Comments on first grade mathematics lectures

In study, work or life, everyone is familiar with comments, and we must constantly improve them. Do you know what the elements of a review are? The following are the first-grade mathematics lecture comments I compiled. Welcome to read and collect them. Comments on First Grade Mathematics Lectures 1

From March 22 to 23, we were fortunate to participate in the “10 Years of Primary School Mathematics Reform Classic Lesson Examples and Guangxi Primary School Mathematics Characteristics Teaching Seminar” in Guilin under the leadership of the school leaders. "will" learning. In just two days, I observed 6 demonstration classes and 3 heterogeneous classes "Vertical and Parallel" in the same class. And listened to the wonderful academic reports given by six mathematics experts, Qian Jinduo, Wu Zhengxian, Niu Xianli, Yu Zhengqiang, Huang Aihua, and Jiang Ping, based on their own classroom teaching and problems in teaching practice. The exquisite teaching art, ingenious teaching concepts, profound mathematical literacy, and real teaching insights of these famous teachers all leave a deep impression on people, refreshing and enlightening them. More importantly, they make people be touched and inspired inadvertently, and I benefit a lot from savoring their words. At the same time, I learned a lot from these famous teachers. Now let me talk about some of my feelings:

Every teacher’s lessons are real and do not pursue tricks or flashiness. The six teachers who gave lectures considered it completely from the students' perspective, understood the students' starting point, and gained new knowledge through the students' existing knowledge. I was particularly impressed by the "Distributive Law of Multiplication" taught by the famous special teacher Wu Zhengxian, the report "Motivation from Students" by Teacher Yu Zhengqiang and the demonstration lesson "Representing Numbers with Letters".

Teacher Yu’s eyes, gestures, and movements in class are all full of inspiration and challenge, integrating mathematical ideas into the classroom. Not only did the students feel the charm of mathematics, but it also made the teachers listening to the class feel: It turns out that mathematics classes can be taught like this! Looking back: It turns out that every seemingly random link is actually deliberately designed by Teacher Xu. It is really It's "deliberate in randomness"!

I sometimes use short stories to create situations in class, but when Teacher Xu talks about "using letters to represent numbers" in class, it has a different flavor. He actually lowers it to How to represent your own hair with letters. It's like a crosstalk actor talking about crosstalk, humorous and interesting. The students were immediately brought into the teaching situation.

In class, Teacher Yu asked the students to guess how much chalk was in the envelope and how it could be represented within what range. He closely linked presupposition and generation. They are connected and intertwined, and it is even impossible to determine their boundaries. They are like flowing clouds and flowing water, giving people a refreshing feeling. He is good at grasping the rhythm of students' thinking process. In the process of guiding students to explore step by step, he always stops suddenly when the answer to the mystery is about to be revealed. While waiting, he allows students to get closer to the essence of things step by step, thereby understanding the essence of mathematics. The truth.

In his report, Teacher Xu’s unique understanding of middle school mathematics courses, rational improvement of self-teaching practice, and highly contagious language made us feel like a spring breeze and nectar. His lectures reveal true feelings in nature, are passionate and lively in humor, and inspire wisdom in their creation. I hope we can all become Mr. Xu’s "fellow travelers", learn to choose, select and refine, and pursue simple, smart, and authentic classroom teaching together!"

In short, these two days of study have made me more deeply aware of the importance and urgency of learning. Here, I would like to thank the school leaders for giving me this opportunity to study in the future. In school, I need to thoroughly understand the teaching materials, understand the students, work hard to improve my own quality, keep learning, learn from others' strengths, make full use of all learning opportunities, learn from hundreds of schools of thought, and accumulate teaching qualities. Although I cannot become a famous teacher, I will also be able to brighten my teaching. Career. Comments on First Grade Mathematics Classes 2

Last week I was fortunate enough to attend fourteen very exciting mathematics classes in Xi’an, which made me feel very gained. Not only did I get to know the top teachers in each city and the national special teachers. Teacher Zhu Dejiang’s outstanding teaching style also made me feel the flexibility of primary school mathematics classes. I also saw the wonderful performance of students from the primary school affiliated to SJTU.

Let me talk about the most profound feelings about these lessons from the following points.

