Reflections on the Teaching of Solving Problems by Multiplication 1 Solving Problems by Multiplication is a math problem-solving course in Grade Three. Students can already solve the practical problem of simple two-step calculation by multiplication, division, addition and subtraction in the table when they are studying in grade two. The practical problems that need to be solved in the two-step calculation provided by our unit have expanded the scope of material selection and the scope of data provided. Problem-solving has experienced great changes from the original calculation, concept and application problems to the new curriculum, from tangible to intangible, from typical problems to life problems. I have the following thoughts.
1, introduce new knowledge from old knowledge and arouse students' memory of emancipating problems by multiplication.
In this part, I start with the supermarket shopping that students are familiar with, and review why multiplication should be used by asking students to solve a problem according to two pieces of information. Then show a problem, let students choose information to complete the problem, and then reveal that to solve a problem, we must find two useful information directly related to the problem.
2. Establish a model of problem-solving methods.
Before exploring new knowledge, let students review the methods and steps of solving problems, so as to emphasize the three steps of reading comprehension, analyzing and answering, and reviewing and reflecting to form a model in students' minds.
3. Promote feelings with the environment and stimulate students to explore independently.
Let the students use their brains to analyze and answer according to the scene of selling thermos pots. Think about what the first step is to ask. What is the second step? Students are required to think independently and communicate with the whole class, which is helpful for them to understand different solutions. Make students deeply understand the relationship between mathematics and reality: mathematics originates from life and is finally applied to life. In textbooks, both of these solutions adopt comprehensive methods to guide students to analyze and reason. Then use step-by-step formula and comprehensive formula to solve it in turn. Let students analyze the quantitative relationship with the idea of comprehensive method, which is helpful for students to find out different intermediate problems, understand the different quantitative relationships expressed by the two solutions, and clarify the differences between the two solutions, so as to facilitate students to master the methods of analysis and problem solving.
4. Pay attention to the training of problem-solving ideas.
In teaching, it is important for students to apply the comprehensive method first, analyze and solve problems according to the known information, let students tell the process of thinking through formulas, systematically analyze the quantitative relationship between connected problems, and find intermediate problems, so that students can initially feel that the same problem can have different solutions, which broadens their thinking of solving problems. Let students master the basic quantitative relationship of connecting problems and cultivate their ability to analyze and solve problems.
5. Highlight students' dominant position and develop students' innovative thinking.
The teaching of practical problems should pay attention to the analysis of quantitative relations and the combing of problem-solving ideas. In this lesson, when analyzing application problems, let students find problems from situations, ask questions and solve problems. The process of asking and solving problems is the process of students' thinking. In class, give students enough time and space to explore and speak on the stage. This kind of teaching not only fully embodies the students' dominant position, but also develops their innovative thinking.
6. Classroom exercises cultivate students' ability to solve problems.
The premise of teachers' success is the foundation of harmonious classroom teaching. A single problem-solving class, if a teacher is a little careless, will easily become a practice accumulation class. The teacher asked students to find and solve problems step by step through progressive knowledge levels, and the final exercises were natural.
After teaching this course, I feel that most students can solve problems independently under the guidance of teachers, and their thinking ability has been obviously improved. However, due to limited ability, autonomous learning is still a bit difficult, and some students' oral expression ability needs to be improved.
Teaching Reflection on Solving Problems by Multiplication 2 This lesson is that students have mastered the consciousness of solving practical problems by mathematical methods, but the tools for solving problems are still limited to a single knowledge point, so the problems that can be solved are not very extensive, but students already have various problems in their minds. As long as teachers pay attention to guiding students to think and inspire them in time, they can let students ask their own questions and use what they have learned to solve them.
The key and difficult point of this lesson is to use the two-step operation of multiplication to solve problems.
The first time I was in Class 6, perhaps because the dynamic courseware in their class attracted the children's attention, which led to the students' inability to fully read the pictures and obtain information. Teacher Liu suggested that three squares should not be presented at first, but a disc should be presented intuitively, so that students can fully perceive the information of situational pictures at the first time. Secondly, please report it. The link setting is not clear, and letting go is not enough. Let the students speak loudly and let him speak. We should not deprive children of the opportunity to express themselves, but let other children express their thoughts. You can also let them think independently first, and then discuss in groups to see how many different methods there are and compare which group has the most methods.
The second category is to change on the original basis. But the shortcomings in teaching are:
1, the intonation is too dull to arouse students' enthusiasm. It is suggested to improve in the future class.
