As an excellent people's teacher, we need strong teaching ability. Writing teaching reflection can sum up our teaching experience. How to write teaching reflection? The following is my serious reflection on the understanding and teaching of primary school mathematics 1 1 ~ 20, hoping to help everyone.
Reflections on Mathematics Teaching in Primary Schools 1 1 ~ 20 Understanding of Numbers 1 Understanding of Numbers1-20 plays an important role in the whole digital learning system. It is not only the understanding and continuation of numbers within 10, but also the understanding and continuation of numbers within 100 or even greater. In this class, I designed a series of hands-on operations and practical activities for students to learn while playing. Let every student get a successful experience in the learning process and realize that mathematics learning is a very happy thing.
First, through hands-on operation, help students count skillfully and master the composition of numbers.
The research shows that students in the lower grades of primary school must rely on the perception of images and operations to form corresponding mathematical knowledge representations in their brains, and then establish corresponding mathematical concepts through the intermediary role of representations. In teaching, I let students swing their own clubs and observe and master the composition of numbers in the process of swinging. This kind of operation scenario allows students to "think from action" to induce and promote thinking, "combine numbers with shapes" and "promote reason with reason" to help children experience and perceive in operation.
Second, give full play to students' subjective consciousness and cultivate students' independent exploration of learning methods.
The constructivist view of learning holds that learning is not a simple accumulation of information, but more importantly, the conflict between old and new knowledge and experience and the reorganization of cognitive structure caused by it. Pay attention to starting from students' existing life experience and cognitive basis, give full play to students' subjective consciousness, and cultivate students' independent inquiry learning style. In the teaching process, students are encouraged to learn the order and size comparison of the numbers in 1 1-20 independently by using the previous method of learning the numbers in 165438. On the one hand, it cultivates students' analogical transfer ability and promotes students' independent construction of mathematical knowledge. On the other hand, strengthen the interaction between students and cultivate their ability of mutual cooperation.
In short, among the whole class, I advocate active exploration, cooperation and communication, and hands-on practice. While paying attention to the learning process, I help students gain successful experience, build up self-confidence and enhance self-motivation. Cultivate students' innovative personality, encourage students to learn individually and enjoy learning. And get greater development in mathematics learning.
Reflections on the understanding and teaching of primary school mathematics 1 1 ~ 20 2 1. Students learn in a variety of ways. In the whole teaching of "knowing the number of 1 1-20", teachers usually use the method of input and demonstration, bind 10 sticks into 1 bundle, tell the students that 1 is represented by tens, and then/kloc-0. This method, which focuses on teachers' teaching, makes students lose the opportunity to think independently and try to discover, and forms a learning style of listening carefully, remembering carefully and expressing in teachers' language, which is not conducive to the cultivation of innovative spirit and practical ability. To this end, I start with changing students' learning methods and adopt the methods of autonomy, cooperation and inquiry learning to provide students with opportunities for thinking, trying to discover, interacting and cooperating in research, aiming at cultivating students' innovative consciousness and practical ability.
2. When I know the counting unit and ten digits, I ask them to study together in the form of group practice. Is there any good way to let others know how many pencils there are at a glance? It is the highlight of students' creative activities to bundle 10, and use 1 to bundle several pieces to represent a dozen.
3. When learning to use this teaching link, let students look at pictures of life situations and show what they see with numbers. Here, I don't take the one-size-fits-all method of marching in haste, but give students the right to study independently. They can choose what they are interested in and use numbers to represent numbers. They can also find different types of objects according to their observation ability, and use different numbers to represent their numbers. Self-study can better reflect the foundation, popularization and development, make teaching and education face the whole people, and realize that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. In this way, focusing on changing students' learning behavior and choosing teaching methods is conducive to cultivating students' innovative consciousness and practical ability.
