course syllabus

School Name: Juyuan Road Primary School in Zhengdong New District

Course type: primary school mathematics

Textbook: Compulsory Education Curriculum Standard Experimental Textbook, the second volume of Grade One.

Textbook Version: Beijing Normal University Press

Design teacher: Mi Xiaoli

Date: 20 13.2. 10

Applicable grade: the second semester of the first grade of primary school.

First, the curriculum objectives

Target description after project refinement

Numbers and algebra

Third unit

Numbers in life

First unit

Addition and subtraction (1)

Fifth unit

Addition and subtraction (2)

Sixth unit

Addition and subtraction (3)

1. Students experience the process of abstracting digital models from specific situations through activities such as "counting peanuts, counting sticks and counting beans". Can count, read and write numbers within 100; Grasp the relative size relationship of numbers in specific situations; Be able to express and communicate with numbers and experience the close relationship between numbers and daily life.

2. Combining the situation of "buying pencils, playing hide-and-seek, and happy duckling", let students experience the process of abstracting the formula of addition and subtraction from specific situations, and further understand the significance of addition and subtraction; Explore and master the calculation method of addition and subtraction within 100 (including no carry, no abdication, carry and abdication) and calculate correctly.

3. According to specific problems, the calculation results can be estimated; Initially learn to apply addition and subtraction to solve simple problems in life and feel the close relationship between addition and subtraction and daily life.

Graphics and geometry

Second unit

Observe an object

Fourth unit

Interesting graphics 1. By observing the simple objects around them, students initially understand that the shapes seen from different angles may be different, and develop the concept of space.

2. Students have experienced the transition from three-dimensional graphics to plane graphics, and have known the plane graphics such as rectangle, square, triangle and circle, and initially realized that they are physically; Through a large number of "hands-on" activities, we can further understand the plane graphics such as rectangle, square, triangle and circle, accumulate experience in mathematical activities and develop the concept of space; Experience the process of abstracting graphics from life situations, feel the richness of the graphic world and design interesting patterns.

Statistics and probability

Mathematics fun (key splitting) can classify things according to the given standards or the standards you choose, and feel the relationship between classification and classification standards.

Synthesis and practice

Mathematics fun (puzzle) students use the knowledge and methods they have learned to solve problems and feel the role of mathematics in daily life; Get some preliminary experience in mathematics activities and develop the ability to think with mathematics; In the process of cooperation and communication with peers, cultivate interest and self-confidence in mathematics learning.

Second, the course content

Unit topic text topic unit learning

Classroom arrangement of key and difficult learning activities

Unit 1 Addition and subtraction (1) Buy a pencil

hide-and-seek

Happy duckling

have a meeting

Skydiving performance

Beautiful countryside

Exercise 1

Focus on making a subtraction table: master more than a dozen oral calculation methods of subtraction, and understand arithmetic.

Difficulties: calculate deduction times skillfully and correctly, and put forward simple mathematical problems according to specific conditions. 1, use the situation of "buying pencils to play hide and seek" and learn to calculate how many to subtract from a dozen.

2. Do oral practice of addition and subtraction within 20 in different forms. 9 class hours

Unit 2 Observe the object and have a look (1)

Take a look at the point (2): You can correctly identify the shapes of simple objects observed from different positions.

Difficulty: Students can judge the observer's position by the shape of the object they see. 1. Students observe common objects from different angles, such as "rabbits".

2. Identify shapes observed in different positions. 3 class hours

Unit 3 Count peanuts in life

count

Count beans

Who has more red fruits?

Xiaoxiao farm

Make a hundred tables.

Key points of exercise 2: count the number of objects within 100 skillfully and master the composition of numbers within 100; Can read and write correctly; Master the method of comparing numbers within 100.

Difficulties: count regularly, estimate the number within 100, correctly compare the number within 100, and students use different methods to count 100 peanuts and 100 sticks, which can be one number, five numbers, ten numbers and so on.

2. Students estimate and correctly calculate the number of a handful of beans.

Students compare who has more red fruits and the number of animals on small farms. 8 class hours

Unit 4 Interesting Graphics Understanding Graphics

Do it by hand (1)

Hands-on Practice (2)

Hands-on (3) Key points: Understand rectangles, squares, triangles and circles, initially perceive their characteristics, and correctly identify these figures. Pattern recognition and pattern appreciation, using puzzles to spell out different patterns.

