Reflection on multiplication teaching in the table

Part 1: Reflection on multiplication teaching in the table

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. However, I only gently clicked on the teaching, so that a small number of students with learning difficulties could not list the correct multiplication formula, which affected the teaching effect.
This lesson made me realize that trusting students, as long as they can let the students learn by themselves, let the students learn by themselves; as long as they can let the students do it themselves, try to let the students do it themselves; as long as they can If the students go to talk about it, they will give the opportunity to let the students speak for themselves.
When students learn the multiplication of 8th, they have already learned the 1-7 slogan, and have a certain understanding of the structure and meaning of the sputum, but the number of multiplications and sentences of 8 is more, and the memory is not easy. Therefore, according to the actual characteristics of the students, in this class, try to let the students participate in the activities of compiling and multiplying the vocabulary, let the students experience the process of exploring mathematics, learn mathematical problems to solve practical problems in life, and establish self-confidence in learning mathematics. heart. Cultivate students' ability to observe, compare, analyze, generalize, reason, and learn independently, and cooperate with classmates to exchange attitudes and experience the joy of success.
Practice in a variety of forms to promote understanding and mastery of the mouth. If you simply rely on reading and backing, you will definitely feel resentment from the students, and students will be tired. So I designed a variety of exercises. For example, the teacher and student, the password between the students and the students, the monotonous multiplication method dissolves into a strong life atmosphere, gives a vivid life to the boring mathematics, and makes the math class closer to the child's life reality. These exercises, which are close to the life of students, also greatly stimulate the enthusiasm of students to learn.

Part 2: Reflection on multiplication teaching in the table

Before learning the multiplication of 7-9, the students have already learned the 1-6 mouth, knowing the structure and meaning of the mouth, but the multiplication of 7-9 is more, the memory is not easy. Therefore, according to the learning psychology and cognitive rules of the second-year students, I have repositioned the teaching objectives of this part of the content. Let students participate in the process of multiplication and vocabulary, let students experience the process of exploring mathematics, learn mathematics to solve practical problems in life, and establish self-confidence in learning mathematics. Cultivate students' ability to observe, compare, analyze, generalize, reason, and learn independently, and cooperate with classmates to exchange attitudes and experience the joy of success.
1. Create a situation to fully mobilize students' interest in learning
Make full use of teaching illustrations and teaching courseware to motivate students to learn and stimulate students' interest in learning. Let students take the initiative to participate in the preparation process of the oral decision.
2, group cooperation, active exploration, compilation of rumors
Students have already learned 1 to 6 of the mouth, already know some of the characteristics of the mouth, such as the decimal in front, the large number in the back, there are some changes in the law. So I let go of the students to learn through group work and write their own words. Then named feedback. In the test of students' mouths, infiltrate two multiplication formulas, and use addition methods to calculate some basic knowledge. Guide the students to observe these mouths and find the law of mouth.
3. Focus on the role of group cooperative learning.
This unit of teaching, I think there is a flashing place is the group cooperative learning, so that students experience the joy of cooperation, so the students' enthusiasm is high, and the sense of cooperation is also enhanced.
Of course, there are also shortcomings. I think my evaluation language is too pale and not very targeted. In the future teaching, I should pay attention to the use of evaluation language, so that every class can bring benefits to students.
4, a variety of forms of practice
If you simply rely on reading and backing, you will definitely feel resentment from the students, and students will be tired. So I designed a variety of exercises. Such as sending passwords "number of dates", using regular memory, so that students' interest in learning is very strong.

Part 3: Reflection on multiplication teaching in the table

This unit is the starting part of the multiplication section and is the basis for students to further learn the multiplication. The teaching goal of this chapter is to enable students to personally experience the process of multiplication, and to initially perceive the meaning of multiplication. The whole design idea is in line with the students' understanding level, mainly to let students understand the meaning of multiplication, master the multiplication of multiplication, and cultivate students' initiative. Get new abilities. The success of this unit: 1, can fully reflect the new concept of the "new curriculum" in the classroom, break the original teaching methods, organize students to carry out group cooperation, inquiry learning activities. The dialogue relationship between the teacher's life and the real relationship is truly returned to the students. For example, when students conduct oral calculations, they can ask each other questions and give students a relaxed space so that each student can learn in fun and enjoy the joy of success. 2. In the class, I will give more time to the students as much as possible, use the questions I raised as bait, guide the students to think and explore, and give timely guidance to help students summarize and summarize. 3. Teachers are the guides, collaborators, and 'organizers' in teaching. Let the students say freely, let other students help when they find the problem, or solve it with teachers and students. In order to make it easy for students to master the new knowledge, I have tried my best to do the following: First, when I encounter the same addend, I can use the simple method of multiplication to calculate and make the students read and write the multiplication formula. Second, the creation of a tongue twister to learn the multiplication of 5: a palm of five fingers, two palms of ten fingers, three palms fifteen fingers, four fingers palm fingers, five fingers palm twenty-five fingers. This has stimulated students' interest in learning. In the actual problem of solving the problem, I naturally realized the multiplication of 5, so that students can explore new knowledge in a strong interest. Third, in the process of learning, I pay more attention to the independent thinking of students, and guide students to better understand the multiplication of each sentence. In short, in the multiplication teaching in the table, the teaching aids are also used according to the law of generation of multiplication, so that students can do it. Understand and think in the operation, and further understand the meaning of multiplication. Give students full self-directed learning and stimulate the enthusiasm of students to learn. In self-exploration, cooperation and exchange, improve students' ability to learn independently and enhance students' awareness of cooperation and communication. In the classroom, students' enthusiasm for learning is high, students' ability to solve problems has been improved, and students' awareness of unity and cooperation has also been cultivated.

