Reflection on size teaching

Part 1: Reflection on the size of teaching

Students are experienced in comparing the size of the numbers. In their daily lives, they have been exposed to more or less the actual number of problems, which are more or less, and even solved similar problems personally. However, how to compare the size of two digits, many students still seem to understand. According to these situations, I first combine the real material, let the students compare the age of the family based on experience, which leads to the comparison of the size of the two numbers, and then use the specific information provided by the textbook to guide the students around the "small squirrels and white rabbits. More than who picks up? How much is how much and how much?" Leading 46 and 38 ratio. Let students compare and discuss themselves when comparing the size of 46 and 38, leaving a lot of room for students to think, explore and express. In the group cooperation and exchange of students, the life experience is raised to mathematics thinking. After thinking, the students can get more than forty to thirty, or more than ten, ten to four to three, and thus compare the two digits. The size is first compared to ten.
Then compare the size of the two two-digit numbers on the ten digits and compare the size of 100 and two digits. Let students think in their own way and let them go through the process of comparison. By interacting with each other, the comparison method can be improved, letting the students know that they encounter the same ten, and then more than one. When two numbers are different, the number is larger. The purpose is to reflect the intent to gradually improve the comparison method from easy to difficult, and finally use a variety of exercises to enable students to skillfully use the methods learned in class to compare.

Part 2: Reflection on size teaching

The first-year students are in the stage of image thinking. It is difficult to learn the size of the abstract number. When teaching, I will review 1-5 numbers, deliberately disturb the numerical order, and then ask the students to come to the stage in order of small to large. Establish a preliminary sense of the number of students, so that students can independently display the messy fruit pictures in a one-to-one way compared to who is more or less. On this basis, we will guide students to compare the size of two abstract numbers.
The students who catch the first grade like the psychology of animals. The introduction of the new lesson uses the story of “Little Monkeys to Eat Fruits” to mobilize the students’ interest in learning, enhance the students’ curiosity, and eat the fairy tale of monkeys’ fruits. It is organically linked with the amount of mathematics knowledge, so that students can master the general method of comparing the size of the number in the process of helping the monkeys to divide the fruit. At the same time, they can perceive the mathematics everywhere in life, and understand the simple and clear application function of the mathematical symbols.
It is one of the important mathematical thinking methods to use a specific symbol to describe the relationship between the two quantities in the objective world. Beginning with the first year of the National Primary School, students should not only learn the arithmetic symbols "+", "-", but also learn the relationship symbols "<", ">" and "=". How do students who have just entered the school master the meaning of these three symbols and use them correctly? In a class, children have to know three symbolic friends "<", ">" and "=", but there are still some difficulties, so I asked the students to say the shape of "<", ">"? Which side is the opening? Pointy? Guide students to remember three symbols in an easy-to-understand language. "The numbers on the two sides are the same, the middle is filled with '='", "the left is large, greater than the number; the left is small, less than the number", "the greater than the opening is on the left, the smaller than the opening is on the right", "the opening is next to the large number, pointed Next to the decimals, etc. After the students have understood, I designed a small game: "See who is right", the teacher said the symbolic name, the student gave the corresponding symbol; "See who is well placed", the teacher said the symbolic name, the student put a small stick The corresponding symbol is given. Finally, add supplementary exercises to deepen the student's impression of the symbol, and the general symbol indicates the size of the two numbers.

Part 3: Reflection on the size of teaching

Comparing the size of two abstract numbers is an important part of the concept teaching, and also the difficulty of the concept of learning numbers in first-year students.
This lesson is to make students get some perceptual knowledge through the graphics and students' practical activities, and initially establish a “symbolic sense”. By arranging the corresponding arrangement of the monkeys and the three kinds of fruits, the children can accept the teaching of the later collection, correspondence and statistics. basis.
Beginning with the first year of the National Primary School, students must not only learn the arithmetic symbols, but also learn the relationship symbols, ">", "<", and "=". How do students distinguish and understand these three symbols? When I was teaching, I especially asked students to pay attention to the opening direction of the symbol: ">" opening to the left is greater than the number; "<" opening to the right is less than the number; the same number on both sides is equal to the number. In the process of learning, the students summed up the jingle: the same number of equals; the opening is large, toward the big number; the pointed small, the decimal: can help students understand and remember the symbols.

