Reflections on teaching reading of large numbers

As an excellent people’s teacher, teaching is one of the most important tasks. Through teaching reflection, you can quickly discover your own teaching shortcomings. How to write teaching reflection to be more effective? The following is a reflection on the teaching of reading large numbers that I have compiled for you. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Reflection on Teaching Reading of Large Numbers 1

I have been teaching fourth-grade mathematics this year. I have never taught fourth-grade mathematics. This is the first time I feel the pressure of being a teacher, and I am a little scared. Regarding the content of this volume, Very strange. And at the beginning of the semester, a strange thing happened, which made me feel even more uneasy. I'm not happy either.

No matter what, you should prepare your lessons and study hard. I hope to bring the best classes to the children so that they can get the best knowledge.

In the past few days, it seems to be a running-in period with the children. I found that the 49 children in the class, due to the division of classes, were my students before, and they could listen to my class at once. I understand, but the children from other classes are different. The homework they do is a bit messy and irregular. Maybe it’s because their previous teacher’s requirements are different. The reading and writing of large numbers should have been completed in one class. However, I only spent two class hours on this reading method. Since there were still many mistakes in the homework, I had to use the previous class. Practice for some students who make many mistakes, such as zeros in the middle of numbers and zeros before the first grade. For example: the number "48 0000 0046", some students will read it as: "4.8 billion, 046". This is the ten thousand level without a single number. It is written with all zeros, and there is also a zero in front of the level. , most students don’t understand what’s going on. In the last assignment, I was able to read most of them correctly. It's so hard.

Tomorrow we will continue writing numbers, let’s work hard together. children. Reflection on the Reading of Large Numbers Teaching 2

"The Reading of Large Numbers" is the learning content of the first unit "Understanding of Large Numbers" in the fourth grade volume of the People's Education Press. The understanding of large numbers in life is It is learned based on students' understanding of numbers within ten thousand. The understanding of large numbers is not only the consolidation and development of the understanding of numbers within ten thousand, but also the wide application of large numbers in life. It is also one of the most basic mathematical knowledge that students must master. The teaching of this unit is the last stage of integer reading and writing teaching in the entire primary school.

In the teaching of reading large numbers, reading and writing large numbers with zeros in the numbers and zeros at the end of the numbers is a major difficulty in teaching. Because when reading, some 0s do not need to be read out, and some need to be read out. Sometimes several 0s are not read in a row, and some 0s are consecutively read but only one is read. Because of the large numbers involved, students are prone to making a lot of mistakes. For example: no grading, leading to misreading; forgetting to read the zeros in the middle or in front of each level, and reading too many zeros at the end, leading to misreading; confusion between upper and lower case, this kind of error will rarely occur after repeated emphasis; misreading numbers , resulting in mistakes, the reason is carelessness. Through multiple intensive trainings, students make much fewer mistakes.

However, the number 800005000 is read as: 805,000 or 850,000. Do the four 0s in the 10,000 level count as the 0 at the end of each level? No need to read it? Or should it be counted as the zero in front of each level and only read one zero? I have always been confused, how to read it properly? Reflection on teaching reading of large numbers 3

This lesson is divided into three steps: first, review old knowledge; review in this lesson is very necessary, because students have not been exposed to reading knowledge for a long time. , many students have forgotten it; and because the readings at the 10,000-level and 100-million-level are based on the individual-level, if you can read at the individual-level, then the 10,000-level and 100-million-level readings will not be a problem, so review is still very difficult. It is necessary; secondly, the teaching of new courses; the numbers I just showed are closely related to the numbers in the review questions, but I just added 4 zeros after 1200 to let them discover new and old knowledge. connections, discover the rules, and thus discover the secret of reading large numbers; third, layered exercises; you will use them after learning them. The exercises I designed are layer by layer in depth, which is better than what is shown in the new lesson. Several numbers are more difficult. Later I also ask students to take out the collected data and ask students to read and talk about it. The purpose is to enable students to master the ability to collect and organize data, be able to analyze the data to solve problems, and be able to understand clearly. Look at the problem to see its essence.

