Reflection on the size of the score

Part 1: Teaching Reflection on the Size of Scores

The comparison of the scores is based on the students' learning of the meaning of the scores, because the third-grade students are younger, the intuitive thinking is dominant, and the abstract thinking is subject to certain restrictions. In addition, students' thinking may also be hindered by the “comparative integer size” approach, so the chances of students making mistakes may be higher when comparing the size of the scores. In order to improve teaching efficiency, the following teaching process can be designed:
Before class, let each student prepare a piece of rectangular paper or a square piece of paper.
First, the same molecule, different denominators:
Let the students do it first, fold out one-half of the rectangular or square paper, and apply the color; then fold out a quarter of it and apply a different color; then fold it out of the eighth. One, and painted in different colors. Carefully observe the painted parts and compare their size to inspire the students' thinking. What will happen if they continue to fold down? Exchange ideas at the same table. Report ideas. Children can understand that the more the average number of copies of the same piece of paper, the smaller each one. This is a situation of multiple reduction, in order to avoid misleading knowledge for children. Then, you can use the courseware to let students observe. The same size of the figure, the average number of copies is not the same, the size of each one is different, the more the average number of copies, the smaller each one. . If the student asks: Why use the same size paper? It can inspire students to think, when comparing the size, length, and weight of objects, what kind of conditions must these objects meet before they can be compared? At this time, students will suddenly realize the comparison of hands-on operations; because they have the same unit of score, they can be compared by fractional units. Look at the graph, find the unit of the score, and inspire the students to say: 2/3 is 2 1/3, 1/3 is 1 1/3, 2 1/3 is larger than 1 1/3, so 2 /3>1/3; 2/5 is 2 1/5, 3/5 is 3 1/5, 2 1/5 is 3 1/5 less 1 1/5, ie 2 1/ 5 to 3 1/5 small, so 2/5 <3/5.
Then guide the students to observe the commonality of the number of components, let the students make a bold guess: what are the commonalities between the two components in this case, according to what determines the size of the score? Leading students to say that they want to see the numerator. If the numerator is large, it means that there are many copies. Therefore, the scores of the denominator are the same, and the scores of the numerator are larger.
When teaching is compared with the molecular scores, let the students talk about what methods can be used to compare them, which is different from what they just learned. Guide the students to say a picture and take a look at them; their score units are different and cannot be compared by fractional units. By looking at the first set of pictures, the students understand that the more the average number of copies, the smaller each one, so 1/2>1/3; then look at the second set of pictures, the teacher can compare the first number of parts Questioning the size of the students: How many fractions are there in each of these two scores? Then explain that both scores are taken in three, but each one is the same size? Which one is big? Guide the students to say 1/8<1/4, so 3 1/8<3 1/4, ie 3/8<3/4. Then, the teacher guides the students to compare what the two components have in common, so that the students can make it clear that the two groups have the same numerator and different denominators. Then ask: In this case, based on what determines the size of the score? Guide the students to say that they want to see the denominator. The denominator is the average number of shares, and each one is smaller, so the two scores with the same molecular weight and the smaller denominator are larger.
Throughout the teaching process, students have learned a variety of different understandings and ideas through operation and interaction. In the process, students express their opinions, learn to listen and understand other people's ideas, and constantly reflect and judge their own and others' opinions. In this process, teachers and students share their thoughts and insights, which makes it possible to enrich the teaching content, seek new development, and achieve teaching and learning. In such an environment, the classroom became the sky for students to fly their hearts.

