Reflections on the teaching of "Grams and Kilograms"

The textbook "Grams and Kilograms" requires students to initially understand the weight units of grams and kilograms, and initially establish the weight concepts of 1 gram and 1 kilogram. So, how to write a teaching reflection on "Grams and Kilograms"? Let me share with you a sample reflection on the teaching of "Grams and Kilograms". Welcome to learn from it! Teaching Reflection on "Gram and Kilogram" 1

Although students have come into contact with the two mass units of grams and kilograms directly or indirectly in their lives, they are not as intuitive and concrete as the unit of length and cannot be relied upon. Observed. For this reason, the focus of this lesson is to establish the conceptual process of 1 gram and 1 kilogram. This lesson mainly uses common life scenes to induce students to discover that the quality of objects is closely related to life. At the same time, attention is paid to students' independent construction of concepts. Let students build their own knowledge system through sufficient experience and exploration. The two mass units of "kilogram" and "gram" are taught together, and they are recognized and constructed as a whole to form a clear concept. Facts have proved that as long as students master one of the mass units, they will naturally master the other concept.

When establishing the concept of 1 gram, let students weigh a peanut, which weighs about 1 gram, to fully feel the weight of 1 gram, and give examples of many items in life that weigh about 1 gram. Deepened the impression of Ke. When establishing the concept of 1 kilogram, I divided the content into layers and detailed it, allowing students to weigh 500 grams and two 500 grams (1000 grams) specific items with their own hands. Through a series of activities of weighing, comparing and talking, you can fully feel the actual weight of 500 grams and two 500 grams (1000 grams). Then use the pan scale to verify that 1 kilogram is 1000 grams. Allow students to accurately establish concepts through hands-on experience.

If students’ understanding of grams and kilograms only stays at “one peanut weighs about 1 gram” or “two bags of salt weighs 1 kilogram”, it is far from enough. In order to organically connect the teaching content with the quality of objects in life, the abstract quality unit is made more vivid and concrete. I asked students to first estimate the weight of their familiar schoolbags, math books, and pencil cases, and then use a scale to weigh them to verify whether the estimate was correct. Through these operations, students' concepts of mass in grams and kilograms become clearer and deeper.

Therefore, when teaching this lesson, we start from students’ lives and connect them with life. Through students’ personal experience, we shorten the distance between life and teaching material content, which not only improves interest in learning, but also improves students’ interest in learning. Enable students to actively acquire new knowledge in the classroom. Reflection on the teaching of "Grams and Kilograms" 2

The primary difficulty in teaching comes from the psychological characteristics of students. For students in lower grades, they often pay attention to the size, length and even the size of objects first. Superficial features such as color are concerned, while less attention is paid to the essential nature of weight, and some are relatively indirect. For second grade students, establishing the concepts of "gram" and "kilogram" is very challenging.

Firstly, students have less exposure to “gram” and “kilogram” in real life; secondly, students have less experience paying attention to and experiencing weight in real life; thirdly, “gram” "This unit is relatively small, and students rarely have feelings and experiences with this unit of weight. Therefore, in the teaching activities of this class, I first asked the students to weigh the mass of a 2-cent coin and talk about their feelings. They initially felt that 1 gram is a very light unit and people can hardly feel it. After that, I asked the students to find items on the table that weighed about 1 gram, and exchanged estimation methods to cultivate their estimation ability. I then revealed that the items found by the students all weighed about 1 gram. In order to enrich the perception of grams, let students perceive 10 How many coins do I need per gram? How about 20 or 50 grams? And ask the 6 or 8 students in the group to weigh them together. How much does 20 grams, 50 grams, and 100 grams weigh? With this full perception, students are then asked to estimate the weight of apples and salt, and during the estimation process, attention is paid to the optimization of the estimation method. Unfortunately, after estimating and determining the weight of the apple, we forgot to let the students perceive the weight of 200 grams.

