As a newly arrived people's teacher, he should have strong classroom teaching ability, and the shortage of lectures can be well corrected through teaching reflection. So what is excellent teaching reflection? The following are my thoughts on the division teaching with remainder in the second grade of primary school mathematics (6 selected articles), for reference only. Let's have a look.

Reflections on the teaching of division with remainder in the second grade mathematics of primary school 1 This lesson is a generalization of division in tables. In teaching, I mainly let students perceive the remainder in hands-on operation. According to the age characteristics of junior two students, students can actively participate in learning, find problems, solve problems and build a new knowledge system through intuitive teaching aid display, learning tool operation and independent exploration. It properly embodies the teaching concept of the new curriculum reform, and at the same time cultivates students' abilities in all aspects. Most of the whole class is to let students know the remainder by doing the remainder and draw a conclusion.

In order to break through the difficulties of this course, I mainly took the following three measures:

1. Promote students' understanding of new knowledge through intuitive operation.

In teaching, with the help of intuitive operation, from intuitive operation to symbolic representation, the understanding of the concept of remainder and the meaning of division by remainder enables students to understand what they have learned from many aspects and angles, establish the relationship between operation process, language expression and symbolic representation, and realize students' real understanding of mathematical concepts.

2. Help students understand the meaning of division with remainder through comparison.

The first is the comparison of the process of dividing things equally. Through "how to divide some strawberries into two parts", help students feel that there are two situations in the process of dividing things equally, that is, there are two situations after dividing things equally. The comparison can expand students' understanding of division and better understand the meaning of remainder and division with remainder. Secondly, the horizontal forms of division with remainder and table division are compared. By combining the operation process, let the students understand the names of each part and the meanings of each number in the division horizontal with remainder. Through this comparison, students can not only arouse their existing knowledge and experience, deepen their understanding of division with remainder, but also feel the connection between knowledge, provide support for building a reasonable knowledge structure network, and cultivate their ability of analysis, comparison and induction.

3. Combine relevant examples and exercises to provide students with opportunities as much as possible.

Let students experience the process of discovering and abstracting mathematical problems from real life or specific situations, so as to accumulate the experience of discovering and asking questions for students, cultivate students' problem consciousness and sensitivity to mathematical problems, embody the basic idea that mathematics comes from life and returns to life, and strengthen the close relationship between mathematics and life. There are still some shortcomings in the actual teaching process of this course. For example, through the analysis of primary school students' learning situation, I feel that the significance of teaching remainder and division with remainder is not solid enough, and students should be allowed to put more sticks to feel the remainder. After students begin to operate, there is no chance for them to fully communicate and express themselves. Therefore, in the future teaching, students should be allowed to describe their ideas and the process of hands-on operation in their own language, so as to effectively improve their hands-on operation level and thinking expression ability.

I think the teaching of this course fully embodies the students' dominant position and the cooperation between teachers and students is very good. Later, due to time, I was very anxious, and the students were also very anxious. However, overall, the classroom teaching effect is still relatively good. Students can also know division with remainder, understand the meaning of this kind of formula, know remainder and understand the meaning of division with remainder.

Reflections on the teaching of mathematics division with remainder in the second grade 2 This lesson is to let students form the appearance of "surplus" in the activities of dividing things, and then gradually establish the concepts of remainder and division with remainder. In teaching, I pay more attention to the following aspects:

First, pay attention to students' cooperation and hands-on operation

Pupils generally learn new concepts by perceiving specific things and gaining perceptual knowledge. Therefore, in teaching, I first ask students to divide 10 pencils into groups according to their real life, so as to strengthen students' perception on the one hand and cultivate their cooperation ability on the other. Then fill in the results in the table and let the students divide them into two categories according to the average score: no surplus after the score and surplus after the score.

Secondly, we can understand the significance of division by remainder by connecting the results of calculating the column division formula.

There is no remaining situation. Students have learned it before. By enumerating the division formula, help them recall the names of each part of the formula and the meaning of the formula. Then according to the case of "10 pencils, each person gets 3 pencils, and there is 1 pencil left", how to write the division formula is described, so that students can know that the remaining 1 pencil in the division formula is called the remainder. This division is a division with a remainder. The whole teaching process is compact and orderly, and students have a deep understanding of the remainder. Then let the students try to write two other formulas with remainder independently, and then further understand the meaning of quotient and remainder in division with remainder through communication. Then observe the formulas listed by them, and through comparison, further clarify the significance of division with remainder. In the "Think, Do" class, let the students continue to divide the activities such as disks and triangular pieces of paper, observe the phenomenon of vase flower arrangement, and get a general understanding of the average division of things. If it is not completely finished, it can be calculated by remainder division. The students are also interested in the final game design.

