Reflections on Mathematics Teaching in Large Classes Worth Sharing [Ten Articles]

# Parenting Education # Introduction The so-called teaching reflection refers to teachers' re-understanding and reflection on education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. The following is a compilation of ten reflections on the teaching of mathematics in large classes that are worth sharing. Welcome your attention.

1. Reflections on Mathematics Teaching in Large Classes Worth Sharing

Interest is the teacher of students and the golden key of knowledge. If children have a strong interest in mathematics, they will have a strong thirst for knowledge, show special feelings for mathematics learning and enjoy learning. This is the so-called "no burden under the fun of learning". Next, I will talk about my experience in teaching 5 compositions. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from the buttons that are common in life. Children's ability to divide buttons has been improved, and more importantly, children's learning has become easy and interesting.

Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics. In the composition of Teaching 4, guide children to represent numbers with their fingers, use colored strokes and dots to represent numbers, and set plates and sticks by hand according to the teacher's requirements; When teaching the composition of 5, I first let the children play with buttons, sprinkle the buttons into a small dish, see how many heads and tails there are, take notes while playing, and then talk about my results. The composition of numbers is naturally summed up in children's conversations. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming that children have their own ideas, I further guide them to discuss which method is better and easier to remember and discover. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression ability and thinking ability, and cultivated their innovative consciousness.

Games are children's favorite and a means to stimulate children to learn mathematics. The game of "driving the train" helps children to further review the addition and subtraction within 3; The games of "apples and pears" and "spelling numbers" help children consolidate and review the composition of numbers within 4; Coupled with the intervention of children's songs and songs, teachers create a relaxed, democratic and pleasant learning atmosphere for children in class. Children learn while playing, while playing and while doing in various game activities.

2. Reflections on the teaching of mathematics in large classes worth sharing.

The focus and difficulty of this activity should be to learn simple statistical data methods, so that the children in our class rarely contacted statistical methods in the past. Therefore, although I carefully read the activity teaching plan before class and made preparations for the activity, there are still many problems in the activity. For example, when children peel peanuts, many children's interests will fall on other children, some children will play with peanuts, and some children don't know how to distinguish the squares on the record sheet when recording … and so on. After the activity, I also thought about this activity. Besides the teaching activities themselves, what else should we pay attention to in mathematics activities? First, we should respect the individual differences in children's development. The peanuts provided today are the same as the record sheet, and this result is bound to have certain limitations for the development of children with different abilities. In particular, the table recorded for the first time is obviously too large, while the table recorded for the second time is relatively small. Therefore, in the provision of operating materials in mathematical activities, we may not only rely on the ready-made tables provided in mathematical operating materials, but should design a relatively reasonable record table that is easy for children to understand and operate. It can also meet the needs of different children's abilities and inspire some children to accept self-challenge.

The second is to pay attention to the cultivation of children's operational skills. In the activity, we can see the children's habits and skills in mathematical operation. Good operating habits and skills are also the guarantee for the smooth realization of teaching objectives. Therefore, in each link, I have clearly defined the requirements in advance, and then let the children operate, which often receives better results. However, if the teacher's requirements are not clear, the child will naturally be unable to complete the required tasks. Today, there are a lot of peanuts. I ensured that the children had a peanut, which reduced the time for children to compete and wait for each other in the operation and won some time for the activity.

3. Reflections on the teaching of mathematics in large classes that are worth sharing.

Math activity "Dressing up the New Year Tree" I prepared a real New Year Tree and many gift pendants, which really excited the children. In this way, both the operator and the concerned children are very involved in the process of taking things by number, and the correct rate of operation is relatively high. However, in the next link, there are some details worthy of reflection. Seeing the excellent performance of the children in the first link, I think the children have firmly mastered the number-object correspondence within 6. So, I can't wait to put a copy of the operation data of the "New Year Tree" into the collective operation activities. The difficulty is to write different numbers on the trunk of each new year tree, so that children can draw their favorite gifts according to the numbers on the new year tree. 4. Reflections on the teaching of mathematics in large classes worth sharing.

Yesterday, the children in our class learned 5 compositions. I will talk about my own experience in teaching 5 compositions. I just joined this class, and I heard that the children in this class don't have a good grasp of the concept of logarithm, so I reviewed it and got to know about the children's situation. I found that some children don't even know the numbers 3, 4 and 5, let alone that number. I contacted my parents in time and hoped that their parents would cooperate with our work.

Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from snowflakes that are common in life. When children divide snowflakes, their abilities in all aspects have been improved, and more importantly, their learning has become easy and interesting. I think hands-on operation can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life.

