As a people's teacher, teaching is one of the important tasks, and the shortage of lectures can be well corrected through teaching reflection. How to write teaching reflection? The following is my serious reflection on the teaching of "Circle", the first volume of mathematics in the sixth grade of primary school. Welcome everyone to learn from it, I hope it will help you.
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school 1 This lesson is to further learn the calculation of the circumference of a circle on the basis of students mastering the general concept of circumference and the calculation of the circumference of a rectangle and a square.
success
1. Fully understand the concept of perimeter and strengthen the understanding of meaning. Students have learned the concept of perimeter before, and have a certain understanding of the perimeter of rectangle, square, parallelogram, triangle and trapezoid. They know that the length of a closed figure is the circumference of the figure. On this basis, they understand that "the length of the curve forming a circle is the circumference of the circle". In teaching, by reviewing the perimeter of the previously learned figure, and then leading out the theme map, the students' existing experience is enriched through the actual scene, and gradually internalized into the students' understanding of the meaning of perimeter, and it is clear that the perimeter is a line, but this line is a figure composed of curves.
2. Strengthen hands-on operation and explore the law. In teaching, let students use different methods, such as winding rope, winding rope, folding rope, etc., to obtain circles with diameters of 2 cm, 3 cm, 4 cm and 5 cm, and the ratio of circumference to diameter is always more than 3 times, so that students can make it clear that the circumference of a circle is always ∏ times the diameter, and thus the formula for calculating the circumference of a circle is derived.
disadvantage?
Because the students previewed this part before class, a group of manual operations failed, and the results were all 3. 14 times. It seems that the students do not pay enough attention to the operation, only pay attention to the conclusion of the result, and ignore the presentation of the law.
Re-teaching design
After teaching the circle, students should pay attention to the difference between a half circle and a half circle, and pay attention to the relationship between the circle and its diameter and radius, that is, when the diameter or radius of a circle is expanded by two or three times, the circle is also expanded by several times, thus connecting the sum of sides, and the surface area and volume of a cube are expanded by several times when the sides are expanded by two or three times.
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school II. Children are no strangers to wai. To this end, when I introduced the new lesson, I directly assigned the task: Can you measure the circumference of a circle? Try to measure the circumference of this circle with the tools at hand. The children are eager to try: some use their own soft ruler to spare the circumference; Some use rope to measure the circumference, and then use meter ruler to measure the length of the rope; Some take a circle and roll on a ruler for a week; Others measure half a circle and multiply it by 2 ... it's nice to see that children have so much experience in measuring circles. Then I asked: What should I pay attention to in order to measure accurately? Some say that when measuring with a rope, you should remember the positions of the starting point and the ending point, and remember the marks when scrolling ... Try the second part independently, and let the children measure the circumference of a circle of a specified size in groups according to the experience and methods just now, and guess what the circumference of this circle is related to. The team leader should make a good record. The third link, exchange report: group representatives speak, and other group representatives supplement and evaluate. The conclusion is that the circumference of the circle is related to the diameter of the circle, and some groups reflect the results of the operation in the form of tables. The fourth link, inspiration: the larger the diameter of the circle, the longer the circumference, the smaller the diameter of the circle and the shorter the circumference. So what is the law of their relationship? The conclusion is that the circumference of a circle is always more than three times the diameter. Our conclusion is the same as that of the experts. Students open their books and read the statements in the books.
A class is being conducted in the children's exploration and experience. Although rough, but after all, experienced, felt, experienced. I think the child's understanding of pi is beyond the conclusion.
The content of this lesson is based on students' study of squares and rectangles, their preliminary understanding of circles and their characteristics, and then their study of the circumference of circles.
The focus of this lesson is the calculation method of pi, and the difficulty is the derivation process of pi calculation formula, mainly the understanding and derivation of pi.
In this course, students mainly adopt independent inquiry and cooperative learning. While mastering the basic knowledge, students can promote the development of learning methods and cultivate mathematics literacy. Mainly cooperative learning, let students learn to analyze, learn to divide labor and learn to share.