4. In the process of teaching activities, on the one hand, as an organizer, guide and collaborator, I create a democratic and equal classroom teaching atmosphere of mutual respect and cooperation, meet the needs of students' psychological safety and psychological freedom, reduce the pressure, and let students study easily and happily. On the other hand, I promote the feelings of teachers and students by evaluation, inspire students to learn, let them experience success and promote the formation of their own values.
In the teaching of this course, I deeply realized how important it is to pay attention to the age characteristics of students. In group exercises, some children argue with a pencil ... because of ignoring their psychological needs, the effectiveness of group activities is greatly reduced, which seriously affects the progress of class and the achievement of goals. Learn from a painful experience and use similar operation activities with caution without knowing students' study habits. It might be better to think differently. For example, providing only a dozen pencils to the group may be more suitable for first-year students to think directly.
Primary School Mathematics 1 1 ~ 20 Reflections on Digital Understanding and Teaching 3 《 Mathematics Curriculum Standard 》 proposes that students should "experience the process of describing the real world with mathematical symbols and graphics, establish the consciousness of numbers and symbols, and develop abstract thinking." The problem of cultivating number sense is expounded in several stages of content standard. It can be seen that it is an important subject of the new curriculum reform to let students establish, form and develop their sense of numbers in "doing" mathematics. The so-called sense of number is actually an attitude and consciousness to solve and use numbers actively, consciously or automatically, and it is a basic mathematical literacy of people. How to cultivate students' sense of numbers has become a concern of teachers at present.
In the course of "Understanding Numbers from 0 to 20+ 165438", students can know, count, read and understand the composition of numbers and the concept of decimal system by posing, binding, comparing and speaking. If we can't use this knowledge to describe reality or solve problems, such mathematical knowledge is "dead". The "New Curriculum Standard" puts forward that in teaching, students should be guided to get in touch with concrete and interesting things around them, feel the meaning of numbers through observation, operation, problem solving and other rich activities, realize the function of expressing and communicating with numbers, initially establish a sense of numbers, and thus develop a sense of numbers.
First, experience the modeling process and establish a sense of number.
Knowing the number 1 1 ~ 20 is a leap for students to understand numbers. It is the basis for students to establish the decimal concept and understand the counting unit "ten". In the conversation before class, the teacher chooses a bundle of ten special relations, permeates the mathematical thought of one for ten, and achieves the effect of moistening things silently.
When students independently explore "how to put 12 root for others to see quickly", they present eight kinds of placement methods and express their own views. Students can't appreciate the superiority of "12 root tied into a bundle". But "10 tied into a bundle" is the pillar of understanding 10 one and 1 10, which students must master. At this point, the teacher did not elaborate his own point of view, but skillfully designed three pictures, 1 1 floor pendulum, the 22nd floor pendulum, and1kloc-0/0 floor pendulum. When students feel helpless about "1 1 floor pendulum" and "2 2 floor pendulum",10/0 floor pendulum brings students surprises and excitement, and they say 12 in unison.
Through the comparative experience, let students truly feel that "10 root tied into a bundle" is the easiest to see, realize the superiority of this method, and inspire students to want this method. I like this method. Strong desire. Then, through activities such as putting sticks, talking about compositions, thinking about sticks in your mind, talking about compositions, looking at numbers, and talking about compositions, students can further understand the practical significance of numbers, experience the process of their generation, formation and development, and establish digital consciousness.
Bruner emphasized that mathematical knowledge is not a simple result, but a process. Students go through the process of physical operation (putting sticks)-representation operation (putting sticks in their heads)-symbol operation (reading numbers and directly speaking composition), thus establishing a mathematical model in which ten and several make up more than ten. It can be seen that the process of establishing the concept of numbers is actually the process of establishing mathematical models.
You can't teach a sense of numbers. It is the experience, feeling and understanding of students in the process of learning, which produces a deep understanding of knowledge and sensitivity to numbers, thus establishing a sense of numbers.
Second, pay attention to practical application and form a sense of numbers.
