There are several highlights in this lesson:
First, close to life and strengthen application.
Mathematics comes from life and is applied to life. Teachers put forward a series of examples close to life in the teaching process around this concept, such as: there are 22 boys and 0/6 girls in my class. What is the ratio of boys to girls? What is the ratio of girls to boys? The ratio of the number of tables and stools used by students. , effectively mobilized students' interest in learning and stimulated their sense of participation. In addition, the analysis of the relationship among the total price, unit price and quantity ratio of teaching materials, as well as the understanding of several quantitative relationships of "try it", are all expressed by the meaning of ratio, which has played a strengthening role in deepening students' understanding of the quantitative relationship of application questions.
Second, the structural arrangement is ingenious and reasonable.
In this class, teachers have actively and effectively interacted with students through autonomous learning and cooperative communication, which fully embodies the leading role of teachers and students, and makes students interested in the whole class and have a good understanding and mastery of knowledge points.
Third, practice design, with distinct levels.
In view of the knowledge points of this lesson (the meaning of ratio, the relationship between ratio and score, and division), the teacher made timely exercises to consolidate, feedback and communicate, and paid great attention to the hierarchy and dialectics of exercise design, including both basic exercises and open-ended training, such as wrong topic analysis, which undoubtedly has strong dialectics for consolidating and deepening the understanding of comparative meaning. The practice forms include oral answer, written test and concentrated comments after performance. In the process of practice, the teacher emphasizes comparing numbers, the essence of which is to ask students to pay attention to details and cultivate good writing and learning habits, which is also the success of this class.
Fourth, grasp the details and be accurate.
As the saying goes, "details determine success or failure". Teacher Zhou has a good grasp of many teaching details in this class, which also stems from the teacher's accurate grasp of teaching materials and in-depth research on teaching. For example, when discussing the relationship between ratio, fraction and division, we emphasize equivalence rather than equality, and then we realize that there are essential differences among them. The reason why the latter term of the ratio is not 0 is further analyzed. Another example is the comparison in life, such as what is 2: 0 on the court, so that students can make it clear that this form of expression is different from what they learned today. In addition, the ratio has no unit, and the ratio is generally expressed by integers and fractions. The teacher stressed that all these are helpful for students to consolidate, strengthen and recognize concepts. Of course, there are many such details, which is undoubtedly the embodiment of the teacher's solid teaching basic skills.
But since it is a teaching and research class, the purpose is to learn from each other and discuss how to improve it. Therefore, I would like to take this opportunity to talk about my immature views for reference only: (1) It is undoubtedly successful for the teacher to ask questions and stimulate students' interest in learning, but it is crucial for the teacher to be able to diverge and gather, that is, the teacher's summary introduction. There are two forms of expression when comparing two quantities: subtraction. Then emphasize that the comparative form of division is what we are going to learn today. This transitional lead-in is not only contrast and reinforcement, but also stability and naturalness, which can pave the way for the later teaching. For example, discussing that the fifth grade is more than the fourth grade, and the fourth grade is less than the fifth grade, which is the performance of subtraction in comparison; (2) Not enough has been done in effectively developing student-student interaction. The new curriculum advocates students' autonomous learning and cooperative exploration. In the classroom organization, teachers consciously arrange students to study by themselves and discuss in groups, which is somewhat interesting, but gives students little time (1-2 minutes), giving people the impression that form is more important than results; (3) The understanding and distinction between the examples shown in the form of proportion in life and the proportion in the mathematical sense can be extended and expanded. In addition to the score of 2: 0 on the court, we can also cite the time display, such as 3: 15, which is also expressed in the form of ratio, but its meaning is completely different from the ratio expressed today; (4) Ignoring the encouraging evaluation of students, an encouraging word can stimulate students' interest in learning to a greater extent. For example, when Zhao Ruyang answers the examples of the performance of the stadium in class, the teacher should give inspiring statements, such as: You are really smart or great; (5) Comparison is one of the key contents of this class, especially when the front and rear units are not unified, which should be the difficulty for students, and intensive training should be carried out in class. (6) As a mathematical language, it should be concise and accurate. When guiding students to discuss "Grade 5 is more than Grade 4" in class, the teacher's conclusion is that "this ratio is a subtraction relationship", which is not accurate enough. Furthermore, the teacher asked the students, "Can you watch the video clearly?" ? It shows concern for students, but the amount of questions is too common.
This is my immature view, please forgive me for the improper place.
The meaning of comparison is the meaning of comparison. The teaching goal is to let students know what comparison is. What knowledge does Bibi have to do with? How to read and write? What's the use of comparison? How to find the ratio? There are many knowledge points, and it is a successful class from the classroom effect of the whole class. Below I mainly talk about my feelings from the following aspects.