Part 4: Teaching Reflection on the Size of Scores

This lesson is based on the comparison of the scores of the students on the basis of the meaning of the scores. In the process of comparing the scores, the understanding of the meaning of the scores is further strengthened. The goal of this lesson is to enable students to compare the two scores with the same denominator or the numerator of "1". They can use symbols to represent the size of a set of scores, and cultivate students' hands-on operation, observation and comparison, and ability to communicate.
The "New Curriculum Standards" states that "mathematics teaching should closely relate to the students' life reality, starting from the students' life experience and existing knowledge, creating vivid and interesting situations, guiding students to carry out activities such as observation, operation, conjecture, reasoning, communication, etc. To enable students to master basic mathematics knowledge and skills through mathematics activities, initially learn to observe things from a mathematical point of view, to think about problems, to stimulate interest in mathematics, and to learn mathematics." Therefore, my whole lesson revolves around This goal is designed and taught. Now reflect on the following:
Create a variety of activities to stimulate students' interest and enthusiasm for learning.
As the saying goes: "A good beginning is half the success", and interest is a guide to learning to get started. It is the intrinsic motivation to stimulate students' curiosity and attract students' learning. Therefore, five minutes before class, I managed to mobilize the interest of the students. First let the students play the game of the turntable, so that the students can initially comprehend the knowledge of the comparison with the denominator score in the guessing, participation, observation, discovery and perception in the game, laying the foundation for the later study. Such introduction and new knowledge are vivid, image, natural, scientific and interesting, so that students can quickly enter the learning situation, combine the existing knowledge and new knowledge of the students, and do a good job of learning new knowledge. Psychological preparation. The students also practiced activities by folding, painting, and so on, and found the scores and further understanding of the meaning of the scores. At the same time, it also provides favorable materials for students' learning, and students use their own achievements to solve their own problems.
Provide students with full opportunities for independent exploration, cooperation and exchange.
Hands-on practice, independent exploration, and cooperation and exchange are important ways for students to learn mathematics. In this class, students not only got a lot of hands-on opportunities, but also got the opportunity to explore and cooperate in communication. For example, when letting students complete the two scores of the same denominator in the “Trying” on page 58 of the textbook, let the students think independently and then communicate in groups and find that this group of graphics can be used 3/8>1/ 8 to say that at this time, I did not meet this, but to guide students to try again and can not find another score comparison size? The students suddenly realized that they could also compare the size with 5/8 and 7/8 without color. This enables students to fully reflect the students' autonomy in the process of participating in the formation of knowledge, cultivate students' ability of observation and innovation, and make students' divergent thinking develop. When comparing the scores of the numerators, the students get a score of 1 for many molecules by folding out a fraction of the activity by themselves. The student then selects a set of scores for comparison. After that, the students were free to choose the multi-components in the group and recorded them. The class was open and enthusiastic. Some groups also found 5 components, which is not limited to 1/2 and 1/4 of the textbooks. Comparison, but based on the student's situation, the textbook has been extended to apply. The student group collaborated to compare the number of components, and to find and summarize the method of comparing scores better, faster, and more accurately, that is, the two objects to be compared should be the same size, and how to compare the case where the denominator or the molecule is the same. The size of the score. Students in their own exploration, cooperation and exchanges cleverly break through the teaching difficulties, fully embodies the student-oriented teaching ideas. It not only allows students to clarify the structure of knowledge, but also proposes different methods to promote the cultivation of good quality such as profoundness and flexibility of thinking through communication, collision and activation of thinking.

Part 5: Rethinking the Teaching of Scores

The scores I coached in this evaluation class are relatively large. I found some advantages and disadvantages in my class. Now I will reflect on it:
advantage:
1. Start with the topics that students are more interested in, create contexts to stimulate students' interest in learning, and use multimedia-assisted instruction.
2, according to the material teaching, according to the overall level of the students to prepare lessons, the difficulty of the score is compared to the size of a lesson. According to the practice feedback, it is seen that most of the students have mastered the knowledge they have learned.
3. Use a variety of evaluation languages ​​in the classroom to stimulate students' interest in learning. Including the students in the class, they all speak positively and have a high interest in learning.
4. Give full play to the main role of the students in the classroom, let the students do it, and the group exchanges to explore new knowledge and summarize the rules.
insufficient:
1. The lack of slope in practice is not good for students who are good at learning.
2, from the "Journey to the West" to the eight-bus help import, the students concluded that one-quarter of more than one-eighth, no one gave feedback to the eight.
3. It is not enough to understand the academic situation. It is not enough for those who have mastered the new knowledge.