The content of the course we choose is unit 5 information window 3-"Find a number that is more (less) than a number" in the second volume of the second grade of the primary school mathematics textbook of Qingdao Edition. Next, I will explain how to design and why to design from seven aspects: teaching materials, teaching methods, preparation of teaching AIDS, teaching procedures, homework after class, teaching evaluation and blackboard writing design.

First of all, talk about textbooks.

1, teaching material analysis

The textbook presents a dense forest, and three close-ups show woodpeckers, orioles and magpies catching insects. The picture presents three sets of information in the form of dialogue, that is, orioles catch more bugs than orioles 146 bugs, woodpeckers catch less bugs than orioles 12 bugs, and magpies catch 38 more bugs than orioles. The textbook arranges students to understand that "the practical problem of finding more than one number is solved by addition" through operation and discussion according to their own life experience; Using the transfer of knowledge, we know that the knowledge that "the practical problem of finding a number less than a number is solved by subtraction" is not strange to children who study mathematics in the second volume of grade one and the first volume of grade two.

Both are involved. But this is different. I believe that after the clever guidance of the teacher, it can be transformed into valuable mathematical experience and help the study of new knowledge.

2. Analysis of learning situation

The study of mathematical knowledge is almost inseparable from calculation. In the first two information windows of this unit, the children learned continuous carry addition, continuous yield subtraction and subtraction with 0 in the middle of the minuend and the minuend being an integer hundred or an integer thousand. However, the calculation foundation is not solid enough, and the miscalculation is more serious. Every math class should cultivate the ability of calculation.

3. Teaching objectives

According to the requirements of curriculum standards, the intention of compiling textbooks and students' cognitive level, we have formulated the following classroom teaching objectives:

1, go through the process of solving a practical problem with more (less) numbers than one, and understand the basic methods of solving the problem.

2. By exploring mathematical activities to solve problems, we can enhance our self-confidence in learning mathematics well, gain a successful experience and enhance our sense of cooperation.

3. In the process of solving problems, experience the connection between mathematics and life, further develop problem-solving strategies, and enhance the awareness of applied mathematics.

The key and difficult points in teaching are: using note to help students understand the quantitative relationship and the basic problem-solving methods.

Second, preach the law.

The new curriculum standard points out that students should be provided with sufficient opportunities to engage in mathematical activities and exchanges according to their own life experience and existing knowledge background, so that they can truly understand and master basic mathematical knowledge, mathematical ideas and methods in the process of independent exploration and gain rich experience in mathematical activities. Following this idea, I am going to use situational teaching method and intuitive teaching method in teaching, and help children analyze the quantitative relationship and understand the problem-solving method through multimedia courseware demonstration and guidance.

Grade two pupils are lively and active, curious about new things, unable to concentrate for a long time, and thinking in images is dominant. Following the principle of "students as the main body, teachers as the leading factor and development as the main theme", we should organize students to carry out exploration and exchange activities by means of hands-on, independent exploration and cooperation, so that students can experience the joy of learning mathematics in the process of independent exploration.

Third, talk about teaching preparation.

If a good class wants to be successful, it must be fully prepared before class. In this lesson, we made the following preparations: the teacher carefully made intuitive multimedia courseware. Where are the children? Paper strips, circular pieces of paper and digital cards with different lengths and colors are made of cardboard and placed in two envelopes respectively. These preparations will play a vital role in the upcoming classroom study.

Fourth, talk about teaching procedures.

1, calculation exercise, solid foundation.

The study of mathematics knowledge is almost inseparable from calculation, and the cultivation of calculation ability has always been the main task of mathematics teaching in primary schools. In order to stimulate children's interest in calculation and improve the quality of calculation, I am going to use the way that children like to "compete with teachers"-I am going to calculate with my children at the same time and ask them to finish it within 1 minute after I finish it. The intention is to subconsciously infect and influence children through the teacher's attitude of practice, concentration and careful calculation, so that the whole class can do it quickly and correctly.

2. Knowledge linking, migration and application

Students' learning activities are not only about acquiring knowledge, but more importantly, mastering the methods of acquiring knowledge. In this link, I want to guide students to learn new knowledge on the basis of sorting out old knowledge and help children accumulate experience in mathematics activities.

In terms of presentation, I want to replace the scenes of triangles, circles, flowers and lobules that children are used to with new situations that children are interested in-introducing three small forest rangers to everyone. Colorful and lifelike birds will certainly bring surprises to children, thus inspiring them to actively seek mathematical information. And I will capture the two most important messages in time: "There are three more magpies than orioles, and there are fewer woodpeckers than orioles 1 bird", and guide them to ask: "How many magpies are there? How many woodpeckers are there? " And easily solve the problem, paving the way for the study of new knowledge in this course.

3. Learn new knowledge and explore solutions.

I use this sentence: "Next, let's walk into the beautiful big forest, look at the labor achievements of three small rangers, and comment on who is the insect catching expert?" It is naturally introduced into the learning of information window 3. After the children find the information and ask questions, I want to let them think for themselves, analyze the quantitative relationship with the help of learning tools, and then solve the problem. Through deskmate communication and collective communication, we can enrich their mathematical language and cultivate their ability to think, express, ask questions and listen independently.

Finally, I will use the computer to demonstrate with bright and intuitive paper drawings. Intuitive demonstration (big screen) will make children's thinking clearer, so as to understand the methods to solve this kind of application problems.