Reflections on the teaching of addition and subtraction of simple decimals 1 "Addition and subtraction of simple decimals" is the content of Unit 7 "Preliminary understanding of decimals" in the second volume of the third grade of People's Education Press. This part of the content is taught on the basis of students' learning the meaning of integer addition and subtraction and the preliminary meaning of decimal. "Mathematics Curriculum Standard" clearly points out: "Mathematics is closely related to life, and mathematics comes from life and serves life." I have designed the following teaching objectives:
1. Understand the significance of decimal addition and subtraction under specific circumstances and master the calculation method;
2. Students can skillfully write decimal addition and subtraction;
3. Cultivate students' abstract generalization ability and transfer analogy ability.
In real life, many students already have the experience of decimal calculation and their own methods when shopping. Therefore, the textbook designs an example scene of buying stationery in a stationery store to explore the calculation method of decimal addition and subtraction. Through shopping, let students find the math problems in their lives and find the ways to solve them through their own personal observation. By feeling life, let students know that mathematics is around and cultivate students' interest in learning mathematics.
When teaching, I combine specific teaching situations to help students understand the principle of decimal point alignment. By studying and calculating decimal addition and subtraction, the calculation method of decimal addition and subtraction is finally summarized, so that students can write decimal addition and subtraction skillfully. In teaching, I found that students can quickly calculate decimal addition and subtraction with specific practical significance according to practical significance. Because simple decimal addition and subtraction pen calculation comes from the knowledge transfer of integer pen calculation, it is not difficult for students to transition. However, in practice, the addition and subtraction of integers and decimals appeared. At this time, students began to be confused about the "alignment of the same digits", especially when integers could not find decimal points and there was no actual situation to rely on. So I guide students to put decimals in specific situations (in units of yuan), and then discuss "alignment with units" in specific situations. If the digits are different, the space is 0, and all of them are converted into decimals with the same digits, which is convenient for alignment and addition and subtraction. This makes it easier to align, and the correct rate of students is obviously improved after this vertical column.
Reflections on the Teaching of Simple Decimal Addition and Subtraction 2 This part of Simple Decimal Addition and Subtraction is based on students' understanding of decimals and their mastery of integer addition and subtraction. The decimal addition and subtraction in this lesson involves only one decimal, and the key point is to master the calculation method of decimal addition and subtraction, and understand that "decimal point alignment" means "the same digit alignment". Therefore, in teaching activities, I pay attention to guiding students to migrate from integer addition and subtraction algorithm to decimal addition and subtraction, and understand the theory and algorithm.
After the whole class, because I have tried it many times, the overall feeling is still relatively smooth and has achieved certain results. "Mathematics is closely related to life. Mathematics comes from life and serves life. " In fact, in real life, many students have had experience and their own methods of decimal calculation when shopping. Through the data on the shelf of stationery store, this paper explores the written calculation method of decimal addition and subtraction. Through the presented data, students can find mathematical problems in real life and seek ways to solve them with their own personal experience. On the basis of solving problems by oral calculation, students are guided to try to use vertical calculation, and combined with previous life experience and vertical calculation of integer addition and subtraction, to help students understand the written calculation theory of decimal addition and subtraction and summarize the written calculation methods. Through the addition and subtraction of decimals, we can cultivate students' rigorous, serious and meticulous scientific attitude.
I think it's better:
Firstly, introduce the situation of stationery stores to stimulate students' interest. Show the scene of buying stationery in a stationery store, let the students observe, look for mathematical information and ask questions. The students asked many questions. According to the students' answers, several different decimal addition and subtraction formulas are listed.
Second, take students as the main body and guide students to explore and master knowledge. How to make students understand that "decimal point alignment" is the truth of "same digit alignment"? I instruct students to put decimals into specific situations (in yuan units) and understand the meaning expressed when 0.8 yuan and 0.6 yuan are arranged vertically. If there is a difference in the number of digits, it will be much easier for students to align the number of digits if the vacant number of digits is 0 and replaced by decimals with the same number of digits. Students try to exchange summary algorithm after calculation by themselves.
Third, design exercises, consolidate knowledge and improve calculation ability. Mathematics classes, especially calculation classes, are often very boring. Because the content of this course is relatively simple, I attach importance to the design of exercise questions, reflecting diversity and hierarchy in practice.
