Reflections on primary school mathematics teaching

In our ordinary daily life, we must grow rapidly in teaching, reflect on the past, and live in the present. So what kind of reflection is good? The following is a reflection on primary school mathematics teaching that I have carefully compiled (7 general articles). It is for reference only. Let’s take a look.

Reflection on Primary School Mathematics Teaching 1

"A good student should be able to read textbooks from thick to thin. Before taking the exam, all thick books become "It has become my own thin book." This is a sentence that a teacher often says during review classes. Before, maybe, I didn't have a deep understanding of it. Now, I realize that this should be a classic saying. A good student, a student who knows how to learn, must be someone who can read thin books and then make thin books thicker. As a teacher, during the review stage, I think we should instruct students on how to make books thinner, and then enable students to make thin books thicker. Therefore, review is different from new lessons and practice lessons, and it is necessary to avoid repeating the same thing. The basic task of the review class is to seize the two bases to form a thread, communicate and connect into a piece, review the past and learn new things to fill in the gaps, and integrate to become more proficient.

One of the characteristics of the review course is "reasoning", which is to systematically organize all the knowledge and make it "vertical into lines" and "horizontally into pieces" to achieve the purpose of outlining. I think this is a process of reading a book thinly. The second characteristic is "communication", integrating and understanding, clarifying ideas, and clarifying the ins and outs of knowledge, the causes and consequences. At the same time, filling gaps is improved. This is a process of reading a thick book.

When reviewing the understanding of decimals and the review lesson on addition and subtraction, I focused on these two points to review the students. At the beginning, I asked the students to sort out the content of this unit so that they could understand what knowledge they had learned in this unit, that is, "reason". This will help students summarize the knowledge they have learned.

In the teaching of review classes, I pay great attention to the integration of students' knowledge. When reviewing reading and writing decimals, I like to use the same topic over and over again. The most important thing is to make people understand this. It is a reverse process. Reading is relatively more difficult than writing. If students are good at writing and understand that this is a reverse process, reading will become less difficult.

I feel that the shortcomings of this class are that it is too comprehensive and too straightforward. I feel that if there is some innovation in the class, this is what I have to work hard on. There is also sometimes a lack of rigor in speaking and asking questions, and a lack of ability to preset answers to questions. You must always ask your colleagues for advice and listen to their opinions and suggestions.

Reflection on Primary School Mathematics Teaching Part 2

The learning of mixed operations with fractions is based on the fact that students have mastered the four operations of mixed operations with integers, decimals and fractions. In teaching, I strive to highlight two major characteristics:

1. In the process of solving practical problems, master the calculation methods of mixed fraction operations. My approach is to combine solving practical problems with the learning of mixed fraction operations, allowing students to summarize calculation methods in the process of solving problems and gradually draw conclusions.

2. Focus on the process of analyzing problems and improve students’ ability to use knowledge to solve practical problems. When teaching, I pay great attention to guiding students to analyze the mathematical information and quantitative relationships in problems.

Reflecting on the teaching gains and losses of this lesson, there are highlights, many shortcomings, and also many confusions. The highlights include:

1. Pay attention to the transfer of old knowledge to new knowledge.

In my mathematics teaching, I focus on allowing students to firmly grasp the knowledge they have learned, and use this knowledge to analyze and explore knowledge with similar content, that is, use the known to explore the unknown. In this lesson, I focus on guiding students to review the order of mixed integer operations and other knowledge. Because students have solid old knowledge, they can apply the knowledge and skills they learned in the past to today's learning, paying attention to students' existing experience and cognitive level, so that students can learn new knowledge naturally.

