Reflection on the Teaching of Mathematics Corner in Senior Two 1 Reflection on Teaching; This lesson is the first lesson of Unit 4, Volume 1, Grade 2, Mathematics, People's Education Press. This lesson is based on students' understanding of the significance of addition and subtraction and mastering the calculation method of addition and subtraction within 100. It is the beginning of the multiplication part, and it is also the formula for students to learn multiplication further.
The essence of multiplication is special addition, and the growing point of multiplication knowledge is the addition of several identical numbers. The teaching content of this section and the addition of the same addend are interdependent and triggered on the basis of identifying the same addend and the number of the same addend. Therefore, the key and difficult point of this lesson is to let students experience the process of multiplication, and understanding the meaning of multiplication is the basis of learning multiplication formula. When preparing lessons, I carefully study the teaching materials, fully consider the thinking characteristics of junior one students, pay attention to intuitive teaching and the design of students' practical activities, and let students experience the process of knowledge generation in "doing" middle school. First of all, with the help of the first situation in the textbook, I guided the students to count and circle, and realized that each small plane has the same passenger capacity. Then let the students think about how to calculate how many people are there in a * * *? List the addition formula through the activity of "You say I write", and urge students to summarize the characteristics of this addition. In this way, we can understand the background of multiplication and lay the foundation for understanding the significance of multiplication.
1. Use situational diagrams to make students realize that there is mathematics everywhere in life, and the close relationship between mathematics and life, so that students can understand multiplication and realize its significance, rewrite the same addend into the corresponding multiplication formula, and feel that there is a lot of mathematical knowledge hidden in the game and that mathematics is everywhere.
2. The three scenes in the textbook reflect different goals and requirements and are progressive at different levels. Scenario 1 allows students to perceive the characteristics of the same addition, summarize the characteristics of the same addition, and infiltrate the significance of multiplication. Scenario 2 strengthens the connection between the same addition and "several numbers" and highlights the significance of multiplication. Scenario 3 makes students feel the necessity of learning multiplication.
3. Put the concept of multiplication into students' favorite roller coaster activities, create situations and create contradictions. How to treat so many combined calculations, highlighting contradictions and inconvenient calculations, naturally leads to multiplication. Then guide students to compare addition and multiplication, and help them experience the process of multiplication. In this learning process, students have experience, experience, gain and development. Students are willing to express their ideas and actively participate in the exploration of new knowledge. In this way, the teaching of computational concepts has become a colorful learning activity for students, which not only helps students understand the meaning of multiplication, but also improves their interest in learning mathematics.
4. The exercises are designed in various forms and step by step. Integrating judgment into the activities of crossing the single-plank bridge can increase learning interest, reflect difficulties and difficulties, and have a certain gradient, so that students at all levels can develop. Various forms of exercises, from concrete to abstract, communicate the intuitive graphic representation, language representation and mathematical symbol representation of multiplication through the mutual transformation of various representations, so that students can deepen their understanding of the meaning of multiplication.
Several aspects that need to be improved:
1. Although in preparing lessons, students are designed to read the formula and talk about the meaning of the formula and the numbers, in practice, this process is still ignored and needs to be strengthened. Try to get all the children to read and talk about the meaning.
2. For the emergence of multiplication formula, I asked students to write multiplication formula first, and then came to the conclusion that only addition with the same addend can be rewritten as multiplication formula. Although I have consciously separated the two situations when writing on the blackboard, if I draw the addition formula and classify it immediately, I can draw the conclusion that only the addition formula with the same addend can be rewritten as the multiplication formula, so that students may have a clearer understanding of multiplication.
Reflections on the Teaching of Mathematics Corner in Senior Two 2 1. Abstracts the corner of the plane figure from the real thing, and changes the past corner into the present corner. Depicting the angle allows everyone to participate in the process of abstracting the angle from the real thing. Describing the angle can leave an angle figure in students' homework more than pointing the angle, enrich the face of students' diagonal, and make students have a deeper understanding of diagonal.
2. The process of pointing angles emphasizes order. In order to continue the study in the future, when students point their angles for the first time, no matter which point angle method is easy for students to accept, the teacher emphasizes pointing to the vertex first, and then pointing to both sides from the vertex to pave the way for students to draw angles.
