"Possibility": Do the following aspects well in this class:

(1) Let students experience mathematical concepts in real situations?

I rearranged the teaching materials in my teaching, starting with the guessing game that everyone is interested in, so that students can experience mathematical concepts such as "certain", "possible" and "impossible" in real situations. Suddenly caught the students' interest in learning. Let abstract mathematical concepts such as "possibility" be easily accepted by students.

(2) Return the initiative to the students.

In this lesson, I give students the initiative to learn, and let them know several situations of "possibility" and the fact that there are big and small possibilities through operation practice, independent exploration and cooperation and exchange. Through cooperation and communication, students have deepened their understanding of what they have learned.

(3) The classroom atmosphere is harmonious and students are happy.

In classroom teaching, students learn independently and cooperatively in games. Teachers are both mentors and collaborators of students. In such a classroom environment, students are happy, willing to learn, enjoy learning, taste the happiness of success and establish self-confidence.

Where this course needs to be improved:

The first experience of guessing the ball, the second experience? Because of group cooperation and teacher-student interaction, students' enthusiasm leads to long activity time, which makes the whole class a bit top-heavy. The first part of group cooperation is of little significance, so it can be merged with the second part and changed into teacher-student interaction. As one of the few cases where students only feel the possibility initially, it is not difficult to teach, but the time schedule can be more compact. If we can spend more time understanding "possibility" and exploring "possibility" in life. ?

2. Reflection on mathematics teaching in the third grade of primary school

This lesson enables students to teach on the basis of knowing the length units of "meter" and "centimeter". Because students have been asked to go home to preview before class and prepare corresponding learning tools, the teaching effect of this class is still relatively good, and most students have established the concept of 1mm length.

In class, I found from the students' answers that students have already known the unit for measuring the length of objects in the preview before class, but they have not established the concept of 1mm, so in this class, I mainly help students to establish the concept of1mm.

In this class, I fully let them "do mathematics" in teaching, and let students break through the teaching difficulties through observation, estimation, communication and measurement.

In this class, I think the most wonderful thing is that students can find many objects suitable for millimeters after they have a preliminary understanding of the length of1mm. For example, the thickness of exercise book, the length of eraser, the thickness of ruler, the thickness of LCD computer monitor, the thickness of class desktop, the precipitation in a certain area ... Examples of students from their familiar school supplies to familiar things around them fully show that students have established the concept of "millimeter" as a unit of length.

Generally speaking, the classroom teaching effect of this course is good; Of course, there are still some problems, such as: the measurement of individual students is not accurate enough.

3. Reflection on mathematics teaching in the third grade of primary school

When I was teaching remainder division, I introduced a new class by asking questions from the beginning, which not only stimulated students' interest in learning mathematics, but also improved their enthusiasm for learning, which obviously promoted the teaching of a class. However, when I review the old knowledge, although it has played a certain role in paving the way for the study of new knowledge, it is often a mere formality, and its role is not as great as I thought. It should be introduced according to the actual situation of students. In my teaching process, according to the preset process, students can understand the purpose of the teacher's design step by step and know the remainder, but students still let the teacher lead them every step, and students have no own thinking. So I want students to discuss and think more in this step, which will have the effect of group activities. Enable students to have a certain innovative spirit and practical ability, enable students to have a deep understanding of the beginning, enable students to firmly grasp mathematical knowledge, so as to obtain new learning methods, enable students to study easily and happily, and experience the fun of learning mathematics from the heart.

Let the students understand that the remainder is less than the divisor, which is the focus of this lesson. Students can draw their own conclusions immediately in the process of calculation, but for most students, they just memorize conclusions with the help of others' understanding, but they don't understand them. So I want to let students experience and calculate more in the teaching process, so as to get their own solutions to problems. More importantly, teachers should advocate students' effective acceptance and experience in teaching, and study and discover the knowledge that students need to learn in the process of learning. This kind of experience can not only improve students' interest in learning, but also ensure a deep understanding of knowledge points.

In short, in the teaching process, we should pay more attention to students' thinking, let them use their brains and hands more, and let students truly experience the process of acquiring knowledge, thus stimulating students' interest in learning mathematics and making them learn easily.

4. Reflection on mathematics teaching in the third grade of primary school

The review course of measurement is the review course of the first unit of the first volume of the third grade mathematics of People's Education Press. Review classes usually give people the impression that they are boring and have no new ideas. Students are not interested in reviewing old knowledge, but as far as this course is concerned, I personally think there are several successes.

1, the classroom is "live without chaos". In the usual teaching, students and I form a unified understanding-speaking in class should be orderly, even if there are different opinions, we should wait until others have finished speaking, and don't talk about topics unrelated to this class in class. After a period of training, I really feel that students have learned to listen, to respect, to concentrate and to study with clear goals. I think a class that is orderly in form but outstanding in content and pursues the development of thinking is the real class I want.

2. Students are really "dynamic" and their thinking is "alive". In this lesson, I try to let students learn knowledge through "playing", understand methods through "operation" and see true knowledge through "understanding". Although it is a review class, I hope it can give students new feelings and new gains. Through a series of activities, students' thinking has been developed and their understanding has been further improved. For example, the understanding of the unit, some students are still limited to abstract thinking to understand, through review and communication, understanding has been improved. Let students really have a certain understanding of length units and quality units, and be able to apply their mathematical knowledge to real life. I think students are really not simple. I was shocked when they solved a problem by themselves and expounded their views in an orderly way. Clever filling in units, equivalent substitution and reciprocity have always been the key and difficult problems in our teaching, but these junior three students actually solved them themselves. I think students' thinking is really "alive".

3. Let students feel that mathematics is real and the classroom is wonderful because of "I". Therefore, in class, I try to be a guide, researcher, discoverer, appreciator and participant in students' learning, and guide students to discover and study mathematics in life and discover the beauty of mathematics in life; I saw the uniqueness of students' thinking and the diversity of algorithms in "algorithm diversification" and "sorting activities". I think every student is confident in front of mathematics. They have realized the wonderful mathematics, and the existence of each of them makes the classroom more wonderful.

Of course, this course also has some shortcomings, so students should be given more space to play freely and more opportunities to show on stage. In addition, the fun can be designed more strongly! !

A class has passed, but there are still some things worth pondering and reflecting on. Because only in this way can I really improve my professional level; Only in this way can I continuously enrich my teaching methods; Only in this way can I see my true self more clearly! Review the past and look forward to tomorrow. I have set foot on the ship "Starlight" and am ready to set sail at any time, braving the wind and waves and heading for the end of victory.

5. Reflection on 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.