The second volume The area of teaching reflection Chapter 65438 +0

I had a review class on the circumference and area of a circle. The following is my profound reflection on my teaching process from several aspects:

First, find the math problems in life.

Mathematics comes from life practice and develops with the development of life practice and science and technology. The new curriculum standard also requires students to learn mathematics in their lives. Students should be guided to find problems in life in teaching. Therefore, in the review class of "Perimeter and Area", I started with students' real life, showed pictures of circular flower beds, designed a path around the flower beds to find the area of the path, created a life scene very close to students, and fully stimulated students' interest in learning. Enhance students' confidence in learning mathematics well.

Second, group cooperation and induction of mathematical laws.

It is not enough to form knowledge only by teachers' teaching, but also to guide students to explore independently, so that they can master the laws of knowledge points and systematically summarize the laws. In summing up the connection and difference between the circumference and the area of a circle, I made appropriate guidance to let the students cooperate in groups and summarize it from three aspects.

Third, develop mathematical problems in real life.

Teachers should pay attention to digging mathematical problems from real life and production, so that students can stimulate their interest in learning mathematics in practice and their enthusiasm in solving problems. Let students fully feel that math problems are everywhere in our lives. Fourth, strengthen the teaching of basic exercises. I feel that students' ability to understand and analyze exercises has improved, but the most basic calculation has become a problem. There are problems of slow calculation speed and low accuracy, which makes me feel that we should increase our efforts in calculation. Through the teaching of this course, I feel that to improve the quality of classroom teaching, we should be a conscientious person in life, actively look for life materials, integrate into classroom teaching, and let students feel that mathematics is in our lives.

The Area of Circle Ⅱ Teaching Reflection Ⅱ

The circle is one of the most common figures and the simplest curve figure. At first, students think that when the number of sides of a regular polygon increases, the regular polygon will get closer to the circle. Through the study of the circle, students initially understand the basic methods of learning curve graphics, and learn curve graphics with the help of straight lines, which permeates the relationship between curve graphics and straight lines. Infiltrate and transform the thinking method from "bringing forth the old and bringing forth the new"; Infiltrate the thinking method of "turning joy into straightness" from "hands-on operation"; From "exploring the evolutionary process", the idea of penetration limit and the thinking method of conjecture and experimental verification.

First of all, bring forth the old and bring forth the new, and infiltrate the idea of "transformation"

As the saying goes, "review the past and learn the new." Before learning new knowledge, guide students to recall the derivation methods of rectangle, parallelogram, triangle and trapezoid area formulas, and guide students to find that "transformation" is a good way to explore new mathematical knowledge and solve mathematical problems, laying a foundation for exploring the area calculation method of circle in the next step.

Second, start to cut and fight, and experience "turning joy into straightness"

After highlighting the significance of the area of a circle, after comparing and reviewing the area derivation methods of plane graphics, let students guess boldly how to deduce the area of a circle. After the students guess, take out two prepared disks of the same size, divide one of them into several parts evenly, and then spell it into parallelogram or rectangle, or triangle and trapezoid. After students start cutting and pasting, choose 2~3 groups to observe and compare. It is found that if a circle is divided into more parts, the figure will be closer to parallelogram or rectangle. The design of this link is also the best experience of the infiltration of "extreme" ideas. Triangles and trapeziums can help students deduce by themselves after class.

Then compare the relationship between the circle and this mosaic figure. After cutting the mosaic and comparing it with the original, mark the part of the circle related to the mosaic with colored pens, which constitutes a sharp contrast, which fully paves the way for deducing the calculation formula of the area later.

Third, demonstrate the operation and feel the composition of knowledge.

After students operate learning tools, abstract thinking is materialized into action image thinking, which allows students to participate in a variety of senses and fits their cognitive level.

The Area of Circle Ⅱ Teaching Reflection Ⅲ

To cultivate students' innovative skills in classroom teaching, we must rely on subtle edification methods, so that students can experience the skills of innovative thinking in the process of continuous learning. The first is my reflection on the teaching of this course:

First, promote the new with the old

After knowing the area of a circle, you will naturally think of how to calculate the area of a circle. What is the formula? How to find the area formula of a circle and derive it? This is a series of practical problems faced by students. At this time, students may be at a loss, or they may make amazing discoveries. In any case, students should be encouraged to guess, imagine and tell their preset plans. How are you going to calculate the area of the circle? Randomly handle students' feedback in class. It is estimated that most students will not get to the point. Even if they understand, they can also let everyone experience the discovery of the formula. At this time, because the students are young, they can't establish contact with the previous plane graphics, and they need the guidance of teachers. What plane graphics have they studied before? Let students recall quickly, mobilize the original knowledge reserve and prepare for the "re-creation" of new knowledge.

