Lecture Notes on Understanding RMB 1 Textbook:
First, Jiangsu Education Press, Unit 5, Lesson 1 "Understanding RMB".
Second, the position, function and significance of teaching content:
This lesson is taught on the basis that students have learned to read and write numbers within 100. Because the decimal relationship between RMB units is consistent with the decimal relationship between counting units, it is not too difficult for students to master this part of knowledge. After learning the reading and writing methods within 100, it is not only the need of daily life, but also helpful to consolidate the understanding of numbers within 100.
Third, the teaching objectives:
1. Students know RMB of various denominations within one yuan, and know the progress rate between yuan and angle, angle and minute when observing RMB and withdrawing money.
2. Students participate in simulated shopping activities in the classroom to get a preliminary understanding of commodity prices and learn to shop simply.
3. Cultivate students' thinking flexibility, cooperative attitude and interest in learning mathematics in shopping activities such as taking, exchanging, paying and finding coins.
4. Educate students to cherish RMB and be thrifty.
Fourth, the characteristics, key points and difficulties of the arrangement of teaching content:
The textbook presents the knowledge structure in different levels. First of all, the teacher took out a box and asked the students to guess and feel what was inside, so that the students could understand that "you need to use RMB to buy things". Then help students understand three kinds of RMB with smaller face value: one yuan, fifty cents and one cent, and extract one yuan = ten cents from the dialogue between students and teachers in simulated shopping, and then associate it with ten cents = ten cents. Then, I will know five cents, two cents, five cents, two cents. Finally, I will let students change one 1 yuan coin into two 50-cent coins and five 20-cent coins into one 1 yuan coin by "trying", so that they can be more familiar with the decimal relationship between yuan and jiao and get ready to pay for shopping. Adopting this knowledge structure in teaching materials not only conforms to students' cognitive rules, but also indirectly communicates the decimal relationship within 100. The focus of teaching is to know RMB. What is difficult is the element, the angle and the speed of progress between minutes.
Oral teaching methods and learning methods;
First, students' existing knowledge and life experience.
This part of the content is taught on the basis of students' perceptual knowledge of yuan, jiao and fen. By creating shopping situations in teaching, students' existing knowledge and experience are stimulated, and on this basis, these knowledge is systematized and mathematicized. The whole teaching process strives to embody the idea that mathematical knowledge and mathematical problems come from life and are applied to life.
Second, guide students to explore independently and cultivate innovative consciousness and interest in learning.
According to the characteristics of junior students, animation is introduced, and multimedia teaching methods are fully utilized to mobilize students' multiple senses to participate in learning. At the same time, group cooperative learning is used to guide students to observe, discuss, operate and summarize, so that students can learn knowledge and increase their skills easily and happily in activities and games, so as to enjoy learning, learn well and learn creatively.
Third, it depends on the cultivation of application consciousness and practical ability.
The design of exercises not only pays attention to interest and creativity, but also pays attention to practicality. For example, creating a small shop situation and carrying out shopping activities not only connects with the actual life of students, but also highlights the cultivation of application consciousness and practical ability.
Speaking of teaching procedures:
First, introduce the overall understanding of RMB in China.
1, scene import, revealing the topic.
The teacher prepares a box containing RMB. Let the students guess and feel what is inside, and have a preliminary perception of RMB. Then briefly introduce, American money is called dollars, and British money is called pounds. Do you know what the money in our country is called? Thus revealing the topic: understanding the renminbi.
2. Perceive the RMB as a whole.
Students often see and sometimes use RMB in their lives, so let's talk about it first: Do you know what denominations RMB has? Then let the group classify RMB and know that RMB can be divided into paper money and coins. Summary: There are many kinds of RMB, including large denomination RMB and small denomination RMB. We won't study large-denomination RMB for the time being today, but we will learn some small-denomination RMB today.
The design of this link starts with students' existing life experience, so that students can personally feel and know RMB, which can fully mobilize students' enthusiasm and initiative in learning and enhance their desire to explore new knowledge.
Second, learn new knowledge and understand RMB.
1, I know 1 yuan, 5 jiao, 1.
(1) Take out 1 yuan, 50 points, 1 point respectively, and talk about the face value in the group. how do you know
(2) Communication: Students speak freely and learn from each other.
Guide students to start with paper money and observe the contents, similarities and differences of its front and back respectively.
