Reflection on the teaching of non-receiving addition

Part 1: Reflection on the teaching of non-integration

Today, I tried to use the model of the student-based teaching to give the children a section "Do not carry in the addition", the effect is good.
In the class, I first let the children observe the example map and find out the information in the picture. The children found all the information in the picture in a few minutes, and expressed it in their own language. Then, I asked them to ask questions based on the information in the picture, and what shocked me happened. They not only raised the problem of calculating with one-step addition, but also raised the problem of continuous calculation. This made me realize that as long as you believe in students, they can create miracles.
Next, I let them analyze the questions they asked. Their analysis is not only thorough, but also allows the students to understand. After they analyzed and listed the calculations and calculated the indentation addition, this is the new knowledge we have to learn in this lesson. I boldly let the students say the calculation method based on the existing knowledge and experience, let them try to be the little teacher. On the podium, they are really wonderful. They can not only tell the calculation method, but also explain the precautions in the calculation and the places where problems are easy to occur, so that all the children can understand.
Through this lesson, I understand that only the teacher can't think of it, no child can't do it.

Part 2: Reflection on the teaching of non-receiving addition

In the teaching process, based on the teaching content and the age characteristics of the students and their knowledge status, I used a variety of methods such as inquiry method, discussion method, practice method, and visual demonstration method to fully mobilize the students' enthusiasm and initiative. Due to the different backgrounds and perspectives of students, the methods used must be diverse. I respect the students' ideas and encourage them to think independently and advocate algorithm diversification.
Mathematics teaching is the teaching of mathematics activities. It is to grasp knowledge and skills and learn to think about problems in the interaction between teachers and students and between students. Therefore, in the teaching, I organize students to conduct group communication and collective communication on the basis of independent thinking, so that students' thinking can grasp the knowledge and acquire skills in the collision.
The "teaching" of the whole class teacher adapts to the students' learning, creates an environment conducive to mathematics learning, pays full attention to the students' life experience and knowledge background, and pays attention to students' independent exploration and cooperation and exchange. It fully embodies the idea that mathematics teaching is based on student development, with students as the main body and thinking as the main line, which encourages students to gain knowledge, attitudes and values ​​while gaining knowledge.
There are still many shortcomings in reviewing this lesson, such as: pay more attention to the writing details, and give students a better demonstration. The content can be arranged more compactly, and the amount of questions can be more. I will continue to summarize my experience in the future teaching and constantly improve my teaching.

Part Three: Reflection on the Teaching of "Two-digit Plus Two-digit Indentation Addition"

