Teaching Reflection on Interesting Measurement 1 Interesting Measurement is a mathematical method for measuring the volume of irregular objects, which allows students to experience mathematical activities such as observation, guess and proof, try to solve practical problems in various ways and experience equivalent replacement. In teaching, I show an irregularly shaped stone, a cuboid block and a cube block, and let students talk about how to know their volumes. Students quickly say the method of calculating the volume of cuboids and cubes. As for the stone, it is neither a cuboid nor a cube. How can I know its volume? I will let the students observe and guess how big it is, and then let the students discuss the design measurement scheme. In the exchange of discussion results, some students mentioned two schemes presented in the textbook, some said that the mass of a rectangular or cubic stone can be measured, and the volume of each gram of stone can be calculated, and then the volume of this stone can be calculated by measuring the mass of the stone ... I fully affirmed the scheme designed by the students, and chose two schemes presented in the textbook to guide students to carry out experimental operations, so that students can understand that this is to convert the irregular stone volume into the measurable volume of water. This not only helps students to further understand the meaning of volume, but also helps students to cultivate their ability to solve practical problems.
Reflections on the teaching of interest measurement II. The outline of design intent puts forward:
"Guide children to understand the close relationship between mathematics and people's lives and initially try to solve practical problems in life. Cultivate children's interest in participating in mathematical activities and stimulate children's desire to explore mathematical laws. Let children feel the quantitative relationship of things in life and game activities, and experience the importance and interest of mathematics. Measurement is a means of knowing quantity, and children's measurement is "visual observation" at the earliest, that is, comparing the difference of quantity through perception. The measurement activity of large class children is natural measurement. Natural measurement refers to direct measurement by using natural objects (such as chopsticks, sticks, footsteps, small bowls, etc.). ) as a measuring tool. That is, it is limited to the measurement of simple tools, excluding the measurement of standard tools.
Learning natural measurement can deepen children's understanding of various object quantities; It is helpful for children to have a preliminary understanding of different measurement tools; Deepen children's understanding of the number within 10; Cultivate children's practical ability and interest in measurement activities.
What can be measured? This interesting question will arouse children's curiosity and urge them to explore and discover step by step. In the hands-on operation, they not only gained knowledge and experience, but also improved their methods and abilities of learning knowledge.
I. Activity objectives:
1. Learn to measure the length of an object by natural measurement and record it in the form of a table.
2. The initial perception of the same distance, using different measuring tools, the measured data are also different, training the relativity of thinking.
Second, the activity preparation:
1. A table for two people.
2. Various natural measuring tools (pencils, building blocks, cloth strips, paper strips, etc.). ).
3. Record forms and pens.
Third, the activity process:
1. Import, which leads to the topic.
Introduction: We are going to move to a new kindergarten soon, and we need to customize a batch of new tables. Now, please help me measure the length of the side of our table. But we don't have a ruler. What did you say?/Sorry?
2. Learn the correct method of natural measurement.
Transition: Yes, we can measure it with many materials. There is a pencil under your stool. Now, please use this pencil to measure the long side of your desk first, and remember the numbers you have measured?
(1) collective measurement, and discuss the correct measurement method.
Teacher: Who can tell me how many paragraphs you wrote with a pencil? How to measure? (Individual children demonstrate while explaining)
(2) Teacher's summary
Teacher: When we measure, we should aim the tool head at the starting point, and then when we measure the next paragraph, we should grasp the tool head and the last tail, that is, end to end, so that the measurement can be more accurate.
Transition: Just now we measured the length of the table with a pencil. The teacher also prepared some other measuring tools for children, and also prepared a record sheet for everyone, recording the results of each tool with notes.
3. Use the correct measuring method to measure and understand the relationship between the measuring tool length and the measuring result.
(1) displays the record table.
Teacher: Let's have a look at this record sheet first. What does the front grid tell us and what does the back grid record? (Children's narrator: one is the tool of drawing choice, and the other is to record data)
(2) put forward the measurement requirements
Teacher: Now, please go to the table and choose the appropriate tool to measure the table. When measuring, pay attention to the end-to-end connection, and record the measured figures in the grid at the back. If there is not enough time, you can choose two tools to record the measurement.
