Reflections on the first volume of fourth-grade mathematics teaching 1 Ton of Understanding is the teaching content of the first volume of third-grade mathematics published by New People's Education Press, while the thinking of third-grade students in primary school is mainly in concrete image thinking and gradually transitions to abstract logical thinking. But "ton", a very large quality unit, is far from the reality of students' lives. How to present the abstract concept of "ton" to students in a concrete, vivid and directly perceptible form, and how to make students "experience" and "1 ton" are the key and difficult points of this course.
I remember that the connection between mathematics and real life is emphasized in the mathematics curriculum standard, so students' real life is fully considered in the design, and examples are selected from what students can feel, so that students can feel that knowledge and experience are innate, and mathematics and life are together.
First, let students experience in practical activities.
The concept of "ton" is abstract, which is far from the reality of students' life. In order to make students get full experience better, so as to firmly establish mathematical concepts on the basis of understanding, we should try our best to provide life-oriented learning materials, so that students can establish appearances in the process of full experience. Although students have learned the units of mass "grams" and "kilograms" and have a certain understanding of the units of mass, they may have seen "tons" in their daily lives, but the units of mass are not as intuitive and specific as the units of length, and cannot be obtained only through observation. Moreover, a quality unit as large as "tons" is rarely touched by students in their daily life, let alone experienced. In teaching, to let students experience the weight of "1 ton", I will let each student take turns holding a bag of 10 kg of rice and talk about their feelings, and then choose a "Hercules" in the class to take several bags of rice at a time, and then calculate 100 bags of such rice. Then ask students to give examples to illustrate which objects in life weigh about 1 ton (for example, 2 cows, 10 pigs, 200 ducks, the load capacity of elevators, etc.). ). Let the students construct the representation of 1 ton in full experience with the help of 100 bag of rice, the total weight of 40 students, 2 cows and other concrete objects. Let students learn the unit of "tons" in practical experience.
Second, let students experience in practical application.
Mathematical knowledge comes from life, and there is mathematics everywhere in life. Starting from students' life experience and existing knowledge, I make mathematics close to students' life and become interesting, vivid and easy to understand. Create problem situations in teaching, so that students can use their tons of knowledge to solve the load of small animals crossing bridges, trucks and elevators, how many objects weigh about 1 ton, and which objects should be measured in tons, and estimate the mass of some large animals, so that students can experience tons of knowledge around them and learn.
Reflections on the first volume of mathematics teaching in grade four 2 The teaching goal of this course is to feel the necessity and practical significance of a large number through counting activities. Know "100,000,000,000,000,000,000,000,000,000 and100,000,000,000,000,000" and understand the relationship between companies. Before class, I arranged for my classmates to look for information about the number of more than 10 thousand. In class, I prepared many realistic situations related to large numbers for my classmates, so that they could feel what 10,000, 100,000 or even more numbers are. Large numbers are no longer meaningless in children's minds. When teaching counting units, we should start from the 10 level we have already learned, and learn the relationship between 10,000 levels, 100 million levels and each number by combining counters. The teaching in this class is too conservative and always leads the children around. For example, after learning 10,000-level counting units, children can explore 100 million-level counting units by themselves, and the relationship between various numbers can also be discovered by themselves.
Reflections on mathematics teaching in the first volume of the fourth grade III. There are inevitably doubts and difficulties in students' study. Teachers should discover, grasp and intervene in children's thinking in time, help children's language, discuss learning with students, and decompose the difficulties that students explore, so that the difficulties are not difficult and students can understand them easily.
For the concept of "multiplication and division", teachers describe it this way: the sum of two numbers is multiplied by a number, and these two numbers are multiplied by this number respectively, and then the products of the two multiplications are added. The first time I teach, I explain it from the book and explain it again and again, but I still make mistakes like (3+5)×8=3×8+5 every time I do my homework. The reason is that we don't really understand the meaning of the law of multiplication and distribution. So in the second teaching, I used a language suitable for children to understand multiplication and division. For example, 9×99+99 is described as follows: 9 99 plus 1 99 * * with 10 99, and the formula is 9× 99+99 = (9+ 1). There is no need to repeat, and students can solve it easily.
