Reflection on the way home

Part 1: Reflection on the way home

The teaching design of the course "Going Home" reflects the teaching concept of the new curriculum standard:
1. Create learning situations and activate students' learning thinking.
The Mathematics Curriculum Standard requires teachers to make full use of students' life experiences and existing knowledge to design interesting and interesting. Intuitive image of math learning activities. Therefore, at the beginning of the teaching, the design is to observe the theme map, listen to the recorded story, think about mathematics and other activities, and actively create a familiar and favorite life situation for students, so that students can actively feel mathematics, understand mathematics and apply mathematics from the life situation.
2. Analyze the student situation and flexibly adjust the learning focus.
"In the process of solving problems, we can think in a structured way and reflect on the process of solving problems." It is a requirement of the curriculum standards. In view of the phenomenon that students usually do not use the complete mathematical language to organize information reflected in practice and homework, design valuable thinking activities, actively promote students to carry out effective learning, and develop students' thinking ability. For example, if you write a question you want to ask in the exercise book, you can train students to extract mathematics problems in a fluent and concise language through independent thinking and independent exploration, which not only fully cultivates the preliminary mathematical thinking methods and consciousness. It also integrates the knowledge contact points between the Chinese language and mathematics disciplines.
3. Optimize the cooperative environment and guide students to explore independently.
The "Mathematics Curriculum Standards" clearly states that teachers help students to understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation. Moreover, the spirit of cooperation is the basic requirement of the times for people. Anything or any task in real life must be accomplished through human interaction and cooperation. Therefore, in the teaching activities, it is especially important to focus on optimizing the environment for cooperation and communication, and guiding students to explore independently, thus promoting the development of students.
On the basis of independent thinking, create a cooperative atmosphere and provide opportunities for cooperation. For example, after listening to the story, first let the students think independently about what questions they want to ask, and then organize the group to cooperate and learn, and let the students ask each other and evaluate each other, create a relaxed learning environment, and make the students happy, democratic and equal. In the atmosphere, the psychological distance between students and teachers and students is shortened, emotional resonance and resonance are generated, and the desire for cooperation is stimulated, so that they are actively involved in cooperative activities.
Expand cooperation time and space, focus on applying practice, and improve mathematics literacy.
Self-exploration and cooperation and exchange are important ways for students to learn mathematics. I pay special attention to embody this concept in teaching design, and strive to provide students with sufficient time and space to participate in math activities, so that students can have more opportunities to explore and communicate with others while listening carefully and practicing in class. And analyze the results of exploration, better understand the basic knowledge of mathematics, form basic skills, and master mathematical methods. For example, the teaching training arranges students and parents or good friends to observe the items in the home or the scenes on the way to school, find mathematical information, try to propose and record 5 math problems, and ask each other questions and answers. Fully implement the idea of ​​connecting life and mathematics, let students have the opportunity of practical activities, have the opportunity to use mathematics knowledge to solve real problems, let students see the real life from a mathematical perspective, and learn mathematics and mathematics in combination with life.

Part 2: Reflection on the way home

This is a practice class that comprehensively applies the multiplication method that has been learned. The textbook provides a lot of mathematical information through the situation that small animals come home from school. The math game method of “you ask me to answer” guides students to ask questions and solve problems. Through the previous study of multiplication, the students of this class have certain problems of finding and solving problems. They can find mathematics problems from the pictures presented by the teachers and express them in a systematic way, and they also have a certain sense of mutual evaluation. Most students learn mathematics to feel relaxed, happy, active in class, and have the courage to answer questions. The understanding of the mouth has gradually deepened. In the classroom, according to the students' mastery of learning, I made the following design for this lesson:
First, practice and practice the three exercises on page 23 of the book: 1. Calculate one; 2. Fill in the blanks; 3. Find a new home. Let students use the ten minutes of the class to complete independently.
Second, ask questions.
1. Take a look. And mention one.
2, talk about it.
3, summary. In conjunction with the issues just reported, a summary guidance will be conducted. The question to be mentioned must meet two conditions. First, the problem must be calculated by addition, then the problem is generally a "common" problem; second: it can also be calculated by multiplication, then the object in the question, each The addends must be the same.
4. Try it.
Because in the summary, the children found that the problem of multiplication is not very difficult. As long as it is a "common" problem, the number of objects asked for each question is the same. After this difficulty is broken, it is found through inspection. The children found more than three questions in the theme map, and combined the 2~5 multiplication method to solve the column.

