"Adding and Subtracting Fractions with Different Denominators" Primary School Evaluation Lesson (Selected 5 Articles)

Class evaluation refers to the practical and pertinent analysis and evaluation of the success, failure, and reasons of classroom teaching, and the ability to correctly explain some teaching phenomena in the classroom from the perspective of educational and teaching theory, thereby making suggestions for improvement. The following is the primary school lesson review draft of "Adding and Subtracting Fractions with Different Denominators" compiled by the editor for you (selected 5 articles). It is for reference only. I hope it can help you.

"Adding and Subtracting Fractions with Different Denominators" Primary School Review Manuscript 1

1. Introducing cleverness and novelty.

First introduced by the origami activity, the entire activity fully reflects the main role of students, has a strong openness, and cultivates students' hands-on ability. Solve the problem "Put together the colored parts of the two pieces of paper, what fraction of the colored part is this piece of paper?" Using the combination of numbers and shapes, students can realize that the meaning of adding fractions is the same as that of adding integers, and realize the difference between old and new knowledge. contact. Through the classification of calculation formulas, the calculation method of "adding and subtracting fractions with the same denominators" is skillfully reviewed, and the new lesson content "adding and subtracting fractions with different denominators" is naturally introduced.

2. Cultivate students’ ability to explore independently

In the process of exploring the calculation method of "adding and subtracting fractions with different denominators", the teacher gave tips for trying:

① You can fold the paper and apply it.

② You can try to do calculations using the knowledge you have learned before.

③Exchange your ideas with your deskmates.

While letting students explore independently, it also provides students with clues for learning, and also pays attention to communication among students. Consciously guide students to use the method of combining numbers and shapes and the method of transformation, which reflects the diversity of problem-solving strategies. It enables students to understand the arithmetic of adding and subtracting fractions with different denominators into fractions with the same denominator, and strengthens the connection between knowledge.

3. Let students experience the process of knowledge formation and deepen students’ understanding of knowledge.

In this class, students went through the learning process of "independent exploration – communication – trying to practice the general calculation algorithm – application practice". This is a process in which students experience, discover and apply knowledge personally. After sharing the calculation method of "adding and subtracting fractions with different denominators", the teacher did not rush to summarize the calculation method for the students, but asked the students to try and practice, and then guided the students to summarize the algorithm after having a deeper learning experience. This not only allows students to master knowledge, but also deepens students' understanding of knowledge and mobilizes students' enthusiasm for learning.

I still have a small opinion about this class: But looking back at the teaching of this class, I feel that not enough has been done to cultivate students' inquiry abilities. They still stay at the point where students do whatever the teacher asks them to do. level. We should also pay more attention to students with learning difficulties and strive to make them meet the standards in class. Adding some layered exercises, as the saying goes, "Practice makes perfect."

"Adding and Subtracting Fractions with Different Denominators" Primary School Review Manuscript 2

The new curriculum advocates that everyone learn valuable mathematics. Mathematics classes should pay more attention to students' learning process and promote students' independent learning; pay attention to the generation process of mathematical knowledge, pay attention to stimulating students' interest in learning, and strive to improve students' ability to ask and solve problems. Today I listened to Teacher Ye's lesson "Adding and Subtracting Fractions with Different Denominators". I felt that his teaching design was clear and organized, with clear key and difficult points. There were bright spots in the simplicity. There are many places worth learning.