1. The solid basic skills and the ability to control the classroom infected me. As the saying goes, "It takes a day to freeze three feet." From these few classes, I truly realized the spirit of dripping water piercing stone. Start by working hard and accumulate experience through persistence. Because there will be no rich experience without bit by bit accumulation. For example, Teacher Zhang Dejiang’s lesson on positive and negative numbers introduced fourth-grade knowledge into third-grade students and achieved satisfactory results in the classroom through flexible and orderly teaching procedures.

2. The pre-class preparation process is very unique. Different teachers in the same class adopt different methods to create situational teaching. For example, in the two sections on the meaning of percentages, one teacher gradually transitioned to percentages through the comparison of fractions, while the other teacher directly introduced the meaning of percentages through the comparison of two percentages, but the effect was equally good. It can attract students' attention from the break to the classroom. Only concentrated attention is the best state for learning.

3. The teaching courseware is well-made and gives full play to the important role of multimedia technology in classroom teaching. Both in terms of the collection of subject materials and the audio-visual effects, they are very creative and fascinating, and most of them quote video-type documents, which are both vivid and vivid, attracting students' attention. (For example, the fifth-grade "Expand and Fold" uses animation to fold the flat graphics of a cube into a three-dimensional figure, which is vivid; the second-grade "Secret of Repetition" uses the function of the whiteboard to create vivid courseware.) Fully stimulate students' interest in learning. It is more conducive for students to have a firm grasp of the knowledge they have learned.

4. The classroom design is based on four basics (basic knowledge, basic skills, basic ideas, and basic activity experience) and four abilities (operational skills, mental skills, general teaching skills, and special teaching skills). There is no fancy design in the whole class, and it is based on practical results, allowing students to master knowledge easily. In particular, Teacher Tian Xin's "Expand and Fold" uses imagination and movement to combine practical operations with courseware presentations. Such an abstract and difficult lesson can be easily grasped by students.

5. Practice the basic effectiveness of the design, and practice after the new lesson to consolidate the foundation in a timely manner. Each teacher leaves enough practice time for students so that students can consolidate and remember the knowledge they have learned in class.

6. The main body of discussion and exchange is students. Cooperation and communication are an important way of learning mathematics. In the past, the cooperation and communication observed in lectures were mostly conversations between teachers and students. The teacher summarized or evaluated and revised the students' reports. Focus on results and ignore the collision and exchange of students' thinking. One of the unique characteristics of these classes is that students can acquire and master knowledge through discussions and exchanges.

6. The teacher’s teaching language is contagious, the classroom evaluation is timely, and the students’ emotions are paid attention to. In the few lessons I have listened to here, every teacher can make positive comments on the students' answers, especially Teacher Jia Xiaoli's class strategies, the teacher's kind and kind teaching style, ups and downs intonation, and positive attitude to the children. The upward encouragement makes the whole class full of energy.

Through these two days of listening to the class, I deeply feel that as a young teacher, we lack too much. Only by continuous learning and accumulation can we serve the cause of education. First Grade Mathematics Class Comments 3

In independent exploration and cooperative communication, in addition to letting students learn to express, students must also learn to listen. In this class, Teacher Luo consciously guided the students from the beginning We must listen carefully and carefully, and we can firmly grasp the details of students listening carefully when teaching. During the teaching process, Teacher Luo paraphrases and summarizes other people's speeches on the basis of his own teaching, and uses various methods to encourage students to listen carefully. Teacher Luo did a very good job in this regard. In this class, I got two inspirations.

1. Strengthen the cultivation of listening habits to make students good at listening. Good habits are the cornerstone of people's success and benefit them throughout their lives. Compared with listening ability, the cultivation of listening habits requires more guidance from teachers. Therefore, our teachers must consciously strengthen the training of students in "learning to listen".

