Taking students as the main body, teachers as the leading factor, and teaching materials as the main basis, we take the way of inspiring and guiding independent exploration to help students grasp the learning focus and break through the learning difficulties.
First, introduce the situation.
Situation is the carrier of teaching content, the inducement of emotion and the platform of teaching activities, which is conducive to stimulating interest, concentrating attention, activating existing experience, forming thinking strategies and triggering autonomous activities.
Second, perception in observation.
The guiding role of teachers in the classroom is to provide students with certain learning materials, so that students can acquire perceptual knowledge and enrich their appearances through observation. It is students' existing knowledge to divide an object equally. Let the students say the scores in the observation, so as to awaken the original knowledge and experience and prepare for the students' innovation.
Third, practical experience.
Because mathematical knowledge is abstract, pupils' thinking is more intuitive than images. Using hands-on operation can help students form concepts by intuitively establishing representations.
Fourthly, internalization in communication.
The teaching process is an interactive process among teachers and students, students, teaching content and students, and the classroom is mainly realized through communication. Language and reading play a very important role in this process.
Language is the shell of thinking, and orderly operation helps students to form clear and smooth ideas and develop thinking. In class, I attach great importance to the process of students expressing their operational activities in language, so that each student has the opportunity to express his own ideas and cultivate students' sense of cooperation and ability. Guide students to express the results of their own operations in language, which promotes the integration of language and thinking. We can see that in this kind of inquiry class, students show great interest and enthusiasm, and there are contradictions, conflicts of thinking, sparks of inspiration and unexpected gains for teachers.
Reading is an important way of learning, and I also attach great importance to the cultivation of students' self-study ability. Students' self-study can be arranged before class or in classroom teaching according to different teaching contents. In this class, I arranged for students to have a dialogue with the text by reading textbooks after their exploration activities, so as to enrich their experience in operation and deepen it with the classical knowledge system.
Fifth, develop in practice.
Knowledge and skills are still one of the teaching objectives of the new curriculum. We should let students promote their own development by learning knowledge and skills. In class, I attach great importance to letting students use knowledge to solve corresponding math problems. I integrate the content of the textbook, optimize the exercises, and practice students' exercises in different forms, so that students can develop in practice (consolidate knowledge, form skills, develop thinking and promote positive emotions).
Sixth, extend in the game.
Math games are often used to adjust the classroom atmosphere. I think a good math game should also integrate knowledge, thinking and creativity into fun. I designed a game to expand students' knowledge and guide them to further study.
The significance of the score of 20 17. The report of distance learning and classroom observation 2 is from the fact that 1+ 1≠2 before class is sometimes correct to the presentation and analysis of various problem situations in class. Finally, Mr. Liu once again summed up that "students should develop good study habits in the learning process and learn to think from another angle when looking at problems", professor.
Angle 1: Understand the absoluteness and relativity of scores.
Throughout the primary school stage, students' understanding of numbers has expanded from natural numbers to decimals and fractions, and from the original absolute values to relative values. From knowing the absolute value of quantity and order to knowing the fraction of relative value, compared with natural numbers, it is undoubtedly a qualitative leap in understanding numbers. Teacher Liu carefully creates situations in class to guide students to discuss the absoluteness and relativity of scores together.
1. Understand the relativity of scores from two angles.
Teacher Liu designed several situations in class to lead students to understand the relativity of scores, such as "The colors of different pictures are 2/3(3 flowers, 6 flowers and 9 flowers), talk about how many kinds of flowers there are" and discuss "Why are they all 2/3, but the number of colors in each picture is different"; Another example is to present an incomplete picture of 1/5 and three corresponding pictures to discuss the amount of the unit "1" and so on. In the process of solving these problems, I believe that students are more aware of the relativity of scores; The number of the same score will vary according to the unit "1". Of course, the same thing needs to be expressed by different fractions because of the different relative units of "1". Relativity of fractions, a very abstract essential feature, is gradually deeply recognized and understood with the solution of the problem.
2. From "rate" to "quantity", we can understand the absoluteness and relativity of scores.
Fraction can be regarded as another form of division, which is the result of division and ratio, and it is presented in two forms: "concrete quantity" and "abstract number", that is, the absolute value and relative value of fraction. The analysis of this problem has always been a difficult point in the teaching process.
