On the morning of May 25th, 2065438+03, Jin Gyeong (the fifth research group) of Shengli Hekou No.3 Primary School in Dongying City organized a special lecture on "Hundreds of experts from special-grade teachers in Liu Song entered the campus". "How far is the ideal classroom from us?" This question has been bothering and thinking about me before and after I participated. According to my own learning situation, it is summarized as follows: 1. Lecture Summary of Exchange Method and Combination Method There are many highlights in this class, such as trying to teach the knowledge of grade four in grade three, which has achieved good teaching results. It can be seen that Mr. Liu Song has grasped and found the mathematical essence of classroom teaching of "Exchange Law and Association Law". Looking back on the whole class, the following two aspects touched me the most: (1) paying attention to the three mathematical core concepts of "symbolic consciousness", "geometric intuition" and "model thinking" in the new curriculum standard. 1. Pay attention to the development of students' symbol consciousness. In this lesson, let students express the changing law of multiplication, exchange and combination with letter symbols to help students understand that the use of symbols is an important form of mathematical expression and mathematical thinking. In this class, Mr. Liu Song not only lets students learn by themselves, but also tries to write their letter expressions. More importantly, how to evaluate students' mistakes in class immediately? In other words, we are well interpreted in the form of "appreciation error". Through the explanation of this "big error", students can not only use symbols to represent the multiplicative commutative law, but also use symbols and formulas or formulas and formulas to represent the multiplicative commutative law. Moreover, students' self-confidence in learning can be established by comparing and correcting mistakes with students since enlightenment. This kind of teaching without trace is the true meaning of paying attention to developing students' consciousness of mathematical symbols! 2. Geometrical intuition helps students understand intuitively. With the help of geometric intuition, complex mathematical problems can be made concise and vivid, which is helpful to explore the solution ideas and predict the results. The study of multiplicative commutative law is effectively integrated with solving the phenomenon that the calculation result is unique but the method is not unique in two-dimensional space; Effectively combine the learning of the law of multiplication and association with solving the phenomenon that the calculation result is unique but the method is not unique in three-dimensional space. The multiplicative commutative law and associative law are demonstrated intuitively by graphic method, and the abstract operation law becomes very concrete and intuitive, which makes students feel and see, and enhances the effect of establishing concepts. At the same time, they experienced the same problem and got different strategies from different angles, which effectively infiltrated the diversity of problem-solving strategies. It can be seen that geometric intuition can help students understand mathematics intuitively and play an important role in the process of mathematics learning. 3. The process of helping students to form model ideas and learn new knowledge is the initial forming process of students' model ideas. In this lesson, Mr. Liu asked the students to go through the process of finding a definition by self-study-writing letters to express themselves-how to prove cooperation and communication? (including students' own example proofs and graphic proofs under the guidance of teachers), students help them to establish a preliminary model of knowledge about the operation law through learning and experience. With the establishment of such a preliminary model idea, it lays a good cognitive and model foundation for the subsequent study of multiplicative associative law and the expansion of students' independent exploration of additive commutative law and associative law. On the one hand, it provides effective guidance for scientific and rigorous mathematics knowledge learning methods, on the other hand, it also helps to improve students' interest in learning mathematics. (B) let students experience the formation of mathematical knowledge, while focusing on cultivating students' autonomous learning ability. 1. Students should pay attention to the following two points when experiencing the formation process of mathematical knowledge (1). The learning process mode of multiplicative commutative law and associative law is the same, that is, whether a rule or guess is correct requires at least two different ways to verify it. Students discover laws by guessing-such as incomplete induction and verification-with the help of geometric intuitive graphic method, and draw correct conclusions, so that students can experience the research and study of scientific and rigorous mathematical knowledge. Teacher Liu also accurately grasped the students' cognitive starting point and learning difficulties through scientific pre-test, and truly achieved "teaching because of learning" and "teaching because of learning". Moreover, according to students' different cognitive starting points, he realized the "effective teaching" of autonomous learning, student-student interaction and teacher-student interaction in the classroom, which made the mathematics classroom from effective to excellent. (2) After the horizontal formation of mathematical knowledge, through the study before class and the comparison of different versions of teaching materials, Mr. Liu adjusted the study of exchange law and association law to multiplication first and then addition, and at the same time, with the help of geometric intuition, put forward a simple and clear one-dimensional graphic method combining additive commutative law and association law; Multiplicative commutative law is combined with two-dimensional graphic representation, and multiplicative associative law is combined with three-dimensional graphic representation. I think this adjustment not only conforms to the cognitive law formed by students through practice, but also conforms to the cognitive development law of students' spatial concept, that is, three-dimensional first and then plane. 2. How to cultivate students' autonomous learning ability? This problem has always been our concern. Even the recently mentioned autonomous classroom, student-oriented classroom, and the classroom mentioned in Teacher Liu's report, which is to talk less and learn more, talk first and then turn over, are all attempts and explorations of our primary school math teachers on the ideal classroom. In this class, Mr. Liu accurately grasped and adhered to the "three don't teach and three teach", that is, students know whether to teach, students can learn whether to teach, and students can't teach; Teach students the most difficult and confusing knowledge points by themselves, toxicology and autonomous learning. Let students ask questions independently-teach themselves textbooks-cooperate and communicate at the same table-summarize and improve, learn independently all the time, really participate in it and become the master of learning. Second, the summary of the report "On the Construction of Ideal Classroom" The ideal classroom is "simple but not simple". Looking back at three seemingly simple teaching links in Liu Song's Law of Exchange and Law of Association, we can know that the learning of mathematical knowledge is "simple but not simple" only after careful tasting. Simple knowledge can make students and teachers realize that it is not simple, which stems from Mr. Liu's serious and rigorous preparation before class. By consulting and comparing a large number of documents, we can understand and accurately locate the teaching content that conforms to the students' cognitive law; Through the rigorous pre-test investigation before class, speak with data, and accurately grasp the teaching knowledge points, teaching priorities and difficulties of this class; In the classroom, learning guides teaching, learning makes teaching vivid, teachers and students actively participate, communicate and interact, develop together, experience the changing and unchanging mathematics, and create a course and a warm-hearted classroom. I think this should be the true meaning of the ideal classroom! And Liu Song's wonderful interpretation and in-depth analysis also pointed out to us that as long as we work hard, "the ideal classroom is not far away from us!" The above is my thinking in this study, and I would like to ask the leading teachers to give me some advice on the shortcomings.