2. Pay attention to the transfer of knowledge from understanding to expression.

Many people have a wrong understanding that expression is a matter in the Chinese subject and has nothing to do with mathematics. In fact, it is not the case. Understanding is the prerequisite for mastering knowledge, and expression is the sign of mastering knowledge. For knowledge and skills, understanding knowledge is the primary condition and prerequisite for mastering knowledge and forming skills, while the expression of knowledge and skills is an important indicator of whether people truly understand and master knowledge. No one will deny the fact that if a person cannot express knowledge, he cannot be regarded as having understood and mastered the knowledge. In this class, I pay special attention to directly asking the questions in the example questions, allowing students to independently review the questions, analyze the meaning of the questions, and talk about their own problem-solving ideas, giving students an opportunity to express themselves, and better solving the problem that many students seem to understand but not understand. Unclear question.

In this class, I carefully designed and effectively guided the mathematics activities, and skillfully used knowledge transfer to allow students to truly experience the learning process of exploration and discovery, and participate in the independent construction of cognition. , not only learned mathematical knowledge and mastered some methods of learning mathematics, but also gained a successful experience. After comforting myself, I found that there were many shortcomings in my teaching. They are:

1. In class, I am not open-minded enough, leaving less time and space for students to think.

For example, when a question is asked, I will rush for students to answer it, or announce a group discussion. This will leave less time and space for students, which is not conducive to the development of students' thinking. When students can't answer, I will rush to hint or announce the answer, lest the students don't know. In fact, doing so is not conducive to the improvement of students' abilities. We must realize that in the teaching process, teachers do not continue to teach students new knowledge day after day, but to teach students learning methods so that students know how to use the methods they have learned to learn new knowledge and solve new problems. Doing everything and being eager for success will hinder the development of students' thinking.

2. In classroom teaching, my teaching language is not rich enough.

For example, in terms of transitional language in teaching sessions, and in evaluating students’ answers. This resulted in a dull classroom atmosphere and did not fully mobilize students' enthusiasm.

Reflection on Primary School Mathematics Teaching Part 3

After taking this class, I have a lot of feelings about the students, myself and the new curriculum standards, good or bad. It can be briefly summarized in the following aspects:

1. Create life situations to stimulate students’ interest in learning.

In this class, by creating a complete situation - a trip to the World Expo, fresh topics are used to stimulate students' senses, thereby stimulating students' interest and desire in learning, and setting a good foundation for students' learning and research. platform.

Some experts have previously mentioned that creating such scenarios is suspected of deceiving students. I also considered this when designing the class, but I just felt that creating the scenario in this way was not appropriate and did not find a breakthrough to the problem. Such a situation is barely effective for naive and fantasy-loving lower-grade students, but as they grow older and increase their cognition, they will gradually lose interest in such hypothetical situations and even become bored. This is also an area for improvement.

2. Pay attention to the formation and mastery of basic knowledge to ensure that the teaching objectives are implemented.

Achieving teaching goals and overcoming difficulties in a lesson is an eternal theme. In the process of curriculum reform, we must not only embody the basic ideas of the reform, but also inherit some effective methods in the past to enable students to achieve basic teaching goals. In this lesson, the expansion part mainly uses the combination of calculation and application to use teaching strategies to promote calculation, cultivate students' awareness of choosing appropriate methods to solve practical problems according to specific situations, experience the close connection between mathematics and life, and experience the diversity of problem-solving strategies. . For example: First, the computer shows the scene of students queuing up to visit the World Expo, gives the number of people in each class, and introduces the content of this lesson, so that students can further master the oral calculation of adding two-digit numbers to two-digit numbers through the process of solving problems.

3. Fully understand the students and propose a variety of assumptions.

"Algorithm diversification" is one of the new concepts advocated by the curriculum reform. I know that algorithm diversification should be promoted here, but does the textbook emphasize the separate calculation of numbers? Because I read it in the lesson preparation manual All I hear is the method of splitting numbers. In my teaching, I encountered students using written calculations to calculate units first and then tens to perform oral calculations (and most students do calculations like this). Is this easy to make mistakes? I don't understand whether it is oral arithmetic. But the answer I gave the child at the time was that it was okay. There is nothing wrong with finding an algorithm that suits you.

