Reflections on the Teaching of Elementary Mathematics "Preliminary Understanding of Fractions" 1 This lesson highlights the following aspects:
1, give full play to students' imagination. From thinking about which number represents half a moon cake to thinking about scores other than 1/2, students can get different scores such as 1/3, 1/4, 1/5 on the basis of their own guesses and imaginations. Let students expand the meaning of the score from 1/2 to 1/3 and 1/4, which can not only help students understand the meaning of the score further, but also cultivate their knowledge transfer ability.
2. Fully cultivate students' practical ability. In this class, students are asked to do two operations. For the first time, after separating the apple from the triangular 1/2, the students were asked to draw the rectangular 1/2. The second time is to draw a circle or rectangle score after understanding the meaning of the score; By comparing the scores drawn by students, let the students understand that the more copies are averaged, the smaller each copy is.
3, fully contact the examples in life. The meaning of scores is difficult for third-grade children to understand. This lesson illustrates the meaning of 1/2 by giving examples of apples, and then students can illustrate 1/2 by themselves. Students say pears, oranges, rectangles, squares and so on. After the students understand the meaning of the score, let them look at the picture and associate the score. For example, when they see a flower, they think that a petal is probably 1/6 of a flower, 1/8 of each umbrella when they see an umbrella, 1/2, 1/3 or 1/6 when they see a table, and so on.
Disadvantages:
1, this course is the first time that students are exposed to scores. There are too many knowledge points in the design. Half of the meaning, half of the size comparison and half of the understanding are all designed, but half of the comparison and half of the understanding are not deep enough for students to understand clearly. This arrangement may be better if you put half your understanding in the second class.
The teaching link is not compact enough, so there should be a time limit for students to start grading. If students prepare circles with the same size, there will be no phenomenon that they can't find contrast graphics when they are larger. It is precisely because the two hands-on operations did not grasp the time well that the last two thoughtful questions were not completed.
Reflections on the teaching of "Preliminary Understanding of Fractions" in elementary mathematics 2. "Preliminary Understanding of Fractions" is mainly to let students know about fractions and compare their sizes, so as to know how to apply fractions to life. However, because the concept of score is abstract, it can't be mastered well just by literal meaning, so I use "rectangular", "square" and "round" pieces of paper as props in this class, and combine the whiteboard to teach, so that students can discover mathematical knowledge through observation and comparison.
Through six new lessons and four practice lessons, the study of this unit is completed. Also found many problems:
1. Because the concept of fractions is abstract, in the process of dividing apples, I can smoothly explain the writing and reading of "semi" by asking students to deduce "semi". In this way, students can not only understand "half", but also stimulate students' interest and lay a solid foundation for the following scores. However, when comparing the same numerator score with the same denominator score, the problem is exposed, and students can't distinguish the relationship between the same numerator score and the same denominator score, resulting in conceptual confusion. I use the combination of numbers and shapes to teach, but after leaving the chart, students' concepts are vague and the error rate is high.
2. Because some students in the class are not very active, I will let them communicate in the group in the links of "speaking and writing scores", "comparing sizes" and "intellectual sprint", so that the students will not be afraid of their embarrassment and "remain silent". This will help to improve students' analytical and inductive abilities. However, there are also episodes in the process of cooperative learning. No one in a group can find the correct answers to some questions.
3. Although the classroom effect is good, the after-class effect is not ideal, which leads to the lack of a good digestion process of new knowledge, so the classroom capacity increases and the learning time is prolonged.
From the above problems, I think: learning should have a certain process, and students should learn to learn by doing. Therefore, some corresponding review materials should be prepared for students in the later period to ensure the daily learning effect and improve the learning efficiency of students.
Reflections on the teaching of "preliminary understanding of scores" in primary school mathematics III. Teaching Design: Realizing "Someone in Heart"
"For the development of every student" is the core idea of the new round of curriculum reform. Therefore, teachers should emphasize the concept of "people-oriented" in classroom design, with both teaching materials and students in mind. In the design of the course "Preliminary Understanding of Fractions", I pay attention to the "initial state" of learners, and the determination of teaching content and the selection of teaching methods are based on the principle of "initial state" suitable for students.
At the beginning, I introduced the story of Journey to the West that students like to watch: Tang Priest and his disciples gave moon cakes to Wukong and Bajie, and how to divide them so that Wukong and Bajie would have no problem, so as to get an "average score". Four moon cakes are easy to divide, and two moon cakes are easy to divide. 1 How do you divide the mooncakes? How much does everyone get? Indicate by gesture. When students are "at the end of their tether", they will ignite the desire to explore and trigger thinking.
Second, teaching methods: to achieve: "simple and effective."
I tried this lesson many times, and the teachers gave me a lot of valuable advice. When you know "half", use the pictures of moon cakes to operate on the blackboard, plus the teacher's body language, sign language and effective questions, so that students can understand the meaning of "half" initially, and then let students operate: fold "half" and say the meaning of "half", so that students can further understand the meaning of "half". The effect of students changing from "no" to "yes" is very obvious. I think courseware replaces the teacher's demonstration and the students' operation. Such a class is not necessarily efficient.
