Today, I listened to the open class "Pancake Problem" by Mr. Shang, and there are many places worth learning. In class, Mr. Shang first asked the students to communicate, show and communicate with the whole class in groups. This link realizes the equal dialogue between students and between teachers and students. It is not only the interaction between students, but also the interaction between teachers and students.

Through mutual communication and exploration, students can not only speak, but also tell how to judge, so that students can learn from each other's strengths, constantly improve their cognitive system, and form a clear and regular knowledge structure.

When studying "How long does it take to bake three cakes", which method saves more time? In the actual classroom, although there is a plan mentioned in the textbook that it takes 6 minutes to bake one cake and 18 points to bake three cakes, the children themselves quickly denied it because they realized that the condition of "baking two cakes at a time" played a vital role in the topic through demonstration.

The next teaching is more exciting. After summing up the method, Mr. Bao asked questions one after another: If you want to bake four cakes, how do you bake them? Students draw and demonstrate. "What about the five cakes?" ""

The teacher's questions give the children a developing classroom, which not only takes care of the teaching of outstanding students, but also pays attention to the learning of underachievers.

According to the students' answers, the teacher completes the courseware:

Speak out loud and spread students' thinking. In class, many students found the law of "number of cakes × 3 = time" at a glance, but no students came to the conclusion mentioned in the teaching reference book.

The correct result is: if the number of cakes to be baked is even, you can bake two; If the number of cakes to be baked is odd, you can bake two pieces first and the last three pieces according to the above optimal method, which saves the most time. "The students' findings are actually simpler, more intuitive and more in line with their understanding characteristics.

In short, in Mr. Shang's class, students' learning mood is high and their thinking sparks collide fiercely. I deeply feel that my teaching philosophy is behind the times. In the future teaching work, I will actively study, think more and explore more. Let yourself gradually move towards progress and maturity.

suggestion

1. Free students' hands and let them practice.

Curriculum Standard points out that students' mathematics learning content should be realistic, meaningful and challenging. For example,

Before class, I ask students to explicitly ask for round pieces of paper instead of cakes, and make pancakes with family or friends. This link allows students to participate in the process of knowledge generation, perceive in operation and sublimate in practice.

Moreover, this link is closely connected with students' real life, and based on their life experience and original knowledge, vivid and realistic situations are created, so that students can feel that there is mathematics everywhere in their lives in interesting activities, and mathematics always serves our lives, so that students can learn mathematics better.

2. Liberate students' mouths and let them speak freely.

After class, I asked the students to communicate, show and communicate with the whole class in groups. This link realizes the equal dialogue between students and between teachers and students. It is not only the interaction between students, but also the interaction between teachers and students. Water tastes like spray, and it ripples; There is no fire in the stone, but it shines when it is lit. "

Through mutual communication, learn from each other's strengths, constantly improve their cognitive system, and form an organized and regular knowledge structure.

3. Emancipate students' minds and encourage them to imagine and innovate.

Einstein said, "What is wider than the universe? It is the power of image. " In mathematics teaching, we should emancipate students' minds, let them dare to challenge teachers, books and authority, encourage them to be unconventional and affirm their imagination. For example, a student in this class asked, "What if you could bake three cakes, four cakes or more at a time?"

I encouraged to say: this question is really good! Please use your spare time to study its laws.

4. Give children a developmental classroom.

Mathematics teaching is not only the result of imparting knowledge, but more importantly, exploring the formation process of knowledge. It is not only a place to carry mathematical knowledge, but also a place for students to develop in an all-round way. Only by constantly strengthening learning and improving professional skills can teachers give students an innovative classroom and a developing classroom.