As a new teacher, teaching is one of the important tasks. We can record the teaching skills learned from teaching reflection. Let's refer to how to write teaching reflection! The following is my serious reflection on the teaching of oral arithmetic in primary schools for your reference, hoping to help friends in need.
Reflections on the multiplication teaching of oral calculation in primary schools 1 The teaching focus of this course is to let students learn to calculate the whole ten, multiply the whole hundred by the whole ten, master the method of oral calculation and understand the meaning of multiplication.
The teaching of this course is not difficult for students. They all learn multiplication on the basis of previous studies, so I always carry out activities with students as the main body, let students participate in them personally, take the initiative to explore, and sum up the method of calculating export integers and multiplying integers by integers in a cooperative way. Students have a high interest in learning and a wide range of participation. In teaching, students use the teaching resources provided by textbooks to ask mathematical questions according to the contents of pictures. This quickly aroused students' interest, made them enter the learning situation with a happy mood from the beginning, and laid the foundation for actively exploring new knowledge. When students ask questions. After listing different formulas, I first organize students to think independently, then communicate in groups, and then communicate in classes. Through students' free exploration, cooperation and communication, students have experienced the formation process of calculation methods, which not only embodies the diversified concept of the algorithm, but also broadens students' thinking. At the same time, students are placed in realistic problem situations to learn mathematics. It can not only enhance students' interest in learning, but also make students understand mathematics and its application in daily life.
Reflections on the teaching of oral arithmetic in primary schools II. Computing teaching is a very boring teaching content, but it is also an essential content in teaching. Calculation can help people solve problems, which is the basic knowledge and skills that primary school students must master in learning mathematics. Only in the specific situation of solving problems can the function of calculation be truly reflected. How can we keep students' enthusiasm for learning and help them communicate with new knowledge in class? After teaching oral arithmetic, I think we should guide students, inspire students, exercise students, motivate students, let them actively participate in the classroom, think fully, stimulate thinking and get happiness.
First, find and solve mathematical problems in life situations.
After reviewing, going to the amusement park is a life scene that children are familiar with and like, so I designed a link to take children to the amusement park. But after I showed the theme map, I threw the example 1 directly to the students, so that they could feel the mathematical problems in life, have interest in solving them, and then learn new knowledge.
Second, to provide students with sufficient thinking space, play space
Let every student have a full opportunity to express his opinions and give every student a chance to speak. In class, I try my best to stimulate students' thinking flowers, make them think boldly, talk as much as possible, and let students take the initiative to calculate the results in different ways. In class, I give students a relaxed thinking environment and space, encourage them to think more and talk more, and give full affirmation and praise to students who speak well and think thoroughly.
Third, believe in students' ability, and enrich classroom learning content according to students' existing knowledge and experience.
Because students have a certain knowledge base and experience, oral calculation is relatively simple for students, so after learning oral calculation in this class, I added the knowledge estimated in Example 2, which enriched the classroom content and improved the teaching efficiency. Judging from the students' performance, they are fully capable of completing the learning task.
Fourth, give students a chance to jump, so that students can gradually master the learning methods in class and effectively apply them to future study.
The knowledge in this lesson is easy to understand, but how to embody new ideas, how to make students really master useful knowledge and cultivate their learning ability? Students can learn the method of oral calculation, and through autonomous learning, they can think of a deductive method similar to oral calculation, which is a learning transfer method in mathematics. In the last expansion exercise, I put forward the formula that the product of integer ten times one digit is 240. How much can you write? problem This question puts forward different requirements for students at every level: ordinary students can make progress as long as they can list formulas with today's newly learned knowledge, while excellent students should not only use today's knowledge, but also use some simple probabilities, that is, let students think: how to not miss or repeat, but also meet all the conditions in the topic.
Verb (abbreviation of verb) is a problem worthy of attention
1. Children should be allowed to express themselves in class, even if they make mistakes.
In teaching, encourage students to answer questions actively, and don't worry about students making mistakes. Many times students' mistakes are also opportunities for teaching. If 5006=300 appears in practice, this question can be used to remind students that 0 will be calculated when calculating, so this question should be equal to 3000.
2. Don't limit your child's thinking, even if it is a kind nudge.
When learning to estimate, show 298, and ask what to do if you want to know if it is enough. We haven't studied the topic, so the purpose is to make students think of using estimation method. In teaching, a classmate stood up and said that 30 times 8 equals 240. In fact, this is a very good teaching opportunity, but I am still too rigid in the design of teaching plans, and I have to let students say the word estimation, which somewhat limits children's thinking. At this time, you can ask other students how to take a 30-ride after this student has finished speaking. Do you know what this means? This leads to the knowledge point of estimating 29 as 30.
