Adding and subtracting teaching reflection

Part 1: Adding and subtracting teaching reflection

Rethinking the entire teaching process better reflects the following aspects. 1. Students have a strong interest in learning and active thinking. Fairytales are preferred by primary school students. It can stimulate students' interest in learning. For example, when students observe the situation map, they see that the little hedgehog has taken away many fruits. They can't help but laugh and integrate into the situation. A very interesting story is presented, presenting valuable mathematical questions. When students' attention is declining and their body is tired, I design a child-friendly exercise problem, which once again stimulates students' interest in learning, so that all students can actively participate in the study, and combine the learning and solving problems of addition and subtraction. Make students further understand the close relationship between what they have learned and their real life. 2. Let students seek development in their own exploration. In teaching, I fully respect the differences in students' personalities. From the background of the students' existing knowledge, they provide them with the opportunity to exchange their ideas. Through communication, students can choose the method that suits them. For example, in Exercise 1, "calculate with your favorite method"; when solving the "ride" problem, students think from a variety of different perspectives, fully reflecting that students are the masters of learning. 3. Pay attention to the humanistic value of mathematics. The classroom is not only the hall of the transfer of subject knowledge, but also the sanctuary of human nature. "Teaching is always educational." In the teaching, I fully explore the materials and educate the students on the morality of unity, friendship, mutual help and politeness.

Chapter 2: Adding and Subtracting Teaching Reflection

"Addition or subtraction" is a kind of computational learning activity designed based on the psychological characteristics of primary school students and the materials designed by students. With the help of mathematical meaning, the logical carrier of "logical pattern" containing emotional value and mathematical value, students can participate in the integration of "add and subtract" in interesting and useful game activities, and experience the process of "re-creation". The close connection between mathematics and daily life, the experience of many problems can be solved with mathematical knowledge, mathematics is a tool to solve practical problems and communication.
Learning background materials are the basis for students' entry. Only when students are interested in learning background materials will they actively participate in learning. Introducing the game activities that students like to the classroom, the students feel more cordial and participate in strong desires, which promotes the connection between the school mathematics teaching and the students' daily mathematics background. When students want to tell the mathematics in the game, the students feel that there is also mathematics in the game, and it is useful to learn mathematics. The "logical schema" set into the game state is presented to the students, so that the boring calculation content is ingeniously and naturally restored to life, which brings the distance between mathematics and students closer, and enhances the affinity with mathematics.
To "speak one, ask a question, which method do you like?" To enlighten the students to think about the "fire line", students use their familiar experience to ingest information, analyze information, and guess imagining. In practice, observation and comparison, verify reasoning, discuss the reasonable components and defects of many viewpoints in the debate, draw on the strengths of others' thinking, and try to improve the views of themselves and others. Students are playing in middle school and playing in school; they are realized by thinking and by knowledge. Not only master knowledge, but also think about knowledge, ask knowledge, criticize knowledge, and innovate knowledge.

Chapter 3: Adding and Subtracting Teaching Reflection

The main content of the third unit "Addition and Subtraction" is the non-receipt of the number within 100, and the non-returning addition and subtraction method. "Bunny Rabbit" is the first lesson of this module. The teaching objectives are as follows: 1. In the actual situation, further understand the meaning of addition and subtraction; 2. Can correctly carry out the addition and subtraction of the whole ten; 3. Enable students to obtain positive emotional experience in the process of learning, and use knowledge In the real life.
During the teaching, based on the cognitive characteristics of the first-year students, I created the fairy tale situation of “Bunny Rabbits”, which stimulated students' strong interest in learning. At this point, I first let the students form a representation through the specific operation of counting sugar. Then use a small stick instead of sugar, put a pendulum, deepen understanding, and easily abstract the formula. In the practice, I designed a variety of games, such as "see who first finds home", "guess", etc., so that students can enjoy new and interesting knowledge and enjoy a positive emotional experience.
However, when I was doing the game "guessing", the language that I explained the rules of the game was not standardized and not accurate, which misled the students and made the game activity fail to achieve the desired results.

Chapter 4: Adding and Subtracting Teaching Reflection

The key point and difficulty of this class is to let students understand and master the relationship between addition and subtraction, the relationship between addition and subtraction, and to implement mathematical communication by reading pictures and telling stories. Therefore, in the practice, I designed the three levels from easy to difficult, from shallow to deep, from imitation to creation from the subjective and objective conditions of the students.
The first level uses the picture to describe the story to write the related addition and subtraction formulas. For most of the lower grade students, the specific image thinking is dominant. Therefore, in this level of practice, the apple map, animal map and chicken map familiar to the students are designed to guide the students to read the story and tell the story. The intrinsic link between addition and subtraction, the "original part" plus the "flying part" is "a total of the whole"; subtracting the "flying part" from "the whole of the whole" is "the rest of this" section". Let students initially understand that subtraction is the inverse of addition.
The second level of help from the picture transitions from image to abstraction. In this exercise, students can only rely on the relationship between addition and subtraction, so that the ability to understand the lower grades is a great leap. I fully consider the series of problems that students may have in order to fully reflect the students. For the main teaching philosophy, students are organized to discuss according to random questions, such as: 4+3=□, □-3=□. Let the students through the relationship between addition and subtraction, deep and in-depth, step by step, so that students grasp the relationship between addition and subtraction, understand that subtraction is the inverse of the addition.
The third level makes full use of the relationship between addition and subtraction. For example: ●+▲=★, □-□=□, in this exercise, let the students use the addition and subtraction relationship just learned. Then let the students write two addition and subtraction calculations according to the three graphs, let the students through the relationship of addition and subtraction, deeper and step by step, so that students can grasp the relationship between addition and subtraction, and understand that subtraction is the inverse of addition.
The teaching process of this class is relatively smooth, and the students have a good grasp of the knowledge. However, since the whole class has always emphasized the whole and the part, the enthusiasm of the students is not very high. In the future teaching, we should pay attention to mobilizing the teaching atmosphere of the classroom so that students can learn in a relaxed and pleasant environment.

Part V: Adding and Subtracting Teaching Reflection

The unit textbook introduces the near-position addition and the abdication subtraction on the basis of the non-carry addition and the no-subtraction subtraction of the number within 100 in the third unit. When teaching, let students find mathematical information in specific situations, so as to ask math problems and solve problems, and develop students' ability to ask questions and solve problems. Then strengthen the students' hands-on ability and explore the calculation method. Because the students are exposed to the calculation of the carry-in addition and the abdication reduction for the first time, the relative difficulty is relatively large, and the students are more difficult to master. Therefore, the teaching should strengthen the operation of the intuitive materials, such as: small The process of demonstrating calculations, such as sticks and calculators, helps students understand the advancing and retreating rules of “full ten into one” and “returning to ten”. The use of teaching aids can help students understand the mathematics, and also promote the interest of learning, avoiding simply memorizing The calculation rule, boring to drill, increase the computational thinking content, improve the accuracy of the calculation, through learning, most students have mastered the calculation method of carry plus and abdication reduction, in the future need to increase the amount of exercise, thereby improving the correct calculation rate.