2, the language expression ability is insufficient, students can enumerate formulas, can not correctly express the meaning of the request, strengthen children's expression ability in future teaching, and give children more opportunities to express.
After asking students questions, you can ask them to answer directly and let them talk about their own ideas, both horizontally and vertically.
4. After summarizing various methods, let students choose what they like and the best.
After this demonstration class, I fully realized my own shortcomings. In the future, I will create more platforms for students to express their ideas freely, sum up and reflect on teaching, and constantly improve their teaching and grow themselves.
Reflections on the teaching of multiplication problem solving 3 This course is to let students master and use multiplication formula skillfully through practice and flexibly use multiplication knowledge to solve simple practical problems after learning multiplication formula. Practice is linked with real life, which expands the space for solving problems by multiplication calculation, makes students feel that mathematics is everywhere in life, and improves their ability to solve practical problems.
In teaching, I first ask students to consolidate the meaning of multiplication, aiming at arousing students' memory. After warming up the students' knowledge and emotions, they began to practice solving problems by multiplication.
The arrangement of exercise questions is based on the idea of from simple to complex, from easy to difficult, and step by step. In the whole process, let the students look at the pictures independently, collect mathematical information and questions, and calculate the determinant. Then report, communicate, speak out the ideas to solve the problem, sort out the ideas, and improve your language expression ability. The purpose of comparative exercise is to further understand the meaning of multiplication. Let the students understand why addition should be used instead of multiplication. Encourage students to observe, think and reflect deeply.
But this class also exposed some problems, such as poor students can't drive, drive slowly, or even drive slowly, all of which can't be separated from the teacher's explanation. Students' thinking is messy, their expression is not very clear, and their language expression ability needs to be greatly improved. Some students don't listen attentively, and they can't grasp the advantages and disadvantages of what others say. This made me realize that I should also work hard on getting started.
In addition, there are teachers in class, and students dare not speak boldly. We should strengthen students' oral expression ability in the future. When students make mistakes, I over-guide. I want to mobilize the wisdom of all students, discuss and urge them to observe, think, explain, reflect deeply, internalize and deepen their knowledge.
Reflections on the teaching of "solving problems by multiplication" 4. When I was told to choose this topic, I was always at a loss. "Problem solving" is a course with strong thinking training. In practice and exams, students' scores on such topics have been very low. Students with good grades can solve the problem as soon as they read it, but they can't explain it clearly to the underachievers anyway. In the process of preparing lessons, I have been thinking about how to let students discover the quantitative relationship, break through the teaching difficulties, and let students improve their ability in solid and effective learning.
First of all, here are my thoughts after this class:
1. Where is the starting point for students?
The types of problem-solving that students have learned in the previous papers and the quantitative relationships that exist.
Volume 1: Find the total number and the number of parts; Find the total (different strategies) and find the remaining (practice)
Volume 2: Find the number of parts; Find the general number and part number (drawing, self-questioning); Find the total number, part number and remainder (multiple questions); How much is the comparison?
Volume 3: Find the total number, number of copies, remainder and ratio; Find a number greater than or less than a certain number; Addition, subtraction, addition and subtraction; Addition and subtraction estimation; Multiplication (find several open graphs); Multiply, add, multiply and subtract; Multiplication (find a few numbers, open a picture, ask questions independently); Find multiple (line chart, text question)
Volume IV: Problem Solving (Special Topics): Addition and subtraction two-step calculation method (comprehensive formulation), continuous subtraction or the sum of one number minus two numbers (with brackets), multiplication, addition and multiplication.
2. Where is the breakthrough?
By fully understanding the meaning of the question, let the students know which part to ask first and what to ask later.
Secondly, according to these, I have determined the following teaching objectives:
(1) Through the problem-solving process, learn to solve problems by two-step multiplication and feel the diversity of problem-solving strategies.
Let students solve the same problem from multiple angles, improve their problem-solving ability and develop their thinking.
③ Let students feel the application value of mathematics knowledge in life and experience the happiness of success.
Teaching emphasis: Multi-angles can be solved by two-step multiplication. Teaching difficulty: describe the thinking process of solving problems.
Three, in the teaching of this course, I strive to reflect the following aspects:
1, focusing on training students to collect useful information.
