How to write the meaning of ratio? Reflections on the teaching of "Understanding Ratio" This part is based on students' understanding of the relationship between fraction and division, the significance and calculation method of fractional multiplication and division, and the application of fractional multiplication and division. This lesson focuses on the understanding of the meaning of comparison, which is the first content of students' first contact with comparison. Whether we can thoroughly understand the meaning of comparison plays a vital role in the study of other knowledge.
1. Create? Life situation? To guide students from
The colorful real world should be the background for students to learn mathematics, and book mathematics is only the refinement, generalization and application of life mathematics. In this lesson, I first reveal the topic in a straightforward way, so that students can realize that subtraction can represent the phase difference between two quantities, fraction or division can represent the multiple relationship between two quantities, and ratio is another mathematical method to compare two quantities. This design stimulates students' original knowledge, experience and cognitive level. Through observation and comparative analysis, the concept of ratio is refined and internalized.
2. Pay attention to the independent construction of knowledge.
This course has a lot of learning content. Students should not only understand the meaning of comparison, but also learn to read and write comparison, the names of different parts, the methods of comparison, and the relationship between comparison, division and fraction. If all the content is taught by the teacher, it will be too many, complicated and boring. When comparing the names of different parts in teaching, self-study is adopted to guide students to actively carry out activities such as thinking, discussion and communication, which not only cultivates students' self-study ability, but also expands the width of the classroom and strengthens the teaching focus.
How to write the meaning of comparison? Teaching reflection: I mainly follow new ideas in the teaching of this course. Problem scenario? Build a model? Explain applications and extensions? The framework of this basic structural model, namely:
(1) pays attention to the contextualization of content presentation; For example, introduce a new lesson from the ratio of the number of boys and girls in this class, introduce the ratio between similar quantities, and then introduce the ratio between different types of quantities. On this basis, summarize the meaning of ratio.
(2) Pay attention to the process of knowledge formation and development;
(3) Strengthen the experience and feelings in the learning process. But looking at the whole process, there are still many problems that cannot be ignored, such as the choice of students' learning methods. When we pay attention to students' learning process, we should think about what kind of ways to guide students to participate in the process of inquiry, and whether it provides students with enough time and space to experience and feel the whole process. In the teaching of this course, I think we should also think deeply about how to guide students to think in concise and effective language. In the classroom, the teacher is still too tight, too much and too detailed guidance makes it easy for students to draw conclusions, but without really letting students go through a thinking process of thinking and exploring, students' thinking will not really be exercised, and students' subjectivity will not really be reflected.
Also, in reading and writing, I learn by letting students read books by themselves, so if I change to the teaching mode of students asking questions and answering after reading books, the effect may be better.
First of all, students can better remember their mistakes;
Second, when students are in an active state, their thinking will be tense and active, and their dominant position will be fully reflected.
In short, in the future teaching, I will keep thinking about how to present myself concisely and guide students effectively, so as to improve classroom efficiency, not only reflect students' subjectivity, but also achieve the purpose of effective teaching.
In order to better achieve the teaching goal of this course, we should follow the students' cognitive law, adhere to the principle of taking students as the main body, teachers as the leading factor and training as the main line, and attach importance to the formation process of knowledge without belittling the conclusion of knowledge. Let students learn new knowledge and cultivate their abilities in a positive, happy and harmonious atmosphere. I want to focus on the following two points in teaching:
This class provides students with as many opportunities as possible, so that they can learn and understand mathematics from familiar things around them, feel that mathematics is around them, feel the fun and role of mathematics, and experience the charm of mathematics. For example, in the introduction of new courses, let students compare the relationship between rice quantity and water quantity in rice, and then lead to the topic, so that students can have a stage to show their usual life experience and strengthen the connection between mathematics and life. Paving the way for the teaching of the new curriculum, I am very pleased to see that students talk more and have a strong interest. The significance of teaching ratio is to let students find examples of ratio from their own lives, then let students summarize the significance of ratio, and then let students at the same table talk about the ratio of age to height; In the consolidation exercise part, we also designed the winning medals in the grade football match and the open questions about the basic situation of the family.
The new mathematics curriculum standard points out:? Students are the masters of mathematics learning? . How to make students truly become masters of mathematics learning? Teachers should not only create a democratic and harmonious learning atmosphere, but also pay attention to stimulating students' interest in learning. More importantly, they should carefully create teaching situations for students to actively participate in learning and provide students with opportunities for independent exploration and self-discovery. Suhomlinski said:? There is a deep-rooted need in people's hearts to be a discoverer, researcher and explorer, and this need is particularly strong in children's spiritual world? . In this lesson, after summing up the meaning of ratio, knowing the names of all parts of ratio and clarifying the relationship between ratio and division, students put forward the following questions: We have learned the meaning of ratio, the names of all parts and the relationship between ratio and division. Let's review this knowledge and think about it. If you have any findings or problems, please bring them up for discussion. ? Is imagination through independent thinking, cooperative exploration, discovery or? Create? New knowledge: the term after the ratio cannot be 0 and the relationship between the ratio and the score. In fact, in practical teaching, after asking the above questions, students' thinking is very active, not only exploring new knowledge, but also asking? What is the relationship between sports achievements and what we are learning now? And other issues, students' creativity and exploration spirit have been improved.
Mathematics teaching is a multilateral activity between teachers and students, and the teaching effect depends on whether students participate or not. Therefore, appropriate teaching methods are adopted in teaching to fully mobilize students' subjective initiative, so that students can participate in the activities of learning mathematical knowledge with their hands, brains and mouths and truly become the masters of learning. When teaching the names of various parts of the ratio and the difference between ratio and division, arrange for students to learn by themselves, master knowledge, report their gains through communication and understanding, and then train some practical topics, which not only changes students' thirst for knowledge from a potential state to an active state, but also effectively regulates the enthusiasm and initiative of thinking, and also makes students' thinking realize two leaps: one is from sensibility to rationality; One is a leap from rationality to practice.