The course "Understanding of 8 and 9" is taught on the basis that students have mastered "Understanding of 6 and 7 and addition and subtraction". In teaching, Mr. Huang runs through the whole classroom with the animated image Tinker Bell that students love to see. Let students learn new knowledge and feel the fun of learning mathematics in a relaxed and happy animation situation. In the whole class, Mr. Huang is based on students' subjective development, attaches importance to students' active participation, cooperation and communication, and always organizes teaching as a kind guide and collaborator. Let students know and understand the knowledge about 8 and 9 through observation, discovery and communication. Looking back at Mr. Huang's teaching in this class, I think there are the following highlights:

1. Stories and games run through the whole class, which greatly stimulate students' interest in learning.

Teacher Huang and Tinker Bell first took out the digital baby 0∽7, let the students line up, and then start the topic. Tinker bell will show us around the campus, and then make counters, ruler maps and dot maps to teach new knowledge. Finally, it ended with a game of asking questions and winning prizes by driving a train. This series of activities follows the age characteristics and cognitive rules of junior students, creating a relaxed, happy, democratic and harmonious learning atmosphere, and students' learning enthusiasm is very high.

2. Pay attention to students' hands-on practice and let students experience the process of mathematics learning.

In teaching, Mr. Huang provided some activities for the students, such as: putting 8 and 9 plates, writing 8 and 9, counting as required, and coloring butterflies. Let students experience the process of knowledge formation through hands-on operation, observation and communication, and feel the fun of learning mathematics.

3. Let students realize that mathematics comes from life.

After teaching digital thematic maps, Mr. Huang asked students to develop rich associations and talk about objects with numbers 8 or 9 in their lives. Extend classroom teaching to extracurricular activities, so that every student can truly understand the cardinal meanings of 8 and 9 in the information of "8 and 9". This design not only stimulates students' interest in learning, but also allows students to experience the process from abstraction to numbers. It not only cultivates the expression ability of junior one students, but also broadens their knowledge and makes them realize that mathematics is around and in our lives.

4. Adopt multimedia teaching methods to entertain and educate.

First of all, multimedia courseware is used to demonstrate the introduction of animated stories. In the class, the theme map, the writing of 8 and 9, the counter and the train were dynamically presented. Finally, the courseware is used to set up the game links of painting and question and answer. This is more in line with the cognitive characteristics of primary school students, which not only greatly improves the efficiency of classroom teaching, but also completes the teaching objectives of this class, laying the foundation for effective communication between teachers and students in the classroom teaching process.

5. Diversification of evaluation.

Children in Grade One are active and playful, and are prone to fatigue and distraction in the teaching of Grade 40 middle schools. In order to catch students' interest, Mr. Huang encourages and rewards students in time with friendly language. Such as "Your imagination is so rich", "Students have bright eyes" and applause to encourage students. In addition, rich prizes can be given in the game, which not only affirms the students in time, but also greatly stimulates their enthusiasm for learning.

Of course, there are still some things that have not been handled well in this class:

1. Counting method: When teaching thematic maps, we should emphasize the counting method, and count them one by one in a certain order without repetition or omission.

2. When talking about an open question about scale, 8

Here, the teacher didn't ask questions, which made the students a little confused and answered at random.

3. Practice of driving a train: Pay attention to the method of filling in numbers.