Reflections on the second volume of mathematics teaching in the first grade of primary school
Just after learning ten MINUS nine and consolidating the review, my children and I immediately entered the next learning stage-ten MINUS nine. First of all, I review more than ten MINUS nine through the formula card, answer in the form of driving a train, and read with me. Sure enough, the students' enthusiasm is relatively high, one after another, and their voices are also very loud. They are worthy of being small teachers studying. After intense review, we immediately entered the new class. On the basis of students' existing knowledge and experience, I wrote a story about kitten fishing through the main scene of "kitten fishing", which improved students' learning enthusiasm, enabled students to actively help kittens solve problems, be a helpful boy, and organically integrated the content of calculation teaching. Soon the children found a solution to the problem. There are 13 goldfish, 8 flowers and 5 black goldfish. Subtract 13-8=5. The key content of this lesson is to understand the arithmetic of subtracting a few from more than ten, and to calculate more than ten and subtract a few correctly. In order to let students experience arithmetic, in the process of teaching, students should further consolidate different calculation methods, such as "breaking ten subtraction", "continuous subtraction" and "adding and subtracting if they want". "Which way do you think can help the little white cat solve the problem faster?" How did you work out the answer quickly? "Students consciously compare and choose algorithms in the process of striving to be small experts. In teaching, we not only advocate the diversification of algorithms, but also guide students to choose the method suitable for them among many algorithms, so that students are good at learning, willing to learn, and have the courage to think and explore. After learning the new lesson, the next step is the inspection stage of tension and relaxation! This part allows students to learn to observe, set up various answering methods, solve the monotony of oral arithmetic learning, and improve students' calculation and analysis ability. By comparison, encourage children to choose the algorithm that suits them.
After the whole class, the rhythm is still relatively tight, one ring after another. In the classroom, perhaps because of the lack of praise and encouragement language for students, the lack of childlike language in telling stories will inevitably reduce students' enthusiasm for learning. If the key part of learning can make students speak more and contrast more clearly, I believe every child will master it better and choose his favorite method faster.
Reflections on the second volume of mathematics teaching in the first grade of the second primary school
I. Basic information about students There are 57 students in this class. Most of them can listen attentively, think seriously and answer questions raised by teachers. I can finish my homework as required after class and have good study habits. However, some students have poor study habits, some are inattentive in class, their thoughts are often distracted, and their discipline is not strong, which leads to poor academic performance. In order to stimulate students' interest in learning mathematics and better cultivate their scientific world outlook, according to the actual situation of this class, the teaching situation of this semester is summarized as follows, so as to better teach this course in the future.
II. Major Achievements and Experiences
1, carefully study the textbooks, carefully prepare lessons, make full use of intuitive and audio-visual teaching, divide the difficulties into different levels, and mobilize students' learning intentions.
2. According to students' differences and age characteristics, all-round education has been given to students, which has greatly improved their knowledge and potential.
3. This semester, I pay attention to strengthening the ideological education of students, cultivating good study habits and cultivating the potential of introspection.
4. Make students learn mathematics well, pay attention to intensive teaching and practice, and pay attention to the use of teaching AIDS, learning tools and audio-visual teaching methods. Prepare lessons carefully.
5. Strengthen the guidance for underachievers, so that most students have mastered the knowledge and skills of this semester, and their studies have made progress and improvement in different degrees.
6. Through the careful design of practical courses, students can master knowledge, form skills and develop intelligence. Therefore, I practice classes seriously, pay attention to practice methods and improve practice efficiency.
7. Pay attention to the cooperation with family education, keep close contact with parents through home visits, parent-teacher conferences and other different ways, and pay attention to the excavation of students' non-intelligence factors in the education of individual students, which has made obvious progress and improvement.
8. Pay attention to cultivate students' student habits. In this respect, the focus of this semester is on students. Every time they do something or a problem, they are required to be patient and cultivate their good habit of being serious in everything.
9, through some activities, statistics, data and other patriotic education for students, so that students have the spirit of studying hard for the motherland and the Chinese nation.
Third, shortcomings
1, some students' learning objectives are unclear and their learning attitudes are not correct enough. If you don't listen carefully in class, the quality of your homework is not high.
2. Some parents don't pay enough attention to their children's learning, which is mainly manifested in the following aspects: students' families don't cooperate, they don't supervise their practical work effectively, and their children's learning is poor.
3. There are also a few students with low IQ and poor understanding potential, which leads to unsatisfactory grades.
Four. Direction and vision of future efforts: In view of the problems and deficiencies in teaching this semester, we will focus on the following points in our future work:
1, combined with teaching materials, make full use of intuitive and audio-visual means, carefully prepare lessons, teach for all students, master basic knowledge and do a good job in ideological education. Teach each class carefully, pay attention to the cultivation of students' potential and the flexibility of knowledge application.
2, timely counseling underachievers, seize their bright spots and encourage them to make progress. Pay attention to the cultivation of students' potential and habits.
