Reflection on the addition and subtraction teaching of 0

Reflection on the addition and subtraction teaching of 0 : Fan Wenyi:

Today, in the multimedia classroom, this section adds and subtracts 0. There is a big gap between the teaching effects envisioned before class. The reasons for the analysis are mainly as follows.
First, the students asked what they asked.
For example, after the teacher asked that there are still a few fish left, some students listed the formulas of 3+0=3 and 0+0=0. It is obvious that the students have arbitrarily said the formula without serious thinking. If you look at the first line of questions, what do you find after the problem, some students say that they are "crossed"? Some students say that "the two sides are squatting, the middle is squatting." "The above is the plus sign, the following is the minus sign"... and so on, all kinds of questions that are not answered. From the students' answers, it can be seen that the students did not listen carefully to the teacher's words, and they thought about where to say. But the students said that the teacher could not ignore it and there was an unnecessary waste of time.
Second, the student's oral ability is too bad.
In the teaching, some students have errors in their oral calculations, and some students cannot quickly say the results of the export. Some students even have to use their hands to calculate the number.
Third, students' attention is not concentrated. The short effective time for students to attend classes is a constant problem. Teachers also consider the characteristics of students in this aspect, so try to use effective time to learn new knowledge. I noticed that the students were very concentrated in watching the animation, and they were very interested in it. However, when discussing the law of addition and subtraction of 0, many students simply did not think about it, and even some students began to speak.
Fourth, the students are underestimated. It is mainly reflected in the discovery and summarization of a number plus 0 or minus 0 calculation law and the law of two identical numbers subtraction. Students do not have the ability to discover the rules of their own. So it is difficult to sum up the law of addition and subtraction of zero.
In view of the above various situations, in the following teachings, we must start from the following aspects.
1. Develop good study habits for students. Listen carefully, think independently, and be brave enough to answer questions.
2. Strengthen oral calculation training. Take a variety of forms of practice, a variety of practice channels, often unremitting, improve students' oral computing ability.
3. It is necessary to reduce the difficulty in teaching. Teaching design should pay attention to the age characteristics of students and the knowledge reserve.

0 addition and subtraction teaching reflection model two:

1. Addition and subtraction of 0, mainly based on 0 can mean "no" to calculate. In teaching, I created dynamic and real problem situations, stimulated students' thinking, discovered and raised mathematics problems, and learned to look at things with a mathematical perspective. The classroom presented a developmental trend, the life in mathematics, and the mathematics in the problem.
2, in the discussion of "the law of addition and subtraction of 0" to give students a good space to play. When I first designed several similar calculations for students to do, then guided the students to observe these calculations and asked: What did you find? The students answered well, and some students were able to tell the subtraction formulas and related calculations with a score of 0 within 5 in order.
3. After the content of this teaching, there is a deep feeling that the influence of students' learning habits on teaching efficiency is really high. The teaching record in a class can be said from the above two points, but in one class, it is impossible to carry out the teaching of addition and subtraction of 0. Some students are distracted, disciplined, and distracted. How do you say how to carry out the deep thinking? Exploration? I have to think about it. First of all, different methods are used in the two classes because they face different students. Try the following methods: 1. Differences in instructional design: Three classes must use vivid and interesting slides and vivid and clear language to teach, so that images, language and other situations cause students to pay attention to them, so as to effectively teach. The four classes can add some hands-on content, because the habits are already guaranteed; in addition, continue to guide the deep-seated thinking, strive to develop students' thinking based on mastering the basic knowledge, and increase the top students of mathematics; Students use the complete language to answer questions, encourage them, and guide them so that they can make every class more vivid. 2, the difference in teaching organization: using a kind of incentives that can stimulate students' interest, to organize three classes of teaching, I think we can set up another set of incentives, such as classroom discipline and star system. Write a name on a long strip of paper, and then paste it on the right side of the blackboard before each lesson. Each lesson will be star-studded with a positive character. Every week, according to the statistics of the positive characters, the top ten will smile, the 10th to the 20th. 3 smiles, 20 to 30 2 smiles, 30 to 40 smiles, progress 10 or more plus 2 smiles. Smiley can change red apples, red apples can change green star cards, these are unchanged. Give it a try and hope to be effective. Work hard, talk less and complain, work hard and work hard, and let everyone think that class mathematics that is difficult to discipline can also be taught.