Next, arrange deskmate interactive cooperative learning and large group exchange activities: students correctly introduce different denominations of RMB to their deskmates in a certain order. Then communicate: did you find anything when you introduced it just now? Is there anything you need to remind others? Through these two questions, I use students' mouths to tell how to identify different denominations of RMB. Facts have proved that students' discoveries and experiences are so rich.
(3) Teachers introduce blind spots. The teacher has one more question. There is a dot in the lower left corner of the one-dollar bill. Do you know what this is for? )
(4) Education of caring for RMB. Just now, we met RMB. How do we know this is our country's money? Yes, it represents our great motherland, and we should cherish it. Think about it: how to care for the RMB?
The design of this link, based on students' original life experience, organizes students to carry out independent inquiry learning, observe, discover, describe and complement each other by themselves, and learn easily in communication with others.
Third, simulate shopping.
In this link, I take shopping as the main line, organize learning activities and create multiple situations to cultivate students' shopping ability from easy to difficult.
Here, with the courseware as the background and light music, Q: Today is the right time.
Fortunately, the Hua Fu Shopping Center is open, and the teachers are salespeople. There are many preferential items here. Do the children want to buy it? (thinking)
(1) The teacher made a purchase request: prepare small change in groups and come to the teacher to buy an item.
(2) Just now, all groups bought satisfactory products. Today, the mall also launched a special product at a price of 1 yuan. Which group will buy it? How many payment methods do you have? (Show special offers)
There are two main purposes to raise this open question: one is to cultivate the flexibility of students' thinking and ask them to have their own methods and answers. Secondly, the progressive relationship between elements and angles, angles and points is naturally deduced in students' communication.
Here I let the students express their opinions, and the teacher will summarize and explain them in time. According to the payment method proposed by students, guide students to think and operate in an orderly way, and change it into RMB: how can I pay for a kind of RMB? There are two kinds of RMB, how to pay? There are three kinds of RMB, how to pay? According to the way students pay, ask questions in time: Why do you pay so much? Can you tell me why? What did you find from his speech? ..... to guide students to explore the progress rate between element and angle, angle and score, 1 element = 1 angle,1angle = 10 point. Finally, no matter how many kinds of RMB are paid, the total amount of RMB paid is 10, which is 1 yuan.
Summary and blackboard writing: 1 yuan = 10 angle 1 angle = 10 point.
The design of this link has changed the traditional teaching rate method. By assuming vivid and interesting simulated shopping scenes, students can get 1 yuan = 10 angle and 1 angle = 10 point, so that students' thinking in images can be better developed.
Third, apply innovation and experience life.
It's Doudou's good friend's birthday in a few days, and Doudou wants to send him a birthday card. He goes to the post office by bus first. Let's see what happened. (Show courseware)
Here, by showing a child going to the post office to buy stamps, how does the assistant aunt tell him that the price of a stamp is 80 cents? With the development of science and technology, telephone and e-mail have basically replaced sending letters, and students know little about sending letters. Therefore, I would like to remind students to pay attention to their lives. I suggest going to the post office after class to find out how many stamps it takes to send an ordinary letter. )
This question also has two purposes: one is to continue to provide opportunities to practice paying coins and encourage students to withdraw money from dimes through various schemes. The second is to lead to the problem of finding money.
The students were moved by the way of simulating shopping for the first time. Through discussion at the same table, they quickly put forward various ways to pay 80 cents with a dime.
Then the teacher threw out a question: what should I do if I don't have a few cents around? According to life experience, students soon thought that they could pay 1 yuan and get 20 cents back. This naturally leads to the problem of finding money.
Mathematics curriculum standard points out that "mathematics teaching is the teaching of mathematics activities". The design of this link focuses on excavating the "application" of mathematics, reorganizing teaching materials, designing simulated shopping scenes, allowing students to experience the process of changing money, breaking the traditional closed teaching process and building an "open" teaching process of student-student interaction, which not only cultivates students' cooperative spirit, but also cultivates students' practical ability.
Let the students enjoy the song "A penny"
Teacher: Are the children tired after studying for so long? Next, the teacher will play you a song to let the children relax, ok?
The teacher asked after listening, do you know what that song just said? So as to educate students to find money and not waste it.
The design of this link can make the classroom relaxed and lively, and let students study in a relatively relaxed environment.
Five, guess the price game
Teacher: Today, the children did well. The teacher brought you some small prizes and distributed them to everyone. If anyone can guess the price of the goods in the shortest time, I will give it to them, ok?
