Reflections on the teaching of the unary linear inequality group in seventh grade mathematics (1)
1, teaching? Solution set of inequality group? When using the combination of numbers and shapes, it is the simplest and most applicable method to find the solution set by finding the common part with the help of the number axis. Use? Take the big, take the small, take the middle and take the opposite, no solution? Solving inequalities, I think it is easy to cultivate students' ability to combine numbers and shapes by reducing the learning burden. In teaching, I ask students to draw the number axis when solving inequalities (groups), find out the solution set of inequalities, and establish the mathematical thought of combining numbers with shapes.
2. Strengthen the teaching of mathematical modeling ideas of quantitative relations in abstract practical problems, and embody the important concepts in curriculum standards and the principle of spiral rise of mathematical ideas. In teaching, on the one hand, strengthen training and exercise students' ability to solve problems by themselves. On the other hand, by? Error correction? The practice of question types and students' mutual learning and analysis will gradually improve the correct rate of solving problems.
3, grasp the teaching objectives, to prevent the use of one-dimensional linear inequality (group) to solve practical problems, put forward too high requirements, fall into the old textbook? Complex, difficult, biased and outdated? This model pays attention to strengthening the connection between characters and symbols, using sentences with unequal languages in the topic to find out the unequal relations, enumerating one-dimensional linear inequalities (groups) to solve problems, and paying attention to the differences in solving practical problems with equations (unequal languages) to prevent students from applying equations to solve practical problems with unequal relations.
Reflections on the teaching of the unary linear inequality group in seventh grade mathematics (2)
In this class, I use the method of creating problem scenarios from life to stimulate students' interest in learning, use the method of creating problem scenarios by analogy to guide students' independent inquiry activities, teach students the problem research methods of analogy, conjecture and verification, and cultivate students' learning habits of being good at doing things, observing and thinking. Make use of students' curiosity to ask questions, organize lively, interactive and effective teaching activities, encourage students to actively participate and make bold guesses, so that students can understand and master the content of this lesson in independent exploration and cooperation. The whole process of inquiry learning is full of communication and interaction between teachers and students, which shows that teachers are organizers, guides and collaborators of teaching activities, and students are the main body of learning.
At the beginning of class, by reviewing old knowledge and grasping the breakthrough point of new knowledge, let students enter a kind of? What happened to your heart and your mouth? State, so that they are interested in entering the math classroom, to prepare for learning new knowledge. In this link, there is less time left for students to think. The following topic 1 based on students' life experience, let students feel the existence of mathematics in their lives, which not only stimulates students' interest in learning, but also enables students to intuitively understand some properties existing in unequal relations. This link shows students an object, so that students can get an intuitive feeling.
Questions 2 and 3 are aimed at analogizing the basic properties of equality, studying the essence of inequality, allowing students to experience the application of analogy in mathematical thinking methods, training students to study problems from analogy to conjecture to verification, allowing students to complete tasks in cooperative communication and experience the fun of cooperative learning. I talked a little too much about this link and didn't grasp the theme of students well. In the process of guiding students to explore, the time control is not compact and it is a waste of time. Also, give them time to remember the basic properties of inequality first, which is convenient for later exercises.
Let students compare the similarities and differences between the basic nature of inequality and the basic nature of equality through question 4, which will not only help students understand inequality, but also enable them to understand the internal relationship between knowledge, grasp knowledge as a whole and develop students' dialectical thinking.
In the process of using symbolic language, students will have all kinds of problems and mistakes, so in class, I pay special attention to evaluate and encourage students' performance in time. This not only stimulates students' interest in learning, but also cultivates their symbolic language expression ability.
In exercise design, two exercises appear in a unique way, giving students a stage to fully display themselves. In emotional exercises, two exercises appear in a unique way, giving students a stage to fully display themselves, fully developing their emotional attitude and general ability, recognizing the value of mathematics and enhancing their understanding of mathematics. In this session, it takes a little time for students to get up and answer questions.
Let the students reflect by summing up. First, further guiding students to reflect on their own learning methods is conducive to cultivating the habit of induction and summary, so that students can build their own knowledge system; The second is to stimulate students' joy of success, strive to cultivate success with success, cultivate self-confidence with self-confidence, and encourage students to devote themselves to future study with greater enthusiasm.
In this class, I think I have basically achieved the teaching goal and mastered the breakthrough of key points and difficulties. In the process of teaching, students' enthusiasm for participation is high and the classroom atmosphere is active. There are still many problems. I will try my best to improve my teaching skills and gradually improve my classroom in the future.
Reflections on the teaching of unary linear inequalities in seventh grade mathematics (3)
Teaching? Solution set of inequality group? When using the combination of numbers and shapes, it is the simplest and most applicable method to find the solution set by finding the common part with the help of the number axis. Use? Take the big and take the small, take the small and take the big, and take the big and take the small solution. Never? Solving inequalities, I think it is easy to cultivate students' ability to combine numbers and shapes by reducing the learning burden. In teaching, I ask students to draw the number axis when solving inequalities (groups), find out the solution set of inequalities, and establish the mathematical thought of combining numbers with shapes.
There are many students' inquiry activities in this class. Teachers should not only grasp the overall situation, but also let nature take its course, go through the process of exploring and solving linear inequalities, cultivate students' ability of observation, discovery, induction, generalization and conjecture, and develop students' ability of logical reasoning and organizational expression, so as to: ① accurately solve linear inequalities; (2) The common parts of several solutions of linear inequality can be found correctly. In the teaching process, I use practical problems in my life to make students feel that the problem to be solved satisfies two constraints at the same time, and these two constraints are inequalities, so it is more natural to introduce inequality groups; Exploring? Solution set of inequality group? At the same time, guiding students to use the method of combining numbers and shapes has aroused students' interest in inquiry. Students cooperate to explore and make use of existing knowledge, and it is easy to get the method of finding the solution set of inequality groups. It is the easiest and most applicable method to combine numbers and shapes, find out the common parts and solve the solution set with the help of the number axis. As for use? Take the big from the big, the small from the small, and the small from the middle. Can't we solve the big and the small? I don't think it is easy to cultivate students' ability to combine numbers and shapes by increasing their learning burden.
Through reviewing and combing this course system, I found that some students have some difficulties in abstracting practical problems into mathematical models. Teachers should give appropriate guidance at the right time, cultivate students' ability to analyze and solve problems, and provide more opportunities for students with learning difficulties to speak. I'm going to learn my lesson and walk up a flight of stairs.
Generally speaking, I deeply understand that the new textbook is different from the past, and the student-oriented teaching concept of the new textbook runs through the whole course. Giving students the initiative in class is novel and effective. However, students' learning enthusiasm has been greatly improved and the learning effect is good. Pure mathematics, which was originally boring and abstract, became interesting and easy to understand by combining numbers and shapes with reality. It not only urges students to master the knowledge in textbooks, but also strengthens their ability to observe and analyze daily things. Really improve teaching to the level of cultivating students' ability. But this has greatly improved the requirements for teachers' own quality. Only by constantly learning and enriching yourself can we teach new textbooks well.
I have seen the teaching reflection of the unary linear inequality group in seventh grade mathematics.
1. Practical problems in seventh grade mathematics and thoughts on the teaching of linear equations with one variable.
2. Reflections on the teaching of solving linear equations in the seventh grade.
3. Reflections on the final teaching of junior one mathematics.
4. Thinking about the teaching nature of seventh grade mathematical inequality.