Reflection on Primary School Mathematics Teaching 4

Number operations are the basic content of primary school mathematics teaching. Calculation ability is one of the basic skills that primary school students must develop and is the basis for students to learn mathematics in the future. , so computing teaching is the top priority of primary school mathematics teaching.

1. Success

The curriculum standards point out that students should develop their number sense and be able to express numbers in a variety of ways; be able to use numbers to communicate and express information, and be able to solve problems And choose appropriate algorithms; be able to estimate the results of operations. Therefore, in numbers and calculations, it is necessary to further cultivate students' number sense and enhance students' understanding of the meaning of operations. Therefore, under the guidance of the curriculum standards, the study of this class continues the review method of the previous class when reviewing knowledge. The teaching material raises a series of questions from the shallower to the deeper, and forms a structural system of knowledge by solving the problems.

During the teaching process, students have a very good grasp of basic operations, the relationship between the various parts of operations, knowledge of estimation, and the order of operations. Through students' thinking and communication during teaching, students are allowed to review the calculation methods of the four arithmetic operations, master the order of operations, deepen their understanding of the laws of operations, and be able to apply the laws of operations for simple calculations. By reviewing the estimation methods, they learn to apply them in real life. Estimate and solve real-life problems and be able to apply what you have learned.

2. Shortcomings

1. Students have a good grasp of addition, subtraction and multiplication calculations in calculations, but some students still have problems with division calculations, especially decimal division calculations. The calculation is performed without moving the decimal point position of the divisor, and the decimal point position is incorrectly written.

2. Although students know the steps to solve problems, for more complex problems.

3. Re-teaching design

Solving problems is still a stumbling block in students’ learning process. During review, we must proceed step by step and solve the knots in students’ minds where they have difficulties.

Reflection on Primary School Mathematics Teaching 5

1. Pay attention to the cultivation of students’ observation, thinking, and practical abilities:

When teaching the surface area of ??cuboids and cubes, I asked Before class, the students collected some rectangular objects of different materials and sizes. The teaching started with the practical question of how much material is needed to make these objects. Then the students were asked to think, think of ways, cut them, and after unfolding, find the total area of ??the expanded diagram. That's it, thus revealing the concept of surface area. Students are very familiar with the learning materials themselves, so they are very interested and maintain a relatively active thinking state during classroom teaching. The implementation of classroom teaching objectives was very smooth. After class, students are assigned to carry out extracurricular practical homework, looking for cuboid objects of different materials and sizes in life, and analyzing the relationship between the amount of materials required to make this object and the calculation of the surface area of ??cuboids and cubes. It is conducive to cultivating students' observation, thinking and practical abilities.

2. Grasp the essential characteristics of things to carry out teaching.

When teaching the calculation method of surface area, pay attention to guiding students to carry out teaching based on the characteristics of the faces of cuboids and cubes. Experience the entire process of exploring surface area through observation, measurement, and calculation of cuboid and cube teaching aids. During the teaching process, learning tools are also used to allow students to mark the length, width, and height on cuboid and cube learning tools, and then think about how to find the relative surface areas, so that students can gradually develop one-to-one mathematical thinking.

3. Strengthen skill training and practice the basic skills of solving practical problems:

Since surface area teaching no longer has a fixed calculation formula, this is also necessary to improve students' ability to solve practical problems. . Therefore, in teaching, I paid attention to the training of students' drawing ability. From the beginning of looking at pictures and describing data, to drawing sketches based on data, and then looking at data and thinking about graphics, in this training process, students' spatial imagination ability was cultivated, and at the same time, students It is helpful to improve students' ability to solve practical problems.

4. Solve problems by connecting them with real life

In order to cultivate students' flexibility in solving problems, I designed a number of materials that are closely related to life, such as how much does it take to make a TV cover? Cloth, how much glass is needed to make a goldfish tank, how much wrapping paper is needed to wrap a milk box, etc., let students think about the required area sum of several faces according to the actual situation, and then select relevant data for calculation and flexibly solve practical problems The second problem is not the rigid application of knowledge.