When teaching 1 kilogram, I asked students to guess which one is heavier or lighter, one kilogram of rice or one kilogram of waste paper. Since the volume difference between the two is relatively large, the students have a good understanding of the kilogram and know that comparing the weight of items depends on quality. Not volume. Finally, I asked the students to compare the difference between 1 gram and 1 kilogram. They obviously felt that 1 gram is much lighter than 1 kilogram, which laid a good foundation for them to choose the appropriate mass unit in the future. Understand the relationship between grams and kilograms. Strengthen your understanding of grams and kilograms through various exercises.

After teaching about the kilogram, due to time constraints, I unfortunately did not let the students feel how heavy dozens of kilograms are. Another point worthy of reflection is that when returning to textbooks to organize knowledge, we should think about properly guiding students to organize and review knowledge. Teaching Reflection on "Grams and Kilograms" 3

1. Perception in practice

How much does 1 gram weigh? How much does 1 kilogram weigh? I fully respect the students’ existing life experiences, and the examples listed are ones that students often come into contact with or see. Teachers and students worked together to prepare sufficient teaching aids, learning tools and objects to mobilize multiple senses for collaborative learning. Students conducted activities such as estimating, weighing, weighing, comparing, talking, etc. to feel the weight of objects. Students have personally experienced the actual mass of 1 gram, several grams, 1 kilogram, and several kilograms. This feeling is not something that teachers explain or instill, but is experienced by students themselves. Throughout the teaching process, students are involved in learning activities in a "doing" way rather than just a "listening and speaking" way. They not only understood the correct meaning of "gram" and "kilogram", but more importantly, they mastered the general methods of discovering, understanding, and understanding mathematics, and cultivated a sense of exploration and a spirit of innovation.

2. Construction in experience

Experience is the emotion and consciousness generated by physical activities and direct experience. Experience allows learning to enter the field of life. Because of experience, the learning of knowledge is no longer limited to the cognitive and rational categories. It has expanded to the fields of emotion, life and personality, so that the learning process is no longer just a process of knowledge growth, but also a process of physical, mental, and personality. process of soundness and development. The experiential nature of mathematics learning is a prominent feature of modern learning methods.

In traditional teaching, when understanding mass units, the focus is generally on the conversion of units. The method of teaching and memorizing is often used in teaching. Students only need to remember a few commonly used mass units and be able to perform them correctly. The conversion between units completes the teaching task. In this kind of teaching, students often make jokes like this after learning the mass unit: a watermelon weighs 3 grams, an egg weighs 50 kilograms, and Teacher Wang’s weight is 60 grams... This reflects the difference between mathematics teaching and real life. Severe disconnect.

The teaching focus of "Understanding of Grams and Kilograms" is established on the concept of "1 kilogram and how much 1 gram weighs", emphasizing both mathematical facts and mathematical experience. Therefore, in "Knowledge of Grams", I repeatedly ask students to weigh, estimate, weigh, find the masses of different objects in life, feel their qualities, and enrich students' mathematical experience. This kind of feeling and experience is not only the basis for further learning, but also the necessary ability to "learn to survive" in the future. The concepts of "gram" and "kilogram" are established in students' minds through observation with their eyes, listening with their ears, thinking with their brains, expressions with their mouths, operations with their hands, and spiritual enlightenment, that is, they are gradually formed through personal experience and experience with their own bodies. It will surely sink deep into the hearts of students. Reflection on the teaching of "Grams and Kilograms" 4

The "Mathematics Curriculum Standards" point out: students' mathematics learning content should be realistic, meaningful and challenging, and these contents should be conducive to students' initiative Observe, experiment, guess, verify, reason and communicate. Mathematics activities must be based on students' cognitive development level and existing knowledge and experience. Based on the two basic concepts proposed by the new curriculum standards, during teaching, I deeply realized:

1. Use live teaching materials to induce motivation for learning

The teaching materials are presented to us It is a static knowledge, and the situations it creates are somewhat far from the actual life of local students.

