Reflection on Coin Flip Teaching 1 Coin Flip is the second lesson of Statistics and Guess in Unit 9, Book 3, the standard experimental textbook of compulsory education curriculum, with the possibility of experiencing events as its content. Possibility is a new content in the new curriculum standard. In this class, I will first set the teaching goals (knowledge goals, ability goals, emotional goals). Secondly, provide students with different situations such as "tossing a coin", "touching the ball" and "loading the ball", so that students can guess by themselves, think independently, operate by hand, explore the possibility, experience the uncertainty of things, find the law from the statistical results, and let students express their findings in words. This new discovery based on operation and thinking is actually the creation of students. Let students feel the interesting essence of mathematics and enjoy the joy of success after experiencing guessing-verification-exploration-experience-feeling. At the same time, I design group activities for students to discuss and communicate, so that students can not only learn knowledge, but also cultivate the spirit of active exploration and unity and cooperation. In this class, we also pay attention to guiding students to contact with real life, find problems and feel the application of mathematics knowledge in real life. More importantly, through the teacher's advice, students can realize that all kinds of things in life may happen at any time. As long as you work hard, some things that were impossible will become reality, stimulate students' enthusiasm for learning, and set lofty goals from an early age.
Although I made a careful design before teaching, there are still some problems: 1, the teaching objectives are not well grasped, so that students are still vague about the concepts of "possible, certain and impossible" after learning this course, students can easily confuse the two concepts of "impossible" and "not necessarily", and teachers sometimes find it difficult to grasp and understand the students' thinking angle. 2. The schedule is unreasonable and the teaching content is not completed. 3. Lack of comparative thinking, forgetting that junior students need intuitive comparison in order to master knowledge more easily. Prepare more bags in advance when loading the ball. Through comparison, students can find the difference between "possible, certain and impossible" more intuitively.
Reflection on Coin Flip Teaching 2 In this lesson, I teach the second grade primary school mathematics of Beijing Normal University Press, Volume I Unit 9 Statistics and Probability Lesson 3-Coin Flip.
Director Sun told me after class that I deviated from the class rules in this class. At first, I looked blank. Later, after Director Sun's comments, I understood my mistake.
Although the following course is also carefully prepared, I carefully prepared my lessons. But I didn't expect to digress. The teaching goal of this lesson is: 1. Feel the uncertainty in simple guessing activities, and initially experience that some things are uncertain and some are certain. 2, will use words such as "certain", "possible" or "impossible" to describe the possibility of some events in life. Director Sun said that every class should focus on the goal. The goal of this class will be announced within 5 minutes of class. Where did I go wrong?
First of all, my first link is the situation introduction.
Teacher: Students, the teacher brought you 1 small gifts today. The gift is in the teacher's hand. Let me let you guess. Which hand is it? Only give three people a chance, and whoever guesses correctly will be rewarded.
Students may guess left hand or right hand.
Teacher: What's this? A small coin can not only be used to buy things in life, but also contains a lot of interesting mathematical knowledge. Shall we study it together today?
(blackboard writing: flip a coin)
In this session, when I asked the students to guess which hand the coin was in, the students must have said it according to their own guesses. There is no skill in this kind of activity, it depends on ourselves, and there is no theoretical basis. Therefore, every child is equal. Why should I reward the right children? They are also blind. It is an uncertain event in itself, which may be in the right hand or the left hand. Why give it to the right child? This is unfair to the children who didn't guess correctly, because everyone guessed right. This goes against the goal of this course.
My second link is practical exploration.
Activity 1: Flip a coin.
Teacher: Let's have a look. The side with the number is the front of the coin. The side with flowers is the opposite.
Teacher: Now the teacher throws this coin into the air. Guess which way is up.
Students will say two different answers.
Teacher: Let's play this game. Before playing games, we should follow the rules of the game.
