The first few reflections on teaching

Part 1: The first few reflections on teaching

"Several and a few" are the two concepts that are the most confusing. The main reason for this phenomenon is that students use “several” to express more life experiences, while “first” is used to express less life experience. Therefore, the two are easily confused. "" is the focus and difficulty of teaching, but for first-year children, this knowledge point is easy to confuse. Therefore, in response to the above situation, I used the story and the game to teach in this lesson, and achieved good results.
In teaching, we should promote students' understanding of "the first few" and distinguish between "several and several" through a large number of activities. "Take students to go to the zoo to play. You must buy tickets before entering the zoo. You see, there are people waiting in line to buy tickets in the early morning of the zoo." In this situation, students are enthusiastic and actively want to participate in activities. I am still interspersed with courtesy. education. Students learn how to differ from the first few in their participation. This is in line with the student's life experience, making it easy for students to accept, stimulating students' enthusiasm for learning, and also activating the classroom atmosphere. I was the first to buy tickets through the queue, let the students directly observe, count, see a total of 5 people in the ticket, children wearing hats and boys without hats are ranked in the first few, let students know "a few The difference between "and the first few".
By guiding the students to say:
If you are in front of the old grandfather, what would you say to the grandfather?
Grandpa was happy to be ranked first. Now look at the number of boys wearing hats. What is the number of boys who don’t wear hats? There are a few people in front of the little girl, how many people are behind?
How many people have we said the same as the first few people, such as 5 and 5, 2 and 2? Students can perceive and experience “several” and “several” in the context, distinguishing between the 5th and the 5th, and understand that “the first few” refers to one and is relative. Ability to describe location relationships in a more complete language.
When creating multiple scenarios during the practice, the students are enthusiastic and actively want to participate in the activities. Through the activity students, they are fully devoted to the mathematics activities, which increases the actual experience. Students have consolidated several and a few in the participation, which is in line with the students' life experience, making it easy for students to accept, stimulating students' enthusiasm for learning, and also activating the classroom atmosphere. This is very useful for first-year children. It is full of interest in learning and consolidates new knowledge, reflecting the classroom of students as the main body.
In the teaching of several and the first few, there are also some shortcomings. In the classroom, I feel that the children have mastered it well, but there are many problems found in the classroom practice. Later, I reflected on my own classroom teaching and found out some reasons. : First: In the classroom teaching, I actually operated a relatively small number of lectures. The speed of the lectures was too fast. I felt that the children should be manipulated by pendulum graphics, such as taking out a few on the left or taking out the first few on the right. Practice more exercises to understand what you have learned. Second: The number and the first few are the difficulties of teaching, because there is also a question from which side to count, students have certain difficulties in distinguishing between left and right, and several and the first few will be confused. Of course, this is also related to the fact that students currently have fewer words, do not understand the meaning of the topic and the amount of topics they touch. I believe that after a period of consolidation exercises, this situation will improve.

Part 2: The first few reflections on teaching

"Knowing a few and a few" is the focus and difficulty of this paragraph, because for the first-year children, this knowledge point is very easy to confuse. In order to break through this difficulty, I specially arranged some small games in the design of teaching: from From left to right, please ask the first few children in the first row to stand up. Please wait for the first few children to go to the front to use the math game to stimulate students' interest in learning. At the time, choose some games that match the teaching content to stimulate students' interest in learning, so that students can consolidate the mathematics they have learned in a relaxed and pleasant atmosphere.
Mr. Tao Xingzhi said: "Real education is a heart-to-hearted activity. Only from the heart can you reach the depths of your heart." From the words of the gentleman, we are not difficult to understand, leave the emotions, and all education. There is no way to talk about it, including mathematics education. In the future mathematics teaching, I should pay attention to combining the children's ideological reality and the ability to accept knowledge, creating a relaxed and pleasant learning atmosphere for the children, fully mobilizing the students' emotional factors, and helping the children to truly fall in love with the art of mathematics. .