Guide students to be "concentrated, careful, and open-minded." Whether they are listening to the teacher's lectures or listening to classmates' speeches, they must be attentive and able to collect relevant information from other people's conversations. For example, when each student explains, the whole class listens carefully. . In addition, when listening to other people's speeches, you cannot blindly follow them, you must accept them selectively, and supplement and organize other people's incomplete speeches. Only by listening clearly and understanding what others say can we get inspiration and draw parallels from them. For example: During the group communication process, every student must be careful and listen to the group members' oral calculation methods. Efficient classroom teaching should not only encourage students to love speaking, but also guide students to listen well and encourage students to think more. "Speaking, listening and thinking" should be paid equal attention to and promote each other. Our pursuit of liveliness in the classroom is not only external and formal, but also requires an inner and deep thinking spirit.

2. Give full play to the role of teachers in demonstrating and making students love to listen. Many habits of students can be found in teachers. In order for students to listen, we teachers must set an example in front of students. Teachers face individuals full of personality and vitality. Only by respecting students can teachers and students communicate well. Otherwise, classroom communication will become a chaotic situation where you say yours and I say mine, and no one knows what others said. For example: in the process of students telling their own oral arithmetic methods, the same solutions are not repeated too much. Therefore, in order for students to learn to listen, teachers should pay special attention to teaching by words and deeds, and listen patiently and carefully to what students have to say. Classroom is a response to the inner world between teacher and students. In the listening process, the teacher is not a bystander, but an actor and creator. The teacher understands the students' answers while listening, and enriches his educational experience while listening. Whether the teacher is good at listening determines whether the classroom can become a dynamic forum for teacher-student dialogue. The teacher's intention of active listening is not to prove the correctness of a certain position or idea, but to connect students' different viewpoints and actively interact with students' ideas so that students can learn richly from their own experiences. The knowledge core of first-grade mathematics lecture review 4

The teaching content of the "Left and Right" lesson is highly practical and life-oriented, and can well reflect the concept of the "Standards" and allow students to learn from it. Based on existing life experience, learn the mathematics around you so that mathematics can better serve life. Therefore, teacher Qiao Yuling designed this lesson closely around the concept of "Standards". This lesson has the following features.

1. The whole class is filled with a relaxed and happy learning atmosphere.

The "Standards" specifically put forward the development goal of "emotion and attitude", and Teacher Qiao has made active attempts in this aspect. The purpose of this lesson is to stimulate students' interest in learning through interesting and specific activities, so that students can grasp the meaning during the activities. Playing children's songs with a lively rhythm before class can, on the one hand, effectively eliminate the nervousness caused by many unfamiliar teachers and allow students to devote themselves to learning activities; on the other hand, through "Raise your hand if you like listening!" "Which hand are you raising?" These two sentences casually put students into the teaching situation in a happy mood, thereby creating a pleasant learning atmosphere and laying a good foundation for improving the teaching effect. After that, every link is designed with interesting mathematical activities and mini-games that students love to see, such as: touch, action games, command lines, etc. Each teaching link is closely connected, interlocking, and extremely natural. These lively and interesting activities enable students to experience the fun of learning mathematics and stimulate students' enthusiasm for learning mathematics.

2. Leave students with a broad space for thinking and communication.

In the learning process, students will inevitably encounter difficulties or make mistakes. If the teacher gives the answer directly, the students will understand it as soon as they hear it and forget it as soon as they pass it. This class focuses on students' independent exploration and cooperative learning, and strives to enable students to discover their own solutions to problems. For example: I raised my right hand and asked the students to tell me which hand I raised. Some students said left hand and some said right hand. At this time, Teacher Qiao did not draw a conclusion immediately, but let the students discuss and communicate on their own. own thoughts. "The teacher just used this hand to write chalk words." "The teacher turned around, just like us.

"In thinking and communicating, students experienced the relativity of left and right, and at the same time experienced the joy of successful learning. Another example: judging which way the bus turns when it turns. Because they are face to face with the bus, some students will make a wrong judgment. Qiao The teacher did not draw a conclusion immediately, but reminded the students where are we sitting now? (Sitting on the bus) and then asked them to discuss and communicate. During the discussion, they all wanted to convince each other and finally agreed on which way the bus should turn. Think of yourself as a passenger on the bus. Comments on First Grade Mathematics Class 5

On November 13, all the teachers of the first grade mathematics group went to listen to Teacher Chen’s open class. , let me talk about my own experience of listening to the class:

First of all, Teacher Chen can use multimedia teaching methods to present the content of the class to students in an intuitive form, so that students can better understand, and at the same time, it can also make students It reflects that mathematics comes from life, and mathematics is everywhere in life.

