Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade of People's Education Press 1 Chicken and rabbits in the same cage is somewhat difficult. Before class, I estimated the students in my class. A small number of students have been exposed to the problem of chickens and rabbits in the same cage, but for most students, chickens and rabbits in the same cage may be difficult to learn. So in this class, I decided to explore this method mainly with the help of the teacher's guidance, so that students can understand the basic problem-solving ideas of chickens and rabbits in the process of trying, exploring and cooperating.
Chicken and rabbit in a cage is an abstract course, so it may be difficult to learn. Therefore, we can only make full use of hands-on methods, just like the list method and hypothesis method in textbooks, so that students can understand the basic problem-solving ideas of chickens and rabbits in the same cage:
Showcase: There are several chickens and rabbits in the cage, with 8 heads above and 26 feet below. How many chickens and rabbits are there?
After experiencing the list method, the teacher and the students asked: Can you use graphics to express the relationship between the head and legs of a chicken and a rabbit?
Try to guide students to draw pictures: first draw eight circles to represent eight heads, and then draw two legs under each chicken. Eight chickens have 16 legs and 10 extra legs. How many chickens should I add to the remaining 10 leg? (5 chickens with 2 legs each). These five are rabbits and the other three are chickens. At this time, some students asked, can all animals be regarded as rabbits? Under the same operation of teachers and students, they reduced their legs in turn and got the same conclusion.
Although this is only a simple operation activity, in the process of drawing, students' enthusiasm is fully mobilized and they have experienced a process of exploration. At this time, it is natural to introduce the hypothesis method again. It also achieves the purpose of solving problems by various methods. Played an unexpected role.
Teachers and students have experienced two different methods: list method and hypothesis method, so that students can choose their favorite method to solve the problems in the calculation of the Art of War. Students naturally choose the hypothetical method and consciously optimize the method. Because, after all, it is difficult to keep chickens and rabbits together. However, there are also many problems in teaching, which are as follows:
1. Students can find more students to report when reporting, and other students may understand it better.
2. Cultivate students' questioning ability, ask questions to others in time if they don't understand, and solve problems in time if they don't understand.
3. Students prefer the hypothesis method, but find that the reasoning is unclear and easy to make mistakes. If students are instructed to write the derivation process in time, problems will be avoided.
This class, in the whole classroom, experienced the joy of success while solving problems, and felt the value of mathematics knowledge and the fun of mathematics learning. However, the control of teaching time is still a little tight, and some links should be designed better from the perspective of primary and secondary.
However, in the usual teaching, there are also problems worthy of our further consideration:
1. How can teachers regulate and control group cooperative learning to further improve the efficiency of cooperative learning, such as grasping time, controlling students' cooperative process and the effect of cooperative learning?
2. In order to improve the efficiency of classroom teaching on a large scale, we must pay attention to cultivating top students and helping the poor, especially how to implement the guidance for students with learning difficulties in classroom teaching, so that they can achieve obvious learning results through the guidance of teachers and truly implement the goal of "different people get different development in mathematics" proposed by the new curriculum standard.
3. The design of meaningful exercises and homework should be conducive to the implementation of knowledge points, stimulate students' interest, consider the hierarchy of exercises and the flexibility of means, and gradually cultivate students' innovative ability and practical ability.
Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade of People's Education Press. In class, Mr. Huang introduced the ancient famous questions in the Art of War, and asked the students to explain the meaning and guess the number of chickens and rabbits. When students feel difficult, Mr. Huang leads the way to simplify the complex. After reducing the difficulty of the topic, let the students solve the examples in the textbook independently. "There are some chickens and rabbits in the cage. From the top, there are 8 heads, and from the bottom, there are 26 feet. How many chickens and rabbits are there? " . Because Mr. Huang gave the students enough time to think, the students were brilliant in their reports. During the demonstration, the students showed the graphic method, list method and hypothesis method in turn, and each solution was fully explained by Mr. Huang. For example, when using the graphic method, students are required to operate on the blackboard with their own school tools, and vivid and specific explanations have won students' spontaneous applause. After the conclusion is drawn by the list method, let the students further observe and find the law, and learn to solve the problem quickly with the law; Explain the hypothetical method in detail, highlight the key points of this class, and let many students explain the meaning of each step formula repeatedly, paying special attention to understanding the core steps until all students understand the hypothetical method. Finally, Mr. Huang will practice the problem of "chickens and rabbits in the same cage" in life, cultivate students' application consciousness and learn to look at problems in life from a mathematical perspective.
After class, the teachers gave positive comments and affirmed that this class embodies the concept of "student-oriented classroom". Then, Liu Jiaoshou made a summary of this class. Speaking of the rise, Liu Jiaoshou also took to the podium to demonstrate teaching in person, which caused applause from the audience. Liu Jiaoshou thinks:
1, don't simplify this lesson with the original question, it's not the students' own thinking but the teacher's imposition.
2. Thinking is the key and difficult point of this course. We should think in operation and operate in thinking. Especially when we understand the "hypothesis method", we should combine the operation with the graphic method and think about which operation is unnecessary, so as to draw a conclusion. This can break through the difficulties very well.
3. Apply post-modeling to further cultivate students' model thinking. Form good thinking habits.
Then, the math group conducted a "recommended reading exchange of good books". Teacher Deng Bei recommended the book "Advice to Teachers", which teachers must read, and advocated integrating autonomous reading into teaching practice.
Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade of People's Education Press 3. Students already have the experience base of solving practical problems with linear equations, and should be able to list binary linear equations and solve simple practical problems through independent exploration and communication. The textbook in this section lists binary linear equations through traditional problems and trains to solve practical problems. On the one hand, in the process of equation modeling, the model idea of equation is strengthened, and students' consciousness and ability to solve practical problems are cultivated. On the other hand, the skill training of solving equations is integrated with the solution of practical problems to improve students' problem-solving skills in the process of solving practical problems. Strengthen the basic methods of students' binary linear equations, so as to penetrate students' thought of reduction, that is, binary linear equations, whose essential solution is "elimination" and turn the unknown into the known;
1, advantages:
The teaching mode has changed from traditional teaching mode to group cooperative inquiry, and the cooperation between teachers and students and the perfect and efficient classroom complement each other, making the teaching lively. With the help of multimedia-assisted teaching, students' curiosity and interest in learning are stimulated and classroom efficiency is improved.
2. Shortcomings:
In this class, the teacher can't take care of every student in the process of communication and discussion, which leaves a little regret for this class.
3. Improved methods:
Discuss and communicate with students after class, help students who are still a little vague about knowledge in class, and try to let every student have the opportunity to communicate with teachers to improve students' interest in learning.
Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade of PEP 4 1. The problem of "chickens and rabbits in the same cage" belongs to this kind of problem if students want to get thinking exercise through knowledge-based learning in mathematics teaching. It is rare to encounter the phenomenon of "chickens and rabbits in the same cage" in life. I have never seen anyone put chickens and rabbits in cages. Even if they are caged, who will count their feet and only their heads? So does it mean that "chicken and rabbit in the same cage" is a completely worthless mathematical problem? Obviously not, the problem of "chickens and rabbits in the same cage" is to find the unchanging law in the change of the number of chickens and rabbits and take effective measures to solve mathematical problems.
2, students are the masters of learning, in the process of learning as much as possible to provide students with space for exploration and communication, encourage students to explore and cooperate. In this lesson, mainly by creating realistic situations, let students devote themselves to the practical activities of solving problems, and learn, explore and experience the whole process of mathematics learning independently, so as to realize the relationship between applying hypothetical mathematics ideas and solving mathematical problems.
3. Because of students' different cognitive backgrounds, there are great differences in answering such questions. In the teaching process, we should not put forward uniform requirements, but allow different students to solve problems in different ways. In this section, both teachers and students have experienced list method, hypothesis method and so on. And finally compare which algorithm is better. This kind of teaching not only improves students' inquiry ability and teamwork ability, but also embodies the diversity of algorithms, and also improves different students in the same class to varying degrees.
Reflections on the teaching of chickens and rabbits in the same cage in the fourth grade of People's Education Press 5. The problem of chickens and rabbits in the same cage is a mathematical interesting problem widely circulated in Sun Tzu's Art of War. First of all, the textbook vividly presents the problem of "chickens and rabbits in the same cage" recorded in the mathematical classics of Sun Tzu's Art of War through interesting ancient classes, and stimulates students' interest in answering the famous questions of China's ancient algebra through fairy questions.
In this class, I still follow the law of mathematics learning, starting with simple problems, from shallow to deep, so that students can try to solve them first and get familiar with the general ideas of such problems. Then, by filling out a form, students can experience the relationship between the number of two animals and the number of feet in the case of chickens and rabbits in the same cage, and explore the law of the number of feet changing with the number of chickens and rabbits. Through group discussion, guide students to find the equivalence relationship from the table, and use the equation knowledge they have learned in the past to solve the problem of chickens and rabbits in the same cage with equations. Then take the method of self-study to experience the number of heads and feet of chickens and rabbits in the same cage, which is related to the process of exploring with "hypothesis method" This link is the focus of this lesson. Students can show their individual or collective wisdom from their experiences and attempts, and finally understand the ancient "leg lifting method", but children can feel the infinite wisdom of the ancients. For most students, there is at least one method that they understand or master.
In the actual operation of this class, due to my lack of preparation before class, or my limited ability to control the class, I was too procedural and didn't consider every student. Grab your beard and eyebrows, and don't highlight the key points. For example, children are not prepared enough in advance to answer online, which leads to chaos in the classroom. In the process of students' reporting, there is no indirect listening and induction, and there is no specific explanation of the reasons for students' statements, so students feel that they don't understand in the process of class communication. Because of the design error here, the method of solving the following equations is not enough time, and the classroom consolidation exercise is not carried out well. I think it may also be that I didn't accurately consider the students' actual cognitive level when designing the teaching plan, and the content of this lesson was arranged too much. If I teach chickens and rabbits in the same cage next time, I think I will divide the hypothesis method and the solution equation method into two classes, so that most students can think from different angles and solve problems in various ways. In group cooperative learning, I feel that my control is not in place, such as grasping time, controlling students' cooperative process and the effect of cooperative learning. In the future, I will strengthen the construction of group cooperation in classroom teaching, so that group cooperative learning has goals, processes and results.
Reflecting on the teaching of this class, I will continue to break through in the future teaching, so that teaching will take a new step.