As a new teacher, we need strong classroom teaching ability. Writing teaching reflection can improve our teaching ability quickly. How to write teaching reflection? The following is my reflection on the teaching of parallelogram area in primary school mathematics, hoping to help you.

Reflections on the teaching of parallelogram area in primary school mathematics 1 This lesson is based on the calculation of rectangular area and the characteristics of each part of parallelogram. I can teach according to students' existing knowledge level and cognitive rules. The teaching goal of this course is to enable students to master the calculation formula of parallelogram area on the basis of understanding, and to calculate parallelogram area correctly. Through observing, comparing and operating graphics, students' concept of space is developed, the ideas of transformation, cutting and translation are infiltrated, and the ability of students to analyze, synthesize, abstract and solve practical problems is cultivated. The key and difficult point is the derivation of the calculation formula of parallelogram area, so that students can really understand the relationship between the length and width of rectangle and the base and height of parallelogram after the rectangle is cut into rectangle.

First of all, the participation of every child is very important.

I fully let every student actively participate in the study of this class. First of all, through the story of the rich man dividing the land, let the students guess boldly: which is bigger, rectangular land or parallelogram land? Then let them explain their reasons, and they can prove their views in different ways. Some children put forward the method of several squares, while others adopted the method of shear translation, and then gradually expanded. The whole class will find problems when counting squares. The square of parallelogram is not so good, and the square less than 1 can only be regarded as half a square. Although the answers are the same, they are not very accurate. Children also realize that in real life, it is impossible to compare the size of a square. So we focus on the transformation method. Let each student cut and spell by himself and turn it into a graph that he has already learned. Guide students to participate in the whole process of learning, actively explore knowledge, strengthen students' awareness of participation, and guide students to use various methods to transform a parallelogram into a rectangle by cutting and translating, so as to find the relationship between the base of parallelogram and the length of rectangle, as well as the relationship between height and width. According to the area of rectangle = length× width, and the calculation formula of parallelogram area is base× height, students are required to carry out operation-transformation-derivation by themselves through discussion and communication. This kind of teaching plays an important role in cultivating students' concept of space and developing their ability to solve practical problems in life.

Second, infiltrate the idea of "transformation" and let the accumulated experience serve the new knowledge.

"Transformation" is an important way of thinking in mathematics learning and research. I adopted the idea of "transformation" in teaching this class. Now I guide the students to guess who the area of the parallelogram may be related to and how to calculate it, and then lead to what figure you can transform the parallelogram into to deduce its area. Students naturally think of transforming parallelogram into rectangle, and then explore the relationship between them. In this way, students can be inspired to try to transform their learned figures into figures with an area that can be calculated, penetrate the "transformation" thinking method, give full play to their imagination and cultivate their innovative consciousness. Students have three ways to turn a parallelogram into a rectangle. The first method is to cut the height along the vertex of the parallelogram and translate it to make a rectangle. The second is to cut along any height in the middle of the parallelogram, and the third is to cut along the height of the two vertices at both ends of the parallelogram to make two small right-angled triangles into a rectangle, and then make a rectangle from the cut rectangle. In this class, the students only spelled two kinds. In another case (cut along the middle height), the students didn't spell it out, so I had to demonstrate it myself to let the students know and broaden the imagination of spatial thinking. Then use modern teaching methods to build a concrete-to-abstract bridge for students, so that students can clearly see the transformation process from parallelogram to rectangle, put the three methods together, and let children discuss and compare the relationship between the transformed graphics and the original graphics, organize the language in groups, and report to the group leader. This highlights the key points and solves the difficulties. Through the study of this lesson, it is very important for children to understand the idea of transformation, which can provide method transfer when deducing the calculation formulas of triangle and trapezoid areas in the future.

Although this course can be student-centered and teacher-led, in the second half of teaching, there is still a phenomenon that teachers dare not let go completely, and the effective evaluation language in class is not perfect in this course. Teaching is a flawed art. As teachers, we often leave more or less regrets after teaching. As long as we think hard and make continuous progress, our class will be more exciting!

Teaching reflection on parallelogram area in primary school mathematics 2 The new curriculum standard points out that "effective mathematics activities cannot rely solely on imitation and memory, and teachers should guide students to truly understand and master basic mathematics knowledge, skills, ideas and methods through hands-on practice, independent exploration and cooperative communication."