1. Two people at the same table, one guessing, one throwing, guessing first and then throwing. Note: Throw it lightly, and don't let the coin fall to the ground. )
2. Each person has three opportunities, which are carried out in turn, and the results are recorded.
3. If the face is up, record "face" and if the face is up, record "negative".
Teacher: Please read your records carefully. Who wants to tell me what happens when a coin falls?
Students find that when a coin falls, it is sometimes upside down and sometimes upside down. Then we can say that it may be upside down or upside down.
(blackboard writing: possible)
Teacher: As everyone says, when a coin falls, it may be heads up or tails up, and the result is uncertain. This is the uncertain phenomenon in our mathematics.
In this activity, I'd better not stipulate the way for students to record which side of coins is facing up, and let them play in their own way, which is beneficial to children's sense of symbols. Besides, when it was time to reveal the possible goal of what happened in this class, I didn't show it on the blackboard. Because I didn't form the habit of writing on the blackboard in class. I forgot to write the blackboard in some part of this class. About 30 minutes into the class, it suddenly occurred to me that I didn't reveal the goal on the blackboard, but showed the main content of this lesson on the blackboard in the form of a summary.
Activity 2: Rock, scissors and cloth.
1. Choose two people to play the game of "Rock, Scissors and Paper" on the platform, let the children below guess 4 times and talk about the possibility of each result.
2. Who can tell me what you found in the game?
Students found three possibilities when playing the game of "Rock, Paper, Scissors". When you guess, you may win, you may lose, and you may draw. This is the little secret of the game "Rock, Paper, Scissors".
Activity 3: Touch the ball game.
(Showing bags)
Teacher: Here is 1 bag. I put three white balls and three yellow balls in it. If you randomly pick 1 ball, what color ball might you find? Please take a guess first.
(Teachers touch the ball and students observe)
Teacher: What did you find from the game of touching the ball? Yes, the ball we touch may be a white ball or a yellow ball.
Teacher: Now that I have taken out all the yellow balls inside, what will happen if I touch them again? The students all said that it must be a white ball. (blackboard writing: definitely)
Teacher: Can you touch the black ball in the box? Why? It is impossible to touch the black ball because we are not pretending. (blackboard writing: impossible) besides black balls, what colored balls are impossible to touch?
In the game of touching the ball, I also told the students that they should be rewarded if they guessed correctly. Besides, look for something different. Students should have more contact and repeated contact. I remember calling two people. When they touched it, the first few times were yellow balls. I was worried at the time. Why doesn't anyone touch the white ball? Finally, a student touched the white ball for the last time, and I was relieved. In this case, I should let the child touch it repeatedly, because there is no possibility of comparison. I can't be sure what color the ball is every time I touch it.
Reflections on the teaching of coin flip 3 "Coin flip" is the content of the second grade attached to Beijing Normal University. This is the knowledge about "probability" in the unit of Statistics and Probability, and it is the first time for students to contact this content. It is a brand-new concept for students, and students will encounter more difficulties in teaching. Considering that the second-year students are young and have little life experience, but they love to play, have fun and are curious, in teaching, my teaching design mainly focuses on activities and students, so that students can practice and explore independently. In order to make students feel uncertainty and certainty better, I designed game activities such as coin toss and ball touch in the whole classroom teaching to enrich students' perceptual knowledge of uncertainty and certainty, and build relevant knowledge on this basis.
In the process of "coin toss" game, students know that it is impossible to determine in advance by guessing whether the landed coin is face up or face up, so they may not be able to guess correctly in the guessing process. Combined with this example, the topic of "possibility" is introduced.
The second activity is the game of "touching the ball". In this activity, I let the students touch the ball in groups first, then report in groups, and finally draw a conclusion through sorting. In this link, the students' enthusiasm for learning is very high, and education is truly entertaining. Students have basically mastered what they have learned and achieved the expected results. However, it is difficult for students to express the situation of touching the ball in the mathematical language they have learned today. Most of them are described by teachers and students together, and students are not allowed to describe them completely.
