Reflections on the understanding of 8 and 9

Reflections on the teaching of 8 and 9 : Fan Wenyi:

1. Focus on students' personal knowledge and direct experience
For the understanding of 8, 9, the students' minds are not blank, can be arbitrarily applied by the teacher. In the learning of kindergartens, students have been exposed to 8 and 9 more or less in daily life. They already have some understanding of 8 and 9. In the classroom teaching, we should carry out 8 and on the basis of the students’ knowledge. 9 awareness of teaching. "Mathematics Curriculum Standards" pointed out that the mathematics curriculum "not only must consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing from the students' existing life experience... Mathematical teaching activities must be based on the known development of students. The level and the existing knowledge and experience are based on." That is to say, mathematics teaching activities should be based on the development of students, and students' personal knowledge, direct experience and the real world should be regarded as important resources for mathematics teaching.
Based on this point of view, after teaching the theme map, I asked the students to find out and say that the number of objects in life is 8 or 9. The classroom teaching space can be extended to the extracurricular, so that each student can truly understand the meaning of the base of 8,9. At the same time, let the students talk about it, strengthen the students' perception, expose the students' thinking process, construct the relationship between the natural number and the numbered objects, train the students to exchange information, and cultivate the ability of the lower grade students to "speak". To improve the basic quality of students. Teaching design is always a design, and teaching is a creative activity. The student said that her mother bought me 4 apples, and my father bought me 4 apples. I have a total of 8 apples. Because at the beginning, there was no proper evaluation of the questions answered by the first student, so that every child behind them stood up like this. It can be seen that the imitation of primary school students is very strong. When teaching, you must make timely evaluations and appropriate evaluations.
2. Hands-on practice, independent exploration, and cooperation and exchange are important ways for students to learn mathematics.
The constructivist learning theory holds that the learning process is not a passive acceptance of knowledge by students, but that students use the help of others and use the necessary learning materials to acquire knowledge through means of meaning construction. It can be seen that students are the main body of learning. Teachers' teaching can't replace students' independent learning. Teachers can't help students to think and can't experience students. Therefore, in teaching, teachers should not only teach students knowledge, but more importantly, teach students to learn by teaching, so that students can learn from learning to learning.
"Mathematics Curriculum Standards" points out: " Hands-on practice, independent exploration and cooperation and exchange are important ways for students to learn mathematics.... Mathematical learning activities should be a lively, active and personalized process." The content of the mathematics course is Realistically, the process of learning should also be a process full of vitality. Students should have sufficient time and space for engaging in mathematical activities in the atmosphere of independent exploration, personal practice, cooperation and exchange, dispel confusion, and clearly define their own ideas. And have the opportunity to share ideas of themselves and others.
In the teaching of "Awareness of 8 and 9", I provided some activity materials for students, and gave students independent exploration of time and space, allowing students to experience the formation of knowledge through their own activities of discovering, exploring and discussing communication. For example, "several sub-pictures", let the students observe by themselves, count them, and then let them talk about how they count? In the process of counting, students will not only count one by one, two or two, but also contact the left and right maps. Let students experience the fun of their own exploration and stimulate students' enthusiasm for learning mathematics. After counting the subgraphs, I asked the students to randomly select two of the three numbers and use the symbols they had learned to indicate their size. It provides students with a larger space for comparison, and the flexibility of students' thinking is also well cultivated. However, in this teaching session, I did not deal with the blackboard. I am completely based on the student's answer, and it is not systematic. 7〈 8 9 〉8
8< 9 8 〉7
7〈 9 9 〉7
If the student chooses two numbers himself, and uses < or > to say a formula. At this time, the teacher can guide the students, or these two numbers, can you link with another symbol? In this way, students may be more orderly speaking, and the relationship between two numbers can also be found from the comparison. One choice allows the student to use two symbols to represent the size of the two numbers, and the board will not make people feel confused.
7< 8 8 〉7
8< 9 9 〉8
7〈 9 9 〉7
3, teacher-student interaction, harmonious relationship
One of the major changes brought about by the new curriculum is that the role of the teacher has undergone a major transformation, from the role of the single mathematical knowledge imparted in the classroom to the transformation of the organizers, guides and collaborators of the mathematical learning activities. This lesson is mainly reflected in the diversity of students, teachers and students evaluation. After showing the ruler chart, I asked the students to come to be a small teacher, look at the number on the ruler, and ask a few questions to other children. After the students have asked each other questions, I will remind the students who asked the questions, "What do you think he answered?" "Give the applause to XX!" By giving the applause, the students are greatly encouraged. The classroom atmosphere was activated, and the whole classroom was filled with applause, which effectively promoted the improvement of students' evaluation ability.
4. Points and some confusion
For 8 and 9, students already know, and a considerable number of students have already written. After teaching the base and ordinal meanings of 8, 9 , I independently put a separate piece of content teaching 8 and 9 written. In the end, there is no need to teach, or it is inappropriate to teach in this place, it is worth exploring.
In addition, for the evaluation mechanism, I ask myself that every student is treated equally. But when it comes to class, there are some unfair rewards. For example, when doing the practice of picking apples, I was rewarding an apple with a question, but I did not consider the difficulty of the topic. Some very easy questions, the students also got an apple, and some difficult questions were also an apple. Rewards must reflect fairness, and in a class, you may not see anything. But in the long run, if the reward is unfair, it will reduce the enthusiasm of the students. The purpose of the original reward is to stimulate the students' enthusiasm for class. If it is not fair, it will be counterproductive.