Secondly, teachers can focus on cultivating students' ability to express problems themselves, thereby improving students' ability to analyze and solve problems.

Again, from the exercises, it can be seen that students have a solid grasp of knowledge

But for this lesson, I personally think there are some shortcomings, which are specifically reflected in:

1. During teaching, Teacher Chen has a serious face, and her beautiful smile is not visible throughout the class, making the audience unable to feel her affinity.

2. Although the students are disciplined. They have better performance, but in the interaction between teachers and students, we can't see the innocent character of the first-year students. They are not as lively, cute, and flexible as the lower-grade students in the past, and they appear a bit dull.

3. The distance between the teacher and the students makes me feel that they are very alienated. The teacher does not bend down to participate in the students' learning.

4. Classification is the focus of this lesson. It is also a way to reflect students' thinking ability. In this class, the teacher neglected to cultivate students' hands-on practice and did not arrange for students to practice hands-on classification. It is recommended that teachers use existing teaching resources in the classroom (schoolbags, textbooks). , stationery, etc.) Arrange students to do hands-on work for one point.

After listening to this lesson, I raised several questions to myself based on my own feelings:

1. For lower grades. In terms of classroom teaching, which one is more popular among students, friendly or serious?

2. Which teaching method, dynamic classroom or rigorous classroom, attracts more attention from teachers?

3. For lower grades? How can students be able to "retract and release" freely?

4. How to organize students to have an active atmosphere and good discipline in the classroom?

In response to these problems, I I will bring them into my own classroom teaching to continue to try and explore. I also hope that everyone can give me some experience and suggestions to help me grow. First-grade Mathematics Class Comments 6

October 11, I participated in the teaching open day event of Yanshan Central Primary School. During the event, Teacher Li Biling taught the third-grade mathematics lesson "Knowledge in Collocation". This lesson is a practical activity class. This themed practical activity is related to the actual life of students. , train students' ability to think in an orderly manner, cultivate students' interest in learning mathematics and their awareness of using mathematical methods to solve problems.

Teacher Li’s teaching style is generous and decent, and his words are kind. In this lesson, we start from buying breakfast. The situation is close to students' life and we go straight to the theme. We guide students to match things in an orderly manner by learning activities such as "one matches two", "two matches two", and "two matches three". Under the guidance of the teacher, the students made almost no mistakes throughout the class, but it is worth thinking about whether the teacher should be a "big guide" or a "small guide" throughout the class? Teachers should boldly let go and allow students to explore freely in ordered and disordered collocations, discover problems and spark sparks, and then derive the effects of ordered collocations without duplication or omission.

Then use symbols to think about possible matching situations, which is more valuable than simply relying on physical objects to analyze the matching phenomenon. Experience the simplicity of mathematical methods, allowing students to touch the pulse of mathematics and feel mathematics while experiencing the process of mathematics. charm and experience the joy of success.

An effective teaching situation must have problems as the main thread. In a series of learning activities such as students' bold guesses, independent verification, and finding patterns, they should constantly trigger students' cognitive conflicts, constantly trigger students' mathematical thinking, and stimulate students' mathematical thinking. Their desire to explore and solve problems enriches and enhances students' problem-solving strategies. First Grade Mathematics Class Comments 7

Last Thursday morning, under the organization and arrangement of the school’s Academic Affairs Office, I had the honor to listen to a lecture by teacher Yang Lijuan who had just returned from participating in the “National Training Plan” training at Southwest University. An open class on "Finding Patterns" in first grade mathematics. Teacher Yang's class was generally very successful and basically showed her personality and characteristics. Listening to the class touched me a lot and I also got a lot of inspiration from it.

1. The first is the production and use of exquisite courseware, which can create a "Forest Games" situation according to the age characteristics of students, targeting children's favorite animated characters Xiong Da and Xiong Er, and running them throughout the entire section Throughout the lesson, students' interest in learning was effectively increased.

