The material of this lesson is Example 4 in Unit 7, Grade Four, the standard experimental textbook for compulsory education in primary schools (People's Education Edition). Countermeasure problem is the material in the field of comprehensive practice and application of mathematics. The study of this lesson begins with stories that students are familiar with. In students' independent exploration and cooperative communication, we can find that mathematics knowledge can be seen not only in life, but also in competitions. In this class, when students are interested, teachers should cooperate, discuss and find the rules. When the interest is still unfinished, deepen the understanding of mathematics knowledge through games and further stimulate students' enthusiasm for learning.
This lesson focuses on the following functions:
1, the teaching design is novel and unique.
At the beginning of the class, the teacher fully grasped the students' playful nature and designed a game of playing cards. Then the teacher set doubts and introduced new lessons. Clever methods and active classroom atmosphere. Undoubtedly, the teacher's design of this link is successful.
2. Make full use of multimedia-assisted teaching.
Through the dynamic story situation, let students feel the countermeasures in Tian Ji horse racing, and draw out the material to explore, which improves students' interest in learning.
3, reflect the strategy to solve the problem.
The teaching process is vivid and smooth, with distinct levels and solid and effective activities. Knowledge is given to students through activities, which highlights students' new concept of solving problems. The teaching process is scientific and reasonable, cooperative learning is solid and effective, and communication evaluation is in place, giving students enough time and space for communication and discussion. Teachers also participate in student group activities and truly become participants in students' learning. The initiative of enterprising thinking is also completely in the hands of students. In the information exchange and activities between teachers, students and students, when students are dealing with practical problems, teachers can guide students to try to use the knowledge and methods they have learned to find strategies to solve problems from the perspective of mathematics, which promotes the complementarity and interconnection of knowledge, enables students to learn to listen, learn to empathize, and learn to find the optimal solution in various schemes, thus improving students' ability to solve problems and giving full play to their intelligence. Students experience the mathematical thinking method of operation in independent exploration and cooperative communication, and cultivate the sense of optimization.
4. It embodies the teaching idea that mathematics comes from life and serves life. The arrangement of the whole textbook is familiar to students. Teachers should promptly guide students to be good at thinking and pay attention to strategies, so that students can feel the extensive application of mathematics in daily life and try to solve simple problems in life with mathematical methods.
Some suggestions:
First, there is mathematics everywhere in life. Can you give more examples?
Second, in the game, we should make clear the task requirements.
Model essay of class review draft (2);
Review of "Unity of Knowledge and Action"
After listening to Mr. Zhou's math class, he benefited a lot. According to the new curriculum standards, based on students' development, Mr. Zhou can carefully design many practical activities, so that students can operate, observe with their eyes, express in words and think with their hearts. Students learn simply and happily in the specific scene created by teachers, and experience the spatial relationship between left and right.
Mainly reflected in the following aspects:
1. Create a scene to stimulate interest.
Pay attention to the choice of learning materials and activity materials full of children's interest, stimulate students' interest in learning and get a pleasant mathematics learning experience. Pay attention to the interesting words in the teaching design of the whole class. For example, the little game of robot, when teaching Iraq, interest is born. In the exploration stage, let students pose, count, say, take a test and act out in a real and interesting situation, and experience the occurrence and development process of mathematics knowledge-the whole mathematics learning activity is full of interest, from which students learn and enjoy learning.
2. Pay attention to the inquiry process and realize independent experience.
Students are the main body of learning and development. In order to promote students' independent development in mathematics teaching, we must pay attention to the cultivation of students' subjective consciousness and encourage students to carry out inquiry learning and self-development in their favorite way. Teacher Cui follows the disorderly law of knowledge development and the law of students' cognition, fully mobilizes students' learning initiative and attaches importance to students' personal experience. Students actively participate in teaching, practice, experience and experience the composition and development process of knowledge, feel the close relationship between mathematics and life, and experience that mathematics knowledge comes from life and serves life, thus further stimulating students' thirst for knowledge, triggering their strong thirst for knowledge and promoting the development of thinking. If students are allowed to find their own left and right, teachers and students play robot games together. This feeling is a direct experience and the basis for further study. It is also an essential skill for students to enter social life and learn to survive.
3. Set up the activity situation skillfully and experience the mathematics in life.
The standard points out that mathematics is a part of life and an indispensable tool for human life, labor and study. Course materials should be closely related to students' lives, so that students can realize that there is mathematics everywhere in their lives, which is conducive to life-oriented and situational learning of mathematics. Teacher Cui made full use of this standard. For example, Teacher Cui organizes students to play interesting games around their bodies, and stimulates students' interest in learning through games, so that they can learn while playing. Students actively participate in teaching games in a free and simple classroom atmosphere. Also, let the students introduce the classmates around you with the left and right, which further deepens the students' understanding of the left and right. Use the school supplies around them to operate the activities, let the students arrange pencils, erasers, rulers, pencil boxes and math books themselves, let the students talk about the placement order of these objects and the position of each item, let the students ask their own questions and let them describe the left and right position relationship of these objects in words. According to classroom feedback, students are more interested in game activities, with strong participation and enterprising emotional experience, which has played a very good role in promoting the completion of teaching objectives. At the end of this class, traffic safety education on going up and down stairs will be infiltrated.
Throughout the class week, teachers closely focus on students' real life, making students feel that mathematics is around us, and there is mathematics everywhere in life, which better embodies that mathematics teaching is the teaching of mathematics activities, and it is also the process of interactive development between teachers and students and between students.
Spend more time in experiencing the relativity of left and right, so that students can understand that left and right are not fixed, and that left and right are different when the goal changes. This understanding has not been strengthened.