Rethinking Apple Teaching

Part 1: Reflection on Apple Teaching

The purpose of organizing mathematics activities in teaching is to enable students to experience the process of vertical abstraction of division in solving practical problems. Through hands-on operation, students can find that there are many phenomena in life after the average score, and there is a surplus in learning. The necessity of division, understand the meaning of each step of the division of the vertical division; through independent exploration, find the relationship between the remainder and the divisor, and further understand the meaning of the remainder.
1. Guide the student to experience the process of abstract division vertical
When students multiply division in the learning table, they can use the multiplication method to write the number directly on the calculation formula. The textbook arranges the "divide apples" activity of "20 apples can put a few discs", listing four ways to solve this problem. On this basis, I creatively adapted the textbooks to guide the students to divide the apples according to their own ideas. As a result, there are naturally two cases of divisibility and remainder division, and then the students who have a certain understanding of the divisional verticals are introduced. Vertical calculations, and the meaning of each step in the vertical is closely related to the activities of the apple.
2. Abstract the remainder of the division in the operational activities
On the basis of the first “5 per set” apple activities, I organized the second event “6 per plate”. Through the students’ own operation activities, they perceive and experience the remainder division and find that they can Put 3 discs, and still have 2 remaining, and these 2 can't continue to divide, otherwise each disc will be placed in a different amount; experience that in daily life, there will be a situation in which some items are evenly divided. , know that there is a remainder division.
3. In the inquiry, understand that the remainder is smaller than the divisor, and constantly find a trial method with a remainder division.
Through practical operation and observation and comparison, students have a clear understanding of the relationship between the remainder and the divisor. This exploration process of why the remainder is smaller than the divisor is actually to cultivate the spirit of questioning, criticism and innovation, learn to learn and accumulate mathematics. A meaningful learning process of activity experience. In the practice, the textbook also arranged a large number of items, guiding students through the process of trials, and accumulating experience of trials.
There have also been some problems in teaching.
The content of the vertical calculation that can be divisible and has a remainder division is slightly tense in one lesson. Some students have certain difficulties in accepting it, so I think it is more appropriate to divide the teaching of this lesson into two lesson.

Chapter 2: Rethinking Apple Teaching

1. Focus on the cultivation of problem awareness and promote the active development of students.
A new knowledge point, the teacher usually teaches it over and over again, and also thinks it is thorough enough. The reminder of the confession is also there. The students seem to form a concept in themselves, basically knowing what is right. What is wrong, but why do some students make such mistakes when they do the questions? The key to my question is that we don't know that students have internalized what we have learned into their own knowledge. What problems do they still have? Learning through pre-study, consciously independent selection, absorption, storage and other information on the textbooks, then let them ask questions independently, this is what they do not understand. Solve the problem of existence, does it solve the difficulty of this lesson?
Some of these problems, but not much of them, are worth mentioning, but as long as they are dare to ask students, I praise him. Students dare to ask questions and improve their ability to ask questions. Therefore, while encouraging them to ask questions, they also guide them to what is a good question, what is a valuable problem, focus on cultivating students' problem awareness, and promote students' active development.
Second, train students to experience mathematics with their heart.
Asking questions is a means to encourage students to think positively, think well, and dare to create, but it is not the ultimate goal. How to make our students discover and experience in mathematics during the learning process is the most important thing. of. Under the positive attitude, the students suddenly realized that not only do they know how to do it, but also the students know how to do it well, so that the students' knowledge and ability can be improved.
Third, teaching and development, and common development.
Only the authorization of knowledge, there is no dialogue of knowledge; only the pouring of emotions, the exchange of emotions, such classrooms lack individual agility, lack of individuality. In classroom teaching, only the dialogue between teachers and students can be used to create a spark of creative thinking in the mutual friction and communication. Students can truly become explorers of new knowledge. Teachers can truly become leaders and promote their true knowledge. Understanding and understanding.
Fourth, the problem of confusion.
In the classroom, students will ask a lot of questions. Do teachers have to answer all the questions raised by students? If the answer is answered, it will affect the continuation of the course; if some questions are not answered, and it will affect the enthusiasm of the students, how can they be better handled?

