Reflections on the teaching of volume and unit of volume 1 The teaching of this course is a knowledge point before learning the volume of cuboids and cubes after learning the understanding of cuboids and cubes. Fully understanding the concept of volume and flexibly grasping the image of unit of volume is a solid foundation for learning cuboid and cube volumes.
In classroom teaching, I completely mastered the teaching method of understanding concepts with physical demonstration. Because volume is a new concept for students, it is not easy for students to understand the volume of objects. Therefore, in classroom teaching, students can demonstrate the principle of crow drinking water with two measuring cups through the story of crow drinking water, feel the volume of schoolbag with their hands, and fully understand the size of space occupied by objects. In the teaching activities organized by teachers' stories, experimental verification and hands-on perception, students' practical ability should be brought into full play, their comparative observation ability should be cultivated, and their spatial concept should be developed. When understanding the concept of volume, we should pay attention to the difference and comparison with length and area, intuitively perceive the concept, let students draw the volume of mobile phone, TV set and DVD player by hand, let students learn knowledge in real life and deepen their understanding of the concept.
When studying unit of volume, I pay attention to the idea of "migration". Unit of volume is naturally introduced through the area units that students have learned. Pay attention to the connection between knowledge. When 1 cm 2 is defined, it is expressed by the area of a square with a side length of 1 cm. Ask the students to discuss in groups. The volume of 1 cubic centimeter can be the volume of a cube with the length of 1 cm. When studying unit of volume, we should pay attention to let students know more about life, and use the volume of finger belly and chalk box in life to strengthen their knowledge.
The deficiency in teaching is that students' learning efficiency in group learning is not high. In group activities, students should be given enough time to think and be allowed to speak fully under the leadership of the study group leader. Groups should cooperate and communicate with each other, and fully display different views in classroom teaching.
The whole class teaching has both advantages worth accumulating and disadvantages that need to be improved. In the future teaching, I will foster strengths and avoid weaknesses to improve my classroom teaching effect.
Reflections on Volume and unit of volume Teaching Part II: The Volume of Cuboid and Cube and unit of volume. In the teaching of this class, I first use experiments to let students understand the meaning of volume with personal experience. Then we get the definition of volume, and then judge the size of the object. We can distinguish the size of the volume with the naked eye, and then we can know the unit of the volume by observation.
First, introduce experiments to stimulate practical interest.
A good beginning is half the battle. I caught the students' interest and conducted a simple experiment to let them know more about the concept of volume.
Second, pay attention to the cognition of volume.
The concept of volume may be unfamiliar to students, so it is necessary to compare and explain the size of each object, so that when distinguishing their sizes, we can have a familiar attitude towards the concept of volume to complete the problem of judging the size of volume.
Third, contact the previous link to realize the importance of volume in reality.
Wherever I go, I feel that the concepts of pair and volume are inseparable. As the saying goes, students also know the volume and can judge the size of every object in real life.
Fourth, when the class reaches the standard.
Show textbooks, workbooks and other reference materials for standardized training in this class, which is helpful to test students' learning situation and knowledge in this class.
Fifth, summarize and review the knowledge of this lesson.
At the end of a class, every student tries his best to gain and understand something. Or sum up the cooperation of your own group, so that the group discussion will be convenient and progress in the future.
Six, personal reflection
I think the students in this class have improved their thinking, can solve problems consciously, and the group cooperation is relatively perfect. At the same time, I left out some important parts that I should talk about. I think this is my mistake. I will continue to redouble my efforts and try not to make such mistakes again in the future. I think it is really difficult to teach geometry concepts well. To establish students' concept of space, we must set out from students' real life and list examples in life. Even when teaching, we should fully prepare teaching AIDS and related items to make it easier for them to accept the knowledge of a course.
Reflections on Volume and unit of volume's Teaching Part III Volume and unit of volume are the contents of Unit 2, Grade 5, Mathematics, West Normal University Edition. After students further understand the characteristics of cuboid cubes and learn the surface area of cuboid cubes, they will be taught.
Volume is a new concept. Students may have experienced what volume is, but it is difficult to have a sense of volume. So at the beginning of class, I designed an activity to let students touch the desk drawers. Through the comparison between empty drawers and drawers with schoolbags, students feel that objects occupy a certain space; Because students' schoolbags vary in size, some are put in drawers, and some are not put, which makes students feel that the space occupied by items is large or small; Let the students use their imagination to talk about the phenomenon that objects occupy space in life and compare the size of the space occupied by objects. Get the concept of volume after the students fully feel the experience, and let the students use the concept to say what the volume of the surrounding objects is.
