How much teaching reflection is 100 million

How much is 100 million teaching reflections :

The lesson of "How Big is 100 Million" is the fourth grade of the Jiangsu Education Edition. This is a mathematics practice activity class. The recognition of the number of billions or more and the number of billions or more from the number of thousands is a further expansion of the concept of student numbers. However, because the number of 100 million is too large, it is difficult for students to get an intuitive feeling in combination with specific quantities. Therefore, after the unit of “Awareness of Large Numbers”, this comprehensive application is arranged to enable students to experience the process of conjecture, experiment, reasoning and comparison through inquiry activities, and to fully experience the number of 100 million by using imaginable materials. . Let students help students understand the meaning of numbers, build sense of numbers, and gain a successful experience through a specific amount of perception and experience.
First, create a loose space
Based on the psychology of children's love, I guess students guess how big is 100 million. Because students' life experience and knowledge base are different, there are various kinds of conjectures about 100 million. These conjectures are mostly based on feelings and even random guesses. Although some ideas are not practical, I have not curbed the imagination of students, but Give students a relaxed space, so that their curiosity is fully satisfied, so that they stimulate the interest and desire of exploration in imagination and debate.
Second, use the familiar things of students to let students feel, experience, and build a sense of number
The number of 100 million is too large, and it is difficult for students to get an intuitive feeling by combining specific quantities. The thinking of primary school students is developing from the specific image thinking to the abstract logical thinking. According to this characteristic, I contact the things in the life of the primary school students, and guide the students to use the imaginable material to grasp the relative size relationship of the numbers in the life examples, and fully feel the number of 100 million. How big is it. In teaching, I not only pay attention to guiding students to use the knowledge they have learned to solve problems, but also pay attention to let students understand the penetration of mathematical thinking methods. For example, when the number of books is 100 million, the students think of the time of 50 optional measurements, and then calculate the time of 100 million books; this will turn complex problems into simple problems, step by step, and let students experience them at the event. , comprehension, from the local calculation of the overall research method. Such specific materials that are closely related to the students form a vivid representation of the student's logarithm, and when a similar situation is encountered, a specific reference appears in the mind, and these are the introduction of comprehensive knowledge, and the students are given Love the motherland, love hometown and other education penetration. This kind of teaching allows students to feel the close connection between mathematics and real life. It not only cultivates students' love of mathematics, loves life, but also develops students' sense of numbers.
Through independent exploration activities, students experience the wonders and functions of mathematical thinking methods, accumulate many experiences of mathematical activities, increase the experience of learning success, and enhance the confidence in learning mathematics.

How much is the teaching reflection of 100 million :

