Reflection on the teaching of product

Part 1: Reflection on the teaching of product

This lesson is based on the student's learning rational multiplier. The focus of this lesson is on the computational nature of the power of the student's power, and is represented by a symbol. The difficulty lies in the computational nature of the multiplication of the power of the same base. In order to attract students' learning, I mainly introduce the introduction of 2, 3, and 5. Let students experience the process from special to general, let the students generalize the operational properties of the power of power. In this process, students are trained. Self-directed learning allows students to fully exchange their calculations and develop students' inductive ability and organized expression. For the memory of formulas, some students can't remember. Therefore, I compare the base to the bottom of my classmates. The index is the finger of the student, and the multiplication of the power of the base is compared to the hand of the classmates. Visualizing the knowledge of the class is conducive to students mastering new knowledge and improving classroom efficiency.
But in class exercises, students have made a lot of mistakes when doing the exercises, such as
1. Confusion of the odd and negative signs of a negative number,
2= ​​-4a4, 3=8a6
2. The error of the power operation, such as 32=3×2=6
Students can't tell the nature of various calculations is the key to error. There is no good way, only more practice. This is a familiar process. Cultivating students to apply the re-construction after solving problems to the whole process of mathematics learning, to develop the habit of testing and reflection, is an effective way to improve learning and training ability. Therefore, without increasing the burden on the students, the required assignments must be reorganized after each lesson, using the reorganization of the assignments to ask the teacher questions, and doing some appropriate reflections in combination with the assignments. An effective activity.

Chapter 2: Reflection on the Teaching of Product

This lesson is a typical formula rule class, from the actual problem guessing - active derivation of inquiry - understanding formula - apply formula - formula expansion, the whole class reflects the student-oriented thinking. The setting of the actual problem situation is to let the students feel the necessity of researching new problems. Thinking about this lesson with questions, it is easier to understand the key points and break through the difficulties.
The main content of this lesson is the formula of the product and its application. Since the multiplication and power of the same power are needed in the application, it is also to guide students to reconcile the previous knowledge, so review their rules before the new class. The understanding of the product formula and the focus of this lesson should be made for the students to understand the formula. To let the students understand the formula, it is necessary for the students to understand the meaning of the product. This set of calculations is a relatively simple completion of previous knowledge students, further allowing the students to derive the cubics and the nth power. After deriving the nature, some examples should be used to explain the meaning of each sentence in the expression and language narrative, so that the students can better understand and use it to calculate on the basis of understanding. Therefore, several examples are designed later so that students can further understand the formula.
In general, this lesson also explains the concept of the product of the product, and also gives a certain amount of time to train the students, the students have mastered the concept and can apply it simply. The main error-prone point of this lesson is the handling of the symbols. I also considered this in the preparation of the lesson, so in the example I designed some students' error-prone questions for them to train.

Chapter 3: Reflection on the Teaching of Product

The main content of this lesson is the formula of the product and its application. Conjecture from practical problems - actively deducing inquiry - understanding formulas - applying formulas - formulas are extended, and the whole class reflects the student-centered thinking. The setting of the actual problem situation is to let the students feel the necessity of researching new problems. Because the multiplication and power of the same power are needed in the application, it is also to guide the students to recall the previous knowledge, so it is new. Review their rules before class. The understanding of the product formula and the focus of this lesson should be made for the students to understand the formula. To let the students understand the formula, it is necessary for the students to understand the meaning of the product. After deriving the nature, some examples should be used to explain the meaning of each sentence in the expression and language narrative, so that the students can better understand and use it to calculate on the basis of understanding. Therefore, several examples are designed later so that students can further understand the formula. In general, this lesson also explains the concept of the product of the product, and also gives a certain amount of time to train the students, the students have mastered the concept and can apply it simply. The main error-prone point of this lesson is the handling of the symbols. I also considered this in the preparation of the lesson, so in the example I designed some students' error-prone questions for them to train.
The problems in this lesson: 1, the law is not understood. 2. The factor of the product is ambiguous. 3. The symbol should be considered part of the factor. In the future teaching, we should pay attention to the following points: First, we should not be able to see students as smart, and the next few places should be explained repeatedly. Second, it is necessary to analyze several lines and different angles for difficult problems. Third, let the students discuss and exchange, let the students experience the summary.