(3) Children are measured
(4) Discuss the AC measurement results.
Teacher: Who will share your measurement results?
Teacher: We use two different measuring tools to measure the same table. Is the result the same? What secrets can you find?
Summary: When measuring the same object, the longer the measuring tool, the less the measuring times, and the shorter the measuring tool, the more the measuring times.
4. Activity extension: guess and verify.
Teacher: Think about it. Now the teacher measures the piano with chopsticks and glue sticks. Who measures the piano more frequently? Who measured less times? What's your reason?
Teacher: Let's take a test together and see if you guessed correctly.
Personal reflection:
This teaching activity has both advantages and disadvantages.
Because what we need to measure in activities is the table we use every day, which is very close to life, so children are particularly happy and enthusiastic when measuring. In the process of operation, because
There are gaps in children's abilities, so there are right and wrong, so in the process of activities, children are given many opportunities to communicate and try. When you find a problem, give your child a chance to solve it. Allow them to make mistakes and try other methods. Whenever children encounter difficulties, I will let them find their own way first and try boldly.
In the activity, although I have been thinking about how to speak the language more carefully and completely for a long time before, there are still some ambiguities in the real class. Because of this, the child's operation method is not very accurate, which leads to the failure to achieve the first activity goal. Therefore, in mathematics activities, we must try our best to be comprehensive in words, so as to prevent some children from taking advantage of loopholes or catching your loopholes. Don't just consider your own teaching steps and ignore your oral ability.
In order to achieve the second activity goal, let the children boldly discover it in the activity and then tell it, so that this goal can be easily achieved.
There are also some puzzles in the activity:
1. Children are unwilling to communicate with their peers because of poor personal guidance and isolated activities. It's no use being encouraged by the teacher. What should we do?
2. Should children be allowed to take questions to measure during activities, or should children find problems in measurement? What if they can't find the problem themselves?
Every teacher has told us that it is easy for us to improvise when encountering unexpected events in interaction, but when you really encounter such "unexpected events", maybe you are not as "flexible" as you thought. So in any case, we must be fully prepared.
Teaching reflection 3 of interest measurement is the extension and development of this part of knowledge, which is based on students' learning about cuboids and cubes. The main knowledge point is to measure the volume of irregular objects, so that students can experience the process of mathematical activities such as observation, guess and proof, try to solve practical problems in various ways, and experience the mathematical method of equivalent replacement and the transformed mathematical thought. Enable students to acquire knowledge in a relaxed and happy learning atmosphere and truly become the masters of learning.
In teaching, I show an irregularly shaped stone and a plasticine, and let students talk about how to know their volumes. Students quickly say the method to find the volume of plasticine (knead plasticine into cuboid and cube). As for the stone, it is neither a cuboid nor a cube. How can I know its volume? When students are at a loss to measure the volume of irregular objects, I created a situation for students to review "crows drinking water", which further stimulated students' desire to explore new knowledge. Then let the students discuss the design of the measurement scheme. When exchanging the discussion results, some students described the two schemes presented in the textbook, and chose the two schemes presented in the textbook to guide students to carry out experimental operations, so that students can understand that this is to convert the volume of irregular stones into the measurable volume of water. This not only helps students to further understand the meaning of volume, but also helps students to cultivate their ability to solve practical problems.
When designing exercises, I try my best to go from easy to difficult step by step, which not only consolidates new knowledge, but also cultivates students' ability to solve practical problems by applying what they have learned. Let students experience the joy of success in the process of hands-on, mouth-opening and brain-thinking.
Reflections on the teaching of interest measurement 4. Interest measurement is a practical activity. This activity is a lesson for students after learning the volume of cuboids and cubes. The teaching goal of this course is to let students experience the experimental process of measuring stone volume and explore the measurement method of irregular objects. In the process of practice and inquiry, I realized the transformed mathematical thought and tried to solve problems in various ways. Let students feel the mutual connection between mathematics and knowledge, realize the close connection between mathematics and life, and establish self-confidence in using mathematics to solve practical problems.
