Reflection on shopping teaching

Part 1: Reflection on Shopping Teaching

The main content of the "Shopping" lesson is to further understand the meaning of multiplication in the process of solving practical problems, and to explore the calculation method of two or three digits by one digit, and to calculate correctly. In a specific scenario, different methods can be used to solve simple problems in life.
The calculations are dry for the child, both monotonous and boring. I want to create a situation of “shopping” and introduce the life situation of “shopping” that students are familiar with and very interested in. First of all, I introduced it in the form of a conversation: Classmates, the new semester begins, the library needs to add some items, and the naughty as a librarian wants to invite our classmates to go together, but there is a small request that needs to be done to him. Out of the mouth calculations, it is natural to review the old knowledge here, but also laid the foundation for the new lesson.
During teaching, I purchased cabinets, tables and chairs with naughty, so that students can enter the situation, let the students experience the problems encountered in life, and the students themselves understand the information given, and ask math questions to solve the students' questions. When I have 4 chairs, I let the students explore, communicate, cooperate, and show. The students have a variety of algorithms: 12+12+12+12=48, and the drawing is calculated by column vertical calculation. =48. According to the students' four kinds of answers, I first encourage the students' practice, let the students realize which algorithm is simple and does not make mistakes. After the students exchange, they finally get the vertical form, and combine the teaching aids to understand the algorithm of vertical calculation. Let the students understand the mathematics and learn the new knowledge of this section.
I saw that children can ask questions and solve problems themselves. I don’t know how happy I am. The ability of a child can’t be estimated. I am really laughing on my face, happy in my heart! Because this lesson not only allows students to learn the calculations in solving problems, but also realizes the diversification of algorithms and achieves the intended goals of this lesson. More importantly, let the students know how to communicate in groups; how to listen, learn from, and reflect on how to optimize the algorithm; how to evaluate each other; how to learn mathematics, etc. At the same time, let me understand: in the classroom, students can learn more effectively in group cooperation and communication.

Chapter 2: Reflection on Shopping Teaching

On September 20th, after I finished the course of "Shopping", I felt that I still have a lot of work to do in the process of teaching! Just like other mathematics teachers told me before: To take a good class, not only the teachers' enthusiasm for teaching, but also the teaching skills of teachers to guide students to participate in learning activities independently. Under the joint efforts of teachers and students, mathematics teaching can be made. Become a teacher of real math activities. So reflect on your own teaching of this class, summarized as follows:
First, in this class, I mainly worked hard in the following aspects
1. Create a situation to stimulate students' interest.
"Shopping" is the starting class for the fourth unit of the third grade of the National Primary Mathematics in Beijing Normal University. The main task of this lesson is to let students master the vertical calculation of two or three digits multiplied by one digit. Multiplication vertical is the first contact of children, so understanding the mathematics of multiplication and vertical, mastering the calculation method has become the focus and difficulty of this class. In order to enable students to better understand and master the knowledge of this lesson, I created a scene where Xiao Ming and her mother went to the furniture city to buy furniture, and guided the students to change roles. Think about what would you ask if you were Xiao Ming? This not only mobilizes the students' original life experience, but also makes students feel that life is by their side, using the charm of mathematics to attract students, let students experience mathematics in life, and cultivate students' brain, mouth, and other abilities. It also makes it easy, enjoyable and natural for students to enter this class.
Suhomlinski proposed the theory of "research learning" half a century ago. In his article "Let Students Conduct Independent Brain Labor---Research Learning Method," he pointed out: "In the depths of the human heart, there is a deep-rooted need. I hope that I am a explorer and discoverer. Researchers, and in the children's spiritual world, this need is particularly strong." So, in the initial understanding of the characteristics of rectangles and squares, I used the "inquiry activity" throughout the entire class, allowing students to do it themselves, through the number Counting, folding, and comparing, speaking and speaking, stimulate students' interest in learning and deepen their understanding of what they have learned. Let students experience in the activities, comprehend in the experience, from the specific items in life, to the abstract geometric figures, naturally over-the-top, and natural.
2, the student's "independent inquiry activities" throughout the entire class
Suhomlinski proposed the theory of "research learning" half a century ago. In his article "Let Students Conduct Independent Brain Labor---Research Learning Method," he pointed out: "In the depths of the human heart, there is a deep-rooted need. I hope that I am a explorer and discoverer. Researchers, and in the children's spiritual world, this need is particularly strong. So, in the process of exploring the algorithm, I let the students think independently, find ways to solve the problem, the children are in the process of self-exploration, cooperation and communication. In the middle, colliding with the spark of wisdom, summed up a variety of problem-solving methods, and experienced the diversity of algorithms.
Second, the inadequacies
1. The attention of the children in the lower grades is only 10~15 minutes. In order to enable the students to understand the mathematics and master the vertical calculation method, the teacher has designed too many problems, which wastes the students' effective study time and causes the students to appear last. Inattention is not concentrated, knowledge points are not well mastered
2. When the student has a teacher who has no pre-set problem, the teacher is led by the student, which reflects the shortcomings of lack of experience and insufficient teaching wisdom.
3, the teaching rhythm is not well mastered. Some students operate very slowly, so the final task is not completed. If you strengthen the students' operational training and speed up the rhythm of this lesson, the students' harvest will be greater and the teaching effect will be better.
4. Throughout the whole class, the language of your motivation is not very rich, and the enthusiasm of students to learn is not
Third, the direction of future efforts:
1. The teacher must play the role of a guide. The "New Curriculum Standards" points out that mathematics teaching focuses on "guiding" students' hands-on practice, independent exploration, and cooperation and exchange. For example, when asking questions about rectangles and squares, they are not allowed to answer immediately, because in such a hasty time, the students’ answers are incomplete and incomplete, and the group is guided to discuss and analyze. Find out the similarities and differences between rectangles and squares, let the students think about it more, and the language organization is more refined. Then answer again, it will be very exciting.
2. Teachers should be good at adjusting the pace of student activities when guiding, guiding, and assisting students in learning mathematics. They should be good at regulating the time of mathematics activities. It takes a lot of time to use each link so that your design can play a bigger role.
3. Teachers should be good at using stimulating language to encourage students who are not involved and slow in operation to make their teaching face to the whole.
4. Teachers should be good at absorbing new information from students and responding quickly, reprocessing, refining, and expanding, releasing to students, and achieving common improvement of teachers and students.

