Reflections on the Teaching of Mathematics Addition in Grade One
The teaching content of mathematics in the first grade of primary school is addition within "5" and the meaning of addition. Because students have been exposed to these contents, at the beginning of teaching, students seem familiar and relaxed, and teachers feel that there is nothing to learn. But further exploration, students are very vague about the internal meaning of addition, and they are more and more confused when explaining it to him from the meaning.
I feel that for the first-year students who are new to knowledge, the teaching principles adopted in the classroom should overcome the shortage of teachers' "preaching", and in many cases, teachers should design some targeted activities, do more demonstrations, and combine the instructions that students can accept to let students experiment by themselves. In the process of operation, they have the opportunity to use their own hands, brains and words. First of all, they have perceptual knowledge, and then they can grasp the key points through the teacher's brief and easy-to-understand explanation.
Reflections on the teaching of mathematics addition in grade one of second primary school
First, attach importance to the experience of addition meaning and highlight the idea of division and summation.
The significance of addition is not only the basis of addition calculation, but also the basis of solving related practical problems with addition. When teaching examples, I use multimedia to dynamically present the situation, guide students to see the process of change and explain the meaning clearly (three children watered the flowers and two came again). Then I told the students the third sentence by asking questions: one * * *, how many? Through talking together, the skilled "little teacher" guiding the speech, naming the speech and other links, students can initially establish the concepts of conditions and problems in combination with the situation description. Then abstract "3 people and 2 people, together make up 5 people", so that students can have a deeper understanding of "together". Through oral language and body language, students can realize "how many two numbers add up to a * * *" and combine the image of "together" with the meaning of "together".
For the calculation of 3+2, you can count it from the figure, or you can regard 3 and 2 as 5. Here I ask, "How do you know that there are five people in a * * *?" Some students said they were counting, but they couldn't answer whether to divide or combine. At this time, I used their knowledge of division and combination to guide them to calculate. Some children think that "3 plus 2 equals 5", so that students can consciously establish contact with the knowledge of division and combination, so as to realize the calculation method.
Second, practice design pays attention to hierarchy and expands students' ability.
In the exercise of "Want to Do" 1 ~ 3, guide students to calculate addition by looking at the number of pictures, drawing circles, thinking about division and combination. In the topic 1, I focus on guiding students to make clear the meaning of the picture, and sum it up as "3 chickens and 1 hen add up to 4" and "2 frogs and 2 frogs add up to 4" to highlight the meaning of addition and let students have a deeper understanding of the addition of two numbers. The second problem is to further understand the meaning and calculation method of addition through drawing operation. Question 3 focuses on the method of "several and several synthesize several" for oral calculation, and guides students to say a good sentence "Because several and several synthesize several, how many plus several equals several". Exercise questions gradually transition from intuitive images to abstract generalizations, and at the same time give students sufficient space expansion ability.
Reflections on Mathematics Addition Teaching in Grade Three and Grade One of Primary School
I. Satisfaction
1, knowledge bedding, strengthen the review and training of old knowledge, and prepare students for learning new knowledge.
2. Teach new lessons, change teaching examples, and combine two objects through intuitive demonstration and gesture dictation, so that students can intuitively perceive how much a * * * is. According to students' psychological characteristics, it is lively and interesting to learn the plus sign with children's language and vivid metaphors, which is convenient for students to remember. Starting with teachers' own life cases, we can guide students to discover mathematics in their lives, stimulate students' sense of participation, and create opportunities for students to use language independently. Create a game situation and let students play middle school.
3. Classroom exercises are arranged in four different forms, such as looking at pictures, posing, speaking and calculating, oral calculating and improving questions, which not only highlights the teaching focus, reflects the slope of exercises, but also meets the age characteristics of junior students and pays attention to the interest and diversity of exercises, thus helping students consolidate new knowledge, cultivate mathematical thinking ability, help students build a reasonable cognitive structure and implement the teaching objectives of this course.
Second, shortcomings.
1. Teachers, as organizers, instructors and participants in mathematics classroom teaching, use coherent, scientific and concise mathematics language, which plays a vital role in optimizing mathematics classroom teaching and cultivating the accuracy and integrity of students' mathematics language.
2. Without fully mobilizing the classroom teaching atmosphere, students have no passion.
Teaching atmosphere is an interpersonal atmosphere formed by the interaction between teachers and students in classroom teaching, which affects people's psychology in a spiritual way and causes students' emotional changes. Only by creating a harmonious classroom teaching atmosphere can teachers make the classroom discipline good, the classroom atmosphere solemn, students' attention, thinking concentrated, emotional stability, and at the same time full of emotions, in good condition, full of self-confidence, curious, engaged in learning and free to discuss problems. In this class, only a few students have been seriously thinking about questions and actively raising their hands to answer them, and these people are relatively concentrated in the left two groups, and almost no one in other groups raises their hands, especially the students in the first group who are far from the screen. The main reason is that I didn't pay enough attention to them and didn't take effective measures in time to arouse their enthusiasm for learning.
3. Divergent associations are too urgent and too fast. The purpose of my class design is to let students dig mathematics in their lives, so as to deepen their understanding of the meaning of addition. But for the first-year students, they are required to find out the examples in life directly after the examples and express them in complete language, just like sitting on the cloud. If we put it after the exercise, the students have passed the complete exercise and have a certain foundation in the cognition and language expression of addition. At this time, let them divergent associations, the effect is completely different. The reason for the failure is that I didn't presuppose enough premises for my students.
Teaching and learning are the process of students' perception, feeling and understanding. This important process belongs to both students and teachers. In this process, students should be in a dominant position, but this dominant position is not given by teachers, but should be respected by teachers; In this process, teachers should play a leading role, but this leading role must be based on the development of students. As long as it is conducive to the development needs of students, it should be our teaching efforts. Only by keeping students' development in mind is this what we should pursue in teaching. Only by keeping things that should never be changed in teaching in mind can we keep students in mind and let them develop actively and comprehensively in "teaching" and "learning".
The new curriculum, new ideas and new classrooms require us to constantly change the traditional teaching concepts and the teaching behaviors that we are used to every day. In the future teaching work, I will definitely listen to other teachers' lessons, study more and think more, so that my past experience can become the starting point for further exploration and strive to improve the level of education and teaching.