In teaching, I guide students to discover that irregular stone bodies must be transformed into regular objects according to their own life, knowledge and experience, and water can play an intermediary role in this transformation process. The key to solve the problem is how to reflect the volume of stones in the water. After thinking, students can know that if a stone is put into a container filled with water, the volume of spilled water is the volume of the stone.
After the students fully understood this method, I asked: Do you have any other methods to measure the volume of stones? Students communicate after thinking independently: put the stone into a cuboid container with a certain amount of water, and the volume of water rising is the volume of the stone; Put the stone in a cuboid container, pour water into it and take it out after passing the stone. The volume of falling water can also be the volume of stone.
Here, I created a space for students to study independently and let them think independently first. Everyone has their own ideas, which leads to conflicts in communication and mutual acceptance in observation, discussion and thinking, which meets the different needs of students and shows their potential ability.
Reflections on the teaching of interesting measurement 5. Interesting measurement is the content of Unit 4 of Book 10 of Mathematics published by Beijing Normal University. Among them, finding, verifying and measuring the volume of stone by drainage method is the focus of this lesson. On the basis of understanding the difficulty that "the volume of water rising is the volume of objects immersed in water", in the teaching of this lesson, I let students experience the process of mathematical activities such as observation, conjecture and experimental operation, try to solve practical problems in various ways and experience the mathematical method of equivalent replacement. In teaching, I show a box of cuboid milk, a cube and an irregular stone, and let students talk about how to know their volumes. Students quickly say the method of finding the volume of cuboid and cube. As for the stone, it is neither a cuboid nor a cube. How can I know its volume? I will let the students observe and guess how big it is, and then let the students discuss the design measurement scheme. When exchanging the discussion results, some students mentioned two schemes put forward in the textbook, while others said other feasible schemes ... I fully affirmed the scheme designed by the students and chose two schemes presented in the textbook to guide the students to carry out the experimental operation, so that students can understand that this is to convert the irregular stone volume into the measurable water volume. This not only helps students to further understand the meaning of volume, but also helps students to cultivate their ability to solve practical problems. In this class, I think my biggest highlight is the following two points:
First, ensure the time of mathematical thinking and improve the effectiveness of mathematical thinking.
Mathematics learning is carried out through thinking. Without students' thinking, there is no real mathematics learning, and it takes some time to think about problems. The new curriculum standard also points out that "teachers should gradually train students to think methodically and systematically, describe the thinking process completely and explain the reasons". Therefore, when students think, teachers must wait patiently, give students enough time to think and exchange the results of thinking, so as to ensure the actual effect of students' thinking. Although there may be a feeling of silence in the process of waiting, after a short silence, students may make amazing discoveries. Teaching this lesson, the design of measurement scheme can not be completed in three or two minutes. After the students came to the conclusion that "the volume of stone = the bottom area of sink × the rising height of water surface", I further asked: Why "the volume of stone = the bottom area of sink × the rising height of water surface"? The students couldn't express clearly for a moment, but after thinking about it, they realized that the reason why the water surface rose was because stones were put into it, and the volume of water added was the volume of stones. Some students, at first confused, paused for a few seconds, and suddenly became enlightened. Thinking time also gives students, who have really experienced the whole thinking process and effectively cultivated their thinking ability. Giving students time to think is a price worth paying.
Second, pay attention to the guidance of thinking methods, from "teaching people to fish" to "teaching people to fish"
"Living with knowledge" is just "giving people fish"; "Taking students to seek knowledge" means "giving people fish". In teaching, I guide students to discover that irregular stone volume must be transformed into regular object volume, and water can play an intermediary role in this transformation process. The key to solve the problem is how to reflect the volume of stones in the water. After thinking, students can know that the overflow volume of water is the volume of stone when putting the stone into a container filled with water. After the students fully understood this method, I asked: Do you have any other methods to measure the volume of stones? Students communicate after thinking independently: put the stone into a cuboid container with a certain amount of water, and the volume of water rising is the volume of the stone; Put the stone in a cuboid container, pour water into it and take it out after passing the stone. The volume of falling water can also be the volume of stone. -What a unique thinking! Here, I have created a space for students to study independently, so that students can think independently first. After everyone has their own ideas, they cause conflicts in communication, accept each other in observation, discussion and thinking, meet the different needs of students, show their potential ability, give full play to various interactions in classroom teaching, and give full play to the vitality of teachers and students in the classroom. Of course, there are many shortcomings in this class. For example, your own language should be more refined, so that you won't waste too much time in class. Another example is that after the students are divided into two groups to measure the volume of a stone, the teacher uses these two schemes to measure the volume of the same stone respectively, and demonstrates it in front of the whole class, thus verifying that both methods can measure the volume of a stone. As long as the operation method is proper, the measured volume of a stone will be more accurate, so as to better complete the goal of this lesson.
