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The Teaching Work Plan of the Sixth Grade Mathematics in the Last Term
How time flies. We have ushered in a new study life. It's time to write a lesson plan for our next stage of teaching. Many people are worried about how to write a wonderful lesson plan. The following is my work plan for the sixth grade mathematics teaching last semester. Welcome everyone to learn from and refer to. I hope it helps you.

The work plan of mathematics teaching in the sixth grade last semester 1 1. Analysis of the class situation

There are 28 students in Class 6 (1) of Xuetangcun Primary School. Most of them are interested in mathematics, with strong acceptance and correct learning attitude. Some students don't have enough consciousness to finish their homework in time, which makes it difficult for them to learn math. Therefore, in the new semester, while correcting students' learning attitude, we should strengthen the cultivation of their various abilities to learn mathematics in order to improve their grades.

Second, teaching material analysis

This textbook includes the following contents: position, fractional multiplication, division, fractional elementary arithmetic and application problems, circles and percentages. In calculation, he teaches fractional multiplication and division, fractional elementary arithmetic and its application, percentage and its application.

In number and algebra, the textbook arranges three units: fractional multiplication, fractional division and percentage. The teaching of fractional multiplication and division is to cultivate students' ability to calculate four fractions and solve practical problems about fractions on the basis of learning integer and decimal calculation. Being able to solve simple practical problems about percentage is the basic mathematical ability that primary school students should have.

In terms of space and graphics, the textbook arranges two units: position and circle. Through rich practical mathematical activities, students can experience a preliminary mathematical process, understand and learn to use number pairs to represent positions; A preliminary understanding of the basic methods of learning curve graphics will promote the further development of students' concept of space.

Statistically, the textbook is a fan-shaped statistical chart. Further understand the role of statistics in life and problem solving, and develop the concept of statistics.

In terms of application problems, four application problems are mainly taught.

Third, the general requirements of teaching

1, so that students can understand the meaning of fractional multiplication and division, explore and master the calculation rules of fractional multiplication and division, and skillfully calculate fractional multiplication and division (simple oral calculation).

2. Ask students to grade elementary arithmetic.

3. Make students understand the meaning and nature of comparison, and seek and transform comparison.

4. Let students explore and master the characteristics of circles and draw circles with tools; Exploring and mastering the calculation formulas of perimeter and area can correctly calculate the perimeter and area of a circle. By introducing the historical data of pi, students are educated in patriotism.

5. Know that the circle is an axisymmetric figure, and further understand the axisymmetric figure; Translation, axial symmetry and rotation can be used to design simple patterns.

6. Make students explore and learn how to solve fractional application problems that are easy to calculate in one or two steps, comprehensively apply the knowledge they have learned to solve relatively simple practical problems, flexibly choose arithmetic solutions and equation solutions according to the specific conditions of application problems, and experience the diversity, flexibility and agility of problem-solving strategies.

7. Make students understand the meaning of percentage, calculate percentage skillfully, and explore and solve some simple practical problems about percentage.

8, understand the fan chart, according to the need to choose the appropriate chart to represent data.

9. Experience the process of finding, putting forward and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by using mathematical knowledge comprehensively.

Fourth, specific teaching measures

1. Seriously study new teaching concepts and new curriculum standards.

2. Stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, cooperation and exchange, and gain rich experience in mathematical activities.

3. The evaluation of students' learning should not only pay attention to the results of learning, but also pay attention to students' learning process, students' level of pretending to learn mathematics, students' emotions and attitudes in mathematics activities, and help students understand themselves.

V. Teaching schedule:

Weekly teaching content

Learning purpose education position

The Significance and Calculation Rules of Binary Multiplication

Comprehension and review of reciprocal application problems of fractional multiplication

Significance and calculation rules of quartering method

May 1 national day holiday

Six-fraction division application problem

Qibi

Finish reviewing fractional elementary arithmetic.

Nine-point elementary arithmetic score application problem

Mid-term detection of ten application problems

Arrangement and review of eleven application questions

Sort out and review the understanding of the circle. The circumference and area of a circle.

Measure the perimeter and area of thirteen circles with axisymmetric figures, and calculate, sort out and review them.

Sort out and review the meaning and writing of percentage, and the relationship between percentage and fraction and decimal.

Application of fifteen percent and reciprocal of fractions and decimals

16% application arrangement and review

17 mathematical wide angle of reasonable deposit in departmental statistical chart

18-20 Final review exam

The work plan of mathematics teaching in the sixth grade last semester 2 I. Analysis of the basic situation

There are 68 students in this class. Most students are interested in learning mathematics and are willing to take part in mathematics learning activities. A few students have bad study habits and are not active in class. This semester, I need to pay more attention to the students' basic skills, cultivate their innovative consciousness and improve their innovative and cooperative abilities. After systematic mathematics study in the fifth grade, most students have a high enthusiasm for mathematics study, can acquire knowledge from existing knowledge and experience, have a certain development in abstract thinking level, have a firm grasp of basic knowledge, and have certain mathematics learning ability. Can actively participate in the learning process in class, and have the general ability of observation, analysis, self-study, expression, operation and cooperation with others. In group cooperation, students will exchange and discuss independently.