Reflections on the understanding of teaching in 8 and 9 :

For the "8 and 9 knowledge", the textbooks are basically the same as the previous "6 and 7 knowledge", but slightly higher than the "6 and 7 knowledge" requirements. When I was teaching "the understanding of 8 and 9", I designed it according to the idea of ​​counting numbers, recognizing numbers, counting numbers, comparing the size, ordinal number, and number of writing between two adjacent numbers.
First, make full use of the theme map, use good teaching materials
For the understanding of 8, 9 , the students' minds are not blank. In daily life, the students have been exposed to 8 and 9 more or less, and they have some understanding of 8 and 9, but there is not enough opportunity to use the language. Expressed, so I make full use of the theme map, to provide students with a wealth of resources for counting, let the students count, say the number of objects in the campus theme map is 8 and 9, when the students say, on the blackboard When I have 8 characters, "Love nature, protect the environment," I seize the opportunity to educate students about environmental protection.
Second, hands-on operation, independent inquiry, no loss of opportunity to cultivate the flexibility of students' thinking
After I got to know 8 and 9, I arranged a pendulum and a painting. In this part, first, let the students count 8 and 9 learning tools from the box, and in the past, the teaching of "6 and 7" "At the time, it is required to use a small stick to put out the graphics that you like, and for the understanding of 8 and 9, the textbook only requires 8 rounds and 9 triangles, so I designed a painting to let the students Draw your favorite graphics to represent 8 and 9. The students have a wide range of participation and enthusiasm, so that each student can truly understand the meaning of the base of 8,9. When teaching is relatively large, I show the "point map". I ask the students to observe and count, and then let them talk about how they count. In the process of counting, students will not only count one by one, two or two, but also contact the left and right maps. Let students experience the fun of their own exploration and stimulate students' enthusiasm for learning mathematics. After counting the subgraphs, I asked the students to randomly select two of the three numbers and use the symbols they had learned to indicate their size. It provides students with a larger space for comparison, and the flexibility of students' thinking is also well cultivated.
Focus on students' personal knowledge and direct experience
After teaching the theme map, let the students find out and say that the number of objects in life is 8 or 9. The classroom teaching space can be extended to the extracurricular, so that each student can truly understand the meaning of the base of 8,9. At the same time, let the students talk about it, strengthen the students' perception, expose the students' thinking process, construct the relationship between the natural number and the numbered objects, train the students to exchange information, and cultivate the ability of the lower grade students to "speak". To improve the basic quality of students.
The shortcomings of this lesson:
1. The evaluation of students is not decisive and accurate;
2, the teaching language is not very close to children, attitudes are also blunt;
3. When the students participated in the activity, the teacher's organizational command was not in place and the "degree" was not accurately grasped.
4. There are repetitions in the front and back links, and the ups and downs are not very large, and the practice of “supporting” → “putting” cannot be fully reflected.
In short, after this lesson, I reflect: If we can start from the familiar living environment of students and create a lively, interesting, and child-friendly learning environment for students, we can clear the barrier between mathematics and life and let students live. Find the mathematical prototype, feel the value of mathematics, and more importantly, develop the intelligence and skills of students, and integrate the study and life of mathematics.

