Ten reflections on mathematics teaching in large classes worth sharing

#parent-childeducation# Introduction The so-called teaching reflection refers to teachers’ re-understanding and re-thinking of education and teaching practices, and use this to summarize experiences and lessons to further improve the level of education and teaching. Below, we have compiled ten reflections on mathematics teaching in large classes worth sharing for you. Your attention is welcome.

1. Reflections on large-class mathematics teaching worth sharing

Interest is the teacher of students and the golden key to open the door to knowledge. If children have a strong interest in mathematics, they will have a strong desire for knowledge, show a special emotion for learning mathematics, and will never tire of learning. This is the so-called "enjoyment of learning without burden". Next, I will talk about some of my experiences when teaching the composition of 5.

Early childhood is in the enlightenment period of mathematics learning. The characteristic of children's learning is that it cannot be separated from concrete and rich life experiences. Therefore, the content and organization of kindergarten mathematics education activities cannot be separated from the reality of life. For this activity, the operating materials I chose came from common buttons in life. Children's ability in dividing buttons has been improved. More importantly, children's learning has become easy and interesting.

Children are lively and active and like to operate with their hands, so during teaching, I guide them to use their hands, mouth, and brain to cultivate their mathematical abilities and stimulate their interest in learning mathematics. When teaching the composition of 4, I guide the children to use their fingers to express numbers, use colored pens to draw dots to represent the numbers, and place discs, sticks, etc. according to the teacher's requirements; when teaching the composition of 5, I first let the children play with buttons. Scatter buttons into the small plate, see how many heads there are, and how many tails there are. Keep records while playing, and then talk about your results, like this. The composition of numbers was naturally summarized in the children's conversations. Then I asked the children to observe and discuss together, discover patterns, and talk about how to remember the composition of numbers faster. While confirming that the children had their own ideas, I Further guide the children to discuss which method is better, simpler and easier to remember, and find out the method. In such hands-on operations, children not only master the composition of 5, but also exercise their language expression ability and thinking ability, and cultivate their sense of innovation.

Games are children’s favorite and a means of motivating children to learn mathematics. The "train driving" game helps children further review addition and subtraction within 3; the "apples and pears" and "number spelling" games help children consolidate their review of the composition of numbers within 4; plus the intervention of nursery rhymes and songs In the classroom, teachers have created a relaxed, democratic, and pleasant learning atmosphere for children. Children learn while playing in various game activities, learn by playing, and learn by doing, teaching and having fun.

2. Reflections on mathematics teaching in large classes worth sharing

The key and difficult points of this activity should be to learn simple statistical data methods, so that statistical methods can be used by children in my class. very few. Therefore, although I read the activity lesson plan carefully before class and was relatively well prepared for the activity, many problems still occurred during the activity. For example, when children are peeling peanuts, many children's interest will fall on other children. Some children will play with peanuts, and some children do not know how to distinguish the grids on the record sheet when recording... and so on. piece of cake. After the activity, I also thought about this activity. In addition to paying attention to the teaching activity itself, what else should we pay attention to in mathematics activities?

First, we must respect the individual differences in children’s development. The peanuts and record sheets provided today are the same. This result is bound to have certain limitations on 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, when it comes to providing operational materials in mathematical activities, we may not just rely on the ready-made tables provided in the mathematical operational materials, but should design relatively reasonable record sheets that are 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-challenges.

The second is to pay attention to the development of children's operational skills. During the activities, you can see the children's habits and skills in mathematical operations. Good operating habits and skills are also the guarantee for successfully achieving teaching goals. Therefore, in each link, I make clear requirements in advance and then let the children perform the operations. This will often yield better results. However, if the teacher's requirements are unclear, the children will not be able to complete the required tasks logically. There are plenty of peanuts today. I ensure that each child has a portion of peanuts. This reduces the time the children have to fight and wait for each other during the operation, and buys a certain amount of time for the activity.

3. Reflections on large-class mathematics teaching worth sharing

Mathematics activity "Dressing up the New Year Tree" For this activity, I prepared a physical New Year tree and many gift pendants to create such a scene It really excited the children. In this way, both the operator and the children paying attention are very involved in the process of picking up objects by counting, and the accuracy of the operation is also relatively high. However, in the next section, there are some details worth reflecting on. Seeing the children's outstanding performance in the first session, it must be that the children have firmly grasped the correspondence between numbers and objects within 6.

