Selected 10 pieces of teaching reflection on the preliminary understanding of division

If you learn from your teacher, you will get your friends. Today's teachers should be familiar with lesson plans. Teaching plans are more conducive to taking class hours or topics as units. What method do you usually choose to write lesson plans? The following is a reflection on the teaching of preliminary understanding of division, which is carefully arranged for everyone. Friends in need come and have a look!

Teaching thinking on the preliminary understanding of division 1 Division is an important part of the teaching process of mathematical calculation in primary schools. Division in table is the basis of learning division, and "preliminary understanding of division" is the enlightenment stage for students to start learning division. This lesson is the teaching content of Unit 2, Book 4 of the primary school mathematics textbook. It is the beginning of students' learning division and the last lesson of their preliminary understanding of division. The teaching objectives are: reviewing the existing knowledge and experience and introducing the division operation; Understand the meaning of division; Know the division symbol, understand the writing and reading of the division formula; Continue to cultivate students' practical ability and preliminary language expression ability. When I was teaching, I arranged the following levels of teaching and received good learning results.

(1) Divide by one point, say it out and introduce the division formula.

In teaching, I let the students participate in the experience activities to help the panda divide bamboo, let the students actively construct knowledge in vivid and concrete situations, let the students put a pendulum with their own sticks, divide a point, tell the deskmate how to divide it in their own words, and then ask the students whether this average score can be calculated directly in a way. After that, the blackboard title is "Division".

In this way, students can explore the law in operation, understand the meaning of division, fully provide students with the process of experience and exploration, and dare to show their ideas and practices to everyone. At the same time, I also understand the important role of learning division.

(2) Introduce the reading and writing method of division formula.

After the average score, inspire students to list the division formula, introduce the division number, and give them the writing requirements of the division number: first write a horizontal line in the middle, then draw a little on the top and bottom, and the two points should be round and aligned. After that, let everyone raise their hands to write, which is conducive to standardizing students' writing. Then inspire the students to say all parts of the division formula and read the formula.

In the process of writing the division formula independently according to Example 5, students are familiar with the reading method of the division formula and the names of each part of the formula again, which deepens their understanding of division.

(3) Connecting with life and solving mathematical problems in life.

In our life, mathematics is everywhere. Let's look for mathematics from our own side and solve some problems with the division knowledge we have learned! Think quickly and see who can give an example first. I ask students to use their brains and ask their deskmates to solve problems for example. In class, I found that most students don't know what to do. I explained it in time, let the students compare the division problems they have learned these days and their differences, and let them understand that the problem of "average score" is the problem of calculating by division. At this time, many students raised their hands. After I asked several students to demonstrate, most of them understood and raised their hands. Then the students worked together at the same table, listed many problems and solved them patiently. The design of this link is helpful to help students find the division problem from the side, which not only makes students have a deeper understanding of division, but also cultivates students' deskmate cooperation ability and language expression ability, and arouses students' interest in learning division.

The teaching content of this course is not bad. In the future teaching, I will continue to work hard, encourage students more, affirm students more, let students have confidence in themselves and participate in math activities more seriously.

A preliminary understanding of the second part of teaching reflection on division. The understanding of division is based on students' preliminary understanding of the meaning of multiplication and learning to use multiplication formulas to calculate multiplication in tables. The meaning of division is based on "average score". In life, primary school students have experience in dividing things, but they lack practical experience in dividing things equally.

Therefore, we should provide students with sufficient opportunities for practical activities with the help of textbook design and students' real life. Let students know "average score" in specific situations and understand the life examples of "every copy is the same". Through intuitive operation, this paper shows two practical methods of division in application, so that students can understand the meaning of division, closely connect with students' life experience, create problem-solving situations for students, let students know that knowledge comes from life, eliminate the strangeness caused by students' first contact with division, and let students learn actively. Students' mathematics learning ability is a process of personal practice and participation in the generation and formation of knowledge.

