Reflections on the High-quality Mathematics Course in Primary Schools

20xx165438+1October 26th, the county-wide primary school math teaching quality class competition (China Film Division) was held in Chetou Central Primary School, and six teachers presented us with wonderful math classes.

First of all, teachers create a harmonious and relaxed classroom atmosphere.

When Mr. Chen didn't arrive, he was told to fly first class. In such a tight time, without contacting students, he calmly walked into the classroom and took the students to learn math. In class, Mr. Chen respects students and fully allows them to express their ideas. Teacher Wen is a very gentle teacher. He pays great attention to the speed of speech and speaks in a cadence. Students can understand and are willing to learn from teachers. Teacher Cai communicated before class and guided the students to introduce themselves to the teacher, which not only eased the tense atmosphere of the children, but also inspired them to speak loudly and boldly. Teacher Cai tells stories in kind and vivid language in class, which runs through the whole class, so that children are both childlike and knowledgeable. Teacher Lai's finger practice before class brought the children into a sunny, lively and pleasant classroom. Teacher Li asked the children to introduce the date of birth before class, which is closely related to the content of the text. Teacher Tang walked into the classroom and said "tall and straight body", which sent a message to the students, that is, sitting upright and full of energy. In class, he also used "I wish you success!" "Keep fighting!" "Success is just around the corner!" "The final sprint!" And other inspiring language organizations to review the classroom.

Second, teachers should combine students' existing knowledge and experience with rich real life, and boldly design teaching.

The application of comparison: the first volume of the sixth grade of Beijing Normal University. The textbook creates a situation of dividing oranges into two classes for children, which makes students realize that it is more reasonable to divide oranges according to the proportion of large class and small class in actual distribution. Teacher Chen fully analyzed the teaching materials and learning situation. Because the students have mastered the application problems of integers (the total number of copies, the relationship between each copy and each part) and fractions (how many parts are in the total number of copies, and how to find the number of each part), he has caused our hometown to be the hometown of navel oranges. Now is the harvest season for navel oranges. How to allocate 150 oranges to large classes (30 people) and small classes (20 people)? Students fully express their ideas: according to classes, according to points; Then the students began to solve the problem. Method 1: 150 ÷ (30+20) = 3 (1), large class: 30×3=90 (1), small class: 30×2=60 (1); Method 2: 30 ÷ (30+20) = 3/5, 20 ÷ (30+20) = 2/5, 150×3/5=90 (pieces),150× 2/5 = Can it be converted into proportions? What is the ratio of large classes to small classes? A: 3:2. The teacher changed the topic to: the ratio of large class to small class is 3:2. How to allocate 150 oranges to these two classes reasonably? After students discuss and solve in groups, the first method is obtained: 3+2 = 5 (copies) 150÷5=30 (copies). Large class: 3×30=90, small class: 2×30=60. Method 2: 150×3/5=90 (1), 150×2/5=60 (1); Method 3: Solution: Let the average number of copies be X. 3x+2x = 150, X=30, large class: 3×30=90 (sheets), and small class: 2×30=60 (sheets). Compared with the second method, the comparison method is the simplest, and the steps of solving the problem are discussed: first, find the total number of copies, then find the scores of each part in the total number of copies, and finally find the number of each part.

Teacher Wen's class "Positive and Negative Numbers" created a sheep village head and deposited 100 yuan in the bank, remember it as? (Student:+100 yuan) A few days later, I took out 100 yuan, remember? (Student answers:-100 yuan), and the interest is ignored. How much is the village chief Yang now? (Student A: 0) Why? (Answer: deposit 100, take out 100, and cancel it out. ) What other phenomena cancel each other out in this way? (Student: The income comes from 500 yuan and the expenditure comes from 500 yuan ...) Teacher Wen used real life to make students understand the word "offset" well. Teacher Li's "The Use of Numbers" is the first volume of the sixth grade textbook published by Beijing Normal University. The textbook first allows students to experience the role of numbers in expressing, communicating and transmitting information through the process of designing codes, and then understand the significance of numbers such as postal codes and ID numbers in life. Teacher Li's teaching guides students to understand the meaning of postal code and ID number in life first, then let students try to make up their own student numbers, and finally exchange the functions of other digital codes in life, reflecting that "mathematics comes from life and comes from life".

Third, the students performed well and deserved applause.

For example, what are the rules of the multiplication formula of 9 in Teacher Cai's lesson "Multiplication formula of 9"?

Health 1: the first factor is arranged according to 1, 2, 3, 4 ...

Health 2: The second factor is all 9.

Life is 3:4936, forget it, 9+9+9+9=36.

Health 4: The first sentence plus 9 equals the last sentence.

Health 5: The last sentence minus 9 equals the last sentence.

Health 6: Teacher, I still have. ...

At this time, the teacher interrupted the child. Maybe the teacher was afraid of delaying the teaching time and didn't let the children talk. When the teacher went to the next teaching session, the child got a chance to speak, and she bravely said what she had just thought:

2×9= 18, the number in ten is 2- 1= 1, and the unit is 9-1= 8;

3×9=27, the number in ten is 3- 1=2, and the number in unit is 9-2 = 7;

4×9=36, the number in ten is 4- 1=3, and the number in unit is 9-3 = 6;

5×9=45, the digits are 5- 1=4, and the digits are 9-4 = 5;

……

Children's thinking is very active. Using the rules they found, children quickly remembered the multiplication formula of 9.