2. The introduction of the game greatly stimulated students’ interest. Through the balloon swing activities of Xiong Da and Xiong Er, they initially formed a direct understanding of the two sets of “regular” and “irregular” graphics. Experience reflects the superiority of rules, arouses students' curiosity, and stimulates students' desire to learn.

3. The summary of rules is very suitable for the age characteristics of students. It does not directly give concepts, but allows students to make their own conclusions through observation, discovery, and teachers standardize mathematical language in a timely manner and actively Students are encouraged to use accurate mathematical language to describe the rules of each group of graphics, which trains students' language expression ability.

4. The teaching content should be appropriate, and the teaching material content should be appropriately processed to make it more in line with the students' reality, and let students truly feel that mathematical knowledge comes from life, and there are mathematical principles everywhere in life.

5. The teaching language is friendly and approachable, allowing students to eliminate their fear and devote themselves fully to learning. In addition, the teacher's language must be passionate, so that the students' learning atmosphere will be strong.

6. During teaching, students should be given more time to think, discuss, and operate. Conduct group cooperative learning to enhance students' sense of unity and collaboration and let students feel the power of group cooperation.

7. Teachers have changed "teaching" to "guiding" and allowed students to change "learning" to "knowing how to learn." That is to create a free and harmonious learning atmosphere, give the initiative to students, ensure that students learn to learn, improve students' interest in learning, learning ability, and master learning methods.

I have benefited a lot from this lecture and felt a lot. The most profound thing is that there are still many things to learn as a teacher. I feel that to learn something, you don’t have to go to another place or a higher institution to learn. In fact, there are many things worth learning around us. Comments on First Grade Mathematics Class Listening Part 8

This course material uses a picture of ticket purchase at a tourist window to allow students to perceive another meaning of natural numbers - ordinal numbers in the process of counting the order of ticket purchasers. Let students understand the difference between number and number in specific situations, and be able to accurately express the meaning of number and number. Before studying this lesson, students already have the concept of "what number". In school, students will be exposed to the knowledge of "what number" whether they are in a team, their own student number, or in the class schedule. However, students have not carefully distinguished between "what number and what number". The focus of this lesson is to let students understand the difference between "what number and what number" based on a deep understanding of what number.

1. The class begins with a close connection with students’ real life. First, students are asked to find things on their deskmates that can be represented by numbers 1-5, find problems from them, and let students express themselves in mathematical language. What you see and what you think leads to new lessons smoothly.

In this way, it not only makes students feel that mathematics is around them, stimulates students' strong interest in finding mathematics in life, but also cultivates students' ability to discover and solve problems.

2. In teaching, teaching materials and resources should be improved according to the actual situation, provide students with sufficient opportunities for hands-on practice, and maximize students' participation in the learning process.

3. Students experience the quantitative order of things in life and experience the fun of learning mathematics. When deepening their understanding of "number", teachers can organize relevant activities to enrich students' understanding of "several" and "number". The perceptual knowledge of "what number" makes students feel that mathematics is around them, visible, tangible and useful. Realizing the daily life of mathematics teaching, it not only allows students to understand and apply the knowledge they have learned in enjoyable activities, but also cultivates students' sense of cooperation and service.

I also have a somewhat immature view on this class. When talking about the queuing problem, can some ideological education be incorporated into it? First, ask students to look at various queuing pictures to intuitively feel that queuing is a civilized behavior. Then ask students to talk about why they queue up. The conclusion is: if you don't queue up, it will be chaotic and dangerous if everyone squeezes in and out. Let students understand: We must abide by public order and queue up consciously. In this way, students' ideological and moral education is carried out naturally. Finally, the learning topic is revealed: the mathematical knowledge "what and which number" in the queue, so that we can smoothly enter the new lesson. Comments on First Grade Mathematics Classes Part 9

This lesson has the following three highlights:

1. Create situations and stimulate interest.

Interest is an important driving force for students to actively acquire knowledge and form abilities. The "Mathematics Curriculum Standards" point out that mathematics learning must start from students' life situations and things of interest, providing them with opportunities to participate, so that They feel that mathematics is around them and have a sense of intimacy with mathematics.

In the teaching of this class, Teacher Li made appropriate use of multimedia to create a waiting situation made of jigsaw puzzles. Through various forms of emotive images, sounds, animations, etc., he quickly attracted students' attention. Attention arouses students' interest in learning, causes students to have psychological needs for learning, and then actively participates in learning activities.

