Before teaching activities, teachers inevitably have to prepare speeches, which helps to improve teachers' language expression ability. So do you know how to write a formal speech? The following is the lecture notes of the small class math activity "More, Less" I collected, which is for reference only and I hope it will help you.

Lecture Notes on Small Class Mathematics Activity "More, Less" 1 First, talk about the teaching materials.

The textbook of this lesson is selected from the standard experimental textbook of compulsory education curriculum, which is 40 pages in the second volume of the first grade. "Compare how much" is taught after students have learned the understanding of numbers within 100. This lesson will lay the foundation for further study on the comparison of numbers. It also paves the way for the wide application of other disciplines in study and life.

Second, the law of teaching.

Mathematics should be an indispensable part of students' life. Mathematics without life is mathematics without charm. The design of this course constantly creates meaningful operation activities, encourages students to experience life mathematics in operation, discovers from operation and experiences from discovery, so that doing mathematics can truly become the foundation and link of teacher-student interaction, and become the driving force of classroom development, reflecting the teaching concept that everyone learns valuable mathematics and everyone gets necessary mathematics in the new curriculum. According to the above knowledge, combined with the characteristics of this textbook, the following teaching objectives are formulated:

1. Knowledge goal: If we further perceive the numbers within 100, we will use more, less, more and less to describe the size relationship between numbers.

2. Ability goal: to cultivate students' observation ability and generalization ability.

3. Moral education goal: let students feel that mathematics is everywhere.

4. Emotional goal: activate students' subjective needs of knowing more, less, more and less, make students love and enjoy learning, experience success in activities, and cultivate students' spirit of unity and cooperation.

The above goals are infiltrated into mathematics activities, forming a combination of moral education, intellectual education, knowledge and ability. The key and difficult point of this lesson is to understand the meaning of more, less, more and less, and use it to describe the relationship between numbers.

Third, the teaching process.

It is divided into four levels: introduction, new lesson, practice and summary.

1, import part:

Guess the class size: the number of students in my class is more than 40 and less than 45. Who can guess?

How many people are there in my class? By guessing numbers, we can concentrate students' attention and stimulate their interest in learning, thus laying the foundation for the study of new courses.

2. New lesson part:

Now science believes that knowledge cannot be simply taught to students by teachers or others, but can only be actively constructed by each student according to his own existing knowledge and experience. In view of this understanding and the knowledge characteristics of this lesson, I explore new knowledge through students' observation, comparison, discussion and practice. The specific design is as follows:

The courseware shows fish tank diagrams (flower goldfish 15, black goldfish 10), and requires students to describe the quantitative relationship between them with a word "more, less, more and less" according to their existing knowledge and experience.

Show 48 cylinders of red goldfish again. Students try to describe the quantitative relationship between them with more, less, more and less according to the previous method. In the process of description, cultivate students' observation and generalization.

3. Practice part:

Based on the characteristics of short attention time and easy fatigue of first-year students in class, I specially designed this link in the form of games, so that students can consolidate new knowledge in a relaxed and happy atmosphere, and at the same time let students take the initiative to participate, so as to better complete the teaching objectives.

4. Summary:

Summing up what you have learned in class, applying what you have learned in class to your life, and looking for mathematics knowledge in your life have enhanced students' application significance to mathematics.

In the whole teaching process, I pay attention to give full play to the leading role of teachers, stimulate students' participation consciousness, guide students to participate in the learning process, enable students to acquire knowledge in the process of actively exploring knowledge, cultivate innovative thinking, and exercise their hands-on operation and application ability.

Lecture Notes on Small Class Mathematics Activity "More, Less" 2 I. On Teaching Materials and Requirements.

1. The mathematics textbook for compulsory education in six-year primary schools, Volume II, p72, "Find an application problem with more (or less) numbers than another".

2. Analysis of teaching materials

This lesson is mainly to guide students to solve the problem that one number is more than another by subtraction. This is the first time that students learn to solve such problems formally, in order to stimulate students' interest in learning. Help them better master the methods to solve such problems. I designed a scene of "Red Flower Competition". According to the number of red flowers, the theme is naturally drawn.

3. Teaching objectives

(1) Make students master the method of comparing two numbers, and initially learn to solve the application problem that one number is more (or less) than the other.

(2) Cultivate students' analytical reasoning ability.

(3) Stimulate students' enthusiasm to explore problems.

4. Teaching focus

Analyze and understand the quantitative relationship of one application problem with more (or less) numbers than another.

5. Teaching difficulties

Let the students know that a larger number consists of as many parts as a smaller number and more parts than a decimal number.

6, teaching AIDS, learning tools

Teacher preparation: courseware, evaluation form. Divide the class into 7 groups and announce the standard of distributing safflower.

