Reflection on teaching

Part 1: Reflection on the teaching of cakes

"Piece Cake" is the content of the second class of the third unit of the fifth grade of the fifth grade mathematics of Beijing Normal University.
In this lesson, I combined the textbook to create a “diving cake” scenario activity divided into two levels for teaching. Through two activities, students can understand the meanings of “true scores”, “false scores” and “with scores”. On this basis, students are required to correctly read and write this score, and to understand the relationship between false scores and scores.
In this lesson, I will introduce the story of the pigs and quits, and ask questions to let students participate in the whole process of learning with problems. Throughout the teaching, I asked students to solve problems through hands-on practice and group discussions. In both practice activities, students are able to participate actively and the classroom atmosphere is relatively strong. In order to solve the "9 big cakes for four people" in this activity exploration, with the experience of the previous activity, the students are easier to express, but with the scores, there is trouble, individual students can not Expressed by 2. Students seem to have the illusion of three scores. I don't know how the score is formed. Therefore, the time used here is relatively long.
Rethinking this lesson, the group activities have been carried out very successfully. Thanks to the usual training, and the arrangement of this lesson, the children have the courage to express their opinions, show their creativity and personality, and the group activities are moving without order. It is the biggest improvement compared to the last few open classes. However, because the time for reporting and communication was too long, the time for practice was diluted, and the scheduled training questions were not completed. In the future, we will have to spend more time on the schedule and use limited classroom time on the cutting edge.

Part 2: Reflection on the teaching of cakes

In the class of splitting, the main thing is to know the true and false scores and the scores by dividing the cake. I arranged my homework yesterday to prepare three paper cakes of the same size and nine paper cakes of the same size. I usually arrange a group of four students. I will review the meaning of the score first in class. Then, I will learn the new content, and through the four masters of the apprenticeship, the creation of the teaching situation of the Eight Rings. Arrange the students to divide the cake, and ask for a group of 4 people to cooperate. The group discussed the three cakes equally divided into four people. One of the group selected the process of dividing the cake and used the score to indicate the number of pieces each person had. The comparison of student activities led to two results of three 1/4 and one 3/4 and strengthened them to be equal. The second activity is an average of nine cakes, which are the same as above. The conclusion is that nine-quarters of the cake, two and a quarter of the cake, the two numbers are equal. Let the students distinguish the three scores used today and observe the differences between them. After the discussion, I clearly told them what is the true score, the fake score, and the score.
Rethinking the teaching of this lesson, there are several inspirations and some shortcomings. The enlightenment is: First, the creation of the story situation should be very good for the teaching content of this lesson. In the teaching of each lesson, teaching tasks and developing students' ability are the roots. The best story is just for its service, and it cannot be turned upside down. Second, there must be room for practice. Students can only make their own discoveries, hypotheses, and problems by hands-on, dynamic, and brain-moving processes, so that they can fully verify and draw conclusions. Third, from "monologue" to "dialogue." True education is not “telling”. Meaningful knowledge is self-constructed by students through specific activities in specific situations. The traditional teaching is "monologue" teaching, which is loyal to the discipline, but neglects the students; it reflects the authority, but it weakens the democracy; the pursuit of efficiency, but forgets the meaning. Classroom teaching from "monologue" to "dialogue" is the requirement of the development of the times, the inevitable result of the new curriculum reform, and the growth path of teachers and students in the new curriculum. Only "conversation" can make our classroom full of vitality. In this lesson, the implementation of the new curriculum content is not deep enough and thorough. Some students cut in the split cake activity for play, and did not actively participate in the split cake activity. Learning efficiency is not high enough. In the course of my teaching, the connection and the transition of knowledge points are lacking in nature and fluency. Classroom language expression is not standardized and accurate. Attention should be paid to the normativeness, logic and rigor of language description. To make every effort to improve students' interest in learning, interest is the driving force for progress. Give students as much space as possible to allow them to observe, discover, compare, classify, and express themselves. Due to the teaching tasks of each lesson and the 40-minute restriction, students often do not explore deeply. It is necessary to pay attention to the close connection between mathematics and life, to use mathematics in life, and to apply mathematics to life. Finally, to guide students' oral expression, language description should also pay attention to normative, logical and rigorous.
In the future teaching, I will continue to work hard, study the syllabus of the mathematics of the country, study the new curriculum concept of the mathematics of the country, study with the mathematics experts and experienced teachers, carefully prepare the lesson, study the teaching materials, and teach the book. Class characteristics, to 40 minutes to quality, improve learning efficiency, improve student performance. Link mathematics to life.

Part 3: Reflection on the teaching of cakes

There are three revelations and three shortcomings in rethinking the teaching of the "Piecakes" lesson. The revelation is: When each student is asked to write 3 points, one student has reported one: 4 and 3/2, and there is a problem. . I can use this material in time to guide students to observe the previous scores. It is understood that the score is composed of an integer and a true score, so that 4 and 3/2 are found in the score. It is necessary to create a story situation to serve the teaching content of this class. In the teaching of each lesson, teaching tasks and developing students' ability are the roots. The best story is just for it. Don't put it to the bottom. There must be room for practice. In the process of producing true and false scores, it is necessary to leave sufficient practice space for students. Students can only make their own discoveries, hypotheses, and problems by hands-on, dynamic, and brain-moving processes, so that they can fully verify and draw conclusions.
Inadequacies: Give students as much time to think as possible, space for activities, and give them opportunities to express themselves. In solving the third question of the textbook, students should be taught step by step to determine the integer part, the denominator, and the numerator, so that the students can know the reason while filling in the blanks. When cultivating a student's verbal ability, attention should be paid to the normative, logical, and rigorous nature of the student's language description.