Part 3: Reflection on Shopping Teaching

The development of mathematics teaching in the new era is facing new opportunities and challenges. Using novel and advanced educational technology, it provides a broad display platform for the new growth point of mathematics teaching in small and medium-sized schools. The integration of modern educational technology and elementary school mathematics classroom teaching is conducive to transforming educational thoughts, reforming classroom teaching, updating teaching methods and means, and promoting the overall profound changes in educational concepts and teaching mechanisms.
The new curriculum standards advocate “mathematical learning methods of independent exploration, cooperative communication and practical innovation. From the perspective of students' life experience and existing knowledge background, they are provided with opportunities to fully engage in mathematics activities and exchanges, so that they can explore independently. The idea of ​​truly understanding and mastering basic mathematical knowledge, mathematical ideas and methods while gaining extensive experience in mathematical activities. Therefore, in the teaching of "Shopping", I am committed to changing the way students learn and the teaching methods of teachers, and to cultivate students' self-learning, cooperative communication attitudes and habits. The whole class activities are based on students and guided by teachers. The active learning activities enable students to learn mathematics, understand mathematics and gain development based on the study of real-life problems, so that they can feel the fun and usefulness of mathematics in rich mathematics learning activities, reflecting the new curriculum. The basic requirements of the standard. In teaching, I believe that students will boldly let the students explore and try. At the beginning of the lesson, students are allowed to use the Internet to conduct online shopping activities. Through operation and discussion, students can understand the RMB and understand the relationship between them, understand the function of the RMB, experience the close relationship between mathematics and life, and explore A solution to the problem.
Reflecting on this lesson, in the first class of teaching, I only used the courseware as a tool for content display in the classroom. When the courseware was displayed, the students were very excited and eager to try, and the small hands were raised high. I am looking forward to my name and try to shop online. However, due to limited time, only some of the students have the opportunity to go to the teacher’s machine. The students who have not been able to operate are disappointed because they Only once as a bystander. When the group discussed: "What did you find in the process of paying?", the students who were positive were just the students who had the opportunity to operate. From this we can see that if the courseware is only used as a tool for content display, it will hinder some students' enthusiasm for learning and hinder their thinking ability. Therefore, in the following two classes of teaching, I used the "study mode of mathematics to explore teaching mode" to teach, use courseware as a tool for students to learn, explore the tools of law, and let students use the Internet to conduct online shopping activities. The whole class can experience the regular "discovery" process. When the group discussed: “How many things did you buy? In the process of paying, what did you find?”, the students were positive, bravely said their findings, and said that they would pay for the presentation. Process, at this time, information technology is used as a tool for discussion and expression. After the exchange report, reflect: "What methods have you learned to pay? What else? If you go to the machine again, try to use a variety of payment methods to shop." When students, different opinions were put on the machine again and found together. Deepening the understanding of multiple payment methods, information technology has also been used as a tool for practice, consolidation, and inquiry. This change made me think: In the classroom, if information technology is used as a tool for students to learn, as a tool of "mathematical experiment" to explore the laws of mathematics, it can well cultivate students' diverse learning and make students' thinking ability Got development.
After two shopping sessions, the harvest is different. I deeply realized the benefits of teaching with the "study inquiry teaching mode of mathematics law", and also deeply understood Bruner's suggestion: "Teaching students to study any subject is by no means instilling some fixed knowledge into the students' minds. It inspires students to take the initiative to seek knowledge and organize knowledge. Teachers can't teach students to be an activity bookcase, but teach students how to think; teach him how to learn from historical knowledge like historians study and analyze historical materials. The organization belongs to his own knowledge. Therefore, seeking knowledge is a process of autonomy, not just passively bearing the results of previous studies." Through the "discovery" approach, students can think, explore, and experience the process of scientist invention, discovery, and creation like scientists, and cultivate students' attitudes of creation and creativity. At the same time, I also feel that: Teaching resources are everywhere, as long as they are used in a timely and appropriate manner, they can achieve unexpected results. Teachers should not only "teach high school" but also "learning in middle school." Only by fully and reasonably exerting the role of information technology can teachers be able to learn and learn, and let students continue to have successful experiences in the learning process, build self-confidence, and learn to learn.