Fourth, several issues to be discussed.

Students in Teacher Wen's "Positive and Negative Numbers" class can cancel numbers with equal absolute values, such as+1 and-1, +5 and -5, but it is difficult to cancel -5 and +3. It will be more intuitive to have a demonstration showing the cancellation process after the roll call.

In Teacher Lai's "Planting Trees" lesson, in the previous exercise, there were 25 pillars (pillars at both ends) on the bridge, with a distance of 2 meters between them. How long is this bridge?

Health1:25× 2 = 50,50+1= 51(m)

Health 2: 25-1= 24,24× 2 = 48 (m)

The teacher guided the students to compare the two formulas, affirmed that the second student's method was correct and corrected the first student's mistake. Next question: Liu Xiang's hurdles (as follows), how long is the runway? ——————

On May 20xx 1 1 day, the observation activity of the excellent mathematics curriculum evaluation in Xuancheng Primary School was held in Jingxian No.3 Primary School. I was lucky enough to watch the exhibition of this high-quality class, listen to the demonstration classes of four excellent teachers, and appreciate their unique teaching style, profound teaching skills and exquisite educational art. The learning situations they created are not only colorful and close to students' lives, but also contain rich mathematical problems for students to find out. Students actively participate in the process of exploring and solving problems through observation, experiment, guessing, verification, reasoning and communication. It can be described as different styles and equally wonderful. After class, the comments of key teachers and experts made this activity even more icing on the cake. What impressed me most about participating in this activity was the creation of life situations, which I have been pursuing for a long time. Let me sum up my feelings and some of my own ideas, and enjoy the wonderful class with you.

In order to arouse students' learning enthusiasm, it is necessary to make the lead-in novel and unique; For the new teaching, make the problem close to life, or join the actual scene to attract students' attention and improve their learning enthusiasm. Several teachers have done so. What impressed me the most was the "double broken line statistics" taught by teacher Shen Zimin. He changed the olympiad situation in the book, starting with the examples around the students, and chose one of the two students to participate in the 1 minute skipping competition in the grade section. By thinking and discussing this issue, students not only reviewed and experienced the advantages of broken line statistics, but also turned the focus of this lesson into "comparative trend". Then create conflicts for students. Teachers don't regard students as a blank sheet of paper, but naturally awaken students' existing experience through appropriate hints, guide students to use old knowledge to solve new problems, and "make" composite broken-line statistical charts concisely and quickly, thus introducing the topic of "composite broken-line statistical charts" mentioned today. Then Mr. Shen showed the Statistical Chart of Weight Changes of XX Students at the Age of 7- 15, and asked the students to talk about what they had learned. Children have different opinions. At this time, the teacher seized the opportunity and added a broken line of "standard weight", and the children changed their previous views. I think this link is a highlight of this class. Through the presentation of two broken lines, students have revised their previous cognition and judgment, so that they can deeply understand the advantages of composite broken line statistical chart compared with single broken line statistical chart, and once again experience the characteristics that composite broken line statistical chart is convenient to compare the changing trends of two groups of data, and at the same time let students learn to judge rationally and look at things dialectically. Then the teacher asked the students to draw a composite broken-line statistical chart by themselves, and infiltrated patriotic education while learning knowledge. This is another unique feature of this lesson. After converting the composite bar graph into the composite line graph, students not only feel the close connection between knowledge, but also deeply realize that the composite line graph has greater advantages than the composite bar graph when comparing the changing trend of data. This class is closely related, especially close to life. The language is friendly and natural, the thinking is clear and smooth, and it is close to life. Just like facing students' friends, it makes them feel close to each other and naturally willing to learn, and their enthusiasm for learning mathematics will be improved.

If you want to have a good class, you must work hard. Therefore, life scenes should be created in teaching, and abstract knowledge should be put into familiar and vivid life scenes, so that students can feel that this kind of mathematical knowledge is really needed in life and mathematics can be truly valuable and practical. Not empty and arrogant. Students are immersed in the scene and look at life from the perspective of mathematics, and they will feel that mathematics is around. In class, students will be full of interest and not tired. At the end of this class, the teacher gave bursts of applause. Practice has proved that the advantages of situational mathematics are interesting, suspenseful, vivid and vivid, and teachers and students are affectionate.

Learning is always a happy and interesting thing, and class is always a process of self-reflection and self-improvement. The quality class competition is over, which is not only a competition, but also brings some thoughts and gains to the teachers. Teachers use their different teaching designs to give students a wonderful and vivid classroom, and a wonderful student is a wonderful classroom. I have been teaching mathematics in primary schools for more than ten years. Slowly, before each class, I always habitually think: What is the goal of this class? How to achieve these goals? What mathematical activities will be organized and what situations will be set to stimulate students' enthusiasm for learning and develop their abilities? If the mathematics activity can't reach the set goal, how to remedy it? Ceng Zi said: "I save three times a day-is it cheating on me?" Don't believe in making friends? Can't you learn? " We should ask ourselves more: how can we improve the lack of last class?

In my opinion, teachers should have their own awareness of teaching materials. As a disseminator of basic mathematics, we should strengthen the connection between mathematics and life, restore mathematics knowledge to life practice, enhance the application value of mathematics, change the traditional "teaching mathematics from books" into "guiding students to learn and use mathematics in life situations", and show the charm of primary school mathematics classroom teaching under the new curriculum!