Reflections on the teaching of 8 and 9 : Fan Wensan:

After this lesson, I personally feel that there are still many details that have not been dealt with well. Although my colleagues have given affirmation, I am still not satisfied with it personally. Let's make a self-reflection:
1. There are two main reasons for this class: 5 minutes.
First of all, there may be more teaching content, and there are many exercises in the new lesson. The overall time is already relatively compact.
Second, in the two links, personally think that it is still handled improperly, resulting in too much time wasted. First, there is a small story about 8 and 9 in the information collected by the students. This is not available during the trial, because the information collected by the two classes is different. I think this theme is good, so I read the students in the classroom and wasted a minute. Although I feel that this can attract students' interest, under the premise of so tight time, I can only let students after class. to understand. In addition, when dealing with the ordinal meanings of 8 and 9, I am afraid that reading the questions is too time-consuming, but the result is that students are not ideally solved because of the limited amount of literacy. Maybe reading the questions will have a much better effect. After all, This is a first-year student. Since I have insufficient experience in teaching at a low level, I always ignore this issue. This is a problem that should be taken seriously in the future.
The writing of 2, 8 and 9 should be adjusted after the title is uncovered.
This is the first suggestion that Mr. Wu gave me. I found that the problem was obvious, but I didn’t think about it before, but just blindly read the textbook and saw that the order in the textbook was arranged in such a way. Going to teach, I can see that I should consider it more thoughtfully when dealing with textbooks.
Teacher Wu’s suggestion made me feel very open. For example, when I understood the cardinality and ordinal meaning of 8, 9 , I did it through a number of flowers, but because there was no reading, the feedback from the students was not ideal. I asked the students to stand on the spot. If you want to stand up from the 8th student on the left, please stand up from 8 students on the right. This method is both intuitive and vivid, and can effectively help students understand the "several and the first few", thus breaking through the difficulties. Unfortunately, I can only bring Mr. Wu's suggestion back to my usual classroom and deepen it. Thanks to so many experts and colleagues for their pertinent suggestions, let me learn more! Including the principal of Huang, I came to my trial teaching, and carefully guided; and Wu’s guidance, always benefited me a lot, and in the face of all this, I can only correct my own shortcomings faster!
Personally feel that their preparations for rush have exposed many of their shortcomings in teaching, such as design, there is no special creative design. As in the past, I have taught at least 2 times for teaching and research courses, but this time I only taught 1 time, so it is enough to see that my skills are not enough. I should work hard in the direction of "fine teaching." In addition, I have adopted the theme of protecting the environment in this lesson. The latter practice design is also working on “flowers”, but the feeling of giving people is somewhat visually fatigued, which shows that my situation is not consistent. With this opportunity, I would like to give myself a piece of advice: Don't ignore every lesson, don't pay enough attention because it is an ordinary teaching and research class. What I need is the persistence and unremitting efforts when I first came to the stage. Don't find any excuses for yourself, face up to the lack of it, and constantly change it, it is the best policy!

Reflections on the understanding of teaching in 8 and 9 :