Reflections on Mathematics Teaching in the First Volume of Grade Four This course is based on the "rounding" quotient in the last section "Division by the stroke with integer ten", and students will have cognitive conflicts on the original quotient method. When the divisor is a two-digit division, when the divisor is not close to integer ten, such as 14, 15, 16, 24, 25, 26, etc. If the divisor is regarded as an integer ten to try the quotient, it often needs to be adjusted several times, which requires different methods to try the quotient according to the specific situation. The key point of this lesson is that students will take the divisor close to15,25 as15,25 to try quotient. The difficulty is to use the method of elastic trial quotient to calculate. In teaching, when students try to calculate, they also use rounding method to calculate this divisor which is not close to integer ten. As a result, it is obvious that this business has been tried several times, and all the students find this method not good. At this time, let the students observe another method of trial quotient given in the textbook and understand that they should try quotient flexibly according to the situation when calculating different division formulas. In the process of teaching, I found that students are not good at multiplication, such as: 25 times 8, 15 times 6, etc. This is slow and even wrong, which has a great influence on the teaching of this class. When the divisor is considered to be such 25, 15 and 35, there are often many errors in the calculation process. Through this lesson, I realized that if students' oral ability is not strong, it will directly affect the accuracy and speed of calculation, so we should strengthen students' oral training and improve their oral ability in the future. We should remember these formulas, such as 15×6, 25×8, 16×5, 4× 15, 125×8, 25×4, so that we can blurt out the numbers when we see them. In addition, when inviting some students to perform, other students should pay attention to the calculation process and find their own shortcomings so as to reflect. I don't want to say it myself when checking with others. I want to ask other students to point out the shortcomings by name, so that students can sort it out and find mistakes easily.
The reflection of mathematics teaching in the first volume of the fourth grade reflects the whole class, which not only pays attention to students' learning process, but also reflects students' independent inquiry, so that students' emotions, attitudes and values can gain rich experience in the process of exchange and evaluation, which better reflects the advanced teaching ideas.
In teaching, I pay attention to students' inquiry process, which not only makes students know what an exact number is and what an approximate number is, but also makes them understand that in addition to rounding in life, in some special circumstances, "ending method" and "entering one method" are often used. Shopping mall sale is linked with the "tail-removing method", and choosing clothes suitable for your body shape is linked with the "one-step method", so that students can naturally apply their knowledge in life to mathematics, and two rounding laws are summarized through discussion. In this way, linking the learning content with real life can greatly reduce the difficulty of students learning mathematics, and at the same time, it can also mobilize students to use their existing experience to help them understand mathematics knowledge, so as to achieve the purpose of solving the key and difficult points of knowledge.
After mastering the rounding methods of "ending method" and "entering one method", I guide students to reflect on their knowledge: three rounding methods: comparison entering one method, ending method and rounding method. It makes students consciously point their thinking to mathematical thinking methods and learning strategies, forms a "re-exploration" learning atmosphere, and also urges students to further master the three-in-one method.
In the exercise, I also specially linked students with real-life examples (supermarket cashier's bills, water, electricity and coal invoices, etc.). ), so that students can flexibly use reasonable rounding methods, but also let students pay attention to things around them, be a conscientious person in life, and experience the practical significance of mathematics to life.
Reflections on mathematics teaching in the first volume of the fourth grade. The teaching content of this course is to draw a statistical chart through experimental data to realize the necessity and flexibility of 1 cells representing different units in the statistical chart. Understand all kinds of information represented by the data on the bar chart. The data obtained in the experiment will be plotted as a histogram. In the "practical activities" on page 85, the textbook has organized students to plant garlic seedlings and made data records. In this activity, students experienced the process of data collection, collation, description and analysis. The teaching process is divided into three steps: the first step is to exchange the data recorded by experimental observation; Step 2, fill the data recorded by each group into the statistical table; The third step is to discuss how to make the obtained data into a bar chart. When students draw a histogram, teachers should not make rigid rules on the selection of the number of units, and each group can determine the number of units according to the height range of garlic seedlings. Then we'll discuss it.
Reflections on the math teaching in the first volume of the fourth grade: No matter how to write autumn scenery or how to have an autumn outing, it all starts with the word "autumn". Now is the autumn festival, so I use three words about "autumn" to guide students into the autumn world. In the process of teaching, I ask children to close their eyes and listen to the tape, so that they can remember what they have heard, which can not only concentrate their attention, but also bring it into the text more easily. In the practice of reading words, words and sentences, I design students to "speak" in order to train children's ability of imitation and oral expression, and more importantly, to train children's courage and flexibility in thinking.
Rereading the text will put forward higher requirements for students: what are the aspects of autumn body now? Ask students to be very familiar with the text, guide and train students to summarize the content in short language, such as the beauty of the sky, the beauty of farmland and the beauty of joy. I designed the ultimate goal of this course: to promote children's love for autumn scenery and praise nature in autumn. The disadvantage is that there is not much time for students to discuss because of the content of this course. I want to arrange some time for children to fully express their views in the future teaching and increase diversified knowledge in the classroom.