3. Strengthen the training of estimation methods and understand the algorithm.
As can be seen from the test, students are used to using one digit to estimate three digits, but at this time we haven't learned the multiplication and carry multiplication of two digits multiplied by one digit, which leads to many wrong questions, so we first estimate three digits as an integer. Although students are allowed to practice estimating a number as a whole hundred in class, some students are still not skilled, so they should continue to remind students when teaching and contacting.
Reflections on the teaching of oral arithmetic and multiplication in primary schools 3. Description of teaching materials
The division estimation of two digits divided by multiple digits is different from that of one digit divided by multiple digits. The division estimation of one digit divided by multiple digits is only to omit the mantissa of the dividend and find its approximation. The division estimation of two-digit divided by multi-digit should first find the approximate figures of dividend and divisor respectively. Moreover, the divisor is the mantissa after omitting ten digits, and the mantissa from which the dividend is omitted can be determined according to the specific situation of the topic and the convenience of operation, so that the two divisors obtained can be simplified into division in the table. Because both divisor and divisor need to be divisor first, it is more difficult than the division estimation in the sixth book that divisor is a single digit.
Example 6, through the case of transporting soy sauce, leads to the division estimation of two digits divided by multiple digits.
The textbook gives two estimation methods: one is to take the dividend and divisor as approximate values and calculate them by division; The other is to use dividend and divisor as divisors, and then use multiplication to calculate, which embodies the idea of diversification of algorithms.
Teaching suggestion
1. This part can be taught in 1 class hour. Teaching example 6, complete the exercise of 14.
2. When teaching Example 6, students can be guided to discuss: How to estimate the approximate figures of 538 and 62 is more appropriate? What method can be used to estimate? Let the students make it clear that when taking the divisor, we should first consider that the divisor should not be too different from the original number, and then consider the convenience of operation, which can be summarized as the oral calculation of division in the table.
When students are asked to do a "do-it-yourself" problem, they should figure out how to get a rough figure before calculating.
3. Teaching suggestions for some exercises in exercise 14
The third question is more difficult, and the teacher should remind the students how to take the divisor and then calculate.
Thinking questions are at the bottom of 5 1 page. The idea of solving the problem is: according to the meaning of the problem, the conditions and problems in the problem can be represented by line segments.
As can be seen from the figure: ① The number of people who only participate in the math group is 28- 10 = 18 (people); ② The number of people who only participate in the language group is 14- 10 = 4 (people); ③ The number of participants in the two groups was 42-18-10-4 =10 (person).
Textbook description
The oral calculation process of dividing by integer hundred is essentially a continuous division process of dividing by several and then by 100. For example, 3600 ÷ 300 = 3600 ÷ 3 ÷100 =1200 ÷100 =12. In this process, dividing by one digit is an important step; Dividing by 100 is the analogy of dividing by ten. Therefore, the textbook first reviews the division of one digit and the division of integer ten digits to prepare for the teaching of new knowledge.
Example 4 Divide a number by 100 in teaching. Starting with the meaning of division, the textbook clearly uses 100 for oral division. Then give an example 5. Integer division in teaching. Two oral arithmetic problems, one is the quotient of one digit and the other is the quotient of two digits, are highlighted by the words in the box and the oral arithmetic method of dividing by 100. Through two examples, guide students to discuss and summarize the rules of dividing oral calculation by integer hundreds.
Reflections on the teaching of oral arithmetic in primary schools. Oral arithmetic is taught on the basis that students master the composition of multiplication in the table and the number within ten thousand, which lays the foundation for future learning oral arithmetic. The textbook of this course pays attention to embodying new teaching ideas in arrangement, combining calculation teaching with problem solving, and making students feel the practical value of learning mathematics. A theme map and an example of 1 are arranged in the textbook of this lesson. The theme map provides us with a scene map of the amusement park. Through the elf's question, "May I ask the question of multiplication?" Derive the product of multiple numbers and one number.
The main idea of this course is to let students ask the question of multiple digits multiplied by one digit in familiar situations, learn oral arithmetic of integer ten, integer hundred and integer thousand multiplied by one digit through independent exploration and cooperative communication, and cultivate students' innovative ability through observation, comparison and analogy. In order to achieve this goal, the teaching of this course is mainly designed from the following aspects.
1. Create situations and introduce new lessons.
The teaching content of this course belongs to the category of computing teaching. In the past, mechanical teaching of calculation was very boring, but mechanical training made students more bored, which led to students losing interest in mathematics. The theme map presented in the textbook is closely related to children's lives, and students' learning materials are realistic, meaningful and challenging. Students feel that there is a lot of mathematics knowledge in life, which stimulates their good desire for learning.
2. Independent exploration, cooperation and exchange.
Students ask questions and try to solve them according to the theme map. Because of the different cultural environment, family background and their own way of thinking, the strategies to solve the same problem are also different. Therefore, creating a democratic and harmonious classroom teaching atmosphere, giving students enough time and space for thinking and communication, and exploring the oral calculation method of 10 in communication will certainly encourage students' unique ideas, protect their innovative spirit and ability, and students will truly become the main body of learning.