In a word, this lesson allows students to experience the process of dividing pencils by hand to form knowledge, give students a chance to fully demonstrate, let students correctly grasp the meaning and formula writing of division with remainder in demonstrations and reports, cultivate students' independent inquiry spirit and develop students' thinking. At the same time, students' expression ability and classroom performance are not bad. However, this class also has some shortcomings: for example, I didn't emphasize the "average score" enough, and the later exercises were handled in a hurry because of the time. Students should also speak more and deepen their understanding of division with remainder. It may be better to add a division formula according to the situation of the group in the game. In addition, the language should be more standardized and concise, and the direction of questioning should be more clear. Students should sum up in time after answering questions, and pay attention to cultivating students' mathematical language and mathematical thinking.

Reflections on the teaching of division with remainder in the second grade of primary school mathematics III. Division with remainder, a textbook for the second grade I taught, is an extension and extension of division in tables. On the one hand, I pay attention to the specific situation in the arrangement of teaching materials, on the other hand, I attach importance to the connection with students' existing knowledge and experience, and learn the calculation of division with remainder. In this lesson, I will create a situation first, so that students can work in groups and divide a point by hand. From the number of remainder to the number of remainder, I initially established the concept of remainder, and at the same time let students realize that "division with remainder" comes from real life, and boldly try to "transform" by using existing knowledge and experience, which is to provide students with thinking space. Guide students to explore the relationship between remainder and divisor independently. In this way, through students' observation, operation, guessing, reasoning and other activities, students can find their own laws and solve problems. In the teaching process, students have active thinking and high enthusiasm. Therefore, in the teaching of this class, let the students divide the pencils equally at the beginning, which is a concrete intuitive perception of behavior. Making students' image perception is just the result of two different points having a remainder.

The teaching effect of this class is very good, and students' thinking is active. In the final consolidation exercise, the relationship between remainder and divisor is further verified through cooperative learning among students, from which students' inductive ability and cooperative consciousness are also cultivated.

I am satisfied with the above. Of course, there are also shortcomings. Although the understanding of the remainder of the key part of the whole class is no longer a problem, some details need to be improved, such as the writing of the unit name in the division application problem and how to answer the application problem completely, which I didn't think of in class and need to be improved in the future teaching work.

Reflections on the teaching of division with remainder in the second grade of primary school mathematics; this month's teaching content is division with remainder, which is an extension and expansion on the basis that students understand what division is and can calculate division in tables. The content of this part is also the basis of learning division in the future, which plays a connecting role and is a very important knowledge point. In the chapter "Division with Remainder", students should understand the generation process of remainder, which has the significance of remainder division; Trial quotient, remainder and checking calculation should be carried out in calculation. This content is abstract for visually impaired students, and the increase of calculation steps has higher requirements for students' calculation ability. Therefore, the content of this chapter is a challenge for students and me as a math teacher.

As math teachers, we all know that calculation can help students solve problems in life, and it is the basic knowledge and skills that students must master when learning math. Then how can I let students master the key contents of this chapter under the existing computing power? How can we make boring knowledge points more vivid and energetic? Besides, my students are very special. The vertical calculation shown in the textbook is too difficult for them to write. How to choose the key and difficult points of teaching and what kind of teaching methods I should adopt according to the characteristics of students are all puzzling problems. With questions and my own understanding, I went to the podium and did it in teaching;

First, hierarchical teaching

In ordinary schools, multiple digits are multiplied by one digit, and the key and difficult point of teaching is vertical calculation. However, due to the particularity of students, according to the calculation ability and eyesight of students in our class, various calculation methods are adopted, mainly vertical calculation and oral calculation, supplemented by abacus and calculator. Ability is hierarchical. There are 3 students in Grade A, including 2 students with low vision, who use plain text to teach vertical calculation, and 1 totally blind students use Braille to teach oral calculation. There are 3 B-level students with average computing ability. Subtraction within 100 needs the help of abacus. For these students, teach abacus. There are two students in Grade C, and their computing ability is poor. Teach them to calculate with a calculator and let them participate in and feel the classroom. Through hierarchical teaching, every student can gain something in math class.

Second, talk less and practice more.

In teaching, some children, who can't say anything, need to do problems, so that they can gradually understand the application of calculation methods, especially for students who can do them, and consolidate their knowledge points and improve their calculation ability through a large number of problems. In order to avoid the tedium of students' calculation teaching, fun competitions are adopted in practice to improve the speed and accuracy of students' calculation and abacus calculation, and turn boring calculation exercises into the content that students love to learn.

