This lesson is page 23, example 3 "Solving problems by division". The main teaching of this course is to let students learn to solve the division application problems of "divide a number into several parts evenly and find out how much each part is" and "divide a number into several parts to see if it can be divided into several parts", and write the company name. By providing rich, realistic and exploratory learning pictures, we can perceive the close relationship between life and mathematics, stimulate students' interest in mathematics, and gradually develop students' mathematical thinking ability and innovative consciousness. Make students master the thinking method of solving simple division application problems, that is, solve simple division problems according to two meanings of division. In the process of solving problems, students can understand the internal relationship between the two problems and are inspired by dialectical materialism. In classroom teaching, I think I can do better in these aspects: 1. In this class, I made full use of the teaching materials, starting from the teaching materials but not limited to the teaching materials, and gave full play to the teaching role of the teaching materials to a certain extent. In teaching, I guide students to understand and solve problems step by step: first, let students find problems by observing topics; Step two, let the students find out the mathematical information and ask the mathematical questions. Step 3, let the students use division to solve "How many do you put in each box?" "How many cartons do you need?" These two questions; The fourth step is to review the problem-solving methods, compare the relationship between the two questions, find out the similarities and differences, and let students pay more attention to the mathematical information and problems around them and solve these problems.

Pay attention to what the students say. In class, there are different ways of speaking, individual speaking, talking with classmates and the whole class talking together, which gives students sufficient time and space. Let the students show their thinking process and express their ideas through speaking. In the process of speaking, understand the quantitative relationship between "divide a number into several parts and find out how much each part is" and "divide a number into several parts to see how many parts it can be divided into" and master the solution. While achieving the teaching objectives, we should cultivate students' expressive ability, independent ability and the ability to examine different viewpoints.

But there are also many shortcomings: for example, when comparing the differences between the two questions, the handling of students' answers is not flexible enough. After asking students to find out the difference between the two questions, I forgot to ask students to further understand the two meanings of division through summary. The difficulty here is not outstanding enough. Some students said that the meaning is different. Did not ask in-depth questions in time, missed an opportunity for students to understand.

In short, as a teacher, we should not only study teaching materials and teaching references to assist teaching, but also communicate with teachers how to teach, attend more classes and discuss more, accumulate experience in practice and make progress bit by bit!

Reflections on mathematics teaching in the second volume of the second grade of primary school

Understanding the average score (1): Pay attention to students' feelings and experiences on the average score. We don't simply ask students to recite knowledge, but create situations and practice many times. After students divide pears, let them give each pear the same number of names, fully respect students' learning autonomy and creativity, and let students participate in the process of knowledge generation and formation, so as to better understand the meaning of average score.

1, pay attention to the diversity of points. The new curriculum reform emphasizes that students should study in a way that suits them. If you divide 15 pieces of chalk, 15 pieces of ballpoint pens and 15 books among three children equally, how would you divide them? There are many kinds of students. But in this link, the students did not fully show all kinds of points, basically five points, because considering the results. I think it is necessary to design sub-brands in the next link. When students don't know the total number, they have completely exposed all kinds of points, such as one point, two points and two points. It fully embodies the diversity of division methods.

2. Pay attention to let students know the meaning of average score through multi-angle comparison. This is one of the basic ways to understand the problem. Don't look at it one-sidedly. For example, at the beginning of class, students were asked to share pears, and all of them scored an average score. There is no such thing as an average score. Each score is different or there is no average score, which is also a common situation in real life. This design allows students to understand the average score and compare their studies with uneven scores, which is of great help to understand this concept. But I didn't fully reflect this when dealing with this link. When the average score was drawn, I didn't make good use of the teaching resources of splitting pears and entered the next link. In fact, you can go back to the beginning and ask if there are any other ways to divide it apart from 2 yuan each. Are the other scores average? This helps students understand the meaning of the average score.

Understanding of the average score (2);

This lesson fully embodies the leading role of teachers and the main role of students. Students always actively participate in the learning process and solve problems in the process of independent exploration and cooperation. Teachers let students appreciate students' problem-solving methods in communication, experience success, further understand the method of average score, perceive the application of average score in life, and let students feel the mathematics of life and the role of mathematics in life.

Reflections on mathematics teaching in the second volume of the third grade of primary school

"Division" is what students learn after learning the average score in the next textbook of Senior Two. One of the key and difficult points of this lesson is to let students understand the meaning of division. Division operation is an abstract model. In order to break through this difficulty, I start with the mathematics knowledge closely related to it, follow the characteristics of students' thinking in images, let students experience a process of absorbing new knowledge in hands-on operation, and use the results of hands-on operation to improve the existing cognitive structure, so as to fully understand the significance of division. First of all, arouse the students' need for average scores, and let them seek answers independently. I asked: What do you mean by putting it on four plates on average? It gives students a hint in the direction of thinking, which is more helpful for students below average, and can be scored with the help of learning tools. For middle-level students, you can also find the answer directly in the process of thinking about division or connecting with the meaning of multiplication. The average score and the addition of several numbers have something in common in essence.

Secondly, expose students' thinking in the debate and improve the knowledge structure. After showing the examples, I asked the students to find the answers themselves. They can ask for help from the disks around them or think in their heads. Both methods can find the answer, and the latter has a higher level of thinking than the former. When organizing the report exchange, I communicated the similarities between the two methods. "How much does this question add up to 12?" There are differences of opinion among students. One side thinks it is the addition of three fours, and the other side thinks it is the addition of four threes. I asked my classmates to raise their hands and found that it was almost half and half. Then I said, "It is reasonable to travel all over the world. You should give your reasons. At this time, some students explained it according to the average score. Some students know to multiply for the answer, but the explanation is not clear. I guided these students to observe the disc with an average score, and finally.

Finally, abstract division operation, so that students can further understand the meaning of division in oral English. What do the three numbers in the formula mean respectively, and what does the whole formula mean? It has gone through a process of "simple explanation" to strengthen understanding.

In fact, it is not difficult for students to explain a point with a disk from the perspective of average score, but it is "What is 12?" This is a preliminary abstract process from intuitive image to complete abstraction, and it is an important link to break through the difficulties. It is necessary to expose students' thinking and let them take the initiative to clarify and improve.