After students have a preliminary understanding of the meaning of volume, I show two cuboids with very close sizes, so that students can make it clear that in order to be convenient to use, it is necessary to determine the unit of object volume. This paper introduces the commonly used cm, dm and M in unit of volume. In order to let students grasp the practical significance of these units, I designed a series of touching, speaking, finding and estimating activities, so that students can master the size of 1cm, 1dm and 1m through their own personal feelings. For example, when looking for an object with a volume of about 1cm, students will think of their fingers and a big tooth ... How big a student is 1 m is the most difficult to master, so I built a cube with several meters in the classroom with a length of 1 m, and asked the students to squat in it to see how many students can squat.
In terms of teaching design, the whole class is rigorous and logical, and the transition of each link is natural, but there are also many unsatisfactory places in the actual teaching process.
First of all, the comparison of length unit, area unit and unit of volume is not handled well enough, which directly affects students' confusion in learning unit of volume conversion. We can review the measurement methods of length and area through multimedia courseware demonstration, and deepen our understanding of these two units. By comparison, students can easily think of how to measure the volume of an object, which lays the foundation for studying the calculation of volume in the future.
Secondly, teachers' adaptability needs to be improved. When students have spoken the word space in their initial perception of volume, they should immediately write on the blackboard and grasp the word for students to understand further; Students have difficulty in describing the volume of an object. Teachers can guide students to describe with examples. When looking for objects with a volume close to 1 m3 in life, when talking about the volume of the conduct scale, students should be guided to understand the difference between face and body more deeply. Finally, in the case of insufficient teaching time, teachers should deal with exercises flexibly.
Thirdly, teachers should learn more about the art of teaching language, and their ability to evaluate and motivate students needs to be improved.
Reflections on Volume 4, Chapter 4, Volume 4 and Unit Teaching Before class, the teacher had demonstrated this lesson and left a deep impression on me. Mathematics teaching should be as close as possible to students' lives, so that students can realize that there is mathematics everywhere in life, and there is truth in life everywhere in mathematics. Don't tie yourself and students to textbooks when teaching, so I pay great attention to combining textbook content with life practice, hands-on operation with experimental observation, and strive to cultivate students' ability to solve practical problems and innovative spirit with mathematical consciousness. Taking the teaching of Volume and unit of volume as an example, I will talk about my own teaching experience.
First of all, the story is introduced to arouse interest in an active atmosphere.
A good beginning is half the battle. I grasp the age characteristics of students who like to listen to stories, and introduce them from the well-known story "crow drinks water" to attract students' attention and naturally introduce new lessons. The lead-in stage is at the beginning of a class, and whether it is handled properly directly affects students' learning mood and thinking activity. The lead-in design of this lesson can not only improve students' interest in learning, stimulate the internal driving force of seeking knowledge, but also make the mathematical problems to be studied concrete and visualized, so that students are in a high emotional state at the beginning of the activity.
Then, through two experiments of pouring water, students observed that stones do occupy space, and the space occupied is large or small, which naturally produced the concept of volume.
Second, pay attention to knowledge transfer and explore problems.
In the teaching process of drawing volume units, I didn't tell students directly, but paid attention to students' knowledge transfer. I first recalled the comparison method of dividing the area unit first and then counting, and then let the students draw a conclusion in the discussion and exchange: two cuboids need to be divided into small squares with equal size, which leads to unit of volume and breaks through the difficulties. However, it is a little difficult to find that the number of cubes is small and the concept of space is not good enough. Courseware can be made more intuitive and easy for students to observe.
Third, try to learn by yourself and understand the problem.
Primary school students' mastery of concepts has a great relationship with their knowledge level and life experience. Therefore, when teaching unit of volume, we should try our best to teach ourselves textbooks, understand unit of volume and cultivate students' spatial concept.
(1) Read the self-study unit volume and exchange and cooperate in groups.
② Students report what they have learned.
③ Understand the unit of volume.
Fourth, integrate with reality and solve problems.
Solving problems is a test of students' comprehensive ability, but the unit of volume is abstract. So I guide students to list examples in life, stimulate students' desire, and let students understand and apply mathematical knowledge to solve practical problems in activities. For example, find the cube of 1 cubic centimeter and 1 cubic decimeter. Through practical activities such as touching, measuring, comparing and speaking, students can truly understand the unit of volume through personal experience, thus forming an image in their minds, which is helpful to calculate and estimate the volume of objects in the future. In this session, the students talked about many objects around them. The volume of these objects is about 1 cubic centimeter and 1 cubic decimeter. Let the students enter in turn in the cube of 1 m3. Therefore, it can accommodate 10 students. The learning atmosphere reached a climax and the teaching effect was good. At the same time, students can really feel the close connection between mathematics and real life, and mathematics is around. This kind of teaching has cultivated students' self-study ability, group cooperation and communication ability and language expression ability. At the same time, it also improves students' interest in participating in the experiment.