Part 4: Reflection on size teaching

The learning goal of this lesson is to let students master the comparison method of decimal size. Students have already learned simple decimal size comparison in the third grade. The teaching is arranged after the meaning of decimals and reading and writing, so that students can be in the national stage. The decimal has a complete understanding. After class, I reflected on my own teaching process and effects. I feel that in this teaching, I pay more attention to let students grasp the method of comparing the decimal size on the basis of understanding the mathematics, and pay attention to the method of infiltrating mathematics. In the teaching process, I strive to reflect the following points:
First, pay attention to migration and provide space for full play.
This section is intrinsically linked to the comparison of the integer sizes learned earlier. I make full use of these favorable conditions to create a space for students to explore independently. Let students try to compare the size of decimals according to the existing knowledge and experience, stimulate the connection between old and new knowledge, and play an active migration role. In the beginning, students were encouraged to classify them into decimal comparisons by letting students compare integers and recalling integer comparisons. Pay attention to the transfer of knowledge, cultivate students' ability of active learning, and at the same time conduct appropriate guidance to let students' ideas return to the classroom, let students realize that "comparative methods are important strategies to solve problems." Experience the use of comparative methods to solve problems, to grasp the order of order, relativity and transitivity, so as to cultivate dialectical thinking. During the exploration, a group discussion is held to give each student the opportunity to express their opinions.
2. Handling of difficult teaching points
The comparison of the size of the decimals with the integer size has the same method and difference. Because of this, the student is easily affected by the mindset and there is such a misunderstanding. The number that is more than the number of decimal places is large.
In response to this difficulty, after the students have summed up the method of comparing the size of the decimals, I propose that the phrase "the number of decimal places is necessarily large" is correct? Let the students analyze and judge, and give the initiative of the research to the students. Through the group discussion and the example verification method, the students can conclude that the “small number of digits is not necessarily large”, and the students know “how much the size and number of decimals are. It doesn't matter, so the students know the connection and difference between the comparison method of integer size and the method of comparing the size of decimals, and promote the systematization of mathematics knowledge.
Third, create an atmosphere, so that students are willing to learn.
Throughout the whole class, I strive to make myself a member of the students, and learn together with the students as an organizer, collaborator, and guide, so that students feel intimate, relaxed, and proactive. In the design of teaching problems, it is very important to mobilize the enthusiasm of students to learn. Therefore, I set the problem gradient and layer questions. This will enable all students to improve on the original basis. Secondly, in the process of consolidating knowledge and applying knowledge, different levels of practice are designed for different students, so that all kinds of students have the enthusiasm to participate and have the ability to participate. In short, we will create a relaxed, democratic and harmonious learning atmosphere for students, so that students can learn from the teachers' love, respect and expectation, improve their enthusiasm for learning, and promote the active and harmonious development of all students.
insufficient:
1. The teaching content of this lesson is relatively simple. Students can migrate to the decimal size comparison method through the integer size comparison method. Most students will feel very relaxed when learning, and they will master the knowledge points. Ok, but I still feel that the overall participation of the students is ignored in the design.
2. I feel that my evaluation language is too singular, and I can't give encouragement to students in a timely manner, that is, it does not play a role in mobilizing students' enthusiasm.
3. Some places talk too much, not enough to let go, you should give full play to the main role of students.
In the future teaching, I should fully explore the use of teaching resources, carefully honing my classroom teaching language, pay attention to each student, and make my classroom teaching more exciting!

Part 5: Reflection on the size of teaching

Recalling the whole lesson, I feel that students are more active in learning. In the classroom, I try to do the following:
1. Create a situation to stimulate students' interest in learning
Teaching creates appropriate learning situations for students, allowing students to do mathematics and mathematics in vivid and specific situations, which is also emphasized in the new Curriculum Standards. In this lesson, I design the birthday material that students are interested in based on their age characteristics and life experience. At the beginning of the class, I will guide the students into the interesting situation, and expand the teaching of “=”, “>” and “<” in the “number one”, “reasonable” and “single” activities. Students are familiar with the situation. Let students explore mathematics problems happily in a familiar life and actively engage in creative learning activities.
2, leave more space, pay attention to training students creative thinking
This class leaves students with a lot of time and space for students to discover, create and experience. In the classroom practice, strengthening the teaching, thinking and doing of the students in the teaching process is not only conducive to the improvement of students' thinking ability, but also penetrates the sense of innovation and cultivates the ability of practical operation. To this end, I strive to create a democratic, relaxed and open classroom atmosphere, let go of the hands and feet, let students actively and boldly explore the ocean of knowledge, give full play to the role of students, and cultivate students' creative thinking. For example, when students compare the number of monkeys and the number of peaches with one-to-one correspondence, they provide students with the space to explore and fully believe in the students' ability to allow students to learn independently.
3. Establish a dialogue platform to communicate with students on an equal footing
In the exchanges between teachers and classmates in this class, students can speak freely, fully express their opinions and achieve an equal dialogue. As can be seen from the exercises, students are no longer in the classroom, but explore and communicate with each other. For 5>? The students began to answer a lot of questions. Later, some students said that I could say a few answers at a time, and some students could tell all the answers. So the students began to communicate, discuss and summarize. It can be seen that achieving an equal dialogue between teachers and students can give students an imaginary space and deepen the development of students' thinking.