1. Create vivid and interesting life situations and stimulate interest in learning.
In this class, Mr. Zhou arranged a simple and active clapping activity as a pre-class game, and also showed students' favorite "amusement park" situation, which stimulated students' interest in learning. Create a relaxed and happy atmosphere for students, so that students can find and solve math problems in play. At the same time, the enthusiasm of students is mobilized, and students are willing to express their ideas and actively explore.
2. Be good at stimulating students' cognitive conflicts in teaching, so as to carry out effective teaching.
In class, Mr. Zhou made the students go through the tedious calculation of continuous addition. After understanding the roller coaster, 2+2+2+2 is the sum of five twos. Teacher Zhou asked, if 20 twos add up, can you list the formula? According to the teacher's question, the students listed 2+2+2+2+ ... At this time, Teacher Zhou introduced the multiplication calculation in due course. After the comparison, students naturally realize the advantages of simple and fast multiplication. Let students participate in the presentation of mathematical knowledge and know the source of new knowledge, which is not only conducive to students' mastery and understanding of knowledge, but also conducive to stimulating students' initiative and creativity in learning.
3. Reasonably design internship guidance and strengthen new knowledge.
To achieve the goal of students mastering knowledge and ultimately developing their abilities, students' thinking must be applied repeatedly and step by step. In practice, Mr. Zhou also took great pains. Through a series of activities, such as I will join the company, I will choose, etc., students can master the sum of several identical addends, and can also correctly use multiplication operations and write multiplication formulas. These consolidated, diversified and hierarchical exercises conform to the psychological characteristics of grade two children, allowing them to learn while moving, playing and sublimating their understanding of new knowledge and forming their skills.
After the whole class, I think there are two points worth discussing:
1, from the diagram, not back to the diagram. At the beginning of the class, Mr. Liu Shuang made good use of the theme map to let students find mathematical information and ask mathematical questions. Therefore, the solutions to three problems are extracted. But most of the rest of the time, Mr. Zhou understood the meaning according to the formula and basically did not return to the picture. In fact, for children in grade 2, it is far more difficult to understand abstract formulas than to understand images.
2, 3×4 and 4×3 blackboard writing, confusing the line of sight. This lesson is the beginning of multiplication table. Although many children already know that multiplication exists, some children will recite the multiplication formula. But I still know a little about the meaning. In class, Mr. Liu deliberately wrote the two formulas 3×4 and 4×3 up and down. However, when explaining the meaning of these two formulas, the problem arises. Students don't know which formula represents four 3s and which represents three 4s. I think this formula need not be written on the blackboard, or other data can be refined into material.