Difficulties: experience "face from body" and feel the composition and beautification process of patterns. 1. Students find plane figures from different three-dimensional figures and draw them on paper.

Students use different shapes of paper to fold, cut and spell.

3. Students use jigsaw puzzles and the plane figures they have learned to spell out different patterns. 5 class hours

Organize and review what you have learned.

My growth footprint

Emphasis and difficulty: learn to organize what you have learned and ask questions according to what you have learned at ordinary times. Students organize their knowledge in different forms. 3 class hours

Unit 5 Addition and subtraction (2)

Rabbit treat

Picking pinecones

Frogs eat worms.

Pulling radish

Harvest corn

Recycle waste products

Exercise 3: Master the calculation methods of integer decimal addition and subtraction, two-digit addition and subtraction into one digit, and two-digit addition and subtraction into one integer decimal (no carry, no abdication), and calculate two-digit addition and subtraction with a vertical pen.

Difficulties: Understanding different arithmetic can correctly calculate and solve simple practical problems.

1. Learn to calculate the addition and subtraction within 100 by using scenarios such as "rabbits treat, pinecones are picked, and frogs eat worms".

2. Different forms of oral and written calculation exercises. 10 class hour

Math is very interesting. Split button.

Important and difficult points in the number-filling game: we will classify according to different standards and skillfully count the numbers within 100. Students learn in the game of "dividing buttons and filling numbers" for 3 class hours.

Unit 6 Addition and subtraction (3) Library

pick apples

Exercise 4

Reading?Room?

rope skipping

Exercise 5 Focus: Master and explore the calculation methods of two-digit addition and subtraction, one-digit advance and retreat addition and subtraction, and two-digit addition and subtraction.

Difficulties: Understanding the diversity of algorithms, understanding the operation rules of all decimals into one and the arithmetic of abdication, and mastering the abdication method will make the calculation correct. 1. Learn the addition and subtraction within 100 by using the situation of "library picking apples".

2. Different forms of oral and written calculation exercises. 10 class hour

Emphasis and difficulty of review and communication: learn to sort out what you have learned and solve simple practical problems in life according to what you have learned at ordinary times. 1, students review what they have learned in different forms, and check for missing parts.

2. Different forms of testing. 4 class hours

Third, curriculum implementation.

Learning activities (content and implementation)

First, cultivate students' interest and good habits in learning mathematics.

Interest in mathematics learning is very important for mathematics learning. Teachers should pay attention to stimulate students' interest in learning and organize students to carry out various learning activities by using the materials provided by textbooks. In teaching, teachers should first pay attention to the enthusiasm of students to participate in learning activities, whether the students' answers are correct or wrong or whether the language is complete. Teachers can delay the evaluation and encourage students to actively participate. Teachers should pay attention to students' speeches, and pay special attention not to train students in a unified and stylized language, and not to let students express their thoughts in their own language. Teachers should make every student like class first, like teachers, and then like math.

It is impossible to cultivate students' good study habits overnight. Teachers should not be eager for success, put forward unified and rigid requirements for students too early, but should adopt a step-by-step approach. Good study habits cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, we should gradually guide students to learn to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their own ideas.

Second, let students learn mathematics in vivid and concrete situations.

In teaching, teachers should make full use of students' life experience, design vivid, interesting and intuitive mathematics activities, such as telling stories, playing games, intuitive demonstrations, simulated performances, etc., to stimulate students' interest in learning, let students understand and know mathematics knowledge in vivid and concrete situations, and encourage every student to start, move their mouths and use their brains to participate in the learning process of mathematics. For example, in the teaching of the practical activity "Fun in Mathematics", the teacher can design the content of the textbook into a fairy tale, and naturally introduce the questions that need to be discussed in the process of telling the story; Students can also be guided to play different roles and perform simulated performances; It can also be combined with the school sports meeting to encourage students to find math problems and try to solve them.

Third, guide students to think independently and cooperate with their peers.

Independent thinking and cooperative communication are important ways for students to learn mathematics. In teaching, teachers should encourage students to think in specific activities, encourage students to express their opinions and communicate with their peers. In the process of thinking and communication, teachers should provide appropriate help and guidance, be good at choosing valuable questions or opinions among students, and guide students to discuss in order to find answers to questions. Teachers can consciously cultivate students' desire and habit of communicating with others, so that students can gradually learn to describe their ideas in an appropriate way and learn to listen to others' opinions.