When teaching the composition of 5, I asked the children to take five snowflakes at a time, and then divided the small snowflakes into two parts and put them on the homework list, and each time they got a different share. After grading, check whether there is repetition or omission, and finally record the grading results, and then talk about your own achievements and share them. Through this interesting physical operation, children naturally understand the composition of 5. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming the children's thoughts, I further guide the children to discuss which method is better, simpler and easier to remember and discover. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression ability and thinking ability, and cultivated their innovative consciousness.

Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics.

5. Reflections on the teaching of mathematics in large classes worth sharing.

Division of numbers is an important part of the concept education of numbers. The goal of mathematics in the new syllabus is defined as "being able to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics". And "dividing lanterns" comes from the mathematical activities in the theme of "whispering at night" Based on the theory of children's thinking development, the whole activity designed a trilogy: operating experience-induction and promotion-migration and application, so that children can experience happiness and accumulate experience in operation; Some simple laws are found in communication, induction and popularization, and solved in migration and application. After listening to Mr. Chen's math activities, I feel that the content is very traditional, but the form is very novel. Through activities, let children sort out and perceive the concept of numbers faster, and help children learn mathematics faster. As we all know, mathematics itself is characterized by high abstraction and strict logic, and the development of children's abstract logical thinking is not good enough. Therefore, in this design activity, teachers attach great importance to children's operation links, provide rich materials and environment for children, and promote the construction of children's logarithmic concept. At the same time, the operating materials made by teachers for children are simple and interesting. For example, in the past, the composition of our most routine children's exploration number can be made by scattered disks (one side is red and the other side is green). The children spread out the five disks and divided them into green and red. In this activity, the teacher made a bottom plate with 10 hollowed-out lanterns and a piece of paper with a red upper part and a green lower part for the children to pull on the paper with the bottom plate, so that red lanterns and green lanterns appeared. With the pull of paper, the number of red lanterns and green lanterns also changed, thus obtaining the composition of 10. It is such a prop that deeply attracts children's desire to learn and realizes the teaching goal in a relaxed and happy atmosphere.

This also makes me feel that although it is a small homework material, it reflects the wisdom of teachers and their hard work. Let us learn a lot: for the sake of children, teachers should think more and innovate more at ordinary times. Constantly improve their teaching level.

6. Reflections on the teaching of mathematics in large classes worth sharing.

The children in the big class gave me great feelings in mathematics, and often felt that some mistakes should not have happened at all. In this teaching activity, I felt a lot. To sum up, there are two points: First, the ability to read pictures is poor.

In this activity, children are mainly required to sort more than five objects by various methods. In the activity, I first asked the children to line up the velvet dolls on stilts. You can line up your dolls according to their height. Next, let the children sort the straws with different lengths at hand according to the length, and the children can also arrange the straws. But in the following operating materials, children's ranking of red flags is very different. Some flagpoles of these red flags vary greatly in length, and many children are easy to make mistakes. Although I have guided them to compare the number of flagpoles before the operation, it is one thing to understand. When doing it, a large number of children made a mistake, either in the wrong order or in the wrong serial number. All these reflect that children are not careful enough to observe the picture and do things too fast.

Second, I lack confidence in myself and have no sense of self-identity.

After entering the big class, I found that many children were not confident in their behavior. The specific performance is: when doing homework, I always like to look at other people's answers, and even some children just get the homework paper and now look at what others do. So that some children's homework makes people feel a little dumbfounding, because his answers are written backwards. Obviously they are all copied from others.

7. Reflection on Mathematics Teaching in Large Classes Worth Sharing

Before the activity, in order to let the children have an idea of the arrangement of numbers, I asked the children to design the license plate number of the car first. The children operated well and let them have some understanding and experience of this activity. Moreover, this activity comes from children's life experience. Children are very familiar with modern communication tools. They design phone numbers to let them know that phone numbers and numbers can't be the same. If the numbers are the same, the positions between the numbers will be different. After sorting out a few cards, the children came to this conclusion. In this activity, I realized multi-interaction, interaction between children: in the fourth link, children discuss with each other and provide opportunities for children to learn from each other. I also improvised the interaction between teachers and students: the last link of the activity, the phone call between me and my children, let the children experience the joy of success again, and the phone number I designed can play phone games. I invited several teachers to cooperate in the class and let the children interact with the teachers: let some children who have not been evaluated go to the teachers to check, so that every child has the opportunity to participate in the evaluation and can check whether the phone number designed for small animals can be used. But this is also the first time that children in our class have been in close contact with other teachers, so it is also a challenge for children in our class. Every child took part. Although several children wriggled a few times and felt uneasy, they still crossed the psychological barrier and bravely walked to the smiling teacher. So, I feel gratified for myself. Finally let the children out of the space of self-fear, and they successfully challenged themselves.

Because children have poor brain development, strong temporary memory and poor long-term memory, sometimes they forget after learning. It is not enough to review in class. I have provided the homework area with materials to solve this problem. Let children gain further operational experience in regional activities. So many math problems, under the guidance of the teacher, the teacher can solve them with a little help and let the children deal with them themselves.