Some problems that arise during the teaching process:

1. Students’ life experience is still lacking: From some assignments, it is found that when some students solve practical problems, some classmates It's hard to relate to the actual object. For example, for ventilation pipes in houses, due to lack of habit of observing life, some students calculated the area of ??6 sides when using iron sheets. Some students lack spatial imagination and still can't tell how to calculate the area of ??a specific surface. In particular, some expansion and innovation questions make many students find it difficult. Students lack patience and meticulousness and cannot analyze specific situations and treat them differently. Therefore, they make more mistakes when solving practical problems.

2. Students’ ability to understand word expressions is relatively weak: for example, the mathematical connotations contained in cross-section, floor area, and surroundings are not fully understood, which affects the effect of solving problems.

Reflection on Primary School Mathematics Teaching 6

Modern information technology has entered the classroom with the advantages of openness, comprehensiveness, timeliness and efficiency, breaking the shackles of the traditional mathematics classroom teaching model. , which has brought about fundamental changes in the content, means and methods of education. The realization of educational informatization has become an important measure for various schools to enhance the connotation of educational scientific research. Teaching in the modern information technology environment emphasizes enhancing student participation, cooperation, spatial concepts and innovative awareness. I believe that the following points should be grasped when using information technology to optimize primary school mathematics classroom teaching:

1. Create a good environment Learning situations and cultivating good study habits

Due to their age characteristics and the laws of physical and mental development, primary school students are hyperactive and have short attention spans. This has become a headache for primary school teachers. How can they be very active? Quickly attract students' attention to the classroom and cultivate students' good study habits? Mr. Ye Shengtao once said: "Any good attitude and good methods must be turned into habits. Only when you are proficient can you become a habit." Attitude can be shown anytime and anywhere, and good methods can be used anytime and anywhere. It seems to be instinctive and can be used throughout a lifetime. "So for primary school students, good listening habits can be cultivated by training them to pay attention to one thing for a long time. Teachers can use computers to present a rich auxiliary teaching environment. Faced with numerous forms of information presentation, primary school students will definitely show strong curiosity. Once this curiosity develops into cognitive interest, they will show a strong desire for knowledge. After a long period of training, students will consciously develop the good habit of listening carefully in class.

For example: When I was teaching the lesson "Understanding of Plane Graphics", I created such a situation for the students: Grandpa Graphics brought his children to our classroom today to make friends with their classmates. Do you want to know their names? ?The multimedia showed rectangles, squares, triangles and circles of various colors walking hand in hand towards the students. The children's attention was immediately drawn to the question, "What are their names?" Through the understanding of the graphics, the children I am very willing to help them choose a name. Not only can I give them a name, but I can also tell them why they are called that name. This situation arouses students' desire for knowledge and ignites the spark of students' thinking.

It is worth noting that this kind of problem situation should be set according to the teaching content. Some situations cannot be solved well by conventional teaching methods, which limits the cultivation of students' ability to find and solve problems. Using Modern information technology can break the limitations of time and space, broaden students' horizons, reproduce real scenes, display typical perceptual materials, highlight the essential attributes of phenomena, and effectively improve teaching efficiency. In the design of situations, situations cannot be situations for the sake of situations. I once listened to a practice class about computing. The teacher designed a series of level-breaking games. From the first level at the beginning of class to the ninth level near the end of get out of class, students started The interest was still high, but by the last level, it was already boring. Only a few students answered the questions, and most of the students were doing their own things. Therefore, information technology is only a means and a tool. We should see the essence of its tools instead of just looking at the surface.

