After-class reflection on position and direction
Students have accumulated perceptual experience about position knowledge, and can determine the position of an object through some conditions. This lesson is the first lesson in this unit. It is important to like and learn this lesson well. After students know about orienteering, it is very easy to teach examples 1. In the process of solving the problem of determining the position of an object, when students describe the position of an object only according to one of the conditions of direction or distance, I organize students to discuss it in time. How to say it more accurately? When learning space and graphics knowledge, we should pay attention to guiding students to discover, explore and operate in specific situations, so as to master these knowledge. I think it is very important to create a situation for students' practical activities, so that students can experience the process of knowing the direction in practical activities.
Let students do science with their hands instead of listening to science with their ears. In other words, students should be given the opportunity to practice in combination with reality in teaching. Grade three students are in a critical period of transformation from concrete image thinking to logical thinking. At this time, abstract logical thinking is directly related to perceptual experience and has a large number of concrete images. The concepts of east, west, north and south are so abstract. Therefore, in teaching, I have created a lot of activity situations, so that students can understand and master what they have learned in activities. For example, in the teaching of example 1, I will ask students to tell which direction they are facing according to their position. Because our classroom is east-west, the students are just behind the east. It's only morning, and it's easy for students to connect with their own life experiences and think of the "East" behind them. ) "What is the direction behind you, left and right?" Before I could introduce it, the children couldn't help thinking of the children's song "In the morning, the sun rises in the East". The front is east, the back is west, and the left is north.
On the right is the south. "At this time, I don't need to say much ... and then organize the children to change the direction they face and determine the rest. In the whole class, students understand and master what they have learned in activities. At the same time, let students feel the close connection between mathematics and life and stimulate their interest in learning. Another example: In the teaching of Example 5, I organized students to be tour guides, so that students can learn to look at the road map with eight directions in the role of "tour guides" and describe the walking route to their own "tourists" according to the road map. Studying in such activities, students are full of interest and the learning effect is excellent. The teaching objectives to be achieved are:
1. Cultivate students' sense of orientation and further develop the concept of space through realistic mathematical activities.
According to the specific situation, students can know eight directions: east, south, west, north, northeast, northwest, southeast and southwest, and can identify the other seven directions with the given direction. These words can be used to describe the direction of objects.
2. Let the students look at the simple road map and describe the walking route.
Combined with the above teaching objectives, the reflection is as follows:
1. Personally, I think the difficulty of this unit is to identify eight directions in the actual situation, at least to let students master the positional relationship between campus, school and surrounding buildings. In order to overcome difficulties, we need a lot of emotional support and rich appearance accumulation. In class, students are encouraged to narrate in various ways, such as: the school is in my home, and my home is in school; The auditorium is in the school and the teacher's office is in the school.
2. In the teaching of describing the walking route, it is difficult for students to accept it at first. I can't quickly identify the direction and describe it. In order to achieve a smooth transition, I ask students to mark the directions in the eight directions of the route problem first, and then describe them in language. It is difficult for students to learn.
It is much lower and easier to accept and transition.
3. Shortcomings in teaching: ① Not paying enough attention to page 8 of the textbook. This topic mentions when to use orientation knowledge in life. The knowledge points in the example passed without explanation, and the students didn't pay attention or understand. So I lost a lot of points in the unit test.
In addition, I didn't prepare physics teaching AIDS, such as "compass", to tell the direction in real situations. As a result, I found that the students were very confused. Later, I took a class to make up the lessons, and the teaching lost its effect.
The above is my reflection on the first unit teaching. Generally speaking, we should make full preparations before class, including the study of teaching materials and the preparation of physics teaching AIDS. A divisor is the division of a single digit.
This unit plays a connecting role: 1. His teaching foundation is multiplication and division in tables and multiplication of one digit and multiple digits. 2. To lay a solid knowledge and thinking foundation for students to master the punishment that divisor is a two-digit number and learn that divisor is a multi-digit division. The main contents are: oral division and written division. In teaching, we found two characteristics of teaching arrangement: 1, examples and exercises in this unit, which truly and naturally reflected that division was produced in solving specific problems. 2. The design of teaching materials is logical, so that students can make full use of existing knowledge and experience, and take the initiative to acquire what they have learned through independent exploration, cooperation and exchange. Therefore, in teaching, I pay more attention to:
1, explore new knowledge by using what is known.
Taking hands-on operation as a means, exploring the writing format and calculation order of vertical division as a clue, and realizing independent understanding of arithmetic as the core. For example, when teaching "42÷ 2", students are guided to calculate by arithmetic and oral algorithm, and with the help of these two methods, they can grope for division by hand.
Calculate the meaning of each step, so as to master new knowledge. "Division with 0 in the middle or at the end of quotient" is Example 7 of this unit. Before this, students have been familiar with the method and format of pen division with divisor as single digit. Therefore, in teaching, I mainly try, explore and discuss ways to let students learn calculation methods by themselves. Through communication and discussion, I understand that when the divisor reaches a certain position, it is not quotient 1, so it is quotient 0. At the same time, this process can be omitted when writing vertically. Trying to continue infiltration can make use of the transfer ability of old knowledge to learn new knowledge and cultivate students' ability to "learn"
2. Be diligent in thinking and study effectively.
Thinking is the essential feature of students' learning mathematics cognition and learning mathematics. In teaching, I pay attention to thinking throughout the whole teaching process, organically combining operation, observation, narration and thinking, so that students can think in operation, observation and narration, and experience and comprehend in thinking. The teacher just gave instructions at the right time on the key points: Tell me, why is "5" written in the top ten of the business? "In the formula, 6 minus 4 is greater than 2. What does this 2 mean? What's next? " "What are the differences and connections between these two formulas?" ..... so as to promote students' thinking and improve learning efficiency.