2. Independent exploration and activity experience.

The new curriculum standards point out: "Effective learning activities cannot simply rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics." In this lesson, Teacher Li asked students to watch A series of activities such as looking, touching, and comparing allow students to fully understand the characteristics of the tangram. It highlights students' dominant position, attaches great importance to students' subjective participation, and allows students to use their existing knowledge and experience to independently explore and spell out graphics in active brain and hands-on activities, so as to experience the transformation of graphics during the activity.

In the last part of teaching, let students use their imagination to spell out different graphics independently, and then let students go down to visit the works of other children, so that they can fully communicate, learn from each other, evaluate each other, and promote It improves the interaction and mutual development among students.

3. Pay attention to emotions and make multiple evaluations.

Evaluation can stimulate students’ enthusiasm for learning. Teacher Li asked students to display various spellings many times, which is conducive to students' observation and comparison, and cultivates students' different thinking. Through students' self-evaluation, other evaluations and teacher evaluations (evaluations are mostly based on encouragement and praise) ) to form a positive learning atmosphere and stimulate students' interest in learning.

Let’s talk about some of my own ideas:

1. Multimedia provides an introduction to the relevant knowledge of the tangram. Should it be placed before class or after class? I personally think that introducing students to the knowledge about the tangram can be done before class, that is, after the name of the tangram is revealed. Doing so can make students eager to play jigsaw puzzles and prepare them psychologically and intellectually for the following learning.

2. Hands-on practice and experience of the tangram requires the teacher’s leading role. This process should be a gradual and in-depth process.

Teaching can be carried out in this way: use two boards to puzzle the shape → use three boards to puzzle the shape → use four, five or six boards to puzzle the shape → use seven boards to puzzle the shape.

3. How to reflect the effective cooperation of the group. This kind of cooperation is not required by the teacher, but what the students need spontaneously during the activities.

4. How to guide students to further understand the characteristics of various graphics. Personally, I think it can be done by asking students to fully describe "I used ×× blocks of ×× shape and ×× blocks of ×× shape to form a ×× pattern", so as to understand the relationship between them and develop students' concept of space. Comments on First Grade Mathematics Classes Part 10

I learned a lot from the lesson "Left and Right" taught by Teacher Xiao Zhang. She let the students learn about left and right during the activity. For first-grade students, it is very difficult for students to understand this issue clearly if the teacher explains it verbally. Therefore, when explaining this part of the content, we first let students understand through activities, such as the mini game "Listen to the command and do the actions", talk about the location of the stationery, put it by themselves, etc., so that the students can build on their existing experience. To gain personal experience and understanding.

In this lesson, Teacher Xiao Zhang uses real life situations related to left and right to stimulate students’ interest in learning, so that students can gain a positive emotional experience in the mathematics learning of this lesson. Students listen to commands and perform movement activities, allowing students to accurately understand the positional relationship between "left and right" and understand their relativity. Students have also established preliminary spatial concepts through the study of this lesson.

In teaching, many interesting activity situations have been created for students, such as: in the classroom, students are organized to do some hands-on posing, and everyone participates, which is in line with the age characteristics of the students. During the learning process, students I experienced the joy of learning and the whole class was full of life.

The "Mathematics Curriculum Standards" point out that "an effective mathematics learning process cannot simply rely on imitation and memory. Teachers should guide students to actively engage in mathematical activities such as observation, experimentation, guessing, verification, reasoning and communication." Let students understand and learn mathematics in the process of experiments and operational activities. In teaching, through the operational activity of placing stationery on the table, students can learn by "doing" and "do" while learning. While gaining knowledge, they can also realize the usefulness of mathematics.

In the teaching of this class, Teacher Xiao Zhang takes real life as the starting point and uses the left and right hands that students are most familiar with as the breakthrough point, so that students can fully perceive their left and right, and also create many relaxed activities for students. , pleasant situation, students naturally participate in learning, and easily master the knowledge of this lesson. This lesson was able to stimulate interest, maintain interest, and improve interest from beginning to end. In short, it was a very successful lesson.