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Essays and reflections on mathematics teaching in primary schools
With the deepening of the new curriculum reform, people gradually realize the importance of reflective teaching in primary school mathematics teaching and put it into practice. The following are my essays and reflections on primary school mathematics teaching, hoping to help you.

Essays and reflections on mathematics teaching in primary schools (1)

Classroom teaching situation is a classroom teaching activity with a certain emotional atmosphere. That is, in classroom teaching activities. In order to achieve the established purpose, starting from the teaching needs, create or create a scene or atmosphere suitable for the teaching content.

First, contact life and create a situation

Most of the teaching contents of primary school mathematics can be related to students' real life. Only by finding the "breakthrough point" between the content of each textbook and students' real life can students feel familiar and cordial. So as to stimulate students' interest in learning and enthusiasm for participating in learning. For example, when teaching 1 1-20, I created such a life situation: "Did you help mom and dad buy things? I want to buy a book with a price tag of 1 1 yuan. How are you going to pay for it? Is there a good way to pay off the money easily without the change of the salesperson? Then please ask the representative to talk. " In this way, with the help of students' life experience, the method of daily shopping payment is reproduced, so that they can discuss and talk about the experience of establishing decimal system. 1 decimal and 1 add up to 1 1. Teaching with students' life examples in this way will make you feel that there is mathematics everywhere in your life, and then you will like mathematics.

Second, strengthen intuition and create situations.

A famous person once said: "There is a deep-rooted need in people's hearts, that is, they want to feel like a discoverer, researcher and explorer." Therefore, teachers should respect students' subjectivity, carefully design the presentation form of knowledge, create a good research atmosphere, and put students in the situation of exploring problems, so as to stimulate students' innovative potential and practical ability and lay the foundation for their sustainable development.

For example, when teaching "circumference", when students understand the meaning of circumference, I first show a circle surrounded by iron wire, so that students can use their brains to find out the circumference of the circle. Students found that the circumference of a circle can be measured only by cutting and straightening the iron wire, that is, the calculation method of "turning the curve into a straight line"; Then I asked the students to calculate the circumference of the cardboard circle in their hands. Some of them stick transparent tape along the circle, some use winding method, some roll the circle once and measure the circumference of the circle. Then he pointed to the circle drawn on the blackboard and asked, "Can you find its circumference?" "Yes," I inspired, "Zu Chongzhi, a mathematician in China, discovered it more than one thousand years ago. I believe that students will definitely become contemporary Zu Chongzhi after research. " Students' interest in research was suddenly activated, and they devoted themselves to exploration and research.

Third, the use of multimedia to create situations

An educator once said: Stories are a child's first need. Therefore, teachers should give full play to the advantages of multimedia and create situations according to children's psychological characteristics. Teachers can make up some vivid and interesting stories according to the teaching content, and use multimedia to stimulate students' strong interest in learning and strong desire for knowledge through dynamic perception of images and sound and light, and guide students to actively participate in learning. For example, when teaching the meaning of fractions, teachers use three-dimensional animation technology to introduce new lessons in the form of fairy tales: the Monkey King asked Pig Bajie with a meter ruler: "Can you measure the length of my golden hoop with this?" Pig Bajie picked up the rice ruler and measured the number of sides: one meter, two meters, three meters ... At the fourth meter, Pig Bajie was stunned. What do you mean there is less than one meter left? At this time, the teacher temporarily turned off the mobile phone and used the conventional teaching method to measure the length of the blackboard with a meter ruler for other students to do. When measuring the length of the desktop with a ruler, they will encounter the problem that Pig Bajie encountered: How to express the length less than one meter or one foot? What can I do to make students realize that these problems do exist in real life? In order to arouse anxiety suspense, stimulate students' problem consciousness, encourage students to speculate and guess, and let students expand the range of numbers through practice. At this time, teachers carefully set questions and organize students to discuss their opinions extensively. At the same time, teachers should listen to students' opinions patiently to protect and guide the development of students' creative thinking. After the discussion, the teacher turned on the computer while commenting on the summary. On the screen, the Monkey King pointed to Pig's head and said, "This needs a score. Do you want to know what the score is? In this way, with the help of multimedia teaching methods, teaching situations are created to stimulate students' thirst for knowledge and innovative consciousness.

In short, in mathematics teaching, teachers should create situations, encourage students to actively participate in activities and have more opportunities to express themselves. In class, teachers should give students as much time and space as possible to talk, think and do, so that students can fully express themselves and experience and enjoy the happiness of success.

Essays and reflections on mathematics teaching in primary schools (Ⅱ)

First, mathematics teaching cannot rely solely on experience.

Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.

We can call it "experiential" to engage in teaching activities in this way, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact this is often inaccurate, because the differences between teachers and students in mathematical knowledge, experience in mathematical activities and social experience make this feeling usually unreliable or even wrong.

