Guessing the game teaching reflection

Part 1: Guessing the game teaching reflection

The "Guess the Number Game" lesson is based on the students' understanding of the meaning of addition and subtraction and the addition and subtraction within 5 degrees. In order to improve students' interest in mathematics, the textbook arranges the activities of “guessing the game”. The students like it very much, and each student has active participation, so that they can learn “6” and “unconsciously” in the process of playing. Addition and subtraction of 7".
In the teaching activities, I have designed four links. The first step is to use chalk as a prop, how many left hand? How many of your right hand? How many? The number of extractions is the addition of 6,7. The second part is to let the children play the guessing game. The guessing game is divided into one-handed guessing and two-handed guessing. From easy to difficult, the subtraction of 6,7 is introduced. The third part is to divide the chalk. I have to give it to two children. How can I divide it and ask different children to repeat it? This is repeated several times. The students mastered the decomposition and composition of the numbers in the game of dividing the chalk. The fourth part is the practice of adding 6, subtracting and subtracting the law, deepening the understanding of the logarithm, and paving the way for learning mathematics in the future.
In the classroom, I found that the students' existing cognitive level, some students can blurt out from the mouth within 10, some students have to think a little for a while to come out, some students have to use their fingers to figure out each question. However, according to the age characteristics of children's love and play, this lesson creates a “guess game” activity that students like, which enables math games to be implemented throughout the classroom teaching activities, stimulating students' interest in learning and attracting children to participate actively. In the activity, they satisfy their curiosity, so that they have unconsciously understood and mastered the addition and subtraction of 6,7 in the process of guessing. The number of students who are licking their fingers has gradually decreased, and more and more people have blurted out.
This lesson allows me to understand not only to make students interested in learning, but also to try to maintain their interest in learning, not just to stay on the surface, but to stimulate the students' learning potential, so that each student can be based on the original foundation. Both have achieved varying degrees of development. In the teaching process, the students' rich imagination is something I did not expect. For such students, I also gave affirmation and encouragement in time. Nowadays, in the era of developed information, students have rich imagination and quick thinking. They always have their own unique opinions when they look at problems. If we pursue a unified answer blindly and restrict and constrain their imagination in the classroom, it will only enrich students' imagination. Kill it. Therefore, the answers to the exercises in this lesson are not unique. As long as the students understand, they can look at the graphs and list them. At the same time, we also ask our teachers to spend more time on the preparation of lessons.

Chapter 2: Guessing Game Teaching Reflection

"Guess the number game" is the seventh unit of the fourth grade of the fourth grade mathematics textbook of Beijing Normal University. The teaching content of this lesson is to explore the more complicated equations such as "ax+b=c" by the equation property through activities such as guessing games. Let students begin to contact the steps and ideas of the column equations to improve the ability to analyze and solve problems. Can use equations to solve simple practical problems, further understand the meaning of the equation, and at the same time cultivate students' analytical thinking ability.
The goal of the whole class was set reasonablely and the teaching objectives were basically completed. Students can use the equations learned in the previous equation to solve the more complex equations such as “ax+b=c”. They can simplify the steps of solving the equations under the teacher's demonstration and basically establish the concept of the steps of solving the equations. At the same time, the classroom provides students with the time and space for active exploration. For example, when exploring how to solve complex equations, it gives enough room for observation and thinking in the processing of "2X", which expands the space for student research. Throughout the class, students are interested and willing to learn.

Chapter 3: Guessing the Game Teaching Reflection

"Game" is the favorite of children. The game in the math class can adjust the mental state of the students, satisfy the child's nature, facilitate the mastery of knowledge, and also make the classroom teaching relax.
1. The game runs through the whole class and cleverly sets suspense.
At the beginning of the class, the teacher communicated with the students. “How do I play a game with my classmates today?” This sentence condenses the attention of the whole class, and the students write freely on the book. The teacher guesses the number. After that, the secret weapon was taken out, and the students must be very confused. This introduction attracted the students like a magnet, and quickly and subtly narrowed the distance between teachers and students.
"Can you tell me, is your number multiplied by 2 plus 20 equal?" According to this condition, the teacher easily guessed the number written by the student. The teacher then asked: "Students, is my secret weapon powerful? I I also think about a number, do you want to guess?" In the import process, the teacher guesses the number of students. In this session, the number of students guesses the teacher. After the teachers and students jointly summed up the calculation method, the students and the students carried out the guessing activity, the guessing game situation throughout the classroom, aroused the students' desire and pursuit of knowledge, and paid attention to the mathematics problem with the positive emotional experience. Think and seek.
2. Pay attention to the students' mathematical thinking and let the students experience the process of mathematics.
The teacher continues to ask, "I want to guess a number in my heart?" Guide the students to use the teacher's secret weapon to do it. After the teacher gives the autonomy to the students, the students' strategies for solving the problems are diverse. The blackboard shows: the number of teachers × 2 + 20 = 100, ÷ 2 = 40, 2 × X + 20 = 100, 2X + 20=100. And let the students talk about what you think. Students have experienced the process of “thinking-doing-speaking”, giving students enough time and space to develop, and let students experience the process of “mathematicalization” and “re-creation” to show the whole process of students' thinking. In this session, the teacher made a sufficient pre-schedule before the class, and the high-quality presupposition is also the prerequisite for the success of the course.
Students guess the number - find their own secret weapon - try to do - the performance - the process of thinking is student-oriented, the teacher is just an organizer, guide, collaborator, the new knowledge is the student himself Found, because this discovery is the easiest for students to master the inner rules, the most profound understanding. This class of teachers pays attention to the process of acquiring knowledge while paying attention to the results of knowledge acquisition.
3. Pay attention to “presets” and pay more attention to “dynamic generation”.
How should teachers presuppose to encourage students to develop effectively in the learning of guessing games? How do teachers make an equal and productive dialogue with classmates in class? The game of guessing the game, after repeated trials and research, is finally presented to everyone. At the time of the lecture, a class of students formed a mindset, and the form of aX+b=c was well mastered, and the problem of solving aX-b=c students was more problematic. So there are two presets in the expansion exercise, the students practice aX-b=c, if the students finish better, continue to guess the game. Conversely, do another type of problem consolidation and cancel a game. In this teaching, the students did have a lot of mistakes, so they took the latter design and did a practice. On the basis of fully studying the design intent of the textbook, each design teacher starts from the actual situation of the students, comprehensively considers the uncertain factors in the teaching, and adjusts the teaching strategy according to the classroom generation. The teacher's presupposition is the basis of effective classroom teaching, and the generation should be the preliminarily sublimation and destination.