In students' learning, I take students and their life experiences as resources and students as the main body. I play a guiding role, using the learning method of group cooperation and communication and the form that students like, so that students can learn actively. Try to give full play to students' initiative under my inspiration and guidance.

Give full play to the function of group cooperative learning, create a democratic and harmonious learning atmosphere for students, let students dare to express their views and opinions, make their emotional self-confidence develop in communication, expand their knowledge, provide students with a good opportunity to show themselves and reflect their individuality, and let every student develop and have fun in learning.

Reflections on Division Teaching Part III Division is an important part of mathematics calculation teaching in primary schools. Division in the table is the basis of learning division, and "a preliminary understanding of division" is the beginning of students' learning division. Therefore, students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.

Students in grade two of primary school like to operate by hand, and they mainly think figuratively. Designing hands-on activities in mathematics teaching can not only stimulate students' interest in learning mathematics, but also help students experience and understand mathematics knowledge. For example, let students understand the "average score" through spring outing, let students use their hands and brains, and dare to show their ideas and practices to everyone.

The design of this lesson is to deduce the average score from any score and the special phenomenon from the common phenomenon. Choose two students and give them exercise books, one for 1 and the other for 3. Ask the following students to express their views. Some students say it's unfair. I asked: How can we be fair? A student runs up and gives 1 from three exercise books to another student, and naturally gets an average score. This shows that the students have a certain understanding of the average score, so my next design is to clarify the meaning of "average score" by focusing on understanding the average score in different dishes. Then through a lot of judgment exercises, we can deepen our understanding of the average score and get the concept of the average score.

Operation can help students understand the average score, and operation can also help students explore how to average the score and find many methods. By dividing 15 oranges into 5 parts, the students found several segmentation methods and chose the best one. It highlights the essential attribute of division: dividing a number into equal parts is the average score, which can be expressed by division.

On the basis of establishing the average score representation, this common sense of life is abstracted as a division formula, and the names of the division formula and its components are preliminarily understood, and the reading and writing methods of the division formula are mastered.

The whole class was successfully completed, and the students were very interested in the actual operation. Through practice, they deepened their understanding of "average score" and became interested in division learning in the future.

Teaching reflection on the preliminary understanding of the fourth part of division textbook description

This part of the textbook mainly explains how many other numbers a number contains, so that students can further understand the meaning of division. There are four examples in the textbook. Firstly, this method is introduced by example 4. Another method is to divide a quantity into several parts and find out how many parts it can be divided into. Then, through the picture of example 5, the specific division process is illustrated, and how this division is expressed by the division formula is explained. In embodiment 6, the method of segmentation is further explained by the method of circle by circle. Finally, through example 7, the transition to "how many numbers does one number contain, and the other number is calculated by division". It is emphasized that 12 cookies are divided into three parts and four parts, indicating that there are four 3' s in 12, so that students can further understand the meaning of division. Here, we should also pay attention to the representation of graphics, so as to form a correct representation for students.

In order to make students understand the meaning of this division more clearly, practical operation is strengthened in the "doing" and practice of textbooks.

Teaching suggestion

1. This part can be taught in 2 class hours. Teaching examples 4 ~ 7, complete 1 ~ 5 in exercise 13.

2. Generally speaking, it is easy for students to confuse the two methods of dividing a number into several parts to find out how much one part is, and how many other numbers are in a number. In teaching, we should combine students' life experience, understand each method through practical operation, and then compare and distinguish it. At the beginning of the new sub-method teaching, we should focus on explaining this sub-method through examples, and don't rush to compare it with the previous sub-method to avoid confusion.

3. The teaching method of Example 4 on page 43 is basically the same as that of Example 1 on page 40, but it should be emphasized that this division method is to know how many copies each is and how many copies can be divided.