The third activity is "practice". In this activity, I designed some common things in life to let students judge which things are bound to happen, which things may happen and which things cannot happen. I ask the students to finish it independently, then communicate in groups, then report in groups, and finally draw a conclusion. In this session, the students' learning enthusiasm and enthusiasm are very high, which basically achieved my expected effect. They can judge some simple events and describe them with "possible", "certain" and "impossible". The fourth activity is "Little Designer". I ask students to prepare four cards:
(1) Draw a "possible" little frog at random.
(2) Draw a little frog from a "certain" randomly.
(3) Draw an "impossible" and a little frog.
I named this link "Little Designer", which stimulated students' desire for design, and letting students show on stage also stimulated students' desire for self-expression and fully mobilized students' enthusiasm. Moreover, this link is to consolidate and expand the previous knowledge, so that students can really apply what they have learned. Generally speaking, this course mainly focuses on students' learning activities of "guessing, practicing, verifying and expressing", which fully provides students with space for independent exploration and cooperation and communication. In the lesson of "Coin Flip", I let the students feel the uncertainty and certainty of the event in the specific operation, and draw a conclusion that most students can basically describe it in the corresponding mathematical language.
Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. Teachers should create teaching materials according to students' own specific conditions to provide students with opportunities to fully engage in mathematics activities and exchanges. Although I made a careful design before teaching, there are still some problems:
1. There are not enough opportunities for students to think and discuss collectively, only a few students speak. Teachers talk too much, but not enough about students' subjectivity. Students should be given more space to express themselves.
2. The language organization is relatively simple. The comments on "You are great" and "You are really smart" in class are not targeted. You need to study more and accumulate more to accumulate.
3. The classroom discipline is not well organized, which leads some students to do it themselves.
Reflections on Coin Flip Teaching Four classes belong to the study of "Statistics and Probability" in mathematics. Through the learning activities in this class, students can experience and feel the possibility of things happening. In teaching, I designed vivid, interesting and intuitive mathematics activities according to the age characteristics of children, so that students can learn, understand and know mathematics while watching, playing and thinking.
First, design colorful activities, so that students can experience and feel in the activities!
Possibility and impossibility are abstract mathematical phenomena. In order to let students have a preliminary perception and experience of this phenomenon, I take into account the characteristics of students' love of playing, fun and curiosity in teaching. Let the students guess which hand of the teacher has a coin first, so that the students can get a preliminary understanding of the possibility of things happening. Then design two activities, coin toss and ball touch, to make students interested in interesting guessing and effective activities, and experience the process of verifying guessing in practice, and feel that some things are certain and some things are uncertain, so that students can realize the knowledge and understanding of the possibility of things in vivid and concrete activities.
Second, cooperate and exchange, explore independently, accumulate experience in mathematics activities, and become the master of learning.
In the teaching of this class, I designed several opportunities for group cooperation. Students guess, record, communicate and discover in group activities, which fully guarantees students' time to operate practice space and think and communicate, and greatly improves their sense and ability of cooperation.
Thirdly, the combination of operation and induction can greatly improve students' language expression ability.
It is difficult to describe the result of things properly. With students' full activities, they have a good idea of the outcome of the matter, and correct and fluent expression will follow!
Reflection on Coin Flip Teaching (5) [Teaching Objective]
In the simple guessing activity, I feel uncertainty initially, and experience that some events are certain and some are uncertain.
[teaching material analysis]
"Coin Flip" is the content of Unit 9 "Statistics and Guess" in the experimental textbook of compulsory education curriculum standard published by Beijing Normal University.
The lesson of "Flip a Coin" is to let students feel uncertainty in an interesting game, and experience that some events are certain and some are uncertain. In addition, this class is the first time that students are exposed to uncertainty. Students are only required to use words such as "possible", "certain" and "impossible" to describe the possibility of an event, and students are not required to find out the specific size of the possibility. Secondly, in the "coin toss" session, the design of teaching materials is activity-oriented, showing greater openness and flexibility, and providing students with greater opportunities for thinking and exploration.
