Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade mathematics published by PEP: 1 "Chickens and rabbits in the same cage" is a popular interesting topic in mathematics. The method of solving problems proposed in this textbook is to find the result of solving problems through hypothetical examples and lists, as well as equations. In class, guide students to try by drawing: first draw 20 circles to represent 20 heads, and then draw two legs under each animal. Twenty animals used only 40 legs, and there were 14 extra legs. How many animals should I add to the remaining 14 leg? (7 animals with 2 legs each). These seven are rabbits, and the others 13 are chickens. At this time, some students asked, can animals count as four legs? Under the same operation of teachers and students, they reduced their legs in turn and got the same conclusion. It should be noted that the theme of "chicken and rabbit in the same cage" is not to solve the problem of "chicken and rabbit in the same cage" itself, but to let students experience the list with the help of the carrier of "chicken and rabbit in the same cage", so that students can experience the general strategy to solve the problem in the process of bold guessing, trying and constantly adjusting.
In teaching, I added other solutions to let students solve problems in their favorite way, thus highlighting the value of this lesson.
As far as this category is concerned, there are still the following problems:
1. Due to the emphasis on mode, cooperation and communication, the teacher's guidance is not thorough enough and the poor students are not paid attention to.
2. I made a detailed analysis on how to verify whether the result is correct after hypothesis, but I don't think it is very instructive. In this process, students just assumed the number of chickens, and then calculated the number of rabbits according to the number of legs, which misunderstood the meaning of the question.
3. Teachers' regulatory potential in group cooperative learning needs to be further improved. Such as the grasp of time, the control of students' cooperative process and the effect of cooperative learning.
Reflect on the teaching of this class, so as to foster strengths and avoid weaknesses in future teaching, and make continuous breakthroughs, so that teaching can take a new step.
Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade mathematics book 2 of People's Education Press. It is necessary to teach chickens and rabbits in the same cage. Before class, I learned about the students in my class. A few students have been exposed to the problem of chicken and rabbit in the same cage, but for most students, it may be necessary to learn chicken and rabbit in the same cage. So in this class, I decided to explore this method with the help of the teacher's guidance, so that students can understand the basic problem-solving ideas of chickens and rabbits in the same cage.
In this class, in the whole class, students have experienced the joy of success, the value of mathematics knowledge and the fun of mathematics learning while solving problems. However, the control of teaching time is still a little tight, and some links should be designed better from the perspective of primary and secondary.
Personally, I think this kind of design still has necessary advantages, which are mainly reflected in the following points:
First, at the beginning of the class, I did some questions from easy to difficult, the essence of which was an intellectual warm-up activity to solve the problem of chickens and rabbits in the same cage, which made a clever foreshadowing for the disclosure of the problem of chickens and rabbits in the same cage. In the process of solving problems, students initially perceive the interesting problems of chickens and rabbits in the same cage, and understand the complex relationship between the number of chickens and rabbits and the number of chickens and rabbits' feet. A good beginning is half the battle. Grasp the knowledge connection and stimulate students' enthusiasm for learning. Then, a chicken-rabbit cage problem with relatively little data is used to guide students, and the experience list method is used to explore various problem-solving strategies and methods such as hypothesis method and equation method, and teaching AIDS and multimedia courseware are displayed to help students understand the problem-solving methods more intuitively, so as to better highlight the key points of this lesson.
Second, because of the problem of "chickens and rabbits in the same cage" when learning slightly complicated equations, there may be a small number of students who have seen it in books on mathematics and Olympics and can do it. Most students are not very good at it, so I fully considered this situation when preparing lessons. So in the first part of this lesson, I use the hypothetical method to solve the problem of "chickens and rabbits in the same cage". When all chickens are supposed to be chickens, I will analyze the students under the guidance of the teacher and demonstrate with teaching AIDS to help students understand this method. Then, if the learning assumptions are all rabbits, students can independently complete and explain their understanding of each step according to their previous learning and understanding, and then show the analysis process with courseware. Through these two steps, most students should basically be able to solve the problem of "chickens and rabbits in the same cage" by using the hypothesis method.
Third, I didn't talk about the method of "lifting feet" used by the ancients in this class. This is mainly based on students' understanding potential and time thinking. There are many methods in this class. Personality is that students have difficulty in understanding the hypothesis method. If they say "foot lifting", they may not be able to digest it. It's only a matter of time before it is divided into two categories. If they talk about "foot lifting", they may have less time to practice and cannot effectively consolidate the classroom. So I didn't talk about the "foot lifting method" used by the ancients in this class.
Fourthly, I think the key and difficult point of this class should be to solve the problem of "chickens and rabbits in the same cage" with hypothetical methods. I have read a lot of materials and lesson plans for this part of the design. They are all relatively simple, and the versions are different. Assuming that all chickens have 26- 16= 10 legs, should we say "more 10 legs" or "less 10 legs"? In the textbook, we simply say "10 has many legs". Think of the rabbit as a chicken. "If the rabbit is supposed to be a chicken, it must be missing 10 legs. If you say "10", why many legs? "It is difficult to explain to students. This is also convenient to connect with the rabbit being treated as a chicken and missing two legs.
Disadvantages:
The schedule of this class is not reasonable enough, which leads to my failure to complete my preset materials in this class. This class focuses on the infiltration of methods. Students must go through a process of solving such problems in various ways, and it is absolutely impossible to go through the motions. We must guide them in a real way, so that students have enough time to constantly adjust their problem-solving strategies, gradually explore different methods and find reasonable problem-solving strategies, so that the time in one class is not enough, resulting in no time to solve more types of practical problems in life.