Reflection model of mathematics teaching in the first volume of the third grade of primary school: a preliminary understanding of scores
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 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 first volume of mathematics teaching in the third grade of primary school: review of measurement course
This lesson is a review lesson of Unit 1 of the first volume of Mathematics in Grade Three of People's Education Press. Review classes usually give people the impression that they are boring and have no new ideas. Students are not interested in reviewing old knowledge, but as far as this course is concerned, I personally think there are several successes.
1, the classroom is "live without chaos". In the usual teaching, students and I form a unified understanding-speaking in class should be orderly, even if there are different opinions, we should wait until others have finished speaking, and don't talk about topics unrelated to this class in class. After a period of training, I really feel that students have learned to listen, to respect, to concentrate and to study with clear goals. I think a class that is orderly in form but outstanding in content and pursues the development of thinking is the real class I want.
2. Students are really "dynamic" and their thinking is "alive". In this lesson, I try to let students learn knowledge through "playing", understand methods through "operation" and see true knowledge through "understanding". Although it is a review class, I hope it can give students new feelings and new gains. Through a series of activities, students' thinking has been developed and their understanding has been further improved. For example, the understanding of the unit, some students are still limited to abstract thinking to understand, through review and communication, understanding has been improved. Let students really have a certain understanding of length units and quality units, and be able to apply their mathematical knowledge to real life. I think students are really not simple. I was shocked when they solved a problem by themselves and expounded their views in an orderly way. Clever filling in units, equivalent substitution and reciprocity have always been the key and difficult problems in our teaching, but these junior three students actually solved them themselves. I think students' thinking is really "alive".
3. Let students feel that mathematics is real and the classroom is wonderful because of "I". Therefore, in class, I try to be a guide, researcher, discoverer, appreciator and participant in students' learning, and guide students to discover and study mathematics in life and discover the beauty of mathematics in life; I saw the uniqueness of students' thinking and the diversity of algorithms in "algorithm diversification" and "sorting activities". I think every student is confident in front of mathematics. They have realized the wonderful mathematics, and the existence of each of them makes the classroom more wonderful.
Of course, this course also has some shortcomings, so students should be given more space to play freely and more opportunities to show on stage. In addition, the fun can be designed more strongly! !
A class has passed, but there are still some things worth pondering and reflecting on. Because only in this way can I really improve my professional level; Only in this way can I continuously enrich my teaching methods; Only in this way can I see my true self more clearly! Review the past and look forward to tomorrow. I have set foot on the ship "Starlight" and am ready to set sail at any time, braving the wind and waves and heading for the end of victory.
Mathematics teaching in the third grade of primary school Volume I Reflection on Fan Wensan: Possibility
This lesson is well done in the following aspects:
(1) Let students experience mathematical concepts in real situations.
I rearranged the teaching materials in my teaching, starting with the guessing game that everyone is interested in, so that students can experience mathematical concepts such as "certain", "possible" and "impossible" in real situations. Suddenly caught the students' interest in learning. Let abstract mathematical concepts such as "possibility" be easily accepted by students.
(2) Return the initiative to the students.
In this lesson, I give students the initiative to learn, and let them know several situations of "possibility" and the fact that the possibility is big or small through operation practice, independent exploration and cooperation and exchange. Through cooperation and communication, students have deepened their understanding of what they have learned.
(3) The classroom atmosphere is harmonious and students are happy.
In classroom teaching, students learn independently and cooperatively in games. Teachers are both mentors and collaborators of students. In such a classroom environment, students are happy, willing to learn, enjoy learning, taste the happiness of success and establish self-confidence.
Where this course needs to be improved:
The first experience of "guessing the ball" and the second experience of "touching the ball" are due to group cooperation and teacher-student interaction, and the students' enthusiasm is too long, which makes the whole class a bit top-heavy. The first part of group cooperation is of little significance, so it can be merged with the second part and changed into teacher-student interaction. As one of the few cases where students only feel the possibility initially, the teaching is not difficult and the time schedule can be more compact. If we can spend more time understanding the possibilities in life,
Reflection model of mathematics teaching in the first volume of the third grade of primary school: understanding of kilometers
The teaching focus of the course "Knowledge of Kilometers" is to understand the unit of measurement of kilometers and establish the concept of kilometers. The difficulty lies in linking the concept of kilometers with existing knowledge and experience to form a correct cognitive view.
I was worried before this class, because meters, decimeters, centimeters and millimeters can be drawn by students' hands, and students can also look at them with their eyes. What about kilometers? Students can neither draw with their hands nor see with their eyes. I couldn't find a solution, so I kept dragging my feet. Finally, after consulting other teachers, I decided to pay attention to the following two points in this course:
1, let every student take the initiative to participate in learning.
The distance from our teaching building to the school gate is only 100 meters. I will let every student walk from the teaching building to the school gate and back again to experience how far 100 meters is. Imagine that one kilometer is 10 meter away. As soon as the students heard that they were leaving, they all raised their hands happily for fear that the teacher would forget themselves. When I learned that everyone was going to experience it, some students jumped up in a conditioned way and saw their smiling faces. I know this arrangement is correct. Only when students are really interested in this matter will they study hard. That step was a success. Students write down the number of steps they take and quickly work out how many steps they have to take in 1000 meters. Thus, the concept of the length of 1 km is established.
2. Use the game mode of "being a little teacher" to mobilize the initiative of students.
This lesson allows students to understand the unit conversion of "1 km = 1000 m". In order to prevent students from doing problems mechanically, our whole class plays the game of "being a little teacher" together. If the students who do the questions on the blackboard do something wrong, other students can take the initiative to correct them. As soon as this article came out, the following immediately boiled up. Everyone wants to be a small teacher to correct mistakes for others, and the students who are assigned to do the problems are also holding back. I just won't let you correct them. In this way, the class is very active, and students also consolidate the unit conversion of "1 km = 1000 m" in the game.
Looking back on the whole class, students' participation is more active and extensive. The teaching tasks have been basically completed and the teaching difficulties have been basically overcome. Students also find it much more interesting than before. Judging from the operation, the correct rate is also possible. However, there are many shortcomings in the connection of all parts of the whole class and the transition of content. I will further strengthen and improve this aspect.
Reflection on the first volume of mathematics teaching in the third grade of primary school: "the understanding of seconds"
Students need to observe carefully, compare and guess repeatedly, think independently, summarize, analyze and sort out in the process of inquiry. All this takes time to ensure. "Promoting the effective development of students through efficient classroom teaching" has become our knowledge and goal. Therefore, we should actively create favorable learning situations, encourage students to explore boldly, and make students truly become the masters of learning. Teachers should wholeheartedly and creatively create an environment and conditions for them to play their autonomy and initiative, and create opportunities and stages to fully display their creative thinking.
When students experience 1 sec with their clocks, I ask them to listen and see how their clocks indicate 1 sec, and then communicate with the class. Through this interesting process, students unconsciously experience 1 sec, and then design an action to express 1 sec, which further strengthens the time concept of 1 sec ... In this way, students really understand and master mathematical knowledge, mathematical ideas and methods in the process of active inquiry. At the same time, real development has been achieved in this process.