As a new people's teacher, to grow up quickly in teaching, you can reflect on your own teaching mistakes when writing teaching reflection. Do you know anything about teaching reflection? The following is my reflection on the division teaching of mathematics in the fourth grade of primary school, which is a double digit. Welcome to share.

Mathematics divisor in the fourth grade of primary school is a reflection on the teaching of two-digit division. 1 is a process of sorting out and reviewing, and it is a process for students to sort out relevant knowledge and form their own mathematical cognitive structure. This process is a process of active exploration and independent construction. Therefore, this class focuses on students' active participation and effective measures to guide students to actively participate in the process of sorting out and reviewing.

1. Create scenarios and solve practical problems.

Create a problem situation that is close to life and interesting to students, so that students can participate in mathematics learning activities in a positive and good state. Students fully activate the knowledge content to be sorted out in solving problems, paving the way for later sorting out knowledge and building a network.

2. Review and comb, and build a knowledge network.

Give students space for independent thinking and full display, and encourage students to reorganize the activated knowledge according to their own cognitive level and learning style to form their own cognitive structure. In this process, students have improved their mathematics learning ability and gained a successful experience.

3, comprehensive practice, flexible application of knowledge

Make full use of teaching materials and guide students to apply what they have learned to new problem situations. Through basic exercises, discrimination exercises and problem solving, students' mathematical ability can be further developed and the fun of applied mathematics can be felt.

Reflections on the teaching of mathematics division and division in the fourth grade of primary school;

Example 3 on page 84 of the textbook. Do it, Exercise 15 1 ~ 4.

Teaching objectives:

Let the students go through the process of calculating the divisor by pen, close to the integer of two digits, master the method of calculating the quotient by "four" and "five" methods, and will use this method of calculating the quotient. Feel the close connection between mathematics and life in learning activities.

Teaching aid preparation:

Multimedia Courseware (video or picture for book purchase, exercise 15, question 1.3)

Dictation card

Teaching process:

First, review and review

1. Choose a question and talk about the calculation process.

2. orally calculate the following questions.

204306505804

406905703607

3. Write down ten integer digits close to the following figures.

3 1465263872 174

Second, the new lesson

1. Ask questions.

(1) Show the video or pictures of buying books and ask the students to describe the situation of buying books. After that, ask the students questions.

(2) Let students think about how to solve "How much is a selected composition?" Method to list the formula 84÷2 1.

2. Try to use the method of "Four Institutes" in teaching.

Before we begin, we can talk about it: we have learned that the divisor is an integer ten, but the divisor 2 1 is not an integer ten. How do we negotiate?

(1) Students calculate independently.

(2) Organize communication.

Students may divide 84 by 2 1 quotient 4, and no one even takes 2 1 as 20. At this point, I am sure that the students have completed the calculation correctly. Great!

Then, the dialogue leads to the test quotient: to calculate the sum of 2 1 in 84, you must look at both ten digits and one digit. This question 84.2 1 is relatively small, and students can see the quotient 4 at a glance. Dividend and divisor are so big that you can't see quotient at a glance. What should I do? Let's think about it, if the divisor is a whole dozen, will it be more convenient to try business? Let's try it next.

(3) Teachers and students try out the business process together.

Please say 2 1 and count dozens of test quotients. After that, try to eliminate ...

In this process, let the students know that the quotient 4 obtained by dividing by 20 is called "initial quotient". Whether the "initial business" is appropriate must be tested.

(4) Complete the 1 question in Example 3.

Let the students finish it independently first. Ask questions during review:

"Who can say that you are watching the divisor of the trial business? What do you think? "

"Look at the examples and problems. What are the numbers in the division number? How to test these three questions? "

According to the students' answers, the teacher explained that the divisor digit is 1, 2,3,4. In general, we can use the "four houses" method to abandon divisor digits and regard them as a whole dozen trial quotients.