Two. Convert graph

According to the discovery, divide the circle into several equal parts, work in groups, put it in your hand, and transform the circle into a learned plane figure. In order to study the actual situation of students, the computer first demonstrates 2, 4 and 8 equal circles, and then makes them into approximate parallelograms, so that students can observe what it looks like more and more. Why say "like" parallelogram? Let the students express their opinions and fully affirm their observations. If 8 equal parts are similar, what about 16 equal parts? The computer continues to demonstrate 16 equal circles, which one is more like a parallelogram? Students will find that 16 is more like 8! Because its bottom wave fluctuation is relatively small and close to a straight line, it guides students to close their eyes. What if it is divided into 32 equal parts? What about 64 equal parts? ..... Let the students spread their imagination wings, and come to the conclusion that the more equal parts, the more similar and closer the parallelogram will be, and finally it will become a rectangle. Complete another important mathematical thought-the infiltration of limit thought.

Three. Formula derivation

Students can calculate the area of a rectangle: s=ab to guide students to observe the relationship between the length and width of a rectangle and a circle: they find that the length =πr, the width =r, and the area of a rectangle = the area of a circle, thus deducing that s=ab=πr2.

Fourth, attach importance to cooperation.

Attach importance to collective learning and promote cooperation and exchanges. Practice has proved that group discussion is conducive to the initiative of all students, the exchange of information between teachers and students, and the collision of different thinking. The innovation of circle derivation process is more suitable for cooperative inquiry learning. In the teaching of this class, the teacher starts from the materials in the students' hands, and asks the students to pose and talk in combination with self-innovation. Exploring activities through group cooperation not only encourages students to try independently, but also attaches importance to cooperation and mutual assistance among students, which provides students with opportunities for multi-directional communication and improves their awareness of cooperative learning. Students communicate with each other in their study, which improves their ability to observe, analyze and solve problems.

Fifth, cultivate innovative ability.

Change the traditional knowledge transfer process into the inquiry process of "problem solving" sequence. In the teaching process, it is very beneficial to create some problem situations in which students need to open up new solutions to improve their innovative skills. Sixth, practical design

For consolidation exercises, we should follow the principles of going from shallow to deep, from easy to difficult, and step by step, so that students can correctly grasp the formula on the basis of understanding concepts and use knowledge to solve practical problems.

Seven. existing problems

In the process of teaching, students should be given more time to think and deduce the formula of circular area because of the increase of teaching quantity. The design of details should be carefully arranged. This is the place where teaching should be improved and the direction of future efforts.

The Area of Circle Ⅱ Teaching Reflection IV

"Area of a circle" is taught on the basis that students master the meaning of area and the area calculation method of rectangular and square plane figures, know the circle and can calculate its circumference. In the teaching design of this class, I pay special attention to following students' cognitive laws, paying attention to students' thinking process of acquiring knowledge, and learning and understanding mathematics from students' life experience and existing knowledge. The teaching in this section mainly emphasizes the following points:

First of all, bring forth the old and bring forth the new, and infiltrate the idea of "transformation"

Before learning new knowledge, guide students to recall the derivation methods of rectangle, parallelogram, triangle and trapezoid area formulas, and guide students to find that "conversion" is a good way to explore new mathematical knowledge and solve mathematical problems, laying the foundation for exploring the area calculation method of circle in the next step.

Second, make bold guesses and stimulate inquiry.

After emphasizing the importance of the area of a circle, I asked the students to guess what the area of a circle might be related to. When students guess that the area of a circle may be related to the radius of the circle, the design experiment verifies that the circle is drawn with the side length of the square as the radius, and the area of the circle is calculated by counting the squares, and the area of the circle is about several times that of the square. This information is not available in old textbooks. Students' curiosity and thirst for knowledge are fully mobilized, and these are just "implanted" for their further exploration activities.

Third, start to fight and experience "turning joy into straightness"

After the students guess, take out two prepared disks of the same size, divide one of them into several parts, and then put it into a parallelogram or rectangle. After the students cut them together, they choose 2~3 groups to observe and compare. It is found that if a circle is divided into more parts, there will be more figures.

A figure close to a parallelogram or rectangle. Then compare the relationship between the circle and this mosaic figure. After cutting the mosaic and comparing it with the original, mark the part of the circle related to the mosaic with colored pens, which constitutes a sharp contrast, which fully paves the way for deducing the calculation formula of the area later.

