Reflection on division teaching

Part 1: Understanding the teaching of division

"Cognition Division" is the knowledge that students learn after the average score in the second grade textbook. One of the difficulties in this lesson is to let students understand the meaning of division. Dividing is a relatively abstract model. In order to break through this difficulty, I Starting from the closely related mathematical knowledge, following the characteristics of students' image thinking, students can experience a process of absorbing new knowledge in hands-on operation, and use the results of hands-on operation to perfect the existing cognitive structure, so as to fully understand The meaning of division.
First, the need to score the average student is allowed to ask the students to find the answer on their own. I asked one question: "What do you mean by sitting in 2 people in each car?" Give the students a hint in the direction of thinking. This is especially helpful for students who are in the middle and down. They can use the tools to score a point. For the middle-up students, they can also find the answer directly in the process of thinking in the brain or by referring to the meaning of multiplication. The average score and several additions are essentially the same.
Secondly, expose the students' thinking and perfect the knowledge structure in the debate. After the example question, I asked the students to find the answer on their own. You can ask the discs around you to help, or you can think in the brain. Both methods can find the answer. The latter is higher than the former. When I was organizing the report, I communicated the two places where the two methods are connected. "In this question, how many of them are six people?" The students had differences of opinion, and one party thought that it was three plus two. One side thinks that it is two 3 plus. I asked the students to raise their hands and voted. I found that it was almost half-half. Then I said, "I have reason to go all over the world." I have to explain my reasons. At this time, some students are based on the average score. The meaning is to explain that some students know that they want to multiply to find the answer, but the meaning is unclear. I guide this part of the students to observe the average good film, and finally they are convinced, which lays a good foundation for the understanding of the meaning of division. .
Finally, abstract the division operation, let the students further understand the meaning of division in the story. What are the meanings of the three numbers in the formula, what the whole formula means, and a process of “in-depth explanation” to enhance understanding.
In fact, it is not too difficult for a student to use a wafer to divide a point from the perspective of the average score. The question is “How many people are 6?” This is a preliminary abstract process from the intuitive image to the complete abstraction. This is an important link to break through the difficulties. It is necessary to expose the students' thinking and let them actively clarify and improve.

Part 2: Reflection on the teaching of division and division

"Routing Division Dividing" is a calculation course. In this lesson, I am guided by the principle of "solid and effective", trying to embody the "combination of calculation and use" in mathematics and teaching, and teaching all students. Through teaching practice, I personally think that this lesson has the following successes:
1. Pay attention to the connection between mathematics and life, so that "calculation" and "use" are organically combined.
The mathematics curriculum advocates the return to the world of life, emphasizing the connection between mathematics teaching and life. Computational teaching is not just a simple calculation. It is necessary to closely combine calculation and life application, and let students learn useful mathematics. This course uses the life materials from the example materials to the practice design purchase plan to use the calculations to calculate. Students are fully aware of the usefulness of mathematics learning, which can help us solve practical problems in our lives.
2. Emphasis on the process of mathematical inquiry and advocate the diversification of algorithms.
Understanding the arithmetic and mastering the algorithm is the key to computational teaching. When teaching, I pay attention to let students actively explore oral calculation methods, organize students to communicate, let students experience the exploration process and obtain new oral calculation methods. In the process of arithmetic, the combination of schemas allows students to think more clearly. When speaking, the students are guided to complete the process and develop their mathematical expression skills. The choice of algorithm respects the students' ideas. Both algorithms have their own advantages, allowing students to use their favorite methods.
3. Respect the main body of the students and give full play to the initiative of the students.
In this lesson, students are always the main body, and students are the active explorers of learning. First let go of the students to try to solve 80÷20, give students sufficient time and space to show their thinking, so that every student who wants to say has the opportunity to say. Allow students to have different ways of thinking and let more students experience the joy of success. Next, let the students divide their own 120 balloons and what are the different methods. The blank processing on the practice cards at the back, etc., all played the initiative of the students.
4. Build a harmonious classroom atmosphere and stimulate students' interest in learning.
The dialogue in the classroom and the life of the teacher, the students are motivated to evaluate, let the students enjoy the joy of success, the classroom atmosphere is active, the students' thinking is always in a positive state, which stimulates students' interest in learning and receives good teaching. effect.
5. Pay attention to the cultivation of students' good habits and ensure the effectiveness of teaching.
Good habits are a good teacher and a good friend. Some students are often very clever, and the content is well mastered. Errors can be made in simple calculations. The reason is that when you do it, it is only fast, and it is not checked after doing it. In the classroom, I often praise the serious and careful classmates, let the students give me a friendly reminder, and encourage students to develop good habits in the calculation to ensure the effectiveness of teaching.
What deserves to be rethought by me is: When students encounter difficulties, how can they guide the development of students' thinking and make their thinking from fuzzy to clear? How to connect and construct new knowledge and students' original knowledge more closely? After a class, how do you put the situation together and make the links too natural?
In short, there will always be gains and insights from design to implementation in a class, which will be used for my future classroom teaching.

