Reflection on the teaching of fractional multiplication

Part 1: Reflection on Fractional Teaching

When we explore, how do we “help” and “put”? In the past, when students explored, we used to “help” too much, and it was easy to play a table-style “full house”. The space for students to think independently was small, and more was led by the teacher. The new curriculum advocates students' independent exploration and cooperation and exchange, so we also see: the teacher should not dare to speak in the classroom, the guidance does not guide, sometimes the students believe in the horse, sometimes the students are indifferent, the inquiry is in the form . Therefore, in the classroom, I maintain patience, patience and patience on the one hand; on the other hand, when the students are in a state of resentment, they will “help” them in time. "Help" is not to tell, but to inspire and guide. Under the guidance of teachers, the students' thinking has gradually reached the "other side of truth." As a teacher, it is necessary to be able to understand the teaching materials from a certain height and grasp the teaching so that it can better Guide students' thinking to develop in depth.

Part 2: Reflection on the teaching of fractional multiplication

When calculating the formula of fractional multiplication, students often make the following mistakes:
For example, when calculating 4×8/9 × 3/5, students often divide 4 and 8 points, so in order to make students realize that 4 can't score with 8 and prevent students from making such mistakes, I will guide students before the appointment. , made the following changes: 4 × 8 / 9 × 3/5 into 4 / 1 × 8 / 9 × 3/5, so that students can realize that 4 is a molecule, 8 is also a molecule, can not be divided .
The effect of the classroom reflection is not bad! Therefore, sometimes, a small change can improve students' understanding and improve the accuracy of calculation!

Part 3: Rethinking the Teaching of Fractional and Multiplying

The score is multiplied by the teaching of this lesson. Because the students have the basis of the first three lessons of the score multiplication, I mainly leave the time to the students during the teaching, so that the students can participate in the whole process of learning independently. When the students find the mistake, I Guide it in a timely manner. In particular, when students encounter difficulties in the appointment, I remind them of the importance and necessity of the appointment, and let the students clearly pay attention to order and not miss.
In this regard, I focus on the students in the class, because the ability of these students to find the number of conventions is relatively weak, and often the maximum common divisor of the numerator and the denominator can be quickly found when the points are divided, and some of the points are more chaotic, resulting in The tedium and mistakes of the final calculation.

