Reflections on the Teaching of Drawing Corners, the first volume of Grade Four.

As a people's teacher, we should grow up quickly in classroom teaching. We can record the teaching skills learned from teaching reflection. How to pay attention to teaching reflection? The following is my reflection on the teaching of the first volume of the fourth grade "Corner Painting" for your reference, hoping to help friends in need.

Reflection on the teaching of painting angle in the first volume of grade four (1), the textbook only shows drawing 65-degree angle with protractor. According to the old teaching method, teachers only need to teach students how to draw a 65-degree angle with a protractor, and then they can spend a lot of time practicing consolidation. Such teaching can only make students become skilled technicians, but their minds have not been developed. How to activate teaching materials and make classroom learning truly "student-oriented"? How to embody students' inquiry? I tried to do the following exploration:

1. Develop teaching materials and build a platform for students to transfer new knowledge.

The new curriculum standard points out that the contents of students' mathematics learning should be realistic, meaningful and challenging, and these contents should be conducive to students' active observation, experiment, guessing, verification, reasoning and communication.

Therefore, I let students discover, explore and create their own methods. But teachers should give necessary support. What angles can be drawn with a triangle? Came into being. This kind of open activity has stimulated students' existing knowledge and experience, and students have realized the essence of drawing an angle in their operation activities: first find a corresponding angle with a known degree, and then draw it. Knowing why, more complex inquiry activities have a direction: find a 65 angle on a protractor, swing it with a movable angle first, then try to draw it on paper, and then draw it with the help of a protractor. Only when teachers have a deep grasp of teaching materials can they find the growing point of new knowledge construction and skillfully make students transfer old and new knowledge smoothly, thus making autonomous learning possible.

2. Open up time and space to promote students' active perception.

The best way to learn knowledge is to play, explore and learn by yourself, because this understanding is deeper. "Let's draw a 65 angle!" As soon as the challenging questions are thrown out, the newly heated classroom becomes quiet, and students enter a situation of "being modest but not allowed". "Ask students to observe the learning tools provided by the teacher. What inspiration can you get? " The students saw the 65 angle on the protractor, and they found a good helper to draw the angle-protractor. The classroom after the silence is full of the collision of ideas. In mutual enlightenment, various ingenious methods were born. Students enjoy the happiness of independent perception, discovery and creation, so the classroom is full of vitality.

Reflections on the Teaching of Drawing Corners, the first volume of Grade Four. 2 This lesson is the last lesson of this unit, especially after the students already know the angle and can measure it. In this lesson, I classify the angles and draw them together. I'm worried about too much teaching content before class and I'm worried that I can't finish learning. I didn't expect this course to be successfully completed today. The classification of corners is very fast, because many students have established the concepts of straight angle and rounded corner. Therefore, I focused on the drawing of angles.

In this class, I take the form of self-study by students. Because students already have the basis of measuring angles, they all know the drawing method of angles through classroom self-study. After self-study, I instruct students to summarize the main points of drawing corners: one ray, two overlapping, finding the accuracy and drawing the other side well. Only a few individual students have difficulties. At this time I will play the role of a group to help these children. In the exhibition session, I fully let students show the drawing methods of different opening directions and sizes, find out the phenomenon of scale marking errors, and guide students to analyze and find out the reasons for the errors. Then focus on the correct distinction between internal scale and external scale to help students master new knowledge.

Reflection: Because there are a lot of teaching contents in this class, an extension and improvement link designed at the end of this class is to let students draw the angle of setting degrees with a pair of triangular rulers, but this exercise has not been carried out. I think it will be better if we divide into two classes. I look forward to tomorrow's practice and see students better understand and master today's knowledge.

Reflections on the teaching of corner painting in the first volume of the fourth grade 3 1. The introduction of different types of angles in new class teaching makes students feel relaxed and have no learning burden. The teacher proposed to draw a 60-degree angle, gradually leading the problem deeper, which not only stimulated the students' desire for knowledge, but also ignited the spark of thinking. The teacher didn't say a few words, but was problem-oriented and always stood in the perspective of students' learning and development, which truly embodied the teaching concept of "students are the masters of learning". When the students' inspiration and creativity were mobilized, the teacher still didn't talk about it, but when all the students were eager to express themselves, they complied with the students' desire to express themselves and let everyone draw on paper. Let all students' creative passion be released. Instead of letting a few top students express themselves, let most students passively wait and see, and truly teach for the whole people. Before the students draw a 60-degree angle, the teacher's hints are used well. You can draw pictures, but you should introduce your good methods to everyone. This sentence will further inspire students to think while drawing corners. We should not only know how to draw, but also express the process of how to draw a 60-degree angle, which provides students with opportunities for exercise.

