As a people's teacher, we need strong teaching ability. Writing teaching reflection can sum up our teaching experience. How to write teaching reflection? The following is my reflection on the teaching of "7 multiplication formula" in the second grade of primary school mathematics, hoping to help everyone.
Reflections on the teaching of "multiplication formula of 7" in the second grade of primary mathematics: the multiplication formula of17 was taught by students after learning the multiplication formula of 1 ~ 6, which has laid a foundation.
I put forward a specific question through the situation, "How many plates are used for 1 graphics, and how many are used for 2, 3 ... 7 graphics? Solving table filling by addition paves the way for compiling multiplication formula; Then, the concrete problem is abstracted into a mathematical problem with the same number, which is the sum of 1 7s, 2 7s ... seven sevens, and 1×7, 2× 7...7× 7; According to the multiplication formula, make up the corresponding formula.
This lesson is to let students experience the writing process of the multiplication formula of 7 and understand the meaning of the formula; Recite formulas and improve oral calculation ability; It stands to reason that students have experience in the multiplication formula of 1 ~ 6, and there will be no problem in learning these contents. Some students can learn it quickly, and some students haven't learned the multiplication formula of 7 in a class. By observing students' uneven learning foundation, some students have memorized all the contents of the formula table, unwilling to participate in the formulation process in class, but eager to express themselves; However, some students have not been exposed to the multiplication formula of 7, and they can't recite the formula after a class. Because the multiplication formula of 7 ~ 9 is more than the previous content, and the number is large, which is easy to be confused. Especially from 4728, 5735 and 6742, these words are hard to remember. Students should be required to take more notes and recite more. However, when designing exercises, they are closely linked to the teaching focus, injecting a strong flavor of life into the monotonous multiplication formula, designing breakthrough questions, and making the atmosphere lively.
Through these exercises, students' thinking got rid of the limitation of the formula of seven multiplication, and realized the integration and unification of knowledge and ability, process and method.
Reflections on the teaching of multiplication formula in grade 7 of primary school mathematics. Today's teaching content is "Finding Quotient by Multiplication Formula of 7". In the preview homework, arrange students to use the multiplication formula of 1~6 to get the quotient, and use the multiplication formula of 7 to get the product, and let them say the multiplication formula used, so that students can understand the function of "formula" in the multiplication and division operation, so that students can successfully use the multiplication formula of 7 to get the quotient.
The textbook consciously selects the practical problem of making garlands, which is close to students' lives, as the material, so that students can find useful mathematical information from realistic and meaningful situations, ask questions, and then carry out group exchange learning with the self-study syllabus. Learning menu:
1. Observation: A * * *, how many flowers are there?
2. If every 7 flowers are tied into a garland, how many garlands can you tie? Can you make a statement?
3. If tied into 4 garlands, how many flowers are there in each garland on average? What kind of formula can you list?
4. What do you think in the group? Let the students do the operation first. Through the questions raised, the team members discuss and communicate with each other, find out the methods to solve the problems from the actual operation, get inspiration from the communication, and find the quantitative relationship in the problems, so as to solve the problems correctly by using the quantitative relationship. Only in this way can students master knowledge, stimulate the enthusiasm of active exploration, accumulate interest in mathematics and enhance their confidence in learning mathematics well.
Make students learn new knowledge in activities, and think, explore, discover and apply in activities.
There is such a problem in the supplementary exercise: divide 42 apples equally between Ming Ming and his six classmates. How many apples did everyone give? Because the question implies a condition, a * * *, how many people are there? The student didn't read the questions carefully, and didn't see the conditions clearly with his six classmates, that is, a * * *, with seven classmates, most of whom listed: 42÷6=7 (1). When commenting, how many people were given 42 apples on average by asking students to read the questions carefully? How did these seven people solve it? Help students understand the meaning of the question through guidance. When educating students to read questions, we must carefully understand the meaning of the questions, read them several times and examine the meaning of the questions before solving problems.