The criteria are: a. Actively participate in activities. B, willing to communicate with peers. C. innovative thinking. Students who meet any of the above conditions will compete for a small red flower for their group.

Student preparation: study kit.

7. Time allocation

Probe preparation: 5 minutes. Implementation of the detection process: 20 minutes. Detection summary: 3 minutes

Exploration exercise: 12 minutes

Second, talk about ideas and innovation.

The guiding teaching concept emphasizes that "students should learn to teach themselves, cooperate and question." "Teachers are guides, organizers, evaluators and promoters." This is consistent with the new curriculum concept of "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning". In order to achieve the teaching objectives of this course, my teaching method mainly embodies the concept of "taking life as the background, taking inquiry as the leading factor, and using evaluation results for teaching". In the study of law, the characteristics of "hands-on operation and independent inquiry" are highlighted.

1, combined with students' life experience, design interesting and meaningful activities, so that students can really experience mathematics around them, feel the fun and role of mathematics, and have a close sense of mathematics, which will improve students' interest in learning mathematics. In the design of this lesson, I closely focus on the students' "red flower column", clearly reflecting the number of red flowers that students usually get. According to their respective red flowers, it naturally leads to "How much is Wu Mei more than Lai?" "How many fewer flowers are there in Reiss rain than Wu Mei?" Students can also compare their own red flowers with their own red flowers, which will help students draw inferences from others and ask more math questions, thus prompting students to actively explore and solve problems.

2. In the "inquiry" class, let the teaching content be diversified. The diversification of teaching content is the cornerstone of "inquiry" teaching. Carefully designed and skillfully arranged, so that the teaching content is open and selective, so that students can give full play to the rights of learning masters in the classroom, choose independently and explore independently, so as to gain a successful experience. In the design of this lesson, I selected two students-Wu Mei and Lai-from the "Red Flower Column" and asked them to ask questions about their red flowers.

(1) How many more Wu Mei than Lai?

(2) How many flowers are there in Lai than in Wu Mei?

(3) How many flowers does Lai lack like Wu Mei? . Different students ask different questions according to their own experience, that is, the whole class is very enthusiastic and rich, and students get subtle improvement in the process of active participation.

3. Adopt active and effective evaluation methods. In this class, in order to improve students' learning enthusiasm and cultivate their sense of competition, I divided the students into seven groups and distributed red flowers to each group according to certain standards. At the end of the whole class, I asked the students to observe the results and talk about their own findings, so that the whole evaluation results were organically combined with what they had learned, which greatly improved the students' enthusiasm for learning.

Third, talk about guidance and inquiry.

(1) Preparation for sounding.

Learning tools:

1, the screen shows ●●●●●●, and the students put it below. There are as many ▲ and ● in the second row.

2. The number ▲ in the second row requires three more than the number ●.

(Design intention: Let students deepen their understanding of the same and more ways of thinking through hands-on operation and intuition, and further deepen their understanding of one-to-one correspondence and comparison of things through one-to-one correspondence.

The number of bodies, such a design captures the connection between old and new knowledge points, paving the way for the study of new courses. )

(2) vocalization process.

1, the courseware shows the whole class "red flower column" and tells them how many small red flowers they have got.

2. Draw the red flowers obtained by two students with courseware.

Think about this rain:

Wu mei:

3. Observe the number of red flowers of two students and ask questions.

(1) How many more Wu Mei than Lai?

(2) How many flowers are there in Lai than in Wu Mei?

(3) How many flowers does Lai lack like Wu Mei?

4. According to the questions raised by the students, the students begin to pose, and the collaborators work together to solve the problems.

Step 5 report the results

(1) There are 7 Wu Mei and 4 Lai Si. Remove four from Wu Mei, and there are more Wu Mei than Yu Si. 7-4=3 (flowers).

(2) Rainy days are less than Wu Mei, that is, Wu Mei has more flowers than Wu Mei 7-4=3 (flowers).

(3) There are as many flowers as Wu Mei, which means that Wu Mei has 7-4=3 more flowers than Lai Si.

Design intention: inspire students to ask questions according to two conditions, organize students to discuss, and discuss the methods to solve problems while putting school tools. When putting school tools, the red flowers of Siyu and Wu Mei still correspond one to one. On this basis, Wu Mei's safflower is divided into two parts, which are more rainy and more rainy. This not only highlights who is stronger than who, who is weaker than who and so on. More importantly, the students found an important phenomenon in the process of swinging the pendulum: thinking about rain is less than five eyebrows, and thinking about rain is more than five eyebrows. In fact, finding five eyebrows is better than thinking about rain, which not only highlights the connection between finding one number less than another number and finding one number greater than another number, but also helps students master the method of how much difference between the two numbers as a whole, which is conducive to cultivating students' problem-solving ability.