When preparing lessons, teachers should thoroughly understand the purpose of writing teaching materials, use teaching materials creatively, and create life situations and problem situations that students are familiar with. Identify the “nearest growth area of ??knowledge” and induce students’ intrinsic motivation for learning. In this class, I first asked the students to share some findings from their daily shopping. The students learned to recognize the quality labels of the products, and thus felt that the knowledge of grams and kilograms is real and friendly. It is in our lives and provides Students gain sufficient confidence in learning mathematics.

2. Provide students with opportunities to “do mathematics”

In traditional teaching, the process of knowledge formation is taught by teachers. The teacher's teaching replaces the students' operation and thinking, and the students cannot experience the process of knowledge formation.

In this class, I fully provide students with opportunities to "do mathematics" so that students can actively and proactively construct knowledge. Through the activities of weighing, guessing, and weighing, students formed a conceptual understanding of grams and kilograms, and then fully weighed, felt, and exemplified many items in life that weighed approximately 1 gram. Through a large number of operations: weighing 2-cent coins, math books, 1 kilogram of salt, school bags, etc., students have become increasingly clear and profound about the mass concepts of grams and kilograms. Students gradually developed from the initial representation of "grams are very light" and "1 kilogram is a bit heavy" to using springs to weigh objects, estimate objects, and understand the quality of objects. These mathematics in life are not taught by teachers, but by children. I experienced it myself, developed certain skills, and gained a positive emotional experience.

3. Broaden the free space for students’ experience

If students’ understanding of grams and kilograms only stops at “a 2-cent coin weighs 1 gram” and “two bags of salt weigh "1 kilogram" is far from enough. In teaching, teachers should give full play to students' learning potential, mobilize multiple senses to actively participate, and broaden students' experience space.

In this lesson, students weighed 2-cent coins, math books, pencil boxes and other items weighing less than 1 kilogram, and then divided into groups to weigh items weighing more than 1 kilogram. In the group activities, the students divided labor and cooperated. Some students exchanged items, and some looked at the pointers. A vivid "shopping scene" was reproduced. What's even more gratifying is that in the process of exchanging knowledge and the collision of ideas, the students realized that some items weighing 1 kilogram are large and some are small, thus broadening the space for students' experience. Teaching Reflection on "Grams and Kilograms" 5

Lesson 1 of the sixth unit of "Preliminary Understanding of Grams and Kilograms". Grams and kilograms are a brand-new quality concept for primary school students. Grams and kilograms are two basic mass units. The mass unit is not as intuitive and specific as the length unit. It cannot be observed by eyes and can only be perceived by muscle feeling. Based on the psychological characteristics, age characteristics and actual life experience of primary school students.

In order to let students understand the actual weight of each unit and be able to apply it in practice. I introduced quality through the knowledge that items in life are long or short, more or less. I also invited two classmates, a large one and a small one, to elicit their differences in importance. Then ask the students to exchange the information collected from shopping or present the actual items. And selected rice weighing about 1 gram and fruits (4 apples) weighing about 1 kilogram, holding one object in one hand, and comparing and feeling 1 gram and 1 kilogram items, thereby establishing that "gram" is light and "kilogram" is heavier concept. Then use the accumulated feelings to find items of about 1 gram or 1 kilogram; in this class, I fully provide students with opportunities to "use mathematics" so that students can actively and proactively construct knowledge. Provide students with more physical materials as much as possible, so that students can form a conceptual understanding of grams and kilograms through practical activities such as weighing, comparing, guessing, talking, and weighing, and then fully understand To weigh, feel, and list many real objects in life to increase students' perceptual knowledge. For example: 1 kilogram of apples, how many there are approximately, how much is 500 grams of salt, 1 pencil box, 1 child, 1 watermelon, 1 table tennis ball, 1 piece of chalk, etc. Let students' perception of mass units be transferred to Feelings about the weight of 1 gram and 1 kilogram.