Fourth, put forward many problems in combination with the theme map, and use knowledge to solve other mathematical problems after understanding and mastering the calculation method;
Fifth, students not only solve problems in life situations, but also experience the close relationship between mathematics and life. At the same time, it also involves the content of basic exercises and competitions, which improves interest, mobilizes students' enthusiasm and actively participates. Apply knowledge in practice and improve ability.
Disadvantages:
First, after the students tried to calculate, only three students were killed because of time, and one of them couldn't hear clearly. Only a few children reported, and the teacher guided the students to summarize the algorithm. Most students are listening, and there are few opportunities to think and perform.
Second, the introduction of the first half of the class is not simplified enough, and the second half is impatient, which does not give students too many opportunities to think and does not mobilize students' initiative to think well. It is possible for students to discuss and summarize written calculation methods in cooperation, which will generate new sparks. Or let students use written calculation methods to supplement the whole method, which will also have better results.
Third, the details of the slave driving class are not in place in some places. In the process of solving problems, students' narrative expression ability has not been paid attention to.
Reflections on the teaching of addition and subtraction of simple decimals 3. This part of "Addition and subtraction of simple decimals" is taught on the basis of students' learning the significance of integer addition and subtraction and the significance and nature of decimals. "Mathematics Curriculum Standard" clearly points out: "Mathematics is closely related to life, and mathematics comes from life and serves life." In real life, many students already have their own experience and methods of decimal calculation when shopping, so I designed a scene of buying stationery in a stationery store to explore the calculation method of decimal addition and subtraction. Through shopping, let students find the math problems in their lives and find the ways to solve them through their own personal observation. By feeling life, let students know that mathematics is around and cultivate students' interest in learning mathematics. In teaching, I help students understand the principle of decimal point alignment and pay attention to cultivating students' ability of generalization, induction, analysis and application.
This lesson focuses on the instruction of learning method: (1) How much does it cost to calculate * * *? Learn how to calculate fractional addition. (2) How to change how much one article is more expensive (cheaper) than another stationery? Learn decimal subtraction independently and summarize the calculation methods of decimal addition and subtraction. Among them, students are often influenced by integer subtraction to align the last number of the calculation problem that the reduced decimal places are less than the reduced decimal places in this section. Therefore, it is found through discussion that "when the decimal places of the minuend are less than the decimal places of the minuend, you can first add 0 to the end of the minuend to make the decimal places of the minuend as much as the decimal places of the minuend, and then calculate according to the calculation method of integer subtraction." This makes it easier to align. After arranging students vertically in this way, the correct rate is obviously improved. (3) Finally, observe and compare the similarities and differences between integer addition and subtraction and decimal addition and subtraction, and summarize the calculation methods of decimal addition and subtraction. Make students master the calculation method of decimal addition and subtraction, and lay a solid foundation for future study.
In the teaching process, students can solve problems by themselves, and problems that cannot be solved by themselves can be solved in groups. Teachers only give some guidance and help at the right time, return the classroom to students, and let students really participate in classroom learning.
Reflections on the teaching of simple decimal addition and subtraction 4. Simple decimal addition and subtraction is often encountered by students in their daily life. Mathematics curriculum standard clearly points out: "Mathematics is closely related to life, and mathematics comes from life and serves life." In real life, many students already have the experience of decimal calculation and their own methods when shopping. By feeling life, let students know that mathematics is around and cultivate students' interest in learning mathematics.
In teaching, I help students understand the principle of decimal point alignment and pay attention to cultivating students' ability of generalization, induction, analysis and application.
After the whole class, the overall feeling is relatively smooth, achieving the preset effect. Through the presented data, students can find mathematical problems in real life and seek ways to solve them with their own personal experience. On the basis of solving problems by oral calculation, students are guided to try to use vertical calculation, and combined with previous life experience and vertical calculation of integer addition and subtraction, to help students understand vertical calculation of decimal addition and subtraction. In the process of solving problems, cultivate students' cooperative consciousness and ability. Through the addition and subtraction of decimals, we can cultivate students' rigorous, serious and meticulous scientific attitude.
Of course, there are still many shortcomings in this class:
The depth of feeling is not enough for students with learning ability, and there are not many open questions.
(2) There is no patience in the second half of the class, and students with learning difficulties don't have too many opportunities to arouse their learning enthusiasm. Maybe wait a little longer, there will be new sparks.
③ In some places, the handling of classroom details is still not in place. For example, the layout of blackboard writing and the design of group discussion should be further adjusted. There is also the inability to cope with the generative resources in the classroom and the lack of teaching tact. These problems are all places that I should pay attention to and improve in future classes.
