As a new teacher, classroom teaching is one of the important tasks. Through teaching reflection, you can effectively improve your teaching ability. Please refer to how to write teaching reflection! The following is my reflection on the teaching of "Scale" in primary school mathematics for your reference only. Welcome to reading.

Reflections on the teaching of mathematics scale in primary schools 1 the knowledge of scale is taught on the basis that students have mastered the knowledge of simplification and proportion. When designing the teaching link, I carefully analyzed the design intention of the textbook, and at the same time thought about how to properly link the concept teaching with the students' real life. Reflecting on the whole teaching process, I think the key to success is as follows:

1, give life a new lesson.

Modern learning psychology believes that knowledge cannot be simply "taught" to students by teachers or others, but can only be actively "constructed" by each student according to his own existing knowledge and experience. In the introductory stage, I selected typical perceptual materials that students are very familiar with, and drew a plan of a standard basketball court, which is 28 meters long and 15 meters wide. Let students draw by hand and ask them how to draw.

2. Introduce topics into the situation.

Give an example of this situation in life to illustrate the expansion or contraction of the physical map in life? I'm showing the most familiar miniature map of China and Beijing traffic route map according to the students' answers. Show the whole picture of two pictures. Let the students find out. There is a close relationship between the size and proportion of the plane figure. Let the students put forward what proportion-related learning knowledge to learn in this class, and further determine the teaching difficulties around the questions raised by the students.

3. Learn concepts from self-taught books.

Show guidance outline

(1) What is a scale? How to find the scale?

(2) What are the scales?

(3) What is the function of learning scale?

(4) Is the scale the same as that in our schoolbag?

When reporting and communicating, impart knowledge appropriately. This session allows students to comprehensively summarize the definition of scale and understand how to reduce the scale. In view of the many conclusions the students have drawn, I have filled their classroom with the breath of exploration.

4. Learn knowledge through self-study.

After students understand the concept and function of scale, it is easy to teach how to find the scale and distance on the map. Therefore, I pay more attention to cultivating students' self-study ability, and boldly let students learn, think, communicate with other students and learn new knowledge through communication.

Children's ideas are the source of knowledge.

By creating life scenes, students are always in a state of hands-on operation and thinking, and the conversion between line scale and numerical scale is solved, so that students can experience the joy of success. At the same time, students are encouraged to answer in different ways to cultivate the flexibility of their thinking. In this way, children can acquire knowledge and cultivate their abilities. Through this lesson, students can truly feel that there is mathematics in life, and there is mathematics everywhere in life, which improves their awareness of learning and using mathematics.

With the above foreshadowing teaching, it is much easier to find the distance on the map with known scale and actual distance, or to find the actual distance on the map with known scale and distance. For example, when calculating the actual distance from the known scale and the distance on the map, many children analyze the multiple relationship between the distance on the map and the actual distance according to the scale, and then list the proportional formula with the meaning of the scale.

The teaching content of this course is large, which leads to less practice time for students.

Rome was not built in a day. As a math teacher, I will continue to explore the teaching mode suitable for students. Whether a class is good or not is not because the teacher is wonderful, but because the students really master it.

Reflections on the second-level teaching of mathematics in primary schools. The content of the sixth volume of the primary school mathematics scale is based on the significance and basic nature of the learning scale. Through the study of this lesson, let students understand the meaning of scale, learn to find the scale of the plan, and cultivate students' thoughts and feelings of loving their motherland and hometown. The focus of this lesson is to let students understand the meaning of scale and learn to find it. The difficulty lies in understanding the meaning of scale from multiple angles.

When I was teaching this class, the first thing was based on the teaching goal of students' development. At the beginning of the class, I designed a brain teaser: "It took 15 minutes for the teacher to go to work from home this morning, but it took only 5 minutes for an ant to go from Xiangtan to Wuhan. Why? " Create a situation here to stimulate students' interest in learning, and then show a map of China, so that students can find out Hangzhou and Shanghai from the map. Then, guide students to learn by themselves with three questions raised by the teacher: 1, what is scale? 2. How to find the scale? 3. What problems should be paid attention to when calculating the scale? In this way, students' ability to try to learn and think independently is cultivated. As long as the students solve these three problems well, the important and difficult points of this class will be solved. Last question: What is the use of learning scales for us? Make students have a deeper understanding of what they have learned today.

Through this series of designs, students can learn and explore in a relaxed environment, have a good grasp of the knowledge of this class, have a multi-angle understanding of the scale, and have a further experience of its application value, so that students can truly experience that mathematics comes from life and serves life.