However, it is a pity that there is not enough time later. I just asked the students to read the numbers and did not let them talk about their own opinions. If you have time, you should ask the students to talk about how you think about these. Data, what ideas do you have, what touches you, etc. Fourth grade students should have some of their own ideas. Let them speak not only to cultivate their eloquence, but also to cultivate their thinking skills and ability to analyze problems. Reflection on teaching reading of large numbers 4

"Mathematics comes from life, is contained in life, and is used in life; teaching is based on students' cognitive development level and existing knowledge and experience." I designed this class The guiding ideology of the course. The characteristics of this lesson are as follows:

1. The teaching content comes from life

The "Mathematics Curriculum Standards" point out: "Students' mathematics learning content should be realistic, meaningful and rich. Challenging, these contents should help students actively carry out mathematical activities such as observation, experimentation, guessing, verification, reasoning and communication. "The teaching content comes from students' actual life, and learning based on students' existing experience can make learning more efficient. efficient. Because the learning content is close to students’ knowledge and experience, in line with students’ psychological characteristics, it is easy to form knowledge structures, and it also fully embodies the concept of learning in daily life. For example, let's learn about the population of several cities in our country and guide students to appreciate the application value of mathematics learning.

2. Teaching methods focus on students

"Students as the main body and teachers as the leader" is an important concept of the new curriculum standards. From the beginning of the introduction of review, I gave the initiative of learning to the students. Whether it is a review of the method of reading numbers within ten thousand or the exploration and summary of the transfer of knowledge to the method of reading numbers within hundreds of millions, it is the result of the continuous collision of students' thinking, mutual complementation and mutual correction. The teacher only made a thread guide in it. The role of needles.

3. The teaching process attaches great importance to evaluation

The new curriculum standards attach great importance to the evaluation of students’ learning process. Teachers' evaluation of students and students' evaluation of students have become indispensable spices in the classroom. For the students' answers, the teacher promptly made appropriate comments and said to the students that this was an affirmation and a sign of learning; it is precisely because the children listened carefully to their classmates' speeches and through their own independent thinking that they were able to make correct answers. evaluate. For students, this is the cultivation of study habits and ability.

Disadvantages:

(1) Teaching efficiency needs to be improved. The content of this lesson is relatively not very complicated. In the classroom exercises after the summary reading, students are allowed to return to life to experience the meaning of large numbers and share them with their classmates. There was originally a group feedback link, but due to time constraints Just deleted it. After teaching, I found that the capacity of one class was too thin, but the teaching tasks were not completed.

It shows that the teaching pace in the classroom is too slow, such as teaching language, student speech, etc.

(2) Further interpretation of the textbook text. I often feel confused and entangled in the design and handling of new teaching links. For example, when reading large numbers, should students first choose to use their own method to read based on their existing knowledge and experience, or should the teacher directly provide a simple graded reading method; including whether the numerical sequence table can assist reading. Wait, it caused confusion to me before and during the class. It shows that I still don’t understand the intention of writing the textbook well enough. This is also a manifestation of the lack of experience and experience as a new teacher.

Reflections on the teaching of "Understanding of Large Numbers"

In addition to completing the teaching objectives reflected in the textbook, this lesson pays special attention to the cultivation of students' sense of large numbers, and the process and The implementation of methods, emotions and attitude goals requires in-depth thinking and careful design in completing the three-dimensional goals. We also conducted in-depth thinking on the use of traditional teaching methods and modern information technology methods, and strived to use them appropriately.