How much is 100 million is a comprehensive application course after the completion of the first unit. The purpose is to let students experience the process of conjecture, experiment, reasoning and comparison through inquiry activities, and use the imaginable materials to fully experience the number of 100 million, and further cultivate The sense of the number of students. The teaching of this lesson mainly reflects the following three points:
First, the training of research methods and the cultivation of research capabilities.
The teacher used "100 million sheets of paper to pick up how thick?" as the research material, focusing on the training of research ability and the training of research methods. “How can I know the thickness of 100 million sheets of paper?” This is a very challenging question. Teachers inspire students to think: If you want to study how thick the 100 million sheets of paper are, do you really need to find 100 million sheets of paper and measure them directly? What can I do if I cannot measure directly? Inspire students to say: You can measure the thickness of a part of the paper first, and then calculate the overall amount by the part. This is an important strategy to solve the problem. With this kind of thinking, students will encounter problems like "100 million grain rice has multiple" and "100 million coins are so high" that they can figure out the solution to their problems.
Second, guide students to organize exploration, cooperation and exchange.
One of the core ideas in the new curriculum is to change the way students learn, and actively promote self-learning, cooperative learning, and inquiry learning, so that students become masters of learning. Constructivism advocates learner-centered learning under the guidance of teachers. The main purpose of this lesson is to let students use the knowledge they have learned to solve the problem of 100 million, and how much it will feel in the process of solving the problem. In the teaching, the teacher let go of the student's own activities, the combination of the activity group, the determination of the research content and the activity steps, the specific experiment... I let the students think, communicate, and cooperate with the group to provide the students with independent activities. Platform and space.
Third, pay attention to the penetration of mathematical thinking methods.
In teaching, not only the students are guided to use the knowledge they have learned to solve problems, but also to make students understand the teaching methods. If the height of 100 million sheets of paper cannot be measured, the students think of the height of one hundred or one thousand sheets of paper, and then calculate the height of 100 million sheets of paper; the area covered by 100 million books is difficult to measure, so that a book can be measured. The area is calculated by calculating the area of ​​100 million books, so that complex problems can be transformed into simple problems, solved step by step, and let students experience and comprehend in the activities, and have a partial calculation of the overall research method. Teaching Reflection: In this activity class, I let students experience the activities of guessing, experimenting, and reasoning in a relaxed atmosphere, and independently complete the research activities, so as to fully perceive the number of 100 million and obtain a successful experience. At the beginning of the class, I designed a speculative situation to stimulate students to explore interest. Based on the psychology of children's love, I guess students guess how big is 100 million. Because students' life experience and knowledge base are different, the conjecture of "100 million" is also various. These conjectures are mostly based on feelings, even random guesses; some students say: "100 million books are picked up and there is a hill. High! 100 million rice can fill a room! Some students said: "The rice grain is too small, can fill a wardrobe! "There are still some unrealistic ideas, but I have not stifled the students' imagination, but gave students a relaxed space to fully satisfy their curiosity, so that they stimulated the interest and desire of exploration in imagination and debate.
To teach students 10 fish, it is better to teach him the method of fishing. In teaching, not only should students be guided to use the knowledge they have learned to solve problems, but also to let students understand the penetration of mathematical thinking methods. If the height of 100 million sheets of paper cannot be measured, the students think of 100 or 1000 sheets of paper to measure the height, and then calculate the height of 100 million sheets; the area of ​​100 million books is difficult to measure, and the area of ​​a book is measured. In this way, the complex problems are transformed into simple problems, which are solved step by step, so that students can experience and comprehend in the activities, and the overall research method is derived from the local. Through independent exploration activities, students experience the wonders and functions of mathematical thinking methods, accumulate many experiences of mathematical activities, increase the experience of learning success, and enhance the confidence in learning mathematics.
The purpose of this lesson is to let students use the knowledge they have learned to solve the problem of 100 million. In the process of solving the problem, how much is 100 million, then let the students move themselves. Before the class, I was fully prepared. Some students prepared a certain amount of manuscript paper, some students prepared rice grains, or a certain number of 1 yuan coins. In the classroom, students were free to combine activities into activities groups according to the preparations. The content and the steps of the activities, the specific experiments, etc., I let the students think, exchange, and cooperate by the group. The facts show that the students' internal potential is great. Through experiments, they calculated: 100 million sheets of paper are more than 6,000 meters high; 100 million math books have an area of ​​about 315 hectares; 100 million grains are about 1 ton... The students calculated the results through experiments, but these results are more abstract, it is hard to imagine, I presented the materials collected by the students before class, and compared with the experimental results, students can not help but smash. One hundred million sheets of paper are so high that there are more than three Wangwu's Tiantan peaks; 100 million math books are as high as 74 Everest, ... students intuitively feel the size of 100 million. Throughout the whole class, I asked the students to experiment, discover, and explore, effectively giving students the platform and space for their own activities. I am a bit regretful in the class: When a student asks questions about the number of pages in the mathematics book, I said: For the convenience of calculation, you should take the number of hundreds, thousands, and tens of thousands. If I let go of it, let him study the lesson according to his own plan. The highlights will be more exciting! It is to determine the research program, carrier, and method. The link has not been discussed in depth with the students. It is bold to let students study in a variety of ways. In the future, they should be more flexible, more flexible, and better in class.