Mathematics knowledge comes from life, and the development of students' sense of number can not be separated from students' real life. Only by linking what students have learned with real life can they feel the experience, internalize knowledge and develop their sense of numbers in the specific real life background. "Where have you seen or used these numbers in your life?" A stone stirs up a thousand waves, and students immediately observe life from the perspective of mathematics, look for what is in the classroom and recall what they have experienced. Students' minute-by-minute thinking reflects their interest in logarithm, such as 16 whole syllable, 18 bus, 12 color watercolor pen, etc. These are not made up by them, but they are describing life and explaining reality with their learned mathematical knowledge, which is the concrete embodiment of their sense of numbers.
Third, encourage guessing and verification, and cultivate a sense of numbers
Mathematical conjecture is a kind of mathematical imagination, which can simplify the thinking process and develop students' sense of numbers. Verification means that students need to verify the results after exploration. When introducing, ask the students to guess "How many strawberries are there?" It can not only make students feel the relative size of numbers, but also make them count with interest with questions, and also understand the starting point of students, which can be described as killing three birds with one stone. In the practical application part, the design of problem situations, such as turning pages to count out 10 pages to feel how thick the paper is, encourages students to deepen their understanding of logarithmic meaning, choose reference objects and gradually get reasonable results, and also encourages students to consciously link knowledge with life problems, actively solve problems in life, form mathematical consciousness and develop a sense of numbers.
Developing students' sense of number is the core goal of number learning, and the development of students' sense of number is not a one-off event. As a primary school mathematics teacher, it is the responsibility to let the sense of number run through the concrete mathematics teaching process, and consciously guide and cultivate students' sense of number, so as to improve students' mathematical literacy.
Reflections on the teaching of elementary mathematics 1 1 ~ 20: 4 1 1-20; It is not only the understanding and continuation of the number within 10, but also the basis of understanding the number within 100 or even more, and it also lays a theoretical foundation for the learning of carry addition within 20. Before class, I learned that students can basically count to 20, and I also know the number 1 1~20. Therefore, I set the teaching focus of this lesson to let students gradually understand "10 1 yes 1 decimal system" and master 65438+.
1. Ask the students to put a stick 1 1 by counting the problems of apples. How to put it so that everyone can see at a glance that it is 12? There are several ways for students to pose ... Through students' discussion and teachers' guidance, it is easier for students to see that one side is 10 and the other side is 12. For convenience, we can bundle 10 sticks into a bundle, which means 1 ten. So as to break through the difficulty of 10-1 being 1 10. In this way, let students operate and experience the emergence and formation of the concept of number, which can not only fully display their talents and provide opportunities for self-expression, but also enable students at different levels to achieve different degrees of success and pleasure.
2. After knowing that 10 is 1 10, guide the students to make 1 2 with 1 stick and two sticks, and say that110 and two tens together form the number of 12. Then let the students choose their favorite numbers, put them on the table with a small stick, and say them out, which not only gives play to the students' subjective consciousness, but also deepens their understanding of the composition of the number 1 1~20.
3. Feel the close connection between mathematics and daily life, and experience the value of mathematics in life. Students gradually formed the concept of "1 10" in their activities, and the teacher made a targeted summary to introduce students' thinking into their lives, so that students can fully feel the application and convenience of "1 10" mathematical knowledge in their daily lives with examples they have been exposed to.
Reflections on the understanding of numbers in primary school mathematics 1 1 ~ 20: The understanding of numbers is the content of Unit 7 in the first grade textbook, including: numbers 1 1 to 20, reading and writing numbers, and adding numbers 10. What I attended was the first lesson of understanding from 1 1 to 20. Most children under the age of 20 can initially count before entering school, but the concept of number may not be clear. At the same time, the first-grade children seldom take part in math activities because of the need of understanding, but only because they are interested in math activities themselves. So in this class, I want to pay more attention to students' emotions, attitudes and values besides implementing the teaching objectives of knowledge and skills, so that students can learn while playing. Let every student have a successful experience in the learning process and realize that mathematics learning is a very happy thing. In teaching, I think we should pay attention to the following points:
1. Create situations to stimulate interest in learning.
According to the age characteristics and psychological characteristics of lower grade children, create vivid and interesting activity situations. At the beginning of the class, we created a civilized city through Nanchang and went out for a walk with our teachers, which immediately attracted the students' attention and aroused their strong interest in learning.
