Reflection on the teaching of multiplication

Part 1: The reflection of the multiplication of 5

The multiplication of 5 is taught on the basis of the initial understanding of multiplication. In the teaching process, I asked the students to use five small sticks to pose the graph, initially perceiving the meaning of several 5s, so that students have a relaxed learning atmosphere at the beginning of this lesson, and improve students' interest in learning. Since the students have not yet learned the multiplication of 2 to 4, I have left more opportunities for self-learning in the multiplication of teaching 5, so that students can know the meaning, source and purpose of the oral preliminarily. When writing the multiplication formula and compiling the multiplication method, the student solves one, and the rest is reserved for the students to complete, increasing the students' understanding of the meaning of multiplication, helping the students to form a problem-solving strategy, and letting the students learn independently. Through the process of arranging the mouth, you can understand the meaning of the mouth more deeply.
However, there are still many shortcomings in the class. Next, I will make a reflection on the shortcomings of this lesson.
First, the new curriculum requires that our classroom is open. In our thinking, such a concept is well understood, but in the actual classroom, it is more difficult to grasp. My class is not open enough in this lesson. This is manifested in the following aspects. First, when students are allowed to fill in the blanks in the book, in fact, the students can completely complete the pictures through the master, and I guide the students to look at them one by one. Secondly, when writing the multiplication formula and the multiplication method, since the students did not learn the multiplication of 1-4, they should first help. Again, when I'm done doing it, I should let the students distinguish between the oral and multiplication formulas and deepen the students' understanding of the meaning of the mouth.
Second, in the practice several times appeared like "May one get five", although repeatedly reminded that multiplication is generally put the decimal in front, but there are still students wrong. If you write two multiplication formulas directly when writing the multiplication formula, it is easier for students to understand the multiplication method to solve the two multiplication formulas.
Third, remembering the mouth is a key point of this lesson, but in the section of memorizing, I only let the students simply back, there is no way to focus on memory. It is necessary to teach students how to remember, so that students can remember the mouth quickly and hard.
Fourth, we must pay attention to classroom efficiency, we must do in the class, and finally, in the arrangement of the exercises, we should use different questions to open up the students' ideas, and different ways of showing up to stimulate students' interest, from shallow to deep. Students who take care of all levels cannot be limited to books.
Fifth, mathematics comes from life, let students learn mathematics in life is an important concept of the new curriculum standard. Although I mentioned it in the final summary in this lesson, it is not outstanding enough. It is best to mention this link to the front.

Part 2: Reflections on the Teaching of Multiplications of 2, 3, and 4

Guide students to actively carry out learning activities, correctly handle the relationship between subject and dominance, adopt various teaching methods, give full play to the initiative of students' learning, and let students be in a state of positive thinking in each teaching session. Therefore, the teaching objectives of this lesson are better achieved, and the difficulties are highlighted. The teaching strives to achieve what the students can explore and never substitute, and the students can independently discover the hints. The decision is to let the students compile and make the students find the conclusions. The conclusions will make the students summarize, encourage the students to discover and discover, and become students who will learn and learn.
The content of this lesson is based on the meaning of multiplication, combined with the multiplication of 2, 3, and 4 of the formula, memorizing the oral decision, and using the oral decision to solve the simple problem in real life.
When teaching new lessons and imparting knowledge, take the approach of “helping, supporting, and releasing”.
First, in the multiplication of teaching 2, the main method of "help" is adopted. The teacher plays the role of a passer-by. After the students use the teaching tools to put a small stick or a triangle, a small disc, etc. to obtain a multiplication formula, the teacher consciously asks the students to say the meaning of the multiplication formula, and emphasizes two 2s. The teacher gave "two two to four", and then compiled "one two two."
Second, in the multiplication of teaching 3, the method of “half-assistance and semi-discharge” is adopted. Under the guidance of teachers, students participate in the whole process of acquiring knowledge. Teachers and students jointly put on a stick, and each time a multiplication formula is obtained. Teachers must guide students to make a oral decision and ask students to know what each sentence means.
Third, in the multiplication of teaching 4, the use of "release" form, let students do their own tools, think, and make their own decisions, provide opportunities and space for students to participate, mobilize the initiative of students Sex and enthusiasm fully reflect the subjective status of students.
When exploring the rules of the interpreter, try to let the students carefully observe and seriously think. It is found that the relationship between each number is determined by the relationship between two adjacent parties. For example, if the student decides, the student can say that the product of the next sentence is 4 more than the previous sentence. Give students a little more performance and a little more to taste the joy of success.
The design of the exercises is based on textbooks. Different methods are used to process the exercises so that students can get various forms of practice. For example, looking for friends: Students are easily and happily finished in music. The exercises are targeted, which not only strengthens the knowledge acquired, but also develops the thinking of students' thinking. For example, to do the thoughts of the thoughts, you will be pregnant with the connection.
Practice is one of the important links. Practice design should pay attention to strategy and practical effect. It is necessary to consider the practice method as a whole and consider the specific content and form of practice design. It is difficult to be moderate, embodying the characteristics of diversity, hierarchy, fun and thinking, thus deepening students' understanding of the knowledge they have learned, and achieving the purpose of consolidating knowledge, forming skills and skills, and cultivating logical thinking skills. To improve the efficiency of classroom exercises, we can start from the following: according to the characteristics of students, break through on “points”, explore on “smart” according to the knowledge structure of students, and control on “quantity” according to students’ attention. According to the ability of thinking, extend on the "exhibition" and do more with less.