In the teaching process, students can solve problems by themselves, and problems that cannot be solved by themselves can be solved in groups. Teachers only give some guidance and help at the right time, return the real classroom to students, and let students really participate in classroom learning.
Reflection on the Teaching of Simple Decimal Addition and Subtraction 5 Today, when I was studying decimal addition and subtraction, I abandoned the framework of lesson plan preset, and went straight to the subject from the beginning, allowing students to directly calculate the price of purchased goods with decimals.
In the process of doing it, I observed the students' answers, analyzed and summarized the reasons for their mistakes. After they finished, I said to them: Everyone is very smart and can do problems that have never been done independently. Teachers and students are all eager to know how you did it. Let's talk about it and show your achievements, ok? A few kind words made the students have the desire to express themselves and went on stage to express their ideas. The students' answers are really lively, ever-changing and interesting, each with its own reason and connotation. Simple decimal addition and reasonable and profound analysis from multiple angles let me face the inner world and thinking process of students directly. Is it sometimes too detailed to reflect on my usual teaching behavior? My nagging, nagging, is likely to make students absent-minded and even rebellious.
In today's class, students have changed from passive recipients and participants to explorers and creators. In this way, teachers teach easily and happily, students learn actively and happily, and the cultivation of creativity takes root in the process of migration. I really realize that only in this way can our classroom teaching not wither under the subconscious of new ideas.
Reflections on the teaching of simple decimal addition and subtraction 6 Mathematics comes from life, and there is mathematics everywhere in life. The most fundamental thing in learning mathematics is to solve problems. Mathematics education is to guide students' learning methods and habits, emphasizing the connection between mathematics education and the life world, which cannot be simply understood as the replacement of content.
Decimal addition and subtraction is taught when students master the calculation rules of integer addition and subtraction and all the numbers on the same digit are added and subtracted. By reviewing the calculation method of integer addition and subtraction (that is, only numbers on the same digit can be added and subtracted), it is migrated to decimal addition and subtraction. In the newly awarded link, I designed it like this:
First, create a shopping situation, so that students can freely choose the stationery they want to buy, so as to obtain the mathematical information presented in the picture. Through this information, students can find math problems and tell them what they want to buy first. Then the teacher's questions are introduced into examples, students seek ways and means to solve problems through cooperation and exchange, and teachers focus on teaching according to the methods said by students. When teaching vertical style, I designed a questioning session, which deepened students' understanding of decimal point, told a real story about decimal point in life, realized the close relationship between mathematics and life, and once again let students know the importance of decimal point.
Then, in the teaching of decimal subtraction, we should give full play to students' leading role and stimulate their interest in learning. First, put forward your own subtraction problem with the stationery you want to buy, and draw a conclusion by means of group cooperation and communication. When students put forward different calculation methods, I followed the trend and skillfully put forward the problems I wanted them to solve in order to achieve the expected teaching purpose. The vertical subtraction on the blackboard (1.2 yuan -0.6 yuan) deliberately omitted to write the difference between 0 and decimal point, making 0.6 become 6. At this time, the students' strong reaction was aroused and the classroom atmosphere reached a climax. Some students say that "0" is not a decimal point, while others say that it becomes 6 yuan without a decimal point. Everyone said it was lively and made a boring calculation. In this atmosphere, I asked students to discuss "Why do you have to count leading zeros and decimal points without writing them?" Combining with the argument just now, the students came to their own conclusions. Finally, the relationship between decimal addition and subtraction and integer addition and subtraction is summarized, and a thinking expansion problem is completed, which sublimates the students' learning content. Giving teachers the right to fully explain to students has always been my goal, because children are the masters of teaching activities.
In this kind of teaching, abstract mathematics knowledge is put into practical and meaningful learning activities, which effectively bridges the gap between teaching and life and realizes the connotation of mathematics from life to life. In this class, we should follow students' cognitive rules, highlight key points, break through difficulties, adopt cooperative communication, discussion, reasoning, demonstration and revision, fully expose students' thinking process, reflect while listening to their peers' opinions, learn from each other's strengths and adjust their thinking structure at any time, so that each student can understand the calculation method of decimal addition and subtraction in this process. With the help of error resources, students can better understand that decimal point alignment is the same digit alignment. In the new teaching, the operation of decimal addition and subtraction is highlighted.
