How to correctly treat students' classroom performance - Teaching "Division in Tables-" Summary of thoughts: It is children's nature to love expression, especially children in lower grades who will actively participate in classroom teaching. In the classroom teaching environment, the behavior displayed by students is natural, a true expression of students' thoughts, and an external display of students' classroom learning content. A student's classroom performance is directly related to his awareness of participation in the class, as well as to the teacher's teaching effect and the student's learning effect. Therefore, students’ performance in the classroom should be treated correctly, students’ strengths should be brought into play, their confidence in mathematics learning should be enhanced, and abilities in all aspects should be cultivated. Keywords: Classroom performance, treating learning interest correctly Text: Since the new curriculum reform, the key to our teaching is the classroom. How to develop classroom teaching is an urgent topic for every teacher to study. Under the new educational concept, students' learning methods and teachers' teaching methods have undergone great changes. We are teaching under the guidance of the new curriculum concept. We have many confusions and many ideas. I have been teaching the new textbooks since 2013 for nearly two years, starting from the first grade. After finishing "Division in Tables 1", I had many feelings. Let me talk about some of my thoughts based on this unit. "Division in Tables 1" is the teaching content of the second unit of the second volume of the second grade mathematics textbook in compulsory education. The main content of this unit includes four parts: average scores, the meaning of division, using 2-6 to find quotients, and using the learned division operations to solve problems. In-table division is the beginning of students' learning of division. Last semester, students have already learned in-table multiplication. This unit is students' initial understanding of division based on their experience in calculating multiplication. 1. "Average score" is easy to understand, but action representation and symbol representation do not correspond. Second grade students will be exposed to division for the first time in the next semester, and the textbook will start with understanding the "average fraction". "Average score" is the content of the first lesson of "Division in Tables 1" and is the basis for students to learn division in tables. Students' understanding of the meaning of division and their interest in division directly affect subsequent learning, and this part cannot be ignored. To break through the difficulty of learning division, the key is to understand fractions, especially "average fractions." It is not difficult for children to understand the concept of "average score", but how to let them actively construct knowledge based on their existing knowledge level and life experience? The textbook designs various situations and combines the students' actual life to provide students with Sufficient opportunities for practical operation, through observation to understand "each portion is the same", elicit the "average score", and then allow students to fully participate in the average score. Children divide objects into several equal parts. Although most of them divide slowly, they are very motivated.

Children with quick reactions will think of using multiplication tables to calculate how much each portion is divided after a few times.