Analysis of the situation of schools and students
The experimental primary school affiliated to Nanchang Normal University was established in 1927, directly under Nanchang Education Bureau. It is a famous historical school with fine traditions. The school has 4 1 class and 2789 students. The students are all from Nanchang, and they have strong expressive and practical skills. Learning tools used in class, such as boxes and turntables, are all made by students themselves under the guidance of their parents. On the basis of mastering some statistical methods, students should use statistical methods to record the results of the game when they learn the coin toss course.
[class record]
(1) coin toss game
Teacher: What do you think this is? (The teacher shows the new version of 1 yuan coin)
Health: 1 yuan.
Teacher: Let's play a coin toss game today. (blackboard writing: flip a coin)
The words "1 yuan" are written on the front, and chrysanthemums are painted on the back. I threw up. Guess which side of the coin will face up after landing?
Health: Face up.
Health: Tail up.
Teacher: Do you want to play this game? Every six people are in a group, and each person throws one. Guess which face is facing up? Think about what conclusions you can draw.
Health 1: it is possible to go up, it is possible to go up.
Health 2: Hold your head high and hold your chest high.
Health 3: There are many tails up.
……
Teacher: Yes, there are many possibilities. This is the possibility that we are going to study today. (blackboard writing: possibility)
(2) Touch the ball game
Teacher: There is a box on your desk. There are three yellow balls and three white balls in it. Choose a ball from this box. What color will it be? Who will guess?
Health 1: white ball.
Health 2: Yellow ball.
Health 3: You can touch the yellow ball or the white ball.
Teacher: Is it true?
(Divide into groups of 6 people and touch each person once. )
Teacher: The team leader fills in the form according to the result of touching the ball. When touching the white ball, put "√" behind the white ball; When you touch the yellow ball, put "√" behind it. (Table below)
White ball * * * () times yellow ball * * * () times.
Teacher: Everyone had a good time just now. Which team will report the result of touching the ball now?
1 group: Our group touched the white ball 4 times and the yellow ball 2 times.
Group 2: Our group touched the yellow ball three times and the white ball three times.
……
Teacher: What did you find from the results of your contact?
Health: I found that I might touch the yellow ball or the white ball.
Teacher: Do you agree with him?
Health: I agree.
(blackboard writing: possible)
Teacher: Why did you say you could touch the yellow ball or the white ball? Why not say yes?
(deskmates talk to each other. )
Health: Because there are two kinds of balls in the box, you may encounter a yellow ball or a white ball.
Teacher: What will happen in life?
Health 1: It may be cloudy or sunny tomorrow.
Student 2: On my way to school, I may meet my classmates.
S3: I may get an A in the exam.
Reflection on Coin Flip Teaching The content of this lesson is Coin Flip, the first volume of the second grade primary school of Beijing Normal University Press. This is the knowledge about probability in Statistics and Probability, which is a brand-new concept for students when they first come into contact with it. It is particularly important to design various activities to enrich students' perceptual experience and sublimate it into rational knowledge. Therefore, in order to make students feel the uncertainty better, I designed some game activities, such as coin toss, ball touching and bead filling. Enrich students' perceptual knowledge of uncertainty in the whole classroom teaching, and build relevant knowledge on this basis.
In the process of "coin toss" game, students know that it is impossible to determine in advance by guessing whether the landed coin is face up or face up, so they may not be able to guess correctly in the guessing process. With this example, students can understand that when an event is uncertain, it should be described as "possible". In the whole process, students can better understand the uncertain phenomenon, but when they sum up themselves, they only say one "possible" situation: some say "maybe heads up" and some say "maybe tails up". Instead of saying "heads or tails, there may be both", I can't emphasize this point too much.
