Reflections on animal gathering teaching: 1. Clever use of animal images to lead to topics.
In the activity, I skillfully used the introduction of the little monkey that children like, and caught my little friend's heart at once. The little monkey runs through the whole educational activity, pulling the children to explore and observe like a thread, which not only conforms to the children's age characteristics, but also further stimulates their desire to explore.
Second, skillfully use the cover wall chart.
In the activity, a cover wall chart was designed to show part of the wall chart first, which aroused children's interest in observation, thus gradually guiding children's observation and further stimulating children's desire for observation.
Third, skillfully use the art of questioning.
When children observe each picture, they skillfully design questions, just like a hand operating in the dark, guiding children to observe and tell one by one.
Fourth, use teaching AIDS skillfully to arouse children's enthusiasm for participation.
During the activity, children send small animals to the party in groups? Sticking animals on the wall chart, even if children remember the orientation order of animal parties, increases the enthusiasm of activities.
Language activity is an emotional and creative activity. In the whole process, I started from children's interests and needs, giving them an imagination space, a platform for operation and an opportunity to create stories. After the children posted the animals, I encouraged them with appreciative eyes and positive language, and let individual children speak on stage. Finally, the children invited the teacher to listen to their own stories. Every child boldly expresses and tells, and pushes the activity to a climax when the children participate in the story. The teachers' listening and applause also gave great encouragement to the children.
Reflections on how to write this lesson well in animal gathering teaching; lesson 5, unit 1, grade two, Beijing Normal University Press. The teaching goal of this course is to let students use multiplication to solve simple practical problems in life, and in the process of solving multiplication problems, to further understand the significance of multiplication operation and the close relationship between multiplication and life. I mainly design teaching from the following two aspects:
1. The choice of learning content is closely related to students' real life. Pay attention to starting from students' life experience and knowledge level, select some familiar life scenes as materials, consciously let students mathematize practical problems, apply what they have learned to solve practical problems, and at the same time deeply experience the application value of learning mathematics well, realizing that there is mathematics everywhere in life.
2. In class, let students think, do and speak with their brains, and let students get answers through their own thinking. Students also accumulate direct experience through hands-on activities such as posing and drawing, think in operation, innovate in hands-on, and experience the joy of acquiring knowledge in activities.
The theme map in the textbook appears in the form of students' favorite fairy tales, aiming to make students feel lively and interesting, ask questions in vivid situations, list multiplication formulas and experience the simple application of multiplication. In the textbook? What math questions will you ask? It is an important teaching link. I use courseware to motivate students to find problems and ask questions. On this basis, first, guide students to focus on discussion? How many birds are there? This question. According to the question, we should affirm some formulas of column addition and column multiplication, but we should guide students to understand that multiplication is a simple operation of addition, and column multiplication is simpler! Then the important link is to understand the meaning of multiplication formula. For example, 3*6 can represent both three sixes and six threes, but it can only represent one meaning in specific situations. Let the students understand a few numbers by drawing a circle.
In the teaching of this course, time is not well controlled. Because 5 to 10 minutes is reserved for students to do their homework, there is another problem that teachers talk too much and students' dominant position is not reflected. Through today's teaching, I understand that it is extremely important to cultivate students' interest in learning mathematics, which requires teachers to spend more time preparing lessons and entertaining.
Reflections on the teaching of animal gathering How to write the lesson of animal gathering well;
1, through learning, let students feel the joy of success, cultivate their interest in learning mathematics, and form a good habit of diligent thinking and careful calculation. 2. Under the guidance of the teacher, students can ask questions, list multiplication formulas and experience the simple application of multiplication. Among them, the key point is to cultivate students' ability to ask and solve problems and experience the simple application of multiplication; The difficulty lies in deepening students' understanding of? How many/much? And the understanding of the meaning of multiplication. In a 40-minute activity, some students have mastered the knowledge well, but there are also some shortcomings. My thoughts are as follows:
1, at present? Animal party? After the theme of the situation, pay attention to cultivate students' consciousness and ability to observe carefully, choose information, and put forward and describe mathematical problems completely. Putting forward mathematical problems is an important part of teaching to solve mathematical problems. Mathematical problems have their own structure, which consists of two parts: known conditions and solving objectives, such as? There are three branches in the picture, and three birds are parked on each branch. How many birds are there at the party? Is it right? Animal party? A complete description of the mathematical problems implied in the situation. In this course, both teachers and students ignore the important part of describing mathematical problems-known conditions. Maybe they think that the known condition can be omitted when describing the situation problem, because it is obvious in the picture. The essence of putting forward mathematical problems is actually to establish the corresponding relationship between some known mathematical information and an unknown (knowable) mathematical information in a specific situation. Describing mathematical problems is a necessary means to reveal this relationship and an important process to cultivate the consciousness of mathematical problems.
2. Is this lesson still useful in problem-solving teaching? Group work? What is the trend that teachers will ask after students ask math questions? Who can solve this problem? So one student stood up and accepted the challenge, and another student stood up and added. They solved the problem smoothly and thought that the whole class would understand. Suhomlinski hit the nail on the head and pointed out that this? Group work? Our teaching methods are easy to create the illusion that the classroom teaching is smooth on the surface, but in fact, for most students, they have not gained successful experience in solving problems independently. A better way is to let other students accept the challenge for every valuable math problem that students put forward one after another and try to solve it continuously in the draft book; Finally, organize group discussion, exchange, feedback and revision.
3. Practical activities are a bright spot in the new curriculum of primary school mathematics, which have been well implemented in the teaching process of this class. Find out which problems in life can be solved by multiplication and talk to your partner. In this process, I can feel the close connection between multiplication and life and get a good emotional experience. If we arrange this practical activity in advance, let students do some small surveys before class, write an article on math diary, and then report and communicate in class, students may benefit more and have a deeper experience.
I introduced the foods that animals like to eat, which aroused students' interest. This will play a very important role in future study. Then I ask the students to observe the pictures, find the information in the pictures and ask questions. Students can ask all kinds of questions according to the pictures, which has reached one of the key points. After the students ask questions, I take examples from the students' questions? How many birds are there? Write it on the blackboard, then guide the students to say the idea of solving the problem and list the multiplication formula. Here, students can tell the multiplication formula and why it is listed like this, experience the simple application of multiplication and train their thinking. This easily reached the focus of this lesson and made a breakthrough. The new curriculum standard requires students not only to solve problems, but also to exchange ideas with others, which is reflected in classroom activities and the effect is acceptable. In the whole class, students not only use their brains, but also practice, and their hands, eyes and brains are coordinated, so students are highly motivated to learn. Your knowledge is also in place.