Reflections on the teaching of mathematics scale 3 in primary schools. Scale is the teaching content of the twelfth volume of primary school mathematics. This knowledge is taught on the basis that students have mastered the knowledge of simplification and proportion. When designing the teaching link, I carefully analyzed the design intention of the textbook, and at the same time thought about how to properly link the concept teaching with the students' real life. Reflecting on the whole teaching process, I think the key to success is as follows:

1, give life a new lesson. Modern learning psychology believes that knowledge cannot be simply "taught" to students by teachers or others, but can only be actively "constructed" by each student according to his own existing knowledge and experience. In the introduction stage, I selected typical perceptual materials that students are very familiar with (five national flag plans of different sizes), and asked students to observe these plans "which have changed and which have not?" Then grasp the characteristics of scale: the size of the figure can be changed at will, but the shape cannot be changed.

2. Introduce topics into the situation. The teacher is looking at the house in the real estate company. Show the floor plan of two houses (same size). The teacher wants to buy a bigger one. Can you help me choose? In the process of helping students choose, they find it difficult to know which is bigger. When students argue, show the scale of two houses and tell the students that the teacher found such a sign under each floor plan. Now can you help me choose? What's your reason? The purpose of this design is to attract students' attention to scale and find out in time that the size of the actual figure can not be accurately judged according to the size of the plan. The size of the floor plan is closely related to the scale, so let the students ask what they have learned about the scale in this class, and further determine the teaching emphasis and difficulty around the questions raised by the students.

3, get the concept in the hands-on operation. Let students design and make campus plans, and experience the feelings of designers personally, so that students can know how to determine the size of scale, how to calculate data and how to draw pictures in practice. When reporting and communicating, impart knowledge appropriately. This lesson allows students to comprehensively summarize the definition of scale and understand how to reduce it. In view of the many conclusions drawn by the students, I showed their works to the students one by one, and the class was full of exploration.

4. Learn knowledge through self-study. After students understand the concept and function of scale, it is easy to teach how to find the scale and distance on the map. Therefore, I pay more attention to cultivating students' self-study ability, and boldly let students learn, think, communicate with other students and learn new knowledge through communication.

Reflections on the fourth grade teaching of mathematics in primary schools. Teaching proportion on the basis that students have mastered the knowledge of simplification and proportion. When designing the teaching link, I carefully analyzed the design intention of the textbook, and at the same time thought about how to properly link the concept teaching with the students' real life. Reflecting on the whole teaching process, I think the key to success is as follows:

1, the situation reappears, and the close connection between mathematics and life is established.

The content of this lesson is far from students' lives. Although it will be reflected in the knowledge of geography and cartography in the future, it will not be exposed to the life experience of sixth-grade students at present. So I will set the import situation within the school. By asking students to act out the dialogue, I will ask this question: "Can you draw the school playground into your book?" With this introduction, the distance between the teaching of this course and the students' life experience will soon be narrowed. When imparting knowledge, the teacher introduced calculation exercises with horizontal architectural drawings, which once deepened the connection between mathematics and life.

2, get the concept in the hands-on operation.

Let students design and make campus plans, and experience the feelings of designers personally, so that students can know how to determine the size of scale, how to calculate data and how to draw pictures in practice. When reporting and communicating, impart knowledge appropriately. This lesson allows students to comprehensively summarize the definition of scale and understand how to reduce it. In view of the many conclusions drawn by the students, I showed their works to the students one by one, and the class was full of exploration.

3. Give appropriate instructions and let go boldly.

The new curriculum standard advocates returning the classroom to students, so that students can become the masters of the classroom. Teachers are only organizers, guides and participants in teaching activities. How can teachers play the role of trumpeters? In my opinion, since the teacher is the guide, it is necessary to explain and guide in teaching, and since the teacher is the organizer and participant, the explanation and guidance should be timely and appropriate. After teaching the concept of this lesson clearly, the teacher boldly let go and guided the students to complete the task independently through independent thinking and group discussion. The teacher's bold let go also achieved good results. In the process of communication and reporting, teachers should make some appropriate instructions, which not only realizes the teaching objectives, but also makes the teaching process easier for teachers.

4. Give affirmation and evaluation to students' understanding in time.

People-oriented is the basic concept of new curriculum standards. Under the guidance of this concept, mathematics classroom teaching should emphasize the individualized development of mathematics learning, and teachers should respect students' learning, not only their different understanding of mathematics, but also their mathematical thinking results.

In teaching, when seeking scale, students have a variety of solutions, so I will follow the students' ideas to start teaching. While listening carefully to the students' explanations, students and I will affirm and evaluate different methods, get the basic method of finding the scale, and explain that students can have their own different solutions, but pay attention to the standardization and completeness of the book.

In short, to follow the psychological laws of students' learning, we must respect students' understanding, let students sum up and adjust their learning through constant experience and sentiment, and learn to learn to learn while mastering knowledge and improving their ability.