How much is 100 million teaching reflections on Fan Wensan:

The teaching of the "100 million is how big" class begins with measuring the height of coins. A thin, small coin was pinched in my hand, and it was so inconspicuous between my fingers. Let the children compare the height of 100 million coins with the international hotels, which greatly stimulated their strong desire to explore. At the beginning of the class, the children were enthusiastic.
Students' guesses about 100 million are various. Most of these conjectures are based on feelings and even random guesses. I did not curb their imaginations, but gave students a relaxed space to stimulate them in imagination and debate. Explore the interests and desires.
The main purpose of this lesson is to let students use the knowledge they have learned to solve the problem of 100 million. In the process of solving the problem, how much is 100 million, then let the students move themselves, the combination of the activity group, the research content and The determination of the activity steps, the specific experiment, I let go of the students to think, exchange, and the team to complete the cooperation, to give students a platform and space for independent activities. Under my guidance, the children experienced the process of guessing, experimentation, reasoning and comparison in a relaxed atmosphere, and independently completed the research activities, so as to fully perceive the number of 100 million and obtain a successful experience.
The lesson of "100 million is big" is the comprehensive practical activity class in this unit. In this lesson, I pay great attention to the cultivation of students' mathematical literacy, pay attention to students' expression of ideas and methods in mathematics, and pay attention to students. Use mathematics to solve problems in communication, pay attention to students to look at the surrounding things with the eyes of mathematics, pay attention to students' mathematical thinking about the things around them... In the classroom, fully reflect the students as the main body, paying attention to the following three points:
1. Focus on the relationship between mathematics and life
Mathematical activities must be based on the students' cognitive development level and existing experience. They provide students with rich learning resources, such as the height of coins, such as the weight of millet, in the introduction of pre-class and the feelings of 100 million. ... to help students establish a relationship between mathematics and life, and to stimulate the enthusiasm of students to learn.
2, pay attention to the cultivation of students' abilities
In addition to enabling students to master the necessary mathematical knowledge, mathematics teaching is more important to develop students' mathematical thinking and improve their ability to solve math problems. In teaching, I am more to provide students with hands-on, brain-moving, dynamic opportunities and space for communication activities. Pay close attention to the cultivation of students' cooperation, communication, measurement, and generalization skills, so that students can learn how to use mathematics to solve practical problems in life and provide a broader space for students' development.
3, pay attention to students' emotional attitudes
After talking about the weight calculation from one grain of rice to 100 million grain of rice, educate students in an appropriate way. When they marvel at 100 million rice enough for one person to eat for 223 years, educate children not to waste food and perceive the hardships of farmers. . Use the charm of mathematics and the harvest of learning to stimulate the interest and intrinsic motivation of students.
When we think from 1 to 100 million layers by layer, when we got a bunch of amazing data with the help of the calculator, the children cried in surprise, I know, at this moment, every classmate sitting in the classroom I am immersed in the joy of mathematics research.

How much is 100 million teaching reflections ?

For the lectures in this lesson, I mainly used this comprehensive application activity, which is divided into the following three parts.
1. I guess how much 100 million people ask questions "Can you imagine how big is 100 million?", let students combine life experience with existing knowledge, first guess how big is 100 million, and bring out the subject to be studied. Although the students have already studied the number of "100 million" and understood the meaning of this number, but because there is no intuitive feeling, the original is completely guessed by feeling. Students may think of a lot of things, and the results of guessing the same thing will be very different. The textbook uses such a question to arouse students' desire to explore.
2. Examples of inquiry activities
First, determine the research protocol. Based on the existing knowledge base, the students first studied and measured the “height of 100 million sheets of paper picked up”. Rethink how to measure, develop a specific research plan, and analyze the feasibility of the research program. Students find it unrealistic to find 100 million sheets of paper for direct measurement. Further analysis, what can't be measured directly? Some students think that they can measure a part first, and then calculate the total amount, and determine the overall research method by local estimation.
Next, an experiment was conducted. A specific experimental procedure for measuring the height of 100 sheets of paper and 1000 sheets of paper by two groups of students was presented. Students choose different bases for measurement, and the errors are different. The larger the base, the smaller the error. The purpose is to let the students understand that the base of the selection is different, and the accuracy of the experiment will be different.
Finally, verify the guess. Based on the experimental results, the students calculated the height of 10,000 sheets of paper and 100 million sheets of paper to verify the conjecture. However, the result of “10,000 meters high” is also relatively abstract for students. The textbook contrasts with the height of “Mount Everest”, allowing students to intuitively feel how high 10,000 meters is, and then imagine how big is 100 million.
3. Discuss exchanges.
The textbook arranges a link between the various groups to exchange experimental programs. Through exchanges, enrich the students' feelings about 100 million. And let students get the joy of success, cultivate the habit of learning from others, communicating and communicating with others.
Through the teaching of this lesson, I found that I need to pay attention to the problem in teaching:
1. Allow students to think boldly. When guessing how big the 100 million is, students may guess different amounts based on different knowledge bases and life experiences. For example: 100 million rice can fill a house! 100 million books are picked up like a mountain! and many more. And the speculation about the same thing may be different, and the debate may be very intense. For example, some students may think that 100 million rice can fill a house, and some students may think that the rice grain is so small that a large wardrobe is installed. In teaching, teachers should allow students to think boldly, so that students' curiosity can be fully satisfied, and students can fully debate and stimulate students' desire for inquiry.
2. Guided in due course. Among the things students have guessed, there may be some beyond the scope of the students' ability to experiment and measure. But teachers should not rush to deny the students' thoughts at this time. It is important to guide students to think about how to verify their own conjectures and explore ways of research. When determining the subject, the teacher can prompt the student to consider the operability of the experiment, selecting materials that are easy to find and easy to measure. When designing specific experimental steps, the instructor can instruct students to observe: selecting items with different cardinalities for measurement will have an impact on the accuracy of the experiment.
3. Provide materials to help students compare feelings. The students calculated the results through experiments, but the results may be more abstract and hard to imagine. Teachers should provide some materials that are familiar to students, help students to compare with the experimental results, and intuitively feel the size of the experimental results, and then realize how much is 100 million.

