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Teaching reflection on angle understanding: 7 articles
On the stage of knowledge, the most knowledgeable teacher is also the most modest student. Writing lesson plans is the basic work that teachers must do every day. "How to complete a good lesson plan? We have specially collected and sorted out the teaching reflections on angle understanding. I suggest you collect this page and this site for subsequent reading!

Teaching reflection on the understanding of angle 1 teaching goal;

Understand the homogeneity of solids and correctly judge whether an article is solid or not. The changes of solid weight and volume before and after mixing were studied.

Through the teaching of this class, I feel that I have not completed my teaching objectives well, which has advantages and disadvantages. Talking about shortcomings:

1. classify the objects in the textbook according to solid and liquid, just know them first, and then say whether they are solid or liquid. It would be better if the teacher could put these items in the picture on the lecture table and let the students touch, shake and pinch the items before making a judgment. Students' feelings will be different, and students will easily make a judgment according to different feelings. There is no intuitive demonstration and students feel with their hands in this link, and good teaching results can not be obtained. If students shake the glass and look at it with their eyes, it is easy to judge that water is liquid. Let students feel that their size and shape are not easy to change by forcibly holding stones, sticks and boards. According to this feeling, students can easily judge that they are solid. For some special items (rubber, cotton cloth, flour), teachers can help students judge whether they are solid or not, and further describe several forms of solid. Solids are not necessarily hard, nor are they necessarily large particles. On this basis, it is easy to sum up the homogeneity of solids: they have a certain volume and shape.

2. When learning the mixing and separation of solids, let students give fewer examples, let students use their brains to give more examples, and teachers should give guidance.

3. When studying the changes of weight and volume before and after solid mixing, the teacher didn't use the teaching aid balance and measuring cup, and only relied on static observation and thinking, which made it difficult for students to accept this knowledge. If you use teaching AIDS to demonstrate intuitively, students will understand without too much explanation.

In short, in the future teaching, if articles and teaching AIDS can be displayed, better teaching results will be obtained.

Teaching reflection on the understanding of angle 2% is widely used in life. People often use percentages to describe, analyze, count and compare things. Although students have been exposed to percentages in their daily lives, their understanding of the significance and application value of percentages is still in a vague stage. The meaning of percentage is taught on the basis that students have learned the meaning of fraction.

Success:

1. Use knowledge transfer to find the appropriate growth point. Before teaching the meaning of percentage, I reviewed the meaning of fraction. By reviewing the meaning of fractions, students can make it clear that one fraction means that one number is a fraction of another. A fraction can represent a specific number or a multiple relationship between two numbers, that is, a fraction. Then use the transfer of knowledge to teach the meaning of percentage, let students think about the meaning of percentage in connection with the meaning of score, then talk about the meaning of percentage in life through specific examples, then summarize the meaning of percentage, and finally explain and apply the meaning of percentage in life.

2. Pay attention to the infiltration of students' learning methods. In teaching, I firmly grasp the learning methods of old knowledge to solve new problems, guide students to guess the meaning of percentage in combination with the meaning of score, then verify it, draw a conclusion, and explain and apply it. As the saying goes, it is better to teach people to fish than to teach them to fish. Method is the soul and the highest realm of mathematics learning.

3. Pay attention to the excavation of mathematical knowledge.

(1) When teaching the relationship between percentage and score, I focus on letting students understand the similarities and differences between them by comparing their meanings, and let students know that the similarities between percentage and score represent the multiple relationship between two numbers, but the difference is that percentage only represents the multiple relationship between two numbers, while percentage not only represents the multiple relationship between two numbers, but also represents specific numbers, thus drawing the conclusion that there is no unit name behind percentage.

(2) When teaching the meaning of percentage, apart from focusing on the meaning that percentage means that one number is a few percent of another number, why percentage is called percentage and percentage is also deeply explained and explained. Percentage not only indicates the multiple relationship between two numbers, but also indicates the relationship between two numbers, so percentage is called both percentage and percentage.

Disadvantages:

1. When students guess the meaning of percentage, one student guesses that percentage refers to the percentage of one number to another, and another student guesses that percentage refers to the percentage of one number to 100. This special form was not expected in preparing lessons, but students can express it in this way, which shows that the transfer of knowledge has played a role.

2. In the classroom, every step of the mathematical method was not supplemented in time, which led to a hasty summary later.

Improvement measures:

Try to presuppose the students' ideas as much as possible and think about how to answer questions from the students' point of view. Only in this way can the imparting of knowledge be finally implemented in the important role of students.

From the perspective of understanding the third part of teaching reflection, I feel quite successful after this class. Students are really "moving" and their thinking is "alive". Open teaching allows students to learn knowledge through "playing", understand methods through "understanding" and explore independently through "operation". Students study actively and easily, and feel the joy of learning.