4. When teaching Example 5, the illustration of the example can be made into a teaching aid or a physical demonstration (or students can divide it under the guidance of the teacher). The teacher first describes the meaning of the question, then leads the students to find out the known conditions and questions, and asks the students: What do you mean by putting one plate every two? Let the students make it clear that putting a plate every two is to divide every two into one. The teacher said, with two peaches in one hand and a 1 plate in the other, put the two peaches on the plate; Then continue to divide. Through the demonstration, students can clearly see the method of dividing a quantity into several parts. Then point out to the students that this division should also be calculated by division. Then, combined with the process of division, the writing of the formula is explained. The number of peaches "6" is a divisor, which is written in front of the divisor as the dividend; The number of each copy is "2", and the divisor is written after the divisor; The share is "3", and the quotient is written after the equal sign. You can also ask the students what "6 ÷ 2 = 3" means. Let the students further understand the meaning of division. Finally, let the students open their books and guide them to understand the picture of the peach cracking on page 43. It should also be noted that this is not a formal application of "how many other numbers a number contains", so the unit name in the formula is not mentioned for the time being. Then, let the students do the "do it yourself" problem, divide the sticks at a time, write the formula and talk about the meaning of the formula.

5. When teaching Example 6, you can replace the picture in the example with the picture on the velvet board and describe the meaning of the question while demonstrating. Students can also circle every two apples in the book at the same time. Then ask the students: How many times has a * * * circled? Eight apples are divided into two parts. How many parts are there? Then let the students write the formula completely and say its meaning.

It is difficult for students to understand how many other numbers are in a number. In teaching example 7, in order to help students understand, after showing the questions, let the students draw circles every three blocks in the book. Guide the students to observe: 12 cookies, one for every three cookies, and several for each cookie. See how many 3 cookies are in 12. Then emphasize that 12 is divided into four parts according to every three parts, that is to say, 12 contains four 3s. This kind of problem should also be calculated by division. Then, students can do corresponding exercises to deepen their understanding. When finished, ask the students to say the meaning of the formula.

7. For the questions in "doing", let the students circle the books first and then write the formula. Then you can ask the students: every four five-pointed stars in 12 are divided into three parts, so how many fours are there in 12? In order to deepen students' understanding of the second method.

8. Teaching suggestions for some exercises in exercise 13

Question 1 can guide students to think about the meaning of each picture, and then lead them to fill in question (2). Students can do it independently, and teachers should pay attention to patrol and give individual counseling to students with difficulties.

Question 2: After students set and fill in the numbers, let them say the meaning of each formula.

Question 3, pay attention to guide students to observe the illustrations first, circle by hand, and then fill in the numbers with pictures.

The fourth question is to let students further consolidate and deepen their understanding of the quantitative relationship "how many other numbers are there in a number" through practice.

The fifth problem is a subtraction application problem with redundant conditions. This kind of problem is more difficult than the general application problem of subtraction, and it is also easy to be confused with the division problem, so students should use their brains to think.

The 6* question is for students who have spare time to practice. As a * * *, it is not required. The answer is10 ÷ 2 = 510 ÷ 5 = 210/0 =1.

Textbook description

This part of the textbook mainly explains how many parts a number is divided into, so that students can understand the meaning of division. The textbook first uses the example 1 to let the students divide some objects themselves and make clear the meaning of "average score". Then, through the picture of Example 2, let students clearly see the process of average score, intuitively understand the meaning of division, and then lead to the reading and writing of division formula. On this basis, through example 3, the set diagram is used to represent this division, thus forming a correct representation of this division for students, and then explaining the names of each part in the division formula.

In order to make students understand this division method better, some practical problems are arranged in "Do One thing" and exercise 12, so that students can make a pendulum by themselves, divide one point by one, and then write the division formula. Then, let the students say the meaning of the division formula and the names of each part to help them establish the concept of division.

Reflections on the teaching of division 5 This lesson is the first lesson for students to learn division in primary schools, and it is also the basis for students to learn division with tables. At the same time, it is also an interesting animation story, which can make students have a strong interest in learning and find mathematical information from it, paving the way for raising mathematical questions later. Students can divergent thinking when asking questions and ask all kinds of questions, which can be addition and subtraction or division. It is very important to pay attention to students' problem consciousness from now on.

Second, pay attention to the hands-on operation, so that students can have a preliminary understanding of division in the activities.

