? What should I pay attention to when solving problems? How to create situations and cultivate students' problem-solving strategies? This series of problems should be the most concerned problems of front-line teachers. Seven problem-solving classes opened my eyes.
? In the book "Solving Problems by Mixed Operations" written by Teacher Gai of Jilin Province, a situation is first created, in which students are asked questions, and the simple one-step calculation questions asked by students are directly answered by the teacher. In this process, the teacher reviewed the students' knowledge: solving problems in one step. This also leads to the problem of two steps. When exploring and analyzing the two-step problem independently, the teacher first asks the students to think independently for 8 minutes. From this, we can see that independent thinking is the basis of cooperative communication and innovative development, allowing students to experience the problem-solving process from text situation-graphics-modeling (formula), guiding students to gradually master two basic methods of analyzing quantitative relations, and infiltrating reasoning, model thinking and mathematical orderly, comparative and optimization methods.
For second-grade children, problem-solving strategies should be their weakness. In the new teaching process, Mr. Gai spent a lot of time for students to experience, compare different methods and let students internalize themselves. The key to solving the two-step problem is to figure out what to calculate first-to find the correct central problem. So as to find the solution that you are good at. "Looking back is a kind of wisdom." Teacher Gai led the students to look back. What are they looking at? what do you think? Third, internalize the basic steps of solving problems into a kind of ability of students.
What impressed me most about the lesson "One number is several times that of another" taught by Teacher Li from Guangxi is that the exercises are particularly good. For example, how many times are there more rabbits than monkeys? How many times are there rabbits than swans? Why are there 24 rabbits? Why is the result different? Let students realize that it is particularly important to find out who has a relationship with whom. Then the teacher asked: What if it becomes 5? How many swans should be added? How many little monkeys? Why is the result different? A series of questions make students' thinking spread deeper, and the expansion of several times more and less makes students deeply feel the importance of finding the right amount.
The special practice of solving problems by multiplication and division given by teacher Qiu Wanqian in Zhejiang Province is a class I am looking forward to and I have never tried before. Professor Liu Jiaxia also said the advantages and disadvantages of this course in the comments after class, which really benefited a lot.
At the beginning of the class, the teacher asked the students: What are we doing here today? Health: Solve the problem. Teacher: What's the problem? In the video, play a video. The video is very long After reading it, the teacher excerpted a paragraph, with a total of 120 words. After reading the text, show me the question: Is it possible for Phyllostachys pubescens to be more than 2 meters tall in 2 days? What is the first step to solve this problem? Student: Find out the key words in the material. How can we find the key words in the material? Painting, painting, etc. In the following activities, students are also trying to find ways to bypass this problem.
What attracts me about Mr Qiu is not how clever he is in solving problems for students, but what I admire is his feelings for students? Considering the close relationship between mathematics and life, the mathematical problems contained in our life are often wrapped in a lot of complicated information, which requires students to have strong information screening, representation and correlation ability. It is very difficult for the students in Grade Three to select relevant information from the information materials of 120. This attempt not only deepens the teaching of reading comprehension, but also focuses on the implementation of the goal of cultivating questioning ability. Einstein said: It is more difficult to ask a problem than to solve it. Teacher Qiu cultivates students' "four abilities" to find, ask, analyze and solve problems. Although this class didn't finish at the end, the professor also mentioned his difficulty in his comments, but I think we can let the students in our class practice every month, and we can also avoid the problem that junior and senior high school students have difficulty in reading questions. Connecting with life, mathematics is not only to solve problems, but also to solve problems.
Professor Fan Hua, a Kunming teacher, "seeks for the lost time". Through the passage of time, the moment and the derivation of time on the clock face, he commented: "This is how time passes!" The passage time and time are distinguished, and the connection and difference are made in counting interval, subsection calculation and 24-hour timing method. I like some unexpected details and ideological and moral education in this class best. The design of exercise questions makes the application of each exercise particularly incisive. Teacher Fan is a sentimental math teacher.