Keyboard is the most basic and commonly used input device of computer. It is connected with the host computer through the keyboard interface, and the user inputs information to the computer through the keys. In this lesson, students will learn the standard 104 key keyboard, three of which are Windows-specific keys. Students have learned the ability of mouse operation, so it is in line with students' cognitive law to arrange students to know the keyboard in the seventh lesson. The quality of students' learning is directly related to the simple learning such as fingering practice and painting. According to the teaching difficulties, the textbook has arranged four learning sections, namely keyboard partition, main keyboard area, cursor control area and keypad area. Among them, the main keyboard area is the focus of this lesson. Master the usage of letters and remember the key positions of letters. The understanding and use of keys on each keyboard should not be rote learning, but should be mastered by students through practice and practice on the basis of understanding.

Intuitive demonstration can make students understand things at a glance and quickly. So when teaching the four areas of the keyboard, I made a courseware, set the four areas on the keyboard to four colors respectively, and used the method of "finding friends" to arouse students' interest and make them familiar with the names of each area. Then let the students find four areas on their own keyboards, which deepens the students' cognition of keyboard partition.

Educational psychology tells us that any teaching should be centered on learning. The choice of teaching methods should be determined according to the teaching materials and learning conditions. Therefore, I use three teaching methods to teach the main button area, cursor control area and keypad area respectively.

1, teaching main keyboard area

Teaching Character Keys: Because this part of the content is relatively simple and clearly described in the textbook, I use the method of "trying to learn by myself" to guide students' learning. The specific process is as follows: try to teach yourself (let students read, plan and discuss)-feedback exchange (let students report what they have learned? )。 Let the students think that I can do this part of self-study! Stimulate students' desire and impulse to learn independently, and stimulate students' enthusiasm for learning.

Special control key for teaching

Modern educational theory holds that knowledge is not a kind of narration, but a kind of self-attempt and self-construction. In this part, I use the "discovery method" to teach students to learn. The learning process is as follows: try to find (let the students press these keys on the open tablet and talk about what you can find) → report the results (let the students report their findings and communicate collectively) → practice (let the students master the keys and use methods in practice). By allowing students to discover and explore for themselves, we can ignite students' knowledge sparks. Finally, let students feel the happiness brought by success in practice.

2. Teaching cursor control area

This part of the content needs more pages, and the content is simple and clear. I adopted the teaching method of intuitive demonstration. Let the students observe the courseware demonstration first, and then practice independently. By asking questions and solving problems, let students master the functional differences between delete key and backspace key.

3. Teaching keyboard

This part of the content is very simple and is not the focus of teaching. The teacher should give a brief introduction, and students can practice according to their own textbooks.

In the whole teaching process, pay attention to the process, each link is logically strict, and students can participate in the inquiry; Pay attention to emotion, respect students' self-awareness, avoid denying students positively and cultivate students' positive and optimistic attitude. In such a lively and pleasant teaching, it is natural to understand the understanding of the keyboard.

Reflection on the Teaching of Angle Understanding The fourth part, A Preliminary Understanding of Multiplication, is the content of the first volume of the second grade of mathematics published by People's Education Press. This section is the first lesson of multiplication and the basis for further study of multiplication. The essence of multiplication is special addition, and the growing point of multiplication knowledge is addition with the same addend. Therefore, the purpose of this textbook is to let students understand the significance of multiplication in a specific situation and realize that the same addend can be added continuously, and multiplication is a simple operation to find the sum of several identical addends. Master the writing and reading of multiplication formula, and know the names of each part in multiplication formula.

I noticed that the arrangement of the new textbook is different from the previous textbook. This textbook guides students to learn multiplication through the theme scene diagram of amusement park, which contains rich identical addend factors. First of all, I show the picture of the amusement park to the students for observation. What do you see? What math questions would you ask? So as to guide students to list the addition formula of the same addend. Through observation, the concept of the same addend is initially perceived. Then guide the students to compare the similarities of several addition formulas and get the concepts of "same addend" and "several digits" to prepare for the introduction of multiplication.

Next, the teacher explained how to rewrite it into multiplication formula by combining seven addition formulas, and taught them how to read it, so that students could read it several times and deepen their impression. Then let the students rewrite the remaining addition formulas into multiplication formulas. Every time they rewrite one, they should review the reading and significance of the same addend and several multiplication formulas. At the same time, guide students to observe which is faster to write, the addition formula or the multiplication formula, and find that multiplication is a simple operation of addition, and the teacher will do a short paragraph. Next, do exercises to consolidate, change addition into multiplication, and know the names of each part on the basis of mastering multiplication!