In the teaching of parallelogram area, students have experienced the process of knowledge formation through hands-on practice and independent inquiry. The teaching goal I set is

(1) By exploring, understanding and mastering the calculation formula of parallelogram area, students can calculate the area of parallelogram;

(2) Through the activities of operation, observation and comparison, preliminarily understand the transformation method, cultivate students' ability of observation, analysis, generalization and deduction, and develop students' spatial concept.

(3) Guide students to understand the transformed thinking method, and cultivate students' thinking ability and ability to solve simple practical problems. Reflecting on this lesson, I have summarized some successful experiences and failed lessons, which are summarized as follows:

First, pay attention to the infiltration of mathematical thinking methods.

In teaching design, I first create a situation to stimulate students' interest in learning, enter and exit the topic: the area of parallelogram, and then let students verify the area formula of parallelogram through counting squares and hands-on operation, and finally consolidate knowledge and solve practical problems through practice.

Second, pay attention to the development of students' mathematical thinking.

The core of mathematics teaching is to promote the development of students' thinking. In teaching, students can fully reveal the process of mathematical thinking by learning mathematical knowledge, inspire and develop students' thinking, and unify the process of knowledge occurrence and development with students' psychological activities of learning knowledge. This lesson designs learning activities such as cutting and spelling, and gradually guides students to observe and think: What is the relationship between the area of a rectangle and the area of the original parallelogram? What is the relationship between the length and width of a rectangle and the base and height of a parallelogram? Make full use of multimedia courseware demonstration, vivid and intuitive, so that students can draw a conclusion: because the area of rectangle = length × width, the area of parallelogram = bottom × height. Here, I pay special attention to the correspondence between the bottom and the height, so that students can learn to solve problems in the process of understanding formula derivation through observation, communication, discussion and practice. Students have mastered the area derivation method of parallelogram, which also provides a mode of thinking for later derivation of triangles, trapeziums and other similar problems. This deduction process also promotes the development of students' thinking ability such as guessing, verification and abstract generalization.

Third, pay attention to the interaction between teachers and students.

The new curriculum standard advocates students' autonomous learning, advocates taking students as the main body in classroom teaching and pays attention to teacher-student interaction and student-student interaction. Teachers and students should ask and answer each other, and students should also ask and answer each other. In this class, I can always face all the students, with students as the main body and teachers as the leading factor. Through the interaction between teachers and students in teaching, I can produce * * * sounds between teaching and learning.

Fourth, my regret.

1, the classroom atmosphere is not strong enough, maybe the students are too nervous, and I didn't let them relax before class. I can tell jokes or stories to students before class, so the classroom atmosphere will be better.

2. Some guiding words are not very close to students, sometimes students don't answer quickly, need time to think, or don't know how to answer later. This is because the teacher's guide words or questions are not properly expressed.

The last short story has little to do with what is mentioned in this section. It does not use the knowledge mentioned in this section, but uses the instability of parallelogram, which is difficult for students and the design of the last question is not very reasonable.

4. The fonts on the blackboard are not neat and beautiful, and need more practice and improvement.

5. Before class, students have three ways to transform parallelogram into rectangle. The first method is to cut the height along the vertex of the parallelogram and translate it to make a rectangle. The second is to cut along any height in the middle of the parallelogram, and the third is to cut along the height of the two vertices at both ends of the parallelogram to make two small right-angled triangles into a rectangle, and then make a rectangle from the cut rectangle. In this class, most students spell out the first and the second, and the latter one doesn't spell. If in the next trial teaching, I want to try to let students practice through my guidance and cut out the third cut. Teaching is a flawed art. As teachers, we often leave more or less regrets after teaching. As long as we think hard and make continuous progress, our class will be more exciting.

