Rethinking on building blocks

Part 1: Reflection on Building Blocks

The main content of the "Building Blocks" lesson is the non-receiving addition and non-returning subtraction of the number within 20. In the teaching process, I started with the game of letting students do the increase or decrease of the building blocks. The enthusiasm of the students was still very high when they first attended the class. But I was deeply touched by a class. I didn't give a test before the lecture, but after I talked about it, I found that there were some unexpected problems in the original teaching process. Through practical teaching, reflections are as follows:
1. Because my understanding of the textbook is not deep enough, I only explain it in various examples presented in the book. Intuitive models were not used to help students establish computational models for non-receiving and non-regressive subtraction, so students lacked a bridge in understanding this part, and the classroom was once dull for this reason. After class and other teachers, I found that using a small stick or a counter can explain the situation to the students. This also makes me more aware that mathematics comes from life, and it is most useful to find models from life to understand students.
2. There are too few opportunities for students to explore on their own. At the beginning of the class, I just invited some students to come to the stage to do the game. There is still a large part of the students who did not participate in the class, which undoubtedly weakened the positive behavior of many students. In fact, I should let the students prepare the cut color cardboard instead of the building blocks in advance, so that every student can participate in the game during class, which will be more conducive to students to find problems.
3. There are almost no opportunities for students to communicate independently during the lectures. Because students do not have personal experience, they have no idea what they are talking about. In the future, students should be given more opportunities to communicate, so that students learn to learn from self-discovery observations.
4. Suhomlinski once pointed out: "If the teacher does not want to make the students have a state of high emotions and intellectual inspiration, they are eager to impart knowledge, and mental labor that does not move emotions will bring fatigue. Without rejoicing, Without interest in learning, learning becomes a burden. "However, how can students be in a state of excitement when they are in class?" This is a question I have been thinking about all the time. The voices in the lectures should be magnetic, tempered, and attractive to students. I must learn to use my voice to create a cognitive environment with intimacy and excitement.
In the future teaching, I should pay attention to cultivating students' hands-on ability and language expression ability, and cultivate students' good study habits. At the same time, I also need to study the teaching materials carefully, and learn more like experienced teachers to improve their business standards.

Chapter 2: Reflection on Building Blocks

This class is mainly to allow them to classify and count the blocks according to different standards. When the building blocks of Xiaodingding and Xiaoxiaoya are described at the beginning, the whole class performs very well, and can be said according to the color, yellow. There are a few pieces in the red, a few in the red, and a few in the blue; but according to the shape, the students are still somewhat difficult, there are several pieces in the cylinder, several pieces in the cuboid, and several pieces in the square, which cannot be complete. It is concerned that young children are more sensitive to color and can clearly see that the colors are different, but they cannot be immediately identified as different shapes, especially in a built-up building block.
However, when they completed the following two tables, they did not know the statistics of the building blocks. They were still counting the small blocks of their small blocks. This is what I did not think. I have already said the building block above the statistics table before I did it. There are many people who are counting other building blocks.
This class is very unsatisfactory, and there are still some people who have problems in the statistical shape. After class, I borrowed the building blocks and built them for the students. At this time, the students can be classified according to two criteria, and they can tell each other. There are a few pieces.

Part 3: Reflection on building blocks teaching

The teaching goal of this lesson is to enable students to further understand the meaning of addition and subtraction, to learn less than 20 plus and no abduction and subtraction; and to make students feel the connection between mathematics and daily life through the situation, and further understand the order and number of consciousness within 20 . The teaching process of this lesson is, first of all, the introduction of context. Familiar with the composition of the number within 20; then follow the increase and decrease of the building blocks to further understand the meaning of addition and subtraction; the third is to write the corresponding formula each time you increase or decrease the building blocks, and ask how to calculate the number; The last is to consolidate the exercises and conclusions. Throughout the teaching process, the students' enthusiasm for learning is relatively high, and through their own hands-on operation, they understand the calculation of the indentation addition and the non-regression subtraction within 20 degrees, and pay attention to daily life in practice. However, the following points are worth considering in this lesson: 1. The building blocks prepared for students are not detailed enough. One is ten, the other is two, and the explanations given to the students before the students are placed are not detailed enough, which leads the students to count the two groups as one in the process of building the blocks. Therefore, in another class, before the students put the students, first explain the problem to the students, and the results are less; 2, after the students are building blocks and writing the formula, I did not let the students come to the blackboard to show again. The process of building blocks, which allows students to understand the mathematics more intuitively. If you take this lesson, this step is indispensable. 3, in the process of teaching, still can not let go of the hands and feet, there is a feeling of holding students to walk.