Last week, I took the lesson of "continuous addition and subtraction". The teaching goal is to understand the meaning of continuous addition and subtraction and master the calculation order of continuous addition and subtraction. The new curriculum standard puts forward that mathematics education should achieve the development goal of "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics". Therefore, how to use new ideas and practice new teaching materials has become a new topic for every teacher. Below, I will talk about my dribs and drabs of experience and thinking in the teaching process of "increasing and decreasing".

1, dynamic perception, static understanding

In order to let students better experience the significance of continuous addition and subtraction, a game of "formula solitaire" was designed at the beginning of this class. Through the creation of scenes, we can arouse old knowledge and arouse students' enthusiasm, so that students can have a preliminary dynamic perception of continuous increase and decrease unconsciously, and then guide students to observe the static theme map, so that students can understand the meaning of continuous increase again in static state; When learning continuous reduction, guide students to initially and dynamically perceive the meaning of continuous reduction in "children love labor and pick loofah", and then position and observe static pictures, so that students can understand the meaning of continuous reduction again in static observation.

2. Pay attention to algorithms and break through difficulties.

Continuous addition and subtraction is an important basis for learning addition and subtraction within 20, and it is also one of the difficulties in this unit. Addition and subtraction are difficult to calculate in two steps, especially in the second step. Students often forget the first step, or it is difficult to calculate the second step because they can't see the first step. Therefore, the design focus of this lesson is to determine the order of operation by drawing symbols, and record the number of the first step, and then calculate, which solves this difficulty.

3. Open the application and highlight the value.

Applying what you have learned is the ultimate goal of learning mathematics. In the practice session of this class, I designed an open question: Think about it, are there any examples of addition and subtraction in our life?

I used to have five pencils. My mother bought three pencils first, then 1 pencil. How many pencils do I have now? It can be calculated by 5+3+ 1=9.

Health: My mother gave me 10 yuan. I bought a pencil with 2 yuan money and a notebook with 3 yuan money. How much money do I have left? 10-2-3=5, guide students to apply knowledge to practice, solve practical problems, have a substantial understanding of knowledge, and thus realize the value of mathematics.

4, follow the law, entertaining.

First-year students' attention is easily distracted, and it takes great skill to keep students' attention firmly in class for 40 minutes. Whether in the new knowledge design or practice, it should conform to the psychological and cognitive characteristics of first-grade children. Therefore, in the practical part, an intellectual breakthrough is designed. In this process, the game is mainly used to consolidate the new knowledge that students have just learned and highlight the operation order.

Where improvements are needed:

When comparing the operation order of addition and subtraction, I can still let the students observe and express. Although students sometimes fail to express themselves in place, they are fully affirmed, because this is the bud of children's thinking, and the teacher's affirmation will make them feel that they are great inventors and enhance their confidence in learning mathematics.