Reflection on train teaching

Part 1: Reflection on train teaching

In the lesson of the "Training Train" in the third grade of the Beijing Normal University edition, how to calculate 72×5, the students have their own calculation methods after independent thinking. After I asked them to communicate first in the group, the whole class shared a variety of algorithms. Everyone is rushing to speak. Some algorithms are: 70×5=350, 2×5=10,350+10=360; some algorithms are: 80×5=400, 8×5=140,400-40= 360; Some algorithms are: 5 × 2 = 10, and then calculate half of 72 is 36, 36 × 10 = 360; there is a column vertical... The algorithm has been quite a few, it seems, to achieve "algorithm diversification" The expected effect. I am very proud, but I still habitually asked: "Is there a different algorithm?" At this time, a student stood up and said, "I calculated this: divide 72 into 8 × 9, first 8 × 5 Get 40, then take 9 and the result is 360." I really laughed 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: the timely and appropriate evaluation of teachers in the classroom can not only stimulate students, but also guide students to learn more effectively.
This class is not successful in teaching. There are three main reasons for analysis:
First, the analysis of teaching materials is not thorough
The one-digit multi-digit, three-digit multiplication of the teaching content of this lesson has a multiplication of the carry. The teaching focus is on the teaching of reasoning. I did not highlight and implement this focus when teaching, but paid attention to some formal and superficial things, without in-depth teaching materials.
Second, the practice design is unreasonable
The practice design is not hierarchical and challenging, and does not reflect the problems of most students in the feedback. In the future teaching, we should pay attention to the level and effectiveness of the practice design, and we should deepen the thinking of students in the feedback. And the problems that exist.
Third, the teaching form is irrational
The teaching form should be effective, and it should be conducive to completing the learning task, and should stimulate the students' interest in learning. The teaching of this class adopts the form of customs clearance, which is similar to before and after. There is no incentive speech in teaching, and students' interest in learning is not high, resulting in low learning efficiency.

Part 2: Reflection on train teaching

Today I went to the "Through Train" content. In teaching, I created a problem situation with trains, leaving the opportunities, time and space for self-exploration to students, so that students can feel the existence of problems in the process of exploration. In the classroom, how to calculate 72×5, students After thinking independently, you have your own calculation method. After I asked them to communicate first in the group, the whole class shared a variety of algorithms. Everyone is rushing to speak. Some algorithms are: 70×5=350, 2×5=10,350+10=360; some algorithms are: 80×5=400, 8×5=140,400-40= 360; Some algorithms are: 5 × 2 = 10, and then calculate half of 72 is 36, 36 × 10 = 360; there is a column vertical...
However, the teaching of this class is not unsatisfactory for three reasons:
1. The teaching content of this lesson is the multiplication of continuous carry. The focus of teaching is on the teaching of reasoning. I did not highlight and implement this focus when I was teaching. As a result, many students calculated errors during calculations, especially when the last one was multiplied by dozens and not added to the previous one.
2. The practice design is not hierarchical and challenging, and does not reflect the problems of most students in the feedback. In the future teaching, we should pay attention to the level and effectiveness of the practice design, and we should deepen the students in the feedback. Thinking and existing problems.
3. There is a lack of motivational language in this class, and students' interest in learning is not high, resulting in low learning efficiency.

Chapter 3: Reflections on Train Teaching

This lesson is the teaching principle that the teacher is the leader, the student is the main body, the activity is the main line, and the thinking is the core. Let students participate in activities and show themselves in a more abundant activity space. The implementation philosophy and process of this lesson are summarized as follows:
1. Use teaching materials, create situations, and stimulate students' enthusiasm for participation.
Teachers make full use of the students' curious, victorious and active psychological characteristics. At the beginning of the class, they will stimulate interest through “playing” and set up “bubble bubbles”, “forest sports games” and “Xiaoming rides”. These are realistic and interesting. Activities, the enthusiasm of students to actively participate in learning is fully activated, and always participate in the whole process of teaching.
2. Team cooperation, seeking different explorations, and cultivating students' innovative ability.
The teaching pays attention to the cultivation and protection of students' innovative thinking, and always regards students as the main body of mathematics activities. Teachers in the various links, the key points to discuss, difficult to exchange and cooperation, encourage students to boldly report a variety of ways to solve problems, protect students' curiosity, curiosity, so that they establish self-confidence. Two levels of cooperative learning enable students to show their opportunities and experience the joy of success in the process of seeking different explorations, thinking together, and talking about each other.
3. Appropriate evaluation, pay attention to the emotional experience of students.
In the teaching activities, the acquisition of knowledge is synchronized with the experience of emotions. Teachers flexibly use the evaluation methods such as posture and title to inspire the students' enthusiasm for participation and flexible thinking, so that they can obtain a positive emotional experience and establish a good self-confidence in mathematics learning.
Inadequacies: In the classroom, the teacher's motivational language teaching is less, the mutual evaluation between students has not been able to keep up, the time given by the group activities is not enough, and it needs to attract some attention in the future teaching.

