Reflection on multiplication, multiplication and subtraction

Part 1: Reflection on multiplication, multiplication and subtraction

In the preparation of the lesson, I borrowed the ideas of others. Instead of presenting the 56-page diagram directly in class, I drew four trees on the blackboard and then attached the magnet to the apple. Have students observe and think about how many apples are on the tree. Most students will use the addition method to calculate 4+4+4+3=15. I am sure the students' thoughts and continue to ask questions. Is there any other way? At this time, some students observed that there were 3 4 additions in front, so 3×4+3=15, 4×3+3=15, which got the multiplication and addition formula I want to talk about, but it is a bit difficult to multiply and subtract, so I Say that the teacher changed the magic, added a magnet to the fourth tree, and turned it into 4. After observing, he took it again. Soon some students responded that 4×4-1=15. I put 3×4+3=15, 4×4-1=15 in the middle of the blackboard, let the students observe how it differs from the previous formula, and have multiplication. There are additions or subtractions. Leading up, multiplying, multiplying, multiplying and subtracting, but after saying what to count first, what is said is not very detailed, and I first remove one in each tree, let the students list, the effect is not very good, the formula is not written The answer is not correct. I spoke again. Then practice on the book, much better than just now, but there are mistakes. During the inspection, students were found to be unfamiliar with multiplication, and the ability to extract information according to the map was not strong. Therefore, the multiplication method must be carried out to ensure that every student is proficient. In this way, the correct rate can be guaranteed. At the same time, students should be asked to set up a multiplication and subtraction solution. You can try adding and then rewriting, but you need to strengthen it later.

Part 2: Reflection on Multiplication, Subtraction and Reduction

In class, there is more than teaching, teaching is more than dancing, and there are plans in our school. In the course of teaching “Multiply, Multiply and Reduce the Set of Questions”, I regard the teaching process as the activity process of students' independent exploration, cooperation and exchange. Let students learn mathematics in full activities and enjoy the joy and success of mathematics activities.
1. Let go of the law and let the students learn to find problems and diversify the algorithms.
After the students raised the question "There are a few corn cobs left", I let the students carefully observe the pictures, think independently, and then carry out group cooperation and exchanges, so that students can think about ways to solve problems and guide students to explore different solutions. Demonstrate the methods of self-solving, cultivate students' habits of observing and thinking about problems from different angles, and embody the diversification of problem-solving strategies and the teaching ideas of algorithmic diversification.
2. Encourage students to explore on their own and enjoy the joy of harvest.
After encouraging and guiding students to list several calculations of multiplication, multiplication, and subtraction, I asked the students to show their true thoughts in combination with the map. The image specifically explained the order of multiplication, multiplication, and subtraction. In this way, students are provided with space and time to participate in mathematics activities, and students are fully engaged in independent exploration, development, creation, discussion and communication, so that students become masters of learning mathematics. In this proactive and inspiring learning activity, students gain a successful experience and fully enjoy the joy and joy of mathematics learning activities.

Part 3: Reflection on Multiplication, Subtraction and Reduction

Three days off, I walked into the classroom today, watching the smiles on the faces of the children, and immersed in the excitement of the holidays, faintly feeling that today's class will not be so smooth. So I took the lesson plan and looked at it, changed it, and prepared the teaching aid. In the morning meeting, the ringing tone of the class did not ring and went out of the office. I came to the class early...
In order to let the children enter the class as soon as possible, I took the children to review the multiplication of 1-4, and used the password to mobilize the students' enthusiasm. The child entered the state fairly quickly, and I successfully taught the new lesson.
In this lesson, according to past teaching experience, when solving practical problems in the textbook, students are only required to list the multiplication and addition formulas. The teachings describe that “the requirements should not be too high, and the students cannot think of them, and they do not have to impose them on them.” Look at a picture on the big book. Use the multiplication, multiplication, and subtraction to list two calculations. That is, each student must be required to master two ways to solve the problem. Multiply and reduce can be difficult for students who have difficulty learning because it contains reverse thinking. I remember that in the past few years, I also wrote an article about the combination of numbers and shapes for this class, which is how to help students understand the calculation of multiplication and subtraction. Today, I mainly pay attention to the following points in this lesson: 1. Pay attention to students' understanding of the meaning of the pictures, and collect and organize the information, that is, let the students say more. 2. Understand the meaning of the formula, use the formula to deepen the understanding of the quantitative relationship and the relationship between multiplication and addition. 3. Infiltration and gradual strengthening No matter which method is used to solve the problem, the final answer must be consistent, because the problem solved is uniform. 4. Explain the steps of thinking about multiplying and subtracting formulas, and use sculpting to build scaffolding for students' thinking. Specific steps: 1. Painting. I also painted the last one as much as the previous one. 2. Number. There are a few more in the first few. Column multiplication formula. 3. Plan. Reduce the strokes that have just been drawn.
Thinking: The multiplication and addition formula is visible in the figure, it is real for the students, and the multiplication and subtraction is a virtual existence. The lower grade children are mainly based on the intuitive image, which naturally produces such a construction bias. . If you let the students list the multipliers by the air, it is beyond the student's recent development. Therefore, in the teaching, I let the students set up a "scaffolding" for the students through the combination of painting, counting, and drawing-numbers. If they understand, they will be "reasonable."
Reflection: It can be done in the whole class, and the effect is not satisfactory. Maybe the arrangement is too full, too much emphasis, and the practice on the book is not fully finished. Maybe the arithmetic understanding of multiplication and subtraction is placed in the second lesson, and the training will be more solid.

