In daily life, we need strong classroom teaching ability. Reflection means thinking about the past and summing up experiences and lessons. So have you studied reflexes? The following are my thoughts (6 selected articles) on mathematics teaching in the second grade of primary school for reference only. Welcome to reading.
Reflection on Mathematics Teaching in the Second Grade of Primary School 1 This course is the first time for students to get in touch with "average score". First divide the bamboo shoots into two pandas and feel the average score in life. After students divide 10 wafer into two piles, they introduce "average score" to let students have a clear understanding of "average score". Secondly, judge the average score, and communicate with the office teachers after class. They all think it is good to add it here. Compare the average score with other scoring methods, so that students can feel the characteristics of the average score more deeply.
Reflection on the teaching of "Divide Radish": This lesson mainly allows students to learn the method of average score and have a preliminary understanding of "average score" and "inclusion and division". In teaching, explain the situation first, and divide 12 radish into four rabbits on average. How many can you divide? After exchanging a variety of points, the students threw out questions: 12 radishes, which were distributed to three rabbits on average, and each rabbit was divided into (). Do you have any other opinions? Group cooperation and communication. Especially in the exchange of other points, the students thought of 6 rabbits on average, each of which was divided into 2 rabbits. Divide into two rabbits on average, and each rabbit is divided into six rabbits. Feel very happy.
Learn "12 radishes, give one rabbit for every four radishes, how many rabbits can you give?" Students use learning tools to divide, and then communicate and show. Then let go and ask: Do you have any other different statements? Fill in the blanks with the small blackboard: each rabbit is divided into () on average and can be divided into () rabbits. Group discussion and communication. The students are active in thinking and come up with all kinds of statements. I think: we should guide when we should guide, and we must let go when we can, so as to give students a space for independent thinking and improve their ability of independent exploration.
The purpose of this lesson is to make students realize the necessity of establishing a unified unit of length through observation and measurement, and then let them know that the unit of length is centimeters, and initially establish the concept of 1 centimeter, guide students to measure the length of shorter objects with measuring tools and take centimeters as units, cultivate students' estimation consciousness, and thus improve their observation ability and hands-on ability.
This is a practical activity class. I designed a series of activities. For example, designing an observation ruler, using students' existing life experience, allows them to master the basic structure of the ruler through observation and communication, which not only cultivates students' observation ability, but also lays the foundation for establishing the concept of length of 1 cm. Understand 1 cm and arrange three activities: for the first time, let students find the length of 1 cm on the ruler, realize that the length of each grid is 1cm-establish the spatial concept of1cm; The second time, I asked the students to find out which objects around them are about 1 cm in length. Students found a lot, such as the width of fingers, teeth, switches and buttons, the width of small prizes and so on. I think it has a good effect on students' appearance of 1 cm. Draw the length of 1 cm by gesture for the third time. Through these activities, students can correctly establish the space concept of 1 cm, and on this basis, further guide students to establish the length concept of several centimeters. Then use centimeters to estimate, measure and distinguish, so that students can gradually sum up the method of measuring the length of objects in the process of trying to measure, compare and communicate. Today, in class, students use the method of "aligning the left end of the object with the scale of 0 and the right end with the scale of several centimeters" to enable students to master the correct measurement method in judgment. Here, I ask students to compare two different measurement methods. Students think that the second measurement method is more troublesome from level 3, which requires counting or counting. But it is also possible. I want to reflect the diversity of methods and pay attention to students' autonomy. In the activities of measuring and filling, students are left with a lot of practical space, which not only allows them to measure the length of a known object, but also allows them to choose an object they like and are familiar with to measure its length. Students are enthusiastic about learning, achieving the learning effect of playing and practicing. Through the study of this lesson, most students can understand why the length unit should be unified, and also learn how to measure the length of shorter objects with a scale. However, some students always forget to aim at the "0" scale when measuring the length of an object. In the future, we should provide students with more measurement opportunities and master measurement methods skillfully, so that practice makes perfect. At the same time, individual counseling should be given to a few underachievers. For the estimation content involved in this lesson, students have not completed it well and their estimation ability is poor. Most of them rely on a ruler to complete the estimation exercise, and more rely on measuring tools. I must work harder to cultivate students' estimation ability and make students' mathematical thinking more active. Another disadvantage is that the second method is also done in one sentence, and some of them have not been mastered yet.
Reflections on mathematics teaching in the second grade of primary school 3 1, focusing on student activities.
In order to arouse students' enthusiasm for learning, the whole classroom atmosphere became active. Through posing, matching and connecting, students are interested in group discussions and reports on the basis of trying to solve problems independently, and their enthusiasm for participation is very high.
2. Pay attention to hierarchy and thinking.
The activity design conforms to the students' cognitive law, from shallow to deep, from easy to difficult, with hierarchy. For example, from "pairing" to "pairing" and finally to "pairing", from easy to difficult, we attach importance to cultivating students' thinking ability, let students communicate on the basis of thinking, and let students inspire each other and improve together. In this class, I try my best to design something to let students experience the value of mathematics. These teaching contents are very hierarchical and thoughtful. Through these activities, we can not only consolidate the knowledge we have learned, but also combine it with real life, so that students can realize the significance of learning mathematics and reflect the application value of mathematics.
3. Pay attention to cultivating students' ability to observe and think about problems in an orderly way from a mathematical perspective. Observing problems from a mathematical point of view is to cultivate students' sense of numbers and mathematical understanding of life problems. The ability of orderly thinking is to test the orderliness of students' thinking.
Collocation should be in a certain order to avoid repetition or omission. Effectively guide students' thinking from concrete to abstract. Grasp the students' cognitive starting point and provide them with sufficient space for exploration and communication.