The new curriculum standard points out: through hands-on operation, students can experience the formation process of knowledge and cultivate their hands-on ability and understanding ability. Let the students use the pencil of 10 instead of the bamboo shoots of 10 to experience the process of average score, and fully understand that each serving has the same amount, which is the average score. Cultivate students' awareness of cooperation with peers in the process of grading, and cultivate students to express their grades orderly and clearly.

Third, strengthen operation and experience with the help of life experience.

In daily life, students have accumulated the experience of "grading", and then through the effective use of the obtained experience, they can guide students to operate with learning tools or draw a picture by hand, thus further enriching students' experience and abstracting the meaning of average grading.

Fourth, according to the actual situation of students, effectively tap the teaching material resources.

Students have a better understanding of the meaning of the average score, and my process of dividing radishes has been effectively expanded: after all the reports are completed, I asked in time: If I give you 12 sticks, how many average scores can you get? A stone stirred up a thousand waves, and the students spoke enthusiastically. In the supplement of students' speeches, the method of average 12 is further improved, which expands students' thinking and ability.

Disadvantages:

1, students always feel a little tired when organizing classes.

2. Due to the serious polarization of students, some children only understand the meaning of the average score through operation, but some children not only understand the meaning of the average, but also use the multiplication formula to quickly say the quotient.

The teaching thinking of "average score" in the sixth part of division is the content of the first lesson of "division in table 1" In-table division is the basis of learning division, and the average score is the basis of students learning in-table division. Therefore, it is the focus of teaching to let students know the average score and understand its meaning.

First, the average score of hands-on feeling and experience.

In teaching, I first let students observe the situation of giant pandas dividing bamboo shoots in the teaching materials. Ask the students to talk about the pictures, find out the relevant mathematical information and introduce the question: 10 Bamboo shoots are distributed to two giant pandas equally. How many pandas are there in each panda? Stimulate students' interest in learning and introduce new lessons.

According to the cognitive characteristics of junior high school students, concrete thinking is the main idea. Operations in mathematical activities can stimulate students' interest in participating in mathematical activities and help them experience and understand mathematical knowledge. Therefore, in teaching, I let students use the school tools to do it themselves. Divide 10 bamboo shoots equally among the two giant pandas. How many pandas are there in each panda? Let each student put a swing, and then actually divide it into several points. After the students were released, the teacher asked a good student to demonstrate the grading process in front of the blackboard. Through counting, the students clearly know the result of counting, that is, each giant panda is divided into five parts. Teachers and students sum up the same: like this, each score is the same, which is called "average score" Let students intuitively feel the average score, and students' cognition is based on representation, which breaks through the difficulty of this abstract concept.

Second, pay attention to the diversification of sub-methods

The next link, the design of peaches, focuses on making students understand the meaning of "average score" through multi-angle comparison. "Twenty peaches are equally distributed to five monkeys. How would you divide it? " There are many kinds of students. Some are 1 minute, some are 2 points, and some are 4 points. Then let the students divide the pinecones. 15 pine cones are distributed to three squirrels on average. How would you distribute them? There are many kinds of students. The average scores of all students are very consistent, and there is no such thing as an average score. Then practice, in the process of hands-on operation and communication of differences, further consolidate the understanding of the meaning of the average point.

The whole class was successfully completed, and the students were very interested in the actual operation. Through practice, they deepened their understanding of "average score" and became interested in division learning in the future.

Reflections on the teaching of the seventh part of the Preliminary Understanding of Division Based on the students' preliminary understanding of the significance of multiplication, they can use the multiplication formula of 2-6 to calculate the multiplication in the table. "Preliminary understanding of division" is the beginning for students to learn division and the first lesson for them to learn the concept of division. The main goal of this lesson is to make students understand the meaning of average score through practical operation, express the average score of some specific items by division as required, read and write the division formula, know the number of divisions, and know the names of each part in the division formula. Through the teaching of this class, I have the following experiences.

