Reflections on the "Left and Right" Teaching of Mathematics in the First Grade of Primary School
This lesson is the difficulty of this unit, and it is not easy for first-year children to master the left and right. When designing this lesson, I teach "Left and Right" from the right and left hands that students are most familiar with, which is easy for students to accept and understand. In the whole new teaching process, students are taught around some parts of their bodies (such as left hand, right hand, left eye, right eye, left ear, right ear, left foot, right foot, etc.). ) is not only practical, but also operable, which can make students naturally and enthusiastically participate in the study of new courses and help students master and consolidate their understanding of "left and right" in a relaxed and happy learning atmosphere. According to the characteristics of senior one children, such as young age, short concentration time, poor persistence and limited attention range, I have created a series of vivid, lively and interesting activity scenes in my teaching, which arouse interest and set off the atmosphere with passion, and let many senses such as vision, touch and hearing participate in the activities, so that students can actively complete the learning of this class, which truly reflects that students are the' masters' of mathematics learning. In particular, the game design of "swinging, standing, standing" not only stimulates students' interest, but also enables students to consolidate their understanding of "left and right" in pleasant game activities, so that they can understand that to know their position, they should not only distinguish between left and right, but also find out whose left (right) is, that is, who is the reference object (relative to what this position is).
The ultimate goal of learning mathematics is to let students use their own mathematical knowledge to solve practical problems in life, which can make students experience the value of mathematics and the fun of learning. For example, combined with the teaching of this class, let students know that walking and going up and down stairs, including parents driving, should rely on the right side of the road, expand students' mathematics learning into real life, let students further experience the "left and right" in life, and form a good habit of obeying traffic rules.
Reflections on the left and right teaching of mathematics in grade one of second primary school
(A) creative use of teaching materials. Textbooks are the carrier of knowledge and the intermediary between teachers and students, but they only provide basic materials for students' learning activities, which need every teacher to practice, enrich and improve. Based on this understanding, I boldly deal with teaching materials. Six activity situations are generated in series, integrating knowledge, interest and activity, so that students can experience the meaning and relativity of left and right in various forms of activities, and enjoy and love learning.
(2) Respect students and let them learn mathematics in activities.
Before teaching the lesson "Left and Right", I found that students had a preliminary feeling about left and right, but they lacked a clear understanding of its relativity and variability. Based on this situation, teachers only act as organizers and guides of activities in the whole teaching, so that students can carry out activities in an orderly manner. Through a large number of life examples, let students get a lot of perceptual materials, let students learn while playing, and lay the foundation for a correct understanding of the left and right. In addition, this lesson also grasps the difficulties of the textbook for students to think about.
(3) Cultivate ability and develop thinking in activities.
In the basic concept, the standard emphasizes that mathematics teaching is the teaching of mathematical activities. To this end, I arranged many activities in this class, created many situations around students, and guided students to actively participate. Through these activities, students' abilities of guessing, observing, comparing, operating, communicating and reasoning are developed, so as to learn to solve practical problems in life. For example, in activity 5, students can know the answer before the teacher finishes reading the question, because there are pineapples and cherries on the right side of the peach, not on the far right. This is definitely not a cherry, but a pineapple. In this teacher, students' thinking is not confined, allowing them to solve problems through reasoning. A small exercise can be solved in many ways, which becomes a stage for students to think freely, and students of different levels get different development.
It is an important condition to cultivate students' innovative consciousness to let students explore independently in activities. From a higher point of view, this course is slightly insufficient in this respect, and teachers can do further research in this respect.
Reflections on the left and right teaching of mathematics in the first grade of the third primary school
In order to stimulate students' enthusiasm for learning, I created a guessing lead-in that students like, and then led it to the right and left hands; Let the students place their favorite stationery, so that they can correctly judge the left and right position of the object and describe its position correctly in language. Let all students stand up and play "I am a robot game", and once again strengthen students' ability to judge the left and right positions, so that students can understand that the left side is on the same side as their left hand side and the right side is on the same side as their right hand side; By going up and down the stairs to the right at ordinary times, let the students go through the process of "guessing, verifying and explaining", so as to find that the direction is opposite and the left and right are relative. Then judge that the students who go upstairs and downstairs obey the walking rules. In this class, what I feel most satisfied with is that the difficulties have been effectively broken through. Understanding the relativity of left and right is a big difficulty in this lesson. Students should not only know their own left and right, but also know the left and right of the people facing them.
In order to break through this difficulty, I first let the students speak freely, and then let two groups of students verify it. A group of students demonstrated going upstairs, while the opposite group demonstrated going downstairs. Let them raise their right hands before leaving and then go downstairs. They commented when they met in the middle. What are the benefits of this? There will be no danger. At the same time, expand the mathematics in life, cars and pedestrians in motion, and understand the traffic rules of driving on the right in life. Let students be a good student who obeys traffic rules and stresses civilization!