So I personally think that math activities must give every child a chance to operate and get an evaluation. If there is no one else to divide classes, I think this can't be like a dragonfly, but a way for children to evaluate each other and put them in regional activities. Teachers can let children who can't participate in the evaluation get the teacher's affirmation and let them experience success.

8. Reflections on the teaching of mathematics in large classes worth sharing.

There are many measurements in life, especially the plants in our natural corner grow up day by day. Children observe them every day and report to me every day that their seeds germinate, grow taller and taller. At this time, I will deliberately ask the child, "Whose seeds grow?" Or ask them, "Who knows how high their seeds are?" "Measure how high your seeds are!" ..... Children are exposed to measurement in a subtle way, and there is a demand for measurement gradually. Observing the children's reactions, many of them are plant-to-plant comparisons, and some of them are visually observed there. When I put forward the method of measurement, all the children ran back and took out their rulers from their schoolbags, but after drawing for a long time, they came back and said to me, "Teacher, I can't measure." It seems that the teaching opportunity of "measurement" in mathematics activities has come. I provided some rich natural measuring materials, such as straws, chalk, toothpicks, cartons, hats and so on. Use different materials to measure the length and width of the table, so that children can understand that different measuring tools have different measuring results. At the same time, the measurement methods such as starting point, ending point, end-to-end connection and recording points are mainly solved. On this basis, I will provide a large operating platform, which can not only measure in the activity room, but also carry out outdoor activities, such as measuring slides, bookshelves, playgrounds and so on. Let children freely measure all kinds of items and make records to meet their measurement needs. Let them find and solve problems through comparison and discussion in operation, and give children and their peers enough opportunities to communicate and solve problems, which is the highlight of this activity. In the activities, we should try to show that children are the main body, let most children learn actively, enjoy learning, cultivate children's interest in measurement, try to measure the surrounding objects with tools, and further understand the application of measurement in life.

During the activity, children are very interested. They can boldly try various tools to measure, or record the measurement results in their favorite way. However, there are some puzzles in the activity:

1. Children are unwilling to communicate with their peers because of poor personal guidance and isolated activities. It's no use being encouraged by the teacher. What should we do?

2. How to grasp the "degree" of measuring tool input quantity and type?

3. Should children be allowed to measure with problems in activities, or should they find problems in measurement? What if they can't find the problem themselves?

9. Reflections on the teaching of mathematics in large classes that are worth sharing.

This math activity, I designed five links-watching, guessing, playing, speaking and thinking. Each link is interlocking and progressive. Give full play to children's expansive thinking by letting them know, think and talk about numbers. In this activity, stimulate the enthusiasm of children to participate in activities. Before the activity, I asked the children to collect, find and record some characters in their lives, and made them into PPT, so that the children could communicate and analyze their "discoveries" from things with characters in their lives. Then there is the transfer of experience, and the close relationship between perceptual numbers and our daily life. Children use their own experiences to tell the numbers in their lives, such as bus route numbers, movie tickets, calendars, car license plates, etc. They can basically know the function of these numbers. Children unconsciously understand the different uses of numbers, and the activities fully embody the spirit of the outline: the educational content of young children must be life-oriented, game-oriented and socialized. As teachers, we should create life scenes that children are familiar with, and let students know that life is a classroom for mathematics learning. Mathematics learning is in a vast world and life is growing.

10. Reflections on Mathematics Teaching in Large Classes Worth Sharing

On Friday morning, through operation, exploration, observation and comparison, I taught my children to master dichotomy, guided them to think from different angles and directions in their study and exploration, solved simple math problems through observation, comparison, analogy and migration, and cultivated their interest in math activities. At the beginning of the activity, I asked the children to share a rope equally, which immediately attracted the children and everyone was eager to try. I asked the child to divide it and let him verify whether the two ropes are the same length. The teacher commented. In this way, let children know what dichotomy is and how to verify it.

In learning activities, based on the principle of taking children as the main body, I also provide operating materials for children. Each material has a round piece of paper for children to operate, explore, find and solve problems by themselves. Teachers act as good supporters, collaborators and guides in operating activities. Through operation and exploration, the children found out the division of circle bisection and established the concept of bisection. Next, improve the knowledge that children have mastered, explore various methods of rectangular division, and combine with children's books to further understand and understand the concept of division.

At the end of the activity, I provided many practical items for the children, such as drinks and apples. Let children know that many things in life can be divided into two, and combine what they have learned with life to carry out practical operations in life. Through the practice of cutting food and dividing drinks, the children expanded their knowledge of dividing into two parts and stimulated their interest in dividing into two parts. During the operation, the children experienced the joy of success.