Reflection on the teaching of 0

Reflection on the teaching of 0 : Fan Wenyi:

After finishing the "Awareness of 0", I was very emotional. After class, I made a timely reflection.
In this lesson, I create a good learning atmosphere by creating life situations and game scenarios, inspiring students' interest in learning, making mathematics learning no longer monotonous, and learning mathematics in games and life. .
In the lesson of designing "Knowledge of 0", considering that students' knowledge of 0 is not ignorant, some students know that 0 means no meaning, so the design of the lesson can be based on the students' practice. “Pay attention to the selection of learning materials and activities that are fun for children, stimulate students' interest in learning, and have a pleasant mathematics learning experience.” This is the characteristic of the first-grade experimental textbook of the PEP. Interest is the best teacher, 0 Originally it was just an abstract number, but I learned the story of the peach story through the little monkeys that the students liked and loved. The story of “Greek Monkey” is lively and vivid, creating suspense, and grasping the students’ “eyes” from the beginning, which is enough to stimulate children’s strong interest in learning.
When learning new knowledge, design a guess coin game activity, "Talk about what other things in life can be represented by 0?", and other activities to make them interested. It also creates an activity environment for observation, reflection, discussion and communication, which enables students to experience, understand and master knowledge in a lively and active learning process. When students are in a real-life situation and look at life with a mathematical eye, they will feel that mathematics is around.
When I was teaching, I always started learning activities in various life-changing and dynamic situations. Such as "experience 0 in the story", "find 0 on the ruler", let the children feel that 0 is so kind, familiar, and closely related to their own lives. 0 Originally, it was just a simple number. In this lesson, the student found 0 in life, knowing that it can mean neither, nor the starting point, and its meaning becomes so rich.
Inadequacies:
1. The first-year students have not fully adapted to the small-scale study. The time for concentration is relatively short, and the classroom discipline is not very good.
2, for the second meaning of 0: "0 means the starting point" breakthrough is not very good, just through a few minutes of observation, students are not particularly understanding. Children should be asked to talk about when and when they can represent the starting point, so that students can deepen their impressions.

0 recognition of teaching reflection model two:

After teaching the content of "Knowledge of 0", I felt a lot. After class, I made a timely reflection. In the lesson of designing "Knowledge of 0", considering that students' knowledge of 0 is not ignorant, some students know that 0 means no meaning, and will calculate simple addition and subtraction of 0, so design the lesson. From the practice of students, the main features are as follows:
1. Contact the student's existing life experience and use the textbook theme map. The textbook design of this lesson is to first recognize 0 to indicate the meaning of no, and then to know 0 means the meaning of the starting point, then the writing of teaching 0, and finally the teaching about the addition and subtraction of 0. Since the students are more or less exposed to 0, when designing the teaching process, the teaching content of this lesson is compiled into a story about the little monkey, and the knowledge about the addition and subtraction of 0 is contained in the understanding of zero. Through teaching practice, students are very interested in the scene of the little monkey, and the teaching scene is coherent. The design of each teaching link does not break the teaching scene, the students' interest in learning is high, and they are keen to learn without the need for teachers to organize teaching.
2, the second meaning of teaching 0 is to indicate that when the students take out the ruler, some of the students take the steel ruler, there is no 0 on it, which is not understandable for the children. As the meaning of the beginning. This is the failure of my teaching, I did not think enough, so I spent a lot of time in this place.
3. The content of the students' learning should be beneficial to students' active activities such as observation and communication. In the teaching of this lesson, the students' "eyes" were grasped from the beginning, and the students were allowed to observe the expressions of the monkeys, and then presented in an animated form to help the small animals line up, which is conducive to students' active and independent learning activities; A student can communicate freely. Can you find a way to use the stationery on the table, the book in the bag or other things to indicate “0”? Think about it, move the practice, and make the students live in a lively and active learning process. Experience, understand and master knowledge.
4. Everyone learns valuable mathematics. The new curriculum standard points out that the recognition is one of the most basic knowledge of the Chinese students in learning mathematics. The "Knowledge of 0" highlights its basic and value. Therefore, in teaching, I fully created the situation so that students can feel the role of “0” in life. Especially in the understanding of the starting point, the teacher repeatedly asked the two students to run the competition at the same starting point and different starting points, so that the students could measure the amount. Classroom doors, blackboards, etc. to understand the "starting point", deepen the two meanings of "0", the necessity of learning this content in the experience.
In short, the enthusiasm of the students in this class has been well played. For the first-year students, their concentration time is relatively short, but in the whole class, they have been able to follow me. This is also teaching. A big step forward. But still need to continue to work hard.
Leaving regret: It is a lot of time wasted when teaching the second meaning of 0, so that the writing of 0 at home does not allow students to have more time to write. Also, mathematics needs to be connected with life, and learning is to learn to use. The time here is also lacking, and you need to exercise yourself in the teaching practice.