The second activity is to play the game of "touching the ball". I finished this activity in three steps. Let the students guess first, and I'll touch it. The second is group touch; Third, two children from each big group went to the podium to touch it. The first step of touching the ball is to put three white balls and three yellow balls in a black bag, so that students can feel the uncertainty of the event, that is, touch a ball from the box at will. There are two situations. In this part of teaching, students have basically entered the role and can think together with the guidance of the teacher. With the first step of touching the ball as the foundation and the second step of touching the ball, most students know how to operate it, so the teacher doesn't need to emphasize the rules of touching the ball, just need to emphasize the precautions, and the students can successfully complete the operation, which is both scientific and fast. In this session, I also use group communication to ask everyone to express the touch of the ball in your group with the mathematical language learned today. Students' enthusiasm is very high, and they have basically mastered what they have learned.
Finally, there is a ball game, which allows students to solve problems with what they have learned today. In the summary of this activity, the students' answers all caught the key point.
Generally speaking, this course is based on students' learning activities of "activity-guess-verification-expression", which provides a space for students to explore and cooperate independently. Let students feel the uncertainty of events and draw conclusions in specific operations, which can be described by corresponding mathematical language.
Reflection on Coin Flip Teaching The new curriculum standard 7 points out that classroom teaching should pay attention to process and method, emotional attitude and values while paying attention to knowledge and skills, especially emphasizing that students should master the value of knowledge, develop skills and experience mathematics in the process of guessing, practicing, verifying, analyzing, judging and reasoning, so as to form a positive learning attitude and enhance their confidence in learning mathematics. Therefore, in teaching design, students' interest in teaching activities itself is more obvious. In teaching, make full use of students' life experience and create specific life situations, so that students can experience the process of mathematics learning in vivid and specific situations, that is, let students participate in experience, understanding and game learning.
In the design of the teaching process, we can embody and experience the concept of the new curriculum standard from the following aspects:
1, create a situation, realize that mathematical problems come from life and pay attention to application.
In teaching, creating a coin-toss game situation can make students quickly enter the "possible" situation, which is not only close to students' life, but also stimulate students' desire to explore. Based on students' life experience, an intuitive "touch ball" game is designed to make students feel the possibility of events further, so that students can intuitively experience the certainty and possibility of events in these practical activities. Finally, connect what you have learned with your own life, illustrate the possibility with examples, carry out "small investigation" activities, comprehensively apply the knowledge of this lesson to solve problems in life, and let students understand that mathematics knowledge comes from life and will eventually be applied to life.
2. "Learn while playing" to guide students to experience the learning process of guessing, experimenting and verifying in active participation.
Playing is a child's nature. Based on the teaching content of this course, design students' hands-on game activities, mobilize students to participate in the learning process, promote "thinking" with "movement" and enjoy learning happiness while playing. Students can understand the interest of knowledge, think while playing, and let students guess boldly, experiment and verify by themselves, and truly feel the possibility of events. In this way, through personal participation,
Reflection on the Teaching of Coin Flip 8 During the game of "Coin Flip", the students realized that they could not determine in advance whether the landed coin was upside down or upside down, so they might not guess correctly in the guessing process. Combined with this example, students can understand that when an event is uncertain, it should be described by "possibility". In the whole process, students can better understand the uncertain phenomenon, but when students say "maybe" at first, they don't deal with it in time.
The second activity is the game of "touching the ball". In this activity, I let the students touch the ball in groups first, then report in groups, and finally draw a conclusion through sorting. In this link, students' enthusiasm for learning is very high, and they have basically mastered what they have learned and achieved the expected results. However, when we want to use the mathematical language we learned today to express the situation of touching the ball, most teachers and students describe it together, and students are not allowed to describe it completely. Therefore, when students give examples in life, they only talk about the conclusion, not the complete conclusion under what circumstances, which also leads to the vague concept of individual students.