Reflections on the teaching of "seven multiplication formula" in the second grade of primary school 3 1. Create teaching situations to stimulate students' interest in learning.
According to the age characteristics of junior students, they are curious and impulsive. Therefore, before learning a new lesson, we should practice multiplication formula by driving a train to stimulate students' learning enthusiasm and desire. Students are naturally introduced into the new curriculum.
2. The problem lies in the students, changing the receptive learning into independent inquiry learning.
In the teaching of this course, I created a math problem situation for teachers to arrange classes on June 1 Sunday. By guiding students to refine information, ask questions and solve problems, students once again feel the close connection between mathematics and real life, experience the formation process of the calculation method of seeking quotient by multiplication formula, and cultivate their knowledge transfer ability. Communicate through discussion and quotation.
Guiding students to inductive calculation methods is not only conducive to students' assimilation of new knowledge into the original knowledge structure, but also conducive to cultivating students' inductive generalization ability. As for the problem of the dichotomy proposed in the book, my class is not put forward by the teacher directly, but by the students themselves according to the information of the story situation, and the problems come from the students, thus changing the receptive learning into the independent inquiry learning of finding, asking and solving problems by themselves.
3. Carefully design activities that meet the age characteristics of students.
It is the nature of primary school students to love to play and listen to stories, and it is also their interest. In practice, I didn't directly list the after-school exercises in a boring way. Instead, it links the three questions of after-class exercise 1 1 and designs a short story. If the little monkey wants to pick peaches from the tree, he must first solve the problem on the ladder before climbing the tree, and ask the students to help a group of little monkeys. At this time, the students are very active in their studies and take the initiative to help the little monkey. It is a pleasure to teach students to help others. Then help the birds find their homes, because when they go to find something to eat, they will get lost and can't find their homes. They all have a formula with the same number as their house number. Can you help them find a home? Through the coherent storyline, stimulate children's interest and courage to challenge hardships, cultivate students' spirit of helping others, and let them complete after-school exercises in happiness.
Existing shortcomings:
In the concrete implementation of the classroom, I didn't treat the generation of students well. When the students asked all the questions in the picture, I didn't answer them one by one. When climbing a ladder to calculate a problem, one of my classmates calculated it too slowly. I asked my female classmate to cheer for her, which might affect her thinking. When calculating problems, I always urge students to do them quickly. These problems need my attention in future teaching.
In short, the creation of teaching situation, the arrangement of teaching process and the experience of teaching activities are all based on the development of students.
This kind of teaching idea is advocated by the new curriculum standard, and it is also the principle that we should strive to follow in teaching.
Reflections on the teaching of "7 multiplication formula" in the second grade of primary school mathematics. This lesson is the second part of the teaching of multiplication formula, and it is a lesson for students to further learn multiplication formula on the basis of mastering the meaning of multiplication and the multiplication formula of 1-6. This lesson mainly allows students to experience the writing process of the multiplication formula of 7 and know how to get the multiplication formula of 7. Let the students remember the multiplication formula of 7 and use it to calculate the multiplication. On the basis of students' existing knowledge background and life experience, students' exploration consciousness and analogy ability are cultivated by writing formulas.
First, students-oriented, self-compiled formula
The new curriculum standard of mathematics points out that mathematics teaching should be based on students' development and let students actively participate in mathematics learning activities. At the beginning of the class, a new partner, ladybug, was introduced to stimulate students' interest in learning. Then in the puzzle situation of the puzzle group, pave the way for students to fill in the formula, organize students to fill in the form and calculate the number of triangles used, and then let students explore independently and write the multiplication formula of 7. Because of the learning experience of the previous formula and the life experience in life, students can easily use old knowledge to learn new knowledge and write the multiplication formula of 7 better.
Second, use the law skillfully and remember the formula.
The formula of 7 is difficult to remember. Let students read in various ways, and students will find the rules in the process of reading. Add 7 to the previous sentence and subtract 7 from the next sentence to remember the formula. And recite the formula with the image of the Monkey King that children like. For example, the Monkey King spent 7749 days in the blast furnace, and he gained critical attention. When you meet a monster on the way to learn from the scriptures, raise your golden hoop and fight. The students soon remembered two of them. Give students time to memorize formulas that are particularly difficult to remember, and let them introduce their own memory methods. Help students remember formulas through games with correct passwords and various forms of exercises.
