Reflection on the vertical teaching of division

Part 1: Reflection on the vertical teaching of division

The vertical division of the division is completely different from the vertical addition, subtraction and multiplication of the original school. It is difficult for students to learn. How do students naturally remember the order of the verticals and write down the remainder? It is a question that I keep thinking about before class. During class, I created a student's favorite lollipop scene. I have 6 lollipops in my hand, and I have an average of 3 children. How many people are there? After the student answered, he asked: How many lollipops do I have in my hand? How to express? The student sees very clearly that it is 0 lollipops, which is indicated by 6-6=0. So I asked again, we understand the truth of the law, the vertical form will be written? Some students have pre-study and will write; some "self-righteous" think that the vertical form of division is the same as the vertical form of addition and subtraction. So I first let the children try to write the division vertical, and found that no one in the class wrote the right, most of them were written as the vertical mode of addition and subtraction. Even if some students know that the vertical type is different from the others, they are not completely written. At this time, I deliberately said mysteriously: "Children dare to use the knowledge they have learned to try boldly, very good! But, unfortunately, the vertical writing method is different from the vertical writing methods we have learned. Do you want to learn the Fa? At this time, the students were full of doubts, the interest in learning and the desire to learn were fully aroused, and they also had the requirement of independent exploration.
I showed the vertical format of the division, let the students observe it, found the connection between the vertical and the horizontal, and how the numbers came from, and let the students talk to each other, the first contact of the students. In addition to the vertical form, many questions have been raised, and it is just the point of difficulty in learning the vertical. It is better to let students learn with problems than to simply "tell". At the same time, in the process of group discussion, students have a collision of thinking. For example, in the teaching, "2:6 is obtained by multiplying 2 and 3, and 3:6 is obtained by multiplying quotient 2 and divisor 3". The students interacted with each other and finally said that they were complete and correct. Another example is when the discussion of “0” comes, the students’ interest is very high, and they are very good. The last classmate is very complete. From the student's report exchange, I realized that the children's understanding of the mathematics is very thorough. From the practice situation, the effect is very good, and the correct rate reaches 95%.
Through this class teaching, I realized that in the future teaching process, it is necessary to analyze the teaching materials and use the teaching materials. It is necessary to design a more feasible and effective teaching method for the difficult points that students are not easy to accept, so that they can be easily taught. Also learned easily. Thereby achieving the teaching effect with half the effort.

Part 2: Reflection on the vertical teaching of division

In the vertical calculation of the division of teaching in this lesson, I first review the vertical writing of addition, subtraction and multiplication, and then divide the number of teaching digits by one digit, and then divide the two digits by one digit. Introduced from the actual situation, after the division formula, the division number of the teaching is divided by the one-digit division vertical, because the division vertical is different from the addition, subtraction, and multiplication vertical format, plus the calculation involves the division and multiplication. And subtract three kinds of operations, so when teaching, I directly present the correct way of dividing the vertical form, let the students observe, and compare with the vertical addition, subtraction, multiplication, and then compare the discussion, the students question, in the process of questioning The students were acutely aware of the difference between the vertical form of addition and the vertical form of addition, subtraction and multiplication, and deepened the impression of the vertical division. Then I combine the specific content of the real problem with the vertical meaning of the division and the practical meaning of each step of calculation, which helps students understand and memorize the vertical writing.

Part 3: Reflection on the vertical teaching of division

This lesson, "Division Vertical" is the first time that students have contacted the vertical form of division. Although students have experience in addition, subtraction, and multiplication of vertical and oral calculations, students are unfamiliar with divisional verticals. The format is completely different from the addition, subtraction and multiplication verticals. At the same time, the divisional vertical students in this lesson can be calculated by mouth, but it is useful for students to understand the divisional vertical formula to solve complex divisional formulas later.
Individual students in life have already been exposed to the vertical division of the law, so the teacher presents the corresponding divisional vertical, allowing students to observe and discover problems, to talk about where these numbers come from, to exercise students' ability to explore knowledge, and to cultivate student autonomy. Learning habits.
Therefore, this lesson is not only to help students understand the algorithm, but also to understand the reason. In the teaching, let the students introduce the meaning of each number in the vertical form of 6÷2=3, and let the students speak the vertical calculation process. But every step is not done. First of all, students are incomplete about the meaning of the vertical division. 6÷2=3 is to divide the 6 small sticks equally into 2 people, each of which gets 3 pieces, that is, 6 small sticks are separated, just after the end, one is not left. And to understand the meaning of division is not to let individual students speak, the key is to let each student understand the meaning of the vertical division of the division, can not be partial. Moreover, the teacher should divide the vertical steps of the book: one division; two times; three reductions, highlighting the vertical division algorithm. 42÷7 should emphasize that the quotient 6 is written in a single position, which allows the students to understand according to the meaning: the average of 42 small sticks is divided into 7 people, each person gets less than 1 bundle and gets 6 pieces, so it is written in one place. In this way, the students truly understand the meaning of division, and can use the meaning to overcome the difficulty of teaching, and the number of digits to be written in the business.
In the teaching, because the time allocation is unreasonable, the students can only do two verticals of 6÷2=3 and 42÷7=6, and the teacher does not presuppose the mistakes made by the students. Therefore, in the classroom, it is only the case that the quotient 6 is written in the tenth place. The teacher should leave ten minutes for the students to practice, and there are “missing lines; divisors and quotients that write wrong positions; quotients written as 0 or missing horizontal errors”, so that students can judge what went wrong. Remind yourself to pay attention to the vertical division of the column.