Chapter 3: Rethinking Apple Teaching

1. Carefully create mathematical situations to stimulate students' interest in learning mathematics.
The curriculum standard points out that in teaching, teachers must create problem situations and let students learn mathematics in vivid and specific activities. Therefore, in the course of teaching “dividing apples”, I made full use of the situation provided by textbooks to carry out teaching activities. In the teaching activities of this lesson, I created a number of mathematical situations, which not only effectively activated the classroom atmosphere, but also stimulated students' interest in learning. Moreover, using the image of the scene as a medium, the image thinking and abstract understanding of the pupils in the cognitive process were shortened. the distance between. The situation in this lesson is created, the material of which is familiar in the life of the students, so that the students feel the mathematics in the situation, such as the wisdom of the elderly from the beginning, the 12 apples are evenly divided into 4 dishes, each plate How many? Expanded to 12 apples, every 2 points, can be divided into several sets? Then expand to how to pack 10 apples for every 3 bags, you can load a few bags, how many left? It stimulates students' desire to learn, and also makes students realize that mathematics originates from life and is used in life, so that students can have a sense of intimacy, let students learn mathematics, understand mathematics and develop mathematics in research and discovery problems.
2. Develop students' hands-on ability and thinking ability.
This lesson will allow students to experience the process of acquiring knowledge and gradually experience the two forms of “average points”. At the same time, in the teaching of this lesson, I pay attention to the results of the students' "average score", but pay more attention to what you think when you guide students to explore the "average score", so that students can experience the diversity of problem-solving strategies. Further develop students' thinking ability and hands-on ability, stimulate students' interest in learning, enhance students' confidence in learning mathematics, promote students' comprehensive, sustained and harmonious development, and help students develop innovative spirit.
3. Guide students to think independently and communicate with each other.
Using the same form of cooperation to carry out mathematics learning activities, let students explore how to line up 24 students, there are several ways? Through the mutual exploration and exchange between students, several different arrangements are obtained. In teaching, I participate in the student group activities as a collaborator and guide. During the teaching process, I pay attention to respecting every student, and the relationship between teachers and students is still harmonious. Students can express their own unique ideas, let students communicate with their peers, listen to different ways of peers; pay attention to listening to students' expressions, keep abreast of students' learning dynamics, guide them, inspire students to explore the meaning of average points, and strive to create students A good learning atmosphere.
In short, I focus on the process of knowledge in the classroom, but there are still many places to be improved: for example, students' ability to group, listening, and hands-on needs to be cultivated continuously; teachers' evaluation language is not rich enough, and team cooperation Organization and task clarification should be clear, specific and so on.

Part 4: Rethinking Apple Teaching

The chapter "Sub-Apple" mainly uses the "Bear Bear Birthday" situation to enable students to experience the meaning of the average score and develop their sense of number. I started from the familiar and like-like examples of the students, and designed a situation in which the bears celebrated their birthdays. They created a problem situation in which 12 apples were placed on 4 dishes on average, so that students could get a split and a pendulum. Needs, fully mobilize the students' interest and enthusiasm, with initial perception, the next step is to take the children to experience the process of knowledge generation and development, experience the joy of exploration, and feel the joy of success. Therefore, I carefully designed the hands-on operation, so that students can further understand the meaning of the average points in the activities of small discs, and cultivate their ability to do so, which is conducive to students to establish accurate and clear appearance, which is correct for the latter. The calculation lays a solid foundation. Let students fully reflect the learning style of students' autonomy, cooperation and inquiry in the activities. Because each child's knowledge base and personality differences are different, in order to enable students of different types and levels to have the same learning and performance opportunities, I am in the hands-on operation to give students enough time to complete the learning activities and Space, and give special attention to students who have difficulty learning in the class, so that each student can effectively participate in our study. The new curriculum reform also challenges our teachers, requiring us not to be the authority of knowledge, but to act as a mentor, collaborator, and assistant, and to experience the process of knowledge exploration with students. Throughout the classroom activities, students are allowed to participate in each other, and they are truly “activated”, and they are collected and placed in order, so that the whole classroom can be lived without chaos. So that students feel that they are not "learning mathematics" but "playing mathematics and experiencing mathematics." In addition, I also designed a variety of "small animal games" based on the characteristics of the lower grade students throughout the class, bringing out a variety of effective exercises, in order to allow students to learn mathematics in a relaxed, harmonious atmosphere. Experience the fun of learning mathematics, so that students can gradually improve their computing skills with great interest, so as to give full play to their potential. This class has relatively obvious progress and development, which is reflected in the fact that some students have been able to get rid of the learning operation and apply the multiplication method to average the score.