Part II: Practice and application. Copy the typical exercises presented in the students' handwritten newspaper on the card in advance, observe them together, and talk about what to pay attention to when solving such exercises. Such as: conversion between units. Students say this is the most error-prone. So, I wrote down six small questions of the fifth question in the book on the blackboard:
480m = () km 0.2m2 = () square decimeter.
78g = () kg 3.46t = () kg
150cm = () m 0.07L = () ml
Let the students observe these six questions first, and then divide them into two categories. What methods are used in each category? Choose an exercise and tell your deskmate "I think so". I'll name a few more students when my deskmate has finished communicating. Let the students think: What problems need special attention? Some people say that 150 cm is easily regarded as 1.5 m, and 0.2 m2 is easily regarded as 2 square decimeters. I will inspire them to think: what relevant knowledge is needed to solve this kind of fill-in-the-blank problem? Students understand: In addition to knowing from what unit to what unit, we should also know the progress between related units, consider where the decimal point moves, how many places it has moved, and so on. Students inspire each other, and I, a math teacher, naturally retreat to the "second line".
Part III: Walking into the homework "supermarket". Through the review of this lesson, students design an exercise to review the knowledge points that they have not mastered at ordinary times. You see: the homework designed by a classmate is still relatively hierarchical. Write the answer directly:
Group A: 3./kloc-0 /×10 = 0.09×100 =10 = 0.8×1000 =
0.007× 1000 = 3. 1÷ 10 = 0.9÷ 100= 60÷ 1000=
Group b: 54 people. 2× () = 542 102.2÷ () = 0. 1022.
2. 17 ×( )=2 17 10÷( )=0 . 1
0.048×( )=48 540.2÷( )= 54.02
Group C: Fill in "×" or ""in ○, and fill in the appropriate number in ().
4.58○( )=45.8 4.58○( )=0.458
4.58○( )=458 4.58○( )=0.0458
4.58○( )=4580 4.58○( )=0.00458
Correcting students' personal assignments, I feel that the review class of this unit is quite innovative and effective. So, it caused me some thoughts.
Teaching reflection
1, how to get to the unit review class?
Open the new textbook for grade five, and the idea of "arranging review lessons" in each unit is very clear. Like the decimal multiplication and division unit, the textbook also follows four parts: review and arrangement, practice and application, exploration and practice, and evaluation and reflection. In connection with the arrangement and review of the previous unit, I started with the teaching materials, sorted out the knowledge with the students first, and then carried out targeted exercises. If you keep using that method, the feeling form is relatively simple. In particular, I feel that the students who have mastered the knowledge in the review class are not interested, and the teacher is cooking cold rice. The students who usually miss the knowledge are not very involved in the review class. I always feel that the teacher has to take a review class, and there may be no inner needs. So, I spoke with "relish" on the stage, and the students were bored. I want to emphasize this knowledge point and that calculation rule. Students are still "going their own way" and I am still very angry because of mistakes in class homework. As a result, as teachers, we began to complain that students were "wandering" in the sea of questions. One unit passed like this, and teachers began to comfort themselves: "Just finish the task."
So, I have been thinking about how to go to the review class. What form is better? Today, I made a bold attempt. The above review form not only saves time, but also looks better.
2. Where did the problem come from?
Teacher Hua Yinglong, a special-grade teacher, said in the lecture "Classroom should be error-free and wonderful": We should make correct use of students' error resources. I think: based on this thinking, let students sort out the concepts that they think are most confusing and the contents that they don't have a good grasp before class. I can sift through what I want to review before class. Students think that the progress between units is the most prone to mistakes, and the problem solving is not very good, so I will spend more time reviewing. The correct rate of multiplication and division in students' homework is not very high. At ordinary times, I ask students to strengthen oral arithmetic training, pay attention to the cultivation of inspection habits, and conduct a week-long homework error-free competition in the class, announce the winners every Monday, and reward excellent cards. The questions in today's class are provided by students, which stimulates students' interest in learning and makes the boring review content more vivid.
3. Pay attention to reflection in review.
If you want to have a good review class, I think there are two points that can't be ignored: before the review class, teachers should strengthen self-reflection, what are the teaching focuses and difficulties of this unit, how students usually behave in class, and what is the biggest problem in homework? And students, after learning a unit, should also reflect. Therefore, behind the handwritten newspaper, what I understand is students' reflection on learning, which is actually an important learning resource and my teaching resource, which also builds a step for students' progress. It reminds me to adjust the teaching state, pay attention to the arrangement of review content, innovate the review form and reflect more, so that the review class can really play the role of "reviewing the old and learning the new".