As a new people's teacher, you should have first-class classroom teaching ability. With the help of teaching reflection, we can improve our teaching ability quickly. How to write teaching reflection to play a better role? The following is my reflection on the teaching of "mixed operation" in the second grade of primary school mathematics, hoping to help you.
Reflections on the teaching of mixed operation in the second grade of primary school mathematics 1 This course is further expanded on the basis of learning the mixed operation of addition, subtraction, multiplication and division, and introduces the mixed operation with brackets. The key to understand and master this problem is to understand the operation sequence of operations, which lays a solid foundation for the later calculation of more difficult mixed operations.
Students have a certain understanding of the order of mixed operations, knowing that in the formula with brackets, what is in brackets should be calculated first. On the basis of students' existing knowledge, I use the law of knowledge transfer to teach, review and consolidate the operation order of mixed operation, so that students can observe and compare what is different from what they have learned before. Students clearly know that it is a three-step mixed operation with brackets, and they also initially realize that brackets should be calculated first. I let the students try to calculate independently, and show them different calculation processes, and then discuss and communicate, so that the students can draw conclusions independently and have a taste of acquiring knowledge.
When doing the second question on page 49, I asked the students to compare the similarities and differences between the two formulas in each group. Through comparison, I communicated the connection between old and new knowledge, and made students further realize the role of brackets in changing the operation order, thus consolidating new knowledge.
Judging from students' homework, the accuracy of calculation is not too high, so we must pay attention to the cultivation of good calculation habits to further improve students' calculation ability.
Reflections on the teaching of mixed operation in the second grade of primary school mathematics II. The course of mixed operation is the addition and subtraction learned by primary school students; Multiplication and division, learned to solve the problems of multiplication, addition, addition, multiplication and division step by step. According to the young age and intuitive thinking of grade two pupils, I use multimedia courseware to create shopping situations and ask questions in class. Combined with the specific situation, when students know that there are multiplication and addition (subtraction) methods in a formula, they should multiply by acid first, then add or subtract, and realize the significance of mixed operation, gradually improve their computing ability and establish their confidence in learning mathematics.
The teaching objectives of this unit are:
1, when solving specific problems, understand the operation order and master simple elementary arithmetic skills.
2. In specific cases, the problems solved by mixed operation are put forward.
3. Establish confidence in learning and feel the fun of learning mathematics. The key and difficult point of this lesson is to master the order of mixed operations.
First, pay attention to the introduction of situations.
Mathematics comes from life. In class, I show students familiar life situations-photos of shopping in the supermarket, contact students' life experiences, and stimulate their interest in learning, especially when students see their classmates shopping on the big screen. Therefore, mathematical problems are naturally raised, and solving practical problems is closely combined with computing teaching. This can not only make students understand the relationship between mathematics and life, but also stimulate students' interest in learning, which is more convenient for students to actively mobilize their existing life experience and knowledge to solve problems. The creation of situations can promote students' understanding of the operation order.
Second, pay attention to the contradiction between new knowledge and old knowledge.
When solving the first problem in class, there are many ways to solve the problem because of the difference of students' cognitive level, and different ideas appear in class. When a student says the formula of 3+4×2, it is obviously not calculated from left to right, which conflicts with the original understanding of senior one students. In order to grasp the teaching sequence of this opportunity, I arranged for students to explain and also arranged learning methods such as deskmate communication. Students naturally realized that it was necessary to calculate the price of four badminton by riding and sending, plus the price of a toy dog, which broke through the difficulty. When solving the second problem, let the students find out the operation order in communication. In this regard, I feel that the teacher cited too much, and the teaching wit needs to be improved.
Third, use exercises flexibly.
In the exercise, we designed several types, such as operating sequence, calculation, solving problems and correcting mistakes due to carelessness. According to the typical mistakes among students, the problems come from students. Let students solve and correct their own mistakes, which gives them the pleasure of helping others solve problems and forms a good habit of being serious and careful. I have been a little confused in preparing for this lesson. There has never been an addition and subtraction formula in the textbook, but this comprehensive formula appeared in the comprehensive exercise paper at the end of this semester. In order to highlight the advantages of the first ride, I made a bold attempt in class, and both situations appeared.
Reflections on the teaching of mixed operation of mathematics in the second grade of primary school 3 The main content of this unit is to learn mixed operation, one is to further learn the addition, subtraction, multiplication and division of elementary arithmetic, and the other is to solve practical problems with mixed operation. The correct operation sequence of mixed operation mainly stems from the need to solve practical problems. The addition, subtraction, multiplication, division and elementary arithmetic to be studied in this unit are further studied on the basis of the previous two parts of the same level operation, so first of all, we should pay attention to the "negative transfer" effect of what we have learned in this unit.