Knowing that 1 kilogram = 1000 grams allows students to have a clearer and deeper understanding of the mass concepts of grams and kilograms. From the initial appearance of "grams are very light" and "kilograms are a bit heavy", it gradually developed to using a pan scale to weigh items, estimate items, and understand the quality of items. These mathematics in life are not taught by teachers, but experienced by children themselves, forming certain skills and gaining positive emotional experience. Teaching Reflection on "Grams and Kilograms" 6

Grams and kilograms are the mass units that students first come into contact with, and they are also the units that we often deal with in our daily lives, but students still lack understanding of mass units. Therefore, this lesson introduces topics from market visits, allowing students to get to know various scales, and then perceive 1 gram and 1 kilogram in practice. Through activities such as observing and evaluating with eyes, feeling and weighing with hands, weighing and weighing with hands, thinking and comparing with brain, listening and talking with ears, students have personally experienced 1 gram, several grams and 1 kilogram. , the actual mass of several kilograms, and feel the weight of objects, allowing students to establish a clear concept of quality in their minds from different angles. Finally, return to life and find out which items around you have mass in grams and which items in kilograms. You understand the correct meanings of "gram" and "kilogram" and realize that mathematics comes from life and returns to it. thoughts in life.

The shortcomings of this class:

1. The time given to students to weigh, feel, and find is short. 1 gram and 1 kilogram cannot just be said by teachers in class. To understand them, children need their own feelings. Students have more time to weigh, find and feel various items of about 1 gram. Due to some reasons, when teaching kilograms, students were only asked to weigh the weight of 2 bags of salt and 4 large apples. The experience time for students is really short and few.

2. Students’ experience with the mass of “grams” and “kilograms” is not rich enough. When judging how many grams or kilograms an object has, the error between the estimated value and the actual value is large, which shows that students are not familiar with “grams”. "The establishment of the concept of "kilogram" needs to be promoted through more practical activities. Teachers' ability to respond flexibly to problems that arise in the classroom needs to be improved and strengthened!

Suggestions:

Let the children go to the supermarket this week to see how many grams are on the small food bags; look at the kilograms on the packages of rice, flour, electrical appliances and other bulk items. , children's horizons will be broader, they will learn solid knowledge, use it skillfully, and improve their living abilities. Reflection on the teaching of "Grams and Kilograms" 7

In the teaching of this lesson, we start with practical problems in life and inspire students to understand the unit of mass. However, the unit of mass is not as intuitive and specific as the unit of length and cannot be used with the eyes. It can be observed and can only be felt using muscle sensation. Therefore, with the help of teaching aids and multimedia courseware, students can intuitively feel the concepts of 1 gram and 1 kilogram, and recognize and construct them as a whole to form clear concepts.

At the same time, when establishing the concepts of 1 gram and 1 kilogram, I focused on the inquiry experience of my classmates. Let the students guess, weigh and weigh the mass of a paper clip to fully feel the weight of 1 gram. They also gave examples of many items in life that weigh about 1 gram to deepen their impression of the gram. When establishing the concepts of 50 grams, 100 grams, and 1 kilogram, I made the general unit of mass more vivid and concrete. I asked the students to weigh, estimate, compare, talk about, and weigh the physical objects they brought in a series of activities. Through these operations, the students’ concepts of quality in grams and kilograms became clearer and clearer. More and more profound. The students gradually developed from the initial impression of "a gram is very light" and "a kilogram is a bit heavy" to using springs to weigh objects, estimate objects, and understand the quality of objects. They gradually developed certain skills and gained positive emotional experiences. When teaching the letters of kilogram and gram, and teaching the scale of spring scales, I pay more attention to the imparting of knowledge. In this way, teachers can correctly grasp the degree of knowledge transfer and inquiry experience in a class, so that students can learn more happily and learn autonomously. However, there are still some students who have a poor understanding of the units of mass, grams and kilograms, and do not experience them carefully in life. In future studies, students should be more observant.

