The use of microclasses in elementary school math teaching essay 4

The content of microclasses is the carrier for realizing microclass teaching, so if teachers want to play the role of microclasses in the classroom as it should be, the first thing they need to do is to make a scientific and reasonable design of microclasses, however, in the actual teaching of elementary school mathematics, some teachers have the misunderstanding of microclasses due to the existence of formalization and superficiality of the understanding of the microclasses, which leads to the problem of the form of microclasses teaching is greater than the content. In this paper, I have organized for you on the use of elementary school mathematics teaching for microclasses in the content of the paper, welcome to read!

The use of microclasses in elementary school mathematics teaching essay 1: the application of microclasses in elementary school mathematics teaching

I. Microclasses research background

(a) What is microclasses

About microclasses, many people will feel unfamiliar, and then they will be associated with microblogging, micro letter, microfilm, and thus think that microclasses refer to a very short teaching process. In fact, this understanding is not accurate enough, micro-teaching is defined in this way: micro-teaching is based on the idea of instructional design, the use of multimedia technology in five minutes or so on a knowledge of a targeted explanation of a section of the audio or video.

(ii) the significance of micro-lessons in education teaching, micro-lessons taught by the content of the point, fragmented, these points of knowledge can be the interpretation of the textbook, the subject of fine-tuning, the examination points summarized, but also the method of teaching, teaching experience and other skills in the knowledge of the explanation and demonstration. From the above discussion, we can regard microteaching as an effective complementary form of classroom teaching, which is not only suitable for the dissemination of knowledge in the era of mobile learning, but also in line with the needs of learners' personalized, in-depth learning.

Second, the micro-teaching case review

(a) micro-teaching "with the same denominator fraction addition and subtraction", effectively improve the efficiency of the students "first learning"

Teachers can use micro-teaching to students' pre-study stage. The students in the pre-preparation process not only often on the overall grasp of the knowledge points, but also is the teaching of the key points are difficult to break through. If you don't solve these "joint" problems, then the students' preview is ineffective. In this regard, teachers can combine their years of teaching experience, students are prone to doubt the knowledge points into the form of microclasses to help students answer questions and solve puzzles, so as to clear the obstacles for students to learn new knowledge and master the basic mathematical knowledge. For example, in the pre-teaching "the same denominator fraction addition and subtraction", there are a lot of students on the denominator of the same conditions, the addition and subtraction of fractions, that is, between the numerator of the addition and subtraction, is not very understanding. To address this problem, I made a micro-lesson video of "Adding and Subtracting Fractions with the Same Denominator" before the lesson, so that the students nipped the wrong ideas in the bud during the preview, and correctly understood the algorithm and arithmetic with the help of the micro-lesson. This micro-teaching effectively improves the efficiency of students' "learning first".

(2) micro-teaching "tree planting problem", effectively breaking through the teaching of the key and difficult points in teaching the key and difficult points is the center of student learning in the classroom, but also teachers need to be carefully designed and guided by the students to explore the core content. In the traditional teaching process, teachers always design a large number of teaching links, so that students consciously sense knowledge from the whole chain of knowledge. This is not wrong, but some students' comprehension ability is not very strong, so that teachers are tired of teaching, students are tired of learning, and the effect of classroom teaching is not very obvious. The micro-teaching can be precisely hit in the student's trouble, can use a more intuitive form to make students easier to understand and accept. For example, in the teaching of "tree planting problems", I micro-teaching video, first remind students to do the problem is "two ends to plant", but also the use of pictures to give examples to make students understand what is "spacing", and then use the difficult to easy method. Then use the difficult to easy method, the example will be transformed into a simple line graph, draw three points appear two line segments, draw four points appear three line segments …… lead students to observe the "drawing the number of points is always more than the number of line segments," the law. Finally, I used the path to replace the line segment, small trees instead of points on the line segment, and then observe and find the law of the period: the number of trees planted is always more than the number of intervals between the trees. Drew this conclusion, the problem in the example problem is solved. Not only students learn with great interest, but also in the subtle and effective solution to the difficulties of this lesson.

(C) micro-teaching "weighing the area", effectively expanding the book inside and outside the skills of learning

After the class, the timely use of micro-teaching is also very necessary. Because the capacity of classroom teaching is generally larger, more knowledge points, many students can not systematically grasp. Teachers need to make micro-teaching, so that students can further digest and integrate the content of this lesson, so that knowledge is more systematic and profound. Such as in the students after learning "hectares and square kilometers", I made a micro-lesson "weighing the area", first put forward the question: how to know the actual area of our city in our province? After the students are unable to solve the problem, the teacher should teach the specific method in time. Finally, the students left the practical work, let the students themselves through hands-on, to master knowledge, form skills, develop thinking. This micro-teaching, effectively expanding the book inside and outside the skills learning method.