After teaching, I feel that the whole class lacks strict arrangements. Instructional design under the guidance of the new curriculum concept should move from static design to dynamic design, and from solidified design to elastic design. In the process of new course teaching, the flexible use of teaching materials is not enough, the creativity is poor, and the time is not well grasped, which leads to insufficient practice, and the feedback from students is beyond the teacher's control.
In the future teaching, I will actively guide students to actively participate in and experience, build knowledge through their own experience, understanding, absorption, internalization and thinking, and cultivate students' ability to solve problems.
Reflections on the teaching of simple decimal addition and subtraction 7 The teaching of simple decimal addition and subtraction is based on students' recent preliminary understanding of the meaning of a decimal and their previous mastery of the addition and subtraction of numbers within 10,000, and only involves the addition and subtraction of a decimal (the nature of decimals will not be learned until the fifth grade last semester, so it does not involve the integer reduction at the end of the result and the calculation of zero).
Before class, all students can tell what 0.3+0.9 is and list the correct vertical lines. It can be seen that students can transfer the algorithm of integer addition and subtraction to decimal addition and subtraction, and it is easier to understand and master the arithmetic and algorithm of adding and subtracting a decimal.
According to the analysis of teaching content and learning situation, I made the following attempts in the teaching of this course:
1. Expand the function of examples and penetrate the law of collocation.
An example is when a snack shop buys snacks. The four kinds of snacks and their prices are steamed bread -0.5 yuan, soybean milk -0.7 yuan, wonton-1.8 yuan and noodles -2.4 yuan. By asking questions, we can find out the total price and price difference of the two kinds of snacks, and then we can get the addition and subtraction of one decimal place. The relatively simple teaching content also provides room for expansion. After teaching the example, I asked the students to think, "Choose two kinds of food at will and find the sum of their unit prices and the difference between them.". How many different situations are there? " Then ask the students to work together at the same table and list the formulas. In this process, the law of collocation is infiltrated to cultivate students' orderly thinking methods.
2. Carefully design and improve the function of calculating exercises.
The calculation class often gives people a boring feeling, in which a single calculation exercise is a very important reason. The content of this lesson is relatively simple, so I strive to make a breakthrough in practice design, hoping to improve students' thinking in calculation practice. Of the five exercises in the book, 1 and 2 are pure calculation exercises, 3 and 4 are to solve practical problems, and 5 are to cultivate students' estimation consciousness and ability, which is relatively simple in general. After thinking, I merged and simplified 1 and 2, because practicing vertical calculation in class would make students feel boring; Instead of solving practical problems, considering that the focus of this lesson is calculation, it takes more time to understand the meaning of the question and carry out variant exercises, which can be carried out in the next practice class. At the same time, two exercises were redesigned:
The purpose of the design is to further cultivate students' estimation consciousness, cultivate students' good habit of carefully examining questions, infiltrate the general law of addition and subtraction calculation, and develop students' thinking.
3. Create a sequence of rules.
Let students not only practice addition and subtraction of decimals, but also develop mathematical thinking and stimulate students' practical interest.
In actual teaching, the first exercise achieved the expected results. In the second exercise, it is difficult for students to fill in the middle number in the second question, which is also my own original design, but the tutor pointed out that such a series is prone to ambiguity. For two series of items like 1, even if a few more numbers are given, the answer is not unique. In order to be more rigorous, you can add as many numbers as possible to verify. The answer to the second question is not unique. Students should be "careful" when doing such a topic before they have the concept of "arithmetic progression". I have heard a lecture by Mr. Cao about the lack of ontology knowledge of mathematics teachers, and now I have a deeper feeling about it. Mathematics is a rigorous science. Without an accurate understanding and grasp of the knowledge taught, even the ingenious design will be self-defeating.
Reflection on the teaching of simple decimal addition and subtraction After eight whole lessons, the overall feeling is relatively smooth, and the preset effect has been achieved. Through the presented data, students can find mathematical problems in real life and seek ways to solve them with their own personal experience. On the basis of solving problems by oral calculation, students are guided to try to use vertical calculation, and combined with previous life experience and vertical calculation of integer addition and subtraction, to help students understand vertical calculation of decimal addition and subtraction. In the process of solving problems, cultivate students' cooperative consciousness and ability. Cultivate students' rigorous, serious and meticulous scientific attitude through decimal addition and subtraction.
