The concrete work plan of mathematics teaching in grade one I. The situation of this class
There are 35 students in this class, and their consciousness is poor. A small number of students are not attentive in class, careless in verbal calculation and unable to finish their homework in time after class. However, students' learning enthusiasm is high, and a few students' grades are poor. It is necessary to unify and standardize in future teaching, make up for mistakes in time, and make the whole teaching go smoothly. Therefore, the teaching of this semester needs to be further improved.
Second, the teaching content
This textbook includes the following contents:
1, position, abdication subtraction within 2 and 20,
3, the combination of graphics, 4. Understanding of numbers within 100
5. Know RMB? 6. Addition and subtraction within100 (1),
7, knowing the time, 8, finding the pattern, 9, statistics,
Third, the teaching objectives
1, know the counting units "one" and "ten", initially understand the meaning of numbers in units and ten, be proficient in counting numbers within 100, read and write numbers within 100, and master that numbers within 100 consist of ten and one, and master 65438. Will use numbers within 100 to represent things in daily life, and will make simple estimation and communication.
2. I can skillfully calculate abdication subtraction within 20, add and subtract one-digit and two-digit integers within 100, and use the knowledge of addition and subtraction to solve some simple practical problems.
3. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.
4, can use up, down, front, back, left and right to describe the relative position of the object; Can describe the characteristics of rectangles and squares in their own language, and initially perceive the relationship between the learned graphics.
5. Know the unit yuan, angle and minute of RMB, and know 1 yuan = 10 angle, 1 angle = 10 point; Know how to care for RMB.
6, can read and write for a few minutes, know 1 =60 minutes, know to cherish time.
7. I will explore the simple laws in the arrangement of given figures or numbers, and initially form the consciousness of discovering and appreciating the beauty of mathematics.
8. Experience the process of data collection, collation, description and analysis. You can collect and sort out data through simple methods, get a preliminary understanding of bar charts and statistical tables, and ask and answer simple questions according to the data in statistical charts.
9. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
10, form a good habit of doing your homework carefully and writing neatly.
1 1. Experience the close relationship between mathematics and daily life through practical activities.
Fourth, specific teaching measures
1. Based on the age characteristics of students, gamification teaching is adopted to guide students to participate in mathematics learning activities.
2. In classroom teaching, pay attention to asking more questions that are beneficial to children's understanding.
3, arrange some interesting homework, such as hands-on homework, less rigid practice.
4. Strengthen the connection between family education and school education, and properly teach parents some correct methods to guide their children's learning.
5. Pay attention to both ends. First, follow up the students with learning difficulties in time, fill the vacancies in time, and effectively realize the teaching objectives. First, excellent students should provide more thinking training materials to feed them and stimulate their interest in learning mathematics.
6. Put forward specific requirements for cultivating students' good study habits. Listening habits and communication habits. Strengthen the training of oral expression ability.
Senior one 2 1 concrete work plan of mathematics teaching? Classroom situation
I have a (1) class and a (3) class with 90 students this semester. Through more than a week of contact, I also got a preliminary understanding of them. The first-grade students are young and have just entered the life of primary school students from kindergarten. They are unfamiliar with everything in primary school life, but they are naive, lively and studious. Most of them are active in thinking and have a strong interest in learning mathematics. They are willing to participate in all kinds of mathematics learning activities, have certain learning habits, and are interested in some hands-on learning contents that need to be completed in cooperation. However, when they encounter problems that are difficult to think deeply, they are timid. There are also some students who have poor learning ability and are easily distracted, but they have a certain thirst for knowledge about mathematics. Therefore, in this semester's mathematics class, we should cultivate students' interest in mathematics, make them good at thinking, willing to think, not afraid of mistakes, have problem consciousness, exercise their thinking, oral narrative ability and hands-on operation ability, master some basic methods of learning mathematics, cultivate students' happy learning mentality and develop good study habits. There are also a few students who have poor self-control, weak ability to accept new knowledge and are easily distracted, but they are very curious. Therefore, teachers should give counseling at different levels and patiently, so that each student can successfully complete the learning tasks of this semester. Therefore, it is an important job to cultivate students' good study habits.
Second, teaching material analysis
This textbook includes the following contents:
1.？ Five ultra-small units: counting, comparing, dividing, recognizing position and recognizing figure.
2. 10 understanding of numbers, division and combination within 10, addition and subtraction.
3. 1 1 ~ 20 Understanding of numbers and carry addition of 20.
4. Two comprehensive practical activities: interesting combination and fruitful orchard.
5. Final review: The key point is to let students experience the arrangement process of mathematical knowledge and methods in the activity of applying knowledge to solve problems, and initially feel the significance and value of review and arrangement.