Part 4: Reflection on Multiplication, Subtraction and Reduction

The "New Curriculum Standard" proposes that computational teaching aims to cultivate students' sense of numbers and enhance their understanding of the meaning of computing. In the classroom teaching, how to grasp and use the combination of calculation and use, highlight the advantages of combination of calculation and use, it is worthy of serious thinking and practice. Now take the design of the "Multiplication, Subtraction and Reduction" as an example, talk about some ideas, please enlighten me.
The teaching of this lesson is not as good as the teaching of the "Two-Step Computational Questions" in the past. "What is the first thing, what is it?" is not proposed and calculated by the teacher. Instead, the students list the formulas from the figure, then try to calculate according to the listed formulas, and finally verify the algorithm in the actual situation, and then get: "calculate multiplication first, then add addition". I think this is the essence of the combination of the calculations in this section. Based on the understanding of the teaching materials, my teaching design starts from the following aspects.
1. Use the theme map to use the calculation.
By letting students observe the topic map, and then asking mathematics questions, the main teaching content of this lesson - multiplication, multiplication and subtraction, is one of the intentions of setting the theme map, and it is also the first calculation and combination of this lesson - Use the calculation. From the multiplication, multiplication and subtraction questions, let students perceive the intrinsic connection between the formula and the intention, and try to prove that the intuitive understanding is the second calculation and combination of this lesson. In the design, I paid full attention to the combination of these two calculations and tried to reflect the combination.
2, the combination of the pattern, in order to use the arithmetic.
The verification of the calculation method of multiplication, multiplication and subtraction is the second intention of setting the theme map, and it is also the third organic combination used in this section of the calculation - to use the arithmetic. I thought that this combination method is a feature of the new textbook. When the multiply-accumulate, multiply-subtractive questions appear, the students think that they should first calculate the multiplication in both order and intuition. Is this algorithm correct? Although "first multiply, then add and subtract" is artificially prescribed, the rules are not taken for granted, and there must be some truth. Therefore, in the context of the teaching of small and medium mathematics classrooms that advocate inquiry and communication, this requires students to be verified. In the design, I pay attention to the students to explore the mathematics through the combination of schema and mind, which not only helps students master the calculation methods, but also helps students to explore and understand the mathematics effectively.
3, to use the calculation, deepen the algorithm. Let the calculations be accompanied by life and play the role of learning. It is the fourth combination of calculation and use in the design of this lesson. In this process, I try my best to find the best combination of calculation and use. Mainly created a number of people who asked the students to help the uncle to count how many peaches and the students went to visit, and counted the number of flowers in different ways. And the open questions that have not been completed are not intended to be simple "use", but to consolidate the algorithm, further understand the reasoning, and apply what is learned.
Inadequacies: In the way of solving the problem, I put a lot of time on the narrative that let the students say why they think so. Because the child’s age is too small, the overall feeling of the student’s verbal ability is not very good, especially in When I say why, I need a lot of language to describe it. Some of my classmates’ comments are intermittent and not very clear, so I have to repeat what they said, which delayed the time and didn’t finish. In my presupposition, I also underestimated the students' ability. I thought that there were only 3-4 kinds of solutions, but there were 8 or 9 methods. I was amazed. I have to admit that they are really great. My teaching concept is a little more before the class, so it will be better to grasp the time, so that the open questions in the back will not be completed. Everything happens in the classroom, and everything is possible. I am glad that I am still young, and I am in a good time, there are many excellent teachers around, and the school has created a good stage for us. There are too many inadequacies, and the quality of the self should be further improved. We must continue to learn, read more, consult with other teachers, and absorb as much nutrients as possible.

Part V: Reflection on Multiplication, Subtraction and Reduction

The teaching goal of the course "Multiplication, Multiplication and Subtraction" is to select the appropriate method to list the formulas of multiplication, multiplication and subtraction, and to calculate the result in two steps. Cultivate students' habits of thinking about problems from different angles and reflect the mathematical thinking of solving problems. I have reorganized the textbooks in an effort to put the students in the situation. The stimulation of the graphic information naturally stimulates students' ability to explore and solve problems, understand the essential meaning and mathematics of multiplication, multiplication and subtraction, and enlighten students' thinking. However, my personal ability is limited, and as the teacher said, I feel that this class is too stressed in theory, and the center of problem solving is not prominent enough. In addition, in terms of how students understand 2+4×4, this is to let students understand through this picture. I didn’t expect the students to disapprove of such a formula. Teacher Liang’s statement also gave me a lot of enlightenment. I have benefited a lot.
In this lesson, I adopted a more open form of teaching. On the basis of full observation and thinking, I expressed my own opinions, fully respected the students' way of thinking, guided students to explore different solutions, and cultivated students to observe and think about problems from different angles. habit. Regrettably, the realm of "dividing and not distracting" is what makes me feel overwhelmed and the direction of my efforts.
In order for students to be in a pleasant learning situation and to take proactive learning, students must gain confidence throughout the learning process. Teachers should be good at using kind eyes, subtle movements, awkward attitudes, and enthusiastic compliments to make students feel that teachers are always paying attention to him. This requires the teacher to have enough affinity, be childlike, and be able to integrate with the students. Teachers should also be good at using the art of language to make positive and correct evaluations of students' learning behaviors. My evaluation of this class is repeated and monotonous. In the long run, the enthusiasm of students is easily contused. Therefore, as Mr. Wang’s suggestion, look at children’s programs, listen to children’s broadcasts, and increase the evaluation mechanism. At the same time, it can promote the interaction between teachers, students and students more effectively.
In short, the teaching of this lesson I pay attention to let students continue to improve in the experience, through the text and text to enable students to learn to observe, think, understand, let go of the students, but it seems a bit scattered, the primary and secondary goals of the lesson are also considered thoughtful In the future, it should be taken as a warning.