In the teaching of this lesson, I reviewed the meaning of average score, and then showed eight big red apples, so that students could understand the meaning of average score through 1 1 and 1, thus paving the way for new teaching. In teaching cases 4 and 5, scenes were created to help giant pandas divide bamboo shoots, so that students could divide them with sticks instead of bamboo shoots, which aroused students' interest. I also use courseware demonstration to let students clearly feel the process of average score, intuitively understand the meaning of "average score" and initially understand the practical significance of division: average score can be expressed by division. Then it introduces the reading and writing methods of the division formula, and introduces the new symbol "division symbol", as well as the names of each part of the division formula and the significance of the division formula. On the basis of students' existing knowledge and experience, set questions to guide students' independent participation, strengthen the consciousness of applying average scores through observing reading, operating at different points, talking at the same table, solving problems and other activities, so that students can learn from action thinking-establishing representation-abstract thinking, and develop their abilities and give play to their subjectivity in the process of exploring knowledge. Students can further feel the process of solving problems and understand the meaning of division through operation.

When I design exercises, according to the characteristics of junior two students, every child has the nature of pursuing happiness and being competitive, so I design diverse and challenging exercises to create a lively and passionate learning atmosphere, which increases the interest of exercises, attracts students' attention and stimulates students' autonomous learning. Help pandas divide bamboo shoots by creating situations, and cultivate students' good quality of being helpful. The whole class uses a variety of incentives to meet the psychological needs of children's success and joy, and to maintain their interest in learning new knowledge.

In a word, this class has successfully completed the teaching task, and the students have deepened their understanding of "average score" through practice, and also have a strong interest in future division learning.

A Preliminary Understanding of the Reflection on Division Teaching Part VIII "A Preliminary Understanding of Division" is the teaching content of Unit 2 in Book 4 of the primary school mathematics textbook, and it is the beginning for students to learn division. This lesson is the first lesson of the concept of division, and students don't have this knowledge in the original knowledge structure. Therefore, the teaching goal of this course is to let students know the meaning of "average score" by dividing the object itself, and understand the meaning of division clearly and intuitively from the process of average score. Through practical operation, cultivate students' practical ability and preliminary language expression ability.

It is mentioned in the teaching suggestion that students should build learning tools, communicate with each other, watch courseware demonstrations and other activities to fully perceive the "average score", so that students can have a deep impression on the "average score" in their minds, and then seize the best teaching opportunity to abstract the division from the problem of dividing objects in life in time, and truly implement the key points and breakthrough difficulties.

The division in the table is the basis of learning division, and "a preliminary understanding of division" is the beginning for students to learn division. Therefore, students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.

When I designed the lesson plan, I set the teaching focus as "dividing things by reality, so that students can know the meaning of division". To this end, several levels of teaching are arranged:

(1), the average score comes from the same amount. At this level, two practical operations are arranged. First, divide eight digital cards into two parts, and each part has the same number. Through the first hands-on operation, students' reports lead to "same number", and through the second hands-on operation and teachers' questions, they lead to "average score".

(2) Use the "average score" to guide the operation. Let the students divide the six apples into three parts on average and ask how much each part is.

(3) abstract the common sense of "average score" into a division formula. After solving the "average score", the teacher pointed out that six apples are divided into three parts, each part is two, which can be expressed by division, so the division formula is abstracted.

(4) Teaching the reading method and significance of division formula in combination with division formula.

The whole class was successfully completed, and the students were very interested in the actual operation. Through practice, they deepened their understanding of "average score" and became interested in division learning in the future.

Reflections on the teaching of preliminary understanding of the ninth subject Today is the school-based training time once a week. It's my turn to take an open class today. I'm preparing the lesson "Preliminary Understanding of Division" in Unit 4 of Grade Two Mathematics.

The teaching objectives of this course are: to guide students to know divisor, dividend, divisor and quotient through scenarios; By dividing by one point, put a pendulum division formula to understand the meaning of division.