Five, hands-on operation, pay attention to the comparison.
For example, when distinguishing 1cm, 1cm2 and 1cm3, students should not only say what units they are used to measure, but also draw their differences by hand.
Sixth, the problems found in the classroom.
Practice doing the second question. What are the volumes of two cuboids? I thought this content was easier for students to understand, but I found that a student thought that the side length of the first cuboid was 3 cm and its volume was 3 cm, which was influenced by the concept of a cube with a side length of 1 cm and a volume of 1 cm. So in class, I emphasize that students should tell themselves that the volume of each small cube is 1 cubic centimeter, because the side length of the cube is 1 cubic centimeter, so there are nine cubes here, and the volume of the whole big cuboid is 9 cubic centimeters. Finally, it is concluded that measuring the volume of an object depends on how many unit of volume it contains.
Ask the students to put four cubes of 1 cubic centimeter into different shapes independently. Think about their size. The students did pose a lot, but they didn't show clearly in the physical projection, and they didn't do enough exams before class.
Finally, let the students guess the volume of some common objects. There are two teaching purposes. First, test students' understanding of the "Three unit of volume" in real life. Secondly, I know it is difficult for students to guess completely, so I don't know if students can guess completely. In the process of guessing, tell the students the answers, let them form the appearance of some common object volumes, and strengthen the cultivation of students' spatial concepts. At the same time, the students' guesses are not accurate enough, which makes me realize that in the previous teaching, I only emphasized the sizes of 1 cubic centimeter, 1 cubic decimeter and 1 cubic meter, and failed to let students well establish the concept of two, three or 10 unit volume space, which is also an important point.
Seven, personal reflection.
Personal language in the classroom is not vivid enough, students' feelings are not paid enough attention, and students' answers are not properly evaluated. This is concept teaching, and the language must be refined and rigorous. I haven't done enough in this respect, and I will definitely continue to redouble my efforts to make progress in this respect in the future. At the same time, after this class, I deeply realized that it is really difficult to teach geometry concepts well. To establish students' concept of space, we must set out from the reality of students' life and list examples in life. Even need to constantly prepare some visual teaching AIDS. For example, without the visual teaching AIDS of 1 cm3, 1 decimeter cubic and 1 m3, it is basically difficult to establish the spatial concept of three unit volumes by students' imagination. In the teaching process of geometry concept class, we should observe, compare, measure and touch more, so that students can establish feelings and form appearances.
Reflection on Volume and unit of volume's Teaching Part V "Volume and unit of volume" is abstract and difficult to understand. In class, Mr. Sui attaches great importance to the combination of teaching materials with life practice, hands-on operation and experimental observation, and strives to cultivate students' awareness of autonomous learning, ability to solve practical problems and innovative spirit. The realization mainly embodies the following four characteristics:
1, create a situation to stimulate interest in learning.
The students are all familiar with the story of "the crow drinks water". In order to better stimulate students' interest, at the beginning of teaching, let students talk about how crows drink water. When a stone is put into water, why does it rise? Let students realize that objects occupy space in discussion and communication, but if this example alone is not enough to support students' understanding of the concept of volume, then through experiments, let students observe what happens if two glasses of the same size are put into the same amount of water, guide students to compare the size of the space occupied, and introduce the concept of volume. This part of the teaching is basically carried out in the order of the textbooks, and the experiment is very attractive.
2. Connecting with reality and extracting learning resources.
Mathematics comes from life practice, and mathematics teaching can not be separated from real life. Through activities such as discovery, touching, thinking and speaking, students can visualize and concretize the concept of space, enrich their own spatial representation, and thus realize the connotation of volume. Let students feel that mathematics is around them, and there is mathematics everywhere in life, and realize the importance of mathematics learning, so as to stimulate and cultivate students' correct learning motivation.
