"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 be drawn in this book, and their own personal practice is more impressive than looking at it 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.

2. Mathematical thinking on the second volume of the third grade of primary school

Computing teaching is a rather boring content, in order to improve students' interest in computing. According to the purpose of compiling teaching materials, I first guide students to make estimates. As I just learned to estimate, I asked the students to estimate, and then reported the estimated results as 200 and 240 respectively. In this way, I think it can help students to consolidate ... Computing teaching is a boring content, in order to improve students' interest in computing. According to the purpose of compiling teaching materials, I first guide students to make estimates. As I just learned to estimate, I asked the students to estimate, and then reported the estimated results as 200 and 240 respectively. In this way, I think it can help students consolidate the estimation method. At the same time, it also paved the way for pen calculation.

At this time, I asked the students what is the exact value of 24× 12? You try to calculate in your own way. When students start to calculate, I ask them to write down different calculation methods on the blackboard: Wang Zhaoxin: Vertical calculation. Bi Zuoxue: 24× 10=240, 24×2=48, 240+48=288. Li Wenbin: 240+48=288. After the three of them finished writing, a classmate at the bottom said that Li Wenbin and Bi Zuoxue were the same. I said, "The students worked out the results in their own way. Let's listen to what these three students think. " Li Wenbin said: "My idea is different from that of Bizuo. I am 20× 12=240, 4× 12=48, 240+48=288. " As soon as he finished, everyone said that his writing was unclear and he couldn't understand it at first glance. After discussion, he felt that this method only gave 5 points. Although Bi Zuoxue writes as clearly as Li Wenbin, this way of writing is very troublesome, and I don't like to use this method to calculate. At this time, when I summed up this method, I praised the student's love of brains, which laid a good foundation for simple calculation in the future. Finally, the students gave Bi Zuoxue 8 points.

Finally, Wang Zhaoxin introduced the method of vertical calculation, which satisfied the taste of most students and made them feel that this calculation was very simple. So let's learn the vertical calculation of 24× 12. I found that all the students entered the learning state, and the teaching effect was good at last.

3. Reflection on mathematics in the third grade of primary school.

"24-hour timing method" is a lesson that students have to learn every minute, because the knowledge of time is abstract, which is the difficulty of this part of knowledge. The 24-hour Timekeeping Method is an interesting textbook close to real life. In teaching, I found that students are familiar with the common time method, and the "24-hour time method" is the time commonly used by transportation departments. The starting point of teaching is to cultivate students to find and solve problems from real life with mathematical vision and enhance their application consciousness. 1. Make use of life situations to closely combine mathematics with real life.

There is interest, teacher. So at the beginning of the class, I asked the students to "guess what the teacher was doing at 7 o'clock yesterday?" This caused controversy and stimulated students' desire to explore. First, introduce the general timing method, and then use the TV program preview table that students are very interested in to guide students to say that another timing method will be used in their lives, that is, the 24-hour timing method. The connection with life and the display of images enable students to master the exchange between 24-hour timing method and ordinary timing method.

2. Pay attention to intuitive teaching and break through teaching difficulties.

As a kind of timing method, 24-hour timing method has been well known by students in life, but it is the first time that it appears in the teaching content of the course. For students, the knowledge concept of time is abstract and difficult to learn. For example, the hour hand turns twice a day on the clock face, and there are 24 hours a day and night, initially perceiving the 24-hour timing method; Then, during the demonstration, half of the students said the ordinary timing method, and half of the students counted the 24-hour timing method. The intuitive demonstration deepens the understanding of the 24-hour timing method, and also reduces the difficulty of exchanging the two timing methods, making it easier to master.

3. Using multimedia technology, let students fully experience "24 hours a day".

After students understand the 24-hour timing method, in order to make students fully understand 24 hours, we demonstrate the 24-hour process with multimedia courseware: let's spend the day together. At 0 o'clock, the night is quiet, and the students have entered a sweet dream. (The hour hand continues to move) It's getting light. It's time for us to get up and go to school. In this way, students can not only understand the process of 24 hours (a day), but also understand what the 24-hour timing method is.

