The third grade of primary school is a transitional season. We must cultivate good study habits and a good study atmosphere. However, it is really difficult for students to concentrate on listening for 40 minutes in a class, even for good students. When the teacher is giving a lecture, he must make them pay attention to the teacher. Below I taught some feelings and reflections for more than two months in Grade Three. For eugenics, if you want to grasp his thinking, you must leave him in suspense, and the most attractive thing is whether to let him win; For middle school students, it does not disturb classroom discipline. Sometimes you wake him up. He doesn't know what you are talking about. For them, they are absent-minded, so we should constantly remind them to pay attention and organize more classroom teaching; For underachievers, the first goal set for them should not be too high, so that they can't jump up and reach. This made them feel hopeful and tasted the joy of success. As long as they make a little progress, they should be praised in time. Let them feel that the teacher has not given up on them, and they still have great hope to improve. Besides that, as a teacher, we should speak softly in class. Create a relaxed and harmonious atmosphere. Learning atmosphere, so that no matter how angry and anxious you are when giving lectures, you should hold back and explain patiently when giving lectures to students. Always remember: there are no students who can't teach, only teachers who can't teach. Be a teacher that students like. Only when he likes you will he be willing to study this subject.
In teaching, I have carefully observed those students who are struggling in their studies and can't make great progress in their grades. I found that they didn't really realize that learning was a process of hard work, trial and repeated failure. Based on this, I try to use the failure education method in teaching, which effectively overcomes this problem. Students' will and perseverance have also been cultivated and improved. As long as we attach importance to students' psychological training in teaching and cultivate healthy psychology-not afraid of trouble, failure and challenge, students will certainly succeed in their studies.
However, I obviously have many shortcomings in teaching. For example, the classroom is too open and cooperation is a mere formality. In the future teaching, I must really let students establish, understand and apply concepts in active participation, operation, communication, inquiry learning with their brains and mouths. Practice has proved that the change of students' learning style can stimulate students' interest in learning, make the classroom glow with the vitality of teachers and students, and make the classroom more exciting.
2. Thinking about mathematics teaching in the third grade of primary school
Half a semester passed quickly. Looking back on my classroom teaching, there are many places worth pondering. Now I face several realistic reflections as follows: 1. Reflections on students' weariness of learning.
As a junior high school math student, the most difficult thing is to improve students' interest in math learning. The reasons here are diverse and complicated. In addition to students' own reasons and the particularity of mathematics, teachers' teaching methods, level and content arrangement are also very important reasons. In some classes, different methods have achieved different results. When designing some classes this semester, I abandoned the example classes in the book and created some realistic situations for students, who immediately became interested. The advantage of this treatment is that it not only solves the key points of the class, but also saves teaching time. Everyone has once again entered the climax of learning. Although several knowledge points need to be solved through various situations, such a large capacity can often achieve very good results, because students are familiar with and interested in the teaching content. These remind me that there are too few examples of creatively using teaching materials in daily teaching to make the teaching content closer to students' lives. They often teach to complete tasks, talk about books around books, and solve examples around examples, lacking in mobilizing students' enthusiasm. In the long run, students will inevitably get bored, and this is the crux of their weariness.
2. Reflections on the polarization of students.
In the concept of the new curriculum reform, it is advocated to emphasize the foundation, popularization and development of teaching, so that mathematics education can face all students, so that everyone can learn valuable mathematics and different people can get different development in mathematics. However, in the reality of students, with the increase of grades, polarization becomes more and more serious. Take Class One, Grade Three, where I teach, for example. In all previous sampling tests and assessments, math scores are in the forefront of the two classes, but every item ranges from verbal calculation to application problems. I thought, why are there more and more students to teach? At the same time, I also found that some students only played the role of thunder duck in the learning process of most students, not only did they not ask questions, but even remembered the commonly used calculation formulas. For these students, the conventional treatment methods are ignored. Over time, more and more things are missed, the distance between them is getting farther and farther, and their interest in mathematics is getting weaker and weaker. Therefore, I think we emphasize student-centered teaching activities. However, the leading role of teachers should not be ignored, and it should be suitable for everyone. We can't measure our students by the standards of open classes. I think the concept of open class can be used for reference, but the method of open class can't be copied.
In a word, I think teaching activity is a creative and flexible activity. Only by proceeding from reality can we achieve practical results and avoid misunderstanding.
3. Reflections on Mathematics Teaching in Grade Three.
"Preliminary understanding of decimals" is the teaching content of Unit 7 of Book 6. Children usually have the experience of shopping in supermarkets, and they are no strangers to decimals representing prices, so I put the focus of this lesson on reading decimals and teaching the meaning of decimals representing length. In the presentation of content, students are familiar with daily affairs and life, and intuitive and semi-intuitive models such as RMB and number axis are used to help students understand decimals initially and solve simple practical problems. In the teaching of this class, I try to do the following:
First, closely combine life situations, so that students can understand the meaning of decimals in concrete practice.
In the teaching process of understanding decimals, I first asked my classmates to talk about decimals they saw in their lives. Students are very observant and talk about many decimals in their lives, which are related to life. Students quickly participate in the classroom, thus well stimulating students' interest in learning. After reading decimals, students will return to life again and talk about decimals in life. I also choose to let students read decimals in life and pay attention to their expressions in specific situations. Make full use of students' life experience and existing talents, activate students' relevant experience and knowledge base, guide students to understand the meaning of decimals in many expressions, and promote the positive transfer of learning.
Second, give students the opportunity to think and solve problems independently, and pay attention to children's cooperation and communication.