Reflections on the division teaching of mathematics divisor in the fourth grade of primary school with two digits. In this class, I attach great importance to honesty when determining teaching objectives. Memory arithmetic, skilled skills; Communicate the internal connection between knowledge and reconstruct the knowledge network; Through problem solving, students can be trained to think in many directions and cultivate their sense of cooperation and emotional values. Take students' lifelong sustainable development as the fundamental purpose of mathematics education.

"Strengthening oral calculation, calming down written calculation, attaching importance to estimation and diversifying algorithms" is the direction of computing education reform. The curriculum standard points out that "students should experience the reciprocal relationship of multiplication and division in the process of concrete operation and solving simple practical problems." Therefore, in the design process of this course, the methods and skills of writing calculation are not the focus of review, but the relationship between students' experience and application of multiplication and division is an important teaching goal throughout the course. By correcting the different calculation results of Xiao Hong, Xiao Liang and Xiao Ming, according to Xiao Liang's correct formula 1998÷54=37, students can consciously use the multiplication and division relationship to estimate and check, and solve practical problems flexibly, which not only improves the calculation ability,

Mathematical thinking method refers to various mathematical concepts and ways of thinking formed by people in the process of understanding or dealing with various mathematical or non-mathematical phenomena. Infiltrating the teaching of mathematical thinking methods in classroom teaching, so that students can master the basic mathematical thinking methods, not only makes subject learning easier, but also plays a role in students' future work anytime and anywhere, benefiting them for life. In the teaching design of this course, the idea of classification (eight formulas are classified according to different standards), the idea of function (how to judge the size of quotient under the condition of constant divisor), the idea of limit (whether there is a maximum or minimum, if there is a difference) and the idea of estimation (who has the correct calculation result and which quotient is the largest). ) is organically permeated. Through the infiltration teaching of various mathematical thinking methods, students can really learn to think about mathematics. For example, with the help of the idea of classification, students can organically integrate the reciprocal relationship between trial commercial law, estimation commercial law, calculation method and multiplication and division.

Mathematics originates from life and is applied to life. In class, I try my best to let students experience life and mathematics.

Reflections on the teaching of division of mathematics in the fourth grade of primary school: 4 divisor is the division of two digits, which is the last stage for primary school students to learn integer division. The focus of teaching is to determine the writing position of quotient, the order of division and the method of trying quotient to help students solve the arithmetic problem of written calculation; The difficult thing is to try business.

In class, I first remind students that divisor is the calculation process of one-digit division. Children can say that they should divide from the highest number first. If the highest digit is not enough, just look at the first two digits and write the quotient in which digit.

When learning the written calculation of division with divisor of two digits, students have already had the basis of oral calculation. When trying to do business, students should first write down their own ideas, such as 245÷60=? Think about it: 60×4=240, and 240 is closest to 245, so try 4. Another example: 189÷29=? Think: If 29 is regarded as 30,30× 6 = 180,180 is the closest 189, then the quotient test is 6. Then it is necessary to understand that in the division of two digits, when the first two digits are not divided enough, look at the first three digits and write the quotient as one digit; When the current two digits are sufficiently divisible, the first two digits need to be divisible, and the quotient should be written as ten digits, for example, 3 18÷ 15=? That's it. Students have basically solved the basic problems of the position and division order of business writing through repeated consolidation. Then focus on solving the problem of trial operation. Four groups of examples are arranged in the textbook, which divide the key points and disperse the difficulties in different levels and stages.

Example 1 mainly solves the problems such as the writing position of trial quotient and quotient; Through the teaching of example 2, let students learn to try quotient by rounding method, and the teaching of example 3 should make students realize that they should try quotient in different ways according to the specific situation. Example 4 A quotient is the division of two digits. Students first learned that divisor is a written division of two digits. When the divisor is treated as an integer close to it by rounding, they usually have to adjust the quotient when trying, and it often takes many debugging to get the quotient. Although it is summarized in teaching that the initial quotient is easy to be too large because the divisor is too small, and it is smaller than the original quotient when trying 1, while the initial quotient is easy to be too large and too small because of the divisor, and it is bigger than the original quotient when trying 1. However, students still find it difficult in the specific calculation, which leads to the slow speed of business examination.

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