Reflection on the teaching of carry addition

Part 1: Reflection on the teaching of carry-add

Looking back at the teaching of this lesson, all students have a high degree of enthusiasm for learning, actively participate in the learning process, active thinking, and received good teaching results.
Create a situation that students care about.
Situational creation must reflect the function of stimulating students' interest in learning. It is necessary to start with things that are of interest to students or closely related to students, in order to achieve the desired results. The situational design of this lesson is closely related to the teaching theme and is mathematically pleasing. This situation seems simple, but it does not give the students an unobstructed feeling, because each tree has two colors of apples, and the simplicity contains layers. The new curriculum standard points to the ability to develop students' access to information in specific contexts. Based on two trees, most students can quickly list the 8+5=13 formula and go straight to the topic of this lesson, showing the intuitiveness of the situation and satisfying the wishes of most students. Based on the color of apples, some students get 7+6=13 calculations through observation and thinking, which gives students with strong information acquisition ability an opportunity to show the level of the situation and make different levels of students different. The discovery. At the same time, the situation unifies the examples and associations of the additions of 8, 7, and 6 plus a few, and the interference of other non-mathematical factors makes the connection of the teaching links very natural and plays an efficient role in teaching.
Further use the "catch ten method" to calculate the carry addition of 8, 7, and 6 plus a few. I use this as a fulcrum to make the choice of the generation point in the teaching. When letting students talk about how two apples are represented by two apples, there are actually students who list 10+3=13.

Part 2: Reflection on the teaching of carry-add

After learning the carry-in and reflecting on the whole teaching process, I believe that the success of teaching is mainly reflected in the implementation of the new thinking of curriculum reform, which is reflected in the following two aspects.
1. Close the connection between mathematics and life.
Calculations are useful in life, but simple calculations are boring. To this end, I have incorporated computational teaching into the familiar campus life scenarios, so that students can master the vertical calculation method in the process of solving practical problems. First of all, according to the textbook theme map, create a student outing ride activity, and propose "What should I do if there are only two cars in four classes?" "Which two classes do you think can take a car?", which leads to the teaching content of this lesson, and Put this situation through the entire teaching process. Very interested in this student, the enthusiasm for learning is also very high. After mastering the calculation method, the student also designed an activity for buying goods for Pikachu. This not only better enables students to consolidate their knowledge, but also has the ability to have mathematics everywhere in their lives, improve their ability to solve problems, and enable students to succeed in solving practical problems and build confidence in learning mathematics.
2. Better highlight the student's subject status.
Column vertical calculations are just a way of transforming a student's writing, not too difficult. So I let the students go to try on their own. For students who have difficulties, please ask for self-study textbooks or ask students next to them to develop their ability to explore and acquire knowledge. During the teaching process, I found that after the students tried and studied in independent groups, they could speak the two-digit calculation method without having to say a word. For example, when the column is vertical, the digits should be aligned with the digits. The ten digits should be aligned with the ten digits. From the digits, the digits must be 10 digits to advance to the first digit, and so on. Therefore, I think that teachers only need to create a harmonious, democratic and fully developable environment for students, and the potential of students is unlimited.
There are also deficiencies in this lesson. For example, when a student reports a calculation method that does not carry out the addition, several students can also raise it from the tenth place. At this time, some students retort that if you want to carry in, you should count the ten and then count the position. After the tenth entry, it is necessary to erase the ten digits and rewrite it. This is more troublesome, so it cannot be counted from the tenth place. The students said very well, but I did not seize the opportunity to let the students think about it, but continue to teach according to the teaching plan. This shows that my ability to control the classroom needs to be improved, and the concept of curriculum reform cannot be fully implemented in the classroom. Teaching. Some individual students have not yet mastered the method of writing a few into a few, and need further tutoring under the class.

