Reflections on the teaching of first-grade math teachers 1
With the gradual deepening of curriculum reform and the gradual improvement of students' comprehensive requirements, mathematics textbooks for lower grades of primary schools are no longer single, abstract and boring mathematics, but are replaced by diverse, vivid and interesting mathematics. If faced with the new textbook content, adopting traditional teaching methods will undoubtedly become a stumbling block to students' learning, and can only negatively promote the early formation of students' weariness of learning. As a front-line worker in teaching, I feel great pressure, actively discover the space and conditions for students to learn, and have a humble feeling about the low-level mathematics teaching in one year's groping study. Please discuss with me.
First, situational teaching should "think".
First-year students' listening effect and comprehension ability are relatively weak. Sometimes the teacher repeats the same sentence many times, but the effect of 100% cannot be achieved. In this way, the teacher teaches hard and the students learn annoyingly. How can we achieve better results? When I teach difficult content, I try to set vivid pictures to help students analyze and learn. For example, Bear walked 35 meters from home to school and 55 meters from school. How many meters is Bear's home from school? When talking about this problem, the animation road map courseware of the school where the bear is released focuses on inspiring students to think about which section the bear walked 35 meters away from home. Which part is 55 meters from the school? The vivid picture not only attracts students, but also makes them understand the mathematical truth contained in the vivid scene of Little Bear going to school, that is, the distance already traveled+the remaining distance = the whole journey. Another example is how to pay for a 12 yuan building block. There are various ways to solve this problem, but students feel a little difficult about how to give money. In teaching, I show the prepared change of 50 cents, 1 yuan, 2 yuan, 5 yuan, 10 yuan, 1 minute and 20 cents, so that students can arrange and give them correctly with strong interest and deep thinking in intuitive demonstration.
Second, situational teaching should be "quiet".
Setting orderly scenes and occasions for outdoor teaching will greatly enhance students' perception of space and turn abstract knowledge into simple, obvious and digestible knowledge. For example, the direction and position of teaching a volume of mathematics, if you want to explain it in class, the obvious curriculum resources have great limitations, and the teacher's language is pale and powerless. So, I asked the students to lead the team from the first floor of teaching along the right side to the third floor, and then down from the right side in a very quiet situation, and so on, observing in interaction and interacting in silence, which not only ensured the order of lectures, but also made the students truly realize the relativity of up and down, left and right, and the true meaning of orientation in space.
Thirdly, situational teaching should be "dynamic".
When teaching the related knowledge of Tangram, I asked the students to prepare a Tangram and let them observe how many figures the Tangram consists of. How many numbers are there in each type? Which graphics are exactly the same? Which graphics are the largest? Which graphics are the smallest? After understanding these basic knowledge, let the students take apart the puzzle, imagine, try and operate boldly, and see what interesting patterns can be put together by different components of the puzzle. Through group cooperation, students have unique ideas and put all kinds of patterns together, such as kites, rabbits, dogs and ducklings. Let students swim happily in the sea of puzzles, and the relaxed classroom atmosphere makes students' thinking move, give play to their creativity and tap their greatest potential. For example, when Xiaohong was taught to queue up with his classmates, there were three people in front of Xiaohong and 1 person behind him. How many people are there in this team? Another example is Xiaohong and her classmates waiting in line. She is the third in front and the second in the back. How many people are there in this team? Students are often confused when they encounter such problems. Sometimes they will say that one person is many, and sometimes they will say that one person is few. At this time, I mean that several students play Xiaohong, find their own partners and stand in a row according to the requirements of the questions under the condition of fast, quiet and tidy classroom. After the students line up, they will naturally know clearly, and immediately tell the teacher the correct answer with joy and confidence, without the teacher's annoying explanation.
Fourth, we should be able to "remember" in situational teaching.