The key to solve this kind of problem is to guide students to collect and sort out information, put forward and solve mathematical problems according to information, let students experience the whole process of solving problems, and highlight the importance of information to solving problems, thus cultivating students' information literacy. For example, in example teaching, I let students observe the theme map, collect mathematical information from the map, and then present it in the form of words, so that students can understand and solve it from image to abstraction. In feedback exercises, we should pay attention to the design of practice levels, guide students to use the learning methods they have learned, and take the initiative to find information in pictures to solve problems by themselves.
2. Reflect the differences and pay attention to the solid and effective learning process.
The core idea of curriculum reform is "student-oriented development". In class, when students ask, "How many people are there in three squares?" At that time, I was not in a hurry to let those students with higher level express their opinions. Instead, let students think for themselves, ask classmates, or invite teachers to discuss together, so that students at different levels can develop on the original basis. When solving problems, I fully let different students show their own solutions, which shows that there are many different strategies to solve the same problem, thus cultivating students' innovative consciousness and ability.
3. Enrich the types of questions and cultivate students' ability to solve problems.
A single problem-solving teacher doesn't just practice piling up classes. After the completion of the new teaching, this lesson has arranged three different types of related exercises.
1, egg problem. (Different problem-solving strategies) is an imitation exercise of examples and an appropriate consolidation of students' inquiry knowledge.
2. Bread problem (selecting information and solving problems) requires students to collect relevant mathematical information by themselves, and can choose appropriate mathematical information according to redundant problems, which is students' in-depth understanding of connection problems.
3, swimming problem (implicit information, solve the problem)
Fourth, after-class reflection
In the teaching of this course, there are also many regrets, for example, the teaching language is not concise and standardized, and it does not really play the role of "organizer, guide and collaborator" in teaching, which needs my efforts in future teaching.
Of course, there are also many areas that need to be improved and problems that need to be considered in class:
1, the form of communication between teachers and students in class is relatively simple. Almost every question is carried out in the form of students' practice, teachers' roll call and communication between teachers and students, which easily leads to boring classroom.
2, only pursue the diversification of strategies, ignoring the multiplication problem. Sometimes the method is limited, and not every problem can have three different types of formulas. If you don't compare in class, students will probably have a fixed thinking that multiplication is just a simple multiplication of three numbers, ignoring the analysis of the quantitative relationship of multiplication.
Reflections on the Teaching of "Solving Problems by Multiplication" 4 This course mainly teaches two-step multiplication calculation to solve simple practical problems. The practical problem of two-step multiplication requires students to make different combinations by using known conditions, which requires students not only to collect information, but also to select information, analyze information and find relevant information, so as to determine what to solve first and then seek. Find different strategies to solve the problem.
Encourage students to explore different problem-solving ideas on the basis of careful analysis of quantitative relations, and then experience the diversity of problem-solving strategies. On this basis, students are required to answer continuously according to their own ideas and give feedback. Finally, the two methods are compared to find out their similarities and differences. Because the focus of this lesson is to let students analyze problems from different angles and then solve them, I don't pay much attention to the calculation results. In the process of students answering questions, my main concern is whether they can express their ideas clearly.
When reviewing the problem-solving process, let the students talk about their own experience, some feelings about the practical problems of two-step multiplication, and summarize the methods independently.
In the later exercises, students are also asked to find out the relevant conditions and talk about what can be calculated first and how. A * * * can find out several different methods. In addition, when giving feedback, students are required to say the meaning of each formula. If you can't tell the practical meaning, then the formula has no practical meaning. Under the training of a series of topics, students' language expression ability has been improved and they can express their ideas clearly. In the process of speaking, they can also find the existing problems, and the classroom atmosphere is active. Through practice, students' experience of thinking from conditions is further enriched, and they realize that there are different solutions to the same problem.
Through students' independent thinking, group discussion and classroom communication, students' thinking and methods are fully demonstrated. There are several different methods for multiplication of application problems, and students can distinguish authenticity through practice. Students truly become the masters of learning, actively participate in every link, boldly express their views, and have a high degree of classroom participation. It fully embodies the student-oriented concept and develops students' innovative thinking.
In the teaching of this course, there are also many shortcomings, such as the pre-research is not simple and open, the teaching language is not concise and standardized, the blackboard writing is not beautiful enough, the role of "organizer, guide and collaborator" is not really played in teaching, and the classroom discipline is somewhat chaotic. These will be my future teaching efforts.
In the future, I will continue to practice the four-element student-oriented teaching concept, take students as the center, give the classroom to students, and let students truly become the masters of learning.