Reflections on goal-oriented teaching of primary school mathematics scale 5 1.

The goal is the soul of teaching, the starting point and destination of all teaching activities, which dominates the whole process of teaching and sets the direction of teaching and learning. Accurately grasping the teaching objectives is the premise and key to realize effective teaching. In classroom design, we should fully understand students' existing knowledge and experience and grasp new knowledge, accurately grasp the starting point of teaching, and formulate practical teaching objectives for students.

The content of "proportion" is based on students' understanding of proportion, positive and negative proportion and graphic scaling. It is a comprehensive application of knowledge such as comparative value, positive proportion, multiplication and division. According to the textbook, students' existing knowledge and age characteristics, we can easily find that this part should not only make students understand the meaning of scale, master the methods of finding scale, transforming numerical scale and linear scale, cultivate students' ability of reading, using and drawing, develop students' spatial concept, but more importantly, let students realize the value of what they have learned through teaching.

It is worth noting that as far as numerical scale is concerned, there is no special explanation for method scale in the textbook, but there are many such examples in real life, that is, students are required to "understand scale from different angles" on the basis of understanding scale, so I will focus on "understanding the meaning of scale" in this lesson, followed by calculating scale. With a deeper understanding, the calculation will naturally come. Only in this way can we master the teaching materials, make teaching easy and achieve good results.

2, creative use of teaching materials

This part of the scale is strange, abstract and difficult for students to understand, and I think the exercises and situations in the book may not be suitable for our students. They may not be very interested, and they may just solve problems for the sake of solving them. So, I carefully analyzed the design intention of the textbook, and at the same time thought about how to properly link such a concept teaching with students' real life. Combined with the teaching materials published by People's Education Publishing House, I selected the teaching materials, created a topic close to the actual life of the students I taught, and considered the wide application of linear scale and enlarged scale in real life. Therefore, on the basis of grasping the teaching materials, I also expanded the relevant content of the scale, thus broadening and activating the content of the teaching materials, enhancing students' intimacy with the learning content and stimulating students' thirst for knowledge.

At the beginning of the class, I first designed a brain teaser: "It took the teacher three hours to drive from Puyang to Zhengzhou, but it took only five minutes for an ant to climb from Puyang to Zhengzhou. Why? " Here, create a situation to stimulate students' interest in learning, and then show the map of China, so that students can find Puyang and Zhengzhou from the map. Then, guide students to learn by themselves with three questions raised by the teacher: 1, what is scale? 2. How to find the scale? 3. What problems should be paid attention to when calculating the scale? In this way, students' ability to try to learn and think independently is cultivated. As long as the students solve these three problems well, the important and difficult points of this class will be solved. Last question: What is the use of learning scales for us? Make students have a deeper understanding of what they have learned today, and guide students to solve problems with scales.

In this way, the close connection between problem situations and students' life is not only conducive to students' understanding of mathematical problems in problem situations, but also conducive to students' experiencing the ubiquity of mathematics in life, and cultivating students' observation ability and ability to initially solve practical problems.

3. Shortcomings in teaching

In the actual teaching process, the children's enthusiasm seems to be quite high and the response is good. The concept of image scale is easy to understand, and the linear scale is rewritten into numerical scale, and blackboard writing and necessary exercises are also carried out. I don't think the content of this course is too difficult and students should be able to accept it. That's not true. It can be reflected in the exercise book. To find the scale, the distance on the map should be greater than the actual distance, and the actual distance should be greater than the distance on the map. Several formats of scale mutualization are innovative, but the innovative writing seems to be not so correct. Why? I called the children to my side and asked them, "When I was writing on the blackboard, did you read it carefully?" They all answered me unanimously. "I saw that even the handwriting was messy." All the children were speechless and looked wronged.

Later, I calmly thought about it for the following reasons: First, the contact scale is relatively small, and I may have seen a reduced scale, such as a map, and the enlarged scale is relatively rare. So there will be a wrong idea that the smaller the number is the distance on the map, and then the actual distance will be greater than the distance on the map. Secondly, in order to concentrate children's attention, I will pay more attention to oral communication in class, thinking that I don't have to write if I can understand, but actually speaking and writing are two different things, and I will say that I may not write. If the scale of the line segment whose distance 1 cm is equal to the actual distance of 20 km on the map is rewritten into a digital scale, we will say that 20 km is equal to 2000000 cm, then the digital scale is 1: 2000000. In this way, how do students feel when writing? Although there is a blackboard writing, it is only a cursory look and has not played a substantive role. It seems that it is really impossible to save the necessary writing in class in the future.

Reflections on the sixth grade teaching of mathematics in primary schools. I carefully analyzed the design intention of the textbook when designing the scale teaching, and at the same time thought about how to properly connect such a concept teaching with real life.

