Reflection on teaching and learning

Part 1: Teaching Reflection on Dividing and Combining

"Dividing and Combining" is the content of the third unit of the first grade of the National Education Mathematics, "1~5 Recognition and Addition and Subtraction". This knowledge is the basis of the learning addition and subtraction. The whole class students are in hands-on activities. Master the division and number of the number within 5.
In this lesson, I give full play to the students' hands-on ability and have the following benefits:
1. The main part of "Division and Combination" is the teaching of the synthesis of 4 and 5. For the mastery of 4 and 5, most students already have a good foundation. The focus of this lesson is to let them perceive the rationality of the division and integration of 4 and 5 through the saffron. Understand, initially establish a sense of number. Therefore, when teaching, I give students sufficient time for them to play their own subjectivity and cultivate the ability of students to cooperate and communicate with others. When emphasizing orderly thinking, I also fully respect the students and return the class to the students. Ask the students to talk about their own good ways to remember the division and combination of 4 and 5. In the student's communication report, natural penetration An orderly way of thinking.
2, practice in the game, entertaining and entertaining. In the classroom, I used the games of “guess guessing” and “out of the card” to let students really feel the joy of “playing middle school”. At the end of the class, I did not discard my story. I continued to use Tiger’s mother’s birthday and asked my students to make a small gift to the tiger’s mother. This not only consolidates what they learned today, but also makes the whole class before and after the class. Coherent, in one go.
3. Timely affirmation and timely praise. In the classroom, every thought of the students is a good teaching resource. I should make full use of it and write it in time, and affirm in time, so that we can better implement the division and cooperation. At the same time, for those who have brains and speak positively, they must also praise their own praise and increase their self-confidence.
4, to completely let go. The division and integration of 4 is completed in the next step of my guidance. I believe that with the foundation of 4, the division and division of 5 should not be difficult for students. Therefore, I give students more opportunities to give them the opportunity of 2 and 3, let them talk more and practice more, and vividly reflect the color of the students.
However, I still have some shortcomings to be improved.
Seeing the children's high enthusiasm for learning, I hope that I can do my best to continue this good learning atmosphere!

Part 2: Reflection on Teaching and Learning

Divide the number 4 into 3 and 1, 2 and 2, 1 and 3; then think about "several and several synthetic 4". The first step in teaching is open. Each student has his own style of placement, and three different ways of appearing in communication. The exchange here shows that the law is diverse and finds a variety of possible ways. On the other hand, this also provides image support for the composition of student memory 4.
1. Experience the separation and cooperation in the operation, and master the learning activities of the composition of the research.
The composition of the cognitive number is the teaching strategy of this unit. All the examples and "try it out" first divide several objects into two parts, then abstract the sub-objects into decomposition numbers, and then combine the numbers from the decomposition numbers. Continuously let students experience the activities of division and integration, feeling that the combination is different and related.
The composition of the example teaching 4 on page 30 is carried out in three steps. First put 4 peaches in two plates, let the students practice the side to "divide"; then put 3 peaches in 4 peaches and 1 peach in the other, get 4 into 3 And 1, let the students understand what 431 means, how to get it. Then let the students think about what can be drawn through the middle and right sides of the peach map. The first semi-independent completion is divided into 2 and a few, and then independently completed 4 into several and a few. The third step of teaching is to reason about "combination" on the basis of "points": because 4 is divided into 3 and 1, so 3 and 1 are synthesized 4. This example is the first example of this module. The teaching task is not limited to the composition of 4, but also the idea of ​​combining and combining, and the method of studying the composition of numbers, which is directly related to the teaching of other numbers. Therefore, students must participate in the activities of dividing peaches, and experience the process of abstracting into physical decomposition numbers.
2. Gradually increase the requirements of intellectual activities in the activities of division and cooperation.
There are some rules in the division and combination of numbers. The discovery and utilization of these laws can improve the efficiency of exploration activities and the level of composition of memory.
"Division" and "combination" are two aspects of the composition of numbers, and are an important basis for the addition and subtraction of numbers within 10 degrees. Most students like to calculate the addition from the "combination" point of view, calculate the subtraction from the "point" point of view. The textbook guides students to gradually grasp the relationship between “divide” and “combination”.
1 The composition of teaching 4, first understand the "point", then recognize the "combination", separate the "point" and "combination" teaching, to understand the meaning one by one, and initially feel that they are related.
2 The composition of teaching 5, at the same time put forward the problem of "dividing" and "combining", guiding students to immediately say "combination" from "points", so that the two become the whole of organic connection.