Part 3: Reflection on the way home

Students may not be able to directly extract valuable mathematical information. For the student's report, the teacher should give a certain amount of recognition, while focusing on guiding students to observe from a mathematical perspective. How to guide students to observe the situation and extract information from the perspective of mathematics is the key to this link. This allows students to propose mathematical problems based on the meaning of multiplication, and use the knowledge of multiplication to solve mathematical problems. Let the students realize from observation that she always likes the smile of mathematics. She looks very carefully. She saw the fish and found that there are four groups of fish in the river. Each group has three, so she is thinking: there are a total of How many fish? In this way, the students are guided to observe the whole picture with a mathematical eye and raise mathematical questions.
During the lesson preparation, I considered that it is difficult for students to obtain information in the static map. When the class is over, the students are told to observe in a certain order, and then briefly introduce the situation of the figure. You see, this picture has schools, trees, flowers, and small rivers. There are three groups of children out of school. There are three children in each group. There are three groups of birds flying in the grass and trees they pass through. There are 5 birds in each group. When they walked to the river, they saw four small fishes, each with three fishes; then they saw four boats from a distance, four children on each boat, and so on. In this way, the information in the picture is presented one by one, providing students with the resources of “a few”. Students easily propose each other to solve problems by multiplication according to the picture. In the process of solving these problems, in fact, it is the application of multiplication in life, so that the life experience is used to effectively understand the abstract multiplication meaning.
A single mathematical calculation and exercise not only makes students feel boring, but also is not conducive to long-term memory. Creating rich and interesting activities, can be boring and vivid, and is conducive to stimulating the interest of students to participate, so that students can consciously and actively use, consolidate mathematics knowledge and improve efficiency in activities such as competitions, games, and simulated life situations.

Part 4: Reflection on the way home

Mathematics is closely related to human life. In an information society, students are required to strengthen their ability to collect information, and to cultivate students' ability to ask questions and solve problems, so that students can actively and mathematically observe life with mathematical minds. It is very important to think about problems and solve problems through hands-on practice, independent exploration, and cooperation and communication to realize the life, socialization and practicalization of mathematics courses.
In this lesson, the classroom atmosphere is very good, the students learn proactively, the acquisition of knowledge and the emotional experience are carried out simultaneously, and the teaching is more successful. Specifically embodied in the following two aspects:
1. Starting from the actual life of the students, the "Course Standard" emphasizes that mathematics teaching should start from the students' life experience and existing knowledge, and let the students personally experience the process of abstracting the actual problems into mathematical models and interpreting and applying them. The lesson of "Going Home" is to let students review the meaning of multiplication and apply the multiplication of 2-5 to solve practical problems in life. The textbook uses a few small animals to go home from school to show a lot of mathematical information, using the "you ask me to answer" math game to guide students to ask questions and solve problems. To this end, when teaching, I mainly let students acquire knowledge in self-exploration, cooperation and exchange learning. First of all, according to the characteristics of the students who like to listen to the story, I present the information in the form in the form of storytelling, and then let the students express their views in the language, and then use the "you ask me to answer" game mode in the group, according to the picture. Mathematical problems and the use of learned multiplications to solve these problems. Students are interested in thinking, asking questions and answering questions. 1 question: How many small animals are there on board? Health 2 lists the formula: 4 * 4, Health 3 said: We can use the "four forty-six" sentence to calculate its score. Health 4: How many flowers are there on the grass? Health 5 lists the formula: 6 * 2, Health 6: Using the "two sixty-two" sentence to know the number of it, no need to count one or two, it is convenient. ... the content on the screen, the students really do everything! It can be calculated according to the meaning of multiplication, and all of them can correctly calculate the number of words they have learned. This is really unexpected. I feel that this not only enables students to deepen their understanding of the meaning of multiplication, but also skillfully applies 2-5 multiplications to solve practical problems. It is felt that we have mathematics everywhere around us. It is very important to learn mathematics well, and also cultivate students. Ability to ask questions, solve problems, and communicate and communicate with others.
2, pay attention to students' emotional experience Throughout the teaching process, I am mainly students, providing students with a broad space for activities, giving students the opportunity to participate extensively and development. Throughout the teaching process, students ask questions and then explore ways to solve them. In the design exercise, I noticed the students' emotional problems, specially designed the exercises with rich questions and various forms to stimulate the enthusiasm of students' independent activities. Such as "teachers and students on the password", "for the fast shooter game", "step on the balloon game", "fast solitaire game", "open the door to the animal" and other games. Throughout the teaching process, I not only let students fully, actively and actively express themselves, but also pay attention to using language to evaluate students' learning process, so that students can obtain a positive emotional experience, love learning, learn music, and establish confidence in learning mathematics.