When trying to read decimals and summarize decimals, I ask students to try reading first. After reading many decimals, ask the students to sum up their decimal readings, first in the group and then in the class. When teaching why one meter and three minutes is 1.3m, I also let the students think independently first, and then cooperate and communicate. By dividing 1m into 10, students can construct the relationship between decimals and fractions independently. Through guessing, giving examples, verifying, exploring independently and cooperating, students can understand decimals and understand their meanings. After learning the example 1, let the students finish "doing one thing" independently, which will help each student to feel and understand the specific meaning of decimal representation through peer exchange, and help students to learn actively and learn to learn. Through reading, thinking, discussing and speaking, this class enables students to participate in the learning process with their hands, mouths and brains, creating a relaxed and harmonious classroom atmosphere for students and changing "I want to learn" into "I want to learn".
In this class, I also feel a lot of shortcomings: although I try my best to make students learn more independently in this class, sometimes when students can't say it, they will rush to say it, which is not enough. For example, in teaching1.3m, why1.3m? The students have understood that the organizational language is not in place. I will lead the students to say it again. There is also the "do-and-do" teaching. Through the previous study, the students have understood the relationship between decimals and fractions and got this question right, but I am still afraid that the students will not understand and explain a lot of things. In this way, the time to consolidate the practice can't keep up with the time.
In short, this class made me deeply realize that students' lives are rich and they are very good at observing life. Teachers should take students' lives as valuable resources, make full use of them, and guide new knowledge through existing cognition. In the classroom, the study time, space and exhibition opportunities are reserved for students. Only through discussion and communication between teachers, students and students can we improve teaching efficiency and enhance teaching effect.
4. Thinking about mathematics teaching in grade three.
Symmetrical teaching design follows the principle of taking students as the main body and fully mobilizing students' creativity. After in-depth study of the teaching materials, I have determined that the teaching section is divided into five sections: the first section: guessing.
Junior students can quickly accept interesting things and arouse their enthusiasm to participate in classroom learning. Therefore, I design the lead-in link as "guessing", and show the graphics cut by the teacher, so that students can guess the whole graphics according to half of the graphics they see, thus successfully revealing the concept of symmetrical graphics-the graphics whose left and right parts are completely coincident are called symmetrical graphics.
Section 2: Cut.
In traditional teaching, students passively accept what they have learned and do not give full play to their creativity. So from the perspective of learning effect, students can know what they have learned, but they don't know why. The new curriculum standard puts forward that students can participate in what they have learned, which can stimulate students' subjectivity and creativity. So how to have a more intuitive and concrete perception of symmetrical graphics? After I introduced the concept, I immediately designed "Qieqie". The teacher first demonstrated the cutting of symmetrical figures for students to observe and talked about the cutting process. Obviously, the key to cutting symmetrical figures is to fold them in half before cutting, and then let students recreate what they have learned and let them cut. In this way, students not only observe, but also participate and create, and their enthusiasm is very high, and they have a deeper understanding of the concept of symmetrical graphics.
Section 3: Find it.
Finding the symmetry axis is a difficult point. How to let students find the symmetry axis of cutting graphics correctly? I design the teaching link as discovery, touch and painting. Look for it alone, then discuss it in groups, then draw the symmetry axis independently and communicate with the whole class.
Judging from the assignments shown, most students have mastered the method of finding the symmetry axis, and a few students have been folded in half for several times because of the sectional drawing, which makes it more difficult to draw.
Section 4: Thinking
"Think about it" is an improvement exercise after mastering the basic concepts, which has certain difficulty. Therefore, group learning is the main arrangement in the design, and then through group communication, representatives of the whole class are sent to communicate and collectively correct, and many symmetrical figures are found.
Part V: Talking about it
Mathematics comes from life and is higher than life, so that students can feel the extensive application of mathematics in life and the beauty of mathematics in mathematics class. So at the end of the class, I asked the students to find examples around them and talk about which are symmetrical figures. The students are very enthusiastic and want to show their new knowledge. The learning effect is good.
5. Reflections on Mathematics Teaching in Grade Three.
When I was teaching remainder division, I introduced a new class by asking questions from the beginning, which not only stimulated students' interest in learning mathematics, but also improved their enthusiasm for learning, which obviously promoted the teaching of a class. However, when I review the old knowledge, although it has played a certain role in paving the way for the study of new knowledge, it is often a mere formality, and its role is not as great as I thought. It should be introduced according to the actual situation of students. In my teaching process, according to the preset process, students can understand the purpose of the teacher's design step by step and know the remainder, but students still let the teacher lead them every step, and students have no own thinking. So I want students to discuss and think more in this step, which will have the effect of group activities. Enable students to have a certain innovative spirit and practical ability, enable students to have a deep understanding of the beginning, enable students to firmly grasp mathematical knowledge, so as to obtain new learning methods, enable them to study easily and happily, and experience the fun of learning mathematics from the heart.
Let the students understand that the remainder is less than the divisor, which is the focus of this lesson. Students can draw their own conclusions immediately in the process of calculation, but for most students, they just memorize conclusions with the help of others' understanding, but they don't understand them. So I want to let students experience and calculate more in the teaching process, so as to get their own solutions to problems. More importantly, teachers should advocate students' effective acceptance and experience in teaching, and study and discover the knowledge that students need to learn in the process of learning. This kind of experience can not only improve students' interest in learning, but also ensure a deep understanding of knowledge points.
In short, in the teaching process, we should pay more attention to students' thinking, let them use their brains and hands more, and let students truly experience the process of acquiring knowledge, thus stimulating students' interest in learning mathematics and making them learn easily.