Second, rational teaching needs reflection.

A fundamental feature of rational teaching is "professionalism". It is a rational way to take professional ethics and professional knowledge as the basic starting point of teaching activities and strive for the rationality of teaching practice. The key step from experiential teaching to rational teaching is "teaching reflection".

For a mathematics teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning mathematics and reflection on teaching mathematics.

1. Thinking about the concept of mathematics-thinking about learning mathematics

For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. For a teacher, we should look at mathematics from the perspective of teaching. He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.

In short, teachers should learn to think about mathematics in the face of mathematical concepts-to prepare mathematics for students, that is, to understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers" and "instill" mathematics into these "empty containers" according to their own meaning, which often leads to misunderstanding, because there are great differences between teachers and students in mathematics knowledge, mathematics activity experience, hobbies, social life experience and so on, which make them feel different about the same teaching activity. In order to "create" more mathematics learning materials for after-class reflection, a more effective method is to "squeeze out" as many problems in students' minds as possible in the teaching process and expose their thinking process of solving problems.

3. Thinking about Mathematics Teaching

Teaching well is essentially to promote learning well. But can we meet our wishes in the actual teaching process?

When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.

Three, the second quarter four perspectives of teaching reflection

Excessive opening of teaching

After class, I ask questions, and then let the students try to solve them and report the exchange. In the whole teaching process, the teacher let the students speak for themselves without any explanation, evaluation or demonstration. When practicing consolidation, I found that most students didn't master new knowledge.

Reflecting on the mathematics curriculum standards, it is proposed that open teaching must be implemented to give students more study space and more thinking space. However, looking back at this class, the students performed "vigorously" in class, but they didn't gain any knowledge. In open teaching, I pay too much attention to students' active learning, ignoring the grasp of the depth of students' participation in learning, especially the analysis of the actual possibility of students' participation. I think that as long as students are given an open learning space and let them speak freely, students will take the initiative to master knowledge, and forget the role of teachers as "helpers and guides" in classroom teaching. Teachers should let go of their hands and feet in class, teach when they should, and teach when they should.

a presumptuous guest usurps the host's role

I asked such a question: On the morning of Children's Day on June 1st, it was clear in Wan Li, Wan Li. In order to celebrate his festival, Xiao Ming called Xiaoxing with great interest and invited Xiaoxing to play in the playground of the park. After some discussion, the two agreed to leave their homes at 8 o'clock at the same time. Xiaoming lives in Sunshine Garden in the east of the park, and Xiaoxing lives in the Star of Today community in the west of the park. Xiaoming walks 80 meters per minute, and Xiaoxing walks 90 meters per minute. Twenty minutes later, the two met at the gate of the park. Excuse me, how many meters is there between Xiaoming's house and Xiaoxing's house? Because of the complexity of sentences, students need to spend a lot of time looking for useful mathematical information in problems.

Reflection: The purpose of "lively" mathematics teaching is not only to bring students into familiar life situations, but more importantly, to effectively stimulate students' interest in learning and make students' mathematics learning rich, vivid, solid and effective. Like the above, in actual teaching, it is bound to get twice the result with half the effort, because students have to spend a lot of time and energy analyzing problems from the bloated "body" and searching for mathematical information needed to solve problems, which often makes many children dizzy.

create/beget/fabricate (sth) out of nothing

When teaching "understanding ray", I compare "straight line", "ray" and "line segment" to "line father", "line mother" and "line baby" respectively. When guiding students to "know the score", they compare the score to "a son standing on his mother's shoulder" ...

Reflection: from the learning content, mathematics includes not only applied mathematics, but also pure mathematics; From the teaching purpose, mathematics teaching should not only let students master the knowledge and methods to solve problems, but also let students gradually develop a rigorous academic attitude in the process of mathematics learning.

We believe that not all mathematics teaching contents are suitable for "living", and "living" is not the master key of mathematics teaching. As a front-line mathematics teacher, we should not only selectively infiltrate "life-oriented" according to different teaching contents, but also make full use of those teaching contents that are not suitable for "life-oriented" to cultivate students' mathematics literacy.

Stealing the column-committing fraud

Mathematics curriculum standard emphasizes that mathematics teaching should proceed from students' existing knowledge and experience or life reality. In actual teaching, we find that many "life-oriented" teaching contents, teaching situations and math exercises are really closely related to real life, but they are all designed from the perspective of adults (teachers). For example, such popular contents as "car rental and car charter", "mobile phone bill" and "calculation of winning rate of lottery balls" all belong to this situation.