Today, I went to the "two-digit plus two-digit not-addition". After the whole class, I feel that the following aspects need to be worthy of reflection and reference.
1. The creation of the situation is introduced by the problem of riding in life. Mathematics comes from life, grasping this point, let students live in the situation, taking the driving situation as an introduction, let students perceive the connection between mathematics and life, students through their own independent thinking, exchange at the same table, find a solution to the problem And the way. Due to the different perspectives of students' thinking, it is obvious that there are many ways to ride, but for the design of this lesson, I just chose one of the programs to learn. The introduction of the situation has paved the way for learning new knowledge.
2. Exploring the new knowledge begins with the ride plan, allowing students to try to discover information, ask questions, and solve problems. For solving the two-digit plus two-digit calculation method, the students have learned a variety of methods such as the method of calculating the mouth and the method of putting the stick in the first grade. In the process of exploring the calculation method, the children in the classroom basically applied the method of oral calculation. Only a few children used the vertical method to calculate, and the method for the child’s problem was only to let the child show the calculation of the oral calculation. Reason. For the calculation of the pen, a student was given a stage performance. At this time, the child was allowed to carefully observe the child's calculation method and process, and let the students of the blackboard book say the process of their calculation. At this time, I have new ideas, and there are certain modes for the standard course. For the second-grade children, the vertical writing method is also a model. The first feeling of the students is very important, so the vertical writing method is used. At the time, I played a board on the blackboard, letting the children get into a mode-like impression.
3, display exchange according to the vertical form of the blackboard, but for how to calculate, the problem is given to the child. Let the students exchange algorithms at the same table, and then the students show that at the time of the show, some students counted from the position, and some students counted from the ten. For these vertical calculation methods, I did not prompt the children. It is not necessary to add up from the individual position, but to leave the student with the calculation space for the next step of learning the addition. When teaching additions, students have doubts about whether they are from a single place or from a ten place. Some students say that they are better from the ten, and some students say that they are better from the position and explain their reasons. Unit This unit is one of the key units of this semester, accounting for about 30% of the total teaching time. Therefore, the high quality and high efficiency of the teaching of this unit will help to achieve the goal of semester and semester education. It is based on the student's learning of the abdication subtraction within 20, the double digit minus one digit and the double digit minus ten. It is an important basis for learning multi-digit subtraction in the future. The textbook follows the principle of concrete to abstract, which is conducive to the cultivation of students' abstract thinking, and lays a solid foundation for further improving the calculation speed, cultivating computing power and solving practical problems.
This class is based on the fact that the students have mastered the two-digit plus ten-digit, two-digit plus one-digit number, and selected the scene of the student’s spring tour as the subject matter, thus proposing “Which two classes can be combined. The mathematical problem of the car, lists the addition formula. Then, the students' thinking is presented in the form of self-exploration by the students. On this basis, the teacher guides the students to calculate the vertical calculations. And arrange for students to discuss "what should be paid attention to in the column vertical calculation addition" to summarize the main points of the vertical addition calculation.
The famous educator Bruner once said: "The best stimulus for learning is the interest in the materials studied." Mathematics, which stems from life, especially in mathematics, can be found almost in life. The life of classroom teaching is a prominent feature advocated by the new curriculum. The mathematics in life is the best way to stimulate students to learn mathematics interest. The life problems around the selected students, as the material of learning, will arouse the students' intimacy of mathematics and stimulate the enthusiasm and initiative of the students. This lesson is about the main line of “School Spring Car Rental”. In this lesson, I fully exploit this situational map and let it run through the whole process of teaching.
At the beginning of the new lesson, I used the resources provided by the students to visit the museum's situational map, let the students do an organizer, design and arrange the rides, induce students' interest in learning, let the students understand the purpose of mathematics, and make the calculations from “boring”. "Become a "rich and vivid concrete content", reflecting the spirit of "Standards" to allow students to use life experience, explain relevant mathematical information, and initially learn to use specific data to describe the simple phenomenon of reality. In addition, let the students guess the process of trying to arrange the class, and then ask the students to verify whether their arrangement is reasonable. It also reflects the “information ability to let students experience observation, guessing, verification and other mathematical activities and develop sensibility”. Concept.
This scene is very close to the students' actual life, rich in life, enabling students to easily and naturally explore the mathematical problems in life, to actively discover the mathematical problems in life, and to solve the mathematical problems in life. So that students can experience mathematics is around, mathematics knowledge comes from life, and they have a sense of intimacy and interest in mathematics.
In the new lesson, mathematics teaching activities must be based on the students' cognitive development level and existing knowledge and experience. Teachers only need to help students truly understand and master knowledge in independent exploration and cooperation. In the design of 36+30, considering that this is the oral content that I have learned before, students have fully understood the arithmetic of the same unit. Therefore, this part of the teaching does not pursue algorithm diversification, but only review the calculation method of the previous study.
35+34 is the new knowledge of this lesson. The "two-digit plus two-digit number" lesson is based on the fact that the student has mastered the two-digit plus ten-digit, two-digit plus one-digit number. It is not difficult to only calculate the correct number. But it is not easy to ask students to calculate in the most appropriate way quickly and accurately. Therefore, I feel that the difficulty of this lesson is to optimize the algorithm based on the diversification of algorithms. Here, students are designed to do hands-on operation, and independently explore the two-digit plus two-digit calculation method, which reflects the concept of “encourage students to think independently and advocate algorithm diversification” in the Standard. This part belongs to the updated knowledge. There are many ways to explore. Students can use the calculation methods previously learned, such as: mouth calculation, pendulum stick, dial counter method to get the result of the formula. In addition to the calculation methods we have learned, there are also students who think of the vertical solution that the previous mother taught him. Algorithmic diversification is not a multi-solution, but a reflection of the differences in student personality. Due to different life backgrounds and different knowledge experiences, our students do not necessarily have the same solution to the same problem. At this time, students need the affirmation, motivation and guidance of teachers. Finally, let the students independently compare, select and improve themselves. Group collaborative learning is the best way to achieve this. Therefore, when exploring the 35+34 calculation method, I encourage students to fully communicate after giving students enough time to think. When inter-student exchanges, I specifically put forward the idea that "it would be better to listen," and ask students to supplement and listen to the evaluation. In particular, it is necessary to compare the methods of your own with the methods of which to classify multiple methods in a way that is thinking. At this time, the students' understanding of various calculation methods is clear and organized, and the optimization of the algorithm is internalized in the students' mind. Students voluntarily accept new methods and improve their problem-solving strategies. Completed a socialization process of healthy and harmonious development. In this way, the students can break through the difficulties of teaching by summarizing the methods of vertical calculation and then adding the book. Because in the classroom, the necessary guidance of the teacher is very important, and there is guidance, the student's inquiry activities are not blind, and it is more meaningful to have the inquiry activities to guide the students. In the students' vivid and rich operation, using the idea of ​​“transformation”, students use their own eyes to observe, use their own hands to operate, listen with their own ears, and use their own mind to understand, all this It is only the need for the knowledge of the process of column-based calculations, but also the need for inquiry-based learning.
Mathematics is also used for life. Let students learn to solve problems in vivid and specific situations, connect mathematics and mathematics organically, and let them use their own knowledge to find and solve problems through communication and cooperation. In the teaching design, create a specific situation with my mother to go to the toy store to buy toys. “Mom only allows you to buy two toys. How to design a shopping plan? Please design a shopping plan and calculate how much it costs? "This practical problem is to better integrate the teaching content into the familiar life of the students, and let the students use the knowledge they have mastered to solve the practical problems in life, and thus experience the value of mathematics in life.
In short, in the teaching process, based on the teaching content and the age characteristics of students and their knowledge, I have used a variety of methods such as inquiry method, discussion method, practice method, and visual demonstration method to fully mobilize students' enthusiasm and initiative. Due to the different backgrounds and perspectives of students, the methods used must be diverse. I respect the students' ideas and encourage them to think independently and advocate algorithm diversification.
Mathematics teaching is the teaching of mathematics activities. It is to grasp knowledge and skills and learn to think about problems in the interaction between teachers and students and between students. Therefore, in the teaching, I organize students to conduct group communication and collective communication on the basis of independent thinking, so that students' thinking can grasp the knowledge and acquire skills in the collision.
The "teaching" of the whole class teacher adapts to the students' learning, creates an environment conducive to mathematics learning, pays full attention to the students' life experience and knowledge background, and pays attention to students' independent exploration and cooperation and exchange. It fully embodies the idea that mathematics teaching is based on student development, with students as the main body and thinking as the main line, which encourages students to gain knowledge, attitudes and values ​​while gaining knowledge.
There are still many shortcomings in reviewing this lesson, such as: pay more attention to the writing details, and give students a better demonstration. The content can be arranged more compactly, and the amount of questions can be more. I will continue to summarize my experience in the future teaching and constantly improve my teaching.