Reflections on the teaching of "parallelogram area" in primary school mathematics III. The area of parallelogram is a familiar lesson for teachers. I have listened to this lesson many times, and found that there are three states in the teaching of parallelogram area: in the first state, the teacher thinks that students should master knowledge when learning mathematics, so the teaching pays attention to learning the knowledge of parallelogram area, and only pays attention to students' memorizing and practicing the calculation method of parallelogram area. As long as the result, not the process. In the second state, teachers begin to attach importance to the process of students acquiring knowledge, but attach importance to the process in order to accept knowledge faster and better understand it, but ignore the value of the process itself. In the third state, students are expected to acquire not only the knowledge of parallelogram area calculation formula, but also mathematical ideas and methods; Not only can the formula be applied correctly, but also the source of this formula can be better understood. In the study, the real thinking process of exploring the calculation method of parallelogram area is demonstrated, and the value pursuit of "emphasizing knowledge, method, result and process" is highlighted. I have been struggling to find the third state, so I have been thinking about the following four questions before and during class:

1, what should we pay attention to in mathematics learning besides knowledge inheritance?

2. How to design teaching from the perspective of students?

3. How to make the math class heavy? Besides explicit courses, what other aspects of development can students get (hidden courses)?

A heavy math class can always make people see the improvement of students' math literacy.

A heavy math class can always make students think about math. Students have potential, not because children get high marks, but because children have enough stamina. These children with enough stamina are active in thinking, and often can grasp the key points in complex information and grasp the essence of mathematics through complex phenomena. In other words, these children can think mathematically.

4. How to optimize the classroom structure?

Based on the above four questions, I put "beneficial thinking methods and appropriate thinking habits" at the top of this class. How to cultivate students' beneficial thinking modes and methods with mathematical knowledge as the carrier in mathematics teaching? We get some inspiration from the design and teaching of "the area of parallelogram".

First, take mathematics knowledge teaching as the carrier, infiltrate "transformation" mathematics thinking method, and develop students' ability to acquire knowledge actively.

The method of "conversion" is a common method to carry out mathematical research and solve mathematical problems, and plays a very important role in primary school mathematics teaching. The formulas for calculating the area and volume of primary school geometric figures are all derived by the method of "transformation". Using the method of "transformation", the area formula of parallelogram is derived from the calculation of geometric figure area for the first time. Therefore, it is particularly important for students to intuitively understand what "transformation" is and deeply understand its essence. For the idea of "transformation", this lesson is not a vague infiltration, but a clear way of learning, so that the ability of "transformation" becomes the "protagonist" of students' thinking and is a key point for students to master.

First, the teacher shows the students three numbers for comparison. On the basis of intuition, they use the transformation of graphics to directly tell their own areas, which is permeated with the mathematical thinking method of transformation. In this way, faced with the new problem of "calculating the area of parallelogram", students naturally get two conjectures: multiplying the two adjacent sides of parallelogram (negative transfer of knowledge such as the formula for calculating the rectangular area learned before) and multiplying the height of parallelogram (application of transformation thinking method). Furthermore, the teacher asked: How can there be two answers to the area of the same parallelogram?

Stimulate students to explore further. It forces students to find ways to transform the problem by cutting and filling, which verifies that the conjecture of "bottom multiplied by height" is correct. By observing the dynamic changes of the graph, it is found that it is wrong to multiply adjacent two sides. In this practical activity, students got the mathematical thinking method of filling and digging transformation. In the practice stage, "will you find the area of the shadow?" It is not only to consolidate new knowledge, but to internalize "transformation" skills into problem-solving skills. At the conclusion of the class, I am not satisfied with the students' understanding only in the acquisition of specific knowledge, but inspire students to refine their thinking methods of mathematics. The teacher's final evaluation not only encourages students, but also gives guidance, which leads to the mathematical thinking method. Because the thinking method of mathematics is the soul of mathematics, with it, students' ability to acquire knowledge on their own initiative will be improved, and the development of creativity will have a foundation.

Second, take exploring and solving problems as the main line, and use the mathematics learning method of "boldly guessing and seriously verifying" to cultivate students' exploration spirit and ability.

In the exploration of modern science, people often give full play to people's subjective initiative on the basis of existing scientific knowledge, put forward conjectures and hypotheses through thinking methods such as imagination and intuition, establish new concepts and theoretical frameworks, draw specific conclusions, and finally verify them through experiments. This "guess-and-verify" method has become a common method in scientific exploration.

This class adopts the teaching idea of "bold guess" and "careful verification", and teachers consciously imply the experience of "guessing and verifying" in the mathematical activities of exploring parallelogram area formula. When the students get two reasonable conjectures about the calculation of parallelogram area, the teacher does not deny it, but asks the students to test their own ideas. Students discover the causes of their mistakes through epiphany and teachers' intuitive demonstration, which not only makes students understand knowledge more thoroughly and have a deeper influence, but also guides students how to explore and discover knowledge.