Third, contact with life and dig up materials.
Mathematics originates from life, but it is higher than life. Teachers should be good at discovering and digging some math problems in life. When practicing the multiplication formula of 7, there are many examples in life, such as counting the words of "ancient poems", counting the stars on the back of ladybugs, knowing seven days a week, looking at the calendar and counting the days. Students are very interested in organically linking mathematical knowledge with life phenomena. Through these exercises, students' thinking is not limited to calculating the multiplication formula of 7, but they can fully feel the close connection between mathematics and life and experience that mathematics is everywhere in life.
What is lacking is the underutilization of classroom resources and the lack of questions. For example, show an ancient poem: "Can you calculate the number of words in this ancient poem with a formula?" Some students said "four, seven, two, eight", and some students said "What's the problem?" I didn't hear you clearly at that time. At this time, I should ask another question: "Are there any other students who have different ideas?" Students may say, "The title and author are also seven words, so there are five sevens and five sevens and thirty-five". How to make full use of children's classroom generation, we still need to ask more questions.
Reflections on the teaching of "7 multiplication formula" in the second grade of primary school. This class provides many opportunities for students to explore independently, so that they can experience the writing process of multiplication formula of 6 and 7, feel the rationality of mathematical thinking process, further develop students' mathematical thinking, and at the same time let them gain a successful experience in learning activities. After class, I reflected on my class.
Success:
1, which deals with the mastery and flexible application of mathematical knowledge.
As far as textbooks are concerned, it seems very boring. In the past, I would simply regard it as a mechanical memory mode for finding rules, compiling formulas and memorizing formulas. This time, I will provide many topics related to 6 and 7 in my life for my classmates.
2. Deal with the problem of scenario creation.
This lesson begins to draw out children's favorite shopping pictures. From students' direct interest in images to their interest in numbers, they first know the multiplication formula of 6 and 7.
3. Embody cooperative learning in this lesson
This lesson uses cooperative learning to guide students to write formulas. Work in groups and write the formula, so that the students with the fastest records can sort it out. Everyone is very involved and tries to win by being the first in the group. When instructing students to memorize formulas, cooperative learning is adopted, that is, let other students share other students' thinking results. Let the students discuss what you can do if you forget one of the formulas, and then let the students talk about which formulas are easy to remember, which formulas are not easy to remember, and what methods can be used to remember them, so that students can remember them in the process of explanation.
Disadvantages:
1, classroom teaching should emphasize the connection between knowledge. This lesson is to learn the multiplication formula of 6 and 7. Before learning the multiplication formula of 6 and 7, you have learned the multiplication formula of 2-5, and you can completely transfer some learning methods of learning the multiplication formula of 2-6. This lesson does not reflect this point, so we should consider it further next time.
2. The design of this course uses many teachers' ideas of preparing lessons collectively, and there are few innovations. Although you study well, you should try to reform and innovate yourself.
Reflections on the teaching of "7 multiplication formula" in the second grade of primary school mathematics 6 "7 multiplication formula" is the content of unit 6 in the first volume of the second grade of People's Education Press. Multiplication formula is one of the most basic knowledge in mathematics and plays an important role in future calculation, so you must master it skillfully. "Multiplication formula of 7" is the beginning of this unit. Before learning the multiplication formula of 7, students have learned the formula of 1-6, and they know the structure and significance of the formula. But the multiplication formula of 7 has a large number of sentences and is not easy to remember. According to the learning psychology, cognitive rules and age characteristics of the second-year students, I repositioned the teaching objectives of this class. Let students participate in the activity of writing multiplication formula independently, understand the source of multiplication formula, master the writing method of multiplication formula, use the relationship between adjacent multiplication formulas to understand and remember multiplication formula, let students experience the process of exploring mathematical knowledge, learn to solve practical problems in life with mathematical methods, and establish self-confidence in learning mathematics. Cultivate students' abilities of observation, comparison, analysis, generalization, reasoning and autonomous learning, cooperate with classmates, increase their knowledge and learn in a pleasant classroom atmosphere.