How much is 100 million teaching reflections on Fan Wenwu:

In this activity class, I asked the students to go through the process of guessing, experimenting, and reasoning in a relaxed atmosphere, and independently complete the research activities, so as to fully perceive the number of 100 million and get a successful experience. At the beginning of the class, I designed a speculative situation to stimulate students to explore interest. Based on the psychology of children's love, I guess students guess how big is 100 million. Because students' life experience and knowledge base are different, the conjecture of "100 million" is also various. These conjectures are mostly based on feelings, even random guesses; some students say: "100 million books are picked up and there is a hill. High! 100 million rice can fill a room! Some students said: "The rice grain is too small, can fill a wardrobe! "There are still some unrealistic ideas, but I have not stifled the students' imagination, but gave students a relaxed space to fully satisfy their curiosity, so that they stimulated the interest and desire of exploration in imagination and debate.
To teach students 10 fish, it is better to teach him the method of fishing. In teaching, not only should students be guided to use the knowledge they have learned to solve problems, but also to let students understand the penetration of mathematical thinking methods. If the height of 100 million sheets of paper cannot be measured, the students think of 100 or 1000 sheets of paper to measure the height, and then calculate the height of 100 million sheets; the area of ​​100 million books is difficult to measure, and the area of ​​a book is measured. In this way, the complex problems are transformed into simple problems, which are solved step by step, so that students can experience and comprehend in the activities, and the overall research method is derived from the local. Through independent exploration activities, students experience the wonders and functions of mathematical thinking methods, accumulate many experiences of mathematical activities, increase the experience of learning success, and enhance the confidence in learning mathematics.
The purpose of this lesson is to let students use the knowledge they have learned to solve the problem of 100 million. In the process of solving the problem, how much is 100 million, then let the students move themselves. Before the class, I was fully prepared. Some students prepared a certain amount of manuscript paper, some students prepared rice grains, or a certain number of 1 yuan coins. In the classroom, students were free to combine activities into activities groups according to the preparations. The content and the steps of the activities, the specific experiments, etc., I let the students think, exchange, and cooperate by the group. The facts show that the students' internal potential is great. Through experiments, they calculated: 100 million sheets of paper are more than 6,000 meters high; 100 million math books have an area of ​​about 315 hectares; 100 million grains are about 1 ton... The students calculated the results through experiments, but these results are more abstract, it is hard to imagine, I presented the materials collected by the students before class, and compared with the experimental results, students can not help but smash. One hundred million sheets of paper are so high that there are more than three Wangwu's Tiantan peaks; 100 million math books are as high as 74 Everest, ... students intuitively feel the size of 100 million. Throughout the whole class, I asked the students to experiment, discover, and explore, effectively giving students the platform and space for their own activities.