Part V: Reflection on the Teaching of "Two-digit Plus Two-digit Indentation Addition"

The two-digit plus two-digit number is based on the fact that the student has mastered the two-digit plus ten-digit, two-digit plus one-digit number. It is not difficult to calculate the number correctly, but It is not easy to ask students to use the most appropriate method to calculate quickly and accurately. Therefore, I think the difficulty of this lesson is to optimize the algorithm based on the diversification of algorithms. Algorithm diversification is not a multi-solution. It is to respect the difference of students' individuality. Our students have different life backgrounds and different knowledge and experience, so the solution to the same problem is not necessarily the same. At this time, the students need the teacher's affirmation, motivation and guidance. Finally, let the students I am independent to compare, select and improve myself. In teaching, I broke the traditional calculation teaching, changed the original learning style, made full use of textbook resources, and dynamicd the static situation, focusing on cultivating students' innovative consciousness and practical ability. The whole teaching process starts from the students' existing knowledge and experience and life experience. Through observation, communication and questioning, they have experienced two digits plus two digits. The whole process of the mathematical problem of non-carrying addition, from which I experienced the joy of successfully solving the mathematics problem, paying attention to the diversification of the algorithm. In the classroom, which two classes can be shared by a car, the real problem in life is presented in In front of the students, students are asked to find solutions to problems through independent thinking, bold guessing, independent exploration, cooperation and communication activities. The real situation reappears makes students feel that there is mathematics everywhere in life, reflecting the new curriculum concept. The background of life and the angle of thinking are different. They associate different methods. They fully respect the subject status of students, respect the students' ideas, encourage students to diversify their algorithms, and internalize the calculation methods in communication and improve themselves. At the same time, the class guides students through multiple verifications, and selects the calculation methods that students think is simple from a variety of algorithms. In the brainstorming guess +=43, how many kinds of answers can you write in order? Students like to guess the activity, the classroom atmosphere is suddenly active, but because there is no adequate student In the meantime, the students' thinking has not been fully stimulated. Throughout the teaching process, I have always placed myself in the position of the collaborators, guides, and organizers. The students have become the masters of learning, and timely in-depth study among students to learn about the situation in a timely manner. Capture information and truly integrate teaching and learning.