1. Reflections on the mathematics teaching of the first volume in the third grade of primary school
The success of parallelogram: parallelogram is a geometric figure, and students are about to meet a new friend. How can students learn to recognize parallelograms simply? Review the rectangle, review the characteristics of the rectangle, and pull it again, so that students can observe what changes have taken place. What remains the same? I think naming this new figure is in line with students' cognitive rules. Then we will measure the sides and angles of the parallelogram in the book and summarize its characteristics. Then, students show a circle and draw a picture to deepen their understanding of parallelogram. Secondly, the instability is obtained by comparing the tension triangle with the parallelogram. Finally, through observation and examples, guess to consolidate cognition.
Disadvantages: I am afraid that students will not prepare school tools, so I do it alone. Inadequate preparation of learning tools. In class, students can only understand parallelogram and its characteristics by observing and transmitting the old knowledge of rectangle. The range of operation is small, so enter the drawing link immediately. It is found that most students did not distinguish between rectangles and parallelograms when they started to draw rectangles. So "parallelogram without right angle" became the requirement of students' drawing, but after the requirement, some students ruled out horizontal drawing and vertical drawing, and all drew inclined parallelogram on square paper, which greatly increased the difficulty. Doubt: What's wrong with this? It's a good thing I said how you drew it. Let the students know how to draw a parallelogram through simple comparison, and encourage them to draw an inclined parallelogram correctly. However, it will take up more class time. There is always a lack of classroom exercises.
What should be paid attention to in redesign: let every student participate in the activities around the parallelogram. Before students draw a parallelogram, let them talk about what they should pay attention to when drawing, and let them discuss the irregularity when drawing. Presupposition possible mistakes in students' drawing. Draw two scenes that coincide with the grid first, and then draw two hypotenuses. After painting, summarize the painting method: draw the straight edge correctly first, and then connect the hypotenuse.
2. Reflections on the mathematics teaching in the first volume of the third grade of primary school.
Oral arithmetic is a calculation course, the initial course in the unit where divisor is a two-digit division, and also an important basis for learning that divisor is a written calculation of two-digit division. Success:
1, insist on "fun" in education.
Effective application of audio-visual media in teaching. Through the courseware demonstration, the scene of the 46th anniversary celebration was vividly created. Balloons and colorful flags are arranged in the courseware to beautify the campus, so that students can learn oral calculation and estimation in vivid situations and understand the significance and role of calculation. Encourage students to study actively, combine learning with playing, and stimulate students' interest.
2. Show your opportunities to every child.
No matter in review or practice, according to the different levels of students, combined with different levels of questions, try to give every student the opportunity to answer questions, participate in learning activities and cultivate active learning awareness, so that every student can develop and gain.
3. Effective interaction and enhanced feedback.
In class, we should pay attention to teacher-student interaction and student-student interaction. Through group discussion and communication, teachers participate in appropriate guidance, teachers and students ask questions, feedback learning progress in time, and control teaching progress.
4. Practice is highly targeted and practice more.
3. Reflections on the first volume of mathematics teaching in the third grade of primary school
In the teaching of observing objects, I let students experience the process of observation. Students observe objects from different positions, with different shapes, and can see up to three faces. They can correctly identify the shape of simple objects observed from the front, left or right, and above, cultivate students' hands-on operation and observation ability, and initially establish the concept of space. The following results are obtained: 1. Learn to observe. Teachers should let students know how to observe objects from different positions. For example, if you observe a column from the front, the teacher should let the students observe it from a distance, put the column on the platform and let the students stand at the back of the classroom. The height of the column should be as high as the observer's eyes, and the eyes should be slightly narrowed. In this way, the cylinder that the students see from the front is really a cuboid. Most students can understand.
2. Group cooperative learning, so that students can see the circle from the front and use learning tools to experience it. What could it be? If you see a square from the front, what will it be? ..... The teacher gave a plan consisting of three squares from the front, and asked the students to use four cubic building blocks. What kinds of methods are there? Group members discussed, began to build, and finally formed * * * knowledge.
3. On the basis of learning to observe objects, the teacher asked students to observe objects composed of several small cubes and draw the observed figures from the front, left or right. Most students can draw it correctly. In short, the teaching content of "observing objects" can make students really master knowledge as long as they can perceive specific objects.
4. Reflections on the mathematics teaching of the first volume in the third grade of primary school
"Orderly collocation" is the knowledge of "Wide Angle of Mathematics", the fifth volume of primary school mathematics published by People's Education Press. It focuses on letting students find out the number of things arranged and combined through observation, guessing, practice, verification and other mathematical activities. Initially train students to think in an orderly way. The focus of this lesson is Lele going to the zoo. Through the matching of clothes and breakfast, the making of road map, the opening of password lock and the order of visiting, students have learned to be clear-headed, orderly and methodical in these practical activities. Experience the benefits of orderly thinking-no repetition, no omission. It provides students with an equal and free dialogue platform and learns to express the orderly thinking process of solving problems in exchange activities. Students in this class can systematically learn the methods of thinking from their own life experience and existing knowledge, and can apply the mathematical knowledge and methods learned in class to real life. Students experience that there is mathematics everywhere in their lives, with its value and pleasure in using it. Through teaching, I found that I didn't expect the classroom generation of this course, and students could come up with six different ways to dress at once. In the future, more efforts should be made in how to carry out teacher-student evaluation, student evaluation and effectively stimulate students' learning enthusiasm.
5. Reflections on the mathematics teaching of the first volume in the third grade of primary school.
Understanding of Ton: This lesson has established the mass units of "gram" and "kilogram" based on the students, 1 kg =1000g. The key and difficult point of this lesson is to help students establish the concept of "ton".
Because students are required to preview before class, what unit can be used to express the quality of heavy objects or bulk goods in life, or "ton" can be used as the unit, but students have no perceptual knowledge and intuitive reference to the weight of 1 ton. Therefore, the focus of this lesson is to help students establish the concept of "ton".
The connection between mathematics and real life is also emphasized in the mathematics curriculum standards. Therefore, when I design, I fully consider the reality of students' lives and choose examples from what students are familiar with and can feel.
First of all, I start with the weight that students are familiar with. When a student tells me that his weight is 25 kilograms, I will take his weight as the standard. Let's calculate first: 10 * * *, or what is 20? How many/much? His weight is 1 ton. The student quickly worked out 40, and his weight was 1 ton. At this time, students are only at the level of knowing the concept of tons, and have no practical experience, so in the second step, I designed to let students bear each other's burdens, and then 40 students stood on the platform collectively, and everyone felt the weight of 1 ton.
In order to help students further establish the concept of "ton" in their minds, I also ask students to calculate the weight of several small animals in the theme map of the textbook, which adds up to 1 ton. The students soon found that the total weight of two cows was only 1 ton ... At this time, I asked the students to close their eyes and imagine these small animals together.
Finally, I also use multimedia courseware to show students some pictures that need tons, such as whales, ships and train boxes carrying goods. The display of these pictures helps students to further visualize the concept of "ton".
In short, in the teaching of this class, I try my best to make students truly feel that 1 ton is very heavy, many and great, so that knowledge and experience can coexist, mathematics and life can coexist, and students can generate the concept of "ton" in guessing, experiencing and exploring.