In order to solve this problem better, Teacher Liu skillfully created a situation in class: "The red ribbon is as long as the green ribbon, and the red ribbon takes1/2m, and the green ribbon takes1/2m. What kind of ribbon is the remaining length? " In the process of discrimination, 1/2 and 1/2m are compared repeatedly through the presentation and discussion of three line segments greater than, equal to and less than1m. No matter how the total length changes, the length of 1/2m remains unchanged, while 1/2 changes with the change of the unit "1". As an absolute value and a relative value, the existence of scores is constantly clarified through many comparisons in a situation. The score can represent both "relationship" and specific quantity. Teacher Liu found the correct connection point in teaching, and skillfully and seamlessly connected in the communication of two meanings.
Angle 2: Understand the score from the measurement dimension
The understanding of the meaning of fraction is mainly divided into four dimensions: ratio, measurement, operation and quotient. In these four dimensions, metrics are easily overlooked. The measurement of scores means that scores can be understood as the accumulation of fractional units. In this class, Mr. Liu led the students to experience the significance of "measuring" the score and felt the importance of the score unit.
1, to understand the measure from the generation of scores.
How are scores generated? It is based on the actual needs of daily life. When measuring, dividing things or calculating, integer results are often not available. At this time, it is often expressed by scores.
Is that all? Teacher Liu combines the generation and measurement of scores well in class. Live time travel back to ancient times, let the students measure the length of the blackboard with a wooden stick. Students fully realize the significance of measurement and the importance of fractional units in the process of generating fractions, so that they can measure effectively. The importance of fractional units naturally appears in solving practical problems.
2. Understand the meaning of the score from the measurement results.
From the understanding of the unit "1", we can understand the fractional unit, and then take the fractional unit as another starting point, so that students can understand and rebuild their understanding of the fraction. In the process of constructing the score wall, students learn to understand the score objectively with more elements and richer angles from the score units of 1/2, 1/3, 1/4 to1/n. In this way, Mr. Liu fully understood the meaning of music score by measuring the unit of music score, and well constructed a cycle of music score understanding.
Through the combing of the following figure, we can clearly understand the inseparable relationship between them in the process of generating scores.
Angle 3: Understand the score from "the score represents the result of dividing two numbers"
In primary school teaching, the definition of number of copies is generally adopted in the teaching of scores, and the definition of number of copies of scores is the starting point of learning scores. But from a mathematical point of view, the definition of quotient embodies the essence of fraction and accords with the mathematical thought of number system expansion.
Mr. Zhang Dianzhou mentioned in the article "The Meaning of Fraction": Although the score defined by the number of copies is easy to learn and understand, its connotation is very limited, which easily leads to students' fixed thinking. Fraction is a new number different from natural number. The quotient of a positive integer a divided by a positive integer b is a/B. When it is divisible, the result is a natural number; When the division is infinite, the quotient is the fraction. The essential meaning of a fraction should be the result of dividing two numbers.
In this lesson, Mr. Liu also infiltrated the relationship that a score is the division of two numbers from the perspective of the generation of scores. The generation of scores can also be explained internally. For example, when calculating division, 7÷7, 6÷7, 8 ÷ 7...A ÷ b can all be represented by a fraction. Make the meaning of music from single to perfect.
I believe that students have learned to look at scores from another angle through this class. Fraction is still what I learned, that is, dividing the unit "1" into several parts on average, indicating that such a number or several parts are a fraction. Students also know that a score is the relationship between two numbers, the result of measurement, a quotient and so on. Scores are simple but complex, rich and flexible. Teacher Liu's class not only makes students, but also makes the teachers present have a deeper understanding of the meaning of scores.
To lead students to learn to look at problems from another angle, teachers must first have the ability to look at problems from another angle. Teacher Liu's class makes us strongly feel that he has a very deep understanding of the knowledge system of fractions. Only with this ability can we lead students from simple to profound, from single to diverse, and even learn to change their way of thinking, which makes the teachers at the meeting amazed.
Another thing that impressed Mr. Liu in class was his humor. Maybe it's the accent. In class, it's like Yi Zhongtian having a math class. Unique pronunciation and interesting language deeply attract every student and teacher. Teachers' timely humor and students' timely relaxation can drown the gates of thinking.