I think the three teachers' understanding of the new curriculum concept is profound, and the teaching methods are properly grasped, creating a relaxed and harmonious learning atmosphere, which embodies the "student-centered teaching thought" mainly in the following points:
1. Respect students' knowledge and experience, and determine the newly learned "zone of proximal development".
Scores are brand new to students. How to internalize this brand-new knowledge into students' own knowledge and find out the "nearest development area" of students' learning is very important. It is a bridge to promote students from "actual development level" to "potential development level", and students' thinking naturally slides from the known world to the unknown world. Mathematics learning is a self-construction process of students based on existing knowledge and experience. In teaching, all three teachers pay attention to students' mathematical reality, and start with the familiar "half" of students to clarify how half is divided, thus introducing a new number to represent the "half" of everything. Create specific situations, stimulate students' knowledge experience, and promote students to effectively carry out construction activities.
4. Excavate life materials and skillfully integrate curriculum resources.
An outstanding change in the implementation of the new curriculum is that teaching materials are no longer the only basis for teaching and no longer occupy an absolute dominant position. Instead, teachers are encouraged to choose, combine and re-create the contents of teaching materials according to their own pursuits and goals, as well as the actual situation of students, and use teaching materials creatively, which reflects the use of teaching materials rather than sticking to them. For example, all three teachers have moved car signs, national flags, chocolates and some pictures from their lives to the cognitive grade class. It can be said that these are some "details" in life, which are not worth mentioning at all in the complicated social scene, but we are surprised to find that it is these trivial things in life that have become effective carriers for students to apply mathematical knowledge and realize mathematical value. From these pictures of life, students not only associate with scores such as "",but more importantly, dialectically understand mathematical reasoning with concrete representations. This design is closer to life, changing knowledge from static to dynamic, and making students feel that mathematics is around, and there is mathematics everywhere in life. Only when "life" and "mathematics" hit it off can such a classic classroom be produced.
3. Pay attention to autonomous learning and provide enough exploration space.
"Mathematics Curriculum Standard" points out: "Students should gradually experience the process of generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, communication and reflection". The three teachers abandoned the traditional teaching mode of "teacher-student question and answer", organized, guided and let students operate, let students fold, draw a picture, say it, and let students show it on stage. It respects students' opinions, develops students' personality and provides students with a platform to show themselves. Through operation and observation, students find solutions to problems, activate their thinking, and realize the transformation from passive acceptance learning to independent inquiry learning, thus cultivating students' exploration spirit and problem-solving ability and fully mobilizing their enthusiasm.
Of course, it is difficult to "walk through the snow without a trace" in every class, and more or less some regrets will be left. I have a few views, which are purely "the words of one family" and I would like to discuss them with you.
1. Teacher Zhang's design can be described as bold and open, giving us a brand-new feeling of fractional teaching method. It was really shocking. However, I think the focus and difficulty of this lesson is "understanding the meaning of a score". Teacher Zhang was too hasty in teaching this content, and did not let the students fully understand and express the meaning of a score, nor did he break through the important and difficult points.
Teacher Zhou's personal qualities are very good in all aspects, both in language expression and blackboard writing are so simple and beautiful, which is very enviable! But after all, this is a borrowed class, and students can't keep up with your speed and thinking. In this case, you can slow down a little, and don't rush to let the students ask questions before answering. Waiting may have a better result.
3. Miss Li's emphasis on mathematical language expression has been fully reflected in her class. After the whole class, basically, students can express part of their meaning accurately and their knowledge goals are put in place. However, Miss Li's own language is not accurate and refined, and there are some mistakes in class.
The above is just my personal superficial view, please criticize and correct me.
The second draft of primary school mathematics evaluation
Teaching content: statistics, the first volume of the second-year experimental textbook published by People's Education Press.