Part 3: Reflection on the teaching of carry-add

In the teaching of this lesson, I arranged many activities to guide students to participate actively according to the characteristics of the textbooks and the characteristics of the first-grade students. In the various forms of teaching activities, students can deepen the understanding of the carry-in addition within 100, and at the same time feel the meaning of mathematics, the combination of knowledge, fun and activity, give full play to the subjectivity of students, and make the classroom full of pleasure. learning atmosphere. Students not only gain knowledge, but more importantly, gain interest in learning mathematics. Reflecting on the entire teaching process, I have the following experience:
1. Introducing new lessons with stories to stimulate interest in learning
Interest is the psychological basis for children to actively explore knowledge, but also an important source of attention. Many questions are set in the storytelling, which induces exploratory thinking activities. Interesting stories, combined with the content of the text, can stimulate students' interest in learning, ignite the enthusiasm of students to explore, and change passive learning to take the initiative.
2. Combination of inquiry and cooperation
“It is better to teach people to fish than to teach people to fish.” In the process of teaching, teachers are not constantly teaching students new knowledge day after day, but in order to teach students how to learn, so that students can learn to use the learned methods. Learn new knowledge and solve new problems. In the new textbook, like 58+6=? What should I count, what good way do you have? Let the students use the tools to represent 58 and 6, respectively, and then put them on the swing. Here, each student has the opportunity to do hands-on learning and present their ideas. To encourage students to think positively, what do students think about themselves? Affirmation of different methods. Students are asked to choose the method they like to calculate, which reflects the students' autonomy. Then I simply said the carry-in phenomenon and the entry point. I let the students try to practice first and try to solve the calculation of the two-digit plus one-digit carry. Students calculate a lot of energy and ask them if they have questions? They all shook their heads and said no
The calculation results were quickly handed in, and I found that the students had more errors. Summarize the types of errors: the calculation of the title number is wrong, resulting in a calculation error;
I think the students will calculate, but it is easy to make mistakes. I didn't have too much criticism. After the children were revised one by one, they summarized several major error situations, let them check in separately, and summed up the three steps of the inspection:
First, read the title twice, horizontally, in order to prevent mistakes;
Second, check whether the number of horizontal type has been missed;
Perhaps it was just a mistake, so I was particularly impressed. The accuracy of the students during the practice was greatly improved.
3, play in the knowledge, experience life mathematics.
During the practice, in order to avoid the boringness of the students' monotonous calculations, I designed the “seeking friends to play the game, effectively mobilizing the initiative of students to learn.
This class has generally achieved the predetermined teaching goals, and the diverse exercises have made the classroom atmosphere better. But there are also many regrets. If the inspection of the students is not thorough enough, the students say that the process of reasoning is not complete enough.

