Reflection on the Teaching of Addition and Subtraction of 67

Reflection on the addition and subtraction teaching of 67 : Fan Wenyi:

The addition and subtraction of the teachings 6 and 7 of this lesson are required to guide the students to experience two addition formulas and two subtraction calculations according to one picture, and calculate the number of exploration processes, and feel the position of the two added numbers. The same objective facts of the same number, while also using the "one picture and two styles" of learning to cultivate students' interest in learning mathematics and the spirit of exploration.
At the beginning of the class, I first reviewed the addition of the calculation questions within 5, reviewing the composition of 6, 7 and paving the way for the addition of classes 6 and 7. In the process of teaching new lessons, students use self-study and cooperative inquiry methods. In the process of teaching addition and subtraction, students are allowed to cooperate with the sticks, explain the meanings by putting a small stick, and list the formulas to guide students to say: Because the students are sitting in different orientations and the angles of observation are different, the calculations are different. And use the composition of the number to calculate the result. At this stage, we should pay attention to organizing good teaching, because the first-grade primary school students have not established the concept of relativity at this stage, and the concept of left and right is just in contact, so let the students see the chart from left to right. Certain difficulty. This point is also reflected in the teaching effect, teaching must not be eager to achieve. At the same time, in the link of putting the stick, it is more important to organize the teaching, the attention of individual students is not concentrated, and the participation atmosphere of the students is not strong. This is the place where I take the precautions.
From the perspective of teaching results and achievement of goals, this lesson has basically reached the expected teaching goals. The teaching effect has not reached my expectations. The main reason is that the language in my teaching is not refined enough. The ability to respond in classroom teaching needs to be improved. The understanding of the cognitive ability of first-year students is not enough, the links between the links are not close enough, and the teaching methods lack flexibility. In the future teaching, we should pay attention to the organization of classroom teaching, let students move without chaos, make the classroom live and orderly, and at the same time dig deep into the teaching materials, further understand the students, make the classroom teaching less regret, more exciting, and look forward to themselves. There is more progress!

Reflection on the addition and subtraction teaching of 67 : Fan Wen 2:

1. Combine the situation, guide the students to operate, and fully feel the "one picture and two styles".
We put the little children in the textbook into a small cartoon figure that students like. A picture of a small animal swaying on the grass leads to the teaching of this lesson. The picture is lively and lively, which is close to the students' actual life and attracts students' interest in learning. Let the students put a chicken and 5 small frogs on the grass swings of each group. How many small animals are there? Through the observation of the two students from different angles, two different addition formulas are listed, and the students are explained how to look at the diagram. This section initially feels "one picture and two styles". Perception can list two different calculations according to one picture.
2. Independent operation, form a concept, and understand "one picture and two types".
The first part of our design is to let students perceive "one picture and two styles" in the context. The next second step is to allow students to operate independently in context, further consolidating and understanding the meaning of "one picture and two styles". In the case of the same number of swings, let the students think, you can also put a few chickens and frogs, and look at their own map to list two addition formulas. In this way, there are two groups of 6 addition formulas, plus the same classmates explain how to look at the diagram, and further improve the students' ability to cooperate. Through the teaching of this link, students can establish the concept of “one picture and two styles” from the perception. This treatment not only provides students with free operation space and sufficient room for thinking, but also consciously cultivates students' digital awareness. It may be that the students have much more cooperation, and the children's age is small and self-control ability is poor. Some children start to make small mistakes and talk about it. In the future, they should strengthen the cultivation of these study habits.
3. Establish the representation, from the specific operation to the diagram.
The third step is that the students independently list the formula according to the visual map presented by the teacher. It enables students to abstract from the physical abstraction to see the visual representation, from easy to difficult, from concrete to abstract, and obeys the cognitive rules of students.
4. According to the student's cognitive rules, the content of the textbook is reasonably arranged.
In the teaching design, I separate the addition and subtraction of 6 and 7 separately, and first strengthen the teaching plus 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 the addition. In the final exercise, a comprehensive exercise of addition and subtraction occurs, enabling students to understand and consolidate new knowledge in a holistic and comprehensive manner. For example, in the comprehensive exercise, there are four look at the chart. Due to the difficulty level, students can choose one of the maps and perform the column calculation. This arrangement provides ample opportunities for learning choices, and the design of the exercises is targeted and can take care of the learning level of all students.
5. The form of activities is diverse and the language is close to student life.
In class, we designed several activities: a. You also want a few frogs and a few chicks to play the swing, put yourself in the pen; b. The little animals on your grass are tired, you want to Are small animals going back first? c. Comprehensive exercises allow students to choose a picture in any of the four pictures, and which one to do which one. It leaves students with ample room for thinking, allowing students to choose flexiblely. It is also conducive to developing students' thinking and stimulating students' motivation. The children’s interest in learning is high, just because they are too open, and some children can’t say anything.