Part 3: Reflection on the Teaching of Fractional Division

The division of three digits by two digits has already been completed, and it is felt that the vertical calculation and the four-received equality calculation are better than last year. Most of the students have mastered and rarely have different forms of errors. Students who have weak learning ability still feel difficult to try, and I feel that I can’t help myself. I can only come slowly.
Dividing this unit, because the calculations are dead, not as difficult as simple calculations, the related problem is also relatively simple, just change the number to divisor in the three-digit three-digit divide by one-digit problem situation It is a double-digit number, so most students are easy to accept the quantitative relationship.
The experience of teaching division this year is that it is no longer a demonstration and allows students to imitate. Instead, change the teaching method and let the students become interested because they are full of doubts. When I was teaching the unchanging regular vertical calculations, I took the form of competition with the students. The students lost to me, I was not convinced, and I was very interested in my method. It is easy to learn by observing and finding that it is easy and time-saving. I only need to reinforce the difficulty: if there is O:7800/30= at the end and there is a surplus: 7700/300= There is not enough quotient to fill the calculation method of 0:7560/70=. In addition, this method can also be used when the simple method is used to calculate the simple method, and the effect is good!
In addition, make full use of the resources generated by the students' mistakes, expose all the mistakes, and let the students do more "forest doctors" to find out the problem, collectively analyze and correct. In this way, the mistakes made by students are slowly reduced, and the impression is relatively deep.
It is found that the unit of computational teaching is easy for students to have a sense of accomplishment. They will find that they can take A+ as long as they carefully calculate, so that both middle and middle school students can find some confidence in learning mathematics, which will benefit their later mathematics. Learn.