Part 4: Reflection on the teaching of the addition and addition

The "three-digit plus three-digit continuous carry addition" is the teaching content of the second class of the second unit of the third grade of the PEP. This course is based on the student's mastery of two-digit plus two-digit and three-digit continuous carry addition, and the whole ten-plus-one-plus-one-hundred-thousand-thousand-throw addition. It is the basis for learning multi-digit carry addition in the future. And lay the foundation for the subsequent addition and subtraction check. To this end, I have determined that the focus of this lesson is to master the method of calculating the three-digit plus three-digit continuous carry addition, which will be calculated correctly. The difficulty is to understand the arithmetic of the three-digit plus three-digit continuous carry addition. Since the students already know the rules of calculation when studying Example 1, in this lesson, we will focus on how to calculate the number of hundreds and develop students' estimation consciousness.
In this lesson, I will review the calculation of the two-digit plus two-digit carry addition to guide students to connect old and new knowledge, communicate and apply migration methods, and teach three-digit plus three-digit continuous carry addition. Boldly let the students explore and communicate on their own. In teaching, the use of migration is an effective teaching method that is often used. It enables students to positively influence the learning of new knowledge and new skills based on existing knowledge and skills. As a result, students experience the migration and assimilation of knowledge and experience in the process of capturing connections and discovering the “study”, which expands the cognitive structure of students. In this way of learning, students acquire both knowledge and thinking, cultivate the spirit of independent learning and independent exploration, and experience success and experience the joy of learning.
In addition, according to the characteristics of low- and middle-aged students who are active, fun, curious, and unstable, they have designed games such as "Red Flag" and "Being a Little Doctor" during the practice of consolidation, thus activating the atmosphere of the classroom. Inspire students' interest in learning, entertain and educate, and improve students' calculation speed and correct rate. According to the example teaching, some students can integrate and some students basically learn the situation. They also design two types of questions: the must-do questions and the choice questions. They vary from person to person and are fast. Students can only do the necessary questions.
During the teaching, I made a detailed comparison and emphasized the points that are difficult to calculate and easy to confuse. For the attention of the calculation, a class is repeated from beginning to end. But when I came up with class exercises, I was a bit worried. The calculation errors were varied and the calculation speed was very slow. Many children were not skilled enough to add or subtract within 20, and some children kept licking their fingers. Suddenly let me disappoint, what is the reason, so that my calculation teaching failed so? Seriously recalling and analyzing carefully, I think it should be attributed to the following three aspects:
First, the amount of practice is not enough. After all, calculation is a skill. To improve the calculation level of students, I think it should be achieved through a lot of exercises. There are fewer exercises in the textbooks, and the supporting assignments are too difficult. In the classroom, the teachers have to do it. At home, they have to be supported by the parents. The time for students to think for themselves is too limited. Therefore, every day is light. The textbooks and supporting exercises are exhausting the teachers and students, and there is no time to add some exercises outside the classroom. It is not enough to rely on the few practical exercises in the textbooks and homework. Therefore, the student's calculations are unskilled, resulting in inevitable errors in one or the other in the calculation.
Second, there is a lack of good computing habits. Every day we ask ourselves to "give it to fish", but in fact it is not enough to train students' learning methods. Especially on the issue of reading questions. Some children rushed to the problem of solving the problem, and they made a mistake. Some children get the vertical form when they get the title, which makes the phenomenon of copying the wrong number quite serious. In addition, the children’s problems at home are wrong, and the parents are checking the mistakes. The children have also developed the bad habit of “putting them on the side and waiting for the parents to check” and “wrong can correct them at any time”. So that most students do not check after independent calculations, and the mistakes are numerous.
Third, the guidance for students with learning difficulties is not enough. After all, the children are different. The methods taught by the teachers in the classroom and the methods taught by the students are actually some of the children's ignorance, but in the classroom, they can only be used as a kind of positive migration, a short-term memory. Therefore, after the examples, several corresponding exercises, they can barely cope with the past, and in the independent practice, the various topics are mixed into one, the amount is relatively more, they are messed up. Although children often stress the words "the same number of digits to be aligned, continuous carry addition do not forget to add 1" and other points. However, in actual practice, some students with learning difficulties often cannot be linked to the points that are emphasized. If they do not pay attention, they will be full of problems. It seems that it is inevitable to open a small stove for students, and sometimes the teacher's reminder will play a certain role.
In this lesson, I insist on the independent thinking, independent inquiry, and cooperation and communication, that is, the classroom mode of learning after school. However, in the process of collective communication feedback, it takes too long to solve the problems of breakthrough teaching difficulties and students' estimation errors. Before the class, it was loose and the rhythm was slow. Moreover, some students think that the problem is simple, they will, they will not listen carefully, and it is still so wrong in the calculation process. Especially in the process of moving forward "1", it is not added once, or forgot to add. . In the future teaching process, I will continue to study the teaching materials, prepare lessons in a solid way, seriously reflect on each class I have attended, find the gains and losses of each class, and strive for a class better than a class.

Part V: Reflection on the teaching of the addition and addition

This class is the content of the second grade book. The textbook provides the basic content and basic ideas of the teaching. In order to make the teaching content more rich and more stimulating students' desire to explore knowledge, teachers should respect the teaching materials and based on the students' existing knowledge, life experience and the actual distance of the current discussion. Develop and use creative materials to create a practical and innovative opportunity for students to experience the joy of success and re-create knowledge.
Because before learning this part, students have learned the addition of a two-digit plus two-digit non-received addition and a two-digit plus one-digit carry addition. So when designing this lesson, I pay special attention to the following two points:
First, according to the characteristics of students, select materials of interest to students. In the beginning, I created a situation where the students watched the fish together. This is not only a review and review of the old knowledge, but also greatly mobilized the students' interest in learning. In the process of exploring new knowledge, I asked the students to make full use of the existing knowledge and experience and find that the number of digits in the position is over 10, what should I do? Then guide the students to explore the mathematics independently, put the small cubes through the pendulum, fill them together and find the key to calculate the problem. Finally, through the practice of clear goals, various forms, and progressive progress, students will further learn how to calculate the carry-in method vertically.
Second, make good use of the students' "wrong" resources. In teaching, I am good at discovering the educational value hidden behind mistakes, leading students to seek knowledge from the wrong, to explore from the wrong, and to make full use of this "wrong" resource. During the practice, I showed the mistakes of the students one by one, and let the students discover and correct them themselves. I think this class is more real.