Ton of understanding teaching reflection

Tons of understanding of teaching teaching Fan Wenyi:

Students' effective mathematics learning should have a strong life, so that mathematics is really close to the student's life, let the theory connect with the students' actual life, and let mathematics collide with the student life.
The concept of "ton" itself is very abstract, and it is a difficult point in learning. In order to enable students to understand the quality unit "ton" more vividly, the initial perception that "ton" is indeed a relatively large quality unit, when I was teaching, let Students participate in practical activities that experience the weight of objects. By guessing, moving, carrying back and other activities, students can connect with the weight of the actual object to imagine, form a ton of appearance in the mind, and realize the weight of "1 ton", and gradually abstract to concrete, can make Students visually establish a "ton" weight concept and recognize the relationship between tons and kilograms.
Guess
As soon as I was in class, I asked the children to guess the weight of the teacher. Regardless of the unreasonableness, the courage to make bold guesses, the teacher praised. In the warm atmosphere that is being guessed, the teacher tells everyone a secret. The weight of 20 such teachers is 1 ton, which causes the children to suspend the "ton".
Second, move and move
In the practice of moving the table, the students learned that a table of 20 kg, moved 50 times, exactly 1 ton. The 50 20-kilometer tables are 1 ton. In the process of exploring the experience, the concept of tons was gradually established.
Third, back one back
In the game of “backing your friend, estimating your weight”, the teacher made the students feel it again. If the average weight of the whole class is 25 kg, 40 such good friends will be together. There are 1 ton.
In short, mathematics comes from life, mathematics knowledge and mathematics activities are inseparable from students' life practice. Therefore, we must guide students to discover mathematics problems in life practice, construct mathematical models, and apply the acquired knowledge to life. Realize the connection between mathematics and life, understand the value of mathematics, and enhance the understanding of mathematics and the confidence to apply, so as to realize the life of mathematics.

Tons of understanding teaching reflection model two:

The weight of 1 ton is very abstract. How to make students accurately perceive the weight of 1 ton has always been a problem for teachers to ponder over. And guiding students to establish a 1 ton quality concept is precisely the focus of this lesson. Therefore, I attach importance to learning and understanding mathematics from the life experience and existing knowledge of students, and learning life in the experience of learning mathematics.
In teaching, I first let students recall the weight units they have learned before: grams and kilograms. Then let the students carry out the practice activities of each other, let the students estimate the weight of the students to be 1 ton according to the average weight of 25 kg. Q: Is the whole class together weighing 1 ton? Let students fully feel, estimate, imagine and organize, experience in exploration, understand in experience, and then have a deeper understanding of the concept of 1 ton, and improve the ability of students to abstractly summarize.
Create vivid and interesting situations to stimulate students' interest in learning. This part of the textbook draws on tons of topics through the cartoon stories that students like to hear, and grasps the students' "children's heart" to stimulate their interest in learning, so that each student has high emotions and actively participates in the learning process in a relaxed and pleasant learning atmosphere. . Around the "can bridge at the same time?" In the process of settlement, the concept of "ton", the relationship between tons and kilograms is naturally derived. After the students have mastered the relationship between tons and kilograms, let the students go back and solve the problems raised in the theme map. Combine students' life experience and establish a 1 ton quality concept. In addition to the examples in the textbook, you can also talk about other examples, such as the weight of the steel that the students say, the weight of the car is in tons and so on. Students also think about how much rice is 1 ton, allowing students to build a 1 ton quality concept with the volume of familiar objects. After the students have known the ton, they use the new knowledge to help the small animals cross the bridge. The students are especially excited and experience the fun of helping others.

Tons of understanding teaching reflections on Fan Wensan:

My teaching is for the third-grade students in the first semester. Their thinking is in the stage of transitioning from abstract thinking to abstract logical thinking. The "ton of knowledge" is the teaching content of the sixth volume of the new curriculum, and the very large quality unit of "ton" is far from the actual life of the students. How to present the abstract thing of "1 ton" in front of the students in a concrete and perceptible image, thus narrowing the distance between 1 ton and the students. It is the main problem that I think when I teach design, and it is also the focus and difficulty of this lesson.
Knowledge and experience symbiosis, mathematics and life are at the same time. Teaching comes from life and is used in life. The Mathematics Curriculum Standard also emphasizes the connection between mathematics and real life. Therefore, I have taken into account the actual life of the students in the design, and selected examples from the common and perceived things of the students. For example: drinking cola, holding the same table, etc., using the students' existing life experience and the conditions that can be provided in the classroom, from the "quantity" and "shape" to perceive a ton.
First of all, let's talk about how to do this aspect of "quantity". The conversion of "quantity" is divided into two aspects: quality and quantity. Some textbooks use 10 bags of 100 kilograms of 1 bag of rice. It is easy to use 100 kilograms. Convert one ton. But 100 kilograms of 1 bag of rice is rare in today's life, and students don't feel the quality of 100 kilograms. So I replaced it with the activities of the classmates. Holding a classmate, the students are still relatively relaxed. When they hold two students, it is very difficult to hold them up. After the students have such personal experience, it is clear that the weight of 40 students is 1 ton. 1 ton has multiple.
The number of conversions, for example, talks about the problem of eating 20,000 eggs for almost a lifetime, and perceives a ton of eggs in terms of the number and the long time to eat. It also infiltrates the cultivation of several senses, effectively training students' reasoning ability and estimation ability.
Let's talk about the aspect of "shape". In the aspect of Coke's introduction, I showed the shape of 500 bottles of cola, which shocked the students. How can a lot of cola be put into the belly? Going? Also presented is a 1-cylinder drink, which visually gives the students a deep impression from a volume perspective.
I think that in the teaching of this class, through the conversion of the above two aspects, students can really feel that 1 ton is very heavy, many, and very large. Let knowledge and experience symbiosis, mathematics and life together, students generate tons of concepts in guessing, experience, and inquiry. This is the teaching purpose that I will achieve in this class.

