Reflection on the Teaching of Addition and Subtraction of 8 and 9

Reflections on the addition and subtraction of 8 and 9 : Fan Wenyi:

"Addition and Subtraction of 8 and 9" is one of the key contents of the second section of the sixth unit of the first book of the National Mathematics, which is arranged on the basis of the students' learning and subtraction within 7 and the understanding of 8,9. It is the basis for further study and addition and subtraction within 20 degrees. It is the focus of this module and is the focus of this book.
At the beginning of this lesson, we reviewed and consolidated the composition of 8 and 9 to lay the foundation for future proficiency. In the new lesson, I used the child's favorite cartoon characters to set up the three levels, and mobilized the students' enthusiasm for learning. First of all, I will guide students to fully experience the "one figure and four styles" by letting students observe the theme map. Since the students already have a picture to show the basis of the two formulas, it is relatively easy to list the addition formulas, and the list of subtraction calculations is the difficulty of this part. Using the teacher's language and movement guidance, the students can collect relevant data by means of looking at the pictures. The initial perception can list four different calculations according to one picture. Secondly, under the guidance of the teacher, the students will further consolidate and understand the "one figure and four styles" by putting on the stick, and master the calculation methods of the 8 and 9 addition and subtraction methods. Then directly plot the calculations 5 + 3, 3 + 5, 8-3, 8-5, ask: How do you calculate the number? Students are encouraged to speak a variety of calculation methods to diversify their calculation methods. Finally, through the delivery of games and classroom exercises to consolidate and apply the knowledge learned, mobilize the enthusiasm of students, and let students experience mathematics everywhere in life.
In the teaching, consciously cultivate students' language expression ability and good study habits, especially the expression ability of mathematics language. Instruct students to develop good habits that are good at discovering mathematical information, proposing mathematics problems, and expressing them in accurate and concise mathematical language, and let students really understand the addition and subtraction by the three words of the students and the meaning of each number in the formula. The reason.
In this lesson, there are also some shortcomings. For example, in the first link, it is not enough for the children to say. The composition of 8,9 is not very skilled. In the teaching, the guidance is much more, and letting the children not think enough time for their own thinking.

Reflections on the addition and subtraction of 8 and 9 : Fan Wen 2:

The arrangement of addition and subtraction for 8 and 9 is a diagram showing that two equations are transitioned to one graph to write four equations. The focus should be on “one figure and four styles”, and attention should be paid to the intent of the arrangement in the textbook. Gradually develop students' comprehension ability, ability to read pictures, and language skills. The first is to review the oral calculations of the previous period, which can take the form of games to attract students' attention. For example: clapping, guessing and other forms. Introduced with the blue cat at the time of the new grant, directly presenting the theme map, and then asking the students to say what they think, it seems a bit out of touch, so that the students do not know how to answer. Attention should be paid to the validity of the questions and guide the students to follow the teacher-designed teaching program. In the process of setting up the picture, you should pay attention to the process of pendulum and the idea of ​​pendulum. Students should be allowed to operate in thinking and thinking in operation. In the teaching of mathematics classrooms in small and medium-sized schools, different forms of teaching should be adopted to attract students' attention. It is not taught to impart knowledge, but to impart ideas and methods.
In order to enable students to master the addition and subtraction of 8 and 9, students can perceive the interrelationship between addition and subtraction, ask questions, and cultivate students' imagination, language ability and abstract thinking ability. Let students develop interest in mathematics learning in the process of cooperation and imagination, and cultivate students' good mathematics learning habits.
In the teaching, consciously cultivate students' language expression ability, especially the ability to express mathematics. Instruct students to develop good habits that are good at discovering mathematical information, proposing mathematical problems, and expressing them in accurate and concise mathematical language. In classroom teaching, teachers should give students as much exercise as possible. Through the addition and subtraction of the previous study, students have already had some basic knowledge and skills in addition and subtraction calculations. Teachers should provide timely guidance to help students accumulate some good thinking methods. Encourage students to directly read the calculations without using the tools. Initially develop students' abstract thinking ability and improve their students' proficiency in calculation.

Reflections on the addition and subtraction of 8 and 9 : Fan Wensan:

In the teaching design of the "Addition and Subtraction of 8 and 9" course, I set the teaching goal as: let the students master the addition and subtraction of 8, 9 and experience the interrelationship between the initial perception and addition and subtraction through the "one figure and four styles". And train students to develop good habits that are good at discovering mathematical information, asking mathematics questions, and being able to express in accurate and concise mathematical language. But this class came down, but it filled me with confusion.
Confusion 1: Students are not sensitive enough to mathematical information. When I showed the smiley picture, let the students observe it carefully and talk about what you saw. The student couldn’t say the problem for a long time. I had no choice but to remind me: "Can you say this picture with numbers? "" Reluctantly let the students say that there are 5 red smiles and 3 pink smiles on the map.
Confusion 2: Students will not ask math questions. In the previous teachings of "Addition and Subtraction of 8 and 9", I was consciously cultivating students' ability to ask mathematics questions, especially simple mathematics such as "total..." "Remaining..." In this class, the results are minimal. Students still can't figure out what is a math problem or what is an answer, even if some students know it but don't know how to express it.
Confusion 3: Students will calculate, but can't say the algorithm. When I show a mouthfuls, the whole class will count, but when you ask him how he figured it out, most of the students said, "I want to come out." You asked him what he thought, students. I can't answer it.
In short, this class ended in a panic. This lesson began to guide students to ask mathematics questions and the meaning of the formula, and spent more time, resulting in a tight time behind, especially after the class bell rang, although the class has not finished class, but the class ringtones put students The attention was all attracted. At this time, I was also confused. I was afraid that the teaching tasks of this class could not be completed. I omits the part that should not be omitted in a hurry, and left the omitted part.
After class, I deeply felt that I still need to further develop the children's ability to perceive mathematical information and ask math problems, and also need to further develop their ability to control the classroom.