3. The comparison of angles has no overlapping comparative links.
(1) corners in life are not easy to overlap.
(2) With the help of the moving angle, it is easy to form an error, and the angle with a slightly larger gap can be known by observation.
(3) The primary understanding of angles focuses on the representation of rich angles, and the next class focuses on the comparison of right angles, acute angles and obtuse angles with the help of overlapping method.
4. Do you want to bring it? It has nothing to do with the size of the angle and the length of the side.
Reflections on the Teaching of Mathematics Corner in Senior Two This lesson is a new unit of length-meter, and students should know it after they know the unit of length of centimeter. This lesson is more abstract for students because they don't know how long a meter is. So I designed some activities for students to establish the concept of 1 meter in the activities.
1, let the students measure the length of the blackboard in centimeters, and let the students talk about their feelings. Then the teacher took out a rice ruler and asked how it felt to measure it. Then tell the students that this is 1 meter, and let the students draw the approximate length of 1 meter with open arms like the teacher and experience the length of one meter by themselves.
2. Work in groups and measure the long line of 1 meter with a meter ruler. Each student pulls the length of a rope, feels the length of about one meter, and then compares it with open arms. Ask the students to find out which objects are about 1 m in the classroom.
3. Experience the relationship between meters and centimeters in the process of measuring with a meter ruler, and then compare the lengths of 1 cm and 1 m to further make students realize that meters are a relatively long object.
4. Draw the length of 3 meters and 5 meters on the ground, and let the students walk and experience the length of several meters.
Disadvantages:
Prepare more copies of lines with the length of 1, meter ruler and 1, so that students can often feel the length of one meter and deepen their understanding of meters.
2, students in the process of operation, will unconsciously or secretly play, can't listen carefully. In this case, I think in the future work, we should also strengthen theoretical study and learn how to cultivate students' good operating habits in the classroom, so that learning tools can play a greater role in the classroom.
This lesson is a new unit of length-meter, and students should know it after they know the length unit of centimeter. This lesson is more abstract for students because they don't know how long a meter is. So I designed some activities for students to establish the concept of 1 meter in the activities.
Sixth: How to measure the width of the textbook with a ruler? Students actively participate in the formulation of the subject objectives of this section, and then learn new knowledge on this basis, and students will have an internal learning motivation.
3. Reflect two changes.
(1) students fully observe the ruler and find that there are numbers (scale), vertical lines (scale) and centimeters (length unit of deficit) on the ruler;
(2) Students find the length of 1 cm on the ruler, and the answers are varied: scale 1 to scale 2, scale 2 to scale 3, scale 6 to scale 7, scale 12 to scale 13, scale 17 to scale/kloc-.
(3) Measure the length of paper strips in groups, starting from scale 0, starting from scale 1, starting from scale 2, starting from scale 4, and so on. In this link, teachers communicate with students as friends, participate in students' activities, pay attention to students' emotions and create a relaxed and harmonious learning atmosphere. The role of teachers has changed from preaching, teaching and solving doubts to the organizer, guide and promoter of students' learning. Students' learning style has changed from passive acceptance learning to independent, cooperative and inquiry learning. They dare to speak and do, and truly become the masters of the classroom. Through hands-on operation, exchange and cooperation, students have independently explored centimeter-level related knowledge, developed their personality and improved their abilities in all aspects.
Reflections on the Teaching of Mathematics Corner in Senior Two 4 Reflections on the Teaching of "Understanding Numbers within 1000" in the Second Volume of Senior Two Mathematics
This morning, I had my first lesson on understanding numbers within 1000. Judging from the classroom atmosphere, this class is more active than all previous math classes. The students were overjoyed when they saw the counter. Before handing it over to the counter, I emphasized the classroom discipline, saying that whoever doesn't listen to the teacher will not be given it next time. This move is very effective and the classroom discipline is very good.
I lead the students to count from 1 to 10, and count from 10 to10. Students see, it should be 100 after 90. These are all the knowledge reviews of the first grade, and the students are very interested. Then I asked the students to count 1 100. When they counted to 900, some students counted to 1 0,000. I feel that the review of previous knowledge has played a great role, and the students have accepted all ten into one. Next, I asked the students to dial the number 125 and let them look at the hundreds of digits, because what are the digits in each digit? I did some exercises in 125, and there were hundreds of ones in it. Finally, dial 808 and 880. Let the students know the difference between these two numbers by dialing the beads, and do the first exercise. The students dialed the beads themselves and dialed them correctly.