(The teacher first gives the price range, such as between 5 yuan and 8 yuan, and then gives a hint of high or low according to the price guessed by the students. )
This link is carried out on the basis that students have mastered some basic knowledge of RMB, which has played a profound role in the learning content of this course.
Sixth, the class summary
What is the RMB we know today? When you get home, please tell your parents what you know, and then go to the supermarket to find out what other products are about 1 yuan.
Design ideas of lecture 2 of Understanding RMB;
Children's mastery of knowledge is acquired through self-exploration and hands-on operation. The outline also points out that we should feel the quantitative relationship of things from life and games and appreciate the importance and interest of mathematics. So I choose to know RMB, which is indispensable in our life, so that children can understand the characteristics of 1 yuan, 5 yuan and 10 yuan by watching, speaking and using it.
Speaking of activity goals: Set goals from two aspects according to children's age characteristics and cognitive characteristics.
1, knowledge and skills ————————— Know three kinds of RMB, can correctly identify three kinds of RMB, and can buy goods with corresponding prices with coins.
2. Method and process ———————————————————————————————
RMB is the legal tender in China and plays an important role in people's lives. Understanding RMB is a key chapter in large class mathematics. Learn RMB, let children know the knowledge and usage of RMB, and improve their social practice ability. Modern educational theory advocates that children should "do" mathematics and create practical opportunities for children in combination with reality in teaching. In the design of this class, I make full use of children's existing experience to design this kind of learning into practical activities, so that children can know it through games.
Teaching emphasis: understanding three teaching difficulties of RMB with face value: the teaching method of correctly using RMB to buy goods at corresponding prices;
Children's mathematics learning should be completed in mathematics activities, and the ultimate goal of children's knowledge is application. The knowledge and experience gained through one's own practice are the most valuable, and the methods obtained are the most effective. Therefore, through the game of exchanging items with coins, children can realize the fun of knowing RMB and experience the importance and interest of mathematics.
Activity flow:
I designed four links in this class:
In the first part, I prepared three kinds of coins (1 yuan, 5 yuan, 10 yuan). After showing it to your child, please find a way to quickly distinguish coins by observation. This part is mainly about the understanding of coins, so that children have a preliminary impression of these three coins.
The second link is a small game, through which children can be further familiar with coins;
In the third link, I prepared a lot of toys, the prices are 1 yuan, 5 yuan, 10 yuan. In addition, I also prepared three kinds of coins for each child, so that children can use coins on the basis of the first two links. Please use their coins to buy their favorite toys. This link requires children to know the face value of coins before they can buy their favorite toys. This is mainly a consolidation process, and children can experience it in this link.
The last link is the summary, to let children know that there are many denominations of RMB, and there are other kinds. Coins are very important in our lives. The whole class is in the form of games, so that children can "play" and "do" middle school.
The topic of my speech today is "Understanding RMB", which is the first lesson of Unit 5 "Understanding RMB" in the experimental textbook of compulsory education curriculum standards, and belongs to the field of numbers and algebra. This part of knowledge is taught on the basis of students' existing life experience, which is an important basis for students to convert and calculate RMB in shopping and solve practical problems in the future. The textbook first introduces the new lesson through a picture of a child buying toys in a store, and then understands three kinds of RMB, 1 yuan, 1 minute, 1 minute, and the relationship between RMB and angle, and then understands 5 points, 2 points, 5 points and 2 points. And through "trying", let students exchange money, let students be more familiar with the speed of progress between yuan, jiao and fen, and prepare for exploring how to pay when shopping. Finally, we can learn more about RMB within 1 yuan through "thinking" activities such as paying, taking money and finding money, and solve some simple problems that may be encountered when shopping.
According to the spirit of the new curriculum standard, combined with the teaching content and the cognitive law of first-year students, I preset the following three teaching objectives:
1, let students know RMB within one yuan, know the forward speed between yuan and angle, angle and minute, and make a simple conversion to learn to shop in RMB.
2. Let students get a preliminary understanding of the price of goods in actual observation, shopping and other activities, improve the ability to solve problems and cultivate the flexibility of thinking.
3. In the process of learning RMB, cultivate students' attitude of cooperation with others and their interest in learning mathematics, and infiltrate the education of caring for RMB.
The key and difficult points in teaching are: to know RMB within one yuan, to know the forward speed between yuan, jiao and fen, and to learn simple shopping.
In order to mobilize students' existing knowledge and experience as much as possible, and let students actively participate in mathematics activities, I will make a multimedia courseware, prepare some physical objects, and prepare some RMB for students.