Reflection on the addition and subtraction teaching of 67 : Fan Wensan:

Since the implementation of the new curriculum standard, many teachers have liked to create certain sound and picture situations to attract students' attention. Sometimes such a class is very necessary, but sometimes it feels that it will dilute the taste of mathematics. In short, it will vary from class to class.
For example, in the lesson of "Addition and Subtraction of 6 and 7", I saw such a teaching design: in the context of combining situations, guiding students to operate, and fully feeling the "one figure and two styles", put the children in the textbook into a small stick figure. It becomes a cartoon animal that students like. A picture of a small animal swaying on the grass leads to the teaching of this lesson. Let the students put a chicken and 5 small frogs on the grass swings of each group. How many small animals are there? Through the observation of the two students from different angles, two different addition formulas are listed, and the students are explained how to look at the diagram.
This design is lively and lively, which is close to the students' real life and attracts students' interest in learning. However, I think that the effect of "one picture and two types" is more obvious when the theme map and the small stick figure on the textbook are compared. Because before the class, the student list is often the number on the left plus the number on the right and the total number. If you use the above diagram, the teacher may need a certain guidance to get "one picture and two styles". However, there are many advantages to using the small stick diagram: 1. Let the students put it //// // If the two students observe in different directions, it will naturally list two different formulas, breaking through one figure and two types. This focus. Also use the small bar graph in the teaching subtraction //// // Let the two children observe the column from different directions, it will naturally come to the "one figure and two styles" of subtraction. 2, the student's hands-on operation, further consolidate the composition of 6 and 7 and develop students' ability to operate. 3, the direction of the observation is different, causing the number of exchanges, but the total is unchanged. 4, save a very cumbersome courseware production.
Therefore, I think that we should carefully analyze the teaching materials during the preparation of the lesson, and then carefully design the teaching methods and means suitable for this lesson. Do not blindly pursue the creation of lively situations, which may dilute the taste of mathematics and lose the most essential things of mathematics. . We should carefully ponder the materials provided by the textbooks and make rational use of the materials.

The addition and subtraction teaching of 67 reflects the paradigm four:

In the arrangement of the addition and subtraction of 6 and 7, the textbook is transformed from a previous figure to a figure to a figure representing two formulas. This content has become the focus of this section of teaching. In order to break through this key point and complete the teaching objectives of this lesson, I dig deep into the teaching materials before teaching and carefully design the teaching plan so that the whole teaching can be carried out smoothly. Now the teaching content is reflected as follows:
1. Combine the situation, guide the students to operate, and fully feel the "one picture and two styles".
I put the children in the textbook into a small stick figure and turned it into a cartoon animal that the student likes. The situation of this lesson is drawn from the situation where small animals swing on the grass. The picture is lively and lively, which is close to the students' actual life and attracts students' interest in learning. Let the students put a chicken and 5 small frogs on the grass swings of each group. How many small animals are there? Through the observation of the two students from different angles, two different addition formulas are listed, and the students are explained how to look at the diagram. This section initially feels "one picture and two styles". Perception can list two different calculations according to one picture.
2. Independent operation, form a concept, and understand "one picture and two types".
The first part of my design is to let students perceive "one picture and two styles" in context. The next second step is to allow students to operate independently in context, further consolidating and understanding the meaning of "one picture and two styles". In the case of the same number of swings, let the students think, you can also put a few chickens and small frogs, use small sticks and discs instead of chickens and frogs to put yourself in a pose, and look at the figure List two addition equations. In this way, there are two groups of 6 addition formulas, plus I let the two people at the same table explain each other how to look at the graphs, and further improve the students' ability to cooperate. Through the teaching of this link, students can establish the concept of “one picture and two styles” from the perception. This treatment not only provides students with free operation space and sufficient room for thinking, but also consciously cultivates students' mathematical awareness. It may be that the students have much more cooperation, and the child's age is small and the self-control ability is poor. Some children have a small gap and talk, and in the future, they must strengthen the cultivation of these learning habits.
3. Establish the representation, from the specific operation to the diagram.
The third step is that the students independently list the formula according to the visual map presented by the teacher. It enables students to abstract from the physical abstraction to see the visual representation, from easy to difficult, from concrete to abstract, and obeys the cognitive rules of students.
4. According to the student's cognitive rules, the content of the textbook is reasonably arranged.
In the teaching design, I separate the addition and subtraction of 6 and 7 separately, and first strengthen the teaching plus 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 the addition. In the final exercise, a comprehensive exercise of addition and subtraction occurs, enabling students to understand and consolidate new knowledge in a holistic and comprehensive manner. For example, in the comprehensive exercise, there are four look at the chart. Due to the difficulty level, students can choose one of the maps and perform the column calculation. This arrangement provides ample opportunities for learning choices, and the design of the exercises is targeted and can take care of the learning level of all students.
5. The form of activities is diverse and the language is close to student life.
In class, we designed several activities: a. You also want a few frogs and a few chicks to play the swing, put yourself in the pen; b. The little animals on your grass are tired, you want to Are small animals going back first? c. Comprehensive exercises allow students to choose a picture in any of the four pictures, and which one to do which one. It leaves students with ample room for thinking, allowing students to choose flexiblely. It is also conducive to developing students' thinking and stimulating students' motivation. The children’s interest in learning is high, just because they are too open, and some children can’t say anything.
In the whole section of teaching, I dig deep into the content of the teaching materials, carefully design the teaching links, use a variety of teaching forms, close to the language of student life, and interesting, student-like cartoon animal situations, to stimulate the students' initiative, students in the teacher's Under the guidance, the teaching objectives were completed, the content learned was mastered, and the students' thinking ability was developed.

Reflection on the addition and subtraction teaching of 67 : Fan Wenwu:

The content of this section is based on the knowledge and addition and subtraction of the 6 and 7 students. It is a set of the previous lessons. Through this lesson, students will be able to connect the knowledge they have learned with the actual situation of life, and initially realize that mathematics is a useful subject, which can solve problems in life. From the perspective of the entire knowledge network, it also marks the beginning of the teaching of mathematics application questions, and is a bridge to the transition of the subsequent text application questions. Therefore, in teaching, the focus is on letting students understand the meaning expressed in the picture and know where the problem is.
The textbooks are easy to difficult, and the first teaching uses the additive method to solve the problem. In the context of book creation, I first let the children know the two symbols according to the information they saw. Because the brackets and question marks are more familiar and image, the children can also master faster and can also The idea is to quickly list the formula.
Then, we must use the subtraction method to solve the problem. This is a difficult teaching point and requires a certain reverse thinking. The same is true. Start with the created situation. I guide the children to explain the meaning of the picture: There are 7 sunflowers, 3 have been picked, and there are still a few? When the students are listed, some children write 7-4=3. I find that they don't understand the meaning of the question. If the question is free, I believe many children will be listed as 3+4=7. . One reason is that the answer is too obvious to allow the children to feel the problem. Another reason is that for difficult teaching, I did not let the children personally explore new knowledge and try to understand the difference in meaning.
For the first external cause, I should guide the children to learn to collect information in the teaching, and ask questions based on the information they know. This way, the whole class can be used, and the child may find the way to solve the problem accurately. For the second reason, I think, I should adjust the teaching method. I have to let the students compare the difference between the brackets and the question mark position in the two pictures; then let them think that the position of the question mark is different. Is the problem of the book teacher different? Then, after group discussion, the problems implicit in the figure are stated, and finally the formula is based on the problem.
After a class, I found that most of the children are still doing the right thing, or some children will take it for granted. They should use the subtraction method as the addition, or use the large number to reduce the number. They don't deliberately look at the location of the question mark. It's easy to follow the feelings. The first impression is especially profound for them. It is not easy for the first graders to learn the initial identification and analysis. Only by constantly practicing and correcting them, let them realize their mistakes and overcome this set.