Reflection on the addition and subtraction of 0 : Fan Wensan:

"Knowledge of 0 and addition and subtraction of 0" is the last knowledge point of the third unit of the first volume of Elementary Mathematics. The content of the arrangement is the recognition of 0 and the addition and subtraction of 0. Prior to this, the students have already recognized the numbers 1-5, learned the addition and subtraction operations within 5, and have a certain understanding of the meaning of addition and subtraction. They can look at the chart addition and subtraction calculations, and can see the picture and figure out. Therefore, the difficulty of teaching this lesson is to let the students first understand the two meanings of 0, express the meaning of no and the meaning of the starting point, and initially learn about the addition and subtraction of 0.
In the teaching arrangement, first of all, I first show through a three-figure process that a greedy monkey eats two peaches one by one to show that 0 can mean no meaning, revealing the first meaning of 0. Then let the students find 0 in their lives. The students find that the 0 in life can also express other meanings and experience the wide application of 0 in life. Secondly, let the students find 0 on the ruler, indicating that 0 means the meaning of the starting point, and finally writing the teaching of 0. The second lesson is to teach the addition and subtraction of 0, so that students can further understand that 0 means no meaning.
In the teaching of the addition and subtraction of 0, there is a situation where there are 2 lotus leaves, 4 frogs on one lotus leaf, and no frog on the other lotus leaf. Then the two lotus leaves are close, asking for a total number of frogs. After this situation emerged, students were asked to talk about what they saw and to ask a math question. It is in the narrative of this situation that the students in the class cannot correctly express their meaning.
How much is it in total? Such a narrative description of mathematics has been implemented in the previous addition learning, and students are also required to do so during homework. But why, in today's situation where my gestures are already obvious, the students are still so stubborn to say the meaning of subtraction.
Judging from the answer from the first student in the class, her statement was “There was already...and then...” Then it was “There is still...” In fact, the student’s thinking is still in the previous question. In the situation before the frog figure on the lotus leaf appeared, "There were three birds, and then three of them flew away, and there are still a few birds left?" In the previous study, the addition of the Fauna class is an addition. Content, subtraction class is to learn the content of subtraction. In today's class, some students do not carefully understand the meaning of the picture but take it for granted. Still not suitable for adding and subtracting mixes in one class. Besides, the particularity of the addition of the four frogs and the frogs is more limited to the students' thinking. The students think that it is impossible. The general addition is that the two numbers add up, and the figure is not much related to the actual situation in life.
Therefore, in the course of class, after learning a few reductions, I changed the teaching ideas and used the frog's situational map as an exercise. The other one has three small sticks from the teacher's left hand and one from the right hand. How many roots are there? Introduced, students can quickly answer 4, 1 + 3 = 4. Then I put a small stick in my right hand to the left hand, asking: How many sticks are there at this time? Students can quickly answer 4 questions and also draw 4+0=4 from them. It is much better than the situation map directly given to the frog before.
However, there are some shortcomings in this section. After the teaching, it is found that students are relatively uncomfortable with a few plus zeros and a few minus zeros. Some students still count as a few +0=0. This requires further reminders to correct in future teaching.

0 addition and subtraction teaching reflection model four:

Regarding the addition and subtraction of 0, the calculation can be performed mainly by saying "no" according to 0. The textbook selects the common life scenes of the students. Let the students understand the meaning of the pictures, understand the meaning of the questions, and understand the number of the subtraction method and the addition of a number plus 0. Rethinking the whole teaching process, I feel that the mathematics classroom model that embodys the first example and then practice, the students feel that learning is happy in the process of self-inquiry, and learning is valuable.
Creation of the situation. Create dynamic and real problem situations, stimulate students' thinking, discover and propose mathematics problems, learn to look at things with mathematics, and then create a series of mathematical situations derived from life by students themselves. The classroom presents a development trend, which is reproduced in mathematics. Life, the problem is to understand mathematics.
The embodiment of the evaluation. With the encouragement of the teacher's silent eyes and gestures, the students feel the joy of challenging success, easily understand and explore new knowledge in the migration, publicize the personality in the relaxed classroom, answer the formula about 0, and discover the hidden in life. The mathematics problem explores the mysteries of mathematics and enjoys the value of mathematics and the joy of learning.
The process of inquiry. The teaching of this lesson throughout the teaching process students are actively involved in every aspect of learning, bold conjecture, dare to ask mathematics questions, and can actively explore the meaning and arithmetic of 0 addition and subtraction. In the free classroom where the teacher let go, the students actively participate and independently acquire knowledge. In the process of acquiring mathematics knowledge, the students' thinking ability and emotional attitude have also been improved and developed. Students experience a personalized mathematics learning process, and different students get different developments in their learning – the improvement of knowledge and skills, confidence and self-affirmation.
Of course, there are many shortcomings in this lesson. I realize that the following aspects need to be greatly improved:
1. Teachers should be flexible and witty in teaching and be good at dealing with incidents.
If I am creating a scenario where the monkey mother divides the peaches and let the students demonstrate the three little monkeys eating peaches on the blackboard. The students should not let the three students replace the three little monkeys.
2. Pay attention to the way the questions are asked.
When discussing "the law of addition and subtraction of 0", I asked: "When you look at these calculations, what rules do you find?" It is really difficult for the first-grade children. You should ask another way, such as "observing these What is the difference between the formula and the calculations you have learned?" It may be much better.
3, pay attention to the development of students
Lower grades should lay the foundation for future study. The knowledge of the first grade is very simple. Many knowledge children have already learned in the preschool class, just let the children develop good habits. In the process of teaching, teachers should pay special attention to the child's thinking habits. In this aspect, I will learn more and study more in the future. For example, in the teaching "addition and subtraction of 0", the child should be fully talked about the meaning of the question, to lay the foundation for the future study of the application.
In this lesson, although I did not completely display the intention of my own design, there are some shortcomings in this or that. I will certainly use my strengths and avoid weaknesses in my future teaching work, constantly sum up my own teaching gains and losses, and make my own skills improve once and for all. , better than once.

The addition and subtraction teaching of 0 reflects the paradigm five:

The understanding of the number 0 is arranged after the recognition of the numbers 1-5. I think that since the students have the basis of the previous knowledge of the number, I will review the understanding of 1-5 before the knowledge of the teaching 0.
The first link: Teaching 0 means no meaning. Let students understand that the initial meaning of “0” is “no”, and it turns out that students are no strangers to 0. I first drew 3 peaches on the blackboard, the monkeys ate 1 and 2, and I ate 1 and 1 and ate 1 more. No, it is 0. Students are also very easy to accept. I found it important for first-year children to be able to understand the meaning of this picture. Also teach other students to learn to listen. It is very important that these classroom routines are established in the lower grades. The same "learning to sit" and "learning to stand" also need to be slowly developed in the classroom. Next, guide students to talk about the usage and meaning of “0” in combination with life. In this small session, I found that although the students will give many examples, it seems that I am talking about the feeling that I don’t change the medicine. For example, I am saying that “Mom bought 5 apples and ate 5, left. 0". Calling a lot of students to answer is also an example similar to me. It's hard to find examples that are different from me.
The second link: Teaching 0 indicates the meaning of the starting point. I asked the students to observe the ruler and find the position of 0. I found that there is no paragraph here. I can also express the starting point. The student's answer is often the first here. This expression is not accurate. The teacher is required to guide, and then the students are pointed to the ruler to read 0-5, and then count down from 5-0.
The third link: the writing of teaching 0, this section pays attention to the teacher's own demonstration, and then let the students write their own, to remind the child to write. Nowadays, the child's writing posture is very unsightly. People can't sit straight and their heads are very low. It is easy to cause myopia.
The addition and subtraction of four, 0; the general phenomenon of students is to do it, let it look at the picture, say that the three sentences are very few, you need to practice slowly. The meaning of each number in the formula is also best for the students to say. Take care of the whole class.
The final step is to deepen the review of this lesson by practicing. In this lesson, I feel that students need to strengthen their ability to speak.