? /kloc-in the exhibition wisdom class of our school in October, I taught the histogram of the first volume of the fourth grade. This is also my first attempt to take an open information class. In the process of grinding class, I modified and integrated some problems and tasks, and combined with the timely use of feedback devices. After class, I benefited a lot from experts' comments! Now do the following reflection, please criticize and correct the shortcomings!
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? In the voting session before class, I selected three representative pictures from the students' pre-class study list, and took the students' pre-class generation as the comparative material in class. Guide students to observe and compare when the young author introduces. When their works are different from the displayed works, they will have cognitive conflicts and trigger learning motivation. After selecting the best works, guide students to experience the process of building and optimizing bar charts and develop their thinking.
? This section is for students to ask math questions according to the histogram. I'll grab the right to ask questions first, and then pick someone at random to answer them. The intention of the design is that many students want to ask questions, so the purpose of grabbing the right to compete fairly for the opportunity to ask questions and then picking people at will is to make all students listen carefully and think seriously. Reflect on this link. Am I open to all students? In order to avoid asking and answering questions, we can try to let children write questions on post-it notes, and then carry out group activities to summarize each member's questions and enrich the number of questions. Every child can answer questions in the group and fully mobilize their learning enthusiasm and initiative.
? I deeply feel that every link in the classroom needs to be designed for all students, and it is necessary to ensure the full participation, full thinking and full expression. However, this requires teachers to make careful teaching design from the students' point of view, with big problems as the background and group activities as the carrier.
1. Ask questions and think independently.
? After I ask questions, let each child think independently for 30 seconds to form their own ideas and avoid blind choices.
2. Create an option and answer once.
? Then randomly pick people to say ideas, and decide the options according to the answers generated by the students. The students gave three choices: A, the second group, B, the fourth group, C and the fifth group. Let the students create their own options, so that they can see the students' real thoughts and concentrate on thinking. Then the class answered for the first time. The correct rate of answering this question once is 9%. It seems that this problem is really a problem that students are prone to make mistakes.
3. Group discussion, exchange collisions
? I asked the students to discuss directly in groups for three minutes. However, because the group rules are not clearly formulated. As a result, some groups have heated discussions, while others have little communication. Reflection group discussion can't be just a process, a form. In normal teaching, we should train students how to conduct correct and effective group discussions. I will continue to study 19 article "Several Useful Cooperative Learning Methods" in the book in combination with my own teaching practice!
4. Answer for the second time, picking people to be reasonable.
? After the group discussion, I randomly selected people to explain the reasons, raised my hand and exchanged comments with the whole class. Then I made a second answer, and the data are as follows: the correct rate has increased to 98%, and I feel particularly fulfilled at this time. I don't know that my unconscious guidance played a subtle role in the previous exchange evaluation. Reflection teachers should trust students, reduce teachers' guidance, and let students communicate and collide. Next time, students can answer directly after the group discussion to test whether the group discussion is effective.
5. By analogy, internalize knowledge.
? Then I showed the second question. I asked the students to do it independently and make a choice. After the exchange and discussion of the first question, the students completed the second question well, and 98% of the students answered correctly, so I randomly selected people from the students who answered correctly to explain the reasons. Reflect that most students have done it, and only a few students have done it wrong. At this time, it is ineffective to pick people at random, because this question is not worth spending time commenting and communicating with students in this class, and the teacher can go directly to the next link. As for individual students who make mistakes, teachers can call background data for targeted communication after class, which will make the classroom more efficient!
? I deeply feel that the information technology integration course is a natural course, and the learning situation in each class is different. Teachers should establish the sensitivity of data and make corresponding teaching decisions quickly according to the generated data. Teachers should not memorize the process, but should know how to deal with the students flexibly!
? Information technology integration course is not a demonstration of technology and function. Teachers should have students in mind, create every problem and task from the perspective of students, and properly apply every technical function. Before using each function, think about the effect after using it. As Dr. Wang said, "Teaching should be justified"!
? Everything is difficult at the beginning, but it is not difficult to have a goal! I found that I still have many shortcomings: how to truly implement the student-oriented concept; Whether the group activities are in place; The design of classroom core problems; Effectively handle the data generated by students ... I will continue to learn and reflect in practice and accumulate experience and lessons! Keep improving your teaching level! Try harder and harder!
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