After four classes in the morning, Professor Liu Jiaxia's comments talked about the difference between solving problems and solving problems. Under the guidance of core literacy, the three more important elements of student-centered classroom teaching are: the choice of materials, focusing on usefulness, interest and challenge. Second, to create a situation, we should have a life situation, simulate the situation, think about the task in the created situation, and leave enough time for students to complete the task. In the setting of problems, there are institutions.
In the reporting and communication, Liu Jiaoshou said that how to report and communicate can best reflect the wisdom of teachers. It also reflects the artistry of teachers' teaching. Whether it is presented one by one or in contrast depends on the students' mastery. Many times, comparative display is a more strategic choice. In this link, the teacher's role is very surprising. Students don't have to put down more time, whether they are role models or not, and spend limited time where students can't spend it.
Liu Jiaoshou also suggested that teachers should emphasize four abilities, in which students can sort out the problems of finding and analyzing problems, so that students can think about what is difficult and what is simple. Analyze and solve the problem, the teacher puts forward a schematic diagram, you can see the structure and calculate the result, the line segment can see the structure, and some may even calculate the result. Among these suggestions, the simpler the teaching, the more complicated it is.
? In the course of Statistics and Probability, I listened to three averages in four classes in the morning, and the same class was heterogeneous, which made me have a deeper understanding of averages, especially the averages in the third edition taught by teacher Wu Zhengxian this time. In this class, Mr. Wu comes straight to the point, asks questions according to your understanding in life, digs out the original ideas in students' minds, and analyzes the knowledge about average scores with students. When people don't know the total score, the average is produced. Let the students feel that the average score is produced by the needs of life, and then Teacher Wu said, "You see, these data can also speak, with an average score of 90 points. Are you all 90 points? Let the students talk about their understanding of 90 points, and let them feel that the average score represents a collective and an overall level. He may or may not be your achievement. I especially like the estimation method used by Mr. Wu in making students understand the interval of the average. I give three, four, five and six numbers. Please estimate the average of their four figures. There are two and eight. In Mr. Wu's sentence, mathematicians should tell the truth so that the next inquiry can be logical. Students have their own solutions to whether to shift more and make up less or to calculate the average. Finally, through the statistics of students' free rides, students can understand the data collection and its randomness. Teacher Wu showed us the most important idea in statistics and probability, the concept of data analysis,,,
? The average number of teachers in Yong Fang is also considerable. For example, if the results of the oral arithmetic competition of the classmates at that time were made into statistical tables, the number of people in the first group and the second group was the same as the total, and the third group could not be compared at the same time. Students need to find ways to average, and the details in the middle are particularly brilliant. For example, pointing to the results of the third group, ask the students, can 16 represent it? 10 can represent it? They can only represent themselves, so which number is used to represent the overall situation of this group? Where is this wonderful number hidden? Can you find him? How to find it? These questions aim to guide students to think deeply when they are confused.
The second highlight is to turn the statistical table into a histogram in the courseware demonstration, which makes people shine at the moment and allows students to draw the average line. It vividly shows that more activities make up for less. Analyze the reasons for each group's failure and victory, and make students feel that the average is a very sensitive number, which easily changes with the change of data. Finally, the average value of each group is calculated, and it is found that the average value can also be decimal. These small details show the teacher's solid basic skills and student-oriented classroom philosophy.
The first-grade children of Fujian Lian's "Data Collection and Arrangement" listened to the second-grade class and especially admired Lian's solid and steady typhoon and unhurried communication skills. Her class really responded to what Teacher Wu said: "Wrong is right, just ask and understand, just chat and chat." In the relaxed, democratic and communicative classroom created by the teacher, the first-grade children are chatting happily about the important thing of choosing the color of school uniforms. Student-centered, children's statistical concepts are gradually in their hearts in situations of interest to them.
? Teaching and learning is a long process. As long as the teacher has children in mind, you can be the kindling in your class. Deepening teaching reform and implementing students' core literacy will not become a slogan. It will become our conscious behavior.