Advantages: wide knowledge, strong sense of cooperation and quick thinking.

Disadvantages: lack of curiosity, weak computing ability, low accuracy of thinking, poor speed of homework, poor basic knowledge of individual students, inability to listen carefully in class, inability to consciously complete learning tasks, and need teachers to supervise and coach.

This semester, we will focus on the teaching of students with learning difficulties. In teaching, we will create happy situational teaching for all students, stimulate their learning motivation and enter the dynamic of best learning.

Second, the content analysis of teaching materials and the analysis of key points and difficulties

(1) Cuboid and Cube

1, in the observation of physical objects, know the characteristics of cuboids and cubes.

In the first volume of senior one, students have intuitively known cuboids and cubes, and have been exposed to the physical objects and geometric figures of cuboids and cubes many times in their later studies; In daily life, students will often encounter some cuboids and cubes, such as chalk boxes, toothpaste boxes and food boxes. , accumulated a wealth of perceptual knowledge about cuboids and cubes. This is an important basis for students to explore the characteristics of cuboids and cubes.

(1) Starting from students' existing knowledge and experience, organize activities to explore the characteristics of cuboids.

Based on students' existing knowledge and experience, combined with specific examples, students are guided to understand the characteristics of cuboid in specific activities in the order of "reappearing physical representation → abstracting stereoscopic diagram → exploring characteristics → understanding length, width and height".

⑵ Discover the characteristics of cubes through independent activities. Example 2 is to guide students to explore the characteristics of cubes by looking, measuring and comparing, and to understand the relationship between cubes and cuboids by comparing their similarities and differences. Three points should be paid attention to in teaching:

2, in the specific operation activities, know the expansion diagram of cuboid and cube.

Geometric expansion diagram is a form of representing three-dimensional body with two-dimensional surface, which is widely used in daily life and production. Knowing the unfolded drawings of cuboids and cubes can not only help students to accurately grasp their characteristics and develop the concept of space, but also make some preparations for learning the surface areas of cuboids and cubes. The textbook guides students to know the development diagram of cuboids and cubes by cutting them along the edges. "Try it" to guide students to explore the rectangular expansion diagram through independent activities. When teaching, we should organize students' operation activities, and focus on guiding students to discuss how to "find three groups of opposite faces from the unfolding diagram?" This activity allows students to relate each surface after expansion to the position of the surface before expansion, so as to deeply understand the relevant characteristics of the cuboid and develop their initial spatial imagination.

3. Explore the calculation method of surface area independently according to real life.

The calculation of surface area is based on students' understanding of the characteristics of cuboids and cubes. Because the calculation of surface area of cuboid and cube is widely used in daily life, the amount of surface area to be calculated is different in different situations. Therefore, the textbook does not summarize the formula for calculating the surface area of cuboids and cubes, but guides students to master the calculation method of surface area flexibly in independent exploration activities from the reality. Example 4 mainly teaches the basic method of calculating the surface area of a cuboid. Attention should be paid to the following three links in teaching:

(1) Understand the meaning of the problem with real life. Through communication, let students understand that "how many square centimeters of cardboard is the sum of six sides of a cuboid", and at the same time understand how to determine the length and width of each side rectangle according to the length, width and height of a given cuboid, and initially perceive the calculation method of cuboid surface.

⑵ Let students explore the surface area of cuboid independently. Students can be guided to combine the existing knowledge and experience and get the sum of six faces of a cuboid through independent thinking. When communicating, let the students talk specifically about how to find the sum of the six faces of a cuboid.

⑶ Through comparison and communication, we can understand the basic method of calculating the surface area of a cuboid. After the exchange, guide the students to compare different methods and say, "Which method is simpler?" And encourage students to work out the results in the way they like. When students understand the calculation method of cuboid surface area, they can consciously transfer the calculation method of cuboid surface area to the calculation of cube surface area. Therefore, the textbook does not give an example of calculating the surface area of a cube, but allows students to solve it independently by "trying", which once again provides students with an opportunity to explore independently.

4. Through examples, the concepts of volume and volume are initially established, and the practical significance of unit of volume is felt.

Students' spatial knowledge comes from rich realistic prototypes and is closely related to real life. The textbook attaches great importance to starting from examples, guiding students to understand the meaning of volume and volume, and feeling the practical significance of volume and unit of volume in specific operation activities. There are three examples in the textbook:

Example 6 according to "objects occupy a certain space → objects of different sizes occupy different spaces → abstract concept of volume? Guide students to gradually understand the meaning of volume.