First, fully arouse students' interest in learning and guide them to actively participate in classroom learning.
1, take the initiative to explore and write your own formula.
Students learned the formula of 1 to 6, and learned some characteristics of the formula, such as the first word of each formula is arranged in order, the second word is the same, the relationship between two adjacent formulas, and some changing laws of the product. So I asked students to draw pictures first, then write formulas, and finally make up their own formulas. By showing it to the whole class, we can achieve the purpose of cooperation and communication. Infiltrate some basic knowledge such as two multiplication formulas when testing students' formulas, and guide students to observe these formulas and find out the rules of the formulas.
2. Use regular shorthand formulas.
The formula of 7 is difficult to remember. Use the law of up and down and common sense of life to guide students to remember. After students discover and summarize the rules, they can help them remember formulas through various forms of reading and practice, and most students will remember them according to the rules.
3. Various forms of practice design.
If we simply rely on reading and reciting formulas, it will definitely arouse students' disgust and make them feel bored. So I designed various forms of exercises, such as: teachers and students, students and students look up passwords to see who can count quickly, count how many words there are in this ancient poem "Mountain Walk", count how many white keys there are on the electronic organ, and so on. Students are very interested in learning.
4. Create lively and interesting classroom scenes.
In teaching, I make full use of the teaching situation to create vivid and interesting scenes for students, so that students can learn new knowledge by using existing mathematical knowledge, and combine the existing experience to sum up the multiplication formula of 7. Through their own efforts, students are happy to write and be familiar with multiplication formulas, so that students can experience the happiness of success, and also pay great attention to students' basic knowledge and extracurricular expansion.
5. Fully stimulate students' interest in learning.
In the teaching process, it embodies the independence and autonomy of students in the learning process. In class, I fully let students observe, communicate, cooperate and try. The whole teaching process activates students' existing experience in mathematics activities and guides students to think about some strategies to solve problems. Always take students as the main body, let students experience the learning process in activities, thinking and communication, and pay attention to the enthusiasm and initiative of students' independent learning.
Second, tap the mathematical materials in life to improve students' ability to solve practical problems.
Mathematics originates from life, but it is higher than life. From the math textbook. Most problems have been simplified or mathematicized. In order to make students better understand mathematical thinking methods and improve their ability to analyze and solve problems, teachers must be good at discovering and excavating some divergent and interesting mathematical problems in life. When practicing the multiplication formula of 7, I found many examples in my life, such as counting the words of "ancient poems", calculating the number of white keys of "electronic organ", the relationship between 7 and women's growth, planting trees and so on. Combine mathematical knowledge with life phenomena to make students feel more cordial. These exercises are closely related to the key points and difficulties of teaching, and integrate monotonous multiplication formula with rich life breath, giving fresh life to boring mathematics content and making mathematics class closer to children's daily life. Through these exercises, students' thinking has got rid of the limitation of the formula of seven multiplication, and achieved the integration and unity of knowledge, ability, process and method, emotion and attitude, which can be described as originality.
Third, cultivate students' good study habits and stimulate positive learning emotions.
The teaching of lower grades should not only let students master knowledge, but also cultivate their behavior habits. In this teaching process, students' full participation in learning activities is fully emphasized, and good learning and thinking habits are formed through the coordinated participation of various senses. Every well-designed exercise firmly grasps every student's heart, so that they are willing to devote themselves to learning and truly feel the interest and charm of mathematics, thus generating positive learning emotions.
In a word, the creation of teaching situation, the excavation of life materials and the experience of teaching activities are all based on the development of students, which fully reflects the students' dominant position in learning. This kind of teaching idea is advocated by the new curriculum standard, and it is also the principle that we should strive to follow in teaching.
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