This process is not only different from the deductive process from general to special, but also different from the inductive process from concrete to general. It is a research process to discover and fill cognitive gaps, that is, to explore and solve problems directionally, which conforms to the general law of mathematical knowledge discovery and therefore has more general methodological significance. The application of this mathematical thinking method effectively trains students' ability to acquire knowledge by using thinking methods comprehensively, and is also inspired by scientific thinking methods.

Reflections on the teaching of "parallelogram area" in primary school mathematics In September, under the guidance of Yang Xiuxia, all our fifth-grade mathematics teachers conducted a series of teaching and research activities on the content of "parallelogram area", and I was honored to be dragged to the last round of class. Great gains.

Improve my professional quality. Originally, when determining the teaching goal of a class, I would copy it down according to the syllabus or lesson preparation manual. Now I can determine the teaching goal of this course according to my own teaching content. For example, in this class, I will spend most of my time counting squares and cutting and spelling, so as to give full play to students' creative thinking and hands-on operation ability. Therefore, my teaching goal is determined as "

① With the help of students' existing experience and grid diagram, let students initially perceive that the area of parallelogram may be related to its base and corresponding height, and then further determine the formula for calculating the area of parallelogram through cutting and spelling, and correctly calculate the area of parallelogram according to the formula.

② In the process of operation, observation and comparison, the idea of transformation is infiltrated, and the students' concept of space is developed, so that students can acquire the basic methods and experience of exploring graphic content.

1, pay attention to the guidance of learning methods, effectively infiltrate the idea of "transformation", and let students learn to solve existing problems with previous knowledge. The calculation of rectangular area is the growing point of parallelogram area calculation, the cognitive premise and the available fixed knowledge. So first, review the calculation method of rectangular area and the origin of rectangular formula, so that students can transfer their knowledge. The focus of this lesson is to transform a parallelogram into a rectangle, and then deduce the formula for calculating the area of the parallelogram. In the teaching process of comparing rectangles and parallelograms, give students enough time to count squares and highlight how to count squares (count squares first, and those less than one square are regarded as semi-squares, why? ) laid a foundation for the future study of irregular graphic areas. There is also a number method, which cuts off the height of the figure and translates it, so that students can find that the extra triangles are equal to the less triangles. If they cut it off and translate it to the missing place, they can turn it into a rectangle. With this feeling, they can let students transform their prepared parallelogram into rectangle by cutting and spelling, and organically combine operation, understanding and expression, so that students have a very intuitive sense of "transformation". Convert a parallelogram into a rectangle whose area students have learned to calculate. At this time, the teacher can sum up in time: explore the area formula of graphics, and we can transform the graphics we have not learned into the graphics we have learned to study. It is easier for students to master the method of transforming new unfamiliar problems into problems that students are relatively familiar with. It can teach students mathematical methods, which is helpful for students to actively explore ways to solve problems, experience strategies to solve problems and improve their awareness of mathematical application.

2. Pay attention to the development of students' mathematical thinking and the further deepening of students' learning knowledge, and improve students' mastery of parallelogram area calculation through gradient exercise design. Starting with the origin of rectangular area calculation and formula, this paper inspires students to explore "how to find the area of parallelogram?" After knowing that the area of a parallelogram is related to its base and height, students further clarify that the area of a parallelogram should be multiplied by its base, not by its side length, which improves students' mastery of the area of a parallelogram. After discussing the area formula in teaching, show 1 and basic exercises in the form of open exercises, so that students can pay attention to what the base and the corresponding height of this parallelogram are, and then ask students where the base and the corresponding height are, and whether it is ok to multiply the base and the corresponding height, thus emphasizing the multiplication of the base and the corresponding height, and students will have a deeper understanding of the area calculation of the parallelogram. In the teaching of this course, it is very important to find the corresponding relationship between the base and the height of parallelogram, which lays the foundation for studying the area calculation of triangle, trapezoid and other plane graphics in the future.

3. Discuss, how to find the area of a parallelogram with two bases and one height? According to the area and another bottom, how to find its corresponding height? These exercises further enrich students' understanding and effectively improve the efficiency of classroom teaching.