Chapter 4: Reflection on Shopping Teaching

"Shopping" is the content of the textbook P28-P29. It is based on the student's study of a single digit multiplied by a hundred multiplications, and further learns the multiplication of the digits by one digit by two or three digits. On the basis of the students' existing social experience, students' existing knowledge and experience will be stimulated, and students will feel the close connection between mathematics and life. They can use existing knowledge to solve problems in life and further stimulate students' interest.
When teaching, I moved to a new home by naughty, I needed to buy new furniture, and the naughty family came to the mall to buy cabinets, tables and chairs to introduce students into the situation, let the students experience the problems encountered in life, and the students understood themselves. Giving information and asking math questions, when solving the problem of the four chairs proposed by the students, the students appeared a variety of algorithms: 12+12+12+12=48, 12+12=24, 24×2=48 through the column Vertical calculation 12×4=48. According to the students' three kinds of answers, I first encourage the students to practice, let the students realize which algorithm is simple and not error, and finally get the vertical form after the students exchange, and Combine teaching aids to understand the algorithm of vertical calculations, let students understand the arithmetic. In this lesson, I think the best places are:
1. Provide a realistic learning background.
In the teaching, creating a life background such as “naughty and moving to a new home” enables students to actively participate in questions, independent thinking, calculation, cooperation, communication, etc., so that students can feel that mathematics originates from life, mathematics can be used to solve real life. A variety of simple questions to further experience the close relationship between mathematics and life.
2. Advocate algorithm diversification.
Making students experience the diversity of algorithms is an important aspect of the mathematics curriculum standards. In the teaching, we also make full use of the situation to guide students to ask questions and solve problems. Students are encouraged to use a variety of methods to solve problems, through independent thinking, group communication and discussion, experiencing the process of exploring multiple algorithms and communicating with others, so that students can recognize that oral calculations, calculations or estimates are available when faced with specific calculation problems. The way you choose to further improve your students' ability to solve problems.
3. Master the necessary knowledge and skills.
In this lesson, the method of column vertical calculation is the basis for learning the computational multiplication in the future. Students should be mastered with the necessary one-digit multiplication method, so they should guide students to pay attention.
However, in the process of teaching, there is not enough format for explaining the problem. When the students solve the problem, they put the formula into a vertical form. In addition, the language of the teacher in the classroom is not rigorous enough, and it must be corrected in the future teaching.

Chapter 5: Reflection on Shopping Teaching

It has been more than a month since the new semester, and I have a lot of emotions in the face of the previous teaching work and achievements. The purpose of the new curriculum reform is to cultivate students' self-learning ability and cooperation and communication ability, to achieve the purpose of ideological education through self-perception, to review the problems reflected in the teaching work, and feel that there are still many problems in the teaching work that need further improvement.
First, for the "shopping" class, I have a bad request for students to learn independently. Third-year students are not very strong in self-discipline and self-thinking. For example, let students think and communicate with each other. 12×4 is equal to 48. What do you think? Students don’t communicate underneath, sometimes give up students to think independently. In one step, the traditional old method is adopted, and as a result, the students' independent thinking ability is not exercised, which affects the students' future study.
Second, there was a mistake in the class. The question is how much 42×2 is equal. The student 1 answer divides 42 into 40 and 2 and then multiplies by 2, adding them together, and student 2 answers two 42 additions. Student 3 uses the multiplication vertical calculation. In the above three calculation methods, it is necessary to ask which method is relatively simple. Now the teaching requires the algorithm to be diversified. As long as it is reasonable and the students like it, the teacher should give affirmation.
Third, the lack of attention to students with poor learning. In the new grant, the new knowledge will soon pass by. Because the degree of students is different, good can understand the truth, and those students with poor degrees may not, resulting in good students learning better, poor Students learn poorly and do not focus on individual students.
In the following work, I will strengthen the examination of basic knowledge in the future work, pay attention to the cultivation of students' ability, give full play to the advantages of group study, pay attention to individual students, and influence students through themselves, so that each classmate can get different degrees. Improvement.