Reflections on Mathematics Teaching in the Second Grade of Primary School
In this course, I mainly want students to closely combine with the reality of life, and at the same time, the contact is increasing. Shopping is a behavior that every child is constantly in contact with. Children can do column calculation of addition and subtraction in familiar life scenes, so that the operation order and calculation method can be mastered imperceptibly, and the boring and abstract numbers become vivid and interesting. At the same time, in teaching activities, because students have great autonomy in choosing goods, the listed formulas and calculation processes are also different, which not only emphasizes students' independent choice, but also increases the number of exercises for all students. The last shopping session can be used to review, consolidate and improve. Although it is designed in this way, I also have many problems: the teaching level is not very clear, and the boundary between new teaching and practice class is not clear. It is a misunderstanding of mine that the teaching rhythm should be relaxed and the math class should be fast. Mathematics should be fast and steady, so that students can learn clearly and not be nervous. There are still some links that are not handled properly. For example, when practicing oral arithmetic, driving a train is not conducive to facing most students. Similar problems should be paid more attention to.
Reflections on Mathematics Teaching in the Second Grade of the Second Primary School
"Addition and subtraction" is the content in the second unit of the first volume of the second grade of mathematics published by People's Education Press. This part is taught on the basis of addition and subtraction within 100, which is a comprehensive exercise of the calculation methods learned before. Through the study of this part, we can further consolidate the addition and subtraction within 100 and improve the computing power. Students have learned the operation order of addition and subtraction in Grade One and Volume Two, so I will focus on vertical calculation when teaching addition and subtraction. I think the highlight of this course is to let students explore and learn independently. Piaget, a psychologist, believes that "the purpose of education is not to teach students as much as possible and achieve as much as possible, but to teach students how to study, learn how to develop themselves and continue to develop after leaving school". This requires teachers not only to teach students what to learn, but more importantly, to guide students how to learn, so that students can truly change from passively accepting knowledge to actively acquiring knowledge, actively developing and becoming the masters of learning. Because I have taught the column vertical calculation of two-digit plus two-digit before, I already know the operation order of continuous addition in Grade One, so after showing the formula of continuous addition of 28+34+23, let the students do vertical calculation according to their previous experience. After the students exchange reports, I will emphasize and standardize the writing for the places that students are prone to make mistakes and neglect, leaving a deeper impression on the students.
Of course, there are still many shortcomings in this class, and there are many places worth pondering:
First, whether computing teaching needs situations. The purpose of creating situations in teaching is to provide students with opportunities to engage in mathematics activities and stimulate their interest in learning mathematics and their desire to learn mathematics well. But not every content needs context? What kind of situation is effective? For example, when I was teaching "continuous increase and decrease", I introduced it by helping farmers' uncles pick watermelons. How important is this situation for students to learn the content of this lesson? It is better to introduce two-digit and two-digit column vertical calculation instead of reviewing previous studies, so that students can explore column vertical calculation and addition independently through knowledge transfer.
Second, when there are many algorithms in the classroom, don't rush to optimize which one, but let students optimize their own algorithms through selection and comparison, and let them choose the method through their own personal experience, so that their understanding can be deeper.
In addition, we should study the teaching materials, organically integrate and learn the teaching materials, and pay attention to the infiltration of knowledge before and after, so as to lay the foundation for the teaching of related knowledge in the future. For example, if students know that three numbers are added vertically, then the numbers are added and four numbers are added, will they still do it? This can help students really understand vertical addition; Another fact is that we know that when we reach ten, we must advance one. Now if you add the three numbers in the column directly vertically, it may reach 20. What do we do? These questions can be involved here. After several decades, they will become forward-looking things, paving the way for the knowledge to be learned later.
Reflections on mathematics teaching in the third grade of primary school
"Understanding Angle" is the teaching content of the first lesson of Unit 7 in the second volume of the second grade of Jiangsu Education Press. This lesson mainly allows students to experience the process of abstracting an angle from a physical object to a geometric figure, to have a preliminary understanding of the angle and to know the names of each part of the angle. Knowing that the size of an angle is related to the size of both sides, learning to draw an angle will compare the size of the angle. Therefore, in teaching, let students go through the process of finding, touching, identifying, making and comparing angles, so as to deeply understand angles. Finding angles is to let students observe the angles of objects in life first, and then let them find angles in daily life and perceive various angles, from intuition to abstraction, from sensibility to rationality; Touching the angle is to let students feel the vertex and both sides of the angle by touching the angle, paving the way for understanding the characteristics of the angle; Understanding the angle is to help students demonstrate what an angle is through practice, which is related to the size of both sides. Angle comparison is to compare the size of two angles with the moving angle.