Teaching process:
First, create a situation to stimulate the introduction of interest
(Warm-up before class)
Teacher: Children, can you play the game "Rock, Paper, Scissors"? The teacher wants to invite a child to play this game with the teacher, and then ask a child to be a scorer and draw the word "positive" on the blackboard to score. Whoever wins once will draw a stroke behind him. (The teacher competes with one student, another student scores, and the rest of the students shout "Rock, scissors, cloth")
(Introduction at the beginning of the course)
Teacher: Children, do you know why there are so many teachers in class with us today?
Health: I don't know.
Teacher: Teachers are attracted by the beautiful scenery of Huangshan Mountain and the clever and lovely children. Let's get together to welcome the teacher, shall we? Can we wear headdresses to perform?
Show headdresses such as puppies, turtles, rabbits and tigers on the blackboard and ask the students what kind of headdresses they like. Students give their own opinions. )
Teacher: Children like different headdresses, so how many should they prepare?
Health 1: calculated by statistical method.
Teacher: Think about it. What statistical methods have we learned?
Health 2: Write "positive", tick "√" and so on.
Teacher: Which method is the easiest?
Third, write the word "positive".
Please take out the title card 1 and tick "√" on your favorite headdress.
Second, trigger cognitive conflicts and focus on solving problems.
Teacher: OK, please invite two students to sing on stage, count the votes and be supervised by the teacher.
The rest of the students made statistics on the title card 2 (statistical table), and all the students participated in the statistical process. The statistical results are: puppy 4 votes, tortoise 5 votes, rabbit 14 votes, tiger 14 votes.
Courseware shows statistics and charts (1 representation 1 person).
Teacher: Can you show this statistical result on the statistical chart? Let's take a look first. On the statistical chart, 1 stands for several people.
Health 1: 1 means 1 person.
Students color the question card 3 (statistical table of 1 representative1person) according to the data in the statistical table. Soon, a classmate spoke.
Health 2: Miss Li, there is not enough grid in the statistical chart.
Teacher: What if there are not enough squares?
Health 3: 1 means that two people are enough.
Teacher: Please try it in your own way.
The teacher chooses a representative statistical chart (drawn in the corner) to show to the class. Ask if it is ok, and the students will answer.
Teacher: The histogram we have learned is expressed by the height of the histogram. Can you see the quantity clearly if you draw it next to it? So this method is unscientific.
The students discussed in groups and discussed ways to solve the problem, and soon some students raised their hands to speak.
Health 4: 1 means 2 people, 2 means 4 people, 3 means 6 people and 4 means 8 people. Just draw all the way up.
(The courseware modifies the original statistical chart, showing the statistical chart of 2 people 1, and guiding students to observe the statistical chart. )
Teacher: If it is 1 person, how many squares should I use?
Health five: half a grid.
According to the students' answers, the teacher draws statistics on the courseware: 4 people draw 2 squares and 5 people draw 2.5 squares.
Teacher: Think about it. What should I pay attention to when coloring?
Health 6: Don't draw lines, draw evenly and look at the numbers.
Students independently complete the title card 4( 1 statistical chart representing two people), and the teacher selects several statistical charts drawn by students to display on the big screen, so that students can express their comments and emphasize the problems that should be paid attention to. Finally, the teacher shows his own statistical chart and asks questions, and the students answer questions according to the statistical chart.
1. Each grid represents (2) individuals.
2. People like headdresses best (rabbits and tigers).
3. People who like rabbit headdress are 9 (more) more than those who like tortoise headdress.
Teacher: How do you know there are nine others?
Born at 7: 14-5, you can also see the statistics.
Thirdly, the situation transfer and the diversity of experience methods.
(Show picture bookmark: Handan toddler, dream of nightmare, make up, return perfection to Zhao)
Teacher: The children in our class heard that the teacher was coming to Huangshan for class, so they specially made beautiful bookmarks for everyone, and asked me to give them to you. What kind of bookmarks do you like? (Students like different things)
Teacher: Children like different things, so how many bookmarks should be prepared? What should we do?
Health 1: statistics.
Teacher: How to count?
Student 2: Draw the word "positive", tick "√" and color it.