Disadvantages:
1, the question is not clear enough. Is it possible to let the students try to mention it themselves?
2. The teaching language in the classroom is not rigorous enough, especially some transitional treatments are blunt.
3. The evaluation of classroom teaching is too simple.
Reflections on Mathematics Teaching in Grade Two in Primary School 4 There are three examples in the textbook for the content of Unit 1 "Solving Problems" in the second volume of Grade Two Mathematics. Students are no strangers to the relationship between the quantities in these three examples. Because there have been problems that need to be solved in two steps in the learning process last semester, this semester focuses on the diversification of problem-solving methods, the correct use of parentheses and the comprehensive calculation of problem-solving The content I teach, the fourth volume of primary school mathematics published by People's Education Press, is an example of 1 two-step calculation to solve problems. The main teaching goal of this course is to make students learn to answer two-step calculation questions, provide rich, realistic and exploratory learning activities, perceive the close relationship between life and mathematics, stimulate students' interest in mathematics, and gradually develop students' mathematical thinking ability and innovative consciousness.
First, stimulate the introduction of interest, so that students enter the classroom
This part is the beginning of this semester, but solving problems is the most difficult problem for students, so it is very important to make a good start. I use the situation in the book to present it to students in the form of dialogue, so that students are interested in the classroom and willing to discover knowledge.
Second, restore the classroom and let students be masters of their own affairs.
The new curriculum standard emphasizes that students are the main part of the classroom, because they have the ability to solve problems last semester, so it is not difficult for students to solve this part by themselves. In class, I let students act as small teachers and state their ideas in class.
Third, return to practice and let practice accompany you.
Practice is the most important thing in a class. Some people may say that new knowledge is the theme, but new knowledge without consolidation is just a grain of sand, so proper practice is very important. In the design of the exercise, I didn't win by quantity, but completed this link with three simple questions, but the difficulty did increase step by step.
Of course, a class has its advantages and disadvantages. I'm too liberal in class to let students have different ideas. I don't consider the age of the students, so I can't have a standard writing style.
Reflection on Mathematics Teaching in Grade Two of Primary School In the design, we try our best to let students gain knowledge and exciting experience in the process of independent exploration, cooperation and exchange, create a democratic and harmonious classroom atmosphere, and provide students with time and space to participate in mathematics activities. Students dare to speak their minds, do math by themselves, think about math, learn through thinking, learn through games and learn through cooperation. The process of mathematics learning has become a process for students to understand and experience mathematics. However, in the application stage, we found that in practice, most students only use the vertical method to calculate any exercise, and they can't choose the algorithm flexibly according to the characteristics of the topic.
This situation after reflection is brought about by our algorithm optimization, which makes us think deeply. Does it need optimization to advocate algorithm diversification? If it is optimized, how should it be optimized? After discussion and research, we all agree that although there is no optimal algorithm suitable for all students, it does not mean that there is no optimal method suitable for most students, so there should be some optimization of the algorithm.
In fact, diversification and optimization are not contradictory. In the process of students' inquiry learning, they can and should be unified. But this optimization is not "irrigated" by teachers, and the main body of the optimization algorithm should be students. The process of optimization should be a process of students' self-reflection and self-improvement. Teachers should try their best to let students find the gap in the calculation process by their own methods, generate the internal demand for optimizing the algorithm, and choose a good method by themselves. Therefore, at the beginning of learning, teachers should not be eager to evaluate various algorithms, which will hinder the development of students' thinking, but should guide students to choose the method that suits them by comparing the "characteristics" of various algorithms.
Reflection on Mathematics Teaching in Grade Two of Primary School 6 multiplication formula is an important key for students to solve multiplication operation, so its teaching can be regarded as the cornerstone of multiplication calculation teaching, which is particularly important. The multiplication in Table 2 is the content of Unit 6 in the textbook of Primary School Mathematics Experiment published by People's Education Press, which was taught after students learned the multiplication formula of 2-6. Through the teaching of multiplication in table, I think the following points are particularly important in the teaching of multiplication formula.
In teaching, there are the following points:
1, contact with the reality of life, resulting in learning needs.
A good beginning is half the battle. The introduction of new courses is an important part of classroom teaching and the starting point of a successful class. At the beginning of this class, students are required to count their fingers by introducing real-life examples. With the increasing number of students, students find calculation too troublesome and inconvenient. Is there an easier way? This naturally produces a strong desire to solve problems, thus introducing new courses, students are eager for progress, stimulating students' desire to explore new knowledge, and making a good start for exploring new knowledge.
2, identify the starting point of knowledge, appropriate use of explanation.
When I discussed with my students how to rewrite several addition formulas with the same addend into a simple formula, I first asked the children to speak, but I learned from their answers that they knew little about multiplication, so I adopted the form of teaching by teachers. Take one of the continuous addition formulas as an example to explain, and then let the children try to rewrite the other formulas themselves. Judging from the students' problems, the effect is good, and most students have mastered it.
3. Learning style is interesting.
The characteristic of junior students is to be competitive, so we should make full use of this. In class, students can play password games, compete with classmates and compare with teachers, to stimulate students' interest in learning and their desire to dare to challenge. The classroom atmosphere is very active and the students' learning effect is also very good.
Through the questions in this class, I should pay attention to the following questions in the future teaching: before class, we should know the children's existing knowledge level, that is, let the students prepare well, expect the possible problems before class, and answer them after asking questions, so as to better discover the problems of students in learning. The other is to cultivate students' language expression ability in class and train students to speak accurately and completely. In after-class exercises, we should fully carry out hands-on activities to stimulate students' interest in learning, pay attention to the arrangement of exercises, and improve students' knowledge level step by step.
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