It has been two weeks since the fourth grade started, and this year I took over the fourth grade. The first unit is the teaching of division (*** 12 class hours). In these two weeks, I finished seven hours of teaching. But the error rate of students' calculation is very serious.
For example, the vertical style that often appears: 3024= 16, 93=3.
The reasons may be as follows:
1, usually lack the necessary basic training. The new textbook advocates the arrangement of small units, the teaching content is incoherent, and teachers pay insufficient attention to basic calculation, which leads to students' inexperience in addition, subtraction, multiplication and division of tables within 20. (This is the biggest cause of errors)
2. Lack of necessary cultivation of calculation habits. Some students have problems such as copying wrong questions and missing answers. In fact, in computing teaching, many students' mistakes are related to their attitudes and habits, and few people really can't do it.
3. The influence of teachers. Compared with teachers, there are undoubtedly many gaps in students' computing ability. However, many teachers often ignore this point in teaching and look at the calculation from the teacher's point of view, which leads to the inability to pay attention to details in teaching.
For example, question 6 on page 7 of the textbook has such a set of exercises:
9943 20838 86862
99683 72727 60257
If the teacher doesn't study, it's hard to find that there are both business places and business places here. The examples in the textbook only involve quotient digits, so students may make mistakes by imitating examples.
Countermeasures:
1, strengthen oral calculation. It is puzzling that the importance of verbal arithmetic was not clearly put forward before the new curriculum standard was put forward, but the majority of teachers can take verbal arithmetic as a routine, but it is difficult to see the scenery of verbal arithmetic in the classroom after the curriculum reform. It can be seen that strengthening verbal arithmetic can not stop at slogans, but should be implemented in every class at ordinary times. Sharpen a knife and cut wood by mistake. Oral calculation is the basis of written calculation. It is necessary to spend 2 minutes doing several groups of oral arithmetic exercises every day. As long as you persist, I believe that students' verbal ability will be significantly improved.
2. Appropriately increase the amount of training in calculation. The current supplementary exercise has noticed this problem. The supplementary exercises in the first volume of the fourth grade set up two hours of homework for each class, which made up for the relative shortage of textbook exercises to some extent. However, in addition to the teaching of special computing content, teachers should always pay attention to students' computing training and practice it every day. As Mr. Shen Zhongyu said, one problem can be solved every day, but one problem can't be solved every day.
3. Do a good job in the connection of calculation teaching in each period. Only when all math teachers attach importance to calculation and regard calculation as students' basic ability can students' calculation ability be gradually improved. If necessary, school competitions such as quick calculation and oral calculation can be held to promote the attention of teachers and students.
Reflection on Mathematics Teaching in the First Volume of Grade Four 9 The teaching goal of this class is to know the role of direction and distance in determining the position through specific activities. The position of the object can be determined according to the direction (arbitrary direction) and distance. You can describe a simple road map. In teaching, I threw the elephant hall to the north of Monkey Mountain. Can you find the exact location of the elephant hall? Guide students to find and know the specific direction. Then I threw the Elephant Pavilion 30 degrees east-north of Monkey Mountain. Now can you point out the specific location of the elephant hall? I can't find the students' discussion. What else do I need to know? Students can say it right away and know the distance from the Elephant Pavilion to Monkey Mountain. Through the practical teaching of these three steps, students know the method of judging the direction, and then the direction is much more accurate when students describe it, and finally they write it in language.
Reflection on Mathematics Teaching in the First Volume of Grade Four 10 The teaching content of this lesson is to go through the process of processing experimental data and understand the characteristics of simplex broken-line statistical chart. Can draw a broken line statistical chart according to a set of related data. You can get the information of data change from the broken line statistical chart and make a simple prediction. In teaching, I use the experimental data of students planting garlic seedlings to ask students "what methods should be used if you want to know the growth trend of garlic seedlings" for students to discuss. Draw a statistical chart of broken lines in the students' discussion. Then, teachers and students discuss the method of drawing statistical charts with broken lines, so that students can try it themselves. Another focus of this activity is to understand and predict the growth trend of garlic seedlings according to the relevant information provided by the broken line statistical chart. Therefore, when students know the broken line statistical chart, then they should analyze and predict:
For example,/kloc-how many centimeters does the garlic sprout grow on 0/0 day, and how many centimeters does the garlic sprout grow on the 20th day?
