The design of teaching activities in this class conforms to students' cognitive rules, from shallow to deep, from easy to difficult, with hierarchy. For example, "1, 2 with two digits" to "2,3 with two digits" to "1, 2,3 with two digits", and finally "0,2,3 with two digits" from easy to difficult, we should pay attention to cultivating students' thinking ability, so that students can communicate and inspire each other on the basis of thinking.
The focus of this lesson is to let students clearly match in a certain order to avoid repetition or omission. Teacher Archie Guli's emphasis on this aspect is not in place. In teaching, we should strive to make the questions specific, clear and in place. Effectively guide students' thinking from concrete to abstract, grasp students' cognitive starting point, provide students with sufficient exploration and communication space, naturally let students master the law of collocation, and improve the strategy of inductive solution to such problems.
The purpose of creating situations is to stimulate students' interest in learning and integrate mathematics knowledge into real life, which students are willing to accept. This lesson runs through the whole process in the form of breaking through customs. First, introduce the situation of "password" to awaken students' existing knowledge, and then guide students to explore the arrangement and combination law of two numbers, and transition to guide students to explore the arrangement and combination law of three numbers. Secondly, in order to consolidate the focus of this lesson, we have created several collocation methods of 0, 2, 3, three people shaking hands and matching tops and trousers.
As an auxiliary means of teaching, multimedia can really increase teaching capacity and save teaching time. We must grasp the timing and intensity of the use of many media and make full and reasonable use of them. There is no need to use multimedia to demonstrate what students can understand at a glance. Textbooks will always be the text of our teaching, so we must devote ourselves to studying textbooks and make full use of them.
Cooperative learning refers to mutual learning with a clear division of labor in a group or team through hands-on practice, independent exploration and cooperative communication in order to complete the same task. In primary school mathematics teaching, students can actively support and cooperate with each other, especially face-to-face interaction and promotion, and actively take personal responsibility in completing the same task, so that all students can communicate effectively, establish and maintain mutual trust among group members, and effectively solve conflicts within groups. Let students learn actively, communicate with each other, cooperate and compete, and imagine and create in a relaxed, harmonious, cooperative and democratic classroom atmosphere, which not only cultivates students' sense of cooperation, but also cultivates students' ability to learn actively.
In the process of learning, some students quickly master new knowledge, and some students have a little knowledge. At this time, teachers can organize students to practice in groups, so that each student can express their opinions and inspire each other to realize the interaction between students. In the initial stage of cooperative practice, students may not have a strong sense of discussion and cooperation. At this time, teachers can strengthen guidance, arrange specific time, and consciously cultivate their awareness of cooperative practice. After the implementation of the new curriculum, they can arrange the discussion topics in the textbook as follows. It is more conducive for students to express their opinions, give full play to their imagination, inspire each other and develop together.
In this lesson, it is relatively simple to write two-digit knowledge with 1 and 2. Students can solve the problem independently, without cooperative learning or using multimedia to demonstrate the numbers written. We should spend more time highlighting the key points of teaching and breaking through the difficulties. Guide students to say and write, pay attention to the relevant knowledge of numbers, and pay attention to what problems to pay attention to in order to prevent repetition and omission. Students will solve this problem naturally in the next exercise.
In classroom teaching, teachers should always evaluate students' learning, so that students can understand their own situation and correct their mistakes in time. In cooperative evaluation, teachers should ask students to listen carefully to each student's speech, summarize the main points of others' speech, and put forward their own opinions after analysis and thinking. In this way, in the process of evaluation, students find out the most suitable method through comparative analysis, which not only exercises their thinking, but also cultivates their expressive ability.
According to the problems encountered in this class and the related problems encountered in the usual teaching, collect the following theoretical knowledge to learn and grow with partners, and constantly improve their professional ability and ability to control the classroom.
When choosing cooperation opportunities, we should pay attention to the following points:
1. When personal operation cannot be completed, you should choose the cooperation opportunity. In this case, teachers can create situations to stimulate students' desire for spontaneous cooperation and cultivate students' spirit of unity and cooperation.
2. The timing of cooperation should be chosen when students have difficulties in personal exploration. Because students have limited knowledge, skills and life experience, they often encounter difficulties in learning new knowledge and needing new abilities. Dealing with the relationship between independent thinking and cooperative learning in teaching, and organizing cooperative learning when students have difficulties and need help, group cooperation will certainly achieve better results.
3. The timing of cooperation should be chosen when students disagree. Nowadays, students are fiercely competitive, eager to have their views affirmed, but they are not good at expounding their views. Once there are different opinions, it is more superficial and not convincing enough. At this point, if the teacher entrusts the controversial doubt to the group, let the students with the same opinion cooperate and argue with each other. Clarify right and wrong in the debate.
4. Choose the opportunity of cooperation when answering open questions. There is no unique solution to the problem of "openness", and the answer is not unique. After all, a person's thinking ability is limited, and it is difficult to think from multiple angles. We need to work together to present various strategies and conclusions.
5. The cooperation opportunity should be chosen in the key and difficult points of the teaching content. In teaching, teachers should design cooperative activities on the key points of knowledge, the turning point of thinking and the exploration of laws.