(D) micro-lesson "math game nine grid filling skills", effectively stimulate the asterisk questions to explore the fun

In the math textbook there are some asterisk questions for students to explore the wonderful world of mathematics provides a wealth of material, the teacher needs to be purposefully inspired and guided by the students, the students' curiosity into a desire for knowledge, so that they gradually form a stable learning math The teacher needs to inspire and guide the students to turn their curiosity into curiosity, so that they can gradually form a stable interest in learning mathematics and confidence in learning and using mathematics. There is an asterisk question in the second book of the first grade of the math textbook, which reads, "Fill in the circle with the nine numbers 21, 22, 23, 24, 25, 26, 27, 28, 29, so that the sum of the three numbers on the horizontal, vertical and diagonal rows is equal to 75". This is a typical nine-circle problem that is challenging for first graders. The first grade teacher searched the internet and found a mnemonic for filling in the nine squares that was easy to learn and helpful in answering this question. Therefore, the teacher used the time after class to make a micro-lesson "Math Game Filling Skills of Nine-Gangs", which started from this asterisk question, then led to the mnemonic for filling in the nine-gangs, then combined with the nine-gangs chart to analyze the points and fill in the correspondence of the numbers, and then carried out the counting and validation of the horizontal and vertical rows, and finally deduced the steps and methods to fill in the nine-gangs with any nine consecutive numbers. Finally, the steps and rules of filling in the nine-box grid are deduced. Although this micro-lesson is only a short five minutes, but spent a lot of teachers' efforts, and finally presented to the first-grade students through QQ space or microblogging, and at the same time, parents are required to accompany their children to watch the video, learn the method and solve the problem. In-depth explanation, from the oral to verify the scientific derivation process, full of fun and challenging learning, received a good response: first-grade students and parents very much like this micro-lesson. The effect of parent-child *** learning is also very obvious: the whole class mastered the _ "secret" of this asterisk problem. "I want to challenge the asterisk problem" and "asterisk problems are really interesting" have become the hot topics of students' math learning and the goal of inquiry learning. This micro-lesson effectively stimulates students' interest in independent inquiry learning. In summary, these micro-lessons play an important role in math classroom teaching and can effectively improve the quality and effectiveness of classroom teaching. Therefore, teachers must not ignore the important role of microteaching in the process of curriculum design. We must choose the appropriate teaching points, use both in-class and out-of-class resources, guide students to independent questioning and inquiry, and produce in-depth micro-teaching, so that students can effectively utilize it in the pre-course pre-teaching, classroom cooperative learning, post-course inquiry and other links, which will enable students to really enter the micro-teaching of learning, and achieve good classroom teaching results.

Author: Li Yan Unit: Shandan County, Gansu Province, three elementary school

The use of micro-teaching in elementary school mathematics teaching paper 2: micro-teaching in elementary school mathematics teaching exploration

With the popularity of the network, the development of video compression and transmission technology, the growing popularity of the wireless network, the Internet has entered the "micro-age", microblogging, microblogging, microblogging, microblogging, microfilm, etc., the Internet has entered a "micro-age", microblogging, microblogging and microfilm. Microblogging, microblogging, microfilm and other products of the "micro-era" to exceed people's imagination, the speed of rapid popularity, and in this environment, the "micro-courses" came into being, and with its novelty, uniqueness, and high efficiency of the advantages of the majority of educators to accept. Elementary school mathematics is an important part of the basic education system, so China's elementary school mathematics teachers in the quality of education and the guidance of the new curriculum standards, have begun to micro-teaching in the classroom teaching attempts, although in practice has achieved certain results, but due to the education system, the concept of education, the quality of the teacher and other issues, micro-teaching in the elementary school mathematics classroom teaching is far from being fully played.

First, the application of microteaching in elementary school mathematics teaching

1, the content design does not get enough attention

The content of microteaching is to realize the carrier of microteaching, so teachers want to play the role of microteaching in the classroom, the first thing you need to do is to carry out a scientific and reasonable design of the content of the microteaching, however, in the actual teaching of elementary school mathematics, some teachers have a lot of problems due to the understanding of microteaching. However, in the actual teaching of primary school mathematics, some teachers have a misunderstanding of the formality and superficiality of microteaching, which leads to the problem that the form of microteaching is greater than the content, for example, some teachers can not be designed according to the objectives of the teaching or the knowledge of the key and difficult to carry out the targeted design; in addition to the selection of the content of the microteaching of some teachers in the microteaching of the content of the selection of the content of the content of the presentation of the existence of the problem of rigidity and stereotypes, so that the microteaching of microteaching becomes a kind of classroom indoctrination in disguise, and the content of the microteaching The content of such micro-teaching naturally fails to achieve the purpose of active classroom atmosphere and stimulate students' interest in learning.