Chapter 4: Guessing the Game Teaching Reflection

"Guess the number game" is the content of the third part of the first grade mathematics of the National Primary School, "Addition and Subtraction". This lesson is based on the students' understanding of the meaning of addition and subtraction and the addition and subtraction within 5 degrees.
The teaching objectives of this lesson are:
1. Through learning activities such as observation and operation, students will further understand the meaning of addition and subtraction, and correctly calculate the addition of 6, 7 and the corresponding subtraction.
2, can use the knowledge learned to solve simple practical problems.
3. In a lively situation and game, stimulate students' interest in learning, cultivate a sense of cooperation and actively explore the spirit.
Students have a preliminary understanding of the addition and subtraction of 6 and 7 in kindergartens. In order to respect the students' cognitive rules and existing experience, when teaching design, I mainly provide students with the context and opportunities for the knowledge formation process, so that students can pass the students. Observation, operation, guessing, verification and other learning methods have gained a comprehensive understanding of the addition and subtraction of 6, 7 and allow students to have a successful experience in mathematics activities, and initially establish self-confidence in learning mathematics.
According to the age characteristics of first-year students who love to play hard, at the beginning of the class, I used to teach students to play new games, which attracted students' interest in learning and attracted their attention to the classroom. In the process of playing the guessing game, I first told the students that I had a few beans, and then told them that there were a few left hands, and that the students guessed that there were several right hands. This was repeated several times, and the students gradually became "guessed". Mastered the decomposition and composition of numbers as well as addition and subtraction. This subtle mathematical knowledge acquisition is more efficient than repetitive training and simple teaching, and students can learn in a more pleasant and relaxed classroom atmosphere.
Then I used the illustrations of the "Little Mouse and Potatoes" on the textbook to let students write a story based on this picture. Before the students began to compile the story, I made a clear request: after the story was compiled, the formula was written on the exercise book. When the podium was shown to everyone, it was also written on the blackboard and explained the meaning of the formula. When designing this activity, I considered the deficiencies of first-year students in language organization and understanding of teachers' intentions. I first told the students a story. My story is very concise. After I finished speaking, I wrote the formula. Explain the meaning of the formula. This way the students naturally understand how they are going to do it. Next, I will give each student 5 minutes to make a story. In the process of compiling the story, I found that most of the students are thinking intently, and a small number of students are doing exercises in the book, which seems to be less interested in making stories. Therefore, I took the language incentive method, "Look at who's little head turned the fastest", "so we have our own story", "Look at who is the story of our class" and so on These stimulating languages ​​are very effective, and each student begins to seriously think about their own stories and write their own calculations. During the exhibition, I found that every student was very excited, listening carefully to other children to tell stories, and bravely went to the podium to share their stories.
In the last session, I designed a clap game, taking the "I take a few shots, you take a few shots" way, so that students can consolidate what they learned in this lesson. In the clap game, I found that the speed and accuracy of the student's clap answer is much faster than the student's guessing game. This shows that the student has mastered the addition and subtraction of 6 and 7, and achieved the knowledge and skill goal of this class. .
The most interesting part of the design of this lesson is the second part. The design of this part overcomes the difficulty of students' concentration for a long time, so that students can fully demonstrate themselves and make students truly become masters of learning. I also found a lot of potential talents in this session. Many students who don't often raise their hands are very active in this class, which fully demonstrates that good instructional design is the key to attracting students.

Chapter 5: Guessing the Game Teaching Reflection

"Guess the Number Game" is the content of the first grade book of the Beijing Normal University. This class is intended to encourage students to learn interest, cultivate cooperation awareness and explore actively in the lively spirit and game through the guessing activity. The spirit, through observation and other learning activities, enables students to further understand the meaning of addition and subtraction, can solve simple problems, can correctly calculate the number of additions and subtractions of 6,7, cultivate student observation, language expression and preliminary use of mathematics to solve problems. ability.
According to the age characteristics of children's love and play, I created the activity of “guessing the game” and let the students guess that there are several red beads in the teacher's hand. At the beginning of this session, I don’t know if it’s a coincidence or I’m not doing it very well. The beads I put in my hands in the past few times can be guessed by the students. The students’ interest is getting higher and higher, and I will improve the game. Difficulty, applying the addition and subtraction of 6,7 to the game activities, students will soon and happily learn the relevant knowledge. At the end of the teaching, I designed the "Clap Game" - 6: I shot 1, I shot 5... Consolidate the new knowledge of this lesson by letting students say something and start shooting. In this way, students play middle school in the game, easy to comprehend, and make the hands and brains develop at the same time.
After a class, I found that the students' interest in the whole class is still quite high, and they can actively participate in the game activities. At the same time, I also found that the students' foundations are uneven. Most students are active in thinking and have a strong interest in learning mathematics. There are also a few students who have poor abilities, distracted attention and are easily interfered by external factors.