In class exercises, we will find that some students may confuse the order of two operations at the same level with those at different levels. The order of two operations at the same level is from left to right, so students will naturally think of this when learning this unit of knowledge and think that they are also operating from left to right. Therefore, this requires teachers to design a certain situation in teaching, so that students can realize that the operation order is not always from left to right through inquiry activities, but is determined according to specific conditions, so as to master the four operations of multiplication, division and addition and subtraction first.
The first volume of the second day of junior high school has been exposed to middle school students using comprehensive formulas to solve problems, but there is no emphasis on listing comprehensive formulas in teaching. When learning this unit, some students still stay in the thinking of solving problems step by step, and some even can't understand the meaning of the questions, which makes teaching difficult. Only a few students can list comprehensive calculation formulas. Especially brackets, students know the role of brackets in specific problem situations, but they always don't know whether to add brackets when solving problems. If you encounter multiplication before subtraction, and the multiplication symbol follows, you don't need to put parentheses, but many students put parentheses when they think that the latter should be calculated first. Therefore, when solving problems, students are not really proficient in using parentheses. I will increase the training of brackets in the practice class, so as to further consolidate the correct use of brackets. I show some step-by-step formulas, and then ask students to combine two step-by-step formulas into a comprehensive formula. Enable students to list comprehensive formulas correctly and skillfully, and use parentheses correctly.
In the process of solving practical problems independently, we should first teach students to understand the meaning of the problem, see what mathematical information can be used to solve the problem by simple drawing, and encourage students to list the comprehensive formula according to the step-by-step formula, in order to further consolidate the relevant knowledge of the two mixed operations and cultivate students' comprehensive problem-solving ability.
Solving problems is the starting point and destination of learning mathematics. I think to solve these problems according to the existence of problems in real life, we need to study mathematics knowledge more deeply and improve our understanding level and ability. Therefore, the learning of mixed operation in the first part of this unit should also come from solving practical problems. The second part of the problem solving is mainly to consolidate and enhance the knowledge of mixed operation, especially the strategic choice in the process of solving the problem.
Reflections on mixed operation teaching in the second grade of primary school mathematics. 4 "Mathematics Curriculum Standards" clearly points out in the curriculum implementation suggestions that hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Teachers should let students think independently in specific operational activities, encourage students to express their opinions and communicate with their peers. Let students learn the calculation method in the process of solving problems. Teachers should make full use of students' existing life experience and knowledge, guide students to apply what they have learned to their lives at any time, explore and solve simple practical problems and mathematical problems around them, so that they can better understand the practical role of mathematics in life, feel the charm of mathematical knowledge, realize the importance of learning mathematics and stimulate their interest in learning. Learn how to solve problems and how to calculate in the specific situation where students are familiar with buying goods. Students can correctly express their thoughts, solve problems and break through key points.
However, in actual teaching, some students can list formulas, but they can't express their views correctly; Some cannot be calculated; There are many mistakes in exercises and homework, such as incorrect mixed operation format and inaccurate calculation, the application problems of two-step calculation are listed as comprehensive formulas, and students can't use parentheses correctly for some operation sequences. In the future, we should work hard on calculation training and habit cultivation.
Reflections on the teaching of mixed operation in the second grade of primary school mathematics 5. Through the teaching of this class, I think there are the following points worth thinking about: new and old-using the transfer of knowledge to let students explore new knowledge independently. Mathematics teaching must fully consider students' existing knowledge base. Teachers can rest assured that students can transfer their acquired knowledge through their own independent thinking. Students have a basic understanding of the order of mixed operations. These people include: calculating with recursive equations; For the formula without brackets, multiply and divide first, then add and subtract. In the mixed operation teaching of two calculations with brackets, we only need to create new situations for students to use the knowledge and methods they have learned before to make correct calculations. Using the law of knowledge transfer, I first ask students to do calculation exercises: add+and × symbols between numbers, then add-and ÷ symbols to calculate, and explain the operation order. Let's consolidate the operation order of "mixed operation of multiplication and addition and subtraction" and "mixed operation of division and addition and subtraction". This process gives students a preliminary understanding that in the formula with brackets, the operation order of the formula in brackets should be calculated first. When students taste the knowledge transfer for the first time, I will let us finish the "do it" exercise. From exercises, students can use the positive transfer of knowledge to exchange old and new knowledge and master new knowledge. At the same time, they realize that as long as they dare to explore, true knowledge is not far away from us, and success is in our hands.
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