Part 1: Thoughts after listening to the large class mathematics activity "Triangle Transformation"

"Triangle Transformation" is a large class mathematics activity, which mainly allows children to use two sums. Four isosceles right triangles spell out squares, parallelograms, triangles and other geometric figures.

The activity started with the teacher asking "Do you want to play games with the graphic babies?" Import activities. Then show an isosceles right triangle and ask, "What shape is this?" "What's on the triangle?" According to the children's answers, the teacher introduces "This is an isosceles triangle." (Mathematics is a very rigorous course, and the teacher's The language should be more standardized, and the isosceles right triangle should be highlighted during the introduction, because only the isosceles right triangle can spell out the geometric figures that the teacher requires the children to evaluate, such as squares)

The second part is to use two. Use an isosceles right triangle to form geometric figures. The teacher asked the question "What can two isosceles triangles become when they collide?" During this process, the teacher explained it very clearly and carefully. The teacher uses two isosceles right triangles to demonstrate on the blackboard, so that the children can clearly understand that geometric figures can only be spelled out when the short sides of the two triangles touch the short sides or the long sides touch the long sides. Then, let the children make each triangle in the basket. Take out 2 triangles at a time (all the isosceles right triangles of the same size are prepared in the basket) to explore freely and put them together (you can try multiple spelling methods). Finally, the teacher invites individual children to come on stage to use two triangles to put together a puzzle and summarize.

The third part is to use four isosceles right triangles to create geometric figures. The teacher asked questions that connect the previous and the following: "Are triangles powerful?" "Do you want to do magic with them?" "There are many graphic babies in our class." The teacher showed the geometric shapes and asked the children to name them. Then he said, "The triangle baby wants to do magic with them. If there are two more triangles, how many triangles are there?" "Use four triangles to do magic together, what shape can the baby turn into?" (In this process, The middle school teacher asked the children to name squares, rectangles, trapezoids, parallelograms and large triangles. Then let the children use 4 isosceles right triangles to piece together and freely explore what geometric figures they can make.) After the spelling, the teacher asked in a childlike tone, "Square said, who can spell me out?" Invite individual children to come up and spell it out. (In this process, it is best to let the children put the squares together under the original square graphics presented by the teacher, which is conducive to the children's comparison.) After the children spelled out the squares, the teacher asked again, "Speaking of rectangles and trapezoids, there are Who spelled us out?" Invite one or two children to spell out a rectangle and a trapezoid respectively. (Same as above, during this process, it is best to let the children keep the puzzle shape neatly aligned with the original shape presented by the teacher.) Then the teacher asks the children to use four isosceles right triangles to spell out a large triangle and a parallelogram. "Ask the children to use triangles to spell triangles and parallelograms." (This process has actually been done by children who have spelled triangles and parallelograms before, so the teacher's design in this link is somewhat repetitive with the previous exploration link and has no practical significance. )

I think there are some questions about the activity design in the third part. If possible, teachers should not show five geometric figures such as squares and rectangles at the beginning, and let children explore freely and try to spell them out. A fight. Finally, show these figures and tell the children that four isosceles right triangles can spell out these five geometric figures. How many have you spelled out? Try to piece together the geometric shapes that you haven't figured out yet.

The last part is to show several large geometric figures and let the children visually check how many triangles can fit in these large geometric figures? I feel that this is a very controversial issue. First, visual inspection is too difficult for young children. Second, triangles have different sizes. It is impossible to say with certainty how many triangles can fit in a large rectangle or trapezoid.

Through this activity, I learned a lot. Mathematics activities do not have to be taught step by step, but they can also be taught in a very open manner. Many times, it is much better for teachers to let go and allow children to explore freely than for teachers to instill the results into them. Chapter 2: Reflection on listening to the music activity "Maverick Moo" in the middle class

The music activity "Maverick Moo" in the middle class, teacher Song **'s passionate teaching state, and the children's lively and lovely performance, All left a deep impression on me. Combined with my own music teaching, I saw from Teacher Song’s teaching activities her novelty and innovation in music selection and activity design. First, change the one-way transfer of knowledge to create a perfect environment for teachers and students - "teaching and mutual learning". Second, the transformation of teachers' role positioning - "the chief among equals". 1. Start with music selection and let children fall in love with music activities.

