Reflection on the meaning teaching of multiplication

Part 1: Reflection on the meaning teaching of multiplication

This lesson creates a series of questions for the “Children's Paradise” to carry out teaching activities. I imported from the amusement park's situation, organized group discussions, found problems, and solved problems.
This lesson is a transition from a general addition to a special addition with the same addend, and is to say how many equal additions are added. In the class, let the students list the formulas such as:
4+4+4+4+4+4=24, 3+3+3=9,2+2+2+2=8
After that, students will feel that such a calculation is too much trouble. It is inconvenient to write the formula so long, and students can ask whether they can use a simple algorithm to calculate. It seems that the teaching goal of my class has been reached, let students understand the relationship between multiplication and addition, and feel the necessity of learning multiplication. A simple calculation by the sum of several identical addends can be calculated by multiplication.
In the classroom teaching, a variety of teaching methods and means are adopted to cultivate students' good interest in learning. Such as fun cards, wall charts, the use of learning kits to optimize classroom teaching, fully mobilize the enthusiasm and creativity of students.
Pay attention to the feedback of students' learning results, and give praise and encouragement in time to enable students to experience the joy of success.
The shortcoming is that the problem of calculation errors in the classroom is still serious. For mathematics teaching, it is really important to improve the students' calculation accuracy and cultivate students' sense of numbers.

Part 2: Reflection on the meaning of multiplication

The initial understanding of multiplication is based on the fact that students have already learned addition and subtraction. This section is the beginning of students learning multiplication. Because students do not have the concept of multiplication, and this concept is difficult to establish, in this case, the textbook begins with a special train. A section on "Preliminary Understanding of Multiplication" allows students to know the meaning of multiplication and lay a very important foundation for learning other knowledge of multiplication. The textbook attaches great importance to the mathematics from the life and the actual operation of the students. First of all, the students are interested in the amusement parks that are familiar and very popular, and prepare for the multiplication. Then let the students put a variety of patterns with a small stick, and multiply the multiplication by the same number. From this we can clearly draw two knowledge points: First, the initial recognition of the same addend and the number of the same addendum, thus introducing multiplication, which is a main line of this section of teaching. The second is the writing and reading of the multiplication formula, which is the basis for understanding the meaning of multiplication and the actual calculation. Through the above understanding and analysis of the teaching materials, I am sure to teach this course in an open classroom. 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.

Part 3: Reflection on the meaning of multiplication

First, the key to the teaching of this unit is to let students master the expression of "several few".
In the ordinary life experience of the second-year students, although they often see the phenomenon of “several few”, they rarely use “several couples” to describe them; in the classroom teaching, they are the first to know “several couples”. a way of expression.
According to the age characteristics of second-year students, students can form a perceptual understanding of “several couples” in a specific situation through various means. E.g:
Look at the picture
Let students observe the theme map on the textbook and guide the students to summarize: every 2 rabbits in a group, each group is 1 2, two groups are 2 2, 3 groups are 3 2...
operating
Let the students put a small stick and say: Every few sticks, a few groups, that is, a few sticks?
Draw a picture
Each group of 5 circles, draw 3 groups, is a few; can you draw 2 4 with triangles?
game
According to the number of times the teacher clapped, how many times did the teacher take a few shots?
Play clap games with classmates.
Let students use hands, eyes, ears, mouth, and brain to perceive from different angles through observation, operation, imagination, listening, and speaking. In the comparison, we can further understand the actual meanings of several kinds, in the specific scenes. The appearance of "several few" was initially established.
Second, introduce multiplication in the real problem.
Through the practical question of the second example of the textbook, "How many computers are there?", it is natural to introduce multiplication to let students understand the background of multiplication.
Mathematical common sense such as the name of each part of the multiplication method, reading and writing methods, and teaching through the self-study and collective communication of students.
The focus of this session is to communicate the relationship between the meaning of the multiplication formula and the "several couples", although it is not stated: "One multiplier is the same addend and the other multiplier is the number of the same addendum", but to guide Students think and dictate the meaning of the multiplication formula. Such as:
Four times two means 4 2, why is one of the multipliers 4? Because the addend 2 has 4; why is the other multiplier 2? Because the same addend is 2.
Therefore, the students' meaning of multiplication gradually changes from perceptual cognition to rational cognition.
Third, guide students to recognize the value of learning multiplication calculations, and cultivate students' awareness of application.
Through the comparison of addition and multiplication formulas, in the strong contrast, the students realize that it is easier to find a few multiplication formulas and feel the necessity of learning multiplication.
For example: Ask the student to calculate the sum of 9 2 to see who writes fast.
Fourth, strengthen the comparison to avoid the negative interference of the addition operation.
When it comes to multiplication, students are confused with addition and multiplication.
For example, add 2 5s and write 5×5; add 5 and 4 to 4×5; and calculate 2 by 3 to 5.
Such mistakes are very normal. In the classroom, you should consciously pass some contrast exercises to let the children know the difference between them as soon as possible.
Fifth, the abstract process is gradual.
Since the second-year students are the first to contact the multiplication, they know "a few" and accept the new knowledge.
In teaching, it is necessary to help students accumulate sufficient image perception through different situations and a large number of examples, so that students can understand the similarities of these different examples and establish multiplication meaning in the brain.