As a math teacher, classroom teaching is one of the important tasks. With the help of teaching reflection, we can expand teaching methods. How to write the teaching reflection of the math teacher in grade three? The following is my reflection on the third grade math teacher's teaching, I hope you like it!
Reflections on the teaching of math teachers in grade three 1 teaching focus: initially establish the concept of time in seconds.
Teaching difficulties: correctly distinguish time units such as hours, minutes and seconds, and apply what you have learned.
The teaching content of "understanding of seconds" is based on students' understanding of time units: hours and minutes. This part is an important basis for students to further study time calculation in the future, and also to cultivate students' feelings. The teaching design of this lesson reflects the following points:
Teaching methods:
1, Questioning Passion: Living problem situations can easily arouse students' interest and problem awareness, and make students have a positive attitude of exploring and solving problems independently. In the introduction, I use the arrival of the New Year, and everyone happily welcomes the arrival of the midnight New Year. Through the countdown of students, I introduce new courses. Under the influence of old knowledge and life experience, students lead out "seconds" by themselves. Students initially think that seconds is a time unit with a small score, which reveals the topic of "understanding of seconds" and allows students to actively participate in the whole process of learning.
2. Guiding inquiry: After students have the desire and interest to explore, teachers should consider how to provide appropriate conditions to guide students to explore knowledge through observation, operation, thinking and communication. In teaching, I pass seven links: knowing the second hand and 1 sec, experiencing the length of 1 sec, the value of 1 sec, teaching 1 min =60 sec, and experiencing the length of 1 min. The purpose is to mobilize students' existing mathematical perception, encourage students to think seriously in class, broaden students' thinking at the same time, and reflect the personality of mathematics learning. Students have experienced the process of understanding the angle through observation. It is precisely because of the teacher's letting go that students have the opportunity to study, practice and think vividly, and students will truly become the masters of learning. Let students explore the movement of the second hand independently; Organize students to experience 1 second and 60 seconds, observe the minute hand movement, and let students know that 1 minute =60 seconds; Through group activities, cooperative activities and group activities, we can feel the duration of seconds from multiple angles.
3. Application promotion: Learning mathematics knowledge is not an end. What is important is to use these mathematical knowledge to solve practical problems in life, and realize the value of mathematics in life and the fun of learning mathematics. In teaching, I let students experience the application of seconds in life, so as to deeply feel the universality of seconds as a unit of time. In the exercise, I added examples from my life. For example, reading the composition "A Rainy Day" helps students understand that it is actually a comprehensive investigation of students' ability to use time units.
4. Exchange evaluation: Through exchange evaluation, guide students to exchange feelings and experiences, exchange views and watch happily in the activities.
Methods, on the one hand, can turn every successful experience into everyone's wealth and become a key factor affecting other students. On the other hand, students should form a self-feedback mechanism from time to time according to the target requirements in the evaluation process. Know yourself in group communication and learn to evaluate others' learning.
Students' learning methods:
1, observation method, by observing the clock face, we know the difference between the second hand and the minute hand and the hour hand; Observing the movement of the minute hand and the second hand, it is abstracted that 1 minute =60 seconds.
2, activity practice, through various forms of activities to experience the second. In order to let students learn to estimate the activity time in various ways more effectively, I use a clock to record the time in group activities to see what students can do in 60 seconds, and to strengthen students' understanding of 1 minute =60 seconds, so as to perceive 60 seconds.
3. Independent thinking methods: In mathematics teaching, we must attach importance to teaching students the methods of positive thinking and independent thinking, and the most important thing is to create opportunities for students to think positively and independently. For example, in teaching, knowing the second hand and 1 sec, the length of experience 1 sec, the value of 1 sec, teaching 1 sec =60 sec, the length and summary of experience 1 sec, each teaching activity gives students time to think, and then communicate with students at the same table.
