Reflection on the composition of 8 and 9

Reflections on the composition of 8 and 9 : Fan Yiyi:

In order to make this lesson more hierarchical, it is envisaged that the teaching process of “composition of 8” will be more able to highlight the guidance of teachers, and the part of “composition of 9” will give students more initiative. Through comparison, it reflects the process and ability of the students to continue to learn after the teacher's guidance.
Therefore, the first part of the "composition of 8" is designed as:
[Design one]
1. Teacher: Divide 8 〇 into two parts. How can I divide it?

1. After the completion of the score, the seven components of "8" are displayed on the blackboard.
Teacher's book: 8 8 8 8 8 8 8
/ \ / \ / \ / \ / \ / \ / \
1 7 2 6 3 5 4 4 5 3 6 2 7 1
2. Read it all at once.
2, Division: So many kinds of composition, how to remember faster, more convenient?
1. Student discussion.
Summary: Just remember the first 4 kinds and you can think of the last 3 kinds. ......
2. Remember these four kinds.
3. Consolidate memory: For passwords, find friends...
[Reflection 1]
During the trial, I found that the teaching process went smoothly, but the classroom atmosphere was also very dull. The reason, I think, is because the previous study of the composition of 2--7 has always required students to order all the components in an orderly manner, so the first requirement is simply too new for the students. Moreover, the teacher's teaching process and the student's learning style are almost all replicas of the previous lesson, so the students have learned nothing. I can't help but ask myself: Is this class that is smooth and boring, and that does not have a bit of thinking "crash" is what we are pursuing? What can students learn in this lesson different from the previous one? In what ways can we make progress on the original basis?
Therefore, the "component of 8" part was redesigned. It not only changes the way of learning, but also considers the students' existing knowledge base and experience, as well as the abilities and needs of students at different levels. The second design is as follows:
[Design 2]
1. Teacher: Divide 8 〇 into two parts. What are the divisions?
Can you put all the parts in a way that is not repeated and not missing?
2, the group cooperation operation: someone put, someone recorded.
3. Display method:
1, recorded 7 kinds of:
8 8 8 8 8 8 8
/ \ / \ / \ / \ / \ / \ / \
1 7 2 6 3 5 4 4 5 3 6 2 7 1
2, only recorded 4 kinds:
8 8 8 8
/ \ / \ / \ / \
1 7 2 6 3 5 4 4
Question: Why do you only record 4 kinds?
Can you divide all 7 of the 4 types that you have recorded? How do you think?
4. Record the composition of 8.

The composition of 8 and 9 reflects on the essay:

I thought that after a few years of teaching experience, I wouldn’t be nervous about teaching and research, but as the bell rings, I still have a heartbeat. Maybe I care too much.
In order to improve the composition of 8 and 9, I made a careful preparation. In the classroom teaching, I introduce new knowledge from the story situation of children's fun, and also design a lively and lively quiz teaching session, constantly stimulating the fun and desire of students to learn, constantly encouraging students to experience the joy of success. To cultivate students' positive learning emotions. The class completed the task of class time in 40 minutes, and the students continued to the end. Compared with the effect of trial teaching, it is much better.
Even if the self feels good, there are still some problems. For example, there is too little time left for students to think, explore, and communicate. In order to pursue the integrity of the classroom, fearing that there is not enough time to do the exercises, the composition of the students’ pendulum exploration 9 is very rushed. On the other hand, the reason is that they are worried about driving the classroom, and they are afraid that the students will not be able to follow the stick. Thinking together; as a mathematics teacher, the language is not refined enough, and I am worried that the meaning of the students can not be accepted immediately, like repeating; the content of the classroom design is the composition of 8 and 9, which is monotonous and the capacity is too small.
When I felt that I could relax a little, the other three teachers in our math group took the time to comment on my class, and my heart was hanging again. After all, reality has to be faced. I also humbly recorded some valuable comments from them:
1. We started with the number 3, and the composition of 3 was solved by using a small stick. The composition of 4, 5, 6, and 7 is nothing more than the use of split pieces or small flowers. Now that the composition of 8 and 9 has arrived, the students can completely find out the composition of 8 and 9 according to the law of composition. The problem is that I have neglected the penetration of mathematical modeling in my usual teaching process, and did not promote teaching to this level. That is to say, the fish is given without the fish;
2. The design of the game link should be considered fully and cannot be ignored. I prepared for the students in the game session, the candy they like to eat, although it can attract students' attention, but it is not convenient for students to observe. In the introduction of the new lesson, I played the little rabbit guessing the number of candy left in the box, and did not let the students check the number of candy in the box. These are my personal considerations;
3. The lack of level in the preparation of the exercises indicates that I don’t know enough about the students’ academic situation.
Although the facts are not optimistic, I am not discouraged. If there is no such opportunity, I will not find the problem of my own existence, and I will not hear the advice of other teachers. I have so many helpful colleagues in my learning process, my tomorrow will be better.