3. Organize activities to explore new knowledge.
Mathematics curriculum standard points out that "mathematics teaching is the teaching of mathematics activities", so in this class, effective mathematics activities are organized according to the characteristics of students' age, thinking characteristics and teaching materials. For example, when studying m3, dm3 and cm3, let the students have a look, touch, swing and talk, so that they can feel the size of unit of volume, form various' representations' of unit of volume, and get to know them, so as to cultivate their initial concept of space. At the same time, it also pays attention to the cultivation of students' cooperative communication ability and innovative spirit. Therefore, in the classroom, Mr. Sui designed drilling and other activities to let students develop their thinking while playing middle school and practicing happily.
4, cause contradictions, produce problem consciousness.
The process of students' learning mathematics is a process of construction and a process of cognitive contradiction. In the classroom, if teachers give students the opportunity to fully show "contradictions", students will take the initiative to solve contradictions, actively explore the root causes of problems, and actively seek solutions to problems. In this learning process, the role of students has changed from a passive "executor" to an active "explorer". Therefore, showing students the opportunity of "contradiction" in class can really expand the space for students to explore actively and cultivate students' problem consciousness.
Judging from the classroom teaching, the effect of this course is very good. By creating realistic scenes and providing students with living teaching materials, every student can actively participate in learning, which is conducive to developing students' thinking and helping them to establish a correct volume and unit of volume's concept. Make full use of students' existing knowledge, experience and things to organize teaching so that students can better understand what they have learned. Carrying out cooperative learning is beneficial for students to form independent opinions and show their individual thinking on the basis of active inquiry. In communication, making your own views richer and more comprehensive is conducive to the cultivation of thinking ability. In teaching activities, Mr. Sui fully provides students with space and opportunities for cooperation and exchange, so that students can learn in an equal, free and harmonious atmosphere. Students' practical operation is an important means to acquire knowledge and form ideas. Through practical activities such as touching, measuring and moving, students can experience the unit of volume, which is helpful to calculate and estimate the volume of objects in the future. This link is the climax stage in the teaching process, and the teaching effect is relatively good, so that students can truly feel the connection between mathematics and real life. After listening to this lesson, I deeply realized that it is a challenging thing to teach the concept class well. In teaching, we should proceed from students' actual life and accumulate knowledge and form ideas for students through observation, comparison, hands-on operation, touch and other activities.
Reflections on Volume VI Volume and Unit Teaching The key to this course is to provide enough intuitive materials to enable students to accumulate perception, establish appearances and form concepts through activities such as observation, touching, posing and imagination. In teaching, they can introduce the length of comparison line, the size of plane figure and the size of three-dimensional image, so that students can understand and help "volume" in the comparison of concepts such as "length" and "area".
First of all, by observing the experiment, we know from the experimental situation that the space occupied by an object → the size of the space occupied by an object → the size of the space occupied by an object is called the volume of an object. Then let the students observe and compare the size of objects, and experience that to know the size of objects accurately, it is necessary to use the unit of volume to calculate, and let the students guess the commonly used length unit and the commonly used area unit → What are the commonly used unit of volume?
On this basis, through observation, gesture, imagination and comparison, the spatial concepts with actual dimensions of 1 cubic centimeter, 1 cubic decimeter and 1 cubic meter are established. Through group cooperation, let everyone fight, pose, talk about size, and deepen their understanding of unit of volume. Further understanding, measuring volume, this is to look at the number of unit volumes contained in an object.
Finally, the content of the whole class is sorted out and summarized to form an overall cognition. The consolidation exercise slightly expands the first question in the textbook exercise. Finally, ask the students to record the length, width, height and volume of several different cuboids and think "What did you find?"? Pave the way for the calculation of the learning volume in the next lesson. Through the above teaching, the effect is relatively fine, and the correct rate of students doing problems is relatively high.
Reflections on Volume and unit of volume Teaching Part VII Reflection after Teaching
Judging from the students' reaction, we have a solid understanding of the concept and an active learning atmosphere, and everyone can express their opinions. Even Dawn and Jin Yueyang, who don't talk much at ordinary times, raised their hands and answered very well. I am very happy to see this. In addition, the teacher's excessive language and questions are also more appropriate. But seriously reflecting on this course, there are also many places that need to be reflected and improved.
disadvantage?
1, information collection. This is what the master said when commenting on the class. I didn't have such a good word, so I said it was "adaptability" at that time. In the first exercise, when estimating the volume of the tape recorder, it was filled with cm3, but some students said it was dm3. When I asked "whose idea do you agree with", the two sides were almost fifty-fifty. What am I thinking at this time? How to solve this problem? Fortunately, I also prepared some small cubes, so I put 20 cubes on the table for them to compare. "Is the volume of the tape recorder equivalent to the volume of 20 small cubes?" The problem was solved quickly, and I was sweating myself. But then one of the master's methods made me more enlightened. The volume of an eraser in the previous question is 8cm3. Why not use this problem to solve the problem of tape recorder? If it is 20cm3, three erasers add up to 24cm3, which is already more than 20cm3. Imagine if the tape recorder was not as big as three erasers. Isn't this problem solved? At the same time, in this process, students' abstract thinking and spatial imagination ability have been further cultivated. From this perspective, we should continue to work hard to strengthen our ability to deal with emergencies.
