Reflections on teaching in small farms

As a teacher who has just joined the job, we must have strong classroom teaching ability. With the help of teaching reflection, we can learn many teaching skills. How should we write teaching reflection? The following is my carefully compiled reflection on teaching on small farms for your reference. I hope it can help friends in need. Reflection on the Teaching of Small Breeding Farms 1

The teaching goal of the lesson "Small Breeding Farms" is: to understand "more, much more, less, much less and almost the same" based on the reality of life. meaning, and be able to grasp the relative size relationship of numbers in specific situations.

There are many concepts involved, including concepts such as "more, much more, less, much less, almost". Because students are young and have little life experience, and the teaching materials do not define these concepts in terms of quantity, but directly introduce them from specific quantities, this brings certain difficulties to students' learning.

Therefore, I designed such a talk-and-tell exercise at the beginning of this class: Show the prepared three cups of water of different colors, one cup of pure water (almost full), one cup of red ink, one cup Black ink (just a little). Ask the students to carefully observe the three glasses of water and compare the three glasses of water to see which glass has the most water and which glass has the least water. Then show these words and let the students read them first, and then try to say a sentence about who has more than who, and who has more than who. Through this link, students have a preliminary understanding of the concepts of "more, much more, less, much less". In specific teaching, first use conversation: "Children, have you ever been to a breeding farm? Who will tell the teacher what the breeding farm does?" The students were very enthusiastic and scrambled to answer. Then I asked Students observe the situation diagram by themselves, and then tell their classmates what they found? In this process, in order to better achieve my goal, I first gave a demonstration, such as "There are many more chickens than geese." During the group communication, I asked the group leader to organize and supervise. It must be disciplined and every group member should have a chance to speak. Finally, the whole class gave feedback and exchanges. From the children's feedback, most students had initially understood and understood these concepts.

On this basis, I showed several sets of specific numbers, such as "78, 24", "65, 54", "89, 35, 47" and asked students to use the knowledge they just learned to describe Look at the size relationship of the numbers in each group, so that they can transition from concrete situations to abstract numbers, and further understand these concepts. Applying what you learn is the ultimate goal. Finally, I designed a "guessing game". The students were more interested and enthusiastic, and they also made better use of the key concepts of this lesson, and mastered them flexibly and unknowingly. .

The teaching materials only provide a material for our teaching. Therefore, in actual teaching, I adopt a step-by-step method to gradually deepen it, add some of my own ideas, and creatively use the teaching materials to make students easy to accept and happy to learn. Accept and create a relaxed learning atmosphere for students to learn. Reflection on Teaching of Small Breeding Farm 2

"Small Breeding Farm" mainly allows students to intuitively feel "more", "much more", "less" and "less" in specific situations. The meaning of "many" and "almost", and understand the relative size relationship of numbers. During the teaching, after letting the children initially understand the meaning of "more", "much more", "less", "much less" and "almost", in order to mobilize the children's enthusiasm for learning, I played with the children "Guessing Game". One is that I write and you guess, the other is that you write and I guess. The person who wrote the number first issued an instruction: I wrote a two-digit number. The guesser starts guessing. At the beginning, I guessed a number without a range. The person who wrote the number used "more", "much more", "less", "much less" and "almost" as hints to make the guess range Gradually get closer to the correct number, and the one with the fewest guesses wins. In this link, many children were very active and rushed to come and play. However, due to time constraints, more children could not participate, so the scene at the beginning appeared: Xiaojie came to come after class. I play games.

Teaching materials only provide a material for our teaching. Therefore, in actual teaching, teaching materials should be used creatively according to the actual situation to make students easy to accept and willing to accept, and to create a relaxed learning atmosphere for students' learning. Reflection on the Teaching of Small Breeding Farms 5

