Reflection on the understanding of 10

Reflection on the teaching of 10 : Fan Wenyi:

I. In this lesson, I started from the familiar life scenes of students and applied familiar activities with vivid and interesting images. In the beginning, using the introduction of the story, mobilizing the enthusiasm of the students, so that students have reviewed the size of the number within 9, and caused a new mathematical thinking: what way to not let 9 so proud, help a bunch of sad 0, very natural It leads to the new number "10" to be learned today.
Second, after correctly understanding 10, I designed to find 10 in the theme map, and counted 10 small red flowers, and then found 10 in life. This session gives students a rich association, and can find many things related to 10 from life, let students experience the process of abstraction to number, feel the connection between number and life, and realize that mathematics is around Just in our lives.
Third, in the composition of teaching 10, I used the same table cooperation, practical operation and other methods for teaching. Because students have a certain method of decomposing the number when they are learning 2 to 9, so let them explore and learn by themselves and disperse the students' thinking. At the same time, this is also a training for the ability of primary school students to learn cooperatively. After reporting the answers, let the students talk about what they can see, what they can think of, find out the links between the various decompositions, and cultivate the students' ability to summarize and summarize.
Fourth, create a game in life, attract students to participate, and consolidate new knowledge.
The atmosphere of democracy and harmony, together with the rich and colorful forms of learning activities, can stimulate students' interest in learning, create a good learning emotion for students, and be proactive and wholeheartedly engaged in learning. Love to play love is the child's nature. There are various kinds of games in daily life, and you can creatively transplant the game into mathematics teaching, so that students can have long knowledge and long wisdom in math games. In the practice session, I designed a song about the composition of 10, teachers and students to reach out to the password, hands-on coloring and other activities. From the actual teaching situation, students are unknowingly learned and practiced in the game, making students learn interesting, learn easily, learn actively, and learn profoundly.
After class, I made a reflection in time and there are a lot of things to improve:
1. Class discussion is one of the most effective ways to promote students' active learning. Effective discussion is beneficial to mobilize all students to engage in self-exploration, which is conducive to emotional communication and information exchange between teachers and students, and is conducive to the impact of thinking. And the burst of wisdom and sparks, especially for the cultivation of students' creative thinking and creative ability. Although the students in this class have more discussion and exchanges in the classroom, I find that sometimes the discussion is not sufficient, and the discussion is stopped too early, which affects the enthusiasm of students to participate. Organizational efficiency is not high, often only a dozen students participate, some of the poor students are not very motivated and rarely have the opportunity to express opinions and ask questions. I think that in the future teaching process, we should pay attention to the purpose of clear discussion, give sufficient discussion time, pay attention to the organization and guidance of discussion, actively guide and encourage students to participate in the learning process, give full play to the unique role of classroom discussion, and promote students' Active learning, stimulate students' subjective consciousness and cultivate students' innovative spirit.
2. Not enough guidance for student activities.
Every time I talk about an open class, I feel that I will have different rewards. The organization of such activities for me is an exercise for me and an improvement. It provides a good platform for teachers. This kind of activity will make people feel a little tired but it is a pleasure when they taste their progress.

10 understanding of teaching reflection model two:

The content of this class is not very difficult, so you can also infiltrate some other new knowledge in the classroom to lay the foundation for the students to learn in the future, just like learning the other numbers before the class, taking the students to learn according to certain processes, then this It will be easy to get up in class.
This lesson is directly imported using the theme map, allowing students to know the number of 10 by number, first out 9 children, plus 10 teachers, laying the foundation for the next 9 and 10 ratios; To deepen the understanding of the 10 students, but also infiltrate: 10 sticks is 10 one. After we bundle 10 sticks, we know that 10 ones are one ten, and we will lay down the double digits for learning later. In comparison, when comparing the size, compare the size of the number by dialing the ball. On the counter, tell the children that if the position is full, we will return to go forward one, so that the students can understand the two-digit number early. You don't have to ask them to remember this knowledge point, but they can guarantee that some children will recall when they know each other in the next two digits. We have been in contact with it; but when it comes to the practice of comparing the size, there is some time-wasting phenomenon. The children can find out the correct answer, but they will not answer in the simplest language in the face of the problem. This proves that the content of this aspect has not been given to the children. Good language training, in the future, you need to practice strong exercises; in the composition of learning 10, through the previous study, the children can fully say all the combinations of 10 at one time, but in this link, I did not say good to the children themselves. Opportunity, 10 is composed of only 5 combinations, which can be found by children, but I have guided in advance. Some children may not have time to discover this law before; in combination teaching, students can see the combination. List all the 10 additions and subtractions, and then practice feedback, so that students can deepen their understanding. When feedback exercises can be counted in the look at the chart, what kind of formula must be asked when looking at the chart? After the completion of the formula, you should also ask why is the formula? Let the students recall the meaning of the addition and subtraction. Finally let the students know how to write 10.
Although I broke the traditional old teacher-speaking and student-speaking teaching mode, when I was working at the same table to discuss, discuss, and evaluate ways to organize teaching activities, I didn’t do enough, and I was not comfortable enough. It seemed a bit worried about the first-year children. I did not fully develop good behavior habits and could not complete some teaching links well. After finishing this lesson, I feel that many of the concerns are unnecessary. A successful teacher is to dare to break through and innovate in teaching. I should boldly let the students go and explore, and I will work hard in this direction in the future.

