time correctly and move the clock face to improve students' interest in practice. I focused on practicing the teaching difficulties, comparing them many times and looking for a good way to overcome them.
In the classroom, I reformed the organizational form of classroom teaching and provided students with time and space for positive development. By creating problem situations and organizing group cooperative learning, every student has the opportunity to participate in the whole process of knowledge generation and development; Let children gain knowledge in activities, experience the fun of learning and deepen their understanding of what they have learned; At the same time, teachers introduce students to the methods of expressing time from ancient times to the present, educate students to cherish time, and encourage students to arrange time scientifically and make full use of time in their future study and life.
Reflections on Mathematics Teaching in the Third Grade of Wensan Primary School
Observation object: success;
1. Attach importance to students' hands-on operation ability and cultivate students' spatial concept. In the teaching of example 1, I first let the students observe that a given number of corresponding geometric combinations are put out according to a given plane figure, and the students can put them out more easily and happily with their own cubes. Then, I asked the students to close their eyes and imagine in their minds what it would be like without geometric assembly. In this way, the transformation from two-dimensional to three-dimensional space is realized, and then from three-dimensional to two-dimensional space is transformed, which cultivates students' hands-on operation ability and develops students' spatial concept.
2. Explore and learn new knowledge independently, so that students can do it independently. In the teaching of Example 2, students are allowed to explore independently in observation, operation, imagination and reasoning, put together according to the plane figures observed from three different directions, and finally get the final arrangement after constant adjustment and reasoning. In this process, teachers should pay attention to let students deduce the possible geometric combinations from the front, top and left, that is, several columns, rows and layers can be obtained from the front, and the final answer can be obtained through orderly thinking.
Disadvantages:
1. The front of the geometric combination and the plane figures observed by students on it are not easy to make mistakes, mainly in the figures observed from the left and right.
2. It is still difficult for students who don't put geometric combinations in their minds, that is, the imagination of students who restore three-dimensional space according to two-dimensional space needs to be improved.
Re-instructional design:
1, pay attention to the students' observation of the plane figure of geometric combination from the left and right, and strengthen the training in this respect.
2. According to the plane figures observed in different directions, the geometric combination is put forward and then restored, and the transformation from two-dimensional space to three-dimensional space and from three-dimensional space to two-dimensional space is carried out.
Reflections on Mathematics Teaching in Grade Four and Grade Three of Primary School
Know a score: 1. Create life situations that students are familiar with and interested in, and help students learn grades.
From integer to fraction, it is a cognitive breakthrough for students. In order to build a breakthrough stage for students, I provide a life situation close to students' reality, so that students can understand the meaning of scores in familiar situations. Huanhuan and Lele went out for an outing with their parents. These foods are all brought by themselves, so students are advised to help them score a point. Give two people four apples and two bottles of water, and let the students review the meaning of "average score". Pave the way for further average segmentation of the whole object.
2. Strengthen mathematical practice activities and let students actively construct mathematical knowledge.
Students' learning of mathematics knowledge is not passive acceptance, but active construction, and hands-on operation has a positive role in promoting students' construction. In teaching, I have provided many practical opportunities for students to use their hands, brains and words. In this process, understand the meaning of the score. For example, let students divide a piece of moon cake into two or four pieces on average. In order to facilitate students to feel and experience the average size of each piece, each piece is half or a quarter of the original whole.
Then ask the students to fold 1/4 of the square paper, color it, talk about the meaning of folding 1/4, and show several different folding methods. Let the students observe and compare, and realize that although their folding methods are different, they are all divided into four parts on average, so each part is the square of 1/4. So as to understand that the score is based on the average score.
3, contact life, to further understand the meaning of the score.
The initial understanding of the score is based on the prototype of life, so let the students connect with life and list an example of an average object in life, thus producing different scores. Through group discussion, writing and discussing the meaning of each part of the score, students can learn more about the score. At the same time, let students learn to communicate the results of mathematical thinking with their peers and get positive emotional experience.
4, broaden the extension, so that students have a deeper understanding of the score.
Through the scores generated by folding a rectangular piece of paper in half, twice and three times, students can intuitively realize that the more copies an object is divided equally, the smaller it is. Deepen students' understanding of scores and pave the way for subsequent score comparison.
Reflections on mathematics teaching in the third grade of the fifth primary school
Buy a new book: This lesson is the fourth division of Unit 6 in the first volume of the third grade mathematics textbook of Beijing Normal University. It is a mixed operation of continuous division and multiplication and division after students learn and master the division of two digits divided by one digit and three digits divided by one digit. The textbook provides a situation of "buying new books", that is, understanding the quantitative relationship of continuous division application problems and the operation order of continuous division, multiplication and division mixed problems in the process of solving problems. The purpose of arranging teaching materials in this way is to understand the operation order in actual needs, not to impose it on students. I hope students can realize that mathematics comes from the real life around them and return to real life to solve problems. After practical teaching, I have the following reflections:
1. The content of buying a new book has both mixed operation and quantitative relationship. When I teach, the focus is on the understanding of quantitative relations. I think it is a little difficult for me to arrange the teaching content of this course. Therefore, students may not be able to keep up when they master the quantitative relationship of application problems and the operation order of mixed operations. Then in the future study, I will also practice the operation order of division and multiplication and division.
2. It is difficult for students to understand the quantitative relationship. First, students can think independently, so that they have enough time to think. Then, with the help of the intuitive demonstration of courseware and the significance of multiplication and division, they can get the idea of solving problems and reduce the difficulty.
3. In order to make students have the desire and interest to solve problems and stimulate students' problem-solving strategies, I changed the teaching method of single application problem in the past. In practice, forms include calculation, choosing one, telling the meaning of the formula, and having extra information to solve the problem. Stimulated students' interest and made them solve one math problem after another in an excited state.