2. Cultivate students’ awareness of initially constructing mathematical models

Mathematical models are an important bridge between general basic knowledge of mathematics and applied mathematical knowledge. The process refers to discovering problems and thinking from a mathematical perspective. Through the process of transformation between old and new knowledge, it is summarized into a type of problem that has been solved or is easier to solve, and then the existing mathematical knowledge and skills are comprehensively used to solve the problem. type of problem. For example: When I was teaching the lesson "Substitution Strategies", I realized that the substitution strategies in this lesson include equal replacement of multiple relationships and equal replacement of difference relationships. During teaching, students first draw a picture to understand that three small cups can be replaced by one large cup, and then observe the theme picture through multimedia demonstrations, further allowing students to understand that as long as they grasp the problem of replacing two quantities with one quantity, Okay, the process of students abstracting intuitive figures into geometric figures is actually the process of upgrading prototypes in life into mathematical models. In this process, students have a preliminary understanding of the modeling ideas in mathematics. The final question asked students to think further: whether problems such as substitution can be solved by using this drawing model. When students in the first grade of primary school study the lesson "Understanding of Three-dimensional Figures", because in the past I mostly showed real objects, students have difficulty in recognizing the perspective drawings in the textbook. How to transfer the original real objects to the mathematical essence? ?When I redesigned this class, I used multimedia courseware to show students colorful physical drawings and perspective drawings composed of lines, which not only solved students' cognitive obstacles but also developed students' spatial imagination ability.

3. Capture highlight resources to activate students’ thinking.

Professor Ye Lan once said: "We must look at classroom teaching from the perspective of life and from the perspective of dynamic generation, so that the classroom can radiate the vitality of life." The primary school mathematics classroom is a classroom bursting with vitality. . Students' thinking will burst out with sparks of wisdom anytime and anywhere. For example: When I was giving students a lesson on "Preliminary Understanding of Percents", a student said that "the numerator of a percentage can only be an integer." I promptly asked the students to find relevant information and give examples to prove or refute this point of view. Through learning, I not only mastered that the numerator of a percentage can be an integer or a decimal, but also used this knowledge to understand percentages in life. Some students gave examples such as "Our class's attendance rate today is 98.5%", "In a sweater, the wool component may be 80.5%", etc. By searching for information on the Internet, students also concluded that the numerator of a percentage can be greater than One hundred, it can be 0 and so on. When teaching the lesson "Understanding of Circles", I used multimedia to demonstrate a set of pictures, such as round wheels, round flying saucers, round-edged tableware, etc. One student whispered, "Why are they all round?" I caught this As a highlight of thinking, organize students to discuss, and based on the results of students' discussion, show that square or triangular wheels are bumpy when driving, square-edged tableware is inconvenient to use, and has a small capacity, etc. Through learning, students further deepened their understanding of circles. It can be seen that some bright spots often appear in the students' answers in the classroom inadvertently. These bright spots are the students' learning insights, the germination of inspiration, and the moment of creation, which are fleeting. Only by catching it in time and fully affirming it can a spark start a prairie fire and wisdom shine.

4. Let teachers and students experience beauty in mathematics learning.

The pursuit of beauty is human instinct, and beautiful things can arouse people's pleasure. In mathematics teaching, aesthetic teaching can fully reveal the beauty of mathematics and enable students to have a positive emotional experience of the beauty contained in mathematical knowledge. For example: In the lesson "Understanding of Corners", students talked about many corners in life. I also randomly used multimedia to show the corners in life, explaining that corners are everywhere, and with corners, our lives can be colorful.

When teaching "Symmetric Figures", multimedia technology is also fully utilized to reproduce life scenes that are far away from students and cannot be seen with their own eyes, allowing students to appreciate a large number of beautiful pictures with symmetrical phenomena collected by the teacher, such as the "Eiffel Tower" , "Arc de Triomphe in France", "Taj Mahal in India", "Tiananmen Square in Beijing", "Temple of Heaven in the Forbidden City", etc., and the new knowledge is hidden in common life scenes in a simple and easy-to-understand way.

