This lesson is the first lesson of remainder division. The main purpose of the textbook is to let students know the remainder, intuitively understand the meaning of division with the remainder, and understand that the remainder must be less than the divisor. Teacher Yang deeply understands the intention of textbook arrangement, and determines and realizes teaching objectives closely around textbooks.

Second, create an activity situation that helps students learn.

In the introduction of the new lesson, the teacher created an operation activity for students to set strawberries. The strawberry pictures made by Teacher Yang are vivid, fresh and delicious, and the students are interested at once, which naturally stimulates their interest in learning, successfully leads to the mathematics knowledge to be learned in this class, and also plays a guiding role. In the process of exploring new knowledge, teachers also pay attention to creating a harmonious classroom atmosphere and activity situations that help students explore, and stimulate students' desire for autonomous learning and inquiry learning through activity situations.

Third, the focus and difficulty of teaching

According to the design of teacher Yang's teaching content, it mainly helps students to establish the concept of remainder, initially understand the significance of division with remainder, and know that remainder must be less than divisor. Teacher Yang firmly grasps the meaning of the remainder and the fact that the remainder is less than the divisor in teaching, which is the focus and difficulty of the whole class. New course teaching and classroom exercises are all around these two major contents. In teaching, in order to let students better understand the meaning of the remainder and the fact that the remainder is less than the divisor, Mr. Yang strengthened intuitive teaching and made full use of the operation activities of placing strawberries and squares with sticks, so that students could truly feel the objectivity and production process of the remainder when dividing objects equally. For example, in the process of placing squares with sticks, students could personally experience that the remainder must be less than the divisor.

It is a great pity that Mr. Yang didn't grasp the time well in this class. When reviewing old knowledge, he spoke in too much detail. During the whole class, the teacher talked too much, and it was time-consuming for students to collectively praise every time they answered. When Mr. Yang was about to enter the link of understanding the relationship between remainder and divisor, the time was up and he failed to achieve the expected goal.

extreme

After listening to Mr. Hong's lecture on divided classes with remainder, I feel that Mr. Hong can fully consider the starting point of students' learning in class. Starting from the average score that students are familiar with, she constructs a division formula with remainder, and through hands-on operation, students can find that there will be redundant numbers after division. At this time, Mr. Hong asked the students to try to express it with formulas. Due to the extra situation in the grading process, students are eager to know what formula to use to express such a topic. Teacher Hong showed the formula on the blackboard when the students needed it most, and the students were deeply impressed. At the same time, it has created a relaxed and harmonious learning atmosphere for students, which embodies the "student-centered teaching thought". According to Mr. Hong's teaching, I said the following points:

First of all, review the introduction, simple and clear.

Before entering this class, Mr. Hong can divide six apples into two plates according to the characteristics of junior two students. How many plates can he put? Lead to the old division without remainder, plus an apple. How many plates can students put in every two? It is natural and intuitive to lead to division with remainder and prepare for learning new knowledge.

Second, pay attention to students' hands-on operation and cooperative exploration.

In this class, Mr. Hong gave the students more free space and asked them to make a circle first. "Put 7 apples in every 2, how many plates can you put?" Then let the students explore independently, cooperate and communicate, and finally communicate with the whole class: let the students talk about the process of division, make clear the meaning of the remainder, and fully mobilize the enthusiasm of the students. In the process of hands-on operation, encourage students to recognize the role of activities, and then observe the remainder and divisor in several formulas in the table, and boldly guess the relationship between remainder and divisor. In this operation, students participate effectively, explore independently, cooperate and communicate, so that students can deeply understand the reason that the remainder is less than the divisor in the process of experience, experience and acquisition, thus verifying the conjecture just now and solving the teaching difficulties. This kind of teaching not only satisfies students' psychological needs for further study, but also makes students more intuitively familiar with one of the new knowledge points to be learned in this class-remainder, that is, the number that cannot be divided, remainder, and the number that cannot be divided enough ... Standard reading and writing is the basis for students' future study. Try to put it on the table, fill it in, say it out, and show the writing method of "dividing the remainder vertically", combining horizontal and operational activities. Observe and gradually get familiar with the meaning of each part of the vertical score with the remainder, so as to gradually strengthen the students' sensory representation and deepen their perceptual familiarity. Finally, through mutual communication, comparison, analysis, thinking and summary, they gradually abstract mathematical knowledge and form a correct cognition.

Third, pay attention to the connection between mathematics and real life.

Only when mathematics is connected with life can students truly realize the application value of mathematics, stimulate their enthusiasm for learning mathematics, and make the acquired mathematical knowledge really be used to solve practical problems in real life. In the exercise session, Mr. Hong put forward three questions according to the three questions in exercise 12 on page 53 of the script. The first question is the basic exercise to check students' mastery of what they have learned. The second question permeates the method of trial quotient. The third question is an open question, so that students can further understand the relationship between remainder and divisor. These three problems go deep into each other, making students feel the close connection between mathematics and life, and cultivating students' consciousness of seeing problems with mathematical eyes, thinking problems with mathematical minds and solving practical problems with mathematical knowledge.

Generally speaking, Mr. Hong's classroom design is orderly and his language is concise and clear. When guiding children to speak or read aloud, students' language is clear, crisp and neat, with moderate speech speed and comfortable listening.

Secondly, the capacity of this class is particularly large. Generally speaking, the content of this course is more substantial. She let students know the origin and writing of division with remainder, and optimize it, then let students master the writing of division with remainder and the relationship between parts, and finally consolidate it with practice. This is a more successful class.

Tisso

Let's not talk about the advantages. Let's make some suggestions.

1. When division with remainder is introduced in this lesson, only division (several groups) is involved, so that students will not get an average score, which can make students form cognitive conflicts and generate learning needs through the activities of dividing sticks. If students are asked to divide the 10 stick into two, three, four, five and six sticks, how many people can they give it to? Students complete the form while operating, and then ask them to observe the form carefully and compare and classify several situations. Students draw a conclusion through observation and comparison: after each group divides the sticks equally, there are two different results, one is that there is no surplus and the other is that there is surplus. At this time, students have cognitive conflicts, and they need to learn a new algorithm. Teaching activities come naturally, and the remainder is the remainder, which highlights the concept and significance of division with remainder, so that students can understand the significance of division with remainder in real situations and further feel the connection between mathematics and life.

2. Extracurricular expansion is not enough, and students can't compare the situation well. The following categories should be presented:

Please be a little teacher and judge whether it is right or wrong. 14 ÷ 4 = 3 ...2 13 ÷ 2 = 5 ...3 19 ÷ 4 = 4 ...3 18 ÷ 3 = 5 ...

There is a number, the divisor is 2, what is the remainder? Why is the divisor 3 and what is the remainder?

If the divisor is 6, what is the remainder? If the divisor is 100, what is the remainder?