0 recognition of teaching reflection model three:

The new curriculum requires teachers to pay attention to the selection of learning materials and activities that are interesting to children, to stimulate students' interest in learning and to have a pleasant mathematics learning experience. Therefore, in the teaching of "Knowledge of 0", 0 is not completely strange to children. In teaching, I started from the actual life experience of the students, and introduced the theme through the story of the rabbit pulling the radish. Which digit is not used for a radish? The student quickly thought that there was no way to express it with 0, let the student realize that 0 means no meaning.
"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. Show a ruler chart. Let the students understand the meaning of “0 indicates the starting point on the ruler”. Let the students observe the ruler and let them talk about what they found? In the course of observation, the students not only found 0 to indicate the starting point on the ruler, but also found the position, order and size relationship between the numbers on the ruler. Let students experience the fun of their own exploration and stimulate students' enthusiasm for learning mathematics. Mathematical learning activities should be a lively, active and personalized process.
Curriculum reform has brought us new teaching concepts and provided a broader space for student development. Teachers should give students as much time to think as possible, give students more space for activities, give students more opportunities to express themselves, and let students create more confidence and more successful experiences.

0 recognition of teaching reflection model four:

This class is based on the students' understanding of 1-5. The children have a preliminary perception of "0". According to the requirements of the new curriculum standard, combined with the students' actual situation, we strive to reflect in this lesson: to stimulate interest to let students learn, to connect with life so that students can learn, to conduct independent research, and to communicate with each other so that students can learn. Pay attention to the students' learning process and give full play to students' imagination.
At the same time, this is a pre-school freshman who has just entered the school. The students have a certain life experience, but they have not refined into mathematics. In particular, "0" means that the starting point is poorly understood. So this is a difficult point. Students focus on unintentional attention and are particularly interested in things in life or dynamic, interesting things. Therefore, we strive to introduce “0” from the familiar “monkey eating peach”.
Reflecting on this lesson, there are several aspects to be good:
1. Contact the student's existing life experience and use the textbook theme map. The textbook design of this lesson is to first recognize 0 to indicate the meaning of no, and then to know 0 means the meaning of the starting point, then the writing of teaching 0, and finally the teaching about the addition and subtraction of 0. Considering that students have been exposed to 0 more or less, when designing the teaching process, the theme map of this lesson is made into an animated story about the little monkey eating peach, and the understanding of the addition and subtraction of 0 is contained in the understanding of 0. in. In the classroom, the students are very interested in the scene of the little monkey. The storyline is very coherent. The design of each teaching link does not break the teaching scene. The students' interest in learning is high, and they are keen to learn without too many teachers. Organizational teaching, the first meaning of 0 is completed in the students' bright smile.
2, teaching and life are closely linked, so that students know that there is mathematics everywhere in life. When I talked about the first meaning of 0, I skillfully used the "0" in my life: I used 3 "smile safflowers" to reward the three children who spoke the most positively. The teacher did not have safflower, and indicated with "0" Let students perceive the use of “0” in life, and there is mathematics everywhere in life.
3. Through the study of this class, the students have basically reached the predetermined teaching goals, and can understand the meaning and writing of “0”. In short, the enthusiasm of the students in this class has been well played. For preschool students, their concentration time is relatively short, but in the whole class, they have been able to follow me. This is also in teaching. A big step forward. But still need to continue to work hard.
Reviewing myself, in teaching, I focus more on the active learning of students, encourage students to say more, and neglect the depth of grasping students' participation in learning: it is a waste of time when teaching the second meaning of 0 In particular, ignoring the students' actual ability, resulting in excessive capacity between classes, students are difficult to master. It is thought that as long as students give their own learning space and let students speak their minds, students will take the initiative to master the knowledge and forget the role of “helpers and instructors” in the classroom teaching. Therefore, I feel that at present, I am facing a group of newly-born junior students. We have no ability to control large-capacity classrooms. We cannot always think of the students’ thinking in the circle of their own ideas. To enable students to better master the knowledge, in order to better use knowledge.

0 recognition of teaching reflection model five:

This class is based on the students' understanding of 1-5, and the students have a preliminary perception of "0". According to the requirements of the new curriculum standard, combined with the students' actual situation, we strive to reflect in this lesson: to stimulate interest to let students learn, to connect with life so that students can learn, to conduct independent research, and to communicate with each other so that students can learn. Pay attention to the students' learning process and give full play to students' imagination.
At the same time, this is a freshman who has just entered the school, and the students have some life experience, but they have not refined into mathematics. In particular, "0" means that the starting point is poorly understood. So this is a difficult point. Students focus on unintentional attention and are particularly interested in things in life or dynamic, interesting things. Therefore, we strive to introduce from the life example and find the "0" in life.
good aspect:
1. Teaching is closely related to the reality of life, so that students can understand that there is mathematics everywhere in life.
2. Let students understand the meaning of mathematics through hands-on operation, which helps students to be interested in learning mathematics.
3. Through the study of this class, the students have basically reached the predetermined teaching goals, and can understand the meaning and writing of “0”.
Insufficient aspects:
1. In the teaching activities, I always want to set the students' thinking in the circle of their own ideas, so that the students' thinking is limited.
2. In the teaching activities, I can't understand the actual life experience of the students in depth, so that some links are separated.