Reflection on measurement teaching

Part 1: Reflection on measurement teaching

The measurement is the first element of the fifth volume of the third grade mathematics. This is the content that the child is very interested in, because a lot of knowledge comes from the children's biological experience, from the children's closely related life. After finishing the first lesson, I have the following feelings.
This lesson is the first lesson of the measurement unit. In the third volume, the student has already recognized two lengths of centimeters and meters, can experience the length of 1 meter and 1 centimeter, and understand 1 meter = 100 centimeters. This lesson is In the second phase of learning, I will recognize two new length units, decimeters and millimeters.
Pre-class review allows students to recall knowledge about the measurement, to make a basis for the student to estimate the length of the straw according to the length of 1 cm, to develop students' estimation awareness and ability, and to allow students to initially recognize the length of 10 cm. From the practical point of view of the teaching, the students' estimation ability is still relatively good, and the estimated results are relatively close. Then by hands-on actual measurement and touch experience 1 demeter length, feel 1 decimeter, in this session because some students are eager to measure, did not notice my reminder caused some students to measure the results are inconsistent, I think if It would be better to let the same table check each other before reporting the effect. The next step in the design of the object is to let the students integrate the textbook knowledge into real life according to the experience and experience of 1 decimeter in life, and experience 1 decimeter more directly from life. From life to life. From the perspective of learning, students find that there are more than one decimeter in length in life. Some students can't stop talking. In order to satisfy the students' wishes, I temporarily want students to write this content into the math diary. When I was learning 1 mm, I also used the same method to teach. I first measured the length of the shorter pencil in the student pencil case, and the need to bring out the unit of millimeters from the surface. It smoothly extracted the millimeter and made full use of the students. Resources for teaching.
In this lesson, I think there are two flash points. These two flash points are from students. First, when I ask students to find 1 decimeter on the meter ruler, some students say a big one and there is a student. Stand up and say: "Teacher I found that as long as 10 cm long is 1 decimeter." How much better to summarize, summed up a lot of words spoken by the students in front; and second, I asked students to discuss meters and meters. When there is a relationship between the three length units of centimeter, a member of the group discusses how the centimeter will grow to 10 years when the decimeter is 1 year old. What a good metaphor! This image vividly remembers the rate of progress between rice and decimeter. From these two bright spots, I admire the students' thinking. There are often many creative ideas in their minds. I have to be careful to protect them.

Part 2: Reflection on Measurement Teaching

The content of this lesson is based on the fact that students have a preliminary understanding of the concepts of long and short, and will intuitively compare the length of some objects, teach some knowledge of length of measurement, feel the necessity of unit of uniform length, and help students to understand The unit of length, initially established the concept of length of 1 cm. The unit of uniform length, the textbook is explained from two situations. The first case: use different items as the standard amount of the same length. Let the students think: Why are the mathematics textbooks of the same quantity, the results are not the same? This inspired the students to think: in order to get the same results, the same items should be used as the standard for measurement. The second case: use different items as standard lengths of different lengths. Let the students realize that because different items are used as standard, they may be the same in value, but because of their different lengths, the measurement results may not match the facts. Let students practice the need to unite length units through hands-on practice. In order to accurately and conveniently represent the length of the object in daily life, people have invented a ruler with scales. In order to facilitate communication, the scale on the ruler is uniformly defined, thereby eliciting a centimeter ruler to help students establish a concept of length of 1 cm. . At the beginning of the new class, I encourage students to use their own tooling coins, paper clips, pencil cases, pencils and other tools to measure and guide students to compare the measurement results. The experience needs to use a uniform length unit to reveal the new course content - know the centimeter. Then ask the students to take out the student's ruler and observe carefully. What did you find on it? Find the 1cm on the ruler with the student, from the scale 0 to the scale? Let the students find it, and which two The length between the numbers is also 1 cm. I summed up in time: the length between the two adjacent numbers is 1 cm. And let the child reach out to the fingers, how long is 1 cm? Look for it, we The length of the objects around you is about 1 cm long. Guide the students to observe the width of the index finger, the length of the thumbtack, and then measure with the ruler to verify the length of these objects. Learning to correctly measure the length of an object is a key part of this lesson. I designed the sloppy practice to help the students to clearly define the correct method of using the student ruler in the specific measurement graphic: 1. Align the scale to the left end of the object and look at the right end.
In short, in this class of students hands-on measurement, observation and discussion activities, learning enthusiasm is relatively high, basically grasp the relevant concepts and measurement skills, but the shortcoming is that I practice the design to ignore the students' ability to estimate the practice In addition, the depth of mining is not enough, such as: measuring the length of the math book, the ruler is not long enough, what should I do? These are not predicted when I prepare for the lesson. It seems that the depth and breadth of preparation for lessons should be strengthened in the future.