In teaching, teachers can train students to say complete words, cultivate students' ability to observe pictures, find problems, ask questions and solve problems, memorize the names of various parts of multiplication by scrambling to answer, and pay attention to let students say the liquidation theory when doing exercises.

This lesson is the first time that students are exposed to multiplication. By doing exercises, the teacher found that students didn't understand the meaning of multiplication thoroughly, which showed that the teacher didn't give students enough experience of multiplication in class. Ask students to say several addition formulas with the same addend, and make it clear that each addition formula represents several additions. Through the constant increase of addend, I found it inconvenient to write. This leads to multiplication, which is beneficial to students' understanding of this simple form and can be further developed.

In addition, teachers should also take some incentive measures to arouse students' enthusiasm and improve listening efficiency. Continue to cultivate students' ability to speak complete sentences. When doing multiplication exercises, make up for the lack of this lesson. Let the students give examples and say more about the meaning of "several".

Reflections on the Teaching of Angle Understanding Chapter 5 "Understanding Time" is to further understand the time on the basis of understanding the clock in the first volume of Senior One, which is a difficult point this semester. The teaching goal of this lesson is to let students identify the reading time with the method of 5 points and 5 points, and know that 1 is 60 points through actual operation. Because time is a very abstract concept, it is difficult for students to understand. Therefore, in teaching, I pay attention to creating opportunities to design students' hands-on links, and use clocks, clock models and other physical AIDS to help students better understand the concept of time.

First, teaching design, step by step,

The teaching order of this lesson: know the clock face-understand 1 minute-time-sharing relationship-know when.

Second, highlight key points at different levels and gradually break through difficulties.

(1) The teaching emphasis is arranged in this way. Students re-understand the clock face, find the relationship between the big grid and the small grid, and further understand that there are 12 big grids and 60 small grids on the clock face; Students read the textbook and know that when the hour hand goes 1, the big grid is 1 and the minute hand is 1, which establishes the direct relationship between the hour hand and the big grid and lays the foundation for further learning new knowledge. By observing the rotation of the minute hand and the hour hand, the relationship of "1 hour =60 minutes" was found. On the basis of understanding "minutes", guide students to explore the understanding of three clock faces in Example 2, and sort out the methods of understanding time: "When the hour hand passes the number 4, how many squares the minute hand moves from 12 is how many minutes it is at 4 o'clock." "If the hour hand passes the number 5, how many squares the minute hand has gone from 12 is how many minutes it is at 5 o'clock; If the hour hand passes the number 10, how many squares the minute hand moves from 12 is how many minutes of 10. " Further reasoning leads to the general method of knowing the time: "look at the hour hand first, then the minute hand;" When the hour hand passes through the number, it is time; The minute hand is divided as many squares as it goes from 12. "Guide students to establish mathematical models and infiltrate mathematical thinking methods.

(2) This is the breakthrough of teaching difficulties. It is difficult for students to master the hour or just after a few hours, so the following teaching links are arranged in the teaching: students learn to know when and how many minutes later, and then further know 10: 55, through the comparison between 10: 55 and1:55, 9: 55,

Third, the combination of various teaching methods.

In the teaching of this course, students are instructed to adopt autonomous learning (reading textbooks), learning from books (the minute hand is 1, and the understanding of when and when and the relationship between 1 and 60), cooperative learning (re-understanding the clock face) and so on. Through the teaching of various learning methods, students can learn actively and hone their skills.

Fourth, shortcomings.

1. Although I designed the activity of setting the clock, the form of setting the clock is relatively simple. The teacher always says that students dial. In fact, teachers can let students cooperate freely: one person tells the time, another person sets the clock, or another person tells the time on the clock face, so that students' participation will be higher and students' cooperative communication ability will be cultivated.

2. The teaching language is not refined enough, the guidance is not detailed enough, and the effectiveness of time is not well grasped.

Reflection on teaching from the perspective of understanding 6 65438+February 9, an exciting and tense day. Teaching in front of so many teachers for the first time is quite like teaching fish to swim. However, this lesson, like the first battle, has different universal significance to my teaching career. What I teach is the first lesson of "Knowing the Clock", the first volume of primary school mathematics published by People's Education Publishing House. For this course, I have been thinking hard and trying to come up with a math class with my own ideas. Every link has been carefully polished, and every sentence has been considered for half a day ... It has been used for 1.5 months before and after, and finally it is freshly baked. The reaction after class is ok. After all, for a newcomer, seniors will be tolerant and encouraged, and their hearts will begin to become bolder. I am very, very grateful to someone. I made up my mind to let her listen to my next class. Maybe this is the power in the dark!