Determine the teaching objectives in three dimensions. In the past, the focus of teaching was to teach the concepts of digits, counting units, and decimal systems, to know that there are larger numbers, to remember the pronunciation of numbers, and to be able to read larger numbers according to the pronunciation. That is, emphasis was placed on teaching systematic knowledge and neglecting to connect students. Life actually feels bigger. Therefore, although students spend a lot of time and energy memorizing abstract concepts, they have no experience with larger numbers and cannot apply knowledge to solve problems in life. For example, when encountering a large number of things in life, you cannot feel or estimate the number, and you do not have a deep understanding of the source of knowledge of large numbers and how it serves life. Therefore, the teaching of this course attaches great importance to the establishment of number sense, and helps students to establish number sense in different levels and stages, from tens, hundreds, and thousands to tens of thousands and hundreds of millions, and gradually helps students feel the size of numbers and grasp the meaning of "ten thousand". The basic unit of large numbers, building number sense many times. The data presented in this section come from life and are real, useful and interesting. In the process of understanding and disseminating this information, students can have a strong desire for knowledge and stimulate their enthusiasm for learning mathematics.

This lesson better reflects the teaching design intention, especially the students' understanding of boring large numbers. They learn vividly and have a strong sense of participation, and they have better mastered the "decimal system" in primary school. An important counting method implements the three-dimensional goals in the new curriculum.

In the design of the teaching process, we first review the relevant old knowledge, and then use examples from life to illustrate the need to learn numbers larger than ten thousand to introduce new topics. When learning numbers with only ten thousand levels, guide students to use old knowledge to read in a level-by-level manner, followed by the word "ten thousand", and then learn numbers with two levels to cultivate students' transfer abilities and highlight which zeros should be read. , which 0 should not be read is the difficulty in this reading. Finally, students are guided to summarize the reading rules themselves.

This class adopts the form of teaching and practicing at the same time, so that students can gradually consolidate the new knowledge they have learned in class and reduce students' extracurricular burden. In addition, most of the information is rich and colorful and close to students' lives, which makes students learn with great interest and always maintain a high learning state. At the same time, it also better reflects the comprehensiveness of the course. Fifth, the traditional means and modern information technology means are perfectly combined, used appropriately, irreplaceable, and achieved ideal results. In short, through in-depth exploration of teaching resources, teaching methods, and teaching objectives, efficient classroom teaching has been achieved.

Classroom teaching is the art of regret. There are several points in this lesson that need to be discussed and adjusted. First, the class hours are tight, and there are many teaching objectives to be completed, and no one can be neglected. The classroom capacity is too large, and some students have difficulty digesting it. The second is to establish the representation of large numbers. The number of people is used as the material. Students can see it and touch it in daily life. It has practical value. If you can write more, the focus is to help students build their sense of number. Reflection on Teaching Reading of Large Numbers 5

In addition to completing the teaching goals reflected in the textbook, this lesson pays special attention to the cultivation of students' sense of large numbers, and the implementation of process, method, and emotional attitude goals. , in-depth thinking and careful design have been carried out in achieving three-dimensional goals.

We have also conducted in-depth thinking on the use of traditional teaching methods and modern information technology methods, and strive to use them appropriately.

The teaching goal is to help students learn how to read and write large numbers. In this lesson, I combine the reading and writing of large numbers for teaching, because these two aspects are an organic whole. In teaching, I first highlight the reading method, and then discuss the writing method based on the students' mastery of the reading method. When teaching how to read and write numbers within 100 million, I teach with this procedure: first read and write the numbers according to the digit sequence table, then discard the digit sequence table and use the method of dividing the grades to read and write the numbers. . During learning, students can read out numbers quickly and accurately with the help of graded lines; they can check the written numbers by dividing them with graded lines. When reading and writing large numbers with zeros in the middle, I encounter more difficulties. I raised this issue separately for everyone to discuss and communicate. He also reminded students that they can use their previous learning experience to quickly read and write larger numbers by using the method of reading and writing numbers within ten thousand, with zeros in the middle, and reading only one zero when there are several zeros. Problems with zeros at the end of reading and writing can be easily solved, and students can quickly and better master the reading and writing methods of "zero". Reflection on teaching the reading of large numbers 6