In this class, I try to use situational teaching to create a classroom atmosphere in which students are happy to learn, easy to learn and eager to learn. Always take students as the main body, encourage them to actively participate in it, learn independently, and be the real master of learning in the classroom; Try to teach them learning methods, so that they can feel the joy of learning in the process of cooperative learning; Constantly infiltrate mathematical ideas, so that students can write, do and think; Correctly evaluate students' learning attitude and performance, and mobilize students to be in a higher learning state; Through the use of basic teaching links such as summary and application, students can master the relevant knowledge of circumference in order to achieve the expected classroom goals; Carry out the education of ancient mathematics culture in China, and cultivate students' patriotic enthusiasm and learning enthusiasm.
This class is flexible. I hope to see students' different bright spots, their sparks of innovation and their smiling faces of happy study.
Based on this teaching design and intention, I completed the teaching work of "the circumference of a circle" in the senior grade of primary school. After class, I feel that one word is "bad" and three words are "really bad".
One difference: I can't adapt to the new teaching environment well. It's the first time to bring a microphone to class, and the cooperation with it is too tacit. Bowing my head loudly and raising my head quietly occupy a part of my brain space; My teaching design is closely related to multimedia, because the keyboard and mouse are placed in a corner, and each use takes up some time in advance, so the teaching process is not smooth; It is impossible to see the level of students and teachers at a glance, to observe the expression of teachers in time and to adjust their teaching strategies in time.
The second difference: I can't cooperate well with students. Stranger classmates, although they had a brief understanding, still know very little. Take this as an example: watch the big screen and read short stories by yourself. However, students can read aloud, and they can also read what they can perceive. When I heard the students' voices, I was embarrassed to interrupt them, so I had to let them continue reading.
Three differences: the most detailed problems are not well designed. The questions are rough and students have difficulty in understanding the answers. The answer is no. This is the key to my failure in this course.
Four differences: students' activities, communication and independent cooperative learning are not well reflected. Although I spent most of my time asking students to cooperate and communicate, and finally got the key knowledge of this lesson, after the students' activities, in order to save time, I used a computer to show the results of the activities instead of them. I think this is wrong. However, the children really didn't realize that my design could only fail. Finally, I had to take the place of students to acquire new knowledge.
Five differences: I have been teaching in a mountain village for many years, and I have wrapped up my language and manners. No more fluent teaching language, no inspiring words. You will make some small mistakes in your words and deeds.
I don't want to say anything more, I just want to think silently. Why didn't your elaborate design flash on the students? Or is it because your design is not careful enough?
Reflections on the teaching of the first volume of mathematics in the sixth grade of primary school; The key and difficult point of this course is to derive the formula for calculating the circumference and understand the significance of pi. Before class, I arranged for each student to prepare three different sizes of cardboard, a rope and a ruler.