Reflection on the Teaching of "Grams and Kilograms" 8

When teaching "Grams and Kilograms", I think the primary difficulty in teaching comes from the psychological characteristics of students. For students in lower grades, their focus on objects , often focus on superficial features such as the size, length and even color of an object, while paying less attention to the essential nature of weight. For second grade students, establishing the concepts of "gram" and "kilogram" is very challenging. First, because students have less exposure to "gram" and "kilogram" in real life; second, students have less experience paying attention to and experiencing weight in real life; third, the unit "gram" is relatively small, and students There are very few feelings and experiences about this weight unit. Therefore, in the teaching activities of this lesson, we strive to reflect the following two aspects:

1. Arouse students' attention to the weight of objects in a relatively certain situation;

2. Through Operations and practical activities allow students to understand and experience, and initially establish the concepts of "gram" and "kilogram".

Therefore, my teaching goals in the teaching design are as follows:

1. In specific life situations, let students feel and understand the units of weight grams and kilograms, and initially establish 1. Learn the concepts of grams and 1 kilogram, and communicate the relationship between grams and kilograms, know that 1000 grams = 1 kilogram, and know their differences.

2. On the basis of establishing the concept of weight, cultivate students’ awareness of estimating the mass of objects. After teaching, I reflected on this lesson.

Reflection 1 - Allow students to fully engage in mental activities such as imagination, reasoning, guessing, and judgment to challenge their own thinking. For example, at the beginning of class, ask students to give examples of very heavy items and very light items. Can you tell me how much these items weigh? This will not only trigger students to pay more attention to the weight, but also give some examples. It also mobilized the existing knowledge and experience about weight units. Although the students did not speak out the knowledge about tons, it provided important information for the teacher's next teaching implementation. After students establish the concept of "1 gram", they must establish the concept of "1 kilogram". The sequence of weights from more than ten grams to tens of grams and then hundreds of grams is very important for students. They can combine their own practical experience to be established. From the perspective of teaching implementation, I presented a set of items representing weight sequences and asked students to make informed and reasonable guesses. After students initially paid attention to the weight of objects, students were asked to boldly estimate the weight of these items. Although the weights estimated by students did not conform to the actual standard answers, the difference was not very big, but this The most important thing is to make students have a strong need to know the actual weight of the object, so as to bring out a simple sequence of weight units of the object. The purpose of the sequence in teaching is mainly to let students first but also most realistically understand the weight of the object. Feel the weight of the object, and at the same time lay the foundation for the construction of the concept of "1 kilogram".

Reflection 2 - In order to arouse students' attention to weight, the situation created in this lesson is relatively open, so the requirements for teachers who organize and implement it are relatively high, especially the art and regulation of classroom teaching. Demanding. What I didn't expect was that when I asked a student to come on stage to weigh an object, some students didn't listen carefully and said that I didn't ask him to come on stage and were very unhappy. This was something I didn't expect. In class, the student saw the scale for the first time and felt very fresh. When weighing, he only "study" the scale. Finally, under the guidance of my "thousands of calls", he focused on the problem. The weight of the object.

Reflection 3 - Encouraging language students’ learning provides a situational field. Teachers' evaluations will have a huge impact on students' learning psychology, and incentives will make students more engaged and effective in learning. In class, students can make bold guesses, gradually approach the standard answers, be stimulated with a competitive mentality, ask quality questions, and maintain good learning interest and positive learning emotions, all of which are inseparable from the encouragement of teachers' language. In this class, the teacher made a positive evaluation of the students' situations that appeared at any time in the classroom. This dynamic and generative evaluation effectively promoted students' positive thinking and positive emotions.

For example, when the teacher wanted students to guess how much a large pack of MSG weighed, some students couldn't help but exclaimed that they already knew the answer. The teacher quickly answered and asked how they knew the answer. The students excitedly said that they peeked before class. The teacher An idea struck them and they enthusiastically wrote on the blackboard. The content of the next link was generated very naturally and harmoniously, and the students were also encouraged. With the teacher's encouragement, students often raised quality questions. For example, a student asked: Why is one package of MSG measured in grams and another package in kilograms?