Through the study of this class, the children have mastered some knowledge from different angles. In fact, this is the focus and difficulty of comparing angles in this class. The purpose is to let students learn how to compare the sizes of two corners, and realize that the size of a corner is related to the size of forks on both sides, but not to the length of both sides of the corner. In the process of processing, I feel a little faster. Students should be asked to compare the sizes of any two angles, and guide them to compare by overlapping method (vertices overlap each other, one side of the angle overlaps each other, and look at the other side). It may be better for two people at the same table to compare the sizes of the angles made by two people in this way. What impressed me is that every student should be involved in the study, and every student should be involved, so that they have a greater desire to explore mathematics. Integrate mathematics knowledge into life and learn mathematics with life knowledge around you.
Reflections on Mathematics Teaching in Grade Four and Grade Two.
"From Addition to Multiplication" is the second lesson of Unit 2 "Introduction to Multiplication" in Book 3 of the new mathematics textbook. The main teaching goal of this course is to let students know that addition and multiplication of the same number are simple, and on the basis of initial contact with several students in the last class, the formula of addition and addition of the same number is rewritten into a multiplication formula. Know how to write and read the multiplication formula and the names of the parts in the multiplication formula. The new curriculum concept emphasizes that we should not blindly "teach textbooks" but "use textbooks". The textbook Introduction to Multiplication consists of an amusement park, several numbers and from addition to multiplication. I regard the amusement park as a situation that runs through the whole class, and use this situation to carry out the teaching from addition to multiplication. To this end, I have appropriately processed and expanded the content of the textbook. In the introduction, let the students observe the boating events in the amusement park with the help of courseware, and count several 3s to add up the same number. There are six 3s in the textbook, but it is relatively easy for students to work out the answers at present. So, while guiding students to count how many 3s there are, I expanded the six 3s into 10 3s to further perceive how many 3s there are. In this way, when students want to report the triple addition formula of 65,438+00 in one breath, they obviously feel that the same number is too complicated to add up when they see the long blackboard, which has caused a strong conflict. They are eager to find out how to make the same number addition formula simple and convenient, and lay a good foundation for the introduction of multiplication.
Reflections on Mathematics Teaching in Grade Five and Grade Two.
When learning a new lesson, I use the theme of the textbook to give a complete problem situation, guide students to try to analyze the quantitative relationship in an orderly way and sort out the problem-solving ideas. Guide students to collect information, find problems and ask questions. First, teach students to collect and sort out information, and ask students to look at pictures correctly and orderly. Let the students know the general method of looking at pictures: first understand the situation in the picture as a whole, then look at other information in the picture, guide the students to look at the picture carefully and collect all the information. Then, let's sort out: what are the conditions, what are the problems, which conditions are useful for this problem and which conditions are useful for that problem. On the basis of collecting data, finding problems and asking questions, teaching two-step calculation application problems is the basis of solving multi-step calculation application problems and the turning point for students to solve practical problems. Although it is only one step more than the lower grades, there has been a qualitative change in thinking. One-step calculation only needs to think about how to formulate, and only uses a quantitative relationship. Two-step calculation needs two different quantitative relations and two formulas to solve the problem, and more importantly, it is necessary to analyze and think about what to calculate first and then what to calculate.
There are many ways to solve the problem. In this link, I strive to highlight the process of thought refining and reflection, not only to let students say "what do you think", but also to let students reflect on "how do you think", and to guide students to find information to solve problems from problems, that is, to realize the communication from information to problems and from problems to information in this process, so that students can realize the diversification of problem-solving methods. "There are six boats, each with four people. These people can only take a bumper car for three people in the future. How many bumper cars do they need? " In class, some students use the mathematical idea of splitting to solve problems: one person is removed from each boat, and three people are left on each boat, which is equivalent to six bumper cars. Then the six people who are taken out can take two bumper cars, and two plus six equals eight, which requires eight cars, thus solving the problem. Actually, only some students can think of this method. In addition to praising students for solving problems in various ways, we should also guide students to learn to solve problems.
I mainly solve two problems in this course:
1, let students actively explore ways to solve problems. Based on the life situation of students' spring outing, the things around students are regarded as teaching resources, so that the knowledge and skills mastered by students have a positive impact on solving new problems and reflect students' autonomy in learning. Let students learn to solve problems and find ways to solve them.
2. Reflect the diversification of problem-solving strategies. In teaching, I let students collect information independently, understand mathematical information and find solutions to problems. Consciously guide students to analyze information and find methods from different angles, give active encouragement to students' reasonable explanations, stimulate students' desire to explore and enhance their self-confidence. With constant guidance and encouragement, students gradually form the habit of observing problems from multiple angles and gradually improve their ability to solve problems. Unfortunately, because the class is only thirty minutes, the idea of cultural strategy has not completely penetrated.