4. Walk into life and let children feel success and joy.

In practice, I use things that are common in students' daily life, such as the time on the train ticket, the business hours at the bank gate, the time when cars are prohibited on the expressway and so on. Let students know that mathematics is everywhere and should be everywhere.

5. Disadvantages:

There are too few exercises, some of which are not completed in the practice class, and the feedback is not timely. In the future teaching, we should control the time and give timely feedback in class.

4. Mathematical thinking on the second volume of the third grade of primary school

The elementary school mathematics "Rotation and Translation" sorts out the knowledge about two simple motion modes of objects. This part of knowledge is taught on the basis of students' understanding of the rotation and translation of objects. The teaching process mainly combines examples to perceive translation and rotation phenomena, and can draw simple figures of horizontal and vertical translation on grid paper. Feel the convenience brought by translation and rotation to life, and further understand the relationship between mathematics and life. 1, using courseware, intuitive import.

The playground is the most familiar and favorite scene for students. When introducing a new class, I used courseware to show the scene of the playground. In this scene, there is a spinning windmill moving forward. Examples of train rotation and translation enable students to find the difference between the two modes of movement, stimulate students' interest in exploring knowledge, and pave the way for the teaching of new courses.

2. Do actions to deepen the experience.

In class, I encourage students to discuss in groups how to express "rotation" and "translation" with body movements. In the process of discussing and learning with each other, students experienced the characteristics of two sports modes.

3. In imagination, expand and extend

Students communicate and experience constantly, so that they can master the knowledge points flexibly. At the end of this class, I encourage students to recall and quote a lot of examples of rotation and translation in life, which not only integrates the knowledge of this class into life, but also cultivates students' interest and greatly improves students' enthusiasm for learning mathematics.

Through this lesson, I deeply realized that teaching is not only "speaking", but also "experiencing". A teacher should be a guide. We should constantly guide students' interests, enthusiasm and ideals. Just teaching some knowledge and skills is not enough. There should be mathematical thinking methods in class to guide students to better serve life with mathematical knowledge and help students understand mathematical knowledge with life experience. The two complement each other.

5. Reflection on mathematics in the third grade of primary school.

The date of this lesson is no stranger to junior three students. Although students have not studied systematically in class, they have accumulated a lot of experience because of their close connection with life. In the spirit of "students as the main body and teachers as the guidance". Teaching philosophy, arranged the learning process of talking about understanding → jointly verifying → generating doubts → jointly exploring → discovering new things → finally solving problems. Let the children talk about the year, month and day they already know, and verify it with the help of the almanac. They have doubts in February, a special month with uncertain date, and go through the exploration process of filling out the form with the help of the calendar card. Group study independently, discuss collectively, find out the changing law of February and leap year together, and try to solve the problem with the law. When they encounter doubts again (a once-in-a-century leap), the teacher gives guidance, and finally. Details are as follows:

1, can effectively design the teaching process according to students' specific conditions, make use of students' learned mathematical knowledge, and let students discover the knowledge of the year, month and day by themselves or through cooperation or independent thinking, which gives full play to students' learning autonomy, improves students' learning self-confidence and enables students to have a successful learning experience.

2, flexible handling and use of teaching materials, improve classroom teaching effect! Before class, students are arranged to start with the familiar calendar, which makes them feel very kind and math is around us. Mastering math knowledge can also help me do many things. This introduction not only stimulates students' enthusiasm for learning, but also embodies the new concept of the new curriculum reform: mathematics is everywhere, and mathematics is around us.

3. Appropriate and timely evaluation methods have narrowed the distance between teachers and students. In the minds of students, teachers are good friends who study and explore knowledge with them, not dignified elders! Teachers' equal teacher-student relationship and humorous teaching style in class have eliminated students' strangeness and fear of mathematics. Wonderful animation courseware and classroom game activities have changed students' one-sided understanding of boring mathematics learning in their minds. Let students learn knowledge and improve their ability in a pleasant and relaxed atmosphere through entertaining!