Reflection on the understanding of 67

Reflection on the teaching of 67 : Fan Wenyi:

After the "Understanding of 6 and 7", I became more aware of the interest-seeking role of children in learning. In teaching, I designed classroom teaching with “interest” as the center.
First, create a novel and interesting fairy tale situation.
The lessons of "Awareness of 6 and 7" are relatively more knowledgeable, including correctly counting the number of objects of 6, 7; mastering the sequence and size of 6, 7 and reading, writing 6, 7; The cardinal meaning and ordinal meaning expressed in 6,7. It is known that the meaning of the cardinality and the ordinal meaning represented by 6, 7 are the focus of this lesson, and it is also difficult. In order to let the students master these knowledge points, the textbooks design the situational materials that are close to the students' life. There are scenes, rulers and goldfish pictures that the teachers and students clean the classroom. It also helps students to abstract the number of ideas and sticks from the images. Figure.
Because the content of the textbooks is relatively large, and there is a lack of connection between them, it is more difficult for the new first-year students to learn. 6, 7-year-old children's effective attention time is short, if we present a lot of content and form in a class, so I designed the "seven dwarfs", a well-known fairy tale image introduced into this lesson, successfully stimulated The students' attention allows them to learn "6 and 7 Cognition" with interest.
Second, let students fully feel the joy of learning mathematics.
“Interest is the best teacher.” In addition to making students master the mathematics knowledge and skills correctly, the key point of mathematics teaching in the lower grades is to make them feel that learning mathematics is fun, not boring. When teaching, I let students fully understand the fun of learning mathematics.
1, the brain is fun.
In the case that the student has put out six discs, let the students put out seven discs at the fastest speed. Let the students guess what the fastest child is. Through the students' brain operation and narrative, they are fully aware of the connection between 6 and 7.
2. Experience the fun of learning math in the game. In the class, I designed the game "Listen to passwords to do action" to make students clear the difference between cardinality and ordinal.
From the perspective of the classroom teaching effect, the pre-set requirements are met, and the students in the whole class learn easily and happily, but there are also places worthy of reflection and improvement, in the difference of the meaning of the base number. Although I let students use the form of activity to penetrate the meaning of cardinality and ordinal, the difference between the two students is only a superficial perception. Reflecting on teaching, if students are allowed to repeat the emphasis on “the first six students, the sixth student raises their hands”, students can further clarify the difference between the two.

Reflection on the teaching of 67 : Fan Wen 2:

The "standard" clearly states that "mathematics teaching is the teaching of mathematical activities." Modern educational theory advocates for students to "do" mathematics instead of "listening" to mathematics with their ears. Therefore, teaching should leave enough time and space for students, so that each student has the opportunity to participate in activities, so that students can learn in the hands of the hands, thinking in the hands, thinking in the hands, let the students in the process of hands-on, thinking Explore and innovate. In addition, the first-year students are young and have little life experience. Choosing the most familiar things around children is easy to attract students' interest in learning and easy to understand and accept. Therefore, "mathematics teaching should closely relate to students' life reality, starting from students' life experience and existing knowledge", learning mathematics, understanding mathematics and developing mathematics in activities that study real problems. In this regard, talk about some of the practices I used when I was teaching the "Awareness of 6 and 7".
First, life needs mathematics, let mathematics go into life. Primary school children are young, but in their life experience, they also have mathematical factors. If we let mathematics come into life when we teach, we can dig out mathematical factors from the familiar life phenomenon of students, and fully apply it to teaching, which will make it easier for students to accept knowledge. Professor Zhou Yuren once said: "Mathematics teaching should be about source and use", so that students feel that there is mathematics everywhere in life. In the eyes of children, mathematics is a subject that can be seen, touched and used. Nor is it a boring digital game. Therefore, it is necessary to talk about mathematics in real life, mathematics life experience, and live mathematics problems.
1. Let students find math in life
When I mention the word "mathematics", people always think that mathematics is closest to us is calculation, but it ignores that mathematics is closely related to our life. In order to stimulate students' interest in learning and learning mathematics, and mobilizing the internal factors of their active learning, they first lead students to find mathematics in their lives. When I was teaching this lesson, I designed the "numbers in life" link, so that students can look carefully and fully say that students not only know the numbers 6 and 7, but also experience so many in life. Count, why do we not notice it? As a result, students are valued and the classroom is extended beyond the classroom so that the students' thinking is not limited to the teaching content of the course, and the thinking is expanded.
2. Let students learn mathematics in life. In fact, every little thing in life can help students learn mathematics, and we don't need to deliberately design. For example, in this lesson, the textbook takes advantage of a scene in the life of a student, "teachers and students cleaning the classroom" to carry out learning. Although this is an ordinary scene, it contains a strong sense of teachers and students, as well as a humanistic spirit of hygiene, love of labor, cherishing the fruits of labor, and helping each other. I will let the students experience this harmonious atmosphere first. Entering the theme, counting the number of people and objects in the picture, paying attention to the acquisition of mathematics knowledge of students, but also paying attention to the emotional experience that life conveys to us. This design is much better than opening the door and counting the number.
3. Let students use mathematics in their lives. Mathematics comes from life, but it must be applied to life, thus reflecting the meaning and value of mathematics. After the students had a preliminary understanding of the ordinal meanings of 6 and 7, the game of "Eagle catching chickens" was designed. This session caused great interest among students. Through this game, students' understanding of the meaning of cardinal number and ordinal number was deepened. It also cultivates the students' observation ability. Especially when the third question is thrown, the students' divergent thinking is amazing. Some students start from the eagle, some students start from the chicken mother, and some students are Countdown, there are a variety of methods, and these flexible methods are needed in life. The teacher guides the students to discover that there are also math problems in the game and successfully solve these problems, thus enhancing the students' awareness of mathematics and pushing the whole class to a climax.
In short, life is closely related to mathematics, and both are indispensable and complement each other. Only by closely connecting with life and existing knowledge and experience can you learn mathematics well. Learning mathematics can better recreate in life and cultivate students to actively explore the spirit and innovation consciousness and ability. "Life Experience → Math Problems → Math Knowledge → Practical Questions".
Second, mathematics learning requires activities to allow mathematics activities to enter the classroom.
According to the age characteristics of the students, the children in the first grade are lively and active, and they like to play games. In the teaching of "The Understanding of 6 and 7", activities are carried out throughout, there are activities that train oral expression skills, and students have hands-on operation. The activities, as well as the mathematics game of cultivating the ability to observe and the spirit of collaboration, mobilize the enthusiasm of the students through the game activities, and actively learn the atmosphere, let the learning of knowledge be carried out in a relaxed and enjoyable activity, promote development in the activity, and in the activity It has been consolidated and strengthened in its activities. However, the frequent scheduling of activities can sometimes make the classroom appear cluttered. During the lecture, I arranged a series of activities such as placing a small stick, counting beads, painting a sub-picture, and filling a foot card. These activities not only did not arouse the interest of the students, but also dazzled the students and weakened the enthusiasm of the activities.
Therefore, I abandoned the activities of counting beads and designed the sub-pictures and fill-in cards to be group-based cooperative learning, which saved time and enriched the form of activities, and immediately followed the group cooperation learning in “small sticks”. After the link, the operation activities are relatively concentrated to avoid clutter and scattered. In addition, mathematics activities have their own characteristics of mathematics, and if they lose their mathematical thinking, activities are meaningless. The two activities I designed mainly want students to feel the size relationship of 6, 7 through the activities of painting and filling, and infiltrate the teaching of knowledge points. The new curriculum reform is like a spring breeze, which brings us new teaching concepts, provides a broader space for students' development, and creates better opportunities for teachers' development. We must seize opportunities, meet challenges, and actively study. Try hard to explore and make due contributions to the new curriculum reform.

Reflection on the teaching of 67 : Fan Wensan:

In order to stimulate students' interest in learning mathematics and mobilize the internal factors of their active learning, they should lead students to find mathematics in their lives. When I was teaching this lesson, I designed the "numbers in life" section to let the students look carefully. It is said that the students not only know the two numbers 6, but also the number of people in life. Why do we not notice it in peacetime? As a result, students are valued and the classroom is extended beyond the classroom so that the students' thinking is not limited to the teaching content of the course, and the thinking is expanded.
In order to let students understand and master the composition of 6 , I will teach at the following levels: observe the first picture, let the students say: There are a few balloons, and the children have several balloons on each of them? It is recognized by communication that 6 can be divided into 5 and 1 or 1 and 5. It is found that the two parts are composed of two parts exchange positions, and we can regard it as a pair. Observe the second picture and let the students know how to divide and match the numbers. After observing the third picture at the third level, I will talk about how to divide and combine the numbers and let the students think about why they can only divide 6 into 3 and 3.
When I was learning the composition of 7, I asked the students to go and put 7 squares, divide them by themselves, talk about them, and write 7 points and combinations through the board. Students are limited by experience and thinking. Speak all the points in order, and guide the students to arrange them in an orderly manner.
It can be said that the division of teaching 6 is obtained through the gradual observation and thinking of the situational map, and the division of 7 is obtained by the student's self-active hand operation, undergoing a process from the support to the release, and undergoing an analogy process.
When reviewing the composition of 6, 7 and then carrying out the new content, I will separate the addition and subtraction of 6 and 7 and first consolidate it by teaching addition. Re-teaching and subtraction is consolidating, so that students can learn the subtraction further under the premise of a solid understanding of the “one figure and two styles” of addition. The teaching process of subtraction and addition is the same. Firstly, students should understand the meaning of the figure, learn the column subtraction formula, and then calculate according to the decomposition of six. When learning the subtraction of 7 , imitate the decomposition of 6, according to the decomposition of 7, the subtraction formula of column 7.

