1. Reflections on the teaching of the second volume of mathematics in the third grade of primary school
This lesson is the first lesson in this unit, based on students' preliminary understanding of the characteristics of rectangles and squares and the calculation method of their perimeters. This part is also an important basis for learning and exploring other calculation methods of plane graphic area. 1. In order to make students understand the meaning of area more intuitively, the textbook arranges three different levels of practical activities.
1, combined with specific examples, preliminarily perceive the meaning of area,
2. By comparing the areas of two graphs,
3. Experience different strategies for comparing area sizes.
In teaching, according to the actual situation of students in this class, I choose examples from students' daily life to guide students to explore the meaning of area independently, know the size of an object, and compare the size of the object area in different ways.
Second, observe the teacher's demonstration courseware and let the students understand the meaning.
In the whole class, I made more courseware, because I think the students in Grade Three are still young and their understanding ability is not very good. The teacher said that no matter how much, it won't help, but they think well in images, so let the students understand what area is in the process of observing the teacher's demonstration courseware. Although what the students said is not very accurate, I know they have understood the meaning.
Third, teacher-student interaction and cooperation.
In the process of cooperation and exchange, the students are very enthusiastic. It is simple and accurate to compare the area of graphics by calculating the grid.
2. Reflections on the teaching of the second volume of mathematics in the third grade of primary school
"Divider" is the division of a digit "1". In the teaching of oral arithmetic, students' independent activities should be emphasized. Students' existing oral calculation experience related to the division of single digits includes: in-table division and oral calculation of single digits multiplied by 10 or 100. These oral calculations are the basis to help students solve the oral calculations with divisor of single digits. Therefore, in teaching, I pay attention to activating students' existing experience, arousing students' memory of old knowledge, and using it flexibly under the new situation that divisor is single digit.
2. Strengthen the teaching of estimation. Estimation is of great significance to the cultivation of students' sense of numbers. In teaching, I try to show students different estimation methods. Let students realize that there are different strategies to solve the same problem, as long as they are reasonable. When estimating the divisor as a single digit, students are required to discuss some general division rules. After allowing students to communicate freely, guide students to summarize the divisor principles of finding dividend: one is close to dividend, and the other is convenient for oral calculation. In the process of inquiry, students realize the significance and function of estimation, thus cultivating their estimation consciousness.
3. In the teaching process of pen division, pay attention to guide students to explore the arithmetic and calculation rules of pen division. In the teaching of written division of labor, vertical writing is a difficult point, and the students' existing experience is not enough at this time. So in teaching, most of the time is spent on solving the order of division and vertical writing. Guide students to express the process of writing in mathematical language. Let them talk to themselves and whisper their own thinking process. Know what to do first, then, finally, when doing pen division, there is a reasonable calculation order.
4. Strengthen the connection of multiplication and division to improve students' simple reasoning ability. When checking the calculation of division in teaching, let students draw the method of checking division by multiplication according to the reciprocal relationship of multiplication and division.
Through the study of this unit, most students have a solid grasp of knowledge, but their ability to solve some flexibility problems needs to be improved.
3. Reflections on the teaching of the second volume of mathematics in the third grade of primary school
In daily life, students have accumulated some perceptual experience in the knowledge of East, South, West and North. Through previous study, they have used up, down, left, right, front and back to describe the relative position of objects. However, for the third-grade students, the mastery of the concept of east, west, north and south is still abstract, and students need a lot of emotional pillars and rich representation accumulation. Therefore, when teaching this course, we should give full consideration to the creation of activity situations based on students' existing knowledge and life experience, so that students can experience directional knowledge on the one hand and the close relationship between directional knowledge and daily life on the other.
4. Reflections on the teaching of the second volume of mathematics in the third grade of primary school
"Seconds" is a small unit for measuring time, which is abstract. Unlike length units and mass units, it can be represented by concrete objects. It is generally difficult for primary school students to perceive the length of 1 second and several seconds. There will inevitably be some mistakes and omissions in teaching practice. In order to make up for many shortcomings in teaching, Math.com specially collected relevant teaching reflections of the third grade of People's Education Press for your reference only. "Understanding of seconds" is based on students' understanding of time, minutes, reading and writing.