Grade two students are much better than grade one students in class discipline. They can finish a project with their teachers in an orderly way, and they all perform well in the activities. I should insert such small activities into math classes more often in the future. Of course, in this class. Students' reading and writing of numbers within 1000 has not been implemented, so they should be consolidated through independent practice.
Reflection on the Teaching of Mathematics Corner in Grade Two Part V "Corner Understanding" is one of the important contents of cultivating students' spatial concept, and it is a leap from perceptual knowledge to rational knowledge of geometric plane graphics for junior students. Because students don't have much experience in understanding life diagonally, teaching is more difficult. This course allows students to experience the whole learning process through active exploration and cooperation. Teaching activities are bilateral activities between teachers and students. In class, the teacher's role is to organize, guide and instruct. Students should acquire knowledge through their own activities. In mathematics classroom teaching, teachers should leave space for students to see, think, speak, operate, discuss, ask questions, learn by themselves and expose, so as to achieve better teaching results. It provides students with time and space for independent inquiry and group communication, broadens students' thinking and embodies the personality of mathematics learning. Through operation and observation, students have experienced the process of understanding the angle. In this class, I fully arouse students' enthusiasm for learning, and introduce a corner of life through the demonstration of physical objects (red scarf, triangular scarf, paper fan, etc.). ). And let students observe, let students touch, let students start work, move their mouths and use their brains. Create a lively classroom atmosphere, let students pursue, discover and summarize from the corner of life to the graphic, and receive good teaching results. Then ask the students to touch the corners of the triangle. How do you feel? How many vertices does an angle have at the same time? How many sides? Then demonstrate the steps of drawing corners, and let the students draw corners by themselves, mark the vertices and vertices on the drawn corners, and talk about what other objects have corners in your life with practice. Let students truly feel that mathematics comes from life, and there is mathematics everywhere in life.
When the teaching angle is related to the opening of the angle but not to the length of the edge, I use the students' activity angle to teach two angles with the same size, so that students can guess their sizes first, and then verify that the angle is related to the opening of the angle but not to the size of the edge through demonstration. The creation of this scene laid a good foundation for the later experience activities and distracted students' thinking.
Where improvement is needed. There are many teaching links in this course, such as recognizing the angle, touching the angle, drawing the angle, comparing the size of the angle and counting the angle, so we pay too much attention to the process of each link and ignore the grasp of the details in each link. For example, ask students to explain how to make the angle bigger and smaller from the perspective of activities. Here, the teacher has a process of comparing angles with his classmates. I just chose a few of them for comparison. Most students just want to compare with the teacher when playing with the activity corner in their hands, and they don't listen carefully to how the teacher compares with their classmates, so that students can't say the method of comparison in the next link. If the teacher can let the students put the activity angle well first, please sit up straight and listen carefully to compare with the teacher, then perhaps the students will better understand and absorb the method of comparison, and then the students may have more wonderful performances in the next link.
Reflections on the Teaching of Mathematics Corner in Senior Two; The 6-line segment is both familiar and unfamiliar to senior two students, because students have unconsciously recognized it in their lives. Strangeness is because line segment is an abstract concept in geometric knowledge, students are young, their abstract logical thinking ability is still relatively low, and their perceptual knowledge far exceeds their rational knowledge. It is difficult to understand from a purely mathematical point of view, and a certain concept of space is needed.
Based on the above analysis of students' learning situation, the teaching goal of the teacher in this class is very clear, that is, to understand the line segment through students' hands-on operation, observation, comparison and summary. According to the characteristics of textbook arrangement and teaching objectives, the instructor mainly reflects that students play while learning.
First of all, starting with the problems encountered by Mickey and Donald Duck, the protagonists in cartoons that students are interested in, let students help them solve the problems and guide them to feel that they have mathematical knowledge in life, thus reflecting the reality of mathematics, stimulating students' interest in learning and finding the basic point of life for students to learn mathematical knowledge.