Part 3: Reflection on Teaching and Learning

"Division" and "combination" are two aspects of the composition of numbers, and are an important basis for the addition and subtraction of numbers within 10 degrees. Most students like to calculate the addition from the "combination" point of view, calculate the subtraction from the "point" point of view. The textbook guides students to gradually grasp the relationship between “divide” and “combination”.
1 The composition of teaching 4, first understand the "point", then recognize the "combination", separate the "point" and "combination" teaching, to understand the meaning one by one, and initially feel that they are related.
2 The composition of teaching 5, at the same time put forward the problem of "dividing" and "combining", guiding students to immediately say "combination" from "points", so that the two become the whole of organic connection.
3 Page 33, questions 1, 2, page 36, question 1, page 37, question 1, after the decomposition of the numbers 6, 6, 8, 9, 10, the practice of these numbers is combined. Use the knowledge of "points" to answer the question of "combination", and realize that "point" and "combination" are mutually reinforcing. As long as you remember the "point", you can say "combination".
In addition to 2, each of 3 to 10 has two or more decompositions. It is symmetrical to arrange the various decompositions of a number in order. Decomposition such as 5:
Mastering this symmetry can improve learning efficiency and reduce the memory burden. The textbook guides students to gradually understand and apply this symmetry.
1 The composition of teaching 4, although 4 is divided into 3 and 1, 2 and 2, 1 and 3 are symmetrical, but considering the composition of the initial teaching number, the emphasis should be placed on understanding the meaning and number of research of "point" and "combination" The composition of the learning activities does not reveal this symmetry for the time being.
2 The composition of teaching 5, through the two students in different positions to observe 5 flowers in one and four of the same method, the experience of 541 and 514 is consistent, essentially a set of two decomposition of expression. Then let the students look at the picture of 5 flowers and 2 and 3, and write the two representations of this set of decomposition. The textbook gives an expression to the dotted frame, allowing the student to understand that it can be derived from another expression.
3 The composition of teachings 6 and 7 is based on a set of decompositions of numbers, and the expression in the dashed box is obtained directly from the left. Feel the composition of studies 6, 7, as long as three operations are enough, to lay the foundation for improving the teaching efficiency of the composition of 8, 9, and 10.
4 The composition of teaching 8, 9, and 10, through the "what else can you think of" guide students to explain some decomposition from some decomposition of these numbers. To understand the composition of a larger number, just remember half of them and remember the other half.

Part 4: Reflection on Teaching and Learning

The teaching effect of this unit is still relatively good. Because of the participation of students and the interaction of teachers, the original abstract teaching concept has become a vivid teaching practice. In practice, students not only learn to think, learn how to face difficulties and solve problems, but also build self-confidence in learning mathematics. After this class, I also have a lot of experience.
1. Let students experience the process of knowledge formation.
In addition to the teaching objectives of knowledge and skills, I pay more attention to the cultivation of students' emotions, attitudes, values ​​and learning abilities in this lesson, so that students can learn in a relaxed and pleasant atmosphere. "Mathematical knowledge, thoughts, and methods must be understood, perceived, and developed by students in practical activities, rather than relying solely on the explanations of teachers." According to this concept, teaching starts from the reality of students' cognitive rules and knowledge structures. They actively construct their own cognitive structures through purposeful operations, observation, communication, and discussion, from intuitive to abstract. In the division and integration of teaching 5, I did not directly produce the "number of buildings" of 5, but through guessing, I designed a series of activities such as "several buildings" and gradually mastered them.
2, pay attention to the individual experience of students
The new curriculum standard proposes a learning mode of “independent exploration, cooperation and communication”, and also aims to promote the acquisition of individual experience of students and develop the healthy personality of students. In this lesson, I also pay more attention to the accumulation and exchange of individual student experiences, give students enough time to think, and let them speak their own ideas in the group and in the class. Of course, the accumulation of individual student experience requires not only the process of “self-exploration” but also the guidance and training of our activities. In this lesson, I continue to praise and encourage students with the help of the little panda Lele.
3. Inadequacies.
In the teaching, I arranged the self-evaluation and mutual evaluation of the students. I also hope that in this process, the students can not only evaluate the mastery of the skills, but also evaluate the degree of active participation of themselves or others in the learning process. Changes and developments in the learning process. Perhaps my expectations for students are too high, maybe the students are young, and in short, I feel that the language of the students' evaluation is not satisfactory. After all, they are only first-year students. The self-evaluation and mutual evaluation methods are difficult for them, and they need to continue to strengthen guidance in the future teaching.

Part V: Reflection on Teaching and Learning

Last night I watched some of my predecessors' reflections on this lesson on the Internet and gained a lot. The subject is divided and combined, and it is worth recalling. In many cases, teachers only pay attention to the process of division, neglecting the combination, and the process of integration is the basis of the addition of the next section. Because the foundation of the students in the class is relatively weak, this class is given to students on a zero basis. From the perspective of the students' class status and homework, it is better than the previous classes. It seems that the first step in preparing a lesson is to prepare their own students.
This lesson seems to be simple, but it is still very hierarchical, and it has an impact on the subsequent learning addition, subtraction, abdication, and carry. For example, the carry-in addition, the ten-method is to synthesize two numbers, and the abdication subtraction is to retreat to ten, and then to divide the number into two, minus the number to be reduced.
This class does not use courseware, and it is good to use a small magnet to demonstrate on the blackboard. The small magnet is simple and familiar, and the student's attention shifts to the teacher's question. The process of hands-on is more vivid and intuitive than the courseware. Students are divided into teachers and teachers, and students are easy to understand. 5 can be divided into 2 and 3, which is said in the language, but in mathematics, in order to be more concise, we use this form to represent the division of 5. This way the student will understand the division of 5 more easily.
In the classroom, students are more likely to use their hands, brains, and mouths to more mobilize students' learning efficiency.