Part 4: Reflection on multiplication teaching in the table

Intra-table multiplication is the beginning of student multiplication recognition. It is the basis of learning table division and multi-digit multiplication. Let students understand the meaning of multiplication operation. On the basis of understanding, memorize the multiplication of 2-6, which is the unit's The key points of teaching. Among them, the teaching of multiplication and vocabulary of 4,6 is the difficulty of teaching. Reviewing the teaching of "multiplication in the table", the following points are worthy of reflection and research:
1. Making students understand the meaning of multiplication is the key to effective teaching in this module.
Before the class, many children can skillfully memorize the multiplication of one to nine, but not every student understands their meaning and reason. Therefore, before class, I clearly understand the meaning of multiplication is to learn "intra-table multiplication" The key to this knowledge point is the difficult point of unit teaching. In teaching, by creating scenarios, writing and adding calculations, and discovering the characteristics through observation, the addends are the same, and thus lead to the initial understanding of multiplication, so that students can repeatedly express "a few sums", how to write multiplication formulas A few, constantly strengthen this mathematical model to ensure that each student understands that multiplication is a simple operation of several identical addendums. On this basis, students are allowed to participate in the preparation of multiplication, find ways to memorize and multiply, recite, memorize and so on, and use various exercises to strengthen the application of oral sputum.
2, master the law of multiplication is the premise of good multiplication, good use of mouth.
In the teaching, combined with the situation map, the students are subjected to the process of compiling 2 to 6 multiplications by means of teaching tools and drawing graphics. In the process of compiling 2 to 6 multiplications, students are allowed to discover the rules of compiling and multiplying the rules, and communicate with the students. The teachers guide the students to recite the rules according to the rules. In addition, in teaching, I fully let the students try to use multiplication to solve problems, so that students can experience the process of multiplication and experience, and experience the superiority of using multiplication, so as to achieve a good habit of carefully observing independent thinking about mathematics. Gradually develop the sense of students.
3. Organizing exercises in a variety of forms is a guarantee of flexible use of multiplication.
This unit organizes exercises through various forms. When the multiplication method of 2~6 is successfully compiled, how to memorize the multiplication method of 2~6 becomes a roadblock, and the simple and boring rote memorization is very easy for students to produce. Tired of learning emotions. The effect is very poor. Organizing small groups in the class, personal fun game competition is the key to solving this problem. These activities filled with childlike activities not only deepen the students' understanding and memory of the multiplication of 2-6. Still enjoying the fun of the game competition while cultivating the team spirit of the students and the tenacity of not being afraid of difficulties.

Part V: Reflection on multiplication teaching in the table

This lesson is the first time to recognize multiplication, so the design of our class is to start with addition. First show the situation map, based on the information found to ask questions, how many people from the small train, how many people in the bumper car and how many people skipping the rope, these questions start, most children can list the addition formula The teacher's book, and then the students to observe whether these additions have common features. Guide students to find that these formulas have the same addend. In this process, the main focus is on the development of children's language expression and the development of behavioral habits. In addition, in summarizing the multiplication formula, we use our previous findings to make students realize that the sum of several identical addends can be calculated by addition or multiplication. In other words, only equations with the same addend can be written as multiplication formulas. In the process of learning to write the addition formula into a multiplication formula, the students realize that such as: 4+4+4+4+4, the five 4 additions can be written as 5×4 or as 4×5, because the teacher In the summer homework, there is a requirement to sort out the 99-multiplication method. Some students simply read the memory and don’t understand the meaning, so that I have misused the multiplication method in the process of converting other addition formulas into multiplication formulas. Phenomenon, in response to this problem, I first explained to the students what is the multiplication method: in order to facilitate people to memorize the memory of the multiplication of 9 or less, it is not a substitute for a complete multiplication formula. In the process of doing exercises, students can easily distinguish between the number and the number. For example, 3+3 is written as a multiplication formula. Some students will write 3×3. In this case, I will let the students recall again. Understand how many additions are a few times.
This lesson is the beginning of the multiplication class, so that students can learn and use the basis of multiplication. Although the second-grade students often see several additions in the usual calculation process, they have not been used. Therefore, this lesson is a process of cultivating students to recognize the relationship between addition and multiplication, and to deepen the understanding of the meaning of multiplication. The mastery of the students is generally good.