2. Students' learning communication is not enough. For example, in the experiment, although the teacher's three questions lead the students to answer in the desired direction, the students' ability to ask questions and find problems is relatively restricted.
3. Attention should be paid to the change of the roles of teachers and students. The master said, "Teaching is for not teaching". How can we better develop in this direction? Teachers should ask more enlightening questions, and regard themselves as students, constantly ask questions, and constantly let students think about solutions to problems.
4. Other details. When helping students to establish the concept of space, they can start with the small cube in their hands, and then give examples, and give more examples in life. For example, an object with a volume of 1cm3 includes not only the fingers in the book, but also pens, chalk heads, dice and so on. Exceptions In the teaching of "How many units of volume", you can teach spelling from simple to complex, for example, teach 2 first, then 4,8, 12, etc. In the sharing stage of class summary, it can be divided into three questions: What have you gained? What do you suggest? Do you have any questions?
Reflections on Volume and unit of volume Teaching Chapter 8: Long bodies and cubes are the most basic three-dimensional figures. In the teaching of this course, textbooks provide good resources. The story of "crow drinking water" and the experiment of putting stones into a cup filled with water provide students with rich perceptual experience, perceive the space occupied by objects and understand the concept of volume in a vivid way. In junior high school Chinese class, students are exposed to the story of "crow drinking water", so the teacher reproduces the story, so that students can explain clearly from beginning to end what causes crows to drink water, guide students to express their ideas, and then let students do the experiment of putting stones into water cups themselves. Through observation, it was found that the water in the first cup could not be completely poured into the cup with stones. What is the reason? Arouse students' thinking about this problem. The reason is that the stone takes up part of the space and can't be poured. Then let the students observe the TV set, the computer host and the teacher's mobile phone in the classroom, and compare these three things, and find that different objects occupy different space sizes, and the space size occupied by objects is the volume of objects.
Although we know the concept of object volume, we should also let students establish a good concept of space. Teaching should be combined with physical demonstration to know the size of the space occupied by objects with the size of 1 cubic centimeter, 1 cubic decimeter and 1 cubic meter respectively. It is not enough to have this knowledge, but also to pursue victory. Let students estimate the objects with the surrounding volumes of 1 cubic centimeter and 1 cubic decimeter, and estimate the size of 1 cubic meter with their bodies. At the same time, it is necessary to distinguish between unit of volume and area units to deepen students' understanding of unit of volume. Only in this way can students correctly choose and use unit of volume when calculating the volumes of cuboids and cubes.
Reflections on the teaching of 9 volumes 1 volume and unit. I lack my own thoughts and opinions on the handling of teaching materials.
This lesson is the first time for students to contact with the concept of volume. Because of lack of life experience and poor imagination of three-dimensional space, it is difficult to teach. The teaching materials are unfamiliar and time is tight, so I watched several teachers' teaching videos on the Internet, followed the gourd painting gourd ladle, and adopted the "takenism" to use in my own classroom, but I didn't think deeply about the proportion of activities in each link. Through this link, what I want to achieve or what I want students to learn leads to the lack of natural knowledge generation in the whole teaching process of this class.
2. Classroom teaching is not rigorous enough, and there are many mistakes in details.
In the usual teaching, I pay more attention to arithmetic than arithmetic, which leads some students to understand and not say it. Due to the lack of artistry in teaching language, the lack of attention to the accuracy of mathematical terms, the standardization of blackboard writing and the requirements for students to solve problems, format and writing, students have been unable to express their views in mathematical language for a long time.
3. Students don't develop good math study habits.
I always think that it is the embodiment of learning efficiency to let students master what they want to learn in class. I never ask students to preview in advance and rarely review after class, but I ignore the cultivation of students' autonomous learning habits. As a result, students are unwilling to learn independently, will not learn independently, and slowly lose their interest and ability in learning.
Although I am in a hurry, I also know that it is not a one-off event to improve myself. Exactly: the road is long and Xiu Yuan is Xi, and Xiu Yuan is Xi, so I will act in collusion with it. ...