The addition and subtraction teaching of 8 and 9 reflects the paradigm four:

November 11th is Singles Day. On this special festival, Teacher Xie and all of my brothers and sisters can come to our school for teaching and research activities. I am very happy. Unfortunately, I failed to offer qualified public classes, and thanked Teacher Xie and others. In the teacher's comment, I found out that I have too many deficiencies. Now my focus is briefly explained, and I hope to improve in the future teaching.
This lesson is based on the study of "the recognition of the number within 9, the addition and subtraction of the number within 7, and the writing of the second type". Through the study of this lesson, students should be able to smoothly carry out the number of 9 or less. The addition and subtraction method and the writing of four patterns according to a picture lay the foundation for the subsequent learning numbers.
Teaching the first example In this part, I made the dinosaurs in the courseware dynamic. As a result, the student understood one of the subtractive calculations as the two dinosaurs left the line of sight and made it difficult to understand another subtraction formula. Teacher Xie pointed out that the dynamic production of courseware should be fully considered. It should not be purely for the aesthetics of the courseware. I made the "dinosaurs" here dynamic, invisibly injecting irrelevant stimulation into the students' learning and causing students' learning. It is difficult.
When teaching the second example, I proposed a method of whether or not to stipulate death in teaching. Teacher Xie pointed out that there are three levels of functions. The first level is convenient for writing calculations and interpreting calculations. The level is to illustrate the meaning of the addition, and the third level is the idea of ​​infiltrating the collection. After some guidance from Teacher Xie, I found such a small rule, there are still so many deep meanings, and I have to be diligent in thinking in the future.
When teaching the third example, some students calculated it with their fingers when calculating. Teacher Xie asked how the fingers are pointing. In what order, I don’t know if I ask, oh. Usually, the simple fingers of the number also contain so much knowledge. The students should not be trivial. They should be taken seriously. Should the students continue to use their fingers to calculate the formula?
In the next two exercises, Teacher Xie pointed out that I lacked hierarchy. In fact, the hierarchical design of practice is no stranger to me. In the design of this lesson, I really forgot, I didn’t even consider it. There is a time relationship, but more is the lack of one's own consciousness. The practice can be divided into three levels. The first level is the basic exercise, the second level is the practice, and the third level is the improvement exercise.
Teacher Xie also raised a question about whether to design cooperation and communication. The first question is where to cooperate and communicate. Is there a need for cooperation and exchange in a certain link? Is there a need for cooperation and exchange? After the cooperation and exchange, the learning effect is improved, is it not? Effectively improve the ability of students to cooperate. Teacher Xie also made two suggestions. The first is to clearly specify at the beginning, and the second is to clearly define the division of labor.
Teacher Xie also mentioned, for example, "I can't completely follow the lesson plans, and I have to solve specific problems in the classroom to solve specific problems." "Let the students learn to listen, not only listen to the teacher's speech, but also listen to the students' speeches." Knowledge, your self-knowledge reserve must be expanded to similar content in higher grades," and so on.
The brothers and sisters also raised various questions in my class. For example, the preparation of teaching materials and teaching materials should be made in an effortless way. Students should not be aggressive in asking questions, and should first talk about requirements when they are cooperative.
There are also brothers and sisters who give face, saying that my class is smooth and the words are not bad. It is really difficult to find any good aspects!
Thank you, teachers and brothers and sisters for taking the time to enlighten me. Thank you, our principals and the teachers of all the leaders for their support of this event. Only with your help, will you have tomorrow!

Reflections on the addition and subtraction of 8 and 9 : Fan Wenwu:

This lesson has the basis for learning. I have already learned the addition and subtraction of 2-7 in the previous section. The students have mastered how to add and subtract the number of methods. And in the previous study, I have already read the picture and said three sentences. So, at the beginning of class, I will give a sample diagram to guide students to see what kind of scenes are in the picture, and then guide the students to say that they use the three words of the addition, and many children will say it correctly and can be correctly List the formula, can also say what each number means, the teacher then emphasizes the meaning of addition, then I guide the children to talk about the three sentences of subtraction, juxtaposition, talk about the meaning of each number, teachers and students It is common to emphasize that the minus number is the total. After completing the example teaching, the students will give the test a half-heartedly, and most of the students will be able to complete it smoothly. Here, they will ask how to think about the number of calculations. After the practice, I completely let go of the children and completed them independently.