While appreciating the beauty of nature, students independently discovered the symmetry phenomenon in life, which aroused students' desire to explore this symmetry phenomenon, realized the connection between mathematics and nature, and cultivated students to use mathematical perspectives to Awareness of observing society and nature. Then ask students to use computers to create various symmetrical figures. This kind of aesthetic psychological activity can inspire and promote students' mathematical thinking activities, trigger the aesthetic feeling of wisdom, and enable students to give full play to their intelligence. Mathematics contains rich beauty: the beauty of simplicity and unity in symbols, formulas and theoretical summaries, the symmetry of graphics, the singular beauty of problem solving, and the rigorous, harmonious and unified beauty of the entire mathematical system, etc. However, students may not be able to feel these beauties, which requires teachers to fully explore these aesthetic education factors in teaching and display them in front of students, so that students can truly experience the beauty of mathematics. Mathematical formulas are the result of people's reasoning and judgment using concepts and rules. They are a concentrated reflection of mathematical laws. They are concise in summary and widely used, and fully demonstrate a form and artistic conception of mathematical beauty.

Primary school mathematics classes must focus on cultivating students’ qualities and abilities and highlight the characteristics of primary school students. It must not only stimulate students’ strong interest in mathematics classes, but also impart knowledge and abilities to students scientifically and correctly. Information technology is gradually changing the way knowledge is presented, the way students learn, the way teachers teach, and the way teachers and students interact. The timely and appropriate use of information technology will play an immeasurable role in optimizing classroom teaching and improving teaching efficiency.

Reflection on Primary School Mathematics Teaching 7

This part of the learning content "Division with Remainders" is an extension and expansion of the knowledge of "Division in Tables". The two parts of the content are interconnected and complementary. Sex, the former is the basis of the latter, and the latter is the extension of the former. This part of the content is also the basis for continuing to learn division in the future. It serves as a link between the past and the next and must be learned well. During teaching, I make full use of learning tools to let students do the exercises first, so that students can first form the image of "remainder" in the activity of dividing things, and on this basis, gradually establish the concepts of remainders and division with remainders. When dividing things evenly, you may just finish all the things, and you may continue dividing if there is not enough left. Students have already been exposed to many examples of complete division in table division in the second grade (volume 1). This lesson teaches division with remainders. It is divided into four steps to help students gradually understand remainders and division with remainders.

The first is operational activities. In this link, I mainly use the activity of dividing small sticks to let students experience the "remainder"

(1) Let students divide one small stick. 10 small sticks, two for each person, can be divided among several people.

(2) Work in groups and divide the 10 sticks into 3, 4, 5 and 6 sticks for each person. Through this bad section, students will have the basic concept of "what is left after dividing is the remainder".

(3) Reveal the issue. On the basis of group activities, students are guided to understand that there are many situations in life where there are remainders after dividing some items equally, so that students can initially understand the meaning of remainder division and further understand that "what is left after dividing is the remainder."

Organize students to operate, fill out forms, observe, classify, communicate and other activities, and find that when things are divided equally, not all things can be divided exactly, and there may often be some left that are not enough to continue dividing, thus initially Form the appearance of "remainder". Next, take the situation of 10 small sticks, each person gets 3 sticks, and there is 1 stick left as an example, and describe how to write the division formula so that students know that the remaining 1 stick is called the "remainder" in the division formula. This kind of division is "Division with remainder".

Then let the students "have a try" and use division to express several other situations where the dividing stick has a remainder. In the imitation, they will continue to experience the specific meaning of the quotient and remainder in the remainder division.

The last step is to enrich the perceptual materials and form a general understanding. When students initially establish concepts, they often need a large number of facts to support them. "Think, do, do" allows students to continue activities such as dividing circles and triangles, and learn more generally that when dividing things equally, if they do not finish all the divisions, they can also use division with remainders to calculate.

Students actively participate in operational activities and then draw results, from images to abstractions, making it easier for students to master. It can provide students with more research and exploration opportunities, allowing students to face mathematical problems and use their own wisdom to explore the mysteries of mathematics. Although the classroom was a little messy during the placement process and student exchanges, the students learned to create and had more room for independent development. In the process of establishing the concept of remainder, it is necessary to proceed step by step, highlight the practical significance of division with remainder, let students understand the significance of division with remainder in real situations, and enable students to further feel the connection between mathematics and life.