Of course, there are still many shortcomings in this class: ① For students who have the spare capacity to study, they feel that the depth is not enough and there are not many open questions. (2) There is no patience in the second half of the class, and students with learning difficulties don't have too many opportunities to arouse their learning enthusiasm. Maybe if we wait a little longer, there will be new sparks. ③ The details of controlling the classroom are still not in place in some places. For example, the layout of blackboard writing and the design of group discussion should be further adjusted. There is also the inability to cope with the generative resources in the classroom and the lack of teaching tact. These problems are all places that I should pay attention to and improve in future classes.
In the teaching process, the problems that students can solve by themselves are solved by students themselves, and the problems that cannot be solved are solved by groups. Teachers only give some guidance and help at the right time, return the classroom to students, and let students really participate in classroom learning.
Reflections on the Teaching of Simple Decimal Addition and Subtraction 9 "Simple Decimal Addition and Subtraction" is based on students' learning of addition and subtraction and their preliminary understanding of decimal meaning and digits, and it is also the need of students' daily life and further study and research.
Success:
After the whole class, the overall feeling is relatively smooth and some achievements have been made. "Mathematics is closely related to life. Mathematics comes from life and serves life. " In fact, in real life, many students have had experience and their own methods of decimal calculation when shopping. By extracting the data from the market, this paper explores the written calculation method of decimal addition and subtraction. Through the presented data, students can find mathematical problems in real life and seek ways to solve them with their own personal experience. On the basis of solving problems by oral calculation, students are guided to try to use vertical calculation, and combined with previous life experience and vertical calculation of integer addition and subtraction, to help students understand the written calculation theory of decimal addition and subtraction and summarize the written calculation methods. Through the addition and subtraction of decimals, we can cultivate students' rigorous, serious and meticulous scientific attitude.
Disadvantages:
1. For students who have spare capacity, the depth is not enough and there are not many open questions.
2. The introduction of the first half is not simplified enough, and the second half is impatient, which does not give students too many opportunities to think and does not arouse their initiative to think well. It is possible for students to discuss and summarize written calculation methods in cooperation, which will generate new sparks. Or let students use written calculation methods to supplement the whole method, which will also have better results.
3. The details of the slave class are not in place in some places. In the process of solving problems, students' sense of cooperation and ability are ignored. For example, the problem summarized by the method just mentioned should be further adjusted in the rare link of group discussion. This is also the result of poor time control.
4. The diversity of exercise questions is not enough, and the biggest deficiency is that you won't correct the wrong questions. This knowledge point and correcting mistakes should be the most intuitive and effective.
There are many lectures, mainly because some problems are not summarized systematically enough, so there are many words to talk about. These problems are all places that I should pay attention to and improve in future classes.
Calculation method of appended addition and subtraction pen:
1, aligned with the same number and the decimal point.
2. The decimal part of the vacancy is represented by 0.
3, carry and abdication should be clearly marked, don't forget to write the decimal point.
Reflections on the teaching of simple decimal addition and subtraction 10 Students can quickly calculate the decimal addition and subtraction with concrete practical significance according to the actual meaning, while the simple decimal addition and subtraction comes from the knowledge transfer of integer calculation, so it is not difficult for students to make a natural transition. However, in practice, the addition and subtraction of integers and decimals, and the addition and subtraction of one decimal point and two decimal points have appeared, which makes students confused about the "same digit alignment", especially the integer can't find a decimal point and there is no actual situation to rely on. In teaching, I found that among the counting units without teaching decimals, the number of digits in the decimal part cannot be mentioned, for fear of exceeding the teaching materials. Fortunately, students like to put decimals in specific situations, so give the formula a specific situation to discuss "alignment with the same unit", because the number of digits is different, and the calculation of the vacancy, namely 0, involves the nature of decimals, which brings great confusion to our teaching of writing decimals. My solution is to put the formula in a specific situation (in yuan) and convert it into decimals with the same number of digits, which is convenient for alignment and addition and subtraction. In fact, the basic nature of decimals has penetrated into students here.