Part 4: Reflection on the teaching of cakes

In this lesson, I combine the situation provided by the textbooks. First of all, I introduce the story of “Journey to the West” that students like to hear. It quickly attracts the attention of students and encourages students to participate in the whole process of learning with the attitude of the protagonist. Through the division of cakes, guide students to experience the process of exploring false scores and taking scores, understand the meaning of “true scores”, “false scores” and “with scores”, and correctly read and write fake scores, take scores, understand false scores and scores. Relationship. And let the students sum up the method of identifying the three scores.
Through the analysis of the textbooks, I designed four sub-cake activities. Each time the focus is different. The first time is to divide the three equally large cakes into four people. How much can each get? This is more abstract for students, how to help students understand? I first let the students draw a picture by themselves, then organize the communication, and finally the teaching aids, so that the abstraction is intuitive, allowing the students to observe and verify on the basis of their own thinking, thus deepening the understanding of the two methods. The second time is to divide 7 equally large cakes into 4 people, how much can each get? With the previous experience of dividing the cake, the children quickly came to the result, which is not only the consolidation of the new knowledge, but also the false score of the molecule larger than the denominator. Then ask: "How much can each get 4 equally large cakes to 4 people? How many people can get 9 equally large cakes? How many people can get?" False scores and scores equal to the denominator. On this basis, reveal the concept of “true score”, “false score” and “with score”, let students find the characteristics of the numerator and denominator of “true score” and “false fraction” in observation, and the relationship between these three scores and 1. . Finally, a set of scores is given, which allows students to judge what scores are and which scores are equal. While deepening the understanding of the concept, the students are guided to discover the relationship between the fake scores and the scores. Such activities are arranged in a clear manner, with clear objectives, and students are active in learning and have a good teaching effect.
There are three revelations and two shortcomings in rethinking the teaching of this lesson. The revelation is: First, a good beginning is half of success. A good start can attract students' attention and arouse students' sense of justice, but teaching tasks and developing students' ability are the roots. The best story is just for its service. Don't put it to the bottom. Second, there must be room for practice. There should be some room for a good film work, and the audience should have a certain imagination space. In the same way, in the research, students must leave sufficient practice space. Students can only make their own discoveries, hypotheses, and problems by hands-on, dynamic, and brain-moving processes, so that they can fully verify and draw conclusions. Third, from "solo" to "ensemble." True education is not “telling”. Meaningful knowledge is self-constructed by students through specific activities in specific situations. This class allows students to interact with students, and the dialogue between students and teachers is a good solution to the knowledge transfer and ability development. The classroom teaching from "solo" to "ensemble" is the requirement of the development of the times, the inevitable result of the new curriculum reform, and the growth path of teachers and students in the new curriculum. Only "conversation" can make our classroom full of vitality. Inadequacies: First, the student is divided into three-quarters of the three cakes, that is, the scores of the units with and without the units are unclear. This is verified in the exercises, the meaning of the scores. The section should further strengthen awareness. Second, ask students to practice too little. Because I used the majority of the time in this section for students to explore and report, some students could not correctly use the false scores and scores to represent the shaded parts.

Part 5: Reflection on the teaching of cakes

In this lesson, I combined the textbook to create a “diving cake” scenario activity divided into two sessions to carry out the teaching. Through two activities, students can understand the meanings of “true scores”, “false scores” and “with scores”. On this basis, students are required to correctly read and write this score, and to understand the relationship between false scores and scores. In this lesson, I will introduce the story of the pigs and quits, and ask questions to let students participate in the whole process of learning with problems. Throughout the teaching, I asked students to solve problems through hands-on practice and group discussions. In both practice activities, students are able to participate actively and the classroom atmosphere is relatively strong. At the group reporting stage, everyone actively spoke. The "Jinxing Group" also reported two different methods from the book: one is the disciples of the three filial masters, each of whom gives a quarter of a piece of cake to the master, then Tang Yi gets three 1/4 is 3/4, The apprentices have 3/4 left, and the four people share the same cake. The other is: firstly, the average of 12 cakes is 12, and each person takes 9 copies, which is 9/12. This lays the foundation for the future appointment. Rethinking this lesson, the group activities have been very successful. Thanks to the structured pre-study before class, the usual training, and the arrangement of this lesson, the children dare to express their opinions and show their creativity and personality. It’s not the order, it’s the biggest improvement compared to the last few open classes. However, because the time for reporting and communication was too long, the time for practice was diluted, and the scheduled training questions were not completed. In the future, we will have to spend more time on the schedule and use limited classroom time on the cutting edge.