This class has the following features:

1. Have the correct learning method in mind.

Questions enable students to enter an orderly thinking state with questions. At the beginning of class, Teacher Ye posed the question to the students and let them explore independently. Students have a preliminary understanding of fractions and a basis for calculating fractions with the same denominator, but they do not have a sufficient understanding of the calculation of fractions with different denominators. Teacher Ye used an intuitive introduction: showing some addition and subtraction of fractions with the same denominator, the students quickly solved it. But Teacher Ye asked, why can we add and subtract directly? Although the teacher's questions may seem very common, they are a good way to review the students' new and old knowledge. Then, Teacher Ye showed a set of addition and subtraction formulas for fractions with different denominators, and then asked: "Then how to calculate 1/2 + 1/3?" "Why do we need common denominators?" This stone stirred up a thousand waves, which was fascinating. The questions strongly aroused the students' thirst for knowledge, and the students entered the best state of learning. In the process of students' thinking, students can actively connect the knowledge they have learned to new knowledge, making the learning of new knowledge more active. In the process of sorting out and constructing the knowledge they have learned, a three-dimensional knowledge system for active learning and application is formed. . You can add and subtract only if you understand the same unit. At the same time, it also further allows students to understand why the digits must be aligned in addition and subtraction calculations of integers and decimals. In addition, this also makes students subconsciously feel the need to ask valuable questions, which can well cultivate students' problem awareness and promote the improvement of students' ability to ask questions and solve problems.

2. There is a process in mind.

Teacher Wang allows students to master the rules through their own thinking process, pays attention to the process of knowledge generation, does not compress or omit students' thinking process, prevent students from causing gaps in thinking, and prevent students from "indigestion", so as to achieve the goal of not aggravating students' burden. Students truly participate in the learning process and gain self-confidence, scientific attitude and rational spirit in learning. At the same time, students develop their ability to collect and process information, analyze and solve problems, and cooperate and communicate.

3. Have the correct concept of details in mind.

Teacher Wang attaches great importance to the handling of details. During special training, he guides and emphasizes the best ways to find the least common multiple of several numbers quickly, so that students can further understand that using the large number expansion method can quickly and effectively find the least common multiple of several numbers. The least common multiple, so that students can correctly and quickly learn the common denominator in the subsequent calculation process of addition and subtraction of fractions with different denominators.

4. Have practical results in mind.

We do not pursue superficial liveliness and flashiness, we do not turn open classes into demonstration classes and game classes for teaching aids, and we do not engage in formalism in teaching. Do not follow blindly, and be able to use appropriate methods and forms to help students understand arithmetic and learn to calculate correctly based on the characteristics of the calculation class. One step at a time, proceed steadily, do not be impetuous or go through the motions, and focus on effective teaching.

Disadvantages:

1. When explaining that 1/2 and 1/3 cannot be added directly, Teacher Ye used multimedia courseware to demonstrate that the fraction units of the two fractions are different, so that students can understand the reason why they are divided equally. I'm wondering if I can let students do some hands-on operations, fold or draw, so that students can actively feel this during the hands-on process. This can not only enliven the classroom atmosphere, but also better It is close to the concept of students learning in the hands-on process advocated by the new curriculum.

2. In the process of consolidating exercises, pay attention to the differences between students and design exercises at different levels to achieve different development for each child.

"Adding and Subtracting Fractions with Different Denominators" Primary School Evaluation Course 3

Teacher Zhang taught fifth-grade mathematics "Addition and Subtraction of Fractions with Different Denominators". In this class, Teacher Zhang was able to break the traditional teaching method, let students discover problems in situations, and let students perform hands-on operations in the form of group cooperation. During the operation, they found that the fractions had different units and could not be added, so they used the operation to re-average the two fractions so that their fraction units were the same, and then added them together. The above process is completely the result of students' independent exploration. In this process, students in each group are cooperating and each student is actively exploring. When adding fractions with different denominators, the common denominator must first be added. It was discovered by the students themselves. Moreover, in the entire process of cooperative inquiry, students' abilities of cooperative learning, active inquiry, and problem discovery are all cultivated. The teaching process of "Adding and subtracting fractions with different denominators" is not only an inquiry process, but also a specific mathematical activity process in which students actively participate. As an activity process, special attention must be paid to the students' experience when teaching the addition and subtraction of fractions with different denominators. In the method, students are allowed to understand the algorithm intuitively, use illustrations to illustrate the evolution process from arithmetic to algorithm, and well implement the requirements of "algorithm intuition and algorithm abstraction" for number operations. Pay attention to the cultivation of students' estimation ability, guide the processing of information, and cultivate students' literacy. Experience and understand the addition and subtraction of fractions with different denominators more vividly, which increases the space for students to explore independently and fully allows students to experience the process of exploring problems.

