Reflections on mathematics teaching in the first grade of primary school
The understanding of the number 1 1~20 is the content of the seventh unit of the first grade textbook, including: the addition and subtraction of the number 1 1 ~ 20, the number of reading and writing, and 10. The content of my class is the first lesson numbered 1 1 to 20. In order to teach this lesson well, there are three difficulties that need to be broken through: 1, and how to attach importance to students' existing learning foundation. Nowadays, children can actually write 1 120 in metropolis, and they also know the knowledge related to these numbers. How to pay attention to children's existing learning foundation in class is a breakthrough in teaching.
2. Establishment of the decimal concept.
3. Cultivate students' sense of numbers.
Success:
1, from the students' existing knowledge and experience, handle the teaching content well.
According to the current situation and development level of students, I didn't spend time teaching students how to count the number of 1 1-20, but let students directly participate in counting the number of objects, such as the number of people in groups, counting sticks and so on. Another example is a series of teaching activities, such as reading ruler and arrangement, digital reading and comparison of digital dolls, which make full use of students' existing knowledge and experience and let students understand the knowledge themselves in the activities.
2. Establishment of the decimal concept.
Knowing the number 1 1~20 is a leap for students to understand numbers. It is the basis for students to establish the decimal concept and understand the counting unit of ten. Focusing on how to put it so that others can quickly see that it is 12, students operate sticks independently, report and communicate, and present a variety of placement methods. Students express their opinions and cannot understand the advantages of 10 tied into a bundle. However, bundling 10 is the pillar of understanding 10 one and 1 10, which students must master. At this point, I skillfully designed three pictures, 1 1 floor pendulum, 2 2 floor pendulum and 10 floor pendulum. All three pictures appeared for 2 seconds and disappeared immediately. When students put 1 building and 1 building together, through the comparative experience, let students truly feel that it is easiest to see how many 10 roots are tied into a bundle, and realize the superiority of this method. This teaching design that silence speaks louder than sound breaks through the difficulty of 10-1 is 1 10, so as to understand the meaning of numbers, establish the correct concept of numbers and lay a solid foundation for cultivating the sense of numbers.
3. Set teaching by learning and cultivate students' sense of numbers.
Reflections on mathematics teaching in the first grade of the second primary school
There are many problems in the first new lesson "Counting" today. The only problem is the slow pace, and the teaching task is only half finished. The new lesson is over, and I haven't done the previous exercises. Mainly to maintain classroom order, cultivate students' awareness of classroom discipline and shape good classroom discipline behavior. Of course, my teaching language is too verbose and talkative, which really deserves reflection. In the fourth grade, the preparation before class needs to be strengthened. It took some time to tidy up the school boxes and set up the math textbooks. Then there are all kinds of discipline, but the effect is average. On the one hand, I can't bear to spend too much time on discipline, on the other hand, the children are too noisy and have to stop to discipline. This leads to incomplete discipline and children's troubles. Today, I used a projection. As a result, many children are very curious and keep asking: Teacher, what is this? In class, Guo ran around in front of the platform, moving the curtains and touching the projector. When I was showing the students' homework, Guo was touching the projection, which disturbed the normal teaching order. I should stop and punish him. I'm just saying it casually. It's useless He still goes his own way. The most irritating thing is that Guo touched this and that for a while, and then began to quarrel with other children. Gong Wenxuan is one of the people most affected. Today, she ran around happily on the podium and was yelled back by me. So is Xu Ruicong of Class 5, who keeps going to the toilet and has a loud voice. He just walked up to you and tried to ignore him. So, to sum up today, I spent half my time on discipline, but I failed.
First-year students should do the following:
1, praise it hard. It's not just students who answer well who need to get points. As long as they stand up and answer questions, people related to the answers can get points. Like Guo, as long as he can sit still, he can get points, as long as he sits quietly in class. So is Xu Ruicong. Don't be stingy, use rewards to arouse everyone's enthusiasm.
2. Don't yell at the children. I can't yell at you at first. Not only can my voice be unbearable, but my children will also hate you. When we discipline ourselves, we must achieve results. We can't relax our requirements because of time. We must finish everything I ask you to do within the specified time. Remember to delay.
3. Some questions can be brushed aside, and students should be praised for their wonderful answers. Today, when Zhou Youyou answered the number of birds, he said that there are two numbers, which have been counted in groups and have the basis of multiplication.
4. Be sure to let the children introduce their own counting methods. Let them say how they count.
5. When the peers exchange and cooperate, they can find both sides.
Reflections on mathematics teaching in the first grade of the third primary school
This semester, I am a math teacher in Class One or Two of Senior High School. First-year students are lively and naive because they have just entered school. They don't adapt to classroom learning, and their attention in class is short, but they all have a strong thirst for knowledge. According to the situation of students and the characteristics of teaching materials, I have mainly done the following work in teaching this semester: First, study the teaching materials carefully and prepare lessons well.
To teach books well, we must first understand the teaching materials. To understand the textbook, we must understand the basic ideas, concepts, sentences, pictures and symbols, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, use it freely, and understand what materials should be supplemented and how to teach it well. According to the teaching materials and the age characteristics of students, the teaching plan is carefully drawn up. According to the information in each section, carefully determine the teaching objectives. In addition, it is necessary to understand the quality, interests, methods and habits of students' original knowledge and skills, predict what difficulties students may encounter in the process of learning new knowledge, and carefully arrange the activities of each class in combination with the teaching materials. Be prepared and don't fight unprepared, so as to ensure the excellent completion of teaching tasks.
Second, seriously organize classroom teaching.
Although the textbooks for the first grade are few and shallow, it takes a lot of effort to organize a class well. Since most students have read preschool classes, the materials learned this semester are all old knowledge, so how to turn "old knowledge" into "new knowledge" in class and make students interested in mathematics learning is the key to learning mathematics well. Accordingly, in classroom teaching, I try my best to be innovative in teaching methods and pay attention to every student's feedback. Creating teaching situation to arouse students' enthusiasm. Pay attention intentionally and remain relatively stable. In teaching, students can see it by using visual teaching AIDS, and also do it by themselves. The process and result of doing it are verbally described, so as to achieve the purpose of speaking, doing and thinking, and fully mobilize students' various senses. Classroom questioning is aimed at all students. Lectures are combined with exercises, and exercises are mostly conducted in the form of games, so that they have a happy mood, stimulate their interest in learning and create a good learning atmosphere. For example, when teaching the composition of numbers, use games such as "password matching", "clapping" and "pointing" to practice; When teaching addition and subtraction within 10, use games such as "driving a train", "password matching" and "rushing to answer" to practice. In this way, students are not only interested, but also remember. Let them learn while playing, have fun and be willing to learn.
Third, timely feedback after class to improve the teaching quality in an all-round way.
Pupils are active and playful, lacking automatic potential. Some students are often absent-minded in class. They don't have enough knowledge taught by their teachers. In view of this situation, I correct the homework in each class in time, give serious feedback, find it in time and give timely guidance. In addition to giving more guidance to students with learning difficulties, we should also pay more attention to their lives and talk with them, so as to narrow the distance between teachers and students, gradually make ourselves their friends, establish their learning confidence and help them make progress, thus improving the teaching quality in an all-round way.