The composition of 8 and 9 reflects on the teaching of Fan Wensan:

This time, the students are interested in learning. First of all, the split film is no longer the same as the previous lessons, but it is done by one person, but by the group. Students feel that they are more than one person, and one person says that it is much more interesting. Through hands-on activities, students also develop the ability to cooperate and help each other to complete the learning tasks. After the students complete the composition of 8, they will promptly grasp the different ideas displayed by the students at different levels, that is, the "finger of the finishing touch" here: "Why do you only remember 4 kinds of the composition of 8?" Let this part of the hierarchy be higher. The students introduced their own ideas, and through discussion, made all the students clear, and made the students of the seven kinds of students realize: instead of all the parts, only the first four kinds can be separated and remembered, and all seven kinds can be remembered. The composition of 8 is gone. Therefore, when learning the "composition of 9", we can implement this method of thinking, picking out four kinds of memories from the eight compositions of "9", and can derive all eight kinds from these four kinds.
In the future, group cooperation and exchange should be strengthened. Students should learn to divide labor and cooperation, avoid waste of time, and improve learning efficiency. Classroom discipline is the most troublesome thing when first-year students start to work. Sometimes they are afraid of letting go, but for the development of students, try to let the students explore.

The composition of 8 and 9 reflects on the essay:

Today, I went to the "8, 9 Composition" lesson, 40 minutes of classroom teaching, in the face of students' successful smiles, reviewing from reading materials to teaching design, to classroom practice, let me have today's teaching Deeper sentiment. "Give me a fulcrum, I can pick up a planet." Preparing lessons is to find a fulcrum for learning, so as to achieve a comprehensive improvement of students. Carefully preparing lessons before class, our mathematics classes will always have bright spots, new ideas everywhere, and make this highlights efficient, students will easily get a heavy knowledge. Through this lesson, I have the following experiences:
First, the success of this lesson.
1, fully let the students hands-on operation
In this lesson, I will start from the students' life experience and existing knowledge, and combine the students' actual life and age characteristics to create a lively and interesting situation, let students explore, talk, play, and play through independent exploration and cooperation. Lively and interesting activities such as pendulum, filling in, guessing, etc., paying attention to students' active participation, letting children learn in mathematics activities, thinking in activities, mastering basic mathematics knowledge in mathematics activities, and inspiring interest in mathematics. And the desire to learn mathematics.
2. Create a situation and stimulate interest.
Educational psychology research shows that when students integrate the thinking process into the situation, students will have direct and strong interest in mathematics activities, and interest is the source of students' active learning. Without interest, learning will not become a burden. It will become a persistent pursuit; with interest, students will actively explore and actively raise questions in order to use knowledge creatively and become bitter. In order to stimulate students' interest in mathematics, it is necessary to make mathematics teaching full of charm. It requires us to organize effective teaching activities and create positive thinking for students. This will make the teaching process always attractive to students. It is also vivid and tasteful. From the students' interest in the classroom and their active participation, they see that they like this class. German educator Di Stowe pointed out that the art of teaching is not the ability to teach, but the motivation, awakening, inspiration, and creation of teaching scenarios are also an art of inspiration, awakening and inspiration. To this end, I designed at the beginning of the class "As long as the children can learn the composition of 8 and 9, the singer little penguin will sing a beautiful song for everyone! "This is a fun and challenging scene, tightly" Holding on to the students' hearts, they mobilized their strong interest in learning.
3. Explore through the competition.
Hands-on operation, self-exploration, and cooperation and communication are the best ways for students to directly acquire empirical knowledge. It can inspire students to actively participate in thinking and stimulate interest in mathematics and desire to explore. In the class of teaching, I asked the students to take out 8 sticks, divide the 8 sticks into two, and ask for a group of 6 people to cooperate. The group leader carries out the number and finds a total of several points. The best way to see which group is done. Through operation and cooperation and exchange activities, students will experience the process of knowledge formation and experience the joy of learning while improving their abilities.
Second, progress: dare to let go of the students to operate. In the past, when I was in class, I was always afraid that the students were too chaotic and did not let the students do it themselves. They just asked one or two students to come to the front to demonstrate the operation. The effect of this is only to train good students, and most of the students have no hands-on experience, so the knowledge of understanding is not solid. Some students have lost interest in learning, although they have been memorized. So in this class, I let go of every child to get involved, so that each child will have his own experience, so the knowledge of memory will be solid and the interest of students will be improved.
Third, there are problems:
1. Before the students put on the stick, although I have some demonstrations, the students still seem to be confused in the process of posing and speaking. This shows that in the normal course teaching, we have less training on the combination of students' hands and brains, and students have less contact, which naturally cannot be said.
2. There is a problem in dealing with the order of personal and collective communication. First, each student should have a process of thinking alone, and the named student should answer the correction. In this lesson, I will first name and say it again. It is said that the effect is greatly reduced after the treatment, so that good students or individuals have the opportunity to practice, and most students just learn to say that they do not think.
3. Students' good study habits should be further cultivated, such as listening and speaking, especially when other students answer questions, listen carefully, think, answer questions and speak complete words, and the voice is loud.
Fourth, improvement measures:
1. Carefully study the teaching materials and teaching methods, and carefully prepare each lesson. I would like to ask the teachers of the same grade to design each teaching link and rethink the exercises.
2. Do a good job of analysis before class, find the hard points and training points of each class. To effectively implement the teaching content.
3, the ability to train students from the usual bit by bit.
4, study hard to improve their own mathematical literacy, in-depth study, improve their education and teaching level.