Therefore, I couldn’t wait to put everyone’s “New Year Tree” operation materials into collective operation activities. The difficulty was to write different numbers on the trunk of each New Year tree, and let the children draw their own pictures according to the numbers on the New Year tree. Number of gifts you like.

4. Reflections on teaching mathematics in large classes worth sharing

Yesterday, the children in my class learned the composition of 5. Let me talk about some of my experiences when teaching the composition of 5.

I just took over this class. I heard that the children in this class did not have a good grasp of the concept of mathematics. I reviewed and understood the children's situation and found that some children even connected the numbers 3, 4, and 5. I still don’t recognize the numbers, let alone count them. I contacted the parents in time and communicated, hoping that the parents would cooperate with our work.

Early childhood is in the enlightenment period of mathematics learning. The characteristic of children's learning is that it cannot be separated from concrete and rich life experiences. Therefore, the content and organization of kindergarten mathematics education activities cannot be separated from the reality of life. For this activity, the operating materials I chose came from common snowflakes in life. Children's abilities in all aspects have been improved when dividing "snowflakes". More importantly, children's learning has become easy and interesting. I think hands-on operations can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning. The characteristic of children's learning is that it cannot be separated from concrete and rich life experiences. Therefore, the content and organization of kindergarten mathematics education activities cannot be separated from the reality of life.

When teaching the composition of 5, I asked the children to take five snowflakes each time, and then divide the small snowflakes into two parts and place them on the homework sheet, and the distribution should be different each time. After the points are divided, check whether there are any duplicates or missing points. Finally, record the results, and then talk about your results 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, discover patterns, and talk about how to remember the composition of numbers faster. While confirming the children's ideas, I further guided the children to discuss which method is better, simpler and easier to remember. , find out the way. In such hands-on operations, children not only master the composition of 5, but also exercise their language expression ability and thinking ability, and cultivate their sense of innovation.

Children are lively and active and like to operate with their hands, so during teaching, I guide them to use their hands, mouth, and brain to cultivate their mathematical abilities and stimulate their interest in learning mathematics.

5. Reflections on mathematics teaching in large classes worth sharing

The division of numbers is an important part of the education content of number concepts. The goal in the field of mathematics in the new "Outline" is defined as "being able to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." "Dividing Lanterns" originated from the mathematical activities in the theme of "Whispers of the Night". The entire activity uses "Dividing Lanterns" as the plot clue of the game, and based on the theory of children's thinking development, a three-part series is designed: Operational Experience - Induction Improvement - transfer and application, allowing children to experience happiness in operation and accumulate experience: discover some simple rules through communication, induction and improvement, and improve their ability to solve daily life problems during transfer and application.

After listening to Teacher Chen’s mathematics activities, I felt that although the content was traditional, the form was novel. Through activities, children can sort out and perceive the concept of numbers faster, and help children learn mathematics faster. We all know that mathematics itself has the characteristics of high abstraction and strict logic. In addition, children’s abstract logical thinking development is not good enough. Therefore, during this design activity, the teacher paid great attention to the children’s operation links. Provide young children with rich materials and environments to promote their construction of the concept of numbers. At the same time, the operating materials made by the teacher for the children are simple and interesting. For example, in the past, our most common way for children to explore the composition of numbers was to scatter discs (one side red, one side green). The child scattered 5 discs, divided into A few patches of green, a few patches of red. In this activity, the teacher made a base with 10 hollow lanterns for the children. The front half of a piece of paper was red and the second half was green. The children were asked to use the base to pull on the paper strips, so that Red lanterns and green lanterns appeared. As the paper was pulled, the number of red lanterns and green lanterns also changed, thus obtaining the composition of 10. It is such small props that deeply attract children's desire to learn, and achieve the teaching goals in a relaxed and pleasant atmosphere.

This also made me feel that although it is a small operation material, it reflects the teacher's intelligence and hard work. We have learned a lot: For the sake of children, teachers should think more and be more innovative. Continuously improve your teaching level.