In the introduction stage, I selected typical perceptual materials (China map and national flag plan) that students are very familiar with, and asked students to observe these plans "which have changed and which have not?" Then grasp the characteristics of scale: the size of the figure can be changed at will, but the shape cannot be changed.

Before deducing the concept, I tried to introduce "guessing" teaching into the classroom. Let the students guess which of the "two housing plans" has a large area first, so as to stimulate students' interest in learning. At the same time, I will examine whether students consider the problem comprehensively. When students have disputes about the purchase decision, I will give them a scaled plan in time. The purpose of this design is to attract students' attention to the scale. It is found in time that the size of the actual figure cannot be accurately judged according to the size of the plan. The size of the floor plan is closely related to the scale, at the same time, it arouses students' curiosity about the learning scale, stimulates students' strong desire for learning, and further determines the teaching emphasis and difficulty of this class.

When understanding, researching, deducing and summarizing the concept of "scale", let students try to draw a floor plan of the classroom, and experience the feelings of the designer personally, and provide students with a study material, so that they can feel the level of painting personally and impart knowledge appropriately during reporting and communication. This link allows students to fully summarize the definition of scale and realize the reduction of scale. In view of the many conclusions students have drawn, I will show their works to my classmates one by one.

(1)9 cm: 9 m = 9: 900 = 1: 100

6 cm: 6 m = 6: 600 = 1: 100

(2)6cm:9m = 6:900 = 1: 150

4cm: 6m = 4: 600 = 1: 150。

(3)3 cm: 9 m = 3: 900 = 1: 300

2cm: 6m = 2: 600 = 1: 300。

(4) 18cm:9m = 18:900 = 1:50。

12cm:6m = 12:600 = 1:50

Let students master 1: 100, 1: 300, 1: 50 ... in order to further understand the scale. When discussing 1: 6000000, let the students further understand the significance of the scale, but I think this link should be discussed in class. (Another classmate appeared, and two scales were used for the same picture. In view of this phenomenon, students can distinguish the mistakes made by observation, thus guiding students to classify: that is, the standards of each classification should be unified. )

In addition, when teaching "magnifying scale", I think this teaching link is more hierarchical. Who is bigger than the one drawn on the scale of 1: 300 or 1: 50? Why? "That 1: 10 for further study? 1: What about 1? 2: 1 What is the result of comparing the floor plan drawn with the ratio of 2: 1 with the original classroom floor? Will we draw the plan of the playground at this scale? At that time, the students were thinking seriously and looked puzzled. I asked, "Which one of you can draw it?" At this time, the student boldly said, "I can't draw." "Why? "During the discussion and exploration, the students realized that this scale was applied to mechanical drawing and microbial drawing ... and learned about the function and use of the magnifying scale. After teaching "scaling down and scaling up", it is pointed out that they are all "digital scales".

When learning line scale, I let students know that there is another scale in life by looking up the scale of the map, so as to improve their mathematical consciousness and ability. (Know the proportion of line segments)

In the process of consolidation, let the students help the teacher figure out which house is bigger, further link mathematics with life, and leave a research assignment for the students: try to draw the floor plan of their own home; Help the teacher calculate the area of each room.

This class also has some regrets. If students' enthusiasm is mobilized, their thirst for knowledge will be stronger. In the teaching of line segment scale, due to the rush of time, the opportunity to compare line segment scale with numerical scale was not grasped in time, and a good teaching opportunity was missed.

Reflections on the teaching of mathematics scale in primary schools Seven people think that scale teaching is a part of knowledge close to real life in the twelfth textbook. Very interesting, very meaningful. It's easier to find the scale part. Personally, I prefer line proportion. It is more common in life to directly express the actual distance of meters or kilometers with one centimeter. Directly expressed in proportion, the number is relatively large, and the actual use still needs the transformation of the unit name. Not very convenient.

Today, we are teaching whether to find the distance on the map with known scale and actual distance, or to find the actual distance on the map with known scale and distance. In textbooks, students are required to establish equations and then solve them, although this method is easier to think about. However, when I let students do it themselves, few people use this method. I analyzed the reasons: first, students don't want to do equations because it is very troublesome to solve them. Second, using arithmetic thinking is simpler and better. For example, when calculating the actual distance from the known scale and the distance on the map, many children analyze the multiple relationship between the distance on the map and the actual distance according to the scale, then make a multiplication formula, and then convert the result into units. Some students also use the multiplication and division relationship to find and use scales to divide the distance on the map. This method is not in the textbook, but it lays the foundation for the following positive and negative comparison.

In addition, I have never understood why some application problems should be solved by positive and negative proportional relationship! Thinking is not simple at all! Please give me some advice.

;