"Small Breeding Farms" is the teaching content of the second volume of primary school mathematics published by Beijing Normal University. This lesson involves many concepts, such as "more, much more" , less, much less, almost" and other concepts. Because students are young and have little life experience, and the teaching materials do not define these concepts in terms of quantity, but directly introduce them from specific quantities, this brings certain difficulties to students' learning. Therefore, the first level is designed at the beginning of this lesson: present three prepared cups of water of different colors, one cup of pure water (maximum), one cup of red ink, and one cup of black ink (minimum). Ask the students to carefully observe the three glasses of water and compare the three glasses of water with the most water and the least water. Then use one sentence to say who has more than whom, and who has more than whom. Through this link, students can have a preliminary understanding of the concepts of "more, much more, less, much less", and then learn about "small farms". In specific teaching, I first use conversation : "Children, have you ever been to a breeding farm? Who can tell the teacher what the breeding farm does?" The children all rushed to answer and were very interested. Let the students open the book and look at the picture, and talk about what is in the breeding factory in the picture. Let the students speak freely. Some students said that they found the problem that there were more chickens and fewer geese. Then, I took the form of group cooperation and asked the students to ask the questions of "what is more, what is less, much more, more, much less, less" in the group. Finally, let the groups give feedback and compare to see which group said the best.

In the "questioning" link, the feedback information was that when students did not understand "more, much more, less, much less", I took timely measures to design The relaxed and enjoyable game activity of "guessing the teacher's age" has attracted students' interest, allowing students to relax in the tense classroom learning, and guiding students to actively understand and use "more, more, less" , much less" these concepts. In this way, students’ doubts are easily solved. Reflection on teaching on small farms 6

1. Teaching objectives

1. Through the life situation of "small farms", students can understand the relationship between quantities and understand the relationship between quantities. Some, much more, less, much less means.

2. Be able to use "more, less, much more and much less" to describe real things in specific situations, and grasp the relative size relationship of numbers.

3. By describing the relationship between quantities, cultivate students’ mathematical language and help students establish number sense.

4. Through the teaching of this class, students’ observation ability, group cooperation awareness and independent inquiry ability will be cultivated.

2. Analysis of teaching materials

This lesson is the fourth part of the first unit "Numbers in Life". Through the study of the first three parts, students have mastered the reading and writing of numbers within 100 and the comparison of two numbers. This lesson sets up one vivid and interesting situation after another to allow students to learn on the basis of comparing two numbers. Estimating the size of quantities in a variety of activities enables students to form representations through a large number of perceptual experiences, establish a preliminary number sense, and further understand the meaning of numbers.

In teaching, teachers should organize and carry out mathematical activities that students are interested in according to local conditions, and stimulate students' strong desire for knowledge through relaxed and enjoyable games and intense and interesting activities. Guide students to observe carefully and think independently, improve the effectiveness of group cooperative learning, realize students' "independent inquiry" learning, and finally further consolidate and deepen understanding through students' favorite games. Throughout the process, students are placed in a relaxed and harmonious atmosphere. Students can express their opinions and ask questions freely, fully reflecting the teacher-student interaction, student-student interaction, and active learning in the teaching process to achieve personalized development.

3. Analysis of School and Student Situations

Our school is a provincial-level standardized school and undertakes a number of national-level and provincial-level experimental projects.

The new curriculum reform experiment was launched in 20xx. There are currently 20 experimental classes with a strong atmosphere of educational reform research. It is the leader and vanguard of the city's curriculum reform work.

The students come from urban areas, and parents pay a lot of attention to their students. Students see a lot, understand a lot, are active in thinking, and smart. They are a group of "elves" that are difficult to deal with. There are often things that teachers don't expect in the classroom, which causes many changes in the pre-class design, making it impossible to proceed as planned. Therefore, teachers should grasp the generative nature of classroom teaching and allow students to learn actively based on their understanding.

IV. Teaching Design

Teaching focus: Understand the meaning and relative relationship of "more, less, much more and much less", and establish number sense.

Teaching difficulty: Learn to estimate quantities through the relative relationship between quantities.

The key to teaching: through certain life situations, make students understand the relationship between quantities.

Teaching aids: multimedia courseware

Teaching process:

(1) Creating situations

Play the children's song "Counting Ducks", this song Does it sound good? Children who can sing, please sing along!

The children on the screen just now heard that the children in our class also like small animals very much and want to invite you to her farm as a guest. Are you willing?

Multimedia presentation: The situation of "Little Breeding Farm"

Can you help this child introduce her little breeding farm?