Reflection on the teaching of the fourth grade mathematics volume "The Reading of Large Numbers" Before explaining the reading of large numbers, because when I was a child, I used a vertical straight line for grading. However, the book uses dotted grading lines for grading. After searching for information and discussing with school teachers, we finally unified the use of dotted grading lines, and dotted grading is more beautiful. During the teaching process, I found that although the children had a foundation in reading numbers within ten thousand in second grade, it is still a little difficult to read correctly when faced with numbers larger than ten thousand. For example, when faced with a large number like 9,600,000, through studying in the previous class, they knew that 9 is in the millions place, which means 9 million, or it can also be said to be 9 million, and 6 is in the hundreds of thousands place, which means Six hundred thousand can also be said as six hundred thousand. When reading tens of thousands series, it will be said as nine million and six hundred thousand. Such a number is obviously wrong, but some students have a better understanding of reading large numbers after pre-class preview. If you have a certain understanding of the method, you can tell the correct 9.6 million, but the students do not have the correct concept of it, so they need the help of teachers and classmates to discuss in groups which method we should learn more. Finally, I learned the correct pronunciation method and knew that the number of ten thousand level should be read according to the pronunciation of one level, but in the end, the word ten thousand should be added. Advantages of this lesson: Make full use of students' group discussions to summarize how to read numbers within hundreds of millions. On the one hand, this can mobilize students' initiative, and on the other hand, it can help students deeply understand the large numbers in the textbook. Reading rules.

Disadvantages of this lesson:

1. Due to too much time being used in the group discussion, the final practice session was not fully functional and there were relatively few practice questions.

2. In the practice session, students are only allowed to practice reading two levels of numbers, and only one number involves hundreds of millions. Students may be unfamiliar with numbers in the hundreds of millions in the future practice process.

3. The types of questions involved in this practice session are relatively simple, and no attention is paid to the practice of "0". There should also be some multiple-choice questions, such as: Among the following four numbers, the one that cannot read a single zero is () A6000600 B6006000 C6000006 D6000060 Reflection on the teaching of reading large numbers 7

Reading of large numbers Reflection on Method Teaching "How to read large numbers" is the content of the first unit of the second volume of third-grade mathematics published by the People's Education Press. Through the first lesson, students have basically mastered my country's "four-digit first-level" calculation habits. Most students can grade correctly and read regular multi-digit numbers. Mastering the correct pronunciation of the last "0" and the middle "0" in various multi-digit numbers is the focus and difficulty of this lesson.

"Mathematics Curriculum Standards" states: "Students' mathematics learning content should be realistic, meaningful, and challenging. These contents should be conducive to students' active observation, experiment, guessing, and verification. , reasoning and communication and other mathematical activities.

Therefore, scenes familiar to students such as "Shanghai has a total area of ??6,340 square kilometers, including 6,218 square kilometers of land area and 1,107 square kilometers of Yangtze River estuary water area" and "People's Square has a total area of ??140,000 square meters" were selected for scenario creation. Students may not necessarily understand their areas, but they are basically aware of these scenarios. Learning based on students' existing experience can make learning more effective. "Students as the main body and teachers as the leader" is an important concept of the new curriculum standards. . From the beginning of the review, I gave the students the initiative in learning, whether it was the review of the reading method of numbers within ten thousand or the exploration and summary of the transfer of knowledge to the reading method of numbers within hundreds of millions, it was the continuous collision of thinking among students. and complement each other and correct each other, the teacher only plays the role of threading the needle.

Through the study of this class, most students have a good grasp of the reading of large numbers. , including some students with learning difficulties, I feel that the transfer ability of students in my class is still good, but there are still the following points that need attention:

(1) The language of teachers in the classroom. To be more standardized and childlike, you should pay attention to your language to be concise, accurate and understandable in the future, and to stimulate students' interest in learning.

(2) Teacher and student evaluation in the classroom. Student evaluation and self-evaluation are not adequate. Although the evaluation methods and methods are presented on the task sheet, there is no time for students to make group cooperation evaluations and final summative evaluations. Students should be actively guided and encouraged. , so that they can be inspired to learn and study harder.