No matter how wonderful a class is designed, it will always serve students. In the subsequent exercises and tests, the students' feedback gave me some ideas.

When drawing 1 and 12, at first many students seemed to draw only 1 pointer. In order to avoid this situation, I uniformly ask students to remember to bring an arrow when pulling out the needle, and the arrow should point right at that number. If this small detail is implemented in the classroom, students can take fewer detours.

2. Half-day painting. In teaching, I let students learn to say this sentence: the minute hand points to 6, and the hour hand is half past. If you ask students to look at the clock and say what time it is, there is generally no problem, but when drawing a clock, there is a problem, that is, how do students convert "how many times has the hour hand passed" into a clock face diagram. For example, let students draw 1: 30, and many students like to draw between 12 and 1; But when they recognized the clock face of 1: 30, they didn't hesitate to tell me that it was past 1. In the final analysis, students still can't really understand the direction of the pointer-clockwise. There is no clear "clockwise" goal in the textbook, which is contradictory.

Later, I thought about it. If the courseware is designed to move like a general clock in the whole teaching process, so that students can feel that the hour hand and the minute hand are moving in one direction, that is clockwise. Let the students not only review the whole time, but also perceive the direction of the hour hand and the minute hand when watching the clock go. Then this half hour is a foreshadowing to clarify the question of "how many times".

3. How many hours will it take? This problem often appears in practice, but I didn't involve it in the design. It would be better if this idea were infiltrated into A Day at School. For example, self-study at 8 o'clock in the morning, three hours later, is the time for us to eat-11.

4. Full-time and half-time writing. The writing method of general electronic clock will not cause trouble to students. The writing method of mechanical clock requires students to write words, and many students write typos, with one more picture or one less picture. Attention should be paid to writing problems in teaching, especially "half", which is not only easy to write three horizontal pictures, but also easy to miss words.

Reflections on the Teaching of Understanding Angle 7 "Understanding Clock" The purpose of this lesson is to let children know the clock, distinguish the hour hand from the minute hand, understand the arrangement law of numbers on the clock surface, preliminarily understand the operation law of the hour hand and the minute hand, and understand the hour and half hour. In order to improve children's interest in learning, I use courseware teaching, so that children can grasp the teaching purpose more intuitively and actively while maintaining their interest. Throughout the class, the children studied actively, the classroom atmosphere was warm, and knowledge acquisition and emotional experience were synchronized.

I led the topic by visiting the watch shop, showing clocks of different shapes, sizes and colors, and guiding children to fully observe what clock faces have in common. The children found out at once, and the atmosphere in the classroom suddenly rose.

Then, I guide the children to observe and know the number 1- 12 on the clock face first, focusing on the positions of the four numbers 12, 3, 6 and 9. Understand the arrangement law of 12 numbers, and know that these numbers go clockwise. Then let the children know the hour hand and the minute hand, let the children look at the difference between the two hands carefully, and distinguish the hour hand and the minute hand according to the length and thickness of the hands. And through the physical demonstration, let the children know the operating relationship between the hour hand and the minute hand. Two hands go in one direction, which is called clockwise. The minute hand turns once, and the hour hand turns once. Through the demonstration, the children can see clearly and have a strong interest.

In the process of understanding the hour, I showed the 12 small clock in the courseware, so that children could find out where the hour hand and minute hand are through observation. Then I will show several clocks on the hour to help children consolidate their understanding of the hour. Then I asked them to take out their school tool "Penguin Clock" to listen to the teacher's time, and they dialed hours. Because of the actual operation, most children have a good grasp of this link.

The difficulty of the activity lies in knowing a little. How can children easily master the difficulty? I used the contrast method: let the children observe the hour clock and 1: 30 clock respectively. Most children strike the hour, and some children strike the hour at 1: 30, so I asked him to say,' How do you know?' Finally, I will guide the children to summarize themselves: at 1: 30, the clock always points to 6, and the clock points to the middle of the two numbers. As for the difficulty of when, I explained with the help of the physical clock while setting the clock: if the hour hand is between 4 and 5, does the number 4 passed by the hour hand reach the number 5, so it should be 4: 30 instead of 5: 30 now. When they show the courseware again and let them have a look and talk about what time it is, they find that most children have mastered it. Then let the children look at the digital time, dial the school tools themselves, and help them consolidate for half an hour.

The whole activity is from shallow to deep, step by step, game-oriented, with children's operation as the means, so that children can start with perception, with multimedia and physical teaching tools as the media, and give children a clear and accurate concept. Children are always the main body in the activities, and the principles of activities are followed in the activities, and the methods of discovery and games are comprehensively used, so that children can promote active learning through operational activities and verbal activities.