"One * * *" is a primary course for students to learn addition in primary schools. Starting from students' existing experience, this lesson guides students to go through the process of counting and solving practical problems around them, so that students can transition from the real world to the symbolic world of mathematics and know the addition formula. Knowing that the addition formula is also a counting strategy of "counting backwards", I understand the meaning of addition-merging. Teaching difficulties are not well presented in my whole class, mainly reflected in the following points:
First, it does not reflect the transition of "physical demonstration-image representation-symbol operation".
Hands-on operation is the best way for students to understand knowledge, but in my class, I already had this consciousness when I counted symbols in the first unit. It is not necessary to spend too much time on this basis, so I omitted it directly. However, I overlooked one point, although students can express numbers in different ways (such as wooden sticks, drawing simple symbols and so on). ), they have not experienced the process of using image representation and symbolic operation to express the meaning of addition, that is, combining the two parts. From this, I have a deeper understanding that we should not just think for ourselves, but really go deep into the students to understand them and what they lack and need. Because of the previous misunderstanding, the learning tools and teaching AIDS prepared for class are not sufficient. Teachers' teaching AIDS are replaced by sticks, and children's sticks are replaced by fingers, which can't arouse students' interest in learning.
Second, the links between links are scattered.
The first link: smile with learning tools to make students feel close to mathematics and stimulate students' interest in learning mathematics.
The second link: let the students find the mathematical information through the situation diagram of "a * * *, how many pencils there are", and then the teacher imitates the smile and demonstrates with a stick instead of a pencil, which is not handled very well here. First of all, the teacher used a stick instead of a pencil, so the students couldn't figure out whether to say a pencil or a stick. Secondly, considering three pencils and two pencils, students can see how many pencils a pencil is at a glance, so students can't see the pencils after the two parts are combined, so as to stimulate students' desire to ask questions. Obviously, in my class, because the stick is so small, the students behind it can't see it at all, so it can't arouse students' interest. In the future, we should attach importance to example in teaching. The uselessness of the model is also reflected in the fact that the previously prepared paste pencil model and disk model were not applied to teaching in time because the teacher was nervous in class. The main reason for the tension is that some unexpected situations in class are not handled properly enough, that is, the ability to deal with generative problems needs to be improved. How many pandas are there? The original plan is to make students understand that there can be problems only if conditions permit. I didn't expect students to speak so well, so I took a detour here and circled the lesson plans, mainly because the teacher's classroom language was not refined enough and the design of the core questions was still lacking. In this class, I also deeply realized that teachers' language is often the most misleading to children. After the chart (mainly to consolidate the knowledge points of the first two scenarios) came out, I originally wanted to ask, "How can these three scenarios be calculated by the addition formula of 3+2=5?" I said, "No! How can I use 3+2=5? Nothing else? " As a result, the default answer "Because everyone wants to add three and two to make a * * *" didn't come out, but said "You don't like 3+2=5, you can use 2+3=5!" Or "you can also use 1+4=5" and so on, which formulas result in five answers, so there is no point.
Considering that the attention of the first-grade children can only be concentrated for ten minutes at most, after two main scenes, I designed a small link for students to relax and rest. They can stretch or lie prone, and there is not much time, but it is very helpful for the children's next mental state. I practice this way in every class, and I personally feel that the effect is very good.
"One panda" and "How many pandas are there" have their special meanings. "A * * *" only allows students to experience the ability to find information, ask questions and finally solve problems through numbers, instead of directly inputting formulas to solve problems. At the same time, this situational diagram also allows students to experience a process from physical operation to image representation through hands-on practice, that is, from demonstrating with a pencil to demonstrating with a stick. How many pandas are there? On the basis of the first big problem situation, let students go through the whole process from objects to images to symbol representation by drawing circles, and finally know how to express them in formulas, so as to cultivate students' symbol consciousness. In other words, 3+2=5 appears after students have gone through such a whole process and understood the significance of adding two parts. Ask the students to talk about the meanings of 3, 2 and 5 in these two pictures. Finally, let them find out what other problems in life can be solved by the formula of 3+2=5. I am not outstanding in the class.
The third link: the design of exercises is still relatively few and the design is not reasonable enough. In particular, the last line "Tell me about the meaning of 3+2=5 in the picture" was basically discussed in last class. In this exercise, it can be properly adjusted to "Tell me what can be represented by 4+ 1=5?"
Third, the classroom atmosphere is not active enough.
The main problem is that all the teachers in the class seem to be talking, but there is a lack of opportunities for students to talk more. There is no sense of teamwork in this class. In fact, cooperative learning plays a great role in stimulating students' interest in learning. The places where this class can learn cooperatively are: when students demonstrate with sticks, they can show each other to their deskmates; How to calculate the panda map after it is represented by a circle? You can talk to your deskmate first; When 3+2=5 can solve other problems in life, you can tell your deskmate your thoughts first. Sometimes the effect of teacher's teaching and student's teaching is very different. This kind of cooperative learning not only cultivates students' sense of cooperation, but also makes students who don't know much understand it with the help of other students.
Fourth, the blackboard design is chaotic.
Writing three 3+2=5 on a blackboard is easy to distract students and may mislead them. What is written on the blackboard does not reflect the difficulties. The blackboard is full of the teacher's handwriting, but there are no students' works. I feel that the whole classroom belongs to the teacher, not the students. Secondly, there is no intuitive model on the blackboard, just some rigid and poorly written words; Finally, the pattern distribution is unreasonable. In the future teaching, we must keep in mind that the design of blackboard writing should strive to reflect knowledge and conciseness, highlight key points and break through difficulties. Another thing I want to improve is my writing ability.
The areas that need to be improved in the future are:
First, carefully study the teaching materials and teaching reference materials, thoroughly understand the teaching materials, be very familiar with the teaching materials, and understand the knowledge points in place, so as to seize the valuable things in the generated problems and apply them to the classroom.
Second, in the design of the class, we should integrate the links well to prevent people from feeling that the class is scattered.
Third, cultivate students' teamwork ability and strive to train in every class.
Fourth, we should strengthen the training of students' oral expression, especially cultivate the habit of students daring to express their ideas and speak loudly.