2, the use of micro-teaching there is a blind excessive problem

Micro-teaching is just a supplement to classroom teaching, not the whole of classroom teaching, in other words, the teacher in the application of micro-teaching, should be based on the degree of difficulty of the content of the teaching to determine whether to use micro-teaching, that is, in the encounter of a number of more difficult knowledge of the key points can be made into a micro-teaching, in order to ensure that the students can be repeatedly studied, and the simpler ones, such as mathematics, are more complicated. For some relatively simple problems such as mathematical concepts, you can directly use the classroom teaching way to complete, however, in the actual teaching, some elementary school mathematics teachers will be micro-teaching as a "magic weapon", ignoring the specifics of the knowledge points are presented in the form of micro-teaching, and this blind abuse of micro-teaching not only makes students lose interest in micro-teaching, but also makes students lose interest in learning, but also makes students lose interest in learning, and also makes students lose interest in learning. The first step is to make sure that you have a good understanding of the situation, and that you have a good idea of what you are doing.

3. Inadequate understanding of the importance of microteaching

In teaching practice, some teachers blindly abuse microteaching, while some teachers scoff at microteaching, they firmly believe that classroom lectures play an important role in the transfer of knowledge, and do not realize that with the change of the times, microteaching has become an important resource for enriching the content of teaching and learning, and therefore, they still use the traditional knowledge infusion teaching.

Second, how to effectively use microteaching in primary classroom teaching

1, in the application of preview

Preview is the starting point of new knowledge learning, but also an important step in the teaching process, in the process of elementary school mathematics teaching process, so that the students are familiar with the knowledge of the textbook, for the rest of the classroom teaching can play a multiplier effect, microteaching can help students find the focus of the preview, which greatly improves the quality of teaching and learning. The use of microteaching can help students to find the focus of the pre-study, thus greatly improving the efficiency of the pre-study, for example, in the "greatest common factor and least common multiple" pre-study teaching, the teacher in the classroom before the content of the pre-study made of microteaching, and through the network group sent to the students, and the students according to the content of the microteaching knowledge combing, while marking the pre-study problems, organizing, and in the classroom, the teacher through the pre-study of the students to the knowledge of the students. In the classroom, the teacher found that some students had difficulties in understanding the contents of "the practical application of the greatest common factor and the least common multiple" and "how to find the greatest common factor and the least common multiple by short division" by checking the students' previews, and for these problems, the teacher focused on the classroom to make the students understand the contents of "the greatest common factor and the least common multiple". Problems, the teacher focused on the classroom to explain, thus greatly improving the efficiency of students listening to the lesson.

2, the application of classroom teaching

In classroom teaching, teachers can let students watch micro-teaching video, and students to communicate, and provoke students to think y, so as to realize the scientific teaching of the key knowledge, for example, students in the lower grades in the understanding of the 24-hour timekeeping method is often biased, so a teacher in order to solve the problem of teaching, will be made into a micro-teaching and played in the classroom, micro-teaching content, micro-teaching content. The content of the micro-lesson starts with the question that the teacher shows a train ticket to the students, which shows the departure time of 18:00, while the number of time on the clock face is only up to 12, could it be a misprint? Through the thinking triggered by this problem, the teacher introduced the 24-hour timekeeping, and taught students the conversion of the timekeeping and 12-hour timekeeping, and students in such practical problems is very easy to understand the meaning of 24 timekeeping, as well as its application in life.

3, in the application of knowledge consolidation

Classroom knowledge needs to be reviewed and consolidated after class, and micro-teaching due to its own advantages, can effectively help students to review knowledge, such as students can micro-teaching content "copy" back, and the classroom did not digest the content of timely The students can copy the content of the microblogging back, and the content of the classroom teaching is not digested in time to watch, study, and in the case of do not understand the problem, you can consult with the teacher through the network until the complete mastery of the knowledge; in addition, the teacher can use the microblogging on the students to practice, and through the practice of the feedback, the teacher can keep abreast of the students' learning situation, and based on the situation of the development of appropriate teaching strategies.

Conclusion

In short, as an emerging teaching resource and teaching mode in the information age, microteaching plays an important role in activating the classroom atmosphere, stimulating students' interest in learning, and improving the efficiency of classroom teaching, etc. Therefore, elementary school mathematics teachers should make full use of the current multimedia teaching equipment, scientifically design microteaching, and reasonably regulate the use of microteaching in the classroom to ensure that students are able to learn with the help of microteaching. To ensure that students can analyze the knowledge of the key points with the help of microteaching, and then complete the teaching objectives.

Author: Zhou Guangzhou Unit: Funing County Yangji Central Primary School

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