Third, after-school counseling.

There are always students who are confused in every class, and I will seize the opportunity to help them in time. This is what I have to do after every class. If I work harder after class, the students will understand it more easily. Of course, for students, it is a little tired, but at least let them form a sense that they don't listen well and have to learn after class.

The disadvantage of teaching is that students have many ways to learn and need more time, and there will be confusion in the process of calculation. In teaching, students still listen and discuss passively, and talk less actively, so it is necessary to improve and develop their abilities so that students can speak and move.

This month's suggestions for my own teaching are: fully understand each student's ability, learning characteristics and hobbies, and design the teaching goal of "zone of proximal development" in line with him or her, so that each student can gain knowledge and think more in class, and integrate the knowledge points in class into stories or teaching activities, so that students can feel that mathematics is so fun and interesting.

Reflections on the teaching of division with remainder in the second grade of primary school mathematics 5. This part of the learning content of division with remainder is the extension and expansion of the division knowledge in the table, and it is also the basis for continuing to learn division in the future, which plays a connecting role.

The teaching goal of this lesson is to divide six strawberries into two plates and seven strawberries into two plates. Understand what is remainder and division with remainder, and then understand what division with remainder can solve; Know that the remainder must be less than the divisor. The key and difficult point of teaching is to understand division with remainder through practical operation and explore the relationship between divisor and remainder through cooperation and communication.

Through intuitive and vivid operation of learning tools, students are actively involved in learning, and problems are found and solved by putting squares with sticks to build a new knowledge system. Most of the content of the whole class is to let students know the remainder by doing problems. Students draw a conclusion through observation and comparison that there are two different results after dividing strawberries equally, one is that there is no surplus, and the other is that there is surplus. Students initially perceive "surplus" from "strawberry" to form a conclusion, draw a concept and highlight the concept of "surplus".

In the whole class, students really participate in the whole process of activities, and through autonomy, cooperation, discussion, self-communication, interaction and thinking, students get the representation support of the concept of "remainder" in the process of activities, which lays the foundation for abstracting the concept of "remainder".

However, there are still many shortcomings in the actual teaching process of this course. For example, there is no good analysis of the characteristics of second-year students, which leads to too much teaching content and short attention time for second-year students. To fully mobilize children's enthusiasm, children must be fully rested in class; After students begin to operate, let them speak fully and describe their ideas and operation process in their own language. Therefore, in the process of preparing lessons and teaching in the future, we should do a good job in teaching seriously and humbly, starting with understanding students, studying teaching materials, teaching reference and listening to experienced teachers, so as to further improve our ability to control the classroom.

Reflections on the teaching of division with remainder in the second grade of primary school mathematics 6. This is the first lesson after the start of this semester, and it is also a difficult lesson. There are two teaching purposes of this class: one is to abstract the writing process of vertical grading through the activity of throwing sticks, so that students can understand the practical significance of each step of vertical grading; Secondly, in the process of activities, I realize that there are sometimes remainders when objects are divided equally, and I understand the meaning of remainders and the relationship between permeating remainders and divisors.

Judging from the learning situation of the two classes, it is difficult for some students to understand the practical significance of each step of grading. The reason is that students don't understand the difference between dividend and product of quotient and divisor. In order to make students more clear, I adopted the following design in this teaching:

One, one point.

Each student 10, in groups of three. How many groups can they be divided into? With the help of the activity of "dividing sticks", students can easily understand the meaning of "remainder" through practical operation. Through hands-on and oral communication, students have a certain understanding of the meaning of each part of vertical division, and have been exposed to the writing method of vertical division, but they are not skilled. Let students stick sticks to pave the way for the vertical writing and understanding of the following divisions, which is also conducive to improving students' abstract thinking ability.

Second, write and write.

Division can also be expressed vertically. Let's study how to express it together. I teach by demonstrating and explaining. Because teaching should be based on the characteristics of teaching content and the needs of students, it is not necessarily that every class is explored by students themselves. Especially in mathematics, some knowledge is prescriptive and not suitable for students to explore. The writing method of division formula with remainder is ready-made knowledge, so I didn't ask students to explore the vertical writing method of division, but told them how to write it directly. But this is not mechanical learning by rote. Students have an intuitive understanding by posing, and teachers' direct teaching process is based on students' active participation. Then let the students review and refine to deepen their understanding of arithmetic. At the same time, through students' discussion on how to divide 10 sticks into several groups, the concept that the remainder is less than the divisor is permeated, which paves the way for discussing the relationship between the remainder and the divisor in the next class.

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