Reflection on countdown teaching

Part 1: Reflection on Countdown Teaching

“Reciprocal” is based on the knowledge that students have mastered integer multiplication, fractional addition and subtraction, and fractional multiplication. Understanding the meaning of the reciprocal and the reciprocal of a number is the premise of the student's learning score division. Students must learn this part of the knowledge in order to better grasp the calculation and application of the subsequent fractional division.
In the lesson preparation, I set the focus as "the meaning of the countdown." The difficulty is "the method of counting down the countdown." "The meaning of countdown" belongs to the concept of teaching. I believe that only by letting students pay attention to the basic knowledge itself, let students learn mathematical thinking and experience the successful experience brought by solving problems in the process of deeply analyzing the meaning of "countdown". Make learning truly a student's need. It may be difficult to find a decimal or a reciprocal student with a score in the “countdown of the count”.
The reflection of this lesson is mainly reflected in:
1. Students have a wide range of participation. In the context created by teachers, each student actively participates in the inquiry process of learning, so that students can explore in doubts and discover in exploration. The enthusiasm of the students is very high. Although some poor students don't know where to start, in the group cooperative learning, after one-on-one help in the group, they quickly understand the ideas of other students and increase their enthusiasm for learning.
2. The student's ability to explore has been developed.
Encourage students to boldly make conjectures in their own way of thinking. The conclusions in the teaching allow the students to explore and discover on their own. The students' ideas are somewhat unexpected to the teacher. Some are weird, reasonable, and good ways of thinking. It is obvious that the teacher does not have to do too much. Letting go of the students' bold exploration, the students' thinking ability is expanded, and the inquiry ability is developed.
3. Teachers play an organizational and guiding role.
In the classroom, the students sing the "protagonist" teacher is just a "supporting role", leaving time and space to the students to think, explore, communicate, pay attention to the emotions, attitudes, and thinking that students show in the process of learning. Maybe some students will be in the moment. Can't think of it, but after all, he is involved.
4. The field of student development has been expanded.
In this lesson, students spend more time on inquiry and less time for teachers to teach. The group has a long time to study and the students have a short time to attend classes. However, in the process of inquiry, students not only derive their own conclusions, but also grasp this conclusion on the basis of understanding, so they have developed their ability to explore and comprehensively apply knowledge.
It is worth noting that the teacher will go to the patrol during the student discussion process and find that the chances of speaking are often robbed by the good students. Individual students with difficulties in the process of inquiry have fewer opportunities to speak. In the process of inquiry, we must better play the role of good students: to cultivate good students not only to learn by themselves, but also to help the students around them, so that each classmate can improve in a limited time. In the process of inquiry learning, the developmental field of students has been expanded, and the time spent on knowledge training is relatively small. Therefore, the form and content of the practice must be carefully and rationally designed to ensure that “doing more with less”.

Chapter 2: Reflection on Countdown Teaching

The content of "Reciprocal" is very simple. It is based on the calculation of fractional multiplication. It mainly prepares for fractional division. This lesson will allow students to understand the meaning of the countdown and master the method of finding the reciprocal of a number. Students must learn this part of the knowledge in order to better grasp the calculation and application of the subsequent fractional division. The reflection of this lesson is as follows:
First, use games to enhance the fun of students learning mathematics
The two games I designed in this class run through the new content. At the beginning of the class, I was letting students listen to music, find friends, and understand "what is a good friend" by finding a friend's game? Therefore, we can truly understand the meaning of "mutually" and lay the foundation for the meaning of learning the countdown in the future. Then I designed "guessing words" to bring down the countdown? Such as: I said "Wu" and "Apricot" words upside down, what word? Does mathematics have such characteristics? It allows students to understand the meaning of the reciprocal while doing the guessing, and also increases the interest of mathematics learning.
2. Guide students to acquire new knowledge in their own activities and inquiry activities.
After students fully understand the concept of countdown, I began to let students explore how to find the countdown of a number. Show: Can you ask for the reciprocal of the following numbers?
I don't explain, the students go looking for it. After the students are looking for it, I ask the students to answer them one by one. In the process of answering, I exchange the methods of searching, and gradually summarize and abstract the general methods. If the student is looking for the reciprocal of 3/2 at the beginning, the first student looks for the meaning of the countdown: 2/3×=1, I immediately encourage this: this is the way to find the countdown, as long as you master this Students will never forget how to find the countdown. Then, I continue to let the students talk about other methods? From the previous formula, the student naturally found that it is only necessary to reverse the position of the numerator and denominator of the score. I did not satisfy this. In the materials provided to the students, there were decimals, integers, 1 and 0. Through the search for the reciprocal of these numbers, the cognitive construction of the students is continuous and complete, and the understanding is deeper and deeper. Understanding from the surface to the essence, the realization of a qualitative change.
Third, the shortcomings:
Because of this class, in order to enhance the fun of student learning, it takes too long to design the game. However, it is necessary to spend a lot of time for students to experience the learning process, so that the time for practice application is relatively reduced, so that when practicing the reciprocal with scores and decimals, there is less practice. Therefore, it is necessary to pay attention to the reasonable arrangement of teaching time.
In short, the section went down, experienced, and gained. In the future teaching, I will work harder to get every class.