The composition of 8 and 9 reflects on the essay five:

Interest is the best teacher for students and the golden key to unlocking knowledge. If primary school students have a strong interest in mathematics, they will have a strong desire for knowledge, showing a special feeling for mathematics learning, and learning to enjoy it. This is the so-called "no burden under the music." Below, I will talk about my own experiences in the composition of teaching 8 and 9.
First, create a scene, spark interest in a lively atmosphere
The Mathematics Curriculum Standard states: "Mathematical teaching activities must be based on the level of cognitive development of students and existing knowledge and experience," and "interest is the best teacher." In this lesson, based on the teaching content, combined with the personality characteristics of the students in the lower grades, I boldly created and used the teaching materials, and introduced the subject from the familiar situation of “separation”, which attracted the attention of the students and made the students start. It is in a positive state, stimulating students' thinking and arousing students' interest in learning mathematics.
Second, self-study and mutual learning, feel happy in cooperation and exchanges
Hands-on practice, independent inquiry and cooperation and exchange are important ways for students to learn mathematics. In the classroom, the students sang the "protagonist". The teacher is only a "supporting role". I use the form of "being a small teacher" and the form of "Shaoguan Competition", so that students can think in curiosity and gradually improve in thinking. For example, when I was teaching, I asked the students to show up and divide the apple baby. In this way, the students repeated the decomposition and composition of the numbers in the "separation" and deepened the understanding of the logarithm.
Third, increase confidence in the game and cultivate a sense of competition.
Children's ambition, self-respect, and love show themselves, so we must always create opportunities for students to fully perform, let them be psychologically satisfied, and constantly encourage them to build confidence, enhance courage, win or lose, and lose. For example, in the teaching, I always motivate the children. Students with good discipline and good answers can get a fight for the baby. Compared with who is doing it, it is faster and faster, thus cultivating the students' sense of competition.
Fourth, the diversity of practice forms
The student's thinking is flexible, and the key is how the teacher moves. In this lesson, I practiced through various activities to make students "live", teachers and students to work together, feeling the joy of mathematics and infinite charm. For example, when teaching the composition of 8 and 9, after the lecture, I asked nine students to come to the stage, each of whom sent a number. The teacher said that the two of the two were good friends, and the students became good friends by holding hands together. It is also possible to form a group of two who are good friends, so that not only will students quickly master the composition of 8, 9 but also can carry out ideological education, and the students will unite and love each other.