Tons of understanding teaching reflection model four:

The "ton of knowledge" is the teaching content of the fifth volume. The teaching target is the third-grade students in the first semester. Their thinking is in the stage of concrete image thinking and gradually transitioning to abstract logical thinking. However, the "ton" is a very large quality unit, far from the actual life of the students. How to present the abstract concept of “ton” in front of students in the form of concrete, image and directly perceptible, how to make students “experience” “1 ton” is the focus of this lesson, and it is also difficult.
1. Let students experience in practice activities. The concept of “ton” is relatively abstract and far from the actual life of students. In order to enable students to better obtain a full experience and build a mathematical concept on the basis of understanding, it is necessary to provide living learning materials as much as possible. Students build their appearance in the process of full experience. Although the students have studied the quality units "gram" and "kilogram", they have a certain understanding of the quality unit, and may have seen "tons" in daily life, but the quality unit is not as intuitive and specific as the length unit. Observed, let's say that a mass unit like "Ton" is rarely touched in the child's daily life, let alone any experience. In the teaching, students should experience “1 ton” in the end. I will let each student take a bag of 10 kilograms of rice in turn, talk about feelings, and then choose a “strong man” in the class to hold a hug. I can hold a few bags of rice at a time, and then calculate 100 bags of this kind of rice weighing 1000 kilograms, which is "1 ton"; let the students play games, hold each other at the same table, talk about feelings, what are the two or three students? Feeling? According to the 25kg per student of the third grade, 42 students in the class will weigh about 1 ton, and let the whole class stand up and jump together to experience the feeling of landing 1 ton of objects; then let the students give examples of what objects in life Weighing about 1 ton? . Let students in the full experience, with 100 bags of rice, the total weight of the class, 2 cows and other specific physical objects to help students establish a 1 ton appearance. Let students learn in a practical experience.
2. Let the students experience in the actual application. Mathematical knowledge comes from life, and there is mathematics everywhere in life. Good mathematics teaching content should start from the students' life experience and existing knowledge, make mathematics close to students' life, become interesting, vivid and easy to feel. The problem situation is created in the teaching, so that students can use the knowledge of “tons” to solve the “crossing bridge problem” of small animals, “the weight of trucks and elevators”, “how many objects weigh about 1 ton”, “what objects have the quality? Using tons of units, and "estimating the quality of some large animals", students will experience the knowledge of "tons" on their own side, and learning the "ton" of knowledge can solve many practical problems in life. Let students experience that mathematics originates from life, is used in life, and stimulates students' interest in learning mathematics.
3, confused:
The third-grade students' computing power is still poor, and it is difficult for students to calculate how many things weigh about 1 ton.
Whether there are larger, more direct objects can help students build "1 ton" performance.
Although the students have a more full experience, but after all, they are third-grade students, "t" is actually too far from their lives,
Some students are still unclear about the quality of “kilograms” and “grams”, and the estimation of the quality of objects in “tons” is somewhat outrageous. One student said that "a school building" weighs about 1 ton. During the teaching, students should be compared with the "1 ton" appearance, such as "2 cows, 40 students".
In short, this lesson focuses on learning and understanding mathematics from the life experience and existing knowledge of students, connecting with life, allowing students to learn in the experience, and letting students observe, experience, analyze, reason, estimate, imagine, and Explore the experience and learn from the experience. The concrete appearance of “1 ton” shows that students really feel that “1 ton” is very heavy, large and many. Let tons of unit conversions be included in the estimation and conversion of “animal weight”. It enables students to exercise their minds, gain emotional experience, and develop innovative consciousness and practical ability in the process of actively acquiring new knowledge.

Tons of understanding teaching reflections on Fan Wenwu:

The weight of 1 ton is very abstract. How to make students accurately perceive the weight of 1 ton has always been a problem for teachers to ponder over. And guiding students to establish a 1 ton quality concept is precisely the focus of this lesson. Therefore, I attach importance to the students' life experience and existing knowledge, so that students can experience 1 ton of quality.
In teaching, I first let students recall the weight units they have learned before: grams and kilograms. Then let the students carry out the practice activities of each other, let the students estimate the weight of the students to be 1 ton according to the average weight of 25 kg. Q: Is the whole class together weighing 1 ton? Let students fully feel, estimate, imagine and organize, experience in exploration, understand in experience, and then have a deeper understanding of the concept of 1 ton, and improve the ability of students to abstractly summarize.
After listening to the lectures in Ningbo, there was a link that impressed me: the teacher asked the students to say that about a few students are 100 kilograms based on an average weight of 25 kilograms. Then let the students go to the stage one by one and stand at the designated place. The other students will be 100 kilograms of 100 kilograms, and the number of students will be 1000 kilograms, which will lead to 1 kilogram. This kind of link is less than 1 ton for me to let students calculate the weight of 40 students. My teaching is not profound enough for students. In the future, we must work hard on how to make students fully experience.