Generally speaking, this class focuses on students' learning activities of "guessing-practicing-verifying-expressing", which provides students with a space for independent exploration and cooperation. In the lesson of "Coin Flip", I let the students feel the uncertainty and certainty of the event in the specific operation, and draw a conclusion that it can basically be described in the corresponding mathematical language.
Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. Teachers should re-create teaching materials according to students' specific conditions, so as to provide students with opportunities to fully engage in mathematics activities and exchanges.
The math research class is over. Looking back on the lessons of coin toss, there are gains and regrets. In order to stimulate students' interest in learning, I designed vivid, interesting and intuitive mathematics activities according to children's age characteristics in teaching, so that students can learn, understand and know mathematics while watching, playing and thinking.
1, let students learn mathematics in vivid and concrete activities.
Certainty and uncertainty are abstract mathematical phenomena. In order to let students have a preliminary perception and experience of this phenomenon, I have considered the characteristics of students' love of playing, fun and strong curiosity in teaching, and designed two activities, namely coin toss and ball touch, to make students interested in interesting guessing activities and experience the process of verifying guessing in practice, feeling that some things are certain and some are uncertain, so that students can be in vivid and concrete activities on the surface.
2. Encourage students to explore independently, cooperate and communicate, and help students accumulate experience in mathematics activities and become masters of learning.
In the teaching of this class, I have provided many opportunities for students to cooperate in groups, allowing students to guess, record, communicate and discover in activities, providing students with a broad space for operation and practice and time for thinking and communication, and allowing them to participate in the whole process of learning. Because every student's desire to participate can be satisfied, his learning enthusiasm is very high.
3. Encouraging language gives positive comments on students' thinking and discovery, fully respects each student's learning desire, protects students' learning enthusiasm and stimulates students' learning interest.
However, there are still many improper handling places in this category:
1. In coin toss activities, students should be allowed to guess before throwing, so that students can truly experience the process of "guessing-real-exploring-testing", saving time and improving the timeliness of classroom teaching.
Students should demonstrate in the group activities of coin toss. Because children have little chance to get in touch with this kind of activity in class, they can throw coins together with students and teachers, let students talk about how to throw them, and then carry out group activities, so that students will know the requirements and how to throw them, and the purpose of this activity will be more clear.
Reflections on the teaching of coin toss. The purpose of coin toss teaching is to let students feel the uncertain phenomenon in life and describe the possibility of some events in life with words such as "certain", "possible" and "impossible".
Certainty and uncertainty are abstract mathematical phenomena. In order to let students have a preliminary perception and experience of this phenomenon, under the guidance of the new curriculum theory, teachers fully consider the characteristics of grade two students' love of playing, fun and curiosity in teaching, organize teaching with activities as the main line, and design two activities: coin toss and ball touch.
In the activity of "coin throwing", the teacher asked the students to guess before throwing, so that the students can really experience the process of "guessing-practicing-exploring-testing", and then lead to a new lesson, show the topic of "coin throwing", and write down "possibility" on the blackboard, so that students can say a possible word and correct the incorrect word in time.
In the "touch the ball" activity, the method of six-person group cooperative learning is adopted, so that students can guess, touch, record and communicate in the activity, get the results statistically and discuss according to the different results of the group. Although we seem to see that the students have been playing and the whole class is having a good time, they are also actively using their brains to discover and experience through their own hands-on operations.
Mathematics originates from life and returns to life. The mathematics that students study should be the mathematics in life, not their own mathematics, and mathematics must return to life. In the process of practice, let students talk about possible, impossible and certain events in life, which opens the floodgate of students' thinking. In this way, students can actively, solidly and effectively consolidate and apply the knowledge of this lesson, mobilize students' thinking, learn to observe things around them with mathematical knowledge, cultivate students' ability of expression, logical reasoning and solving practical problems, and stimulate students' interest in learning and good learning mood.