10 cognitive teaching reflection model three:

The “10 Understanding” class is taught on the basis of students who know 8 and 9. The textbook first displays a theme map for students to count and abstract the number 10, and then recognizes the order of numbers within 10 and 10, compares the size of two adjacent numbers, and finally learns the composition and number of 10s. This part of the content is mainly different from the understanding of 8 and 9 in the arrangement: First, there is no order meaning of 10, because the students have a familiarity with the ordinal meaning of the natural number; the second is to advance the composition of 10 to write In front of the number, this is beneficial to better use the order and size comparison of 10 to better highlight the composition of 10 in teaching, and also helps students concentrate on the writing of 10 . Since the counting method we use is the decimal counting method, the tenth is required to advance to one, so the composition of 10 is very important. It is the basis for learning the addition within 20 and learning more about 100, less than 10,000 and multi-digit basis. . The textbook first makes the students put a small stick, and fills in the five components of the 10 according to the process of the pendulum, and then lets them think of the other four components of 10, which gradually deepens the students' understanding of the composition of 10. Because the first-year students are young and have little life experience, choosing the most familiar things around children is easy to attract students' interest in learning and easy to understand and accept. Therefore, "mathematics teaching should closely relate to students' life reality, starting from students' life experience and existing knowledge", learning mathematics, understanding mathematics and developing mathematics in activities that study real problems.
Therefore, when I designed the "10 Understanding" lesson, I tried to embody the following characteristics: 1. Create problem situations and stimulate students' interest in learning. 2. Starting from the old knowledge, give full play to the subjective consciousness of the students. 3. Cleverly design games to guide students to explore new knowledge. In the introduction part of the class, I chose the children who are familiar with it. Now it is a few months to introduce people, let the students know 10, and by reading 10 to observe 10, it is clear that 10 is different from other babies. Then I first used the problem of the little elf Cong Cong that the children liked to bring out the ordinal and size comparison of 10. I also let the students carefully observe what mathematics knowledge is on the screen. The object is represented by 10, and then abstracted out by the point map. In the abstraction 10, when dialing with a bead, it is the student who feels that 9 is 10 10 removes 1 to 9, then recognizes it on the ruler, achieves the idea of ​​combining digital types, and also knows the ruler. It also allows the students to use the 10 words or do an action to make the students get a perceptual understanding. And gradually rise to rational understanding, and achieved a good teaching effect, which also reflects the connection between mathematics and life, and realizes that mathematics is around and in life.
In the decomposition and composition of 10, let students work together at the same table to record one person, to provide students with the opportunity to explore, cooperate and exchange. Let the students take the stage to wait for a variety of activities to make the students' understanding of the composition of 10 rise to a rational understanding. Finally, through a variety of activities teacher and student games, life games; you said I said together to form 10. Allow students to learn in different ways, so that different students can develop differently in mathematics, reflecting the process of teaching students in accordance with their aptitude. After a class, the teaching objectives have been basically reached, but there are still some problems worthy of further improvement and research: 1. "10's understanding" This part of the content is different from the understanding of 8, and 9 is not the same: no Arrange the teaching of the ordinal meaning of 10, because the students are more familiar with the ordinal meaning of the natural number, then in this case, the ordinal meaning of 10 should not be used as a new part or point to it? How to grasp the teaching materials under the new curriculum correctly, how to let the teachers in the first line to explore this effective material? This is a puzzle that I have been teaching in the new curriculum for several years. 2, let students understand the order of the number within 10 in the cooperation and exchange, can let students follow the number and count down. Let the students put 10 sticks in their hands. And bundle them into a bundle, let the students understand that "10 ones can make one ten." When dealing with this difficulty, I feel that I have not done enough, ignoring the teaching of 10 or a counting unit.

10 cognitive teaching reflection model four:

This lesson revolves around the curriculum standard, which is interesting, new and live.
Interest: 1 With passion and passion, break through the difficulties.
Interest is the best teacher and the driving force for students to explore new knowledge, but interest is always generated in certain situations. To this end, at the beginning of the new lesson, I pay attention to creating situations, stimulating the motivation of participation, using listening to music, and matching the animations that students like, while guiding students to observe participation, while at the same time, they are suspicious of 9 behind. Let's learn 10 understanding. This kind of design stimulates students' strong desire for knowledge and the motivation to participate actively in learning, so that students learn to rise and reach the best state of learning.
2. End with the game situation, entertaining and entertaining.
The design of the exercise also fully reflects the fun. After completing the composition of 10, in the game of finding friends and clapping group 10, the teaching focus and teaching difficulties of this class are consolidated. In the process of the game, the students' emotions are high, which not only consolidates the learning content, but also ends the teaching content of this lesson in a relaxed and pleasant atmosphere, and is fun and entertaining.
New: In the classroom, teachers boldly let go and guide students to explore independently, fully embodying the superiority of “research-based learning”. This “autonomy-cooperation”-style inquiry model is new.
1. Providing sufficient materials for student activities, the students moved and the classroom survived.
In order to let the students move, I prepared a small stick for each person, asking the students to count out 10 sticks first, and then use these sticks to create beautiful patterns. This not only consolidates students' understanding of the ordinal number of 10, but also cultivates the aesthetics of students. Provides an opportunity for hands-on research. Students find problems, think problems, solve problems, hands, brains, mouths and other senses in the hands-on operation, and devote themselves wholeheartedly to the research process, making the classroom alive and full of vitality. Due to the abundance of learning materials, students are encouraged to explore and learn.
2. Provide students with sufficient time to leave space for self-exploration.
Students' exploration must have a certain amount of time to guarantee. Teachers can't replace students' thinking, nor can they simply judge the students' answers with adult eyes, give students the opportunity to express their ideas, and respect students to understand and answer questions in different ways. The design of a series of activities in this class, the teachers have given students sufficient time and space, so that students have enough time to think independently, hands-on operation, cooperation and exchange, improve the timeliness of independent exploration.
Live: 1 Activate the content and mobilize the students.
Before class, I studied the teaching materials in depth and scientifically applied the teaching materials to break down the teaching content into many small problems, so that each problem was focused on the key points and the difficulties. In the classroom, teachers can flexibly control the classroom according to the research report of the students. They can “release” the questions and gradually “receive” them, so that all the knowledge about 10 is presented to the students.
3. Flexible evaluation and encourage students
Teaching has a law, but there is no law, you are getting the law. In the classroom, pay attention to the use of rich evaluation language. For example, you are a great designer. You have a keen observation, and the strength of unity allows us to find answers together. Use a fun evaluation method, pay attention to the ear of the rewards, and actively reward the golden flower tube, and unite and help the reward cooperation flower. This kind of evaluation has inspired students' enthusiasm for learning.
The above are some of my ideas on the design of this lesson, but there have been some problems in the course of the course implementation.
One. Lack of questioning.
At the beginning of the course, students have something on the answer sheet and how many of them are. There is a student very
Quickly say that there are 10 pigeons on the map. I quickly gave affirmation to the student's answer, but I didn't ask if you have any good way to count the results so quickly. In fact, this is also a favorable opportunity to break through the key points of teaching. If I let this child go to the front, it will not only allow students to consolidate the number 10 method but also teach students how to count the number of objects. From this, I think that a good teacher not only needs to have solid basic skills but also has the wit of the host, and learns to ask questions in some unexpected situations.
two. Did not break the mindset
When practicing design, if you can emphasize one topic and let students think from different angles, it will not only enable students to deepen their understanding of knowledge, but also enable students to learn to use transformed ideas and improve problem-solving skills when solving problems. . In the observation of the ruler, the answer is larger than the small one. If you don’t just let the students say the size relationship between 10 and 9, the more attention is paid to the relationship between the numbers within 10, which not only consolidates the knowledge of previous learning, but also broadens the students’ knowledge. Thinking mode.
The above is my brief reflection on this lesson. In the future teaching, I will strive to: enrich the students' experience in mathematics, enrich the students' experience in mathematics, and enrich the students' experience in mathematics.

10 cognitive teaching reflection model five:

10 is a special number, which is both the result of counting and the unit of counting. In the calculation, the carry and the abdication of 10 are also the basis of the addition of 20 or less. Therefore, the "10 recognition" is the key in the teaching of recognition. a lesson. In this lesson, I try to reflect the following points:
First, from the hands-on operation let the children understand 10 one is one ten
10 one is one ten is the important content to establish the connection between the old and new counting units, and it is also the vital content needed for the children's follow-up learning. When I was teaching, I asked the children to count a few sticks. When I counted the number to 9, I paused and placed one below. Ask the child: How many sticks? It is easy for the child to answer 10 questions. This is to immediately instruct the child to bundle 10 small sticks into a bundle with a leather case, and let the children describe their operation in words: bundle 10 sticks into a bundle and teach them 10 children. It is a ten, and the process of having an intuitive stick and a bundle of sticks is easy to understand based on the child. Then use the counter to know that the child counts the number of beads and further consolidates the decimal relationship of the ten-in-one.
Second, let the children feel the mathematics by actually
The students listed many examples related to 10, such as: 10 fingers, 10 toes, 10 students standing in a team, 10 bundles of sticks, etc., by letting the students feel 10 can represent the number of objects, mathematics Beside me.
Third, the design uses the scale to let the students know the order of the numbers and guide the students to know the number on the ruler. Let the students know what the order of 9 and 10 is. Then I designed the fruit map that the children liked, let the students talk about which fruits they like to eat, and the number from the left and the number from the right....... Fully mobilized The children's various senses form and strengthen the appearance of "10" and understand the ordinal meaning and cardinal meaning of 10.
Finally, I deliberately designed the successful launch of the Shenzhou-7 spacecraft, the courseware display, let the students count down 10, 9, 8 .... This not only allows students to embody the digital application within 10 of our life, and enhances students' awareness of science.