3, migration, etc., find the law.
On the basis of mastering the oral calculation of 10 multiplied by several times and 20 multiplied by several times, students use the knowledge transfer imitation class to deduce the oral calculation method of several times. Then, a set of regular multiplication formulas is put forward. Through observation, comparison and classification, simple algorithms of multiplying integer ten, integer hundred and integer thousand by one digit are derived.
4, classroom feedback, check the effect.
Practice is an important link in mastering knowledge, forming skills and developing intelligence. In this session, I designed two levels of exercises around the teaching objectives of this class:
(1) Basic exercises;
(2) Divergent exercises. These exercises pay attention to both basic training and comprehensive training, with distinct levels, so that the practice design from easy to deep reflects the slope of the exercise, grasps the difficulty of the exercise, and enables most students to achieve their goals in class.
Reflections on the teaching of oral arithmetic and multiplication in primary schools. For a long time, "calculation" is a task assigned by teachers to students, and students don't know why they should calculate. Calculation class is synonymous with "boring" and "mechanical repetition". And the proportion of calculation in primary school mathematics textbooks is quite large, which will prompt us to reform the classroom teaching mode of calculation teaching. In the plan ...
For a long time, "calculation" is a task assigned by teachers to students, and students don't know why they should calculate. Calculation class is synonymous with "boring" and "mechanical repetition". And the proportion of calculation in primary school mathematics textbooks is quite large, which will prompt us to reform the classroom teaching mode of calculation teaching. It should be an important goal of mathematics teaching to provide students with specific problem situations, so that students can feel and experience mathematics in the realistic background and explore mathematical models. The function of computer teaching has changed. Calculation is not only the mastery of calculation rules and the training of calculation skills, but also a means to solve problems.
First, create a real life situation to use.
Teaching situation is a special teaching environment created by teachers to support students' learning according to teaching objectives and teaching contents. The emphasis on "providing rich realistic background" in mathematics curriculum standards is to let students experience, feel and understand the meaning of numbers and operations through real life situations. In the situation created by teachers, let students use their brains to learn and master mathematical knowledge, then guide students to ask questions, and then guide students to learn calculation methods, so that students can naturally connect their calculation knowledge with real life problems, thus making clear the practical significance of what they have learned.
Second, solve the problems in real life, in order to use the calculation-promoting educator Suhomlinski said: "In people's hearts, there is a deep-rooted need to become discoverers, researchers and explorers, and in children's spiritual world, this need is particularly strong." Since the knowledge of mathematics comes from the reality of life, we should use familiar life cases to design exercises, so that what we have learned can be applied to practice, so that students can feel that mathematics is no longer an empty theory, but a part of life, and encourage them to actively participate in the process of solving problems.
"Can you ask some questions about multiplication?" Put students in a problem situation, list different formulas through students' questions, which need to be calculated and solved, thus leading to the teaching of oral calculation method. In the teaching of oral arithmetic, students are required to show different arithmetic and algorithms. When students understand mathematics and algorithms, they can use them to solve problems. This not only allows students to experience the formation process of oral knowledge, but also allows students to experience the whole process of applying oral calculation to solve problems. In this purposeful learning, students actively construct knowledge, master certain knowledge and skills, and gain successful experience in using mathematics. The combination of calculation and application allows students to experience the problem-solving process, cultivate students' awareness of choosing appropriate methods to solve problems according to specific situations, experience the close relationship between mathematics and life, and experience the diversity of problem-solving strategies.
Third, strengthen the computing application of computing application ability.
Paulia, an American mathematician, once said: "The primary responsibility of a math teacher is to do everything possible to develop students' practical ability. "Visible, learning knowledge is the use of knowledge. In fact, there are calculation problems everywhere in life, such as taking the bus, taking the boat, shopping and so on. In life, let life problems be mathematized, let students consciously contact with real life extensively, observe real life more carefully, cultivate their awareness of using mathematics, and enhance their ability to solve practical problems with knowledge. Encourage students to find mathematical problems in their lives, and let them feel the connection between mathematics and life, that is, mathematics comes from the reality of life, and mathematics is applied to life and serves life. Calculation teaching is no longer just for calculation, but should be combined with solving practical problems advocated in curriculum standards to avoid singleness and dullness of calculation, thus gradually forming the ability to solve problems with mathematics and the consciousness of mathematical application, and enhancing the ability of practical application.
Therefore, the effective combination of "calculation and application" teaching can not only stimulate students' learning enthusiasm, promote the development of students' thinking, ability and skills, make students learn easily and practice solidly, but also cultivate students' ability to solve problems with mathematics and good sense of numbers, experience the importance of learning calculation, promote the harmonious development of teachers and students in classroom teaching, and receive solid results.
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