Chapter 3: Reflection on Countdown Teaching

The new textbooks are also good old textbooks, and the countdown teaching schedule has not changed much. My countdown teaching has also gone through many times. Every time teaching is being explored, the intention is to seek the best teaching. Of course, this is really beyond reach, and there is always happiness and worry.
like:
1. Inspire interest
In the introduction part of the class, contact the students' familiar life scenes, and the reflections and some interesting words lead to the problems to be explored in this lesson - the reciprocal, from the visual sense of the inverted position, which not only stimulates the students' interest in inquiry, but also learns for the students. The new knowledge has been fully prepared, paving the way for students to better understand the meaning of the countdown. Let the students ask for the product of the formula, let the students understand the characteristics of the countdown in the process of self-perceived activities, and then write a similar formula. Fully conduct group discussions, observe calculations, and discover patterns. Through the form of group cooperative learning, talk to the companions about the characteristics of the countdown. On the basis of students' self-discovery, the concept of “countdown” is introduced.
2, change the way
The content of "Reciprocal" is relatively simple, and students are easy to accept. It is based on the calculation method of students who are already proficient in score multiplication, and lays a good foundation for the following chapters. When I was preparing for class, I took into account the situation of my students, changed the way of teaching in the past, gave full play to the main role of students, created situations, and asked students to ask questions and solve them on their own. Let students experience the process of acquiring knowledge, such as asking questions, verifying, arguing, and communicating. Let students experience the process of asking questions, self-exploring problems, applying knowledge, understanding the meaning of reciprocal and autonomously summarizing the methods of reciprocal. In order to allow students to gain full experience and experience, a good emotional experience is achieved. Through group activities, students can explore ways to find the countdown of a number and communicate within the group.
3, independent thinking
I believe that students can have the ability to think independently. Every question in the teaching should be made so that students do not wait to listen to others, but can develop the habit of thinking positively.
Give students the opportunity to learn cooperatively; when students are confused, teachers can give full play to the collective wisdom of students, guide students to cooperate, learn from each other, communicate with each other, communicate in cooperation, improve in cooperation, and solve confusion in cooperation. In teaching, I explored the links between "the integer has a countdown", "whether the 0 and 1 have a countdown", and "whether the decimal has a countdown", so that we can give full play to the role of cooperation and exchange, and work together to solve problems.
worry:
1. The teacher will go to the patrol during the student discussion process and find that the chances of speaking are often robbed by the good students. Individual learners are less likely to speak during the inquiry process. In the process of inquiry, we must better play the role of good students, and cultivate good students not only to learn by themselves, but also to help the students around them, so that each student can improve in a limited time.
2. In the process of inquiry learning, the developmental field of students is expanded, and the time spent on knowledge training is relatively small. Therefore, the form and content of the practice must be carefully and rationally designed to ensure that the work is done with half the effort. ".