"Awareness of 8 and 9" is my mathematics teaching and research course in this semester. At the same time, it is also a teaching and research course of the comprehensive group. I spent more time in the preparation time of this class, and I also got the help of many teachers. After class, each of the lecture teachers gave me a lot of opinions, which made me greatly inspired.
The teaching objectives of this class are divided into: First, the knowledge goal: 1. Through the number of specific things, learn to count well, and understand the cardinal meaning and ordinal meaning of 8, 9; 2. Through the operation activities, master 8 and 9 composition and decomposition; 3, can correctly read and write 8 and 9, know their size, learn to use 8 and 9 to describe the things around them. Second, the process goal: through the concrete physical and 8, 9 to establish a corresponding relationship, experience mathematics from life; use observation and operation methods, let students actively explore the composition of the number. Third, emotional goals: experience the role and fun of learning mathematics, and cultivate students' spirit of active exploration.
The teaching goal is the center of teaching activities. The method and process of teaching and learning in the classroom teaching is also the starting point and destination of teaching. The teaching objectives under the new curriculum have become more diverse and more specific. How to properly grasp the teaching objectives of the class, I feel that I still have a lot of questions and need further efforts. For example, in grasping the relationship between target presupposition and classroom generation, it is often trapped by the target, and it can't be opened. When the classroom has good resources, it is easily thrown away by itself. For example, during the process of listening to the ringtone, my request is: “The teacher knocks on the bell and you clap your hands. You are more than the teacher. Listen to the beat and shoot the number.” Some of the children have taken more shots, but I Didn’t delve into why they would take more shots, is it a methodological problem, or is it due to miscalculation? I just took it with a few simple words. The classroom is dynamic, and there will always be inconsistencies with the expected goals. I have to make decisions at any time to make the goals more relevant to the students' learning.
The understanding of the goals of the class and the goals of the class is not clear enough. For example, in the emotional goal, “cultivating the spirit of active exploration of students” is not something that can be done in one lesson. This goal is too high and it is not practical. It should be continually enhanced in the long-term learning of students.
The teaching design of this class is divided into counting, number order and specific size, cardinality and ordinal, composition of numbers, writing of 8 and 9. In fact, first-year students have mastered a lot of new knowledge. I think the more important thing in the classroom is to cultivate students' interest in mathematics learning. In the teaching design, I used a lot of game activities in order to let students learn mathematics in a happy mood. In the introduction of new knowledge, I used the "listening to count", using a pair of small bells, made a "who is the wind ear" game, the request is "teacher knocked a few times, please use your mouth Silently counts." In this game, the enthusiasm of the students is very high. It is time for the teacher to ring the bell. The students erect their ears. There is really no other voice, and they are fully involved in the classroom activities. I feel that this link is quite satisfactory. A good introduction can bring the students' hearts into the classroom and form a good learning atmosphere.
In the teaching count, I used two activities. The first one was to learn the numbers 8 and 9 in real life through the study of the theme map. Once students study hard, they will have many surprises for teachers and students. The students observe it very carefully. There is even a child who said that “the teacher and the student have taken a total of eight tools”, which I did not find before. Too surprised me, he observed the small links. The theme maps of 8 and 9 counts are much harder than the previous counts. The position of the objects is disturbed. When counting, the order should be more important. In this respect, I am not good enough to guide. I didn't emphasize it. I only emphasized when there were students who didn't order them, and they didn't say enough. When some students say that there are 8 words, I only ask the students to count them. Is it 8? I forgot to say that I love nature and protect the environment. I forgot to infiltrate the idea of ​​protecting the environment. Moral education, this is really not the case. The second activity is to listen to "listening to the ringtones", the students' enthusiasm is very high, quietly listening, vying to be "shun the wind", the classroom atmosphere is better. It should be said that the use of such activities in the classroom can improve the enthusiasm for learning. The problem I should pay attention to in this regard is that I usually only pay attention to the fun of the game and the participation of the students, but not the knowledge and education of the game itself. Think about it, why are they wrong?
In the teaching sequence, I used a ruler chart to allow students to fill in the number of vacancies. I used the form that my students said in the teaching process. This is actually a waste of resources. This is a very good open question. It should be let the students express themselves and let them disrupt the order. For example, the form "5 is followed by 6" and "the last one is 9" can better train students' sense of meaning and language expression.
In the teaching base and ordinal, I created the difference between the “9 peaches and the ninth peaches” by creating a situation in which the little monkeys eat peaches. The students are attracted by the situation of the story, and they have positive thinking and collided with thinking. Sparks. Creating a good situation can resolve the contradiction between the high abstraction of mathematical content and the specific image of primary school students' thinking, and stimulate students' interest in mathematics learning and the desire to learn mathematics. “Why do you eat the ninth peach?” The students’ cognitive conflicts led to positive thinking and left a deep impression on the students.
However, when creating a teaching situation, we should also pay attention to the "targetedness" and "effectiveness" of the situation. When I was teaching the composition, I passed the "two cute little monkeys in the zoo. The teacher bought 8 peaches to distribute." They eat, think about it, how can teachers divide?" Such a situation, the idea of ​​uncovering the composition of numbers through such a situation. As a result, the students were disturbed by the situation. Because of the fairness of the points, in the "4 and 4", "5 and 3", only one or two methods were devised, and finally, under the teacher's repeated reminders, Say something else. Explain that this situation is not appropriate, and it may be better to use the "two plates" to divide the effect. This reminds me of the pertinence and effectiveness of the creation of the situation. Because of the blind use of the situation to teach, there is a “reluctant attachment” of situational design, which does not take into account the interference of the situation on teaching, but hinders the learning of knowledge. . In the future, we must pay special attention to it. We must closely focus on the purpose of teaching and think more about whether this situation will have an interference effect. There is also a "paired" memory of the composition of the number, which I mentioned at this point, but not enough attention. The "paired" memory of the composition of numbers can enable students to better construct the composition of the number. This is also what I should pay attention to. It is necessary to pay attention to the study of teaching content and seriously consider it.
At the end of the lesson, I designed “Draw with Digital”, but due to limited time, I put this piece of content after class, which is a big waste. Many teachers think this is a new idea. the design of. I feel that this situation often occurs in the normal teaching process. "Not enough time" means that my teaching design and time allocation are not reasonable enough. I will think more and learn more in this area in the future.
Through this class, I also learned more about my own highlights and deficiencies in teaching, so that I can see my efforts.