Conceptual knowledge in mathematics teaching is the most difficult problem for teachers to explain and students to accept, especially the first-year students. When learning the names of addition and subtraction formulas, the teacher asked each student to prepare a headdress hat with some addition and subtraction formulas written on it, and then asked the number names in the formula card prepared by the other party face to face at the same table. This requires each student to make friends five times for dialogue learning, and repeat the addition and subtraction in specific game scenes many times, so that students will remember the differences correctly and will not be easily confused. For another example, when teaching the understanding of the length units of meters and centimeters and their relationship, the teacher guides the students to observe the scale on the ruler with the length of 1 meter. What are the characteristics of 1 cell length? Then ask the students to find a centimeter on their own ruler, and then draw a line segment of one centimeter with the ruler to truly feel the actual length of 1 cm. On this basis, let the students count how many squares there are in a big grid, how many squares there are in a 1m ruler and how many squares there are in a * * * * ruler. Ask the students to count it repeatedly, deepen their impression and draw the conclusion that 1m is equal to 100 cm. This teaching method can not only deepen students' memory of knowledge in the process of knowledge formation, but also promote the formation of knowledge in the process of memory, which has achieved good results!
In short, the form of situational teaching is not unique, and it can be set according to students' personality characteristics and knowledge level, the feasibility of teaching materials and the lack of teaching hardware. As long as there is a little situation, students will
Add fun, achieve the purpose of teaching students in accordance with their aptitude and cultivating quality-oriented talents.
Reflections on the teaching of first-year math teachers II
This unit exposes students to digital knowledge again. In fact, students have accumulated a lot of knowledge within 100 in their life, which is an important resource and necessary foundation for the content of this unit. Therefore, only by creating a variety of activities such as number, dialing, guessing, writing, comparison and speaking can students form representations through a large number of perceptual experiences and further understand the meaning of numbers. At the same time, life-oriented mathematics activities will greatly enhance students' interest in learning and make them feel that mathematics comes from life, and there is mathematics everywhere in life.
This unit has arranged four lessons: counting pencils, counting beans, animal restaurant, small farm and an exercise. First, starting from the actual situation around students, contact numbers greater than 20 and less than 100. At the same time review the knowledge of numbers within 20. Furthermore, I can read, recognize and write numbers within 100, and understand the meanings of numbers, cardinality and ordinal numbers. Cultivate students' sense of number in practical activities, and then consolidate their understanding of logarithm through practical things, so that the number within 100 can be estimated. Then compare the sizes of numbers within 100. Feel the law of sequence. Finally, combined with the actual life, understand the meaning of many, many, few, few, many and similar. Be able to master the relative size relationship of numbers in specific situations and cultivate students' ability to draw inferences from others.
The activity of "counting pencils" is designed in the textbook, which allows students to experience the process of abstracting numbers from actual situations. Other physical activities can also be designed in teaching, which not only enriches students' life experience of numbers within 100, but also makes students feel the close connection between numbers and daily life. Some students have little contact with numbers greater than 20 and lack certain life experience, which leads them to feel abstract when understanding numbers within 100. Therefore, it is necessary to combine statistics with specific materials. If students use different methods in counting, they should be encouraged.
The lesson of "Counting Beans" first introduces the number of beans into the estimation activity through estimation, and then introduces the writing of numbers by verifying the estimation results. This not only stimulates students' desire to explore actively, but also trains students to make wise estimates. There is a difference between students' original sense of numbers and their level of development. Therefore, the formation of students' sense of number is also a subtle process, and only by consciously infiltrating and cultivating students in daily teaching activities.
In the "animal restaurant", students' interest in learning is stimulated by vivid pictures of monkeys and puppies holding plates, so that students can perceive the size of two numbers in specific situations. It is difficult for students to compare these figures in the abstract. When students count the number of plates taken by monkeys and puppies by looking at the pictures, they will draw a conclusion and then ask them to express it with symbols. They will understand the meaning of the symbols ">" and "< =".
By creating a "small farm" life scene, students can understand the relationship between quantities, understand the meaning of many, many, few, few, many and similar, and gradually establish digital consciousness.
The first exercise is to design exercises based on several knowledge points in this unit, with the purpose of consolidating exercises and reviewing and improving.