A few comments:

1. The introduction link is inappropriate. The story of "Cao Chong weighs the elephant" is used to introduce it. The teacher's intention is to let students know the "transformation" strategy through the story, but the time control is not good enough. It lasts for 8 minutes, which is inconsistent with the knowledge learned in this lesson. Although there is a connection, it affects the practice time.

2. After the calculation method is refined, students are not asked to explain the key points in time. In this way, some students can do it but are prone to making mistakes.

3. Students have poor listening habits and not many students actively speak in class.

"Adding and Subtracting Fractions with Different Denominators" Primary School Evaluation Text 4

Today, I listened to Teacher Jin’s lesson "Addition and Subtraction of Fractions with Different Denominators" and I had the following feelings:

1. Mathematics comes from life; the teacher created a cake-eating scenario to allow students to ask mathematical questions and carry out inquiry activities. Such questions facilitate method explanation and demonstration.

2. Strive to embody the concepts of independent exploration, cooperation and exchange in learning methods. Teachers are not eager to hand over calculation methods to students or ask outstanding students to explain methods. Instead, they allow students to think about and communicate solutions under the guidance of self-study tips. The design of the problems is very concise and easy to operate.

3. Pay attention to allowing students to communicate after independent practice. The teacher will show the problems existing in the students' practice so that students can discover the problems that should be paid attention to in calculation. For example, when calculating 3/4+1/6, students failed to find the lowest common denominator.

4. The exercises focus on the basics and are hierarchical. First try to practice, and then when the denominator is not 1, there are addition and subtraction with different denominators and calculations where the minuend is 1. Practice step by step and correct them one by one.

Suggestion: During the judgment exercise, you can judge first, try to show students' intelligence, and quickly find mistakes from different angles. If the denominator is added first, etc., then let the students correct it.

Is the arithmetic explanation a bit short? If you use courseware for demonstration, you will be impressed.

"Adding and Subtracting Fractions with Different Denominators" Primary School Evaluation Course 5

Today I listened to Teacher Ge’s heterogeneous class. By comparing it with Teacher Jin’s teaching design, I summarized the following differences:

1. The difference in introducing new knowledge.

It is also a review of the introduction of old knowledge. Teacher Ge reviewed it more comprehensively when laying the foundation for the old knowledge. He first orally calculated the addition and subtraction of fractions with the same denominator, and then communicated by name. After discovering problems, he solved them in time, then summarized, and finally reviewed the method of common fractions. However, A lot of time was wasted; but Teacher Jin directly transitioned from the addition and subtraction of fractions with the same denominator to the addition and subtraction of fractions with different denominators, which is simple and natural, and saves time.

2. Differences in resource utilization.

When teaching new knowledge, Teacher Ge starts from the domestic waste statistical table, allowing students to ask questions and list calculation formulas, and then prompts them to use the idea of ​​transformation to calculate by dividing them into fractions with the same denominator. After the students understand the method, they can say How to do it, but many problems were also exposed during the exercises. Those who couldn't divide the points, couldn't write the format, and couldn't convert it into the simplest fraction. This shows that when calculating, you can't just talk about it, you need to go through it. A lot of exercises to practice and discover students' deficiencies. In Teacher Jin's class, students have a relatively large amount of practice and a relatively low error rate, so it is very effective to do more questions.

3. Pay attention to the summary of the algorithm.

Both teachers gave verbal summaries on calculation methods. In this regard, Teacher Ge has done a relatively comprehensive job. She designed a table to summarize, then filled in the blanks, and finally used "transform differences into similarities" to help students understand how to calculate on a deeper level.

suggestion:

Teachers should talk less in class and let students experience the algorithm during practice. This way their impression will be deeper.

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