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Reflection on solving problems by multiplying two numbers in mathematics in grade three.
The teaching objectives of this course are as follows: knowledge and skills, mathematical thinking, problem solving, emotion and experience;

1. Understand and master the calculation method of two-digit numbers in actual situations, and be able to calculate correctly and skillfully, and reflect on the teaching of multiplying two-digit numbers by two-digit numbers.

2. In the inquiry algorithm, let students communicate with others, enjoy the happiness of expressing their opinions after independent thinking, and get a successful experience.

4. Let students understand the close relationship between mathematics and human society, understand the value of mathematics, and enhance their understanding of mathematics and confidence in learning mathematics well.

The key point of this lesson: master the written calculation of multiplying two digits by two digits. The key is that students can master the order of multiplication and the number of digits of two products.

Because this is a calculation class, it is very necessary for teachers to carefully design classroom exercises, so that students can deepen their understanding of laws and arithmetic from different angles, stimulate their interest in learning, improve their calculation ability, and cultivate their good study habits of careful calculation and neat handwriting. Practice is a purposeful, step-by-step and instructive teaching activity. Purposeful practice requires teachers to carefully study the teaching materials and carefully arrange around the teaching objectives when designing and arranging exercises. In other words, when designing exercises, teachers must be clear about the practice meaning of each question and ensure that it is in place step by step. Only in this way can we really optimize the exercises. At the same time, homework should also pay attention to levels. Teachers should give full consideration to the individual differences of students when assigning exercises, instead of "one size fits all" and "rushing to March". Avoid poor students eating badly and good students not having enough to eat. Efforts should be made to arrange exercises with appropriate depth, appropriate weight and reasonable collocation, so that students can fully develop in their adjacent thinking development areas.