Reflections on the model teaching of third-grade mathematics teachers: oral multiplication
This lesson is the content of the third lesson in Unit 4 of the third grade math book. Students learn on the basis of mastering the oral calculation of multiplying two digits by integer ten and multiplying two digits by one digit.
Advantages:
1, review foreshadowing plays a connecting role.
This lesson reviewed the oral arithmetic of multiplying two digits by one digit and multiplying two digits by integer ten, which paved the way for understanding the arithmetic of multiplying two digits by two digits. Two digits multiplied by two digits can be converted into two digits multiplied by one digit and two digits multiplied by the integer ten. Let students learn from their existing life experience, and their understanding will be more acceptable.
2. The effect of group cooperation is good, and students have a good understanding of arithmetic.
In the process of group cooperative inquiry, some students will think of 12 as the sum of 10 and 2, first using 14× 10= 140 (Ben), and then using14× 2 =. Some students may multiply two digits vertically by one digit, and the idea of multiplying two digits by two digits can also be worked out with a pen.
Disadvantages:
1. There are some mistakes in column sag calculation, but there is no breakthrough.
In the vertical calculation, there are phenomena of unit multiplying with unit and ten multiplying with ten, which shows that the understanding of vertical calculation is not thorough enough and there are misunderstandings about the calculation method. The last digit of the product of the teacher's question multiplied by ten digits should be aligned with the ten digits, and the reason why the zero at the end does not need to be written is unclear and cannot be expressed. It also shows that there is no breakthrough in the difficulty of this lesson.
2. The time before grasping is loose, and the time after grasping is tight, which leads to the unfinished practice in the back.
Due to the occurrence of unexpected situations, the correction of wrong questions, students' unclear reasoning before practice, etc. More time is spent in the front, which leads to the practice behind, and students do not form skilled vertical calculation skills.
Reflections on the teaching of third-grade mathematics teachers: model: collocation
First, the flexible use of teaching materials, content life
Collocation is the content of the second volume of mathematics in the third grade of primary school published by People's Education Press. The main situations in the textbook are "number collocation" and "clothes collocation". The content is based on life, such as clothes matching and breakfast matching, and it is entertaining in real life, especially through the story of Journey to the West that students love to hear, to attract students' interest in learning. At the same time, because the preview is in place, students learn easily and interestingly.
Second, let students experience the value of mathematics.
Students are particularly interested in the password problems of primary password locks and advanced password locks. Through these two activities, I not only consolidated my knowledge, but also realized the significance of learning mathematics and reflected the application value of mathematics.
Third, give students enough space to explore.
In the teaching of this class, I organized students to participate in mathematics activities such as "swinging", "connecting" and "guessing", which fully mobilized the coordination of students' various senses, got to know new knowledge, developed their sense of numbers, experienced success, gained experience in mathematics activities, and truly reflected the main role of students in classroom teaching.
Fourth, there are shortcomings.
By playing in the "interesting mathematics kingdom", I string the whole class together, hoping that students can understand the thinking method of collocation in relaxed and happy activities. However, there are also some problems in the teaching practice of this course:
1, students' discussion time is short, and the learning process is obviously insufficient.
2. When solving the problem of dividing chocolate, although students know the method, they also have the ability to think and solve problems. Thinking process, however, it never thought of using simple symbols instead of methods to express the answers to questions. In practice, the children still didn't say what I expected, so the classroom effect was not as good as expected.
When students answer questions, teachers should learn to listen. I will pay attention to this in the future.
4. The appreciation of students' language is not enough, and some of them are lacking, which can not better stimulate students' enthusiasm for learning.
In short, in the future teaching, we should keep learning, strengthen our self-cultivation and accumulate experience to better serve the teaching work.
Reflections on the teaching of third-grade math teachers: Fan Wensan: one point
"Fenyi Fen" is an abstract lesson in the concept of primary school mathematics, which is difficult for students to understand. This part of the textbook is the first time that students come into contact with fractions after knowing integers and decimals, so it is difficult to understand the meaning of fractions. So I use concrete things to vividly show the average score in the design and explain the reasons for the score.
From integer to fraction is the extension of number. Fraction and integer are very different in meaning, reading and writing methods and calculation methods. It is difficult for students to grasp the meaning of scores at first. Therefore, when the score first appears in this unit, students should focus on understanding the specific meaning of some simple scores and establish a preliminary concept of the score through some concrete examples and some familiar graphics. The teaching of this course has laid a good and necessary foundation for further study of fractional system knowledge and decimal knowledge, and laid a solid and important foundation for solving four fractional operation and application problems in the future.
In the teaching of this class, I have made great efforts in selecting materials, cultivating students' mathematical feelings and developing students' mathematical consciousness. A variety of operation activities are designed in this class, which provides enough time and space for students. Suhomlinski once said: "In people's minds, there is a deep-rooted need to be a discoverer and explorer." In children's minds, this demand is particularly strong. Therefore, in this class, teachers fully trust students, believe that students have the desire and potential to learn mathematics actively, and encourage students to master mathematics knowledge in their own way. For example, let students express the scores they want to know with the paper in their hands and create half of their own writing methods.