Part 4: Reflection on the teaching of fractional multiplication

This is a computation-based classroom. The goal is to let students experience the method of fractional multiplication, which can quickly and correctly calculate the fractional multiplication operation; with the existing knowledge, to understand the diversity of problems; to succeed in mathematics learning activities. Experience.
The classroom is designed according to several links:
One is to review the preparations, to prepare for the new lesson; the second is to propose the test questions synchronized with the textbooks; the third is to let students take the self-study textbooks with questions; the four students try to practice and check the self-study effect; the five students discuss exchanges and try to practice, telling why Do; six teachers comment, guide summary summary; seven for classroom feedback exercises to improve.
The whole class focuses on the development of students' thinking and pays attention to the cultivation of students' self-learning ability. Students can actively learn to explore new knowledge in a harmonious and harmonious atmosphere.
Preparing lessons before class, although not digging into thoughts, but also exhausted your brain. The two pages of textbooks 78 and 79 have more knowledge points, such as multiplication, continuous division, multiplication and division calculation, and fractional mixed operation. In order to facilitate students to study on their own, I carefully study the textbooks, read the corresponding topics of the People's Education Edition, carefully study the teaching books and other teaching cases, read through my previous notes, and finally dig out the knowledge of textbook enrichment. Make the classroom goals clear and straightforward.
Classroom review:
First, in the self-study session, I always worry that students can not learn by themselves, and spend more time for students to self-study the contents of the 78 pages of the textbook. In this session, teachers are a little shaken about students' ability to learn and solve problems. Fortunately, I insisted on the original idea. Looking back at the previous class and this lesson, I found a problem: students are not good at asking questions to classmates or teachers. For example, "How is this calculated?", "This step is calculated, what does it mean?" When students encounter problems that they do not understand, they dare not even ask for help. In addition to the influence of teacher-student relationship, it is more difficult to cultivate the study habit of “questioning”. How to let students learn to ask for help is a problem that we have to try to solve.
Second, this one is about the problems caused by the discussion and exchange of students. After the exercise is completed, a clear move of the students is to hold the small hand and "teacher, is this done?". Keep an eye on this in your class. Of course, after the students complete the exercise, it is a good thing to ask the teacher - to tell the teacher the idea, and thus to be affirmed - this is a passive affirmation. Can we do something more about this "passive"? For example, let the students themselves find the affirmation from others. This kind of affirmation comes first from his classmates, good friends, good partners, not just his teachers. This requires time and space for students to discuss and communicate.
I deal with this: When the students complete the exercise, they can freely go to the seat, find the classmates they want to discuss and discuss the problem-solving methods and processes, and finally unify the answer. Of course, the entire classroom requires students to make a ban, otherwise the classroom discipline will be chaotic. In the three chapters of the student's law, when I hear the teacher telling me back to the seat and stop the discussion, I did not immediately follow the request. I will not be able to leave the class in the classroom next time. Students are also willing to accept. If the student comes directly to the teacher to exchange the answer, of course, you can advise him to discuss and communicate with other students first, and then come back to communicate with the teacher after unifying the answer.
Some of the above are additional words in this lesson. In today's class, only one or two people dare to leave the room, indicating that the students are still disciplined but rather timid. I always think that the open class also allows students to leave the seat and discuss boldly, instead of being limited to the same table or four people.
Third, the multiplication calculation of this lesson is out of the situational problem. For the calculation, the students are not allowed to combine the examples to say the meaning of each step. Although the students learned to calculate the multiplication, they did not contact the actual problem explanation, which limited the development of students' thinking.
Fourth, the classroom teaching is not enough, and there is no effective adjustment. After most students are proficient in the calculation of the ride, they still follow the lesson plans, and can't skip the lesson according to the actual situation, which leads to the practice of the latter tends to be simple, and the students' thinking has not been better developed.
Fifth, the teaching language tends to be dull, and the teaching process is not interesting enough and not enough. In response to this, do you think we should watch more programs such as variety shows and learn from the hosts? Because we are also the "host" of the entire class.

Part 5: Reflection on the teaching of fractional multiplication

I have positioned the teaching objectives of this lesson as follows: 1. To enable students to experience the process of solving simple practical problems with fractional multiplication, to understand and master the method of solving simple practical problems with fractional multiplication, and to correctly grasp the calculation of fractional multiplication. method. 2. In the process of researching algorithms and solving problems, students can further understand the internal relationship between mathematics knowledge, feel the application value of mathematics knowledge and methods, and improve the confidence of learning mathematics. Example 6 provides a student with the opportunity to calculate the score multiplication by solving the actual problem teaching score multiplication, and prepares for the student learning score addition and multiplication and division mixed operation. After presenting the actual problems, the textbook first helps students understand the meaning of the questions and analyze the quantitative relationship through the line graph. After step-by-step answering, the students will be guided to a comprehensive formula, teaching three scores and multiplying. The textbook will tell the students through specific demonstrations: when calculating the scores, you must first divide the scores and then multiply the results of the scores. The calculation method of the score multiplication score that the student has mastered will solve the practical problem of simple fractional multiplication.
This lesson mainly breaks through two key points. One is to solve the practical problem of fractional multiplication, and the other is to calculate the number of three scores and then calculate the number. When breaking through the first key point, we must pay attention to the effective use of resources. Students' resources should pay attention to the typicality and effectiveness, instead of letting students write directly on the blackboard after the problem is presented. To reflect the initiative of the students, after the example 6, let the students analyze the meaning of the questions themselves. And don't ask the teacher what to say, the students will follow what to do. Students can write their own number relationships, or they can draw line graphs to understand the meaning of the questions. On the basis of the students' understanding of the meaning of the questions, let the students calculate their own calculations. Students may be step-by-step or may be integrated. When conducting three points and multiplying the points, pay attention to the guidance of the time-sharing strategy. For example, the numerator is the final score, or the denominator is the final score, and the time-sharing should also be considered in an orderly manner, rather than a random appointment. Points. Finally, the student writes about the writing format of the student.