[Comment: The design of this link is to quickly introduce students into the situation through children's songs that students love to hear. Arouse students' interest and attention, and then guide students to observe and think. ]

(2) Build a model and explore independently

1. Explore independently and think independently

Teacher: Children, what do you think about this child’s breeding farm? Beautiful?

Students: (answering in unison with admiration) How beautiful!

Teacher: Yes, the teacher feels the same way. What is raised in the farm? (The student is attentive)

Student 1: (Eagerly) There are 42 ducks, 34 geese, and 85 chickens raised in the farm.

Student 2: (Excitedly) I found that there are the most chickens in the farm and the least geese.

Teacher: Don’t worry, now the teacher wants you all to use your brains to see if you have any great discoveries, and then tell the classmates in the group later. (Students think independently and actively engage in inquiry.)

[Comment: Really meaningful group cooperation must be based on students’ independent thinking. Any form of group cooperation cannot truly replace students' individual thinking development and knowledge construction. Therefore, the purpose here is to let each student understand his or her responsibilities as a member of the group, encourage students to think independently, actively explore, and provide a strong guarantee for effective cooperation in subsequent groups. ]

2. Cooperate, communicate, and report results

Teacher: Children, please share your findings with the group. You can make comments and add to what others have said. Please stop talking. The group leader will take notes. Let’s see which group completed the task best. (Each group cooperates, communicates, and explores in depth)

Teacher: OK! Which group is willing to report on the communication status of your group? Other children listen carefully and may add additional information. (Squabbling to be the first, actively raising little hands)

Student 1: Our group found that there were the most chickens in the farm, 85, at least 34 geese, and 42 ducks, no more, no less, ranking second.

Student 2: Our group found that there were 85 more chickens than 42 ducks in the farm, and 42 ducks were more than 34 geese.

Student 3: We also found that there are fewer ducks than chickens and fewer geese than ducks.

Student 4: In addition to what they said, we also found that ducks and geese were swimming towards the small bridge, possibly gathering together.

Teacher: Yes, they are discussing cooperation again!

Student 5: We found that there were 85 chickens, which was much more than 34 geese, and 34 geese was much less than 85 chickens.

Student 6: We also found that there are more chickens than ducks and geese.

Teacher: You really love to use your brain. You have even compared this. It’s amazing.

……

[Commentary: Successful experience is the foundation for students’ healthy emotional development. Organize group cooperative learning to provide students with an opportunity to express their opinions and exchange information freely, so that students can help each other, cooperate with each other, and encourage each other in mathematics activities while speaking, supplementing, arguing, and listening to promote their peers. communication between. And through students reporting on the results of group cooperation, information transmission and exchange are once again provided to students. Through various forms of communication, students can participate in the mathematical inquiry process in cooperative exchanges, promote students to actively construct mathematical knowledge, and truly reflect the students' dominant position. ]

3. Ask questions and give guidance

Teacher: After the study just now, do students still have any questions? Please bring it up.

Student 1: It is not easy to distinguish between "more" and "much more".

Student 2: I don’t quite understand “less” and “much less”.

Teacher: If you don’t understand, just ask. What an honest student! Do you want to know how old the teacher is this year?

Students: (said loudly in unison) Think!

Teacher: Take a guess!

Student 1: (scramble) 24 years old

Teacher: much more than 24

Student 2: 37 years old

Teacher: A little less than 37 years old

Student 3: 32 years old

Teacher: A little more than 32 years old

Student 4: 34 years old

Teacher: Yes, the teacher is 34 years old and you are only 7 or 8 years old. You are much younger than the teacher.

[Comment: By asking students to guess the teacher’s age, use the concept of “more, less, much more, much less” to guide them. It allows students to deepen their understanding of these concepts without realizing it in pleasant activities. It also allows students to realize the application value of mathematical knowledge and cultivate students' ability to use mathematical knowledge to solve practical problems. ]

(3) Expanding applications

1. Number guessing game

Teacher: Children, please imitate the method of guessing the teacher’s age just now, and the two of you can combine it Play a guessing game and see who can guess quickly and accurately. Two students play games together, and the teacher patrols between tables.

