Recognize Perimeter Teaching Reflection and what is Perimeter Teaching Reflection

1.Create situations to stimulate interest in learning, interest is the best teacher. Students in the lower grades of primary school have a relatively weak sense of space, and most of the things they come into contact with are related to space and graphics, and their life experience is a valuable resource for developing spatial concepts.

2.This lesson uses the students' favorite bookmarks and the familiar basketball court to introduce a new lesson, allowing students to point out its circumference and name the characteristics of the rectangle, so as to stimulate students' interest in learning mathematics and mobilize students' enthusiasm for learning.

3.Give full play to students' initiative. Hands-on operation is a way to cultivate and develop students' spatial concepts, and it is also an important means for students to understand abstract mathematics.

In this teaching, with the help of the activity of pointing out the edge line of the bookmark week, the students are organized to work in small groups, and the students first find that the length of the lace is the perimeter of the figure in the communication.

4.Then measure the length by hand, so that the abstract mathematical knowledge is connected to the real life. Finally, the group selects a representative to make a report, and other students supplement it, so that the understanding is more acceptable to the students.

5.Students are not proficient in the use of learning tools, and are not standardized in the drawing, so they should strengthen targeted exercises and explanations, and emphasize repeatedly.

What is the content of the perimeter teaching reflection is:1. Let students feel the perimeter in their own experience.

In class, I first create a vivid and interesting situation to introduce into the class with beautiful leaves. Then, the situation of the little ant climbing the leaves is used to stimulate students' interest in learning, and let students initially perceive the words week and circumference. Next, I asked the students to trace the outline of the leaves on the book and the outline of the math book, and asked the students to describe it in one sentence, thus revealing the meaning of the perimeter.

2. Let students understand the perimeter in hands-on operation.

In this lesson, I asked the students to perceive and acquire the concept of perimeter through a series of activities. After the students initially perceive the "perimeter", guide the students to find the perimeter of the surface of the objects around them, such as the edge line of the cover of the math book, the perimeter of the stationery box and other surfaces of many objects.

And touch it with your hands and talk about it in the group. Then demonstrate with the students the circumference of the surface of the object.

Through group communication, pointing on stage, and discussing under the stage, the students further clarified the sideline of the week. In the process of drawing and touching, the students have a full understanding of the concept of perimeter. At the same time, the operation activities are carried out from the life examples that students are familiar with, which closes the relationship between mathematics and life code keys, broadens students' perceptual understanding of perimeter, and deepens their understanding of knowledge.

What is perimeter teaching reflection is as follows:

This lesson is the beginning of this unit, and it is based on students' understanding of plane shapes such as triangles, parallelograms, rectangles, squares, etc., which is the basis for learning the perimeter of plane figures. Only when students have a true understanding of the concept of perimeter can they have a better understanding of the calculation, measurement and application of perimeter in the future.

This lesson has the following features:

1. Carefully paved, interlocking, and attaching importance to experience.

This lesson reflects the spirit of the curriculum standards and creates a relaxed and lively classroom atmosphere. Through the situation of the little ant race, circling around the leaves, there is an ant, lazy, did not run to the finish line, so it can't win, draw the pattern you like, get the outline of the pattern, and then guide the students to say how to depict, and finally point out that starting from one point and returning to this point, the length of the week, in our mathematics is called the perimeter. Immediately after that, the computer demonstrates the stroke line to deepen the impression of the students.

It is pointed out that no matter from the beginning of **, everyone has drawn a week along the edge of the object, and the length of this week is the circumference of the object. In the whole teaching process, the teacher takes hands-on operation as the main line, mobilizes students' multiple senses to participate in the learning process, so that students can find problems, solve problems, and master knowledge in the process of mouth, hands, and brains, so that the whole link is relaxed and relaxed, so that students can learn easily and actively.

The teaching of this course strives to follow the law of knowledge development and students' cognition, and fully mobilize students' initiative in learning. In teaching, emphasis is placed on "students' personal feelings". Measuring waist circumference not only cultivates students' awareness of estimation, but also cultivates students' practical ability and sense of cooperation, and at the same time provides living materials for students' understanding of perimeter.

Experience the close connection between the perimeter and life.

2. Focus on people-oriented and promote the participation of students.

In the whole teaching process, the teacher does not directly tell the students what the perimeter is, but through practical activities such as students drawing, touching, and estimating, let the students perceive and experience by themselves. Let them think about what to do, and when there is a problem, guide the students to find the problem through observation and explore ways to solve it.

3. Practice well-designed to consolidate new knowledge.

In the exercises, it is carefully designed to mobilize the students' awareness of participation, so that students can learn and apply knowledge in a relaxed and happy atmosphere.

What is Perimeter:

The length of a circumference of a closed graph is called the perimeter, and the length of a circumference of a graph. The length of the perimeter is therefore equal to the sum of all sides of the figure. It is generally represented by the letter C. Can be used to represent the perimeter length of a circle, ellipse, or other closed curve.

If a triangle of the same area is concerned, the circumference of the equilateral triangle is the shortest; If a quadrilateral is said to be of the same area, the perimeter of the square is the shortest; If a pentagon of the same area is concerned, the circumference of the regular pentagon is the shortest; If any polygon of the same area is used, the circumference of the circle is the shortest. The perimeter can only be used for two-dimensional graphics (planes, surfaces), and three-dimensional graphics (three-dimensional) such as cylinders, cones, spheres, etc., cannot express the size of the boundary in terms of the perimeter, but the total surface area.

What is the circumference of the teaching reflection below

This course strengthens the connection between mathematics and life practice, creates vivid and interesting activity scenarios, allows students to experience the application of mathematical models in real life, and then enables students to improve their understanding of the mathematics they have learned, and further develop their thinking ability, emotional attitudes and values.

I feel that I am deficient in the following areas.

1.Targeting.

I think it is not difficult for students to make a rectangle or square out of 6 small squares with a side length of 1 decimeter, and it is easier to calculate the circumference of the figure. From the perspective of teaching effect, most of the students in the class can achieve this goal under the guidance of the teacher, but it is still difficult for some students. After spelling, I asked the students what did you find out from it?

At this time, the class was silent. After reflecting on the class, I realized that this problem is very difficult for my third-year students, which I did not think of when I was preparing for the lesson.

2 Programme of Activities.

In the last session, I asked the students to measure the circumference of the smiley face. The students did not complete well, and some of the students surrounded them, but the measurements were not accurate, so I should demonstrate and guide.

3.Timing.

The time arrangement is unreasonable, and a lot of time is wasted in the "fight together" link, resulting in other activities not giving students enough time to complete.

How to design effective activities, fully tap classroom resources, and make reasonable use of limited classroom teaching time? I will continue to explore this in my future teaching.