Reflection: In the process of using all kinds of new curriculum mathematics experimental textbooks, many teachers feel the same way: many of them are more difficult to teach than some previous teaching contents (from the students' point of view). From our adult experience, with the gradual accumulation of knowledge and the continuous growth of age, students can completely solve these problems by themselves.

Overcorrected

I gave a "classification" class for junior students. In order to achieve the "realistic" effect, I filled the classroom with all kinds of goods, such as drinks, bread, football, toys and so on. The so-called participation enthusiasm of the whole class is not high, running up and down is very lively, and the teacher is busier.

Reflection: Does "life-oriented" mathematics teaching have to put students in real life situations? The answer, of course, is no, after all, authentic real life cannot be equated with mathematics. Moving "life" into the classroom should be mathematicized, and "life" should be an auxiliary means or tool in mathematics teaching, which should make it easier for teachers to "teach" and students to "learn" instead of making it a burden and burden in teaching. Imagine how tired the math teacher and even the school will be if every math class is like this. Is it necessary to be so tired? Of course, if conditions permit and the operation is relatively simple, we might as well bring students into reality to know, learn and apply mathematics and experience the close relationship between mathematics and life.

This "life-oriented" design from the perspective of adults is seriously divorced from the real life of primary school students. Teachers, whether they are the makers of curriculum standards, the compilers of teaching materials or the executors of curriculum standards and teaching materials, should respect students' real life and create a "life-oriented" that is suitable for students' reality, instead of arbitrarily imposing the "life-oriented" of adults on students.

Essays and reflections on mathematics teaching in primary schools (III)

Tagore famously said, "We read the world wrong, but on the contrary, we say that the world has deceived us." We are facing children, living people with distinct personalities. Every child is a precious life, and every student is a vivid picture, which we should cherish.

1. Harmonious classroom, happy study

Classroom is the garden for students to learn knowledge and the base for teachers' work. We should attach importance to classroom teaching, bring harmony into the classroom and make the classroom full of vitality. Only in a relaxed, equal, harmonious, vivid and energetic atmosphere can students' creative interest and creative thinking be induced. Teachers' teaching art lies not only in imparting knowledge, but also in inspiring, awakening and encouraging. Teachers should impart happiness and enthusiasm to students, so that students can be influenced imperceptibly, so as to gain happiness and passion in mathematics learning.

2. Life lessons are more meaningful.

Life is inseparable from mathematics, which comes from life. Mathematics and life can never be separated. Mathematics without life is powerless. Mathematics can only be extended in practice. Life is the source of mathematical life.

Teachers should try their best to create situations and conditions, organically combine the classroom with students' lives, so that students can be there, see people, hear people's voices, enhance their perception and stimulate their thinking. For example, in the chapter of quadrilateral, we can judge at a glance that "two parallelograms with the same base height are parallelograms", but through practice, we will find that "two parallelograms with the same base height are not necessarily put together."

3. Flexible classroom, easy to learn

Students are not learning machines, and teachers should make reasonable and scientific arrangements. They should change the old practice of too much intensity, too many questions and mechanical training in the past, and use time and sweat to improve their grades. They should advocate essence and conciseness. They should only talk about ideas and methods, guide themselves to discover and explore, give students time and process to think, and cultivate the habit and ability to stimulate students to think independently. For example, removing an acute angle from an obtuse angle can't be a fixed answer. For example, the answer to "390× 15" is estimated to be 7800 or 8000. Everything can't be generalized, students should master and use it flexibly. For example, in real life, "the fourth grade students go on an autumn outing. How much is each package, to 49 yuan? "Formula 49× 104, where 49 is regarded as 50, but 104 is regarded as 1 10, which is more reasonable and practical.

In the face of application problems, we should master the methods. Some problems have multiple solutions. Some problems can start from problems, and some problems can start from known conditions. Only by mastering the methods can we learn mathematics easily.

4. Humor, full of energy

A person with a sense of humor will be loved by everyone. Humor drives away troubles and brings laughter. Students also like teachers with a sense of humor. Just the right humor in class can completely drive away the fatigue of learning and enliven the classroom atmosphere. At the same time, it can cultivate students' agility and judgment and further harmonize the relationship between teachers and students. For example, once a student wandered around in class and talked from time to time. I looked at him several times, but he still turned a blind eye. I walked up to him quietly, and when the topic changed, I raised my voice and said to him, "You pressed a ball on your ass." Students who have never heard this sentence are happy and their spirits have changed greatly. They looked at the classmate and smiled. Then, I was surprised to find that all my classmates were listening attentively, as if they were full of energy. At this moment, I suddenly understood that humor allowed me to give students a wonderful experience and feel the charm of humor.

In a word, mathematics teaching is full of knowledge and charm, and mathematics classroom is even more charming. Teachers who are conscientious, good at learning, studying and innovating will be full of vitality and more exciting.

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