Reflections on the Teaching of the Application of Percentages, the first volume of the sixth grade of Beijing Normal University 1 The teaching design of this course is carried out under the guidance of constructivism and combined with the specific actual situation of students. Judging from the implementation, the students in the whole class are in high spirits and full of interest, which has changed the boring and abstract face of the previous application problem teaching, but borrowed the students' existing knowledge, experience and real life to effectively understand the quantitative relationship and practical value of this kind of percentage application problem.
The percentage application problem belongs to the fractional application problem, and its basic content also includes three categories, one is to find the fraction rate, the other is to find the percentage of the unit "1", and the third is to find the quantity of the unit "1". In the study of these three categories, first, let students know the quantitative relationship of each category and the connections and differences between the three categories; Second, let students use what they have learned to solve some practical problems in life and realize the wide application of percentage in life.
The new curriculum standard of primary school mathematics emphasizes the connection between mathematics and real life, and requires that "mathematics teaching must start with students' familiar life situations and interesting things", so that they can realize that mathematics is around, feel its role and experience its charm. So in this lesson, I created such a situation: the yield comparison between hybrid rice and common rice, and introduced the story of Yuan Longping, the father of hybrid rice. Through this form, first, let students feel the benefits of hybrid rice to human beings and stimulate their love for science; The second is to provide students with specific events to think about, so that students can feel the extensive application of mathematics in life and inspire students to learn mathematics well.
In this lesson, we have strengthened the review of the basic types of score application questions. At the beginning of this class, I will show the numbers of 4 and 5, let students ask pure math questions, then grasp the score problem and then move to the percentage problem. On this basis, I showed the above rice yield increase. The purpose of designing topics that meet students' psychological characteristics is to effectively build a bridge between mathematics and life, so that students can feel that learning mathematics can solve some practical problems in life, and let students learn to observe and analyze real-life problems from the perspective of mathematics and experience the value of mathematics.
Reflections on the teaching of the first volume of the sixth grade of Beijing Normal University Edition, "The Application of Percentages" 2. The teaching design of this course is designed under the guidance of the new curriculum standard concept and according to the actual situation of the students in this class. Judging from the implementation, the whole class is in high spirits and full of interest. In teaching, we can effectively understand the quantitative relationship and practical value of percentage application problems by borrowing students' existing knowledge, experience and real life.
1, change the expression of application questions and enrich the presentation of information.
According to the cognitive characteristics of primary school students, when presenting examples and exercises in the teaching process, we should try our best to be diverse and vivid in order to attract students' attention and cultivate their interest in mathematics. In the teaching of this course, I boldly changed the "knowledge examples" in the textbook, reorganized and created the situation of "experimental activities", and thus introduced the application question "One number is equal to a few percent of another number", which not only fits students' real life, but also makes students naturally have the actual needs of learning and stimulates their interest in learning. And better prepare for the independent exploration and positive development of the next link.
2. Highlight the application value of mathematics and cultivate students' application consciousness and innovation ability.
"Mathematics Curriculum Standard" clearly points out that students should "learn to observe and analyze the real society by using mathematical thinking mode, solve problems in daily life and other disciplines, and enhance their awareness of applied mathematics." The design of this lesson fully embodies this concept. Examples come from students' games, which make students feel the close connection between mathematics and life. Through their own exploration, we can use mathematical thinking to solve problems, and we can also use our own knowledge to study and solve other mathematical problems in life, thus cultivating students' application consciousness. At the same time, example teaching pays attention to students' autonomous learning and cooperative inquiry, which gives full play to students' initiative in learning and cultivates students' innovative ability.
3. Create a democratic atmosphere and encourage diversification of problem-solving strategies.
A democratic, free and open learning atmosphere is a prerequisite for students to actively participate and dare to express their unique opinions. In this lesson, "Please choose the percentage you are interested in and try to compile a percentage application problem". Students can release the shackles of book application problems and teachers' thinking and boldly imagine and discuss. From the actual effect, different students have different ways of thinking and solutions, so that students' personality learning can be given full play. It also cultivates students' ability to collect existing knowledge and solve practical problems. Therefore, I think students should be given more trust in "letting go" and less guidance in "caring" in teaching, so that students can boldly fight freely in the wave of learning and find their own problem-solving strategies and learning methods. Only students with brains, personalities and abilities can emerge as the times require.
Teaching reflection on the percentage application of the first volume of the sixth grade of Beijing Normal University Edition III. Review systematically, highlight key points and break through difficulties.
The main content of the percentage application 1 is to "find out what percentage is more or less than another number". The difficulty of this lesson is to help students understand the meaning of "a few percent increase or decrease". If this problem can be solved, it will be much easier to find the percentage. How to highlight key points and break through difficulties is a big problem before me. In order to complete the teaching of this class well, according to the actual situation of the students in our class, I didn't take a straight approach, but adopted the method of transferring old and new knowledge. Although the review stage took nearly 10 minutes, the effect was very good. When students try to solve percentage application problems, there will be review content to pave the way, students will not feel suddenly, and the problem-solving ideas will naturally have a direction.
The class record I imitated has the following two advantages.
The textbook is vivid without losing the taste of mathematics. For example, if students are asked to explore familiar problems, such as "choosing a progressive little star" and melting ice into water, the learning materials are realistic, and students will feel novel and interesting when solving these problems. Everything that can be discovered and explored in the process of processing information and acquiring knowledge has real feelings everywhere.
I mainly learned from the problem of melting ice into water and designed it as a second attempt. I think it's a bit difficult to design an attempt to help teachers choose little stars for progress. Students may not be able to compare the difference between naughty and smiling by a few percentage points, so it is not suitable for trying.
The second advantage is that in teaching, a student-centered learning model has been constructed. The classroom focuses on students' ideas, grasps the key sentence of "increase by a few percent or decrease by a few percent" and uses various forms of statements to guide.
Students understand, then deeply analyze the problem-solving process, and finally effectively implement the key and difficult points of this lesson through practice.
This point has been fully implemented in my class, and I also put "what is the meaning of percentage" as a consolidation exercise in the class record, which is my preparation for the migration.
For the classroom record, I think the design content is a bit difficult, which is not suitable for students in our class to copy completely. In addition, I think that after adopting the five-step and six-ring teaching method, my classroom teaching can better reflect the student-centered learning mode than classroom records, and students have a more solid grasp of the two basics.