Then, through three levels of teaching to achieve the teaching objectives. The first level, through observation, compares the appearance of a line before and after straightening, and introduces a line segment, so that students can initially feel that the line segment is straight; Then present the graphics of line segments, so that students can initially establish an intuitive representation of line segments. At the second level, students can understand that straightedge, blackboard, textbook edge and paper crease can all be regarded as line segments. On this basis, by folding creases with different lengths, students can be guided to realize that the line segments are long and short. By searching for line segments and folding line segments, students can not only enrich their perception of line segments, but also further improve their understanding of line segments. The third level, teaching with a ruler or other suitable tools to draw line segments.
In teaching, I also pay attention to helping students to further consolidate new knowledge through interesting exercises, and guide students to carry out mathematical thinking through activities such as calculating line segments, folding line segments, drawing line segments and connecting line segments, so as to strengthen their understanding of line segment characteristics.
Reflections on the teaching of mathematics corner understanding in seventh grade. First, the process of refining promotes release.
When preparing for open activities, senior teachers often pay attention to the objectives of the activities. Through a question situation and an open question, students are encouraged to carry out activities as required, and finally the multi-level teaching resources needed by teachers are naturally presented when they are collected. But I found that this process is really an armchair strategist for primary school students who have just entered school. After a question, the child doesn't even know what your question is, let alone answer it. Just like when the teacher wants to compare the pictures of small animals put by two students, he further emphasizes the method of arranging them in a row. Because the teacher asked who can see who has the most and who has the least at once. Most students think that teachers ask who is the most and who is the least. So two students in a row answered this question. It can be seen that in order to guide the first-year students to answer questions, teachers must simplify their own questions, and at the same time break down a long and complicated question into several questions to guide the students step by step. For example, the question just now can be reconstructed as follows: After the students compare the two postures, the teacher asks: Can you see who is the most and who is the least now? Ask again: How do you know? Guide the students to count, compare the length of the pictographic statistical chart with that of less, and then master the method of one point and one row. When students talk about the method of comparing pole lengths, the teacher will guide students to compare the two arrangements, and pay attention to the alignment of one end when focusing students' attention on the row. Therefore, I think that the release of junior students should go through a gradual process: from visual representation to operation method, and then from the mastery of preliminary methods to the breakthrough of details. Only in this way can we finally open students' thinking and deepen their cognition.
Second, profound literacy promotes harvest.
Due to the lack of detailed guidance, students' production resources are also in a state of confusion. At this time, if teachers have a better sense of using resources, dealing with resources and gradually improving. At least there will be some gains for students. But it is more difficult to collect than to release. This process fully reflects a teacher's mathematics literacy and teaching level. At least three teachers have mishandled this course. First of all, the presentation of statistical tables is misleading. After the students adjusted the teacher's arrangement, the teacher drew statistics on the blackboard. At this time, I borrowed the last animal picture in each column as the classification item of the statistical table. This will cause students to take the items in the form as individuals when filling out the form in the future, and the teacher's random attendance will often cause incalculable losses. Second, the grouping statistics are incorrect and can be modified at will. After two statistics, one group found that the number of multiple groups did not match the total statistics, and the teacher picked a few as a means to correct the mistakes. On the one hand, it causes students to blindly follow the emergence and solution of problems, and on the deeper level, it is a blasphemy against scientific methods. Statistics is a very standardized and rigorous work. I should also make up for the validity of the wrong result. If I can't make up for it, I must recount it. Because the teacher's guidance is unscientific and the teaching AIDS are unscientific, wrong results are produced again and again. At this time, teachers should not only consider their own teaching progress, but also take appropriate measures to correct mistakes with students, which will affect students' learning attitude and life-long growth in the future. Third, close to life but far away from students. Considering students' overall cognition of statistics, teachers design various statistical charts (bar charts, broken lines, pie charts) to students, but ignore the cognitive basis of students' individual knowledge and their own understanding ability, which leads to the fact that students' life experience is not involved, which is far from students' life, and students have nothing to say when they are exposed to life examples.
It can be seen that the harvest after teaching is a comprehensive test of a teacher's comprehensive quality and teaching mechanism. On the one hand, teachers should have an overall understanding of the knowledge they teach, and at the same time, they should combine students' existing knowledge base and understanding ability to improve in a planned and purposeful way; More importantly, teachers should not only pay attention to imparting knowledge, but also pay attention to the educational value behind knowledge and related ideas and methods that have a far-reaching impact on students' study, life and growth.