Class flow: First, I lead the students to review the multiplication formula, quickly calculate the multiplication in the table and average the score through gestures. Then enter the new content learning. Through two examples, let the students know the division sign, dividend, divisor and quotient, and read the division formula and division formula through some exercises. Infiltrate the meaning of division formula in the process of calculating formula, and practice it repeatedly so that students can master it all.

After class, the teachers of the Mathematics Teaching and Research Group gave pertinent opinions.

Teachers think the advantages of this course are:

1, the classroom atmosphere is active and students' participation is high.

2. The preparation of teaching AIDS is simple and diverse, which is very helpful for classroom learning.

3. Full interaction between teachers and students, giving full play to teachers' subjectivity and students' initiative.

Disadvantages are:

1, insufficient training in each training session.

2. Students don't understand the meaning of division thoroughly enough and have little training.

3. The time is not accurate enough, and it is 10 minutes in advance. I benefited a lot from my colleagues' suggestions. I feel that the second grade mathematics knowledge is simple, but it is not easy to teach. It is necessary to preset the possible problems and solutions in each link in advance, and how to make the simple content easy for students to understand. This requires teachers to fully prepare lessons, accurately grasp the key contents of textbooks, and then adjust teaching methods according to the actual situation of students. This is also the significance of teaching and research!

Reflections on the Teaching of 10 Normal School I. teaching material analysis.

Calculation teaching is the focus of primary school mathematics teaching, division is an important part of calculation, division in table is the basis of learning division, and "preliminary understanding of division" is the beginning of students' learning division and the first lesson of learning division concept. Students do not have this knowledge in the original knowledge structure. Students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.

Second, several levels of instructional design

(1), the average score is obtained from the same amount.

The arrangement in the book is that the average score is obtained from any point, and the special phenomenon is obtained from the general phenomenon. After understanding the actual situation of students, I found that they have a certain degree of understanding of the average score, and their knowledge base is higher than that of textbook design. Therefore, I directly start with the application of the special phenomenon of average score in practice, and clarify the meaning of "average score" with the help of the same amount. Then deepen the understanding of the average score through a lot of judgment exercises. Get the concept of average score.

(2) How to solve the "average score"

Make students clearly see the process of average score and intuitively understand the meaning of "average score" This link mainly studies the average score according to the number of shares, and various scores are advocated here. The advantage of this is that it is closer to the actual situation of dividing things in daily life, giving children a certain right to choose freely, especially encouraging students' intuitive judgment. The purpose is to highlight the essential attribute of division: dividing a number into equal parts is the average score, which can be expressed by division. Grasp the essential attribute of division and dilute its non-essential attribute when grasping the teaching materials.

(3) On the basis of establishing representation, abstract the common sense of average score into a division formula, get a preliminary understanding of the division formula and the names of each part, and master the reading and writing methods of the division formula.

After solving the problem of "average score", the teacher pointed out that eight pieces of sugar are divided into four parts, each part is two pieces, which can be expressed by division, so the division formula is abstracted and combined with the division formula to teach the reading and significance of the division formula. Then deepen the understanding of division through hierarchical consolidation exercises, and initially learn the following division formula to divide by number of shares.

④ The exercises are divided into several levels: the first one is the basic exercise, and the second one adds some difficulty. One of the conditions is implicit, and students can only extract this mathematical information by carefully examining the questions. The third question is an open topic, and students can get different answers through group cooperation with their own learning tools. The last question is how to determine the dividend according to the given divisor and dividend interval, which is a difficult topic. First, students need to have a certain understanding of division, and they also need the basis of multiplication, especially strong analytical reasoning ability. These problems have their own emphases and distinct levels. The selected materials come from the reality of life as much as possible, so that students can realize the close relationship between mathematics and life. Improve the ability to solve problems. Third, after reading this lesson, my deepest experience is as follows:

Creative use of teaching materials, based on teaching materials is not copying teaching materials, but combining with the actual situation of students in this class. The understanding of average score is designed based on this principle. This is also the student-oriented requirement of the new curriculum standard.

To arouse students' interest, we should not only choose the subject material from our life, but also choose the content that meets students' interests.