2. Pay attention to students' emotional experience.
Soviet educator Suhomlinski said: "In people's hearts, there is a deep-rooted need to feel like a discoverer, researcher and explorer, and this need is particularly strong in children's spiritual world." Therefore, when designing the whole teaching process, I basically started with the basic mode of "finding problems-asking questions-actively exploring and solving problems" by students themselves. Not only can students fully, actively and actively express themselves in this autonomous learning activity, but also pay attention to evaluating students' learning process with positive language, so that students can gain positive emotional experience and establish confidence in learning mathematics well. At the same time, set such as "How does it feel to have one root at a time?" "What's it like to watch these athletes compete?" Let students experience in activities, learn through experience, and learn from learning, from which they can learn teaching ideas and mathematical methods, so as to realize the value of mathematics more deeply.
3. Let students experience the process of knowledge formation.
"Mathematics knowledge, ideas and methods must be recognized, understood and developed by students in practical activities, rather than relying solely on teachers' explanations. "According to this idea, I closely focus on students' psychology in teaching, starting from students' cognitive laws and the reality of knowledge structure, and ask them to actively construct their own cognitive structure through purposeful operation, observation, communication and discussion, from intuition to abstraction. For example, the composition of numbers, I don't directly tell students how to memorize mechanically, but let students feel in the game of guessing sticks repeatedly, and let students experience the process of "re-creation" of mathematical knowledge.
In the whole class, I feel that I still have many shortcomings. For example, when I know 1 1, my design is to let students take out their own sticks of 1 1. However, in actual teaching, I am worried that it is difficult for students to maintain discipline after taking out school tools, and they dare not let them take out their own sticks. Instead, they look at pictures and talk, and feel the students' practical ability after the whole class. In short, in the future teaching, we should learn from experience, better design the teaching process and improve our teaching level.
Reflections on the teaching of elementary mathematics 1 1 ~ 20: The author thinks that we should attach importance to students' life experience and existing knowledge, and take this experience as the starting point of teaching.
Success:
In this lesson, students have basically been able to count the number of objects, readings, the order and size of numbers between 1 1~20. Therefore, it is decided that the focus of this lesson is to intuitively understand that every number of 1 1~20 is composed of a ten and several ones, and to flexibly use what you have learned to solve practical problems and develop students' sense of numbers. Constructivist learning theory holds that students' existing knowledge and experience play an important role in constructing new knowledge. In the above teaching design, we try to put forward relevant mathematical problems from the familiar life situations of students.
At noon, the students in our school lined up to go home under the leadership of the road captain. Every day after school, the class teacher leads them to queue up to leave the school gate and cross the road. This is a familiar scene, which suddenly aroused students' interest and made them feel the close connection between mathematics and daily life. The thinking of the first grade of primary school is mainly figurative thinking, and students need to internalize new knowledge into the existing cognitive structure through a lot of calculation activities. Therefore, this class pays special attention to let students learn through operation (swinging sticks) to promote independent thinking and group cooperation and communication. Attach importance to cultivating students' consciousness and ability of applying mathematics.
Disadvantages:
Teachers should guide students to apply what they have learned in mathematics to reality, thus realizing the application value of mathematics in real life. Usually, I find that the students in the class turn pages very slowly, turning page by page, and some don't even know whether to go forward or backward. After learning the numerical order within 20, let the students turn over the books and decide which direction to turn according to the numerical order; Experience the thickness of 10 sheets of 20 sheets to enhance the number sense, determine how thick to turn, and improve the page turning speed.
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