1, which changed the presentation of the example. Teachers carefully select examples that are close to students' lives, so that students can deal with these facts with mathematical thinking methods and feel that what they have learned is visible, tangible and useful, and appears in the things around them. Change the presentation of simple textbook examples and create a life-oriented application situation. Before class, the teacher passes on the length and width of the rectangle, so that students can find out the mathematical information and ask questions and solve problems through this information. The presentation of such examples provides conditions for students to explore actively, actively and independently.
2. The teaching process embodies three words: precise, thorough and extensive; Three aspects: first, teachers should explore the breadth of teaching materials; Second, the examples should be explained thoroughly; Thirdly, the diversity of practical design; There are many teaching contents in this course, but teachers can accurately grasp the teaching materials and answer the teaching contents one by one, and every knowledge point has not been forgotten; In practice, the design of question types is diverse, from shallow to deep, especially the table design in exercises, which embodies the combination of old and new textbooks, enables students to further understand the relationship between ratio, division and score, and the ratio of the number of sixth-grade students, and reflects the basic skills of teachers and the depth of textbooks.
3. Pay attention to students' overall teaching activities. It not only emphasizes the process of seeking knowledge, but also pays attention to guiding students to learn mathematical knowledge, practice mathematical skills and train mathematical thinking. It also actively guides students to look at and understand the world from the perspective of mathematics, cultivates students' various talents, and makes students realize that mathematics has never been boring knowledge in books, and its figure is in every corner of life, and its value comes from your life and mine.
In a word, this class pays attention to giving full play to students' "main role" and cultivating students' "problem consciousness" and "application consciousness", so the class is lively.
The meaning of comparison The meaning of comparison is taught by students on the basis of understanding the meaning and basic nature of division, the meaning and basic nature of fraction and the relationship between fraction and division. 20xx65438+February 9th, I heard the meaning of comparison, which was taught by Li Guiping. I think the following highlights are reflected in the class:
1, the teacher carefully selects naughty rectangular photos as the introduction, there are four rectangular photos in it, gives real data, guides students to discuss the multiple relationship of length and width, and obtains the relationship of length division, thus leading to the significance of the ratio of similarity and the ratio of initial perception. Considering students' lack of perceptual knowledge of "ratio", Mr. Li adopts the method of "guiding and dialing" to guide students to make clear that the comparison of two quantities can be carried out by division or ratio, that is, who is several times or a fraction of who and who is who's ratio.
2. In the process of acquiring new knowledge, teachers can fully involve students in the process of knowledge formation. Teachers are organizers and guides. For example, in the process of "exploring new knowledge independently", teachers always let students read, draw a picture, speak and think for themselves, which highlights students' subjectivity and embodies the teaching method of "guiding-helping-releasing-accepting". The conclusion is also summed up by students' own observation, reasoning, thinking and discovery, and the teacher gives appropriate guidance.
3. When teaching the relationship between ratio, division and scores, Mr. Li asked students to use the organic combination of textbooks, blackboard writing and computer courseware to sum up the relationship between them and realize autonomous learning. 4. Adopt the teaching mode of "three doubts and three explorations" to cultivate the ability of active inquiry.
The biggest feature of this course is to cultivate students' self-study ability and encourage active exploration. "Self-study before class, circle the important content". In the whole classroom teaching, guide students to actively explore and acquire new knowledge.
As the saying goes, it is better to teach people to fish than to teach them to fish. Teacher Li teaches in it according to the teaching purpose.
Suitable teaching methods are chosen for students, from concrete to abstract, from individual to general, which are easy to understand, guided by the situation and repeatedly strengthened according to students' cognitive laws. The arrangement of classroom teaching takes "comparative meaning" as the main line, and teachers use heuristic teaching methods, such as combining teaching with practice, combining teaching with practice, and combining teaching with practice, to handle the bilateral relationship between teaching and learning well. The whole class is arranged in an orderly way with changes; There are both climaxes and timely adjustments. Classroom teaching is natural and smooth, lively and not chaotic.
5. Deal with some details. Teacher Li reminded students many times, such as "what should be paid attention to in writing" and "the first and last items should not be reversed". It can be seen that Miss Li attaches great importance to the cultivation of students' good study habits. When students make mistakes, Miss Li allows them to make mistakes. It creates a relaxed learning atmosphere and protects students' self-esteem. 6, strengthen practice, draw inferences from one another.
In class, students practice what they have learned in different forms and at different levels, so that students can really understand the meaning of contrast clearly and thoroughly.