In class, students have enough time and space to discover, understand and master new knowledge by themselves. Teachers encourage students to think and listen to their speeches, which truly embodies: let students enjoy happy education and let teachers enjoy the happiness of education.
Reflections on Mathematics Teachers' Teaching in Grade Three: Region
The main content of this unit is area, including the concept and meaning of area; The field involved is the basic knowledge of students' first contact. Students have a preliminary experience of area in real life and learned the perimeter of basic graphics, but the area has not been transformed into the level of knowledge; In addition, through the previous study, students have realized how to better master a new concept, have a certain ability of autonomous learning and self-exploration, and also realize the diversity of methods to solve mathematical problems, and develop their own mathematical space concept and sense of numbers. Therefore, I think we should pay attention to the following points in teaching:
1, we should pay attention to cultivating and developing students' spatial concept.
In teaching, we should combine students' familiar examples to understand the meaning of graphic area, so that students can fully experience the actual size of each area unit, learn to choose different area units according to the size of objects, and learn to estimate the area of graphics. We should not only pay attention to the calculation of area and unit conversion, but ignore the cultivation and development of spatial concept.
2. Let students develop the concept of space in practical activities such as observation, comparison, measurement and operation.
The development of spatial concept must be based on students' own spatial perception and experience, so students' practical activities should be strengthened in teaching to give them full practical opportunities to perceive and experience. On the one hand, teachers should make full use of the teaching activities provided by textbooks; on the other hand, teachers should strive to create more practical activities and give students more opportunities.
3. Pay attention to the process of estimation activities and encourage the diversity of estimation methods.
Estimation is the main method to solve mathematical problems in mathematics, and it is also one of the main ways to develop students' spatial concept. In teaching, students should fully experience all kinds of estimation methods provided by textbooks, experience the diversity of estimation in communication, and cultivate the consciousness and ability of applying estimation to solve problems in learning.
4. Focus on cultivating students' awareness and ability to solve practical problems.
The purpose of learning knowledge is to apply knowledge to practice and solve practical problems, especially to learn mathematics. The application of area formula is the focus of this unit teaching. In order to prevent students from memorizing the area formula mechanically, we should pay attention to the development and discovery process of what students have learned and truly realize the purpose of applying what they have learned.
Reflections on the teaching of third-grade math teachers: model: divisor
Divider is a one-digit division that students learn after learning the division in the table. After teaching, I reflected. I have the following experience:
Success:
1, let students perceive arithmetic in hands-on operation.
First of all, when exploring the calculation method of dividing two or three digits by one digit, because some students have been able to use the existing knowledge to calculate the result, in order to let each student further understand arithmetic, I mainly understand it by asking students to insert a stick. Let students explore new knowledge through hands-on operation. Because hands-on operation is an active learning activity, it has the characteristics of concrete image, easy to promote interest, easy to establish representation and easy to understand knowledge. Therefore, it is to adapt to this cognitive feature by organizing students to learn new knowledge by hands-on operation. Only in some practical operations can students gradually know and understand the relationship between "shape" and "number" and acquire knowledge in a pleasant hands-on atmosphere. Secondly, playing cards and buying prizes in practice can guide students to solve practical problems with what they have learned, embody the significance of calculation and make students feel that mathematics is useful.
2. The combination of oral calculation and written calculation encourages the diversification of algorithms.
When solving the problem of dividing bars, it is emphasized that the methods to solve the problem are diversified. You can use learning tools to operate directly, or you can draw conclusions by division. Calculation can be divided into oral calculation and written calculation, and I focus on guiding students to master the method of written calculation. Finally, you can use the estimate to verify the calculation results written by yourself. Only in this way can students realize that there are many ways to solve problems, but they should also choose a more convenient and practical one.
Disadvantages:
When the pace of class is slow and there are many examples, there is too much time to explore new knowledge and less time to practice in class.
Improvement measures:
1. Teaching language and design affect classroom rhythm. Every teaching link should be more challenging. For example, the correct rate of each group in the first round of practice matches depends on which group is the most right, and the speed of the second round depends on which group is the fastest. The teacher counts the time for two minutes. This is also a process of habit formation. Moreover, the classroom is active, and the tense rhythm makes children have nature.
2. In terms of solid teaching content. Collective calculation is often carried out in class, which reduces the time for children to practice independently. It is necessary to arrange the practice time reasonably, reduce the process of blackboard demonstration, and make more use of the booth to present and feedback the children's exercises in time. It is also a process of practicing expression and reasoning through students' own explanations on the booth.
3. More encouraging language in class. Children's passive problem-solving has become a habit, and their passion for mathematical exploration is also less. Pay more attention to the introduction of each link and always use incentive methods to stimulate children's interest in learning. For example: new knowledge, will you? The teacher didn't believe it.
4. Learn to summarize effectively. Only in this way can children really understand that mathematics is so simple and interesting. To truly understand mathematics, they often use old knowledge to solve new problems, ask children questions directly, and cultivate students' transfer thinking.
I will work harder and reflect more in the future. Make your math class lively and interesting, and stimulate children's learning enthusiasm.