Reflections on the first volume of mathematics teaching in grade four 1 1 In this section, students read the theme scene map and initially perceive the intersection vertical. By asking students to show the intersecting vertical pictures they see with wooden sticks, students initially abstract the intersecting vertical, and then connect the initially abstract representation with the surrounding objects through blackboards, doors, windows, walls and books in the surrounding classrooms. On the one hand, students are trained to find mathematical problems from their lives and feel the value of mathematics learning. On the other hand, it deepens students' understanding of intersection and verticality. Then I let the students know the connection and difference between intersection and vertical. When guiding students to distinguish between intersection and verticality, first, let students demonstrate the intersection with two fingers, then turn it into verticality, and ask where you think it is vertical and why. Second, let students observe the vertical phenomenon around them and point out that two straight lines are perpendicular to each other. Measure the degree of any one of the four angles formed by intersection. Do you think so? This deepens students' understanding of the meaning of verticality and the relationship between intersection and verticality. Then I asked the students to try to draw two vertical straight lines by themselves. Students have many methods, some use a triangle, others use a ruler, textbooks, notebooks and so on. Then I show the vertical line of a known straight line a little further away from the straight line. Students try not to use the tools or methods just now. The teacher pointed out the limitations of some painting methods just now and tried to draw in other ways. Students quickly enter the inquiry, get out of their seats and learn from each other or read textbooks to learn textbook methods. Soon all the students read the textbook again with questions. Through mutual learning and self-study, some students use rulers, some students use triangles, and some students use a corner of the textbook. Although the methods are diversified, the students do not pay attention to the specific operation steps and some details. I will give some instructions in time at this time. The students in this class have active thinking, high enthusiasm and remarkable achievements.
However, there are also many mistakes in this section. Because of the long exploration time, we can't finish the task on time, and there are few consolidation exercises, let alone finish the task in class. In addition, there are many mistakes in some details, such as writing on the blackboard, transitional sentences, summary and so on. In short, there are many loopholes.
In the future teaching, we should first pay attention to the rules of time, strive to complete homework in class, and try our best to pay attention to the perfection of details.
Reflection on Mathematics Teaching in Grade Four 12 "Satellite Running Time" is the content of Unit 3 Multiplication in Grade Four Mathematics of Beijing Normal University Press. Through some data about satellite operation, this lesson enables students to learn to estimate large numbers, and explore and master the calculation method of multiplying three digits by two digits in specific activity situations. This class is a calculation class that multiplies three digits by two digits. I will focus on the exploration of calculation methods and let students explore independently. Then work in groups to discuss and communicate in detail; So as to master the calculation method of multiplying three digits by two digits. Estimation teaching is also very important. For some students, estimation is more difficult. In the process of teaching, I was too worried that students would not estimate, so I tried to prompt. As a result, the estimated time of this link is too long, which affects the next link, resulting in students not being able to practice fully. Focusing on the new concept of "attaching importance to the process of knowledge acquisition", this lesson provides students with a lot of time to feel and experience mathematical knowledge in the form of group cooperation and inquiry, pays attention to the hierarchy and graduality of children's acquisition and mastery of new knowledge, and creates vivid situations and rich competition games around it.
Reflection on Mathematics Teaching in Grade Four (Part I) 13 This semester, I adapted to the requirements of teaching work in the new period, strictly demanded myself from all aspects, actively consulted other teachers, and worked diligently and conscientiously in combination with the actual situation of our school and students, so that the teaching work was carried out in a planned, organized and step-by-step manner. Based on the present and looking forward to the future, in order to make greater progress in the future work, this paper summarizes the teaching work of this semester, hoping to carry forward the advantages, overcome the disadvantages, sum up the experimental lessons, carry forward the past and forge ahead into the future, and make the teaching work by going up one flight of stairs.
I. Teaching situation
1, review communication and establish contact. Before teaching new knowledge, we should briefly review the calculation of multiplying two digits by two digits, with the aim of recalling what we have learned, preparing for migration and strengthening the connection between old and new knowledge.
2. Highlight the connection between mathematics and real life. Before learning the examples, I created a problem scenario based on students' real life, and asked students to ask math questions according to the scenario, and listed formulas to lead out the examples.
3. Master new knowledge through observation, discussion and communication. It cultivates students' independent thinking ability and consciousness of cooperation and communication.
4. Consolidate knowledge and deepen practice. The purpose of this design is to let students master the knowledge they have learned at different levels, do basic exercises first, let students master the operation method of multiplying two or three digits by two digits, and then further consolidate and deepen it through variant exercises, so as to cultivate students' computing ability and ability to solve problems flexibly.
Second, application problems have always been a major difficulty for students to learn, but for this kind of situation, it is particularly special. Most students have a poor understanding of application problems. In view of this situation, I ask students to practice more, think more, ask more questions, and gradually improve their ability to analyze problems from quantity to quality, so that students are no longer afraid of applying problems as before.