Part Three: Reflection on the Multiplication of 9

The teaching content of multiplication is that students learn the meaning of multiplication, further understand the meaning of multiplication, and form the basic calculation ability of multiplication.
The multiplication method is the first time that students have encountered the teaching content. Therefore, they are divided into three parts in the design: first, the introduction of interest, and the birth of the mouth. Start with the stories that students like, mobilize their interest in learning and adjust the atmosphere of the classroom. Second, self-exploration, creating a slogan. Starting from the familiar hands of the students, through the cooperation of the group, the students' imagination can be exerted, thus mobilizing the students' enthusiasm for learning, thinking in the observation, operating in the thinking, making the formation of the mouth from concrete to abstract, in line with the learning cognition law. Third, happy practice, deepen consolidation. Through the guidance of the teacher, the students report their mouths on the basis of their own vocabulary, achieve the purpose of cooperation and exchange, and analyze the mouth to remember the mouth. In the consolidation exercise, the design of the exercises has a level and a slope, which further consolidates and deepens the multiplication.
In the lesson of teaching "Multiplication of 9", I first focused on the creation of situations. Guide students to experience the joy of “Beijing's successful Olympic bid” in the story of “Little Celebrations”, and lead students to explore ways to formulate multiplications in real situations.
Second, focus on the penetration of learning methods and guide students to think in a structured way. For example, in the second part of the teaching process, “independent inquiry, cooperation and knowledge”, it is not directly presenting “9 multiplications”, but creating a problem situation “how many facets are there”, and students ask questions independently and actively seek effective The strategy to solve the problem. In implementing the problem-solving strategy, the importance of compiling the vocabulary is realized. Starting from the familiar life reality of students, mathematics of living materials, life of mathematics teaching, designing a series of realistic, meaningful and provocative learning content, guiding students to actively observe, experiment, guess, verify, reason communicate with. In the process of counting, calculating, compiling, rationalizing, and talking, we found that the method of composing vocabulary has experienced a process of organized mathematical thinking.
Third, focus on emotional communication and experience. From the perspective of the viewer, the students are motivated by the joyful cooperation and emotional communication between the teachers and students. The students live in the classroom, move up, and review, experience, discover, and construct themselves. In effective research, it stimulates interest, finds happiness from discovery, and realizes the joy of collaborative exploration and building new knowledge. In this process, I paid attention to the students' personal inquiry, group discussion, cooperation and exchange, and strived to improve students' mathematics learning and mathematics application consciousness and ability, as well as problem awareness, problem solving, analysis and problem solving.
Fourth, pay attention to the design of diverse exercises. In order to consolidate new knowledge, help students to further understand the meaning of multiplication, experience the superiority of orality, and improve students' ability to solve simple practical problems, I designed two levels of practice. In the basic exercises, exercises such as “filling the mouth” and “calculating” were designed; in the life practice, exercises such as “counting clothes buttons” and “calculating mineral water” were designed. Help students understand the meaning of multiplication, guide students to cooperate and communicate on the basis of independent completion of students, experience the superiority of solving problems with multiplication, and cultivate and improve students' awareness and ability to solve simple life problems.
Although the teaching emphasizes the cultivation of emotions and the cultivation of habits, it is still not enough, especially in effectively organizing group cooperative learning and giving full play to the effectiveness of cooperative learning. In the future, we must make great efforts in many deficiencies, continue to study and practice, and better realize personalized teaching and innovative teaching.