Part 4: Reflection on the vertical teaching of division

The teaching of the “Division Vertical” class fully reflects the new concept of teaching curriculum standards. Through the classroom teaching practice and after-school reflections, there are mainly the following characteristics:
1. Explore and observe teaching knowledge in observation.
In classroom teaching and learning activities, students are willing to go through their own experiences and practice. Students may believe that the teacher told them, but they are more willing to believe what they have seen and experienced. This is an “experience”. For example, "teaching of thematic maps on textbooks." I didn't tell all the content and information in the theme map to the students from the beginning, but let the students observe and experience each situation in the map independently, let them discover problems, ask questions and solve problems. In teaching, teachers focus on optimizing the classroom teaching process and methods, through students' actual observation, thinking, and asking new questions.
2. Encourage students to think independently, guide students to explore independently, cooperate and exchange, and let students do the masters of learning.
In my study, I have always been a supporting role from beginning to end, playing a guiding role. Students are the protagonists and the main body of learning. Through the mutual inspiration and mutual evaluation between teachers and students, between students and between groups, and mutual evaluation, to obtain correct conclusions, complete the construction of knowledge network, for example, in the teaching "how to use the vertical calculation 15 5" I divided the class into six groups for discussion. The student group and the group are required to communicate with each other and report the final method to the group. At the same time, students are trained to observe, so as to obtain the best results, and draw a scientific conclusion: when using the division vertical calculation, first write the division number, then the left side of the divisor. Since 15 is divided by 5, it is 3. Write 3 on top of 15 and align with 15 of 15. Then use the 5 * 6 product to write under the dividend 15 to indicate that 15 of the original 15 points, 5-15 = 0. The explanation is just finished. When calculating, we only need to draw a short horizontal line below the two 15 and write 0, but 0 should be aligned with the 5 of the dividend 15.
Students learn easily and are easy to understand and master. When students interact, I always respect students, visit more, walk down the platform and activities with students, discuss together, encourage students to express their views boldly, and strive to create a democracy, equality, A harmonious classroom atmosphere.
3, sublimation in the classroom practice, mining the value of mathematics application, learning to use is the pursuit of modern quality education. After the class, a “various exercise” was designed to allow students to practice. Incorporating textbook knowledge into a richer knowledge screen, not only mobilizes the enthusiasm of students to learn, but also allows students to experience the process of applying mathematics knowledge.
In the teaching work, although I have done a lot of design work, but through the practice activities in the classroom and after-school reflection, there are still many shortcomings, mainly in the following aspects:
1. Not enough warm in the group discussion. Some students have not yet understood the position of the business, but they are afraid to ask the classmates or teachers for advice. 3, the position of the writer is not correct, and he dare not come to a conclusion.
2, the arrangement of classroom exercises is relatively small, only limited to the textbook title, there is no developmental questions.
3. The teacher's reason for why the business should be written above the dividends. The explanation is not thorough enough.
In view of the above problems, it is especially suitable for further improvement in the future teaching, making full use of new ideas, new methods for classroom teaching, and improving teaching quality.

Chapter 5: Reflection on the Vertical Teaching of Division

Today's teaching division is vertical, and the vertical division is very different from the previous addition, subtraction and multiplication. I thought before the class that the students would not be easy to accept. Before class, I will review the vertical form of addition and subtraction, and then give example questions, let students guess what vertical style we want to learn today? Students will know that it is a vertical division according to the example. Let me first let the students try to write and write, and how to write the vertical form. Some students have pre-study, will write, but also write wrong, most students write the vertical form of division is the same as the vertical form of addition, subtraction and multiplication. No one in the class wrote the right one, and most of them were written in the vertical mode of addition and subtraction. Even if some students know that the vertical type is different from the others, they are not completely written.
So I contacted the division method, let the students follow my steps, write the division vertical, in order to let the students remember, I also used some words of interest to the students, such as: transform the division into a house, a roof and a piece Curtains, divisors are written outside the curtains, and are divisible and divisive in hide and seek, don't let them see. I presented the vertical format of the division, and then taught the vertical writing of the division. I focused on understanding the names of the vertical parts in combination with the situation. Let the students write the division vertical form first, first write the divisional vertical form just presented, and then do some corresponding questions on the homework. In the process of writing the students, many children are not paying attention to the digital alignment. In the teaching, I Let the students say, where is the business written, who is it? However, I can see that I have not stressed enough. So in the exercises that follow, I keep emphasizing the digital alignment. In class, I asked some students whose performance was not very good to come to the stage to let other students correct and point out the mistakes. Finally, let the students summarize what should be paid attention to when writing the division vertical? What mistakes do we often make? The students said very well, but the operation of this class is very unsatisfactory. There is a form of dividing the vertical form into a multiplication vertical form, which is incompletely written in vertical form, and has a missing write divisor. The location, in short, is full of mistakes. Batched down, there are not a few in a class.
Reflecting on your own teaching, where is the problem? Maybe I spend more time teaching a single digit divided by a single digit division vertical. The two-digit division is divided by the one-digit division vertical teaching. Due to the time relationship, the time spent is relatively small. There are also fewer exercises, and many students have not yet mastered them. The students who played on the board of the blackboard were all unsatisfactory in their academic performance, but they ignored other students. They should let the students play on the blackboard and let them find their mistakes. Don't make them again in the future. Some students will only say that they really do it without paying attention and committing it.