Reflections on mathematics teaching in the second volume of the first grade of the third grade primary school
"Looking for the Law" is the content of the second volume of primary school mathematics in Hebei Education Publishing House, which mainly teaches students mathematical thinking methods. This lesson is the first lesson in the unit of "discovering laws", in order to let students feel the universality of life application and at the same time let them be influenced by beauty. This course is taught by independent thinking, cooperative inquiry and group communication. Its characteristic, I think, is to let students experience the "re-creation" process of mathematics learning. First, provide reasonable materials for students to "re-create" in "learning". The standard points out that "the contents of students' mathematics learning should be realistic, meaningful and challenging, and these contents should be conducive to students' active observation, experiment, guessing, verification, reasoning and communication." Organize students to guess, which is the beginning of students' participation in mathematics learning activities in this class. Then, on the basis of fully understanding and trusting students, the teachers carry out original design, so that "disks and triangles" become the material for students to "re-create".
Thirdly, it is the starting point and destination of mathematics learning to advocate practical application, let students realize "re-creation" in "use", integrate mathematics experience into life and use mathematics knowledge to solve life problems. In teaching, after students explore various laws, they give examples of regular things in life and appreciate regular pictures, all of which are based on students' life experience and follow the law of coming back from life, so that students can learn, understand and develop mathematics in the process of studying realistic phenomena and appreciate the infinite charm of mathematics. In this class, I integrated with my classmates and successfully completed the teaching task. However, there are also some shortcomings. Because there are many content arrangements, some links are hasty, which reduces the number of students' answers.
In short, in the whole teaching activities, happy moments ripple in the classroom, and innovation, independent inquiry, teacher-student interaction and student-student interaction become the main theme of the classroom. In the future, I will continue to learn new courses and new ideas to improve my teaching level.
Reflections on the mathematics teaching of the second volume of the fourth grade and the first grade in primary school
According to the teaching concept of "student-oriented development" in the new curriculum, the course "Location" has carefully designed group activities, allowing students to observe with their eyes, express with their mouths, operate with their hands and think attentively. Students always learn easily and happily in the specific scenes created by teachers and in the spatial relationship between the front, back, left and right. The following are my thoughts on orientation teaching. First, pay attention to students' existing life experience and knowledge background.
Students' existing life experience is very important for them to understand mathematics knowledge. At the same time, it is through life experience that students have experienced a process from concrete to abstract. In this teaching class, because students are no strangers to "up and down" and "before and after", they all have different degrees of understanding, so I designed activities such as "hide and seek" and "divergent thinking to find friends", so that students can fully show their cognitive level, show their cognitive personality, develop on the original basis and lay the foundation for students' active learning.
Second, create situations so that students can gain rich experience in mathematics activities.
In classroom teaching, every link in the design, arrangement and organization of the teaching process should consciously reflect the contents and methods of inquiry, so that students can personally participate in living mathematics activities. According to the teaching requirements, starting from students' reality, according to students' age characteristics and cognitive rules, the examples and conclusions in textbooks are transformed into living mathematical activities that students can participate in personally. Attach importance to students' learning process and let them experience the formation and development of knowledge.
Reflections on the mathematics teaching of the second volume of the first grade in the fifth primary school
It is an important way for students to form the concept of space by letting them perceive, guess and speculate in concrete and real situations. In this course, I try to guide every child to experience the joy of success, feel the close connection between mathematics and the real world, and realize that there is mathematics everywhere in life. Students learn easily and happily, and receive certain teaching effects, which are mainly reflected in the following points: First, create situations to stimulate interest.
In this class, I designed lively and interesting math teaching activities according to students' life experience. Use the dynamic courseware of the Forest Games to stimulate students' interest in learning and watch the wonderful races of small animals purposefully and orderly. Let children explore new knowledge, initially perceive the relative relationship between the front and back positions of things, and describe them completely in their own language. Stop in the middle of the race and guide the students to guess and speculate: "Who runs first?" Set suspense to stimulate students' curiosity and thirst for knowledge in learning mathematics. When you finally reach the finish line, ask the students to report the relative position and order of the small animals. Further understand the relativity before and after, cultivate students' good habit of thinking and thinking hard, and infiltrate moral education according to the results of the competition. Tell the students that although the snail is backward, its tenacious fighting spirit is worth learning. In the animal race, let the students describe the relative position and order of the objects and fully feel the relativity of the front and back positions. Because of different reference objects, the position of the same object will change differently, thus breaking through the teaching difficulties.
Second, from life, for life.
This lesson fully embodies the concept that "mathematics comes from life and is used in life". I can actively pay attention to students' cognitive background and life experience, thus promoting students' active development. In the consolidation exercise, I designed small animals in the forest and invited us to play in the "Children's Paradise" and "Zoo". Let students fully feel that the knowledge we have learned is around us in mathematics activities, and the mathematics they have learned can solve problems in life.
Third, develop thinking and learn to ask questions.
It is better for students to ask questions than to solve problems. In this class, I consciously leave enough time for children to ask questions, such as guiding students to observe and inspire questions in the race situation. At first, students will ask some simple questions: Who is the first? Who came last? But under the guidance of teachers, students will ask some deeper questions with "back and forth". Who is in front of car no.3? Who's in the back? What class is car number 4? Wait a minute. The students are asking more and more questions. I praise the students who dare to ask questions and encourage their courage. Only by encouraging them can they dare to ask, only by guiding them can they ask, and only when they have questions can they promote their thinking development.