Teacher: There is not enough time! At this time, the method of "counting" will be used.
(The teacher asks questions, the students raise their hands, ask a student to help count, and the teacher fills in the statistical table.) Complete the title card 5 (statistical chart), emphasizing that it is necessary to see clearly how many people 1 stands for first.
Teacher: Look at the statistics chart. What can we learn from it?
S3: I know that there are 6 people who like Handan Toddler Bookmarks, 9 people who like Dream Bookmarks, 13 people who like Xianghe Bookmarks, and 8 people who like to return to Zhao Bookmarks completely.
Health 4: Most people like photos and bookmarks.
Health 5: The people who like handan toddler bookmarks are the least.
Health 6: There are half boxes of bookmarks and bookmarks that like dreams and photos.
Teacher: Good! So if you want to count the bookmarks that thousands of students in the school like, and use 1 grid to represent two people, is the grid enough?
Health 7: Not enough, 1 can mean10,20,50 people.
Teacher: When we do statistics in the future, we should determine the number represented by 1 grid according to actual needs.
Assign homework and class is over.
[analysis]
In this class, Miss Li created a vivid and effective teaching situation, which stimulated students' initiative and interest in learning. Throughout the whole class, the effect is still obvious. If we make full use of teaching resources, the review of old knowledge will naturally penetrate into the warm-up game of "rock, paper, scissors" before class, which not only stimulates students' interest in learning, but also paves the way for further learning the statistical knowledge of this class.
Teachers create cognitive conflicts and stimulate students' desire to explore new knowledge. For example, in the second part of teaching, when students began to draw statistical charts according to the data of statistical tables, they found that 14 people liked rabbit headdresses and could not draw them, forcing students to explore ways to solve problems. After some discussion and exploration, the students finally found a solution to the problem (using 1 to represent two people). For example, in the third teaching clip, the teacher asked, "If you want to count the bookmarks that all students like, use 1 to represent two people. Is the grid enough? " Nature leads students to say, "Not enough, only 10, and 20 and 50 people can be represented by 1." Teachers also stressed that the number represented by 1 grid should be determined according to the actual situation. Therefore, it can be said that the essence of the success of this course is to stimulate cognitive contradictions and urge students to gradually explore ways to solve problems.
Draft 3 of primary school mathematics evaluation
Today, I am here to make a simple comment on Mr. Huang's class and express my humble opinion. If there are any shortcomings, please give me more advice.
1, examples and exercises are reasonably matched, which can connect with students' lives and respect their original basic knowledge.
With the help of the familiar means of transportation, Mr. Huang allows students to find information independently, introduce the speed of transportation, ask questions, stimulate students' interest in learning mathematics, and further realize that mathematics knowledge is closely related to real life, comes from life and can be applied to life.
2. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics.
In terms of the speed of various means of transportation, Mr. Huang's class first allows students to find the mathematical information in the picture, ask mathematical questions, and lead to the oral calculation of multiplying two digits by one digit, and then let students explore the oral calculation method themselves. Then in various algorithms, let the students discuss in groups and compare "how to calculate more simply?" The algorithm is optimized, which also stimulates students' interest in learning. When students explore oral calculation, they can explain it in simple terms, so that students can easily master oral calculation methods. This can be well reflected from students' feedback.
Mathematics learning activities should be a lively, proactive and personalized process. "In the teaching of this class, give students enough time and space to engage in mathematics activities, let students get rid of confusion, define their own thoughts more clearly, have the opportunity to share their own and others' thoughts, understand mathematics through personal experience and exploration, solve problems, and understand and master basic mathematics knowledge, skills and methods.
3. Oral arithmetic exercises are presented in various ways, which can be linked with students' real life and have certain openness.
For example, Mr. Huang put forward three oral arithmetic methods in turn, that is, writing, watching and listening directly, so as to make boring oral arithmetic come alive, fully stimulate students' interest in oral arithmetic, and gradually improve students' oral arithmetic ability.