Third, increase practical activities to cultivate students' awareness of mathematics application. Design some activities that are closely related to students' lives and contain mathematical problems. Let students feel, experience and understand mathematics by solving problems in activities, which is also conducive to cultivating students' awareness of discovering mathematical problems from daily life.
Fourth, the existing problems
Teacher: 1. The textbooks being used need further exploration. 2. Pay attention to the balance of teaching content in teaching, so that gifted students can gain more in one class and students with learning difficulties can gain something in each class. 3. In class, we should grasp the weak points of students' knowledge and improve their learning efficiency.
Student: 1, some students don't know how to judge, have poor ability to examine questions, and ignore the meaning of solving problems. 2. Some students' thinking ability is relatively poor, and their analytical judgment ability is weak. 3. Some students have poor learning foundation because of laziness.
Improvement measures of verb (abbreviation of verb)
1, pay attention to the cultivation of students' spatial imagination ability, and abstract the understanding of graphics in physical operation.
2. Strengthen the cultivation of students' thinking ability and analytical judgment ability.
Pay attention to students with learning difficulties, help them in various ways, give them more care, ask more questions in class, care more after class, and strive to improve their homework. Make them further establish their confidence in learning, thus promoting the improvement of the teaching quality of the whole class.
4. Teachers should constantly improve teaching methods according to students' learning situation to improve the effectiveness of the classroom. In the future teaching process, I will draw lessons from experience and make various effective measures according to this reflection to improve students' interest in learning and cultivate students' good math study habits. At the same time, consult other teachers humbly, learn from experience, and strive for improvement in the second half of the semester.
Reflections on Mathematics Teaching 14 In the third grade, we learned the division of divisor into single digits. In teaching, we should grasp the similarities and differences between old and new knowledge and make a comparative teaching. Similarity: calculation method (all points are divided from the high position, one place down, and the quotient is written on one place). Calculation requirements: the remainder should be less than the divisor and the writing format is the same. Difference: Divider is the division of a single digit. Look at the first number first. If the first digit is not quotient 1, look at the first two digits and divide them one by one. A divider is the division of two digits. Look at the top two first. If the first two digits are not quotient 1, look at the first three digits and divide them one by one. The difficulty in teaching this lesson is to make children understand the arithmetic of division in which the divisor is an integer ten. For example, 80 ÷ 20 = 4 means that 80 represents eight tens, 20 represents two tens, and every two tenths of eight tens can be divided into four parts, which means that there are four 20, 80 ÷ 20 = 4 in 80. Follow-up: Why is 4 written in one place instead of ten? Because 4 written in one place means 4 twenties, and written in ten places means 40 twenties, and 40 twenties are 800 instead of 80. Let students further understand arithmetic and avoid the mistakes of quotient.
Reflections on the first volume of mathematics teaching in grade four 15 Through the study of "planting garlic seedlings", students once again experienced the method of collecting and sorting out data, and reflected the statistical results with bar charts to further understand the role of mathematics in life. Through the arrangement of the teacher in advance, the activities of planting garlic seedlings with the students and the daily measurement, the students experienced the formation of the data personally. In teaching, teachers give full play to the advantages of group and learning by doing, so that students can draw in groups, and the groups help each other and get inspiration. Teachers give specific guidance to irregular and difficult groups. Students can use bar charts to reflect the statistical results and further understand the role of mathematics in life.
1. Give full play to students' main role.
First, I created a problem situation for the students. After students encounter difficulties, I don't guide them to solve problems, but let them explore independently. Try to solve the problem. Then, students' representative works are selected to be displayed and evaluated by other students. What are the advantages and disadvantages? Let students experience the process of solving contradictions and enhance their experience and understanding of the generation and development of knowledge.
2. Establish knowledge network in conflict.
(1) The grid is not enough. Let students discover that 1 grid can represent the knowledge of multiple grids.
(2) There are enough grids. 1 stands for 1 cm or 2cm? Which method is better? It is found that the optimal unit number of 1 grid is the largest data in a group divided by the number of vertical grids.
(3) In the designed statistical chart, the maximum number of centimeters should not exceed the height of the tallest garlic seedling.
3. Pay attention to students' language ability.
When students explore painting, give them enough time to paint and think; In the exchange of drawing experience, let students fully express their ideas and experience the formation process of bar statistical chart and the matters needing attention in drawing.
Of course, there are also many shortcomings in teaching: for example, there are great defects in the operation mode and evaluation of students, and I hope I can hone myself and improve myself in future teaching.