3. Create problem situations reasonably and effectively, stimulate inquiry interest and experience the role of mathematics in life.
The characteristics of curriculum standard experimental teaching materials make mathematics knowledge closely related to real life and make students feel that the knowledge they have learned is very useful, but some mathematics knowledge points are not easy to "live" in Henan. Therefore, it is necessary for teachers to create life situations. The situation created in the textbook is a vegetable wholesale market. The students are not very familiar with the vegetable wholesale market, but they are very interested in their favorite vegetables. Therefore, in teaching, design a question.
Question: "Do you like all these vegetables?" Make students quickly enter the theme of this lesson, let students ask their own questions, and naturally introduce new lessons in solving problems.
statistics
In the "Statistics" unit of the second volume of the third grade, a section of "Simple Data Analysis" was arranged. In addition to using students' existing knowledge to learn new statistical knowledge (understanding different forms of histogram), there is also a very important purpose, which is to further teach students to analyze simple data according to statistical charts and make reasonable inferences in combination with practical problems. This unit mainly takes such a material as the carrier and combines data analysis with problem solving.
The teaching content of this lesson is the content of the first lesson of Unit 3, Book 2, Grade 3. It is another form of horizontal statistical chart for students to understand, answer simple questions and make reasonable analysis and prediction according to statistical chart, so as to cultivate students' consciousness of using statistical methods to speculate and predict the future. Before the new class begins, I have been thinking about finding a familiar situation in students' life and guiding students to do small research before class. Therefore, I chose "eating breakfast" that students do every day as the survey object. On the one hand, it is more operable for students to experience the process of collecting data through investigation. On the other hand, it is closely related to children's lives. I believe that children will have something in their daily lives.
I think the judgment I designed later is a bit redundant here by using that statistical chart to represent the sports that students like. Fortunately, students speak with different opinions and hear different voices from different students. Run this problem in a small animal competition.
In fact, students can think a lot about the data provided on the map when answering, which is also considered as students' full analysis and thinking about the data. The children flashed a lot of knowledge: for example, ostriches are more endurance, good at long-distance running, cheetahs move fast, but their endurance is not strong, they are not good at long-distance running, but good at sprinting. . . . .
Looking at the whole class, I think the rules are relatively clear, and I can also see the children's thoughts in class. But the students are too calm, the atmosphere is not active enough, and the teaching design is not rigorous enough. For example, the interpretation and grasp of teaching materials is not perfect enough, and more efforts should be made to enliven the classroom atmosphere in the future.
Teaching reflection: the unit of year, month and day is the unit of learning hours, minutes and seconds. The learning content of this lesson mainly includes understanding big month, small month and February, and mastering normal year and leap year. Students can often come into contact with the knowledge about the year, month and day in their daily life. Therefore, in teaching, we should make full use of students' existing life experience, dig out materials that can be used for learning from life for students to learn, and let students understand and internalize knowledge in the process of applying what they have actually learned.
In preparing lessons, I try to do the following: First, respect the students' existing life experience. Mathematics curriculum standard (experimental draft) points out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. In daily life and study, students are exposed to the relevant knowledge of the year, month and day almost every day, and each student has accumulated some knowledge. However, it should be noted that different students have different accumulation in this respect. Moreover, students' knowledge about the year, month and day should be unsystematic, vague and even misunderstood, but it has laid a foundation for them to learn the year, month and day. So in the design of this class, I first arranged to send gifts (calendars) to students to arouse their study.
Interest in learning, and then let students exchange knowledge about the year, month and day, activate students' existing knowledge and experience, and lay the foundation for further learning about the year and day.
Second, respect students' independent thoughts. Einstein said that one of the most beautiful and profound emotions we have experienced is the feeling of exploring mysteries; Whoever lacks this emotion loses the ability to be ecstatic in the sacred excitement of the soul. Let students live in a world of thinking-this is the most important thing in life that should be shown to students. In this class, I first provided students with rich factual materials (calendar cards of different years), so that students can discover knowledge through their own observation and thinking; Let students collide their thoughts through exchanges and cooperation, so as to deepen their understanding of knowledge. Then, I arranged for students to create a way to remember the moon and the moon, and found a way to remember it with fists like a mathematician. They went through the process of re-creation. I also arranged a small game, which further stimulated students' interest in learning and confidence in keeping track of the month.
Third, pay attention to students' emotional experience. The important purpose of learning mathematics is to use mathematical knowledge and methods to solve practical problems in daily life and work. To achieve this goal, we must consciously guide students to "mathematize real life problems and make mathematics knowledge live" in teaching, boldly open doors and windows, let the "bright sunshine" of real life illuminate our mathematics classroom, make mathematics learning activities more full of vitality and vitality, be closer to life, and let students truly feel that mathematics comes from life, develops in life and serves life, so as to realize the value of mathematics. Enhance the confidence in understanding and applying mathematics, initially learn to observe and analyze life phenomena with mathematical thinking mode, and solve practical problems that may be encountered.