Part 3: The first few reflections on teaching

The lesson of "Knowing a few and a few" is the different meaning of distinguishing between "several" and "several". "Several" refers to the total number of things, "the first few" refers to the order of things, is one of them. "Several and a few" are the two concepts that are the most confusing. The main reason for this phenomenon is that students use “several” to express more life experiences, while “first” is used to express less life experience. Therefore, the two are easily confused. It is not difficult for students to judge a total of several, pointing out that the first few must consider which direction should be counted from, which is much more difficult. For the first-year students who just entered the school, the age is small and the sense of orientation is still poor, for "several" and " The first few "have some difficulty in distinguishing. In teaching, we should promote students' understanding of "the first few" and distinguish between "several and several" through a large number of activities.
1. The theme map of the textbook is a situation in which the queue is bought, and the scene is static and lacks dynamics. I don't stick to the shackles of the textbooks. "I created a transitional language: take students to the zoo to play. I have to buy tickets before entering the zoo. You see, there are people waiting in line to buy tickets in the zoo early in the morning." High, active and want to participate in activities, I am still interspersed with politeness education. Students learn how to differ from the first few in their participation. This is in line with the student's life experience, making it easy for students to accept, stimulating students' enthusiasm for learning, and also activating the classroom atmosphere. This is very useful for first-year children. Then I created a second situation---the "family portrait", which naturally led to the second question of "doing one thing." Because the students had a preliminary perception of the left and right before the class, the answer to these questions was quite good. With my encouragement, the students' learning enthusiasm is once again high.
2, in order to enable students to maintain a good learning state in the classroom, I specially arranged a lantern game: 4 lanterns from the left, 4th lantern from the left, and repeated practice, so the students are constantly In the practice, I improved my thinking, achieved a better teaching effect, completed the teaching tasks of the whole class, and broke through the key points and difficulties of this lesson, "Knowing a few and a few."
In the teaching of several and the first few, there are also some shortcomings. In the classroom, I feel that the children have mastered it well, but there are many problems found in the classroom practice. Later, I reflected on my own classroom teaching and found out some reasons. :
First: I only pay attention to the explanation in the classroom teaching, but the actual operation is relatively less. The speed of the lecture is faster. I think the children should be manipulated by pendulum graphics, such as taking out the left side or taking out the right side. The first few, more operations and more practice to understand what you have learned.
Second: The number and the first few are the difficulties of teaching, because there is also a question from which side to count, students have certain difficulties in distinguishing between left and right, and several and the first few will be confused. For example, if you paint 4 lanterns from the left, the students may only apply the fourth.
Third: Of course, this is also related to the fact that students currently have fewer words, do not understand the meaning of the topic and the amount of topics they touch. I believe that after a period of consolidation exercises, this situation will improve. Fourth, after the practice, I can actually expand it effectively. For example, ask students, our classroom is on the first floor. How many floors do we have in our teaching building? If your family lives on the first few levels, it will also make students feel that mathematics is ubiquitous in life.