Part 4: Reflection on the teaching of product

In the "Inquiry New Knowledge" of this lesson, the multiplication commutative law, the conjunction law, and the multiplication of the same power are used in this operation. However, in addition to answering the above contents, some students responded to the answer. Multiplication law. After I heard it, I asked: "What algorithm is used?" When the students listened to me, there were a few who did not say the law of distribution, but there are still two or three students who still insist. Because there are leaders to listen to the class, I want to be perfect, so I directly say: "The multiplication law and the combination law are used here, there is no law of distribution." And there is no explanation why there is no law of multiplication, and classroom teaching continues. When solving the exercises in the student board, a student named Li Qing did a topic: 3=3333=64x3y3. Many students said “wrong.” At this time, I looked at the clock behind the classroom, time. Not much, so I drew a wrong number. After class, I asked other teachers for him to ask me about the shortcomings. After giving a certainty, I mentioned the question that the students did, saying that I should explain to the students why Li Qing was wrong. Where is the fault. I thought at the time: the student did this simply by doing something wrong. There is no need to say this, and it is only she does it herself. She will correct it after she knows the mistake. So I didn't pay attention to it. However, when I changed my homework in the afternoon, I found out that a problem in the student's homework was completed according to the morning's ideas. At this time, I realized that the students really understood this kind of subject as the law of multiplication. So, when I was studying in the afternoon, I specifically explained the type of question, and explained to the students why the topic in the morning inquiry did not use the law of distribution. When should the distribution law be used?
I have reflected on this matter. The reason why this happened is because I am not comprehensive in preparing for the lesson. I didn't expect the students to confuse the law of distribution with the law of exchange and the law of integration. When the students mentioned the distribution law in the classroom teaching, they did not take it seriously to complete the teaching process of their own design, and explained them clearly, which made the students ambiguous. When practicing the students’ misuse distribution law, I did not want to Tossing the church is another mention, so that students do not know where they are wrong, have an illusion, and make a mistake. The reason is that the analysis of the academic situation before the class is not enough, the teaching is too rigid, just blindly pursue the perfection of their own, and ignore the students' ability to understand and accept knowledge.
After this incident, I deeply analyzed my teaching methods and methods. I deeply realized that as a teacher, the preparation before teaching must be meticulous and serious. During class, I should be flexible in controlling the classroom and teach students in accordance with their aptitude. The teacher exchanges and learns from each other. At the same time, I also realized the importance of reflection to teachers. Frequent reflections will lead to the discovery of mistakes and correct mistakes, and promote the improvement of their teaching ability. Therefore, in the future teaching, I must constantly reflect and persist in reflection.

Chapter 5: Reflection on the Teaching of Product

With a good beginning, the teaching of the power of the product of the power can be processed in the original classroom mode. In the teaching, the students explore and generalize the rules, the direct application of the calculation law, the indirect application and the reverse The practice of applying drills, attention points and problem-solving experience can be implemented relatively well.
Calculate a12=2=3=4=6, a12=2×a2=3×a3=4×a4=2×3, transfer to the reverse set usage, the reverse set usage is independently explored by the students, especially comparing 3555 The size of 4444, 5333, Qian Zeyu, Gu Jiayu students made a very good deformation, the form of these three powers into an index equal to 111, thus comparing the size. When the 2100×0.5100 was calculated, the students of the class conducted an inquiry. One class student did a better job. For this reason, the supplementary calculation was 0.1252009×26030. The group study and the teacher explained it in order to truly understand.
In the calculation of 2a2b4-32, the students in the two classes showed the same error, and the calculation of the second item incorrectly used the allocation ratio of the multiplication. Solving habits and points of attention should be repeated. "Observing the operation situation, paying attention to the operation order, using the algorithm of the operation, and paying attention to the symbol determination." To improve the accuracy of the operation, it is not a simple matter. It needs repeated guidance and requires students' height. Emphasis on and repeated training, this time we also realized that teaching is "water mill effort."