(iii) Introduction and summary

The way to find more (or less) application problems than another number: compare numbers, find the big number first, and get rid of the same number, and you will know more.

(4) Explore practice.

1. Compare your own red flowers with those of these two students.

2. "Doing" in textbooks p72 and p73

3. Exercise for the first question in textbook p74 13.

(Design intention: The arrangement of exercises is based on various forms and different requirements. Through practice, check students' understanding that one application problem is more (or less) than another, and generate pride by comparing the number of red flowers between themselves and others, thus improving students' interest.

(5), evaluation.

Look at the number of red flowers obtained by each group. what do you think?

Design intention: guide students to evaluate themselves, let students feel the joy of success, and further deepen the consolidation of what they have learned. )

Fourth, talk about blackboard design.

Find one "application problem" that is more (or less) than the other.

(1), how many flowers does Wu Mei have more than Lai?

7-4=3 (flower)

(2) How many flowers are there in Lai than in Wu Mei?

7-4=3 (flower)

(3) How many flowers does Lai lack like Wu Mei?

7-4=3 (flower)

Lecture Notes on "A little more, a little less" in small class mathematics activities 3. Talking about teaching materials

This part of the textbook "More, Less, More, Less" is arranged on the basis that children know the numbers within 100 and learn to compare the numbers. Through teaching, children will use the words "much", "much more", "much less" and "much less" to describe the relationship between the two numbers within 100. This part of the content is not available in previous textbooks.

Second, talk about teaching objectives

According to the teaching content of this lesson, children's age characteristics and existing experience, the teaching objectives are determined as follows:

Knowledge goal: to master the relative size relationship of numbers within 100 in a specific situation, which can be described in many, few, many and few languages.

Ability goal: with the help of intuition and experience, learn to compare and guess, and understand the guessing strategy.

Emotional goal: be willing to express and communicate, be good at cooperation, and stimulate students' interest and self-confidence in learning mathematics in the process of relaxed and happy games.

Third, talk about the difficulties in teaching.

Teaching emphasis: Understand the specific meanings of "more", "less", "more" and "less", and describe the relationship between two numbers with words such as "more" and "less".

Teaching difficulties: You can use different languages, or make one-on-one guesses according to each other's tips.

Fourth, the teaching method of speaking.

In the teaching of this unit, I will first organize children to carry out cooperative exchanges and independent inquiry learning based on the original life experience and knowledge, so that children can fully express their opinions, and then conduct extensive exchanges, reflecting the openness of mathematics classroom.

Verb (abbreviation for verb) speaks of teaching preparation.

Some multimedia courseware and sticks

Sixth, talk about the teaching process.

Teaching ideas: intuitive perception-image understanding-concept formation-expanding application

According to the teaching ideas, I divide the teaching design into the following links:

1, talk before class and introduce the topic

In the conversation before class, I asked the students to count the number of teachers in class freely. What is the ratio of the number of teachers to the number of children? Then naturally come straight to the point and lead to the theme.

2. Learn new knowledge by guessing.

At the beginning of class, I introduced the children's favorite marbles and played marbles with them. Show the red beads of 10 for children to observe first, then show the red beads. Ask the students to guess how many red beads there are after comparing with the blue beads of 10, and then ask the children to observe the red beads of 14 and guess the green beads. In the process of children guessing, ask them why they guessed this number at the right time, and naturally guide children to say "more", "less" and "more".

When these four words appeared, I designed three colors of beads to appear in the courseware together, so that students could compare with the four newly learned words, which not only consolidated new knowledge, but also broadened their thinking.

Finally, remove the beads and leave three numbers for the students to talk about. At this time, the transition from intuition to abstraction conforms to students' cognitive law, and students can easily pick fruits by jumping.

3. Consolidate new knowledge while playing.

After the children have a preliminary understanding, I will play a guessing game with them. First, guess the real stick. Let the students observe 10 yellow stick, guess the red stick after comparison, and let the children further understand "much more" in the process of guessing and saying the reason. Then students guess abstract numbers at the teacher's prompt, and perceive the relationship between numbers within 100 in the process of guessing numbers, so as to further cultivate the sense of numbers. Finally, I let the children understand the specific meaning of these four words in combination with the specific situation.

4. Expand and extend in activities.

In this link, I designed some activities, such as comparing the height (children to children, teachers to children), comparing some quantities in and around the classroom, so that children can try to describe them in words, feel the relationship between quantity and quantity, and feel that mathematics is around. Finally, a deskmate guessing game is used to describe the relationship between two quantities with more, less, more and less, so as to enhance cooperation ability.

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