Part 4: The first few reflections on teaching

The few and the first are the superficial expressions of the base and the ordinal. Knowing the "several and the first few" is the focus and difficulty of teaching, but for the first-year children, this knowledge point is easy to be confused. "Several" means how many things are, and "the first few" is the sequence number of things arranged. For those who have just entered the school, the age is too small and the sense of orientation is still poor. There are still some difficulties in distinguishing between “several” and “several”. Before using this part of the content, use the game for a few minutes each day to let the students know the orientation of the front, back, left and right. Especially left and right, I first let the students introduce how to remember the left and right directions. After preparing for the work, they started the teaching of "several and a few":
First, the introduction of the situation, the perception of "the first few"
I used the characteristics of the first-year students to listen to the story and found a story related to the "fifth": In ancient times, one person especially liked to eat meat buns, he ate one not enough, and ate one was not enough until When I got the fifth one, I felt full. He patted his stomach and sighed and said, "Hey, you have to know how good it is to eat the fifth one, and how good it is to eat the fifth one!" When the students were still trying, I asked Everyone: "You said, is this person right?" "No, no." The students know what they are, not knowing why. At this time, the clever Liu Wei stood up and said: "This person has to eat five to eat. If he only eats the fifth one, then he only eats one." I brought out today's topic in due course.
Second, use the theme map, teaching "the first few"
The theme map of the textbook is expressed in the form of a scene, and this scene is static and lacks dynamics. I do not stick to the constraints of the textbook, and re-adjust the theme map on the textbook to make the students participate in the queuing. In a topical situation, students lining up to dynamically categorize the content provided by the theme, so that students can fully devote themselves to mathematics activities, increase the actual experience, and deeply understand the difference between the few and the first.
Third, contact life, learn mathematics
In order to help students understand the meaning of "several and a few", I guide students to further understand the meaning of "the first few" according to the things around the students. For example, "I want to take the exam first, I am sitting in the first row", etc., the students have the guidance of the teacher, and will soon describe the "fifth" in their own language. In this way, not only will students consolidate new knowledge, but also strengthen their language skills.
In the teaching of several and the first few, there are also some shortcomings. In the classroom, I feel that the children have mastered it well, but there are many problems found in the classroom practice. Later, I reflected on my own classroom teaching and found out some reasons. :
First, in the classroom teaching, I only pay attention to the explanation, but the actual operation is relatively less, the lecture speed is faster, I think the children should be manipulated by pendulum graphics, such as taking out the left side or taking out the right side. A few, more operations and more practice to understand what you have learned.
Second, the first few and the first few are the difficulties of teaching, because there is also a question about which side to count. Although I let the students perceive the orientation before the class, there are still some students who have certain difficulties in distinguishing between them. And the first few will also be confused. For example, if you paint 4 lanterns from the left, the students may only circle the fourth.
Third, of course, this is also related to the fact that students currently have fewer words, do not understand the meaning of the topic and the amount of topics they touch. I believe that after a period of consolidation exercises, this situation will improve.
4. After finishing the exercises, I made a summary, but I feel that the way of summing up is wrong. I asked the students to go to the queue and use the knowledge they have learned today. When summing up, they should not ask: "There are 5 students." What we are studying today, "The 5th classmate" is what we are studying today. The question is too abrupt. Although some students know it, I think most children still feel the fog in the clouds. In fact, for the first grade children. As long as you go through the process of observation, activity, and communication, you can understand the meaning of "several and a few" and distinguish it. This is a process of perception.
5. When I talk about the exercises in the back, there are also some shortcomings: 1. "Think about doing it" The first question is painted from the left side. You can review the "left and right" first and do one thing about "the left hand clenched fist, the right hand." The small fist game, deepen the students' perception of the direction, and then paint, the effect will be better, the purpose will be stronger. 2. "Think about doing it" Question 2, "Have you heard the story of the monkey fishing the moon?" Some students have heard it, some have never heard it. In fact, the interest of the child is still very high at this time. You should prepare a The recording of the story, or animation, allows the child to learn knowledge easily.
Of course, classroom teaching is art, and it is a regrettable art. Every time I finish class, I will have some regrets. Therefore, there is a distance between reality and presupposition. The real perfection is only the redesign and reflection after teaching. Appropriate after teaching. Adjusting the design is believed to provide a reference for future teaching.

Part V: The first few reflections on teaching

The few and the first are the superficial expressions of the cardinality and the ordinal. "Several" means how many things are, and "the first few" is the sequence number of the arrangement of things. For the students who have just entered the school, the age is too small and the sense of orientation is still poor. There are still some difficulties in distinguishing between “a few” and “the first few”. In this part of the content, I first queued up to buy tickets, let the students directly observe, count, see a total of 5 people in the ticket, children wearing hats and boys without hats are ranked in the first few Let students know the difference between "a few" and "a few". The students fully said that they were free to let them truly become masters of learning.
After I got to know the "several" and "the first few", I practiced the students and integrated the third and fourth questions of "thinking about doing things" into a story that the students like, and guiding the students to do the questions while making the students more Can attract teachers to exercise their ability to listen. This session allows students to recognize the first few and the first few, and can also provide counseling to students with poor understanding.
In addition to teaching, I also found that to encourage children to grow up in encouragement. One of the questions in the practice is to circle five from a few pears and then put a check mark on the fourth of the pears that are circled. Usually they are from left to right. I found a classmate with a bad behavior in the class. They didn’t squat in the middle. At that time, I showed the classmate’s homework to other students and praised it. This classmate loves to use his brain and is good at observing graphics. The next day, the student had been sitting very well, and knew that raising his hand to answer the question, I was still surprised at the time. Later I thought it might be that I praised him and made him make great progress.
I often think about how to talk about such simple knowledge, so that children can easily accept and learn from them. Being active is the child's nature, so look for something that can be used from the child and discover the advantages of each child to make up for their shortcomings.