Teaching reflection on "interesting measurement" 6. Mathematics practical activity class itself is a multi-directional interactive process, and teaching reflection on "interesting measurement". In this math practice activity class, students are guided to apply what they have learned, and with the help of water, a series of perceptions and experiences such as guessing, discussing, practicing, operating, observing, comparing, calculating and verifying are used to get the measurement results. Students talk about what they have learned in the measurement process and how the group cooperates in the measurement. During the reporting process, students learned from each other a variety of methods to measure the volume of irregular objects, which laid the foundation for students to solve practical problems in life. This course creates a learning space for students to explore and innovate independently. Students feel that mathematics is around them, and learn, do and use mathematics in life, so as to cultivate students' positive feelings of loving life and mathematics and achieve the expected results.
In this class, I attach importance to the "student-oriented" teaching concept and adopt the form of group cooperation and joint exploration. Starting from the real life situations and things that students are familiar with, students are given the opportunity to participate effectively, which provides students with a relaxed environment and opportunities for cooperation, communication and active participation, and also prepares enough experimental equipment for each student to meet the needs of each student's experiment; At the same time, it also creates a relaxed communication situation for students, encourages students to express their own ideas and accept others' ideas; It also pays attention to the creation of problem situations, skillfully sets suspense, and based on real life, goes deep at different levels to stimulate students' desire for knowledge. Careful design provides students with an opportunity to observe and operate. Students can transform abstract mathematical knowledge into vivid activity process in hands-on practice, which is not only conducive to fully mobilizing students' enthusiasm, but also conducive to students gaining positive emotional experience in learning.
In this practical activity class, mathematics is just a calculation tool, which is a bold innovation and new attempt to the knowledge points of primary school mathematics. In the process of inquiry, we are faced with new challenges and new problems again and again, which increases the difficulty, scatters students' thinking ability and cultivates students' innovative spirit and practical ability.
We should also pay attention to guiding students to learn to listen and appreciate others. Pay attention to students' interactive communication, point of view confrontation and wisdom collision, and lay the foundation for students to form a healthy sense of cooperation.
Reflections on the teaching of interest measurement. Interest measurement is a practical activity course. This activity is a lesson for students after learning the volume of cuboids and cubes. The teaching goal of this course is to let students experience the experimental process of measuring stone volume and explore the measurement method of irregular objects. In the process of practice and inquiry, I realized the transformed mathematical thought and tried to solve problems in various ways. Let students feel the mutual connection between mathematics and knowledge, realize the close connection between mathematics and life, and establish self-confidence in using mathematics to solve practical problems.
Therefore, in the teaching process of this class, I first create situations and ask questions (that is, show regular objects such as cuboids and cubes, let students calculate their volumes and review the commonly used unit of volume. Then show the irregular object stone, which leads to Liu's topic) Second, group activities, hands-on exercises, and explore the plan (1, let students explore and measure the volume of the stone; 2. The student group reported the situation of "measuring the volume of irregular objects such as stones"; 3. Specific measurement results; 4. Communication summary). Third, consolidation exercises (measuring the volume of a soybean and introducing the origin of Archimedes principle). Fourth, review and summarize.
In this class, I fully embody the teaching design concept of "problem" and "problem solving" in mathematics activity class, so that students can fully experience the formation process of knowledge, practice, explore independently and cooperate with each other, and fully embody that students are the masters of learning. During the activity, students realized that mathematics was around, which stimulated their interest in learning, gained a successful experience and enhanced their confidence in learning mathematics well. In this class, students learn easily and happily, and the learning effect is good.