Teaching material analysis:
This book takes the basic mathematical thinking method as the main line to arrange the teaching content. Before knowing the numbers within 10, arrange the teaching of counting, comparison, division, position recognition, etc. Before addition and subtraction within 10, arrange the teaching of division and combination. By counting, let students feel that numbers can represent the number of objects; By comparing length, height, quantity and weight, let students learn to compare simply; By scoring one point, let the students contact with simple classification, initially feel that the same kind of objects have the same characteristics, and know that different standards have different classification results; By identifying the position, let the students know the simple position, and initially feel that the position of the object is relative; Through the teaching of division and combination, we are prepared for establishing the concept of addition and subtraction and correctly performing addition and subtraction. The ideas of comparison, classification and division embodied here are all important thinking methods for later learning the knowledge of number and operation, space and graphics, statistics and so on. The teaching materials are set in small units, and the contents of various fields are arranged alternately. This is in line with the age and psychological characteristics of first-grade children, and is conducive to the interaction of various knowledge and the construction of a reasonable cognitive structure.
Third, teaching objectives (including knowledge, intelligence and emotion)
1. Knowledge and skills.
(1) Combined with the real scene, through the process of counting and abstracting numbers, the numbers within 20 are recognized; Understand the addition and subtraction with practical problems, explore the calculation methods of addition and subtraction within 10 and carry addition within 20, and correctly calculate the corresponding addition and subtraction; Can apply the learned calculation to solve the practical problems of simple summation and residue (or another part).
(2) Understand the length and height under specific circumstances; Preliminary understanding of up and down, front and back, left and right directions combined with life experience; Through observation and comparison, we can intuitively understand cuboids, cubes, cylinders and spheres.
(3) Familiar objects can be simply classified according to their number, shape, color or other criteria.
2. Mathematical thinking.
(1) Establish a preliminary sense of numbers and develop a preliminary thinking ability in the process of knowing numbers. In the activity of counting the number of objects, know the meaning of numbers and learn to describe simple things with specific numbers; Feel the composition of numbers in the activities of operating learning tools, have the initial idea of "division" and "combination", and develop the initial ability of abstract generalization; In the activity of comparing the number of two kinds of objects and the size of two kinds of numbers, I understand the preliminary corresponding idea, master the simple comparison method, and have the preliminary ability to describe the relationship between the size of numbers with words or symbols.
(2) Developing thinking ability in the process of understanding the meaning of addition and subtraction and exploring the calculation method of addition and subtraction; By analyzing the simple quantitative relationship in practical problems and choosing the appropriate method for calculation, we can learn to think on the basis initially; By exploring and communicating the calculation methods of addition, subtraction and carry addition within 10, I try to explain my own thinking process and feel the order of thinking activities initially. Experience the flexibility of the thinking process by choosing the algorithm that suits you from a variety of algorithms.
(3) In the process of understanding common geometric shapes, we should perceive the shape and size of objects, establish a preliminary concept of space, and develop thinking in images.
(4) In the process of sorting out different objects, initially cultivate the awareness of collecting and sorting out information.
(5) In the process of solving simple practical problems, learn to describe the actual situation and problems in your own language and feel the significance of mathematical abstraction and simple reasoning.
Step 3 solve the problem.
(1) can describe and communicate simple things in life with numbers less than 20.
(2) Initially learn to find and put forward mathematical problems from real life and real situations, and solve problems in combination with the mastered mathematical thinking methods, and experience some different problem-solving methods.
(3) Being able to communicate the general process and methods of solving problems with classmates, and having the experience of cooperating with classmates to solve problems.
4. Emotion and attitude.
(1) With the help and encouragement of the teacher, I am curious and interested in the things related to mathematics around me, and have an emotional experience of enjoying mathematics learning.
(2) Experience the rationality of mathematical thinking method and feel the value of mathematical thinking in mathematical exploration activities.
(3) With the help of teachers and classmates, I can overcome some difficulties in math activities and gain some successful experiences. I have the confidence to learn mathematics well, and I have the experience of thinking independently and acquiring mathematical knowledge.
(4) In the process of observing, operating activities and solving problems, I feel the connection between mathematics and life and know that mathematics can solve related problems in life.
Fourth, the difficulties in teaching
Teaching emphasis: The focus of this book is the addition and subtraction within 10 and the abdication subtraction within 20. Teaching difficulties: the addition and subtraction of numbers within 10, and the establishment of digital concepts.
Verb (abbreviation of verb) concrete measures
1. Guide students to learn mathematics from life experience and feel that there is mathematics everywhere in life.
2, strengthen the image, intuitive demonstration and practical operation, and guide students to actively participate in the formation process of knowledge and feel the successful experience.
3. Guide students to reveal the relationship between knowledge and explore the law.
4. Strengthen the cultivation of students' abilities and good habits. Take more game teaching to stimulate students' interest in learning mathematics, pay attention to cultivating students' awareness and habits of autonomous learning, respect students' individual differences, encourage students to choose their own learning methods, and guide students to learn to learn in practice.
5. Pay attention to cultivating students' thinking flexibility and innovative consciousness.
6, pay attention to let students participate in group cooperative learning, cultivate students' awareness of cooperation and communication.
7. Follow the laws of students' physical and mental development and mathematics learning, and choose teaching strategies.
8, strengthen the guidance and auxiliary work, especially the guidance of underachievers, and strive to make them catch up.
9. Strengthen the teaching of oral arithmetic appropriately.