4. In classroom teaching, teachers' adaptability is very important. We should pay attention to effectively grasping students' classroom generation and flexibly responding to unexpected situations in class.

Reflections on the teaching of "parallelogram area" in primary school mathematics 5 "Mathematics teaching is the teaching of mathematical activities and the process of interactive development between teachers and students. It requires close contact with students' real life, creating various situations according to students' life experience and existing knowledge, providing students with opportunities to engage in mathematical activities and stimulating their interest in mathematics and their desire to learn mathematics well." Therefore, teachers attach great importance to the creation of situations, strive to put themselves in the position of organizers, guides and collaborators, and establish a student-centered teaching concept.

For situational teaching, we should first pay full attention to the role of "problem situation" in classroom teaching, not only in the introduction stage of teaching, but also in every link of the teaching process, constantly stimulate the learning impulse in the situation, so that students are often in a state of thirst for knowledge and stimulate their learning motivation and thinking space. Secondly, in the long run, the introduction of teaching situation should not only make students "learn" mathematics, but more importantly, let them "learn" mathematics, cultivate them to think scientifically in life, and raise the concepts and methods explored and experienced in learning to the theoretical level as soon as possible. Of course, to set up a good situation, we should not ignore the unity of situation creation and textbook theme, but always insist on stimulating students' desire for learning and motivation for participation. I will talk about the area of parallelogram according to the requirements of situational teaching.

1, mathematics knowledge teaching is integrated into the real situation, and students learn happily and solidly in the situation. I put the learning of new knowledge in this realistic situation through the theme map, and further strengthen the connection between mathematics knowledge and life through activities such as guessing, transformation, translation, rotation and demonstration, feel the role of mathematics in life, and realize the significance and value of learning mathematics.

2. Give full play to students' main role and strengthen the cultivation of students' subjective initiative. Throughout the class, the teacher provided students with time and space for exploration and communication, and created a variety of teaching activities to stimulate students' interest, learn and consolidate knowledge. For example, in the process of deducing the calculation method of parallelogram area, teachers let students think independently first, then communicate with each other, and finally calculate, and convert parallelogram into rectangle, and deduce the calculation method of parallelogram, which cultivates students' sense of cooperation, team spirit and practical ability in an equal and harmonious atmosphere.

3. Effectively infiltrated some thinking and learning methods of mathematics. In teaching, the teacher made students go through the process of putting forward a conjecture-operational transformation-verifying a conjecture, which laid a good foundation for students to learn triangle area and trapezoid area in the future.

4. Make full use of the effectiveness of group cooperation, give full play to students' subjective status and initiative, strengthen teacher-student cooperation and student-student cooperation, and cultivate students' ability of cooperation and communication.

Reflections on the teaching of "parallelogram area" in primary school mathematics 6. After listening to Teacher Liang's class, two words came to my mind, namely "harmony". To achieve this state, it is due to Mr. Liang's clever bridge between mathematics and life.

First of all, the harmony and unity of "mathematicization" and "living"

In the lesson of "parallelogram area", Mr. Liang gave us a good explanation on how math teachers can realize the harmonious unity of "mathematization" and "life" in classroom teaching. Throughout the whole class, through the mathematics materials in Provence, such as the comparison of parking spaces, the area of flower beds and the warm signs on the grass, and through careful teaching design, students can not only feel the close connection between mathematics and life, but also feel the intimacy of mathematics, so that they can learn to think about life with mathematical thinking and appreciate the value of mathematics. Every link in the classroom is connected with nature, such as flowing water, which can be described as the same strain!

Second, the harmony and unity of mathematics and moral education.

How to integrate moral education into math class is a problem that our math teachers often think about. I also got a satisfactory answer in this course. Teacher Liang skillfully designed Li Mingjia's and Zhang Haijia's comity parking spaces, caring for the warm reminder of the grass, so that students were educated in manners and manners while studying mathematics, as quiet as spring breeze and drizzling.

Third, the harmony and unity of teachers' guidance and students' inquiry.