6. Reflections on mathematics teaching in large classes worth sharing

Children in large classes have given me a lot of impressions in mathematics, and they often feel that some mistakes should not happen at all. This teaching activity made me feel a lot more emotional. It boils down to two points:

First, the ability to observe the picture is poor.

In this activity, children are mainly allowed to sort more than 5 objects through various methods. During the activity, I first asked the children to line up the velvet dolls on stilts. Everyone can arrange the dolls according to their height. Next, let the children sort the straws of different lengths at hand by length, and the children can also arrange the straws.

However, in the subsequent manipulation materials, the children had great differences in the order of red flags. Some of the lengths of the flagpoles of these red flags are very slightly different, and many children can easily misunderstand them. Although I have guided them to compare the number of sections on the flagpole before the operation, understanding is one thing. When actually doing it, a large number of children arranged it wrong, either in the wrong order or in the wrong serial number. All of this reflects that children are not careful enough in observing the pictures and do things too hastily.

2. Lack of confidence in oneself and no sense of self-identity.

After entering the top class, I found that many children lacked confidence in their own behavior. The specific manifestation is: when doing homework, they always like to look at other people's answers. Some children even look at how others do it as soon as they get the homework sheet. So much so that the homework that some children handed in made people feel a bit dumbfounded because their answers were all written backwards. Obviously they are all copied from others.

7. Reflections 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 first asked the children to design the license plate number for the car. The operation was good and the children had some knowledge and experience for this activity. Moreover, this activity comes from the life experience of young children. Children are very familiar with modern communication tools. The phone number is designed to let them know that the phone number numbers cannot be the same. If the numbers are the same, then the positions between the numbers must be different. The children can arrange them by arranging them. After counting cards, I came to this conclusion.

In this activity, I achieved multiple interactions, interactions between children: In the fourth link, children discussed with each other, providing opportunities for children to learn from each other. I also improvised the interaction between the teacher and the children: the last link of the activity, the phone call between me and the children, allowed the children to experience the joy of success again. They could play the calling game with the phone number they designed. I invited several teachers to come to the class to cooperate and let the children interact with the teachers: let some children who have not been evaluated go to the teachers for inspection, so that each child gets the opportunity to participate in the evaluation and can check his or her own performance. Can phone numbers designed for small animals be used? But this is also the first time for children in my class to have such close contact with other teachers, so it is also a challenge for children in my class. Every child participated. Although some children fidgeted a few times and felt uneasy, they still overcame the psychological barriers of fear and bravely walked towards the smiling teacher. So, I feel good about myself. The children finally got out of the space of self-fear, and they successfully challenged themselves.

Since children’s brains are not yet fully developed, their temporary memory is strong but their long-term memory is poor, and they often forget what they have learned before. Therefore, it is not enough to just review in class. To address this problem, I have provided Materials in the operating area. Let children get further operational experience in regional activities. Many mathematical problems like this can be solved by the children themselves under the individual guidance of the teacher, with a little guidance from the teacher.

Therefore, I personally believe that mathematics activities must give every child the opportunity to operate and the opportunity to be evaluated. If there is no other person to coordinate the class, I think this cannot be like a dragonfly's inkling of water. Instead, we should find ways to allow children to evaluate each other, or to put them into regional activities. Teachers can specifically allow children who cannot participate in the evaluation to get recognition from teachers, so that they can also experience success.

8. Reflections on large-class mathematics teaching worth sharing

We will encounter a lot of measurement content in life, especially the plants in our natural corners that grow up day by day, and children observe them every day , every day they report to me that their seeds have sprouted, their seeds have grown taller, and so-and-so’s seeds have grown. At this time, I will deliberately ask the children, "Whose seeds grow?" or ask them, "Who knows how tall their seeds grow?" "Go and measure your seeds to see how tall they are." "High!"... Children are exposed to measurement subtly, and gradually develop a need for measurement. Observing the children's reactions, many of them were comparing plants with plants, and some were doing visual inspections. When I suggested the method of measuring, some children ran back and took out a ruler from their schoolbags. However, after spending a long time there making comparisons, they came back and told me : "Teacher, I don't know how to measure."