Part 4: Reflection on the teaching of multiplication

Looking back at this lesson, I feel that I have not dealt with it in many aspects.
1. The teaching concept of “student-oriented” is still only in the theoretical stage, and it is not deeply rooted in the hearts of the people. In the teaching design, we can try our best to reflect the "student-oriented" teaching philosophy. For example, using a small stick to put your favorite patterns and choosing a math problem solution will provide students with time and space for exploration, providing opportunities for full activities and communication. However, the problem is that in the teaching practice, the teaching design is still more considered, and the teaching ideas cannot be adjusted according to the students' learning situation in time. For students to ask for the method of multiplication to "how many sticks are shared?", the meaning of the multiplication is a big circle and a lot of time is wasted. In fact, the investigation is still influenced by the old teaching ideas, and the new curriculum standards have not been implemented. It is not advisable to avoid students' problems or perfunctory. Mathematics teaching is the teaching of mathematics activities, which is the process of interaction and common development between teachers and students and between students. Classroom is generated and cannot be preset. Moreover, anything can happen in an open classroom, and students' creative words, doubts, and so on can all happen. The teacher's prepared teaching process is disrupted, and the progress of teaching or speeding up or slowing down sometimes occurs. Therefore, the actual advancement of the teaching process and the final result are more determined by the specific state of the course and the way the teacher handles the problem at the time. Therefore, teachers should adjust the teaching structure in time according to the classroom feedback of the students.
2, the teaching of the release and income is not ideal. After the students put on the stick and listed many addition formulas of the same addendum, I did not promptly guide the students to observe the commonalities of the calculations, and thus summed up the same addends, which led to the fact that few students answered correctly when the meaning of the two factors was mentioned later. The multiplication formula cannot be listed accurately. It is not a summary after the release, the knowledge is gathered to the key difficulties. The second place did not do well: at the beginning of the response class, I asked the students to look at the math problems, and did not put a lot of questions into the multiplication of this class, so some students listed Addition and subtraction. From this lesson, I realized that there should be a degree in both release and income. Openness is a form, not the purpose we pursue. Too much openness is not conducive to the exploration of students. Too tight is not conducive to students' learning ability. The cultivation, between the release and the reception, teachers should play a leading role properly.
3. The difficulty in teaching is not good. The difficulty in teaching this lesson is to identify the same addends and understand the different meanings of the two numbers before and after the multiplication. I only gently clicked on the teaching, so many middle and lower students could not list the correct multiplication formula, which affected the teaching effect.
This lesson makes me realize that trusting students, who can let the students learn by themselves, let the students learn by themselves; any student who can let the students do it themselves, let the students do it themselves; Students go to talk about themselves.
In short, the teacher reorganizes and activates the teaching content in the mathematics teaching, designs the flexible teaching structure, organizes the dynamic teaching process, and implements the stimulating teaching evaluation to break the closed teaching time and space of the "classroom center". The openness of small mathematics teaching; aiming at breaking the indoctrination of “teacher center”, communicating and dialogue, truly reflecting the subjectivity of student learning. This is what teachers today must do.

Pt 5: Reflection on the Multiplication of 8

1) Establish a democratic and harmonious teacher-student relationship.
In the classroom, I am always on an equal footing with the students, thinking with them, playing games together, exploring together, and traveling together in the ocean of knowledge. I discussed the problem-solving methods with the students, respected the students' views, and created a good teacher-student cooperation and a relaxed and harmonious teaching environment.
2) Learn to listen.
Love interrupting students' speeches is a problem that I often make during the teaching process. In this class teaching, I always tell myself, patiently listen to the children's speeches, encourage students, and I really feel the heart. Sincere exchanges with heart, affection and love.
3) Appropriate evaluation, rather than lack of abuse.
During the learning process, students continue to acquire new knowledge and continue to generate surprises. I like to evaluate students, encourage students, and give students confidence. I also really give students a proper evaluation. Although for student evaluation. It did have the expected effect, but the evaluation process wasted a lot of teaching time, which often led to delays in my classroom teaching. Appropriate evaluation, rather than lack of abuse is a place that I must pay attention to in classroom teaching. Today, I feel that I can do it in this area.