Chapter 4: Reflections on Train Teaching

The "Training by Train" class is a mathematics teaching activity that is designed according to the age characteristics of students and the actual design of students. Starting from the students' existing life experience and knowledge background, I feel that students have mathematics everywhere in their lives, inspiring students to explore their own desires for new knowledge, and to learn mathematics in the process of inquiry.
The design of this lesson is divided into four levels: “inspection, reviewing and laying the groundwork – creating situations, introducing new knowledge – actively exploring, learning new knowledge – broadening and extending, developing new knowledge”. At the review review level, both the students' knowledge of the previous lesson is understood, and the new lesson is taught. The situation is created, and the new knowledge level is introduced. According to the characteristics of the primary school students, they like to play games, and they are familiar with the students. The introduction of the "train" game not only stimulates students' interest in learning, but also draws the distance between students and mathematics, allowing students to feel that there is mathematics everywhere in life.
Modern mathematics education attaches great importance to the cultivation of students' subjectivity and learning ability. In mathematics teaching activities, students are the main body of activities, teachers should face the whole, give students the opportunity to explore and discover, guide students to explore, cooperate and communicate independently, take the initiative to participate in learning, and experience success. In the process of active inquiry and learning new level of knowledge, I let students brainstorm and move through the practice of group training, independent training, layering practice, group discussion, etc., and guide students through the process of mathematical knowledge formation. I fully believe in the students, let the students explore themselves and ask questions and solve problems.
The "Standard" emphasizes that mathematics teaching should embody the characteristics that mathematics originates from life and set in life, so that students can feel the connection between mathematics and real life, feel the fun and role of mathematics, enhance the understanding of mathematics, enhance learning and apply mathematics. Confidence. In the process of broadening and extending and developing new knowledge, I asked students to enumerate the mathematics problems in life, so that students can experience mathematics everywhere in life, enhance the application consciousness of students' mathematics, and gradually cultivate students' good habits of using mathematics to observe life.

Chapter 5: Reflections on Train Teaching

The "Training by Train" lesson is the content of the third-grade multiplication of the Beijing Normal University edition. This lesson is mainly the calculation of two-digit and three-digit multi-digit continuous carry. It is based on the two-digit multi-digit progression. Since the students have the previous foundation, I will let the students let this lesson. Self-exploration of the calculation method, when students find out that the main calculation of this section is different from the previous section, through the comparison of calculations, many students have found that the carry-in of this section is different from the previous lesson in continuous carry. Of course, there are also a small number of children who have difficulty understanding the algorithm. The number of the carry-in is not added. I use the methods of student explanation and group communication to help the students learn better.
In the mathematics teaching activities, the students are the main body of the activity. The teachers should face the whole, give the students the opportunity to explore and discover, guide the students to explore, cooperate and communicate independently, actively participate in the study and experience success. In the active inquiry and learning of the new level of teaching, the teacher allows the students to go through the process of grouping, independent training, layering and group discussion, and guide students to experience the process of mathematical knowledge formation. Teachers fully believe in students, let them let themselves explore, and ask questions and solve problems themselves.
In mathematics teaching, it is necessary to embody the characteristics that mathematics originates from life and set in life, so that students can feel the connection between mathematics and real life, feel the fun and role of mathematics, enhance the understanding of mathematics, and enhance the confidence of learning and applying mathematics. In the process of broadening and extending and developing new knowledge, teachers ask students to enumerate mathematics problems in their lives, so that students can experience mathematics everywhere in their lives, enhance students' awareness of mathematics application, and gradually cultivate students' good habits of using mathematics to observe life.