The title of this unit is "Numbers in Life", which reflects the close relationship between numbers and daily life, and embodies the idea that the textbook emphasizes understanding numbers from things around students. Therefore, teachers should design a variety of learning activities, so that students can experience the corresponding relationship between objects and quantities in operation activities, abstract the model of numbers and experience the practical significance of numbers; Students should be encouraged to express and exchange information with numbers and understand the role of numbers; In the process of learning to write numbers, let students experience the process of expressing numbers in an appropriate way and further understand the value system; In specific situations, ask students to describe the relative size relationship between numbers in their own language.
Reflections on the teaching of first-grade math teachers 3
Through this mid-term exam, we can see that some students in the last term have mastered some basic knowledge well, but there are still some deficiencies. This test result is not ideal. After careful reflection, I should make efforts in the following aspects in future teaching:
1. We must lay a solid foundation in mathematics.
A solid mathematical foundation is the key to successfully solving mathematical problems. The word "strictness" should be emphasized in the basic training of mathematics, teachers and students should be serious, the teaching style of teachers should be strict, and the requirements of students should be strict. We must attach importance to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge, and when they encounter the deformation problem of basic knowledge, they can use it flexibly. In this area, the feeling of self-reflection is not in place, and the basic training for students is shallow and not deep enough, which leads to the superficial learning effect. In the future, we should pay attention to the process of students' learning experience, give students enough time to practice, think, say and do, detect in time after class, find problems at any time and adjust the teaching plan in time.
2. Strengthen the cultivation of students' study habits, attitudes and strategies.
The first-year students are in the stage of forming various habits. It is impossible for us to persevere in the education of students' study habits, and it is often unremitting efforts. In the future, we should always pay attention to the cultivation of students' study habits and lay a solid foundation for future study.
3. Mathematics teaching focuses on improving ability.
Teachers should constantly strengthen the application consciousness of teaching and guide students to learn to understand, analyze and solve problems. Closely link mathematics knowledge with real life, so that students can feel that mathematics is everywhere.
4. Not enough to stimulate teaching interest.
Students' lack of enthusiasm and passion for math class shows that they lack interest in teaching this semester, and the evaluation of students in classroom teaching has not been followed up in time, resulting in students losing their sense of competition and enterprising. I don't think enough about this course before class.
5. Teachers should pay attention to the disadvantaged groups among students.
I didn't pay enough attention to underachievers before, so I relaxed. In the future, it is an urgent practical problem for me to do a good job of making up lessons for underachievers. From the perspective of "people-oriented", we should persist in the following work: adhere to the combination of "reinforcing the heart" and "making up lessons", communicate with underachievers more and eliminate their psychological obstacles; Help underachievers form good study habits; Strengthen method guidance; Strictly require underachievers to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to maximize the development of each student on the original basis; Strengthen individual counseling.
6. Optimize classroom teaching.
Give full play to the effectiveness of group cooperative learning and strengthen the guidance for students to communicate and learn from each other. What is urgently needed is to eliminate the phenomenon of homework plagiarism among students, help students find their self-confidence in learning and make them believe that they are the best. In this regard, we must work together with the team leader to let the team leader do a good job of supervision and supervision.
I hope that the following teaching can better combine the above reflections and efforts, make persistent efforts and achieve better results. Come on!
The fourth reflection on the teaching of first-year math teachers
I finished my teaching and research class this semester on Wednesday. I said about Unit 5. Reflecting on the whole teaching practice process, there are both the joy of success and the regret of mistakes. In teaching, I actively do the following:
1. Learn on the basis of students' life experience.
Knowing left and right is more difficult than knowing up and down, and knowing before and knowing after. Relevant research shows that students often turn left and right when judging the position of objects. To this end, in order to let students know the left and right positions of objects more deeply, I put the starting point of the knowledge points in this lesson on the living habits that students are very familiar with. If you want to raise that hand when you want to talk, what will you do with your right hand in life? Because students already have these living habits, once they are combined with the understanding of the left and right, they will understand it easily and be conducive to future memory.
2. Create lively and interesting activity situations.
According to the characteristics of freshmen, I arranged many lively and interesting activities in class, such as observation, simulation and games. The purpose of these activities is to properly guide students to compare, reason and think independently, so as to promote the development of students' autonomous learning ability. For example, if you know "left and right", arrange a swing. Because there are several learning tools on the desk, students can express their positions in many languages, and each narrative method will encourage students to observe and think.