I use this question: "How much do you know about this circle?" It provides students with opportunities for reflection. First, let students establish a complete' personal experience' by touching the circumference of a circle, and then guide students to try the transition from concrete representation to abstract refinement through personalized description of the concept of circumference. Although the students' expression here is superficial, it is these individual thoughts that show the students' subjective consciousness. Effective touch experience and sufficient rational generalization make the construction process of the concept of circumference substantial and effective. Explore the calculation of perimeter: On the one hand, students can independently create "measuring rope" and "rolling circle" to measure perimeter, which enriches students' classroom activities; On the other hand, through the reflection and evaluation of the two methods, students can feel the limitations of the two methods and guide them to explore the mood of "calculation formula". Ask the students to guess what the circumference may be related to. How many times the diameter? Further stimulate the students' initiative to explore X, and then let students use the prepared learning tools to further prove whether their guesses are reasonable and scientific in the form of group cooperation. Help students with difficulties. Students fill in their own measurement data in the form of pre-class research and design, and calculate the ratio of circumference to diameter of the circle. At this time, let the students exchange the results and find out the law: the circumference of a circle is always more than three times the diameter, which is the difficulty of this lesson. On this basis, through computer display, it is verified that the circumference of all circles is a little more than three times the diameter, thus obtaining the pi. With this discovery, students have established a new cognitive structure so that students can experience the value of new knowledge. Of course, this class has brought me not only these gains, but also some thoughts on the lack of teaching, such as student activities, group communication and independent thinking, the relationship between full participation and individual training, which is also a problem that I should pay attention to in future teaching. In class, lively and interesting exploration content can give students a pleasant humanistic experience; An open and relaxed classroom environment can give students full humanistic freedom; Appropriate encouragement can give students strong humanistic dignity; The ideological confrontation of expressing one's own opinions can cultivate students' democratic humanistic style; Strict knowledge expression can cultivate students' strict humanistic spirit; Personal experience of classroom life can cultivate students' preliminary humanistic morality. "What else do you want to know about the circle?" "What is the circumference? Who can try to say it in their own words? " "Please make a bold guess. What does the circumference have to do with it?" "What is the relationship between perimeter and diameter? Next, let's study this problem. " "Requirements, as long as you know what is ok? Please give an example to prove your idea. " It is the true embodiment of humanistic integration in the process of exploration.
After the whole class, students' learning effect is better. I think this will help students to prepare more teaching AIDS, help students to operate, and help students to think about the questions raised. After this class, I deeply feel that the essence of taking students as the main body is to stimulate and awaken students' interest and thinking in learning. As long as they are given enough space and time, they can discover laws, sum up experience and draw conclusions like scientists.
There are five lessons in the circle of the first volume of mathematics in the sixth grade of primary school. I closely contact with students' existing knowledge and experience, accurately grasp the internal relationship between knowledge, constantly set up reasonable cognitive conflicts, and urge students to make effective guesses and verifications, which initially embodies the inquiry teaching mode of "creating situations-bold guesses-cooperative explorations-reflection and induction", thus fully embodying the main role of students and the leading role of teachers in classroom teaching. Strive to let students experience the process of learning mathematics and cultivate the ability of "doing mathematics". After teaching, it left me with deep thoughts.
First of all, the teaching mode of group cooperative learning gives this class an innovative stage. Although every student has his own wonderful thinking, the process of independent thinking, group communication and division of labor is obviously more suitable for them. Although some problems can be solved by independent thinking, time and energy are not allowed. Integrating different thinking and constantly supplementing and perfecting it has played an inestimable role in the development and training of each student's thinking. Many speeches in class are like this. Sometimes what a person says is not complete, but it is very different after being supplemented and revised. It is systematic, complete and creative. It's really a high flame when people gather firewood.
Secondly, the teaching mode of group cooperative learning is also necessary and beneficial to the quality cultivation and growth of students. In learning, they should learn to divide their work reasonably, communicate with others and listen to speeches. These are exactly what the teacher wants them to learn and master. It can be seen that many students who are usually unsociable are also active in communication because of their consistent goals, strong sense of competition and collective honor. They know that at this time they are no longer just representing themselves, but a member of the group, and they will actively unite for the honor of the whole group. Moreover, after being affirmed and praised, the sense of pride and accomplishment from the heart is so precious that students will have greater interest in learning and put more energy into learning. This kind of teaching effect is exactly what every teacher pursues.
At the same time, I also deeply realize that every student is a useful material. As long as the guidance is correct, every student can play his own value in his study. Many methods in this class are provided by those poor students. Although they have some problems in calculation, expression and understanding, they are not short of life experience. They are equally good at connecting real-life examples and coming up with ingenious methods. This will be the teacher's chance to strike while the iron is hot.
Of course, this class brought me not only these gains, but also some thoughts on the lack of teaching, such as classroom discipline and student activities, group communication and independent thinking, full participation and individual training. All these put forward the topic and provided valuable research materials for me how to develop strengths and avoid weaknesses and make continuous progress in future teaching.
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