Fourth, demonstrate the operation and feel the composition of knowledge.

Through observation, comparison and analysis, find out the relationship between the area, perimeter and radius of a circle and the area, length and width of an approximate rectangle, so that students can deduce the formula for calculating the area of a circle. In this way, students are guided to participate in the exploration of how to transform circles into rectangles and parallelograms from support to release, from phenomenon to essence, and feel the composition of knowledge.

Five, layered practice, experience the use value

Combined with the examples in the textbook, three levels of basic exercises, improving exercises and comprehensive exercises are designed to test students' learning situation from three different levels. First, basic exercises consolidate the application of calculation formulas and emphasize the standardized writing format; Second, improve practice and collect practical information around you, so that the information learned in this lesson can be linked with life and used flexibly; Thirdly, the comprehensive exercise not only links the knowledge learned before (first know the circumference of the circle, then find the radius, and then find the area of the circle), but also exercises the students' comprehensive application ability. In the setting of each exercise, there are different purposes, focusing on the guiding points of each exercise.

However, the new lesson time in this class is too long, which leads to insufficient practice and needs to be paid attention to in future teaching.

The area of the circle Chapter II Teaching Reflection Chapter V

The area of circle is the key content of mathematics teaching in the next semester of sixth grade in primary school. I have taught the graduating class of primary school for more than ten years, and naturally I have talked about this class for more than ten times. I talked about it in yanshi city before, and I also talked about it in Luoyang. Although every feedback is good, I always feel dissatisfied. I always feel that the capacity of this class is a little small. This year, I decided to change the previous teaching methods and increase the classroom capacity.

In the past, I arranged the classroom structure like this: after introducing the area of the circle into the dialogue, let the students recall the derivation process of the previously learned parallelogram, triangle and trapezoid area formulas, and then the teacher made an animation demonstration, thus drawing a conclusion: the method of transforming new graphics into previously learned graphics was used to learn, which inspired the students, and then thought of transforming the circle into previously learned graphics for learning. Then, through students' hands-on operation, independent exploration and cooperative communication, the calculation formula of circular area is finally deduced by themselves. Let the students cut and spell 8 equal circles and 16 equal circles in class. After the students begin to operate, the teacher will animate and demonstrate that the graphics made by 32 equal circles, 64 equal circles and 128 equal circles are closer to rectangles. Finally, think about it: the length and width of the spelled approximate rectangle are related to what the circle is (the length of the approximate rectangle is equivalent to half the circumference of the circle and the width is equivalent to the radius of the circle), and then derive the area formula of the circle from the rectangular area formula. After the formula of circular area is derived, there is not much time left, and students have little time to solve problems with the formula. The calculation of the area of the ring needs to be done in the next class.

This year, after thinking, I decided to do this: let students preview in advance. In the group, students No.3 and No.4 make 8 bisectors, while students No.2 make 1 and 16 bisectors. The circles they draw are the same size and color. One of them was cut with scissors, and the other one was not cut for class.

This year's classroom structure is adjusted as follows: at first, it is introduced by the theme map of this section. Given the 8 yuan money per square meter of turf, how much does a circular lawn cost? To solve this problem, we need to calculate the area of the circle, so as to introduce a new lesson. Then show the learning objectives of this lesson. Next, let students recall the derivation process of parallelogram, triangle and trapezoid area formulas they have learned before, and infiltrate the idea of transformation, so that students naturally think of transforming circles into previously learned figures to learn. Then let the students take out their own learning tools. First, they cooperate with each other (1, No.2, No.3, No.4), and then make a puzzle on the table in groups of four. Through several puzzles, it is found that the approximate rectangle is about half the circumference of a circle and the width is about the radius of the circle. After each group's demonstration, I demonstrated a graph consisting of 4 equal circles, 8 equal circles, 16 equal circles, 32 equal circles and 64 equal circles. The students soon found that the more equal circles there are, the closer the figure is to the rectangle, and they quickly deduced the formula for calculating the area of the circle. This saves a lot of time to practice the practical application of the formula. In this lesson, students can not only calculate the area of the circle, but also the area of the ring ... This is interlocking, so that students can apply what they have learned and have a high enthusiasm for learning. They not only mastered the formula skillfully, but also had a sense of accomplishment in solving problems independently, and successfully completed the learning objectives in this section.

However, this lesson also exposes some problems: for example, students will make many mistakes when calculating the square. The square of 6 should be 36, and many students mistakenly calculate it as 12, which shows that my analysis of academic situation is not thorough, for example, the writing format of students is not standardized enough. These need to be further improved in the future.