Reflections on the teaching of 8 and 9 : Fan Wenwu:

1. Focus on student personal knowledge and direct experience
For the understanding of 8,9, the students' minds are not blank. They can be arbitrarily smeared by teachers. In the learning of kindergartens, students have more or less contact with 8 and 9 in daily life, and there are already 8 and 9 in the daily life. Some understanding, in the classroom teaching, we must carry out the teaching of 8 and 9 on the basis of the students' knowledge. The "Mathematics Curriculum Standards" pointed out that the mathematics curriculum "not only must consider the characteristics of mathematics itself, but also follow the students. Learning the psychological laws of mathematics, emphasizing from the students' existing life experience... Mathematical teaching activities must be based on the known development level of students and existing knowledge and experience. That is to say, mathematics teaching activities should be based on students. The development of the school, the student's personal knowledge, direct experience and the real world as an important resource for mathematics teaching,
Based on this point of view, after the teaching theme map, let the students find a way to say that the number of objects in the life is 8 or 9, can extend the classroom teaching space to the extracurricular, so that each student can really understand 8 The meaning of the base of 9, and let the students say the same, strengthen the students' perception, also expose the students' thinking process, construct the relationship between the natural number and the numbered objects, cultivate the students to exchange information, and also cultivate the lower grades. The ability of students to "speak" to improve students' basic quality, teaching design is always a design, teaching is a creative activity, students say that my mother bought me 4 apples, and my father bought me 4 apples. I have a total of 8 apples. Because at the beginning, I didn’t make a proper evaluation of the questions answered by the first student, so that every child behind me stood up and said so similarly that the primary school students’ imitativeness is very strong. When teaching, we must make timely evaluation, appropriate evaluation,
2. Hands-on practice, independent exploration, and cooperation and exchange are important ways for students to learn mathematics.
The constructivist learning theory holds that the learning process is not a passive acceptance of knowledge by students, but that students use the help of others and use the necessary learning materials to acquire knowledge through means of meaning construction. It can be seen that students are the main body of learning and the teaching of teachers. It can't replace the independent study of students. Teachers can't help students to think and can't experience students. So in teaching, teachers don't just teach students knowledge. What's more important is to let students learn how to learn through teaching. learn,
"Mathematics Curriculum Standards" points out: "Do-it-yourself practice, independent exploration and cooperation and exchange are important ways for students to learn mathematics.... Mathematical learning activities should be a lively, active and personalized process." The content of the mathematics curriculum is Realistically, the process of learning should also be a process full of vitality. Students should have sufficient time and space for engaging in mathematical activities in the atmosphere of self-exploration, personal practice, cooperation and exchange, dispel confusion, and clearly define their own ideas. And have the opportunity to share ideas of themselves and others,
In the teaching of "Awareness of 8 and 9", I provided some activity materials for students, and gave students independent exploration of time and space, allowing students to personally experience the formation of knowledge through their own discovery, inquiry and discussion and exchange activities, such as "Several sub-pictures", I let the students observe by themselves, count them, and then let them talk about how many students are counting. In the process of counting, not only will they count one by one, two or two, but also The number of pictures, let the students experience the pleasure of their own exploration, stimulate students to learn mathematics enthusiasm, after counting the sub-pictures, I let the students randomly choose two from these three numbers, use the symbols they have learned to represent them. The size of the students provides a larger space for comparison, and the flexibility of students' thinking is also well cultivated. 3. Teacher-student interaction, harmonious relationship
One of the major changes brought about by the new curriculum is that the role of the teacher has undergone a major transformation, from the role of the single mathematics knowledge in the classroom, to the organization of the mathematics learning activities, the leader and collaborators, the main part of this lesson Reflected in the diversified life, teacher and student evaluation, such as after showing the ruler chart, I let the students also come to be a small teacher, look at the number on the ruler, ask a few questions to other children, students ask each other After the answer, I will remind the students who asked the question, "What do you think he answered?" "Give the applause to XX!" By giving the applause, the students are greatly encouraged, and the classroom atmosphere is also active. The whole class is full of applause, which effectively promotes the improvement of students' evaluation ability.
3. Some shortcomings and some confusion
For 8 and 9, the students have already met, and a considerable number of students have already written. After the teaching of the base and the ordinal meaning of 8,9, I have independently put a separate piece of content teaching 8 and 9, in the end. Whether it is necessary to teach, or to place it in this place is not suitable, it is worth exploring,
In addition, for the evaluation mechanism, I ask myself that every student is treated equally, but when I am in class, the rewards are also unfair. For example, when doing the practice of picking apples, I am rewarding an apple with a question, but I have not considered the topic. The difficulty level, some very easy questions, the students also get an apple, and some difficult questions, but also an apple, rewards to reflect fairness, in a class, may not see anything, but longer, if the reward is not Fairness will reduce the enthusiasm of students. The purpose of the original reward is to stimulate students' enthusiasm for class. If it is not fair, it will be counterproductive.