4. How to guide students to listen: My practice is to ask questions to all students in class, not a few. When there are mistakes in other people's speeches, students are required to learn to evaluate their classmates' speeches so as not to repeat other people's opinions, and their own opinions should be based on other people's speeches or put forward novel opinions. When others put forward opinions different from their own, they can accept them humbly and correct their opinions while listening. Students often think that what is right is the best. When others put forward opinions different from their own, they always want to defend themselves. At this time, I will say to the students, "Let's compare and see who knows how to respect others best and can listen to others quietly." This not only makes students eager to explain calm down and listen, but also encourages students who put forward different opinions to express their ideas concretely and completely. At the same time, let students understand that not all views are correct. When listening to other people's opinions, don't blindly follow them, accept them selectively, and pay equal attention to "speaking", "listening" and "thinking" to promote each other. When there is disagreement in class, we often leave time and space for students to discuss, and sometimes we use "Do you want to listen to the teacher's ideas" to calm the fruitless argument between them. At this time, students often listen most carefully. Judging from the whole teaching design, I can do it: I will never design anything for students to think and explore independently. Strive to design students to think more, do more, practice more, and broaden their thinking to the maximum extent.
Reflections on the teaching of third-grade math teachers Part 2 Every time you finish an open class, you will have a lot of feelings. After the first class of "24-hour Timekeeping", I saw the performance of my classmates and looked at the exam results. I feel that the effect is not very ideal. Looking back on the whole process of preparing lessons, there are both successes and shortcomings.
First, from the teaching focus, the effect is good.
The focus of teaching is quite accurate. The key point of this lesson is to make students understand and discover the connection and difference between the ordinary time-keeping method and the 24-hour time-keeping method, and correctly exchange the time expressed by the 24-hour time-keeping method with the time expressed by the ordinary time-keeping method. At this point, I grasp the key points, carry out teaching, draw conclusions by students, and give full play to students' team cooperation spirit and inquiry ability.
Second, from the design of exercises, it is clever and open.
An exercise, changeable, step by step, from shallow to deep, and diverse solutions, gives students a space for creation and divergence. Moreover, the exchange of two timing methods from the preview list of programs that students are interested in not only consolidates the knowledge they have learned, but also cultivates students' sense of cooperation. In addition, in the evaluation, I also did this well, and I was able to give proper evaluation in time, which also stimulated students' enthusiasm and interest in learning.
This class also has some shortcomings. As soon as I finished, I felt that the effect was not good. I never seem to be in the mood. The students' discipline is very good, but they are very serious, which makes the learning atmosphere of the whole class very tense, making it difficult for students to learn, and the effect is also affected. From the perspective of preparing lessons, students are not fully prepared. There are still some difficulties for students to understand the 24-hour timing method, and they can't quickly distinguish the 24-hour timing method from the ordinary timing method. In this link, I should practice more and give full play to my teaching wit, so that students can master it well, but I can't. In this regard, I will work harder and constantly reflect on my own shortcomings.
In a word, this class has gained a lot. According to my own reflection, I revised the lesson plan and made up the difficulties for my classmates after class. In the future teaching process, I should know more about students and pay attention to them. Let students accept knowledge well in class, thus improving teaching quality.
Teaching reflection of math teachers in grade three is a purposeful, step-by-step and instructive teaching activity. When designing and arranging exercise questions, we should carefully study the teaching materials, carefully arrange them around the teaching objectives, and make clear the practice significance of each question when designing exercise questions to ensure that the exercises are in place step by step. Only in this way can we really optimize the exercises.
This is a calculation course, the goal is to let students deepen their understanding of laws and arithmetic from different angles, stimulate their interest in learning, improve their calculation ability, and cultivate their good study habits of careful calculation and neat writing. Therefore, in the process of exploring and testing, I * * * arranged four questions: 3/kloc-0 /×1223x134/kloc-0 /× 2134x12. The first two questions are mainly to understand arithmetic, and the last two questions are to consolidate the counterpoint of partial products. Calculation is boring, but it is also useful. It can guide students to apply knowledge to solve practical problems related to life, understand the role of mathematics, gradually establish the consciousness of applying mathematics, stimulate students' subjective initiative from the external angle of "usefulness", and make students learn more actively and interested in future calculation classes. Infiltrate a mathematical strategy and master a mathematical method in the process of learning mathematical knowledge, so that students will no longer panic and be at a loss when they face problems, types or other life problems that have never appeared in the future: the original new problems are not terrible, but the reconstruction of old knowledge.
In the process of teaching, I also found many shortcomings, such as the strategy of asking questions in class, and I don't know how to guide students in the face of sudden problems. Today, when dealing with the problem of "0" in the second part, I spent a lot of time aligning the same figures, which led to insufficient classroom time and many repeated teaching situations. I think if I fail, I will find the reason in reflection, think, practice and hone myself.