Part 4: Rethinking the Teaching of Fractional Division

In the study of this semester, fractional division is a key point and a difficult point. Fractional division is based on the fact that students have mastered the correlation of integers and learned the fractional multiplication, so that students can learn to establish a complete The system of knowledge of integers and decimals.
The focus of this section of the textbook is: Divisor is a shifting rule where the division of decimals is converted to a decimal point when the divisor is an integer. The key is to convert the division where the divisor is a fraction into a division where the divisor is an integer according to the nature of "divisor, dividend, and expansion of the same multiple, quotient unchanged". In teaching, I think that the key to success is that the teacher's "teaching" should be based on the students' "learning." Since the divisor is a fractional division, after the divisor is converted to an integer, the dividend may appear as follows: the dividend is still a decimal; the dividend is just an integer; the div is also "0". In the course of teaching, I asked the math teacher of the sixth grade group for these situations and gave the following special training:
1. When practicing moving the decimal point position in the vertical type, ask the students to clearly mark the decimal point and the decimal point after the movement. The decimal point on the new point is clear, so that the first stroke, the second movement, and the later point are made. This practice shifts the decimal point image specifically, and the students get an impressive impression.
2. When practicing to move the decimal point position in the horizontal mode, since “scratch, move, and point” are only reflected in the mind, it is necessary for the students to establish the equations before and after the conversion, so that people can see at a glance.
I spend enough time in every aspect of teaching to let them think independently and let them form a unique experience in independent thinking. This is an important foundation for students to construct independently. Every student has a certain experience, and then let them fully communicate in the group. It is necessary to provide students with time and space to complement each other and inspire each other. It is also a process of common development. In this way, both the whole and the students' individual differences are respected, and the students can understand that when dividing the decimal division by the vertical formula, the divisor needs to be turned into an integer first.
Fully consider and utilize the students' existing knowledge and experience in the teaching process. In the teaching, the teachers fully mobilize the students' enthusiasm, let them use the existing experience to boldly explore and create, so that the students' personality can be fully displayed, which reflects the student-oriented curriculum reform concept.
Give students enough time and space to explore on their own. In the process of students' independent inquiry, whether they are independent thinking or group cooperation, teachers can give students enough time and space, so that the students' true thinking state in the learning process can be fully demonstrated, and the existing problems can be exposed. Teachers can guide them on this basis and they will be able to do more with less.
Pay attention to all, help each other, and save time and efficiency. Students always have certain differences in the process of learning, and any improvement of students' knowledge and experience is a process of self-construction. It is irreplaceable by any external force. In the teaching of this unit, I emphasize the independent thinking of students and try to Let each student have a unique experience of new problems. Based on this, students will have a collision of thoughts in exchange and mutual help, and only in the collision of thinking will students have real development. I think some of the seemingly lacking modern educational ideas, very traditional things sometimes make students feel more solid. The ability of students to innovate is also inseparable from the guidance of teachers. It is inseparable from the transfer, analysis, induction and association of knowledge, and discover new methods to make new knowledge feel new. Let students evoke memories of existing knowledge through associations, and communicate the intrinsic connection between knowledge, thus broadening ideas, generating new ideas, and improving creative ability.
Of course, in the process of opening up, the role of teachers is still not to be ignored. Reflecting on the teaching of a unit, I think that the guiding role of teachers will be strengthened and may receive better results.

Part V: Reflection on the Teaching of Division

The teaching of scores and sets of questions is a key point in the teaching of mathematics in small and medium-sized schools, and it is also a difficult point. How to stimulate students to actively participate in the whole process of learning? When teaching, I did not adopt the situation in the book, but actually introduced it from the student's life. For example: How many girls are there in our class? How many boys are there? What percentage of the total number of girls are in the class? Now I know the number of people in the class and the number of girls who are in the class. How many girls do you want? Students soon know that the multiplication algorithm is listed. Conversely, knowing the “number of girls” and “women’s part of the class” ask for the class size? This motivates students to participate, so that students feel that mathematics is on their own side, in middle school mathematics, let students learn valuable mathematics.
Allowing students to understand the quantitative relationship in the question is the key to solving the problem of fractional division. In the teaching, I let the students discover the problem by omitting a known condition in the question, and personally feel the connection between the number of the applied questions, and try to let the students find the law in the learning process, so that the students can understand and summarize: answer the score The key to the divisional application problem is to find the equivalence between the numbers from the key sentences of the topic. The focus of this lesson is to let students learn to solve the relevant score problems by using equations and to understand the important models of solving practical problems with equations. In order to help students understand, I use the intuitive function of the line graph to guide the children to sort out the problem-solving ideas and find the equal relationship between the numbers.
After students learn to analyze the quantitative relationship, I combine the score division method with the score multiplication method to teach students to communicate and contrast, feel the similarities and differences between them, and explore the internal connections and differences between them to enhance students. Ability to analyze and solve problems. After students have mastered the method of solving problems with equations, I encourage them to actively seek a variety of different solutions to the same problem, expand students' thinking, and guide students to learn to analyze problems from multiple angles, so as to cultivate students' exploration in the process of solving problems. Ability and innovation. In the teaching, the students are provided with a platform for inquiry. The students are allowed to think independently and explore the method of solving the problems. On the basis of independent inquiry, the students can cooperate and discuss different methods of solving problems. Students will experience the process of independent inquiry and group inquiry, which will enable students to have a preliminary understanding of the algorithm of “fractional division problem”, have a clear understanding of the quantitative relationship and solution of such application questions, and be fully prepared for further study. ready.