1, create a situation to stimulate interest
When I teach students "the understanding of seconds", I show them with courseware: the video released by Shenzhou VII, which students are familiar with, makes them intuitively realize the existence of "seconds" in life and know that seconds are smaller than time units, helping them understand the abstract concept of time. Let students feel the length of "1 second" and stimulate their interest in learning. When learning materials come from boiling real life, they will have a strong attraction to students.
2. Connect with reality and feel mathematics.
This lesson begins with the video of "Countdown to the Spring Festival Evening" to attract students' attention. Then, through observation before class, let students talk about where seconds are used in their lives, and deepen their knowledge and understanding of seconds through memory and oral English. In practice, we can evaluate who is the first in the running competition and choose the right time unit to fill in the blanks. These activities are related to students' real life, and students can use mathematics knowledge flexibly in teaching. When learning materials come from real life, they will have a strong attraction to students. In this way, students feel that life is full of seconds, and the concept of meaningful learning is established, which greatly stimulates their desire for learning.
3, let students feel in the exploration.
Seconds can't be seen or touched. How to make students really feel and experience the length of time of 1 second, several seconds and 1 minute? I made the following attempts: In the teaching of "Understanding 1 second", I asked students to experience "second" by watching the changes of numbers on the electronic clock, listening to the sound of the second hand walking and demonstrating the movement of the second hand with courseware. Let the students feel that seconds are visible, audible and tangible. It has played a role in turning abstract into concrete and intangible into tangible. When "second" is mentioned, it is no longer a meaningless concept of time in students' minds, but is associated with real situations such as counting, clapping and blinking. And students' understanding of "second" has clear and specific situational support. In the process of learning cognitive seconds, put forward how many seconds have passed, why or how to know, so that students can master different methods of cognitive seconds.
4. By appreciating what 1 sec can do and the aphorisms about time, let the students realize that 1 sec is short but can't be ignored. We must cherish time and form the habit of cherishing time.
In this class, I also have many shortcomings:
1, the small alarm clock brought by students is not fully utilized.
I didn't extend my speech to the students. The student said that "the child sleeps for 9 minutes every day", which shows that he has not fully mastered the knowledge. However, I only let some students talk about his mistakes, ignoring this place that should have flashed.
3. Students' participation in class needs to be strengthened, which shows that my encouragement to students is not enough and needs to be improved in the future.
5. Reflections on the teaching of the second volume of mathematics in the third grade of primary school
The main content of this unit is area, including the concept and meaning of area; The field involved is the basic knowledge of students' first contact. Students have a preliminary experience of area in real life and learned the perimeter of basic graphics, but the area has not been transformed into the level of knowledge; In addition, through the previous study, students have realized how to better master a new concept, have a certain ability of autonomous learning and self-exploration, and also realize the diversity of methods to solve mathematical problems, and develop their own mathematical space concept and sense of number. So I think we should pay attention to the following points in teaching: 1, focusing on cultivating and developing students' spatial concept.
In teaching, we should combine students' familiar examples to understand the meaning of graphic area, so that students can fully experience the actual size of each area unit, learn to choose different area units according to the size of objects, and learn to estimate the area of graphics. We should not only pay attention to the calculation of area and unit conversion, but ignore the cultivation and development of spatial concept.
2. Let students develop the concept of space in practical activities such as observation, comparison, measurement and operation.
The development of spatial concept must be based on students' own spatial perception and experience, so students' practical activities should be strengthened in teaching to give them full practical opportunities to perceive and experience. On the one hand, teachers should make full use of the teaching activities provided by textbooks; on the other hand, teachers should strive to create more practical activities and give students more opportunities.
3. Pay attention to the process of estimation activities and encourage the diversity of estimation methods.
Estimation is the main method to solve mathematical problems in mathematics, and it is also one of the main ways to develop students' spatial concept. In teaching, students should fully experience all kinds of estimation methods provided by textbooks, experience the diversity of estimation in communication, and cultivate the consciousness and ability of applying estimation to solve problems in learning.
4. Focus on cultivating students' awareness and ability to solve practical problems.
The purpose of learning knowledge is to apply knowledge to practice and solve practical problems, especially to learn mathematics. The application of area formula is the focus of this unit teaching. In order to prevent students from memorizing the area formula mechanically, we should pay attention to the development and discovery process of what students have learned and truly realize the purpose of applying what they have learned.