In the music activity of "Maverick Moo", Teacher Song achieved "details determine success or failure". She chose the Korean song "Milk Song" with a clear rhythm and cheerful melody, which made the children fall in love with this happy and joyful music at once, prompting the children to listen to the beautiful music throughout the music teaching activities. Performing with lifelike accompaniment, they were completely integrated into the music activities and completely fell in love with the music activities. 2. Start with game design to give children the opportunity to innovate independently.

Mr. Tao Xingzhi once said: "The best condition for creativity is democracy." Teacher Song provides children with sufficient game time, chooses music materials and activities suitable for children, and makes children unable to help themselves. Children are fully immersed in the role of music games. Under the influence of music, they can think, boldly imagine, and actively practice as they please, freely, and unrestrainedly, which fully germinates children's creativity. Especially in the teaching process, Teacher Song pays attention to affirming the uniqueness of children, paying attention to children's performance in the process, stimulating and protecting each child's creative desire, and fully satisfying children's curiosity and interest needs while promoting Its enthusiasm, initiative and creative development. The teaching goal has been truly achieved through music teaching activities. "Feel the cheerful rhythm of music, and be able to try to create simple calf movements." "I like to express various dynamics of the calf with my peers and feel the fun of music activities." Three , starting from the rules of the game, so that children can better enjoy the fun of music games.

Game rules are the prerequisite for children to successfully carry out game activities and achieve gaming experience, and must be strictly followed. In the process of creating the music game "Funny Mavericks", Teacher Song allowed the children to concentrate on listening to the teacher's commands while playing the game while listening to the music. This achieved a better teaching effect and led the children to immerse themselves in the game. and the order of the game, thereby realizing the aesthetic pursuit of the music game, creating the beauty of the game itself, and showing the charm of the game itself. Chapter 3: "Open it and have a taste" Lesson Review

After listening to Teacher Wang’s class, let me talk about some of my own opinions.

Let’s talk about the goals first. The goals set by Teacher Wang are 1. To be able to open the packaging or shell of food in different ways. 2. Improve hands-on ability and exercise hand muscles. Judging from the entire activity, the children basically achieved the goals set by the teacher. At the same time, we can also feel that the children's participation and enthusiasm are very high, and they get happiness from it. Because children are naturally interested in eating when they see it.

Next, let’s talk about the teaching process. Teacher Wang first created a scene and took out a fairy wand to attract the children’s attention, thus using the children’s love for magic to stimulate and mobilize the children’s emotions. Then show the box and tell the children that there are many treasures inside, and let the children use fairy sticks to conjure the things in the treasure box (the teacher teaches the spell). After each child gets something, let the children try to open it and taste it.

Next is the operation part for children. Children are the masters of learning. Children are the main body and conditions are created for children to participate in exploration activities. This not only improves children's exploration ability, but also allows children to acquire learning skills and Stimulate children's interest in learning. The teacher provides a wealth of food for each child to do hands-on operations and explore and learn through the interaction of materials. Teacher Wang can pay attention to individual children with weak abilities and help children master basic common sense through patient guidance. In the end, Teacher Wang adopted a communication method, first communicating with individual children, and then allowing all children to communicate. In the process of communication, children can not only develop their language expression skills, but also share their experiences with their peers.

Next, I would like to talk about some details of this event.

Teacher Wang is very passionate in class, which also drives the children's enthusiasm for this activity. However, I feel that you have been following your own path and not thinking more about the children. Your thinking is very clear. Now is this step, which link will follow, but it’s like rushing to a scene. Although every link has been experienced, it is all in a hurry. You have said what you want to say and then go directly to the next link. , and there are very few opportunities to talk to the child. The child's thinking is still stuck in the previous link. You are already explaining the second link, so the child's initiative in opening the objects is not very good.

The above is my personal opinion. I hope that all of us will continue to learn, improve and innovate during such an event.