Fourth, cultivate students' ability to ask and solve problems initially.

The textbook pays special attention to cultivating students' awareness and ability to ask questions, and has set up columns such as "question bank" to encourage students to ask questions. Even if some problems cannot be solved for a while, they can be solved after the "problem bank". In teaching, teachers should make full use of students' existing knowledge and experience, guide students to apply what they have learned to life at any time, solve mathematics problems around them, try to find mathematics problems from daily life, understand the role of mathematics in real life and realize the importance of learning mathematics.

Five, creative use of teaching materials

Textbooks only provide basic clues to students' mathematical activities. In teaching, teachers should creatively use teaching materials and design the teaching process according to the characteristics and actual situation of their classmates. Teachers should also record their teaching design and teaching reflection in time, and constantly improve their teaching ideas and teaching methods.

Specific implementation methods of intransitive verbs:

(1) Numbers and Algebra:

1. The basic knowledge in the course is conducted in the form of teachers' guidance and students' autonomous cooperative learning.

2. Use diversified teaching methods to stimulate students' interest in learning. Such as: (songs, stories, games, riddles and other activities)

3. Strengthen demonstration, observation and operation, so that students can experience the process of describing the real world with numbers and mathematical symbols. Let students learn mathematics in vivid and concrete situations, and guide them to think independently and communicate with their peers.

4. For some abstract or difficult contents, we can make full use of modern information technology for teaching, thus enhancing the effectiveness of teaching.

5. Pay attention to cultivating students' interest and good habits in learning mathematics.

6. Encourage children more, criticize language less, and improve students' learning enthusiasm.

(2) Graphics and geometry: introducing objects-abstracting them into models-giving the names of graphics-combining with practical applications.

(3) Statistics and probability: introduce real-life scenes, fully operate in practical activities, and consolidate and extend in practice.

(4) Synthesis and practice: creatively design problems, organize students to use their hands and brains to discover information and problems, independently explore and cooperate to solve problems, and check and fill gaps to consolidate and extend.

The implementation of curriculum resources:

1. Textbooks: Textbooks and secondary development of textbooks should be appropriately increased or decreased and adjusted according to the actual situation of students.

2. Examination paper: Prepare the unit test according to the content standard of the curriculum standard.

3. Self-made: courseware made according to the needs of teaching and learning.

4. Banbantong: Use Banbantong's rich resources to expand videos, lectures, texts and pictures, and guide students to actively participate in the classroom; Extended information.

Fourthly, curriculum evaluation.

Evaluation method of evaluation content in learning field

Numbers and algebra

1. Can students count, read and write numbers in 100? Can grasp the relative size relationship of numbers in specific situations.

2. Can students abstract the formula of addition and subtraction from specific situations and understand the meaning of addition and subtraction?

3. Can you master the calculation method of addition and subtraction within 100 (including no carry, no abdication, carry and abdication) and calculate it correctly?

3. Can you learn to solve simple addition and subtraction problems in life and feel the close relationship between addition and subtraction and daily life?

1. Check the number, reading, writing and comparing sizes of numbers within 100 in daily teaching.

2. Check whether students can write and calculate correctly in their daily exercises.

3. For addition and subtraction within 100, hold a speaking contest.

4. Pass the test at the end of the term to further understand whether the students have mastered the knowledge they have learned.

Graphics and geometry 1. By observing the simple objects around you, can students initially understand that the shapes seen from different angles may be different?

2. It is mainly to examine whether students know the plane figures such as rectangle, square, triangle and circle, and initially realize that the plane is in the body. 1. Connecting with reality, we must let students have personal experience and feelings, and make more use of physical objects to observe and experiment, so as to improve students' spatial concept.

2. Pass the test at the end of the term to further understand whether the students have mastered the knowledge they have learned.

Statistics and Probability students can classify things according to given standards or their own selected standards, and feel the relationship between classification and classification standards. In teaching, students are encouraged to use different methods to classify familiar objects or figures.

Comprehensive and practical students can use the knowledge and methods they have learned to solve problems and feel the role of mathematics in daily life.

Pay attention to students' participation in the learning process in teaching, so that students can use what they have learned to boldly find problems and ask questions, and improve their ability to solve problems.