Third, reasonable activities to promote thinking
In this lesson, I designed two activities. The first activity aims to guide statistical methods, and the second activity aims to experience the whole process of statistics and deeply understand the significance and value of statistics. For the second open activity, on the surface, students are very enthusiastic about the activity and engaged in the activity process, but in fact, it is the situational content of the activity that attracts students' enthusiasm, not the thinking challenge of the activity. When children participate, they think about where to go for an autumn outing, not how to solve the problem through statistical data analysis. So it seems that students are very active, but what is active is students' emotions, not their thinking, which will definitely affect students' promotion in this activity. Because I think we often want to guide students to carry out activities through a situation that students like. Have we ever thought about the design and educational value of this activity?
After studying a series of theoretical systems of the new foundation in an all-round way, I discovered that I was still far from my ideal after the first direct and in-depth exploration and practice. However, with the help of written theory, I am unprepared in many aspects. But I will strive to improve myself, improve myself and continue to bid farewell to the new foundation!
Reflections on the Understanding and Teaching of Math Corner 8 in Grade Two; Because teachers in the same grade will hold an open class after the 11th, I will pre-teach this part.
The preliminary understanding of multiplication is based on the fact that students have already learned addition and subtraction. This section is the beginning for students to learn multiplication. Because students don't have the concept of multiplication, it is difficult to establish it. In this case, the textbook especially trains the initial understanding of multiplication from the beginning, so that students can know the meaning of multiplication and lay a very important foundation for learning other knowledge of multiplication in the future. The textbook attaches great importance to the fact that mathematics comes from life and students' practical operation. First, arouse students' interest through amusement parks that students are familiar with and love very much, and prepare for knowing multiplication. Then let the students put out various patterns with sticks. Multiplication is derived from the addition formula of the same number. From this, we can clearly draw two knowledge points: First, we can initially understand the same addition number and the number of the same addition number, thus introducing multiplication, which is a main line of this teaching. The second is the writing and reading of multiplication formula, which is the basis for understanding the meaning of multiplication and actual calculation. Through the above understanding and analysis of the teaching materials, I decided to teach this course in an open classroom. The teaching difficulty of this lesson is to identify the same addend and understand the different meanings expressed by the two numbers before and after the multiplication sign. However, I am only gentle in teaching, which leads to many middle and lower grade students unable to list the correct multiplication formula, which affects the teaching effect.
This lesson made me realize: trust students and let them learn what they can; Let students do what they can; Let the students talk about anything they can.
This lesson is the first time to know multiplication, so the design of this lesson should start with addition. Show the situation map first and ask questions according to the information found. Starting from these questions, how many people drive small trains, how many people do bumper cars and how many people jump rope? Most children can list the addition formulas, and the teacher writes them on the blackboard. Then the students observe whether these addition formulas have the same characteristics. Guide the students to find that these formulas all have the same addend. In this process, we mainly pay attention to the cultivation of children's language expression and behavior habits. In addition, in the process of summing up the multiplication formula, using our previous findings, let students realize that the sum of several identical addends can be calculated by addition formula or multiplication. In other words, only expressions with the same addend can be written as multiplication expressions. In the process of learning to write an addition formula into a multiplication formula, let students realize that the addition of five fours, such as 4+4+4+4+4, can be written as 54 or 45, because the teacher had a requirement to memorize the multiplication table of 99 in the summer homework before, and some students simply recited the knowledge and didn't understand the meaning, so that I abused the multiplication formula in the process of converting other addition formulas into multiplication formulas. To solve this problem, I first explained to my classmates what multiplication formula is: in order to facilitate people to remember a convenient formula of multiplication formula arranged within 9, it cannot replace a complete multiplication formula. In the process of doing problems, students can easily confuse addend and numbers. For example, 3+3 is written as multiplication formula, and some students will write 33. In view of this situation, I will let students recall and understand that several additions are multiples.
This lesson is the beginning of understanding multiplication and the basis for students to learn and use multiplication formulas. Sophomore students often see several additions in their usual calculation process, but they never really use them. Therefore, this lesson is a process of cultivating students' understanding of the relationship between addition and multiplication and deepening their understanding of the meaning of multiplication. Students' mastery is generally good.