In teaching, I guess and help the king find the password import, stimulate students' interest in learning, and then lead to word reasoning. After introducing the topic, the whole class adopts the method of situational teaching, and the situation runs through the teaching.
When teaching new knowledge, I will show some math information first, only the topics, not what each child said. Let's guess what books everyone has and how likely students are to find them. Then all the mathematical information. At this time, let the students explore in groups. How do you know what book each child is holding? Students finally come to a conclusion through reasoning. Then let the students use different presentation methods (contact method and table method) to reason.
After teaching knowledge, we do consolidation exercises. In the process of consolidating exercises, we noticed that the lower grades are more interested in animals, and many texts are displayed with pictures to stimulate students' interest in learning.
Mathematics originates from life and is higher than life. At the end of the course, let students learn to apply knowledge to life. Question: After class, we should think about the order of leaving the classroom according to the order that the teacher goes first and the boys go last. A simple question makes students realize that the reasoning knowledge we have learned is very useful in life.
Advantages:
This course adopts situational teaching, which runs through the whole teaching process and stimulates students' interest in learning.
Pay attention to all students in the learning process. After students understand the knowledge, they should talk at the same table to deepen their understanding.
This class adopts different questioning methods for different topics, some of which are read together, some of which are read by the students sitting straightest, and some of which are read by the students with the loudest voice. Improve students' attention and classroom discipline.
? Disadvantages:
The mission time is a bit too long and the time control is not enough.
There is no hierarchy in the purpose setting of the exercise questions, which means that we have only practiced it once.
In the process of learning knowledge, students have mastered enough knowledge, but they have repeatedly explained it themselves, and they have not adjusted their explanation strategies according to their feedback.
Classroom teaching has not formed a general model for students to solve problems, and students' mathematical model has not been fully established.
Lack of educational tact, students do not pay attention to individuals when answering mistakes, and lack the ability of educational tact and improvisation.
Harvest:
Through several lectures, I have mastered the time and links of class. Although I have read the lesson plan several times and changed it again and again, I have never found any problems with the logic or the design of each link. When other teachers are evaluating classes, they find problems everywhere, and sometimes they really need to brainstorm. It can be said that the authorities are fascinated and the bystanders are clear. Every lecture is a growth for me. All aspects are immature, and it takes some time to grow up. From the first lecture, there were problems everywhere, and now there has been some progress, but the progress is still a little slow. I also need to take part in more studies, listen to other people's classes, and work harder.