Third, the leading role of teachers: to "do it when it is time"
Teachers are no longer absolute authorities, nor the only masters in the classroom, but play more roles as organizers, guides and students. In practical teaching, we should give full play to students' initiative, not from the original "nanny style" to "herding sheep". I think teachers should prompt, explain and ask questions in time and effectively, because teachers have the responsibility and obligation to organize and standardize. When students stagnate on the basis of their existing experience, we teachers should take action when it is time to take action. In this way, our teaching activities can achieve the expected goals.
A solid and effective mathematics classroom needs teachers to practice the basic skills of mathematics teaching hard. Through simple teaching, in the real classroom, bright "flowers" can also be opened.
Reflections on the teaching of "preliminary understanding of scores" in primary school mathematics 4. My math class "Preliminary Understanding of Fractions" really takes students as the main body, lets students speak and do, and gives full play to students' thinking and creativity.
In the lecture, I asked the students to fold the prepared rectangular, square and round paper in half, then draw a part with shadows and tell them what the score is, and let them stick it on the blackboard. The children folded their pictures and talked a lot. When I posted it, it was too small to reach. I picked up the children one by one and asked them to post them. Every time I find a child saying a new score, I will boast, "You are so smart." "You are amazing!" Although it is an ordinary compliment, it greatly stimulates the child's self-confidence.
When talking about the names of fractions, I will not talk about fractions, numerators and denominators superficially and stiffly. Instead, it is a vivid metaphor: at first, we cut a big round moon cake from the middle and divided it into two parts on average. This knife represents the average score, which is indicated by a horizontal line. Let's call it a fractional line. The "2" divided into two parts on average is written below and called the "denominator". This half moon cake is one of two, and it says. It is closely related to the denominator below. What should we name it? The student said innocently, "Call Fener." "Call it a girl." I smiled and said to the child, "You have a good imagination. When you grow up, you may create a new mathematical formula and call it Fener and Fener. Let's call it a molecule today. Do you agree? " I don't think this is a trivial act. It shows respect for students and ignites a little spark of wisdom and creativity.
There was a ring at the bell The children pestered me for a while, unwilling to let the teacher finish class. After reluctantly stopping teaching, the children scrambled to say to me, "Teacher, your textbook is good." "Teacher, I love you!" This childish talk with sincere feelings touched my heart. Simple feelings are the most beautiful and the highest reward for children to teachers. I said excitedly, "I love you too, children." I believe these children will never forget me.
What is equal and democratic discussion between teachers and students, and what is the best way to stimulate students' enthusiasm, creativity and interest in learning? I found the answer from this lesson. That is to sincerely love students, respect students, do everything for children to acquire knowledge, and strive to cultivate children's innovative consciousness and interest. Love is the foundation of dedication, and erudition is the source of giving. Give the podium to the students and leave more room for study and thinking to the students. In this way, students will gain success and a bright future.
Reflections on the teaching of "preliminary understanding of scores" in primary school mathematics 5. The textbook "Preliminary Understanding of Fractions" is taught on the basis that students have mastered some integer knowledge. From integer to fraction, it is the expansion of the concept of numbers and a qualitative leap for students to understand the concept of numbers. Because there are great differences in meaning, reading and writing methods and calculation methods. The concept of score is abstract, which is difficult for students to accept and learn well at once. Therefore, the knowledge of fractions is taught in stages, and this unit is just "a fraction that was first recognized". Cognitive score is the first stage of cognitive score, the "core" of the unit textbook, and the first lesson of the whole unit, which plays a vital role in future learning.
New courses are often introduced from old knowledge. The key is to firmly grasp the breakthrough point of old knowledge and new knowledge, and "preliminary understanding of scores" must be based on the concept of "average score" So at the beginning of teaching, I asked the students to answer, "How to divide four moon cakes between two students? How many pieces will each student get? " Students quickly answer "average score", and each student is divided into 2 pieces, which is fair. Then I asked, "How can two students divide two moon cakes fairly? How many pieces each?" Students also quickly answered the "average score", each 1. Then I struck the iron while it was hot and asked, "1 How can I share the moon cakes with two students?" How many pieces are divided? " Let the students feel that when the number of divided items is non-integer, it can be expressed by a new number-score, which leads to dividing a moon cake into two parts on average, and everyone gets half, which is half of the moon cake. This leads to the new lesson "score". "Mathematics Curriculum Standards" points out that "effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are the most important ways for students to learn mathematics." Therefore, in teaching, I pay attention to guiding students to experience the process of knowledge formation independently, and let students feel that a square is divided into two parts on average, one of which is half of a square; Divide a square into four parts, and take one part as a quarter of the square. Let students experience the formation process of scores, and make the original complex and abstract things simple and intuitive, which is convenient for students to understand and master.
Learning is active and perception is profound. When I guide students to talk about their life scores, the students' speeches are very positive, accurate and wonderful, and I can't help applauding them. When students are asked to express scores on learning tools, they are full of interest. Some students even express 1/7,112, 1/24 ... and they have a good understanding of the meaning of scores.
In order to let students further understand the concept and improve each student's thinking, I designed exercises to help students further understand the importance of "average score" in the process of forming scores, and how to use scores on the basis of average score to deepen students' understanding of the concept of "average score". The design of exercises takes into account all students and individual students with strong ability, so we arrange expansion exercises to promote their thinking development, and use mathematical methods such as rotation and reasoning to solve problems, so that students' learning activities can become a learning process of independent exploration and successful experience.