67 understanding of teaching reflection model four:

In the course of teaching, I was fully prepared for me and the teaching effect was good. Now reflect on the teaching of this lesson as follows:
First, combined with the situation, guiding operations
In the process of teaching, the wind combines the theme map, creates the situation of teaching, guides the students to do their own operations, and fully feels the "one map and two styles" problem solving method. Put the picture of the children in the textbook into a small cartoon animal that the students like. A picture of a small animal swaying on the grass leads to the teaching content of this lesson. In this session, let students initially feel "one picture and two styles", and perception can list two different calculations according to one picture.
Second, independent operation, forming a concept
In the first session, students are allowed to perceive “one picture and two styles” in the context. The second part is that the students calculate their own independent calculation according to the visual map presented by the teacher. In doing so, the purpose is to enable students to abstract from concrete objects to look at intuitive phenotypes, from easy to difficult, from concrete to abstract, providing students with free operational space and sufficient thinking time, and conscious The ground has cultivated students’ awareness of numbers.
Third, reasonable arrangement of teaching materials
According to the law of students' cognition during the teaching process, the content of the textbook is reasonably arranged. In the teaching design, I separate the addition and subtraction of 6 and 7 separately, first teaching addition, then teaching subtraction to consolidate. In this way, students can learn the subtraction further on the premise of understanding the “one figure and two styles” of the addition. Then use the exercises to consolidate.
Fourth, from easy to difficult
On the basis of consolidating the “addition and subtraction of 6,7”, the students are guided to observe useful information in the scene map and learn to select the corresponding mathematical information to solve the problem.
1. First appear in the vivid and beautiful story of “Autumn Tour”, let students discover problems themselves in the process of experiencing situations, explore boldly, and find solutions to problems, which will help students to learn the same knowledge. The reality of life is closely combined, and the process of using simple mathematical knowledge to solve simple practical problems is realized. In this process, students are allowed to clarify the meanings expressed by the braces and question marks, so that students can use mathematics to solve simple problems. The basic methods and ways of practical problems.
2. Many students can use the formula to express the meaning of the figure quickly after observing the illustration. Because it is a real scene in life, the students are easy to understand, so the formula can be listed faster. However, students can simply match the number of objects with the numbers, and combine them with addition, while eating, using, etc. are all represented by subtraction, so after observing the theme map, guide students to transition from the theme map to the blackboard. On the one hand, the students' impressions are deepened, and the students can more clearly match the number of objects with the numbers. On the other hand, it enriches the content of the blackboard.
Of course, there are also some shortcomings in the teaching process of this lesson, such as:
1. When guiding observation and speaking, the problem of not being able to speak to the students is not enough time to think, the guidance is not patience, and the students' ability is limited.
2, in the teaching process, due to improper scheduling, resulting in a little anxious teaching, the time for students to think is gone.
In the future teaching process, I will pay more attention to avoid the above error reappearance.

67 understanding of teaching reflection model five:

When I was teaching "6,7", I created a lot of situations, and guided the students to experience the process of observation and operation, let them fully experience the formation of the concept of numbers, and establish the concept of numbers 6 and 7. . At the same time, I feel the joy of learning mathematics and using mathematics in activities.
First of all, I created a learning situation: take out a small drum, ask the students to listen to the drum sound perception number, and use the applause to indicate the correct number. The teacher knocked 5 times first, and the number of students clapping the same amount as it was; knocking 5 times again, let the students clap their hands more than 1 or 2 times. Q: How many times did you take the last two shots? In this way, all the students really participated in the activity and felt the concept of two numbers, 6 and 7.
Next, let the same table cooperate, take out 6 or 7 small sticks, arbitrarily put the graphics on the desk, and put them together with digital cards to mark a few sticks. The students are actively involved in the activities, together with the table to create a variety of beautiful patterns, such as: flowers, sunflowers, hexagons, heptagons, roads and so on. This activity not only allows students to abstract from the figure, but also cultivates students' sense of cooperation and innovative thinking, and realizes the fun of using mathematics.
When distinguishing the cardinality and the ordinal number, I first ask a group of students to stand in a row on the podium, and report separately from the left and right sides. Please ask 7 students from the left to move forward, and the seventh classmate to go out; then please 6 from the right. The right hand of the classmate, the sixth classmate, kneels. Then ask each group of students to line up separately, and each class member takes turns to act like a teacher. In this way, in the activity, the meaning of several and the first few are distinguished, and the difficulty of learning is broken. At the same time, students observe and think from different angles and cultivate the openness and divergence of students' thinking.
In this way, during a class, the students feel the joy of knowing the numbers during the observation and operation activities.