The fourth chapter "Paving the floor" is the content of unit area in the second volume of Grade Three Mathematics published by Beijing Normal University. It is difficult for students to understand the meaning of area and easily confuse it with perimeter. This part of the content is taught on the basis of students' initial understanding of the area and learning to calculate the area of rectangle and square, which leads to the content of this lesson and is helpful to distinguish the progress of length units and area units with students in the future.
Curriculum standard points out that mathematics teaching is the teaching of mathematics activities. In this class, I pay attention to students' hands-on activities, and let each student cut out squares with the area of 1 cm2 and 1 cm2 in the exercise book, so that students can feel the size of these area units personally and intuitively. 1 cm2 and 1 cm2 can draw in this book. What they see through their own personal practice is more impressive than what they see with their eyes.
In order to let students better understand the relationship between units, I actively guide students to draw a small square of 1 square centimeter in a square of 1 square centimeter, so that students can intuitively see that the relationship between them is 1 square decimeter, 1 square centimeter has 100 units, so as to sum up. After that, the admission rate of square meters and square decimeters, because of the previous foundation, students soon found that the admission rate was also 100. When I know hectares and square kilometers, because these two area units are too big, but in order to make students understand, I listed many relevant examples in life to make students understand more easily.
In teaching, taking students as the main body, students are allowed to solve problems by their own methods through hands-on operation, and the form of group cooperation is adopted, which embodies the spirit of cooperation. In this way, the relationship between square decimeter and square centimeter is broken through in the teaching process. First, let students sum up 1 square decimeter = 100 square centimeter by calculating the area, and then simply sum up the relationship between 1 square meter and 100 square decimeter by using the law.
Practice from shallow to deep, combined with things around us, embodies the spirit of the new curriculum, and learns mathematics in life, which is everywhere in life. Mathematical knowledge comes from life and is applied to practice. In this way, we can naturally explore mathematical knowledge.
Third-grade math teacher's reflection on teaching Article 5, knowing the direction, is to know the southeast, northeast, southwest and northwest on the basis of knowing the east, south, west and north, and to know the direction on the floor plan as upper north, lower south, left west and right east, and to know the above direction in the real situation or on the floor plan.
Through the pre-class preparation survey, I found that about 60% of my classmates know these four directions. So I tried to find the growth point of students' knowledge by reviewing old knowledge. Through review, I found that my classmates have a good grasp of the four main directions of east, south, west and north. Only two or three students in the class can't correctly point out the east, south, west and north in the picture, so students can tell the direction on the picture (according to their answers to the blackboard). So I began to introduce new lessons and asked: What are the directions of the upper right corner, the lower right corner, the upper left corner and the lower left corner? Please use what you have learned to correspond to going up north, down south, left west and right east. ) Let's see who can learn through one class, shall we? Stimulate students' interest and increase their confidence in their learning direction.
After showing the courseware, I first guide the students to observe some places in this picture and ask them to tell me which side of the school is the bus station, railway station, cinema and children's palace. Let the students ask who is on whose side like the teacher. When students ask such questions as "Where is the supermarket?", I evaluate it in time. That's a good question Today, we study the problem in this way, guide students to observe where the supermarket is in the middle of the two directions, and then introduce that this is the upper right corner (northeast direction, draw an arrow on the blackboard to indicate this direction), and use the upper right corner to help students remember this direction. Then ask, can you ask another question that is not directly faced? With the previous foundation, students can ask questions according to their former classmates. In this session, I ask the students to tell what direction they are. If they say "northwest" or "southwest", they should correct it in time (first read horizontally and vertically, then write notes horizontally and vertically). After this session, I made such a request and said the direction. For example, which side of the Children's Palace is the cinema? Where are the schools in the supermarket and so on. Strengthen by knowing more, speaking more and then practicing.
In the practice session, the last practice was not good. I ignored the difference of students' level and the rational use of the directional board. Because the direction in life is not consistent with the direction on the floor plan, how to correctly introduce the direction on the floor plan into life is a key. Students are used to knowing that the north faces the south, so they are taught to face the actual direction and turn 90 degrees clockwise in the order of "southeast and northwest". This is still difficult for some students to master and needs to be solved later.