A simple reflection on decimal addition and subtraction teaching 1 1 This course is designed around improving the effectiveness of classroom teaching, combined with the strategic research on the introduction design of mathematics classroom in the third grade research topic. Before this class, students had a basic understanding of the addition and subtraction of integers and decimals (limited to the reading and writing of decimals and the comparison of decimals), so in the review design, I used the theme map of the book to show the specific shopping situation, fully excavated the prototype of "decimal addition and subtraction" in life, and let students read out the decimals in the map in the form of "small train" and tell the price expressed by decimals, so that students can really feel that mathematics is around. However, there is a lack of courseware design in this link. If the price expressed in decimal does not directly cover the original decimal, write it below the decimal, so that students can clearly see the meaning of decimal expressed in yuan. I will use the situation diagram to ask four students different questions, and choose the application problem of addition as an example. Unlike the example in the book, it is carry addition. Let the children work out the results independently with the unit calculation method we have learned. Then, I said that the process of writing and calculating in units is too complicated. It would be much easier if expressed in decimals! With the previous review, the students quickly expressed the formula in decimal: 0.8+ 1.2=. However, when writing vertically, how can the same numbers be aligned and how can students tell the calculation? Students have never learned the counting unit of decimals, and the number of digits in the decimal part can't be said. (Can't say ten to ten, percentile to percentile) Teaching this content is to let students try it completely. I first asked a question, "What are the two parts of the decimal system?" To align the integer and decimal parts of two decimals, what should be aligned first? Students will soon think it is a decimal point, and then I will demonstrate through the courseware that as long as the decimal points are aligned, the same number can be aligned, and the decimal point of the obtained number should also be aligned with two addend decimal points. You can write first, and then let the students write vertically in the exercise book according to the vertical format taught by the teacher, and calculate the results. In this session, if the students answer the sentence "the decimal point can be aligned with the same digit", the teacher will not show the vertical writing, but let the students practice. When students talk about the calculation process, I emphasize that the decimal part should be calculated first, then the integer part, and then show three unique skills to pave the way for the following integer addition and subtraction exercises. Many students will write 2 as 2.0 and 10 as 10 when calculating integers and decimals vertically. The reason is that when the decimal number is relatively large, our class has practiced this kind of problem, such as comparing 4 meters with 4.0 meters. 12 and 12.0, etc. They already know that integers become decimals with zeros at the end, and decimals are the same size. In this regard, some colleagues believe that it would be better to explain this part to students. I feel the same way, but I don't think it should be explained in example teaching. Instead, when reviewing the introduction, compare it with 2.0, 10, 10.0, and then ask why it is equal. Thirdly, review that integers become decimals with the end of 0, and the size of decimals is the same, which increases the difficulty of adding and subtracting integers. In order to better consolidate the basic knowledge and skills, I arranged the exercises step by step. First, two decimal addition and subtraction problems appeared in the form of password, in order to let students see the addition and subtraction symbols clearly before calculation. Then, through rapid visualization, four error correction questions appeared, aiming to break through the difficulty of adding and subtracting decimals from integers again. Because I remembered the wrong time, I thought the class was over, so I didn't continue with the following blank: 1. There are six exercises, in order to let the students add and subtract decimals in their minds, improve the calculation speed and make the calculation more skilled. 2。 Two practical exercises.
Reflections on the Teaching of Simple Decimal Addition and Subtraction 12 "Simple Decimal Addition and Subtraction" is based on the fact that students have learned the addition and subtraction of numbers within 10,000 and have a preliminary understanding of the meaning of a decimal, which is also the need of students' daily life and further study and research.
After the whole class, the overall feeling is relatively smooth, achieving the preset effect. In fact, in real life, many students have had experience and their own methods of decimal calculation when shopping. I explore the calculation method of decimal addition and subtraction by extracting the data from pastry shops. Through the presented data, students can find mathematical problems in real life and seek ways to solve them with their own personal experience. On the basis of solving problems by oral calculation, students are guided to try to use vertical calculation, and combined with previous life experience and vertical calculation of integer addition and subtraction, to help students understand vertical calculation of decimal addition and subtraction. In the process of solving problems, cultivate students' cooperative consciousness and ability. Through the addition and subtraction of decimals, we can cultivate students' rigorous, serious and meticulous scientific attitude.
Of course, there are still many shortcomings in this class:
The depth of feeling is not enough for students with learning ability, and there are not many open questions.
(2) In the second half of the class, students are impatient, so there are not many opportunities for gifted students, and their learning enthusiasm is not well mobilized. Maybe wait a little longer, there will be new sparks.
(3) the details of slave driving are still not in place in some places. For example, the layout of blackboard writing and the design of group discussion should be further adjusted. There is also the inability to cope with the generative resources in the classroom and the lack of teaching tact. These problems are all places that I should pay attention to and improve in future classes.