Although Miss Liang is very young and has no rich teaching experience, she is calm and capable in class. She always gives students enough time and space to explore and give full play to their main role. For example, in the process of deriving the parallelogram area formula, we all know that the formula is rigid, but the process of recreating the formula is vivid, vivid and interesting. In this process of exploration and discovery, students' multiple senses participate in learning activities, students actively participate in exploration, and teachers only give timely guidance and help, so that students can obtain the calculation method of parallelogram area in the process of exploration. This enables students to devote themselves to the activities of observation, thinking, operation and inquiry to the maximum extent, so that students can experience the process of "doing mathematics", embody the learning mode of "hands-on practice, independent exploration and cooperative communication" advocated in the curriculum standards, and let students experience the joy of learning success.

Reflections on the teaching of "parallelogram area" in primary school mathematics 7. After teaching parallelogram area, I have a lot of feelings, including the joy of success and the regret of deficiency. Summarizing the teaching of this class, I have the following experiences.

First, success

1, connecting life to solve practical problems in the community runs through the class.

This lesson introduces the problem of parking space size into the exploration of parallelogram area calculation method, obtains the parallelogram area calculation formula through guessing, transformation and verification, and uses the formula to solve the practical problems in the community. Learn new knowledge in the whole class, understand new knowledge, and consolidate and apply new knowledge in the actual situation. The life scene created is based on students' mathematics reality, which makes students feel cordial and interesting, makes teaching activities more lively, and makes students experience that mathematics comes from life, takes root in life and applies it to life.

2. Pay attention to students' independent exploration and let them experience the process of mathematics learning.

The way to learn any knowledge is to discover it through your own practical activities. Such a discovery is the most difficult to understand and the easiest to master. In teaching activities, I designed three levels to guide students to explore new knowledge. First, let students make bold guesses based on their existing knowledge and experience, and then verify whether their guesses are correct by themselves. Finally, demonstrate the process, strengthen the results, let students naturally find the relationship between parallelogram and rectangle in mathematical activities, and finally summarize the calculation formula of parallelogram area. Here I leave enough time and space for students to think and practice, so that students can help each other to explore, discover and summarize, and give each student the opportunity to participate in mathematics activities, so that students' status as masters can be fully demonstrated. And I am a guide, participant and collaborator, which truly embodies the new concept of mathematics curriculum standards.

3. Infiltrate mathematical methods to cultivate students' mathematical ability.

In the teaching of this class, I pay attention to guiding students to master the most essential things of mathematics, paying attention to mathematical thinking methods, and cultivating and developing students' mathematical ability. When exploring the calculation method of parallelogram area, can students be guided to turn parallelogram into rectangle first? Through the operation, on the one hand, students are inspired to try to transform the learned graphics into the graphics whose area can already be calculated, and infiltrate the transformation? On the other hand, guide students to actively explore the relationship between the learned graphics and the transformed graphics, so as to find the calculation method of the area, and let students experience and understand the transformation with the mathematical thinking method as the main line. Thoughts strengthen the connection between old and new knowledge and contribute to the systematization of knowledge. In this process, students have experienced the process of mathematics learning, which not only develops mathematical thinking, but also improves mathematical ability.

Second, there are shortcomings.

1. In order to make students' thinking unrestricted and let children take the initiative to play as much as possible, when exploring the parallelogram area formula, I let students find and summarize it themselves. However, due to students' nervousness and their own guiding and inspiring language, some students are slow to operate, unable to keep up with the classroom rhythm, and the activity atmosphere is not active. I will continue to strengthen the organizational and regulatory capabilities in this regard.

2. Calculating the area of a rectangle and a square by counting squares has been learned before, so I think students should be familiar with the area of a rectangle and a parallelogram when preparing lessons and work it out quickly. However, in the actual teaching, it is found that some students are not familiar with the method of calculating parallelogram area, and the teaching of this part is delayed for two minutes, so that the later exercises are a bit hasty. Therefore, when preparing lessons, we must carefully prepare students' levels at all levels, guide when it is time to guide, and let go when it is time to let go.

Third, what have you learned from reflection?

Combined with the new curriculum standard, there are still many problems worth thinking about how to teach mathematics well. Through this lesson, I realized that in order to have a lively, enjoyable and practical lesson, our teachers should understand the teaching materials from the students' eyes, deal with the teaching materials with the concept of new curriculum standards, and standardize each link with flexible methods. Give the child some questions in teaching, let him find the answers by himself, give the child some conditions, let him experience by himself, give the child some opportunities and let him innovate by himself.

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