3. Infiltrate the cultivation education of good habits in teaching activities.
For example, in the last link, which way does the child go up and down the stairs? Ask the students to demonstrate that always go to the right, because there is relativity, the result is always on the right. Don't forget to educate students to develop the good habit of right-handed communication in life, and let the mathematics they have learned serve life. There are many mathematics in life. In short, all the teaching links and activities are aimed at better achieving the proposed teaching objectives, promoting students' development, making students have a strong interest in mathematics classes and making students fall in love with mathematics.
But there are also some things that make me dissatisfied: after teaching this lesson, I think there are still some shortcomings, such as the students' original experience is not consistent enough, or even very different. Individual "students with learning difficulties" still need teachers to give them timely guidance and give them longer time to think, but the time and energy in class are limited, and it is inevitable that they will miss it sometimes, so I didn't pay good attention to the differences in students' learning in teaching and didn't really implement "education for all students" in class. Through homework feedback, it is also found that a few students are not sure about the knowledge point of going up and down stairs to the right. In addition, the schedule of this course is not reasonable enough.
I will pay more attention to these problems in the future teaching and try to teach every class well.
The fifth reflection on the teaching of first-year math teachers
Through the "2-5" teaching activities, I have a deep understanding: in this class, I think students learn very interesting, all students are "dynamic" 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. First of all, I grasp the age characteristics of students, according to their existing life experience, draw out the content of activities, mobilize the excitement of students, create a proactive learning atmosphere, and create a good situation for learning new knowledge. In class, students are allowed to divide peaches by themselves, which grasps the psychological characteristics of children, and at the same time provides students with opportunities for practice, independent exploration, observation and thinking, discovery and expression, which stimulates students' participation consciousness and enthusiasm, and cultivates students' practical ability. In the form of teaching, we attach importance to the organic combination of students' independent exploration and cooperation and exchange. In the classroom, let students explore, discover and re-create in their own way according to their own experiences, so that each student has his own thinking. I like to shake my hair, which shows that mathematics comes from life and life cannot be separated from mathematics. The whole class is mainly based on group hands-on operation, and the teaching content is clearly and interestingly strung together.
Today, with the adoption of new teaching methods, students are the masters of learning. In teaching, the passive learning style of students has been completely changed, and the practice of "teachers change and students listen", rote learning and mechanical training has been changed, so that students can form a positive learning attitude, dare to explore, and acquire knowledge and skills into a process of learning to learn and form correct values. Now my personal achievements in teaching activities are as follows:
(A), in practice, cultivate the flexibility of students' thinking.
The teaching of division and combination of numbers is very important for students to further understand the actual size of numbers, the relationship between numbers, the significance of infiltration addition and subtraction, and master the basic calculation methods of addition and subtraction within 10. In order to prevent students from memorizing the division and combination of numbers, in teaching, let students do it by themselves, use their brains and try to understand it, which can cultivate the flexibility of thinking in lively learning.
(2) Let students take the initiative to participate with their hands and brains to cultivate their migration ability.
In order for students to learn from learning, it is necessary to improve their ability. Therefore, in teaching, students can not only learn knowledge, but also learn transfer, and use transfer ability to learn the later knowledge, thus cultivating students' transfer ability.
(3) Use group cooperative learning to give each child a chance to succeed.
It is our educators' responsibility to give every student a chance to study successfully. Therefore, the method of group cooperative learning is adopted in teaching, so that every child can participate and choose and have a chance of success.
Here, I think students should pay attention to the following questions.
(1) Leave enough room for students to think. Because the purpose of hands-on operation is to let students know and reflect their thinking activities with the help of intuitive activities, and gradually abstract them into mathematical concepts, ideas and methods, so we should leave enough thinking space for students.
(2) Operation activities should be timely, appropriate and moderate. Timely means that not all teaching links are suitable for hands-on operation; The so-called right amount means that the more operations, the better, and you can't just go through the motions; The so-called moderation means that when students' intuitive knowledge has accumulated to a certain extent, teachers should let students abstract in time on the basis of enriching their appearances and transform from intuitive level to abstract level.