After a class, I still feel that there are some shortcomings, some details are not handled in place, the evaluation language for students is not rich, and the appreciation sentences are not enough. Suggestion:
1. In the future, teachers should try their best to give students opportunities to learn and express themselves, not too attractive, because sixth-grade students will definitely have their own unique opinions. 2. We should continue to study the methods and strategies of students' cooperative learning in class. When to guide, when to let go, what to guide, and let students think independently without guidance. )
Significance of comparison: draft 4. The content of teacher Jiang's class is the meaning of comparison. The teaching goal is to let students know what comparison is. What knowledge does Bibi have to do with? How to read and write? What's the use of comparison? How to find the ratio? There are many knowledge points, and it is a successful class from the classroom effect of the whole class. Although there was an episode of power failure in the middle, it did not affect the teaching effect of the whole class. Below I mainly talk about my feelings from the following aspects.
1, which changed the presentation of the example. Teachers carefully select examples that are close to students' lives, so that students can deal with these facts with mathematical thinking methods and feel that what they have learned is visible, tangible and useful, and appears in the things around them. The presentation of simple textbook examples is the creation of living application situations. Before class, teachers can let students find out mathematical information, and ask and solve problems through this information. The presentation of such examples provides conditions for students to explore actively, actively and independently.
2. The teaching process embodies three words: precise, thorough and extensive; Three aspects: first, teachers should explore the breadth of teaching materials; Second, the examples should be explained thoroughly; Thirdly, the diversity of practical design; There are many teaching contents in this course, but teachers can accurately grasp the teaching materials and answer the teaching contents one by one, and every knowledge point has not been forgotten; In practice, the design of question types is diverse, from shallow to deep, especially the table design in exercises, which embodies the combination of old and new textbooks, enables students to further understand the relationship between ratio, division and score, and the ratio of the number of sixth-grade students, and reflects the basic skills of teachers and the depth of textbooks.
3. Pay attention to students' overall teaching activities. Mathematics teaching should not only pay attention to knowledge, but also guide students to learn mathematical knowledge, practice mathematical skills and train mathematical thinking. In this class, Mr. Jiang can break through the limitations of traditional mathematics classroom, actively guide students to look at and understand the world from the perspective of mathematics, cultivate students' various talents, and make students realize that mathematics has never been a boring knowledge in books, and its figure is in every corner of life, and its value comes from your life and mine.
In a word, this class pays attention to giving full play to students' "main role" and cultivating students' "problem consciousness" and "application consciousness", so the class is lively.
Evaluation Draft 5 The significance of this lesson, with reasonable classroom design and clear levels, has the following advantages:
1. Introduce the new lesson and compare it with what students are familiar with. Compare height, weight, quantity and so on. Create such a scene, let students discover the application of comparison in life, so as to cultivate students' awareness of finding and asking questions in life, introduce new knowledge by applying things in students' lives, and effectively stimulate students' desire for learning.
2. The classroom teaching design is reasonable and distinct. Teacher Li leads students to explore the meaning of comparison, the reading and writing methods of comparison, another expression of comparison, and the names of different parts. By discussing the relationship between the principal student and the division and the score, and why the later comparison item can't be "0", the connection of each link is reasonable and compact.
3. The practice in class is closely related to the knowledge of the goal realization rate. The classroom is full of pleasant learning atmosphere. Teacher Li's classroom language is concise and to the point, and the classroom teaching effect is good.
Suggestion: Let students discuss problem-solving methods to solve some exercises.
On the basis of fully considering students' existing experience, teachers can design learning activities from the perspective of paying attention to students' development. The teacher takes the students to review the relationship between two numbers, and then leads the students to think: Is there any other way to express their relationship? Students have mastered the two relationships between two numbers, so such guidance will make students have the inherent need to learn new knowledge. "Teaching is for not teaching", such teaching can cultivate students' autonomous learning ability.
Real life is a rich source of mathematics learning. Psychological research shows that when learning materials are related to students' life experience, students are most interested in learning and are most likely to accept and understand new knowledge. In the teaching of this class, the teacher chooses familiar materials in students' life for teaching, which makes students easier to accept and understand, so they are interested in learning.
When learning the meaning of comparison, students lack perceptual knowledge of "comparison". Teachers use the method of "guiding" to guide students to make it clear that to compare two quantities, division or ratio can be used, that is, who is several times or a fraction of who, and who can be said to be the ratio of who to whom. This design not only saves teaching time, but also enables students to understand the significance of comparison and give full play to the guiding role of teachers.
When learning the names, reading methods and writing methods of each part, the teacher takes the way of letting students learn textbooks by themselves, because self-learning textbooks is also an important way for students to explore and solve problems. According to the reading comprehension ability of senior students, combined with the specific content of teaching materials, fully trusting students and organizing students to study, explore, discuss and summarize in groups are conducive to cultivating students' innovative consciousness and practical ability, developing students' thinking and cultivating students' cooperative spirit.
In addition, teachers have a good grasp of teaching materials. In this part, fraction, division and ratio are closely related. After teaching the meaning of ratio, teachers can discuss, study and discover the internal relationship between knowledge, so that students can learn the relationship between score, ratio and division and master the internal relationship between them, thus forming a good knowledge structure.