Chapter 3: Reflection on Measurement Teaching

The teaching content of "Measurement" includes understanding "decimeter, millimeter, kilometer and tons" and measuring teaching reflection. The answers from the students at this time are really varied and everything is there. If a student says, "I sleep 2 beds long; a whale weighs 60. What's more, even the length unit and the quality unit are not divided, and an egg weighs 60.
After class, I seriously carried out reflections, and also carefully read the "Teaching Reference". The reference pointed out that the students have learned the length unit centimeter and meter, the mass unit grams and kilograms, and have already learned some knowledge and methods related to measurement. Measurement problems are often encountered in life, and students have rich life experiences. The new curriculum standard states: “The content of mathematics learning for students should be realistic, meaningful, and challenging. These contents should be conducive to students actively conducting mathematical activities such as observation, experimentation, guessing, verification, reasoning, and communication. Presentation should adopt different expressions to meet diverse learning needs. Effective mathematics learning activities can not rely solely on imitation and memory. Hands-on practice, independent exploration and cooperation and communication are important ways for students to learn mathematics. In class, I also Efforts have been made to create a variety of situations, such as teaching "mm", let students find a thing in the life of a millimeter, and hands-on quantity. The same is true of the "decimeter". When teaching "km", students are also brought I went to the playground for 1 kilometer. I also asked my parents to help me when I came home from school. When I went from the school gate, it was 1 kilometer. When teaching "tons", the students went to the house to observe about 1 ton of millet or fertilizer. Later I When these activities are discovered, students lack a real sentimental process, and some do not do it at all. In the classroom, the student’s hands-on energy is the lesson. Books, their own height, etc. On the one hand, in the family life, the opportunities that students can measure are really few, there is no measurement of the required scale, and there is no certain guidance. On the other hand, in addition to homework and classroom, Students do not have this kind of communication in life at all.
Therefore, the content of learning in this area is too far away from the life of the students, which leads to such mistakes. Sincerely ask colleagues to make valuable suggestions. In the future, we should pay attention to the connection between mathematics and life in teaching.

Part 4: Reflection on Measurement Teaching

When teaching "Measurement", I said this:
First of all, let the students divide their own methods to measure the distance of ten meters, and then let the students report the measurement method; then, the students need to look at the height of the two groups, and then take a few students, and then let the students take a walk. It takes a few steps to see yourself walking ten meters, and finally let the students say something about ten meters.
When I was doing the playground measurement, because the school didn't have a playground, I asked the students to measure the length of the school yard first, then let the students try how many meters in a minute, then let the students go four hundred meters and tell the students to go. The time spent for four hundred meters, then let the students estimate the length of the standard playground.
The final assignment allows the student to complete the “do one thing”.
The whole class was very tired. First, the students were a little chaotic, but they felt that the teaching was a bit rigid, very mechanical, and the classroom atmosphere was not active.
The advantages of this class:
The textbook is combined with the field. There is no playground in the school. What to do, this part accounts for nearly one-half of the time in the classroom. I used the length of the school yard as a playground, and then let the students take a walk and estimate it. This basically allows students to have a standard playground in their impressions.
Self-learning. In this lesson, because the students need to do more, and because the teacher's experience can not replace the student's practice, I let the students group to measure, do it by themselves, the teacher only plays a guiding role, so that the students are free and can mobilize the students. Learning enthusiasm can also improve students' ability to use their brains and develop their ability to cooperate.
insufficient:
Measuring the playground did not let the students test themselves. When I was teaching and designing, I felt that the textbook examples were contradictory to the exercises. You have measured the amount of what the students are going to do and estimate what, so this point is omitted.
Afterwards, I feel that there are too few experiences in this class. I don't know how to get this class easily and effectively. Therefore, I would like to ask my colleagues to give more guidance.

Part V: Reflection on Measurement Teaching

This lesson is the first lesson of the measurement unit. In the second volume, the student has already recognized two lengths of centimeters and meters, can experience the length of 1 meter and 1 centimeter, and understand 1 meter = 100 centimeters. This lesson is In the second phase of learning, I will recognize two new length units, decimeters and millimeters.
From the beginning, students will recall the knowledge about measurement, and make a prelude to the student's estimation of the length of the wooden strip based on the length of 1 cm, to cultivate students' estimation consciousness and ability, and also allow students to initially recognize the length of 10 cm. Then, by hands-on actual measurement and touch experience, the length of 1 decimeter is 1 centimeter. The next step of Zhao object design is to let the students use the textbook according to the experience and feel of 1 decimeter in life. Knowledge is integrated into real life, and 1 centimeter is more directly experienced from life, so that knowledge comes from life and returns to life. When I was learning 1 mm, I used the same method to teach. When I measured a 4.5 cm wooden strip, the students realized that it was about 5 cm, but there was not enough. Some students introduced it to the decimal or millimeter. The source draws millimeters and also utilizes the resources of the students.
When I was learning 1 dm = 10 cm, I asked the students to learn by measurement and use the old knowledge 1m = 100 cm, 1 decimeter = 10 cm and the new knowledge 1 dm = 10 cm to visually stimulate the students' migration thinking. The group cooperated to learn to measure 1 meter with a small wooden strip of 1 decimeter, and 10 points and 1 decimeter for a more intuitive 1 meter to get a conclusion of 1m=10dm. Mm is the smallest unit of length that students now realize. It is difficult for students to directly learn to use the ruler in their hands to learn, find millimeters on the ruler, and count 1 cm = 10 mm to form a concept. .