Focusing on the teaching objectives, I will organize teaching in three major links.
The first step is to create situations and activate existing life experiences.
Junior students are lively and like cartoon animals and characters very much, so I use multimedia to show the situation map of Mickey Mouse opening a stationery store, organize students to observe and communicate, and perceive that shopping needs RMB, thus leading to the topic of "knowing RMB", activating students' existing life experience through activities, stimulating students' interest in learning, and allowing students to actively participate in mathematics activities.
The second link is to observe the operation and understand the RMB.
The new curriculum standard points out that mathematics teaching should be closely linked with students' real life, starting from students' life experience and existing knowledge, the teaching materials should be reprocessed and the teaching process should be creatively designed. According to this idea, combined with students' existing RMB knowledge, I combined the knowledge of 1 yuan, 1, 1 and 5, 5, 2 and 2 points in the textbook to organize teaching at two levels.
The first level is to know RMB within 1 yuan.
With the help of multimedia, I showed the goods and prices of Mickey Mouse Stationery Store, and asked a student to act as a clerk to introduce the prices of various stationery to other children, so that students could actively participate in math activities and cultivate the habit of looking at pictures carefully and collecting information from them. Then organize students to identify which RMB prepared before class has been identified, and then communicate with the whole class. When students identify it, it will appear at the same time as the courseware. After the introduction of my classmates, I have carried out appropriate education on caring for RMB. This design not only fully mobilizes students' existing life experience, but also allows students to learn from each other in group communication, so that students can see their own values and styles more clearly, paving the way for specific exploration and identification later. Then, I created the situation of Mickey Mouse's entrepreneurship, and showed a connection question with the help of multimedia, so that students could connect the goods with their corresponding prices with lines and consolidate their understanding of RMB.
The second level is to know the forward speed between yuan, angle and minute.
With the help of multimedia, I continue to create a situation in which Mickey Mouse invites children to shop in a stationery store, so that students can choose their favorite goods for money-paying activities. When students buy goods worth 1 yuan, they are inspired to come up with different payment methods and communicate with the whole class, thus getting 1 yuan = 10. On this basis, students are further guided to reason, and 1 = 10 is obtained. By organizing teaching in this way, students can actively acquire new knowledge in hands-on operation, so that the relationship between the forward speed of yuan, angle and minute can be established naturally and smoothly, and the flexibility of students' thinking can be cultivated.
The third link is practical application to consolidate and improve the understanding of RMB.
Mathematical knowledge comes from life, but it is higher than life and returns to life. In order to let students apply what they have learned in mathematics to their lives, I designed three different levels of activities.
1, create an activity situation where Mickey Mouse wants to exchange money with us, and guide the students to change 1 yuan into RMB of 50 cents and 20 cents respectively as required, then change 50 cents into other RMB, and finally exchange money in the group according to their own ideas. Through different levels of currency exchange activities, students can experience the actual value of each denomination of RMB, experience and accumulate life experience in the activities, and prepare themselves for exploring how to pay when shopping.
2. I continued to design a guessing game with the help of the media to organize students to guess which three coins Mickey mouse might have and how much money Mickey mouse has. In this way, the exercises in the book are integrated into the practical activities, so that students can learn the simple calculation of RMB, deepen their understanding of RMB, and let them feel that different denominations of RMB can be pooled with different currencies, thus cultivating students' divergent thinking and initial innovation consciousness.
3. Create a situation where Mickey Mouse invites us to shop, and organize students to do simulated shopping activities in two steps.
(1) Each group chooses one student to wear Mickey Mouse's headdress as a shop assistant, and the other students each buy 1 item with 1 yuan for coin-changing activities. After the activity, students will communicate with the whole class about the shopping process. This activity creates opportunities for students to practice and cooperate in learning, so that students have a preliminary understanding of the price of goods and learn to make simple shopping with RMB.
(2) In the second shopping activity, each group will be replaced by a shop assistant, so that students can buy two or more items with 1 yuan. After the activity, the whole class exchanged activities. Through these two different levels of shopping activities, students can understand and solve possible problems in actual shopping, cultivate students' attitude of cooperation with others, and stimulate their interest in learning.
In this class, I guide students to carry out shopping activities, so that students can know RMB and learn to use RMB in the process of actual payment, change and coin change. Pay attention to mobilizing students' existing knowledge and experience to participate in learning, and give students sufficient time and space for communication through group cooperation, so that they can actively discover knowledge and experience the happiness of success.