In this teaching, the teacher asks questions step by step. The teacher didn't ask himself and answer, but couldn't wait to tell the operation method. Instead, let students operate, explore, discover and then summarize. It truly embodies the students' "master" status, shows the charm of mathematics, and fully mobilizes students' interest in learning.

Reflections on the teaching of the first volume of the fourth grade "Drawing Corners" 4 1, psychological quality.

In the face of so many teachers attending classes, the children, as always, actively think and boldly express their different ideas. Seeing their confident mental state, I am happy for them. But what about yourself? From the beginning, I was in a state of confusion. Seeing the 40-degree angle drawn by my classmates on the blackboard, my brain became hot and I thought, how can it be the same as the angle I asked them to try? In fact, the first attempt was to draw a 30-degree angle, and the second attempt was to draw a 40-degree angle. But at that time, I was fascinated and forgot to ask the students to talk about the degree of each angle of the triangular ruler. I asked the students to try to draw a 40-degree angle first, and then draw a 30-degree angle the second time. Later, I also asked students to review the degree of each corner of the triangular ruler, but the whole teaching process was very confusing.

Psychological quality is an important part of people's overall quality. Psychological quality can directly affect a person's quality of life and work efficiency. Over the years, as long as someone attends classes, especially the leaders present, no class is satisfactory. It hurts for a long time after each lecture, but this time, I don't feel pain, and I'm glad to know where my problem is.

I always say to my children, "You can do it", "You are the best" and "I believe in you". These words make many children full of confidence and hope for their studies. Why can't I encourage myself like this? I really believe that as long as I make unremitting efforts, my quality in all aspects will be improved, and my math class will definitely achieve high-quality and efficient results.

2. Question setting.

In class, in the face of the teacher's question, the child did not think positively, or the child's answer deviated from the core of teaching and answered irrelevant questions. This must be the teacher's question. In the "Drawing Corners" class, I set the question "Can you draw those corners with a triangular ruler?" A child said, "You can draw acute angles, right angles, obtuse angles, right angles and rounded corners." I was confused at the time. How should I answer this question? Why not "30,60,90,45"? The children also quarreled below. Some say that rounded corners cannot be drawn with a triangular ruler, while others say that rounded corners can be drawn. At that time, I couldn't figure out how to spell the rounded corners with a triangular ruler, so I asked the children strangely how to draw them. The children must have been influenced by my expression and fell silent. Finally, I have to tell the children that we will talk about this problem later, and then we will pass. This accident happened because my question was not targeted and specific enough. As a result, the children's answers were not the preset results. If you ask, "How many degrees can you draw directly with a triangular ruler?" I don't think there will be complications.

Classroom questioning must closely focus on the teaching objectives and be designed according to the key points and difficulties of the teaching content. Questions should be clear and specific, so that children can have a clear thinking direction. I knew all this before, but I just knew it, but I didn't feel it. This accident in class today made me realize that classroom questioning is also a science and an art. If you ask well and skillfully, teaching will be effective, children's thinking will be developed, and children will become smart, otherwise, it will hinder their development.

3. The classroom generation.

Classroom generation can be divided into preset generation and non-preset generation. Non-default generation refers to the learning materials, thinking achievements and conclusions obtained by students in classroom teacher-student interaction, which teachers did not expect beforehand; Simply put, it refers to meaningful learning beyond the teacher's preset. In the lesson of "Drawing Corner", after drawing a 40-degree angle, I asked my classmates to report. A child said this painting method: first draw a point, the central point of the protractor coincides with this point, then point to the 0 scale line and 40, and then connect the lines to draw an angle of 40. His drawing result is correct, but it doesn't conform to the steps of drawing corners in the textbook. Although I praised him as a thoughtful boy, I was not sure about his painting method. In the later discussion, this also became the focus of discussion. Some teachers think this is ok, while others think it is not standardized.

After class, I checked the information and consulted some teachers online. Finally, it is determined that it is ok to draw the angle like this. It's just that I didn't seize the opportunity in class and handle it properly. If I had affirmed the child's painting method at that time, I would have told the child, "In fact, your painting method is the same as that in the book. The first point determined first is the endpoint of the ray, that is, the vertex of the angle. Two points aligned with the 0-degree scale line and the 40-degree scale line determine the positions of the two rays, that is, the two sides of the angle. It's just that the book draws a ray first, and you first determine the position of the ray through the point before drawing the ray. This kind of analysis links children's thinking with the painting method in the teaching material, so that children have a deeper understanding of diagonal lines.

The reason why this generation can't handle it properly is actually the lack of teachers' professional knowledge. It seems that there is still a lot to learn.