Chapter 4: Reflection on Countdown Teaching

"Reciprocal" is based on the knowledge of integer multiplication, fractional addition and subtraction calculation, the meaning and fractional multiplication of fractional multiplication, and the method of fractional multiplication. Understanding the meaning of the reciprocal and the reciprocal of a number is the premise of the student's learning score division. Students only have to learn this part of the knowledge to better understand the calculation and application of the subsequent fractional division.
The core content of the lesson of Countdown is the meaning of “countdown and seeking law”. “The meaning of countdown” belongs to the teaching of concepts. I think that using this lesson to guide students to learn to use books and self-study is a very good example. On the basis of self-study, only students should pay attention to the basic knowledge itself, so that students can learn mathematics thinking and experience the successful experience brought by solving problems in the process of deeply analyzing the meaning of “countdown”, so that learning can truly become the needs of students. Therefore, in this lesson, I strive to give full play to the initiative and enthusiasm of students' learning, guide students to explore and reproduce the process of knowledge generation in exchange and cooperation, improve students' ability of observation analysis and generalization, and cultivate students' ability to think and question in-depth inquiry.
1, self-reading self-realization
At the beginning of the class, the students will be given 10 minutes of self-study. Because the students have already had the basis of the self-study of the study card for nearly 2 years, the students can refine the knowledge points according to the examples. And put forward their own doubts combined with their own ability to accept. During the inspection, students can find the concept of countdown and explain the concept of countdown with concrete examples. The special "1" and "0" cases can also be sorted out.
2, exchanges and confusion
In the self-reading and self-fulfilling process, students have their own problems when they summarize knowledge points, such as
0 Why is there no countdown?
Is there a countdown to the decimal?
How to find the reciprocal with the score?
In the face of the students' knowledge points and problems, I did not explain them immediately. Instead, I gave the students 2 minutes to communicate at the same table, give students the opportunity to learn cooperatively, give students time to think independently, and believe that students can gradually develop independence. The ability to think, the question of each question in the teaching, so that students do not wait to listen to others, but can develop a habit of thinking positively. In the exchange, the students initially solved some problems and realized the joy of learning.
3. Knowledge sharing
In this session, the learning card self-learning mode was exchanged, summarized and questioned. Students are highly motivated. The summary of knowledge points is very accurate, and solves the various problems raised by students in self-study, breaking through the difficulties and difficulties of this lesson.
4, classroom exercises
The teacher organized the students to complete the book and some supplementary questions. Classroom feedback was more successful.
5, classroom test
Allowed 8 minutes for classroom testing and statistics after class
Reference 54 people, 20 people 100 points,
Judgment question "5 and 1/5 grades are 1, so 5 is the reciprocal, 1/5 is the reciprocal." There are 6 people wrong. The class has practiced and explained, and understood the interdependence of the countdown, but it reflects that some students still have problems in listening to the lectures, or the understanding of the concepts is not deep.
Other students basically made mistakes with the reciprocal of the scores. The reason was that the scores were broken into false scores, and the class review was not enough. The reason was that the students did not have a solid grasp of the knowledge points, and had less practice in class. In the future, the problem of students' mistakes in the classroom should be consolidated.

Chapter 5: Reflection on Countdown Teaching

I think there are three points in this lesson:
1. Create a relaxed, democratic and harmonious classroom atmosphere. Communicate before class, by encountering good friends, Americans and Chinese people different expressions, a phrase "Who wants to shake hands with the teacher?" All of a sudden, the enthusiasm of the whole class was mobilized. Later, I went on to say: "I am getting along with everyone, we have become good friends with each other, how do you understand the phrase 'mutually become good friends'?" Through this form, students can understand each other from the perceptual The meaning of the book paves the way for the meaning of the countdown, and also lays a good foundation for the relaxed classroom atmosphere.
2. Create all opportunities for students to explore on their own. In the countdown exploration, I said two reciprocal scores, let the students imitate the teacher to say the same two scores on the basis of the old knowledge, and then my sentence "What did you find?" Student observation Comparing, and then discovering the law, from the intuitive understanding of the reciprocal, and the definition of the countdown. Next, I showed ×=1, and asked the students to write two numbers whose product is 1. Although the meaning of the countdown has just been said, if students want to write such two numbers, they still have to move their minds. Then, I asked: "How did you find the two numbers with a product of 1 so quickly?" In the student's answer, capture the information that is conducive to the generation of the next----the reciprocal method. "How do you come up with the reciprocal of these numbers? Can you introduce the method to everyone?" The method of reciprocating is very simple. The key is to let students experience the learning process and realize the method of reciprocal.
3. Promote group cooperation. During the discussion, the teacher actually appears as an organizer and guide, and realizes interactive dialogue teaching. After asking for the reciprocal method, I showed the group discussion question: How to find the inverse of an integer? What is the countdown of 1? Which numbers may not count down? The students then engaged in intense discussion and exchange. The inverse of the integer is divided by 1 by an integer. The reciprocal of 1 is 1, and there is no reciprocal. "Why is the reciprocal of 1 being 1?" "Why is there no reciprocal of 0?" "0 has no reciprocal because 1÷0=0" "0 is divisible meaningless. Therefore, 0 has no reciprocal."