It seems that the time has come for teaching the mathematical activity "measurement". I provided some rich natural measurement materials in the activity, such as straws, chalk, toothpicks, paper boxes, hats, etc., and measured the length and width of the table through different materials to let the children understand the different measurement tools and the different measurement results. of. At the same time, it focuses on the measurement methods, such as starting point, end point, end-to-end connection, key points of recording, etc. On this basis, I provide a large operating platform, not only for measurement in the activity room, but also extended to the outdoors, such as measuring slides, bookshelves, playgrounds, etc., allowing children to freely measure various items and make records to satisfy their needs. Children's measuring needs. Let them discover and solve problems through comparison and discussion during operation, and give children enough opportunities to communicate and solve problems with their peers. This is the highlight of this activity. In the activities, we try our best to focus on children, so that most children can take the initiative to learn, be willing to learn, and be happy to learn, cultivate children's interest in measurement, try to use tools to measure surrounding objects, and further understand the application of measurement in life.

During the activity, the children were very interested and could boldly try various tools for measurement and record the measurement results in their favorite way. However, there are also some confusions in the activities:

1. Due to individual differences in children's guidance, some children are isolated and unwilling to communicate with their peers. No matter how much the teacher encourages them, it doesn't help. What should I do?

2. How to grasp the "measurement" of the quantity and type of investment in measurement tools.

3. In activities, should children be allowed to measure with questions, or should they be allowed to discover problems during measurement? What should we do if they can't figure it out for themselves?

9. Reflections on large-class mathematics teaching worth sharing

For this mathematics activity, I designed 5 links-find, guess, play, and talk. Think about it, every link is interconnected and progresses layer by layer. By allowing children to recognize, think about, and talk about numbers, children's expanded thinking was fully utilized. In this activity, children's enthusiasm for participating in activities was stimulated. Before the activity, I first asked the children to collect, search, and record some numbers in life and make them into PPT, so that the children could communicate and analyze their "discoveries" from the numbered items in life. Next is the transfer of experience, perceiving the close relationship between numbers and our daily lives.

Children talk about numbers in life based on their existing experiences, such as bus route numbers, movie tickets, calendars, car license plates, etc. They can basically understand the functions of these numbers. two. Children unknowingly understand the different uses of numbers. The activities fully reflect the spirit of the "Outline": the educational content of young children must be life-oriented, game-oriented, and socialized. "The classroom is a small world, the world is a big classroom." As teachers, we should create life scenes that children are familiar with, and let students understand that life is a classroom for mathematics learning, and mathematics learning is in the vast world and the growth of life.

10. Reflections on mathematics teaching in large classes worth sharing

In the mathematics activity on Friday morning, I asked the children to learn "Equal Divisions" through operations, exploration, observation, and comparison. The bisection method guides children from the shallower to the deeper in learning and exploration, learning to think about problems from different angles and directions, solving simple mathematical problems through observation, comparison, analogy, transfer and other methods, and cultivating children's understanding of mathematical activities. interest.

At the beginning of the activity, I first asked the children to divide a rope into two halves, which immediately attracted the children and everyone was eager to try it. I asked the children to divide it, and also asked him to verify with everyone whether the two ropes were the same length. The teacher commented. Through this method, children understand what bisection is and how to verify it.

In the learning activities, I adhere to the principle of taking children as the main body. I also provide operable materials for children, a round piece of paper for each person, so that children can operate, explore and explore by themselves. Discover and solve problems, and teachers act as good supporters, collaborators, and guides in operational activities. Through operation and exploration, the children found out how to divide a circle into two equal parts and established the concept of equal parts. Next, I will improve the knowledge mastered by the children and explore ways to use children's books to operate various rectangular halves to further understand and understand the concept of halves.

At the end of the activity, I provided the children with many operable objects: such as drinks, apples, etc., so that children can know that many things in life can be divided into two equal parts, and integrate the learned knowledge with life. Combined with practical operations in life, children expand their knowledge of bisection through practices such as cutting food and dividing drinks. At the same time, they stimulate their interest in bisection. During the operation, children experience the joy of success.