2. Teacher: There are many small animals talking in the woods behind the farm. Do you want to see them? (Think!) The content is question 3 on page 9 and question 3 on page 10 of the textbook. (Courseware demonstration animation with dubbing)

Let students complete it independently. As long as students can explain their reasons, affirm them and encourage students to express their opinions boldly.

(4) Summary of gains

Teacher: The students had a great time. Can you tell me what you gained from this class?

5. Reflection after class

This class is based on students’ subjective development and attaches great importance to students’ active participation, cooperation and communication. The teacher's "guidance" is easy; the students' "learning" is proactive. The success of this lesson is due to the following three aspects:

1. Create effective mathematics learning methods

The new curriculum advocates a learning method of "autonomy, cooperation, and inquiry". Under the guidance of this concept, I first used the "small breeding farm" situation created in the textbook to guide students to observe carefully and think independently, so as to achieve students' "independent inquiry" learning. Based on the concept that "learning requires cooperation, mathematics teaching must focus on multi-directional communication for children to obtain information, and cultivate students' cooperative spirit and cooperative ability."

I allow students to work in groups on the basis of independent thinking, provide students with opportunities to perform and display, and enable students to learn to explore, communicate, acquire knowledge, and master skills in the form of cooperative learning, so as to truly realize students' "cooperative inquiry." Throughout the class, I strive to return the classroom to the students, allowing students to become researchers, explorers, and discoverers of knowledge. Students competed to report the results of their cooperation, and the classroom became a stage for students to show their individuality. Let every student experience that he is a success. The students' flexibility, openness and innovation in mathematical thinking made the teachers who listened to the class admire and admire them.

2. Create a democratic and harmonious learning atmosphere

From the beginning to the end of this course, students are the masters of mathematics learning, and teachers are the collaborators, guides and organizers of learning. When teaching, promptly grasp students' learning feedback, and take effective measures to provide guidance and help students build new knowledge. In the "questioning" link, when the feedback information was that students did not understand "more, much more, less, much less", I took timely measures to design "more, much more, less, much less" that the students were interested in. The relaxed and enjoyable game activity "Guess the Teacher's Age" allows students to relax in the tense classroom learning, and guides students to actively understand and use "more, more, less, much less". concept. In this way, students' doubts are easily solved, and it also provides students with opportunities to use mathematical knowledge to solve practical problems, allowing students to realize the application value of mathematics, and also embodies the concept of "mathematics originates from life and serves life".

3. Human development-oriented

This class focuses on creating situations suitable for lower grade children. When the song "Counting Ducks" sounded, many students whispered Sing, then I will ask the children who can sing to sing this children's song together loudly. Thereby stimulating students' desire to learn and motivation to participate. When a student's report is a little outrageous, the teacher does not blame him, but provides timely guidance. At the same time, he guides the students to listen carefully and cultivates a good learning attitude. This truly embodies the "three principles" of knowledge and skills, process and methods, and emotional attitudes and values. The harmonious unity of "dimensions".

At the same time, some confusions also arise in classroom practice. For example: How should we manage the time and space given to group discussions? Does the mathematics classroom under the new curriculum concept strive for the complete beauty of the classroom links, or does it have a moderate "incomplete" beauty? Wait, this is all confusing to me.

In short, under the guidance of the new curriculum concept, this lesson is about changing the role of teachers and changing the way students learn, truly embodying the practice and exploration of cultivating students' learning abilities based on student development.

[General comments: The teaching of this lesson has three characteristics

1. It conforms to children’s cognitive rules. A series of activities are set up throughout the class, including small animals that students like, etc., to capture children's psychological characteristics and cognitive patterns, so that students can learn proactively and teachers can teach easily.

2. Students’ cooperative activities are sufficient.

Based on the characteristics of first-grade students, the teacher designed a series of activities for students to learn through the activities, so that students can truly understand the meaning of "more, much more, less, much less". And live and orderly, live and interesting.

3. The atmosphere of students' inquiry is strong

Students are in constant "exploration" throughout the class. Of course, for first-grade primary school students, exploration can only be Simple and superficial; at the same time, group exploration and group cooperation play an important role in students' exploration.

In short, this lesson well reflects the subjectivity of students and the guidance of teachers. It is a good lesson under the new curriculum concept. ]