5. Explore the calculation method of cuboid volume in placing cuboid.

In the teaching of cuboid and cube volume, the textbook highlights the exploration process of volume calculation formula and guides students to set cuboids with small cubes of 1 cubic centimeter.

The work plan of mathematics teaching in the sixth grade last semester 3 i. Basic situation analysis;

There are 39 students in Class 6 (1), including 9 boys/kloc-0 and 20 girls. Generally speaking, most children can actively participate in learning, listen carefully in class, think seriously about problems, speak actively and put forward different opinions, and most children can finish their homework on time.

Second, the teaching content

The teaching content of this book is divided into five parts:

(1) number and operation. 1, Unit 2 "Application of Percentages". 2. Unit 4 "Understanding of Comparison".

(2), space and graphics. 1, Unit 1 "Circle". 2. Unit 3 "Graphic Transformation". Unit 6 "Observing Objects".

(3), statistics and probability. Unit 5 "Statistics".

(4) Comprehensive application: mathematics and physical education, numbers in life.

(5), sorting and reviewing.

Third, the teaching objectives of each unit.

Unit 1 "Circle":

1. Students will learn about the circle and its symmetry, the relationship between radius, diameter, radius and diameter in the same circle, the essential characteristics of the circle and the function of the center and radius in this unit, and draw the circle with compasses.

2. According to the specific situation, through practical activities such as hands-on experiment and pendulum operation, explore and master the calculation method of the circumference and area of a circle, and experience the idea of "turning a curve into a straight line".

3. Combine the process of appreciating and drawing patterns, experience the application of circles in pattern design, design simple patterns with compasses, feel the beauty of patterns, and develop imagination and creativity.

4. Develop the concept of space through observation, operation, imagination, pattern design and other activities.

5. Combined with the specific situation, experiential mathematics is closely related to daily life, and we can use the knowledge of circle to explain the' simple phenomena' in life and solve some simple practical problems. 6. By reading the development history of pi, we can realize the continuous exploration of mathematical knowledge, feel the charm of mathematical culture, stimulate national pride and form positive feelings about mathematics.

Unit 2 "Application of Percentages";

1. Students will understand the meaning of "increase by a few percent" or "decrease by a few percent" in specific situations and deepen their understanding of the meaning of percentage.

2, can use the percentage of knowledge or use equations to solve some practical problems, improve the ability to solve practical problems, feel the close relationship between percentage and daily life.

Unit 3 "Graphic Transformation";

1. Through observation, operation and imagination, let students experience the process of translating or rotating a simple graph into a complex graph, so as to express the transformation process of translating or rotating the graph in an orderly way and develop the concept of space.

2. Experienced the process of pattern design by translation, rotation or axial symmetry, and can flexibly use translation, rotation and axial symmetry to design patterns on grid paper; Combine appreciating and designing beautiful patterns to feel the magic of the graphic world.

Unit 4 "Understanding of Comparison";

1. Students experience the process of abstracting ratio from specific situations and understand the meaning of ratio and its relationship with division and fraction.

2. In practical situations, to understand the necessity of simplifying the ratio, we will use the invariance of quotient and the basic properties of fraction to simplify the ratio.

3, can use the meaning of ratio to solve the practical problems of distribution according to a certain ratio, further understand the meaning of ratio, improve the ability to solve problems, and feel the wide application of ratio in life.

Unit 5 "Statistics":

1. Students know the composite bar graph and composite line graph through examples such as pitching competition and precipitation in two cities, and feel their characteristics.

2. You can choose a composite bar chart and a composite line chart as needed to effectively represent data.

3. Be able to read simple composite statistical charts, make simple judgments and predictions according to statistical results, and communicate with peers.

Unit 6 "Observing Objects";

1. Students can correctly identify the shape of a three-dimensional figure (a combination of five small cubes) observed from different directions (front, side and top) and draw a sketch.

2. The three-dimensional figure (combination of five cubes) can be restored according to the plane figure observed from the front, side and above, and the shape of the three-dimensional figure can be determined by further observing from three directions.

3. According to the shape of the plane figure observed in two given directions, the number range of cubes needed to construct this three-dimensional figure can be determined.

4. I have experienced the process of abstracting the range of eyes, sight and observation into points, lines and regions respectively. I feel that the range of observation changes with the change of observation points and angles, and I can use what I have learned to explain some phenomena in my life.

Comprehensive application:

That is, "mathematics and physics" and "numbers in life", to urge students to comprehensively use what they have learned to solve practical problems in a certain field of life. The textbook also arranges a special topic "Looking at pictures to find relationships" to let students understand that pictures can depict relationships intuitively, clearly and simply. At the same time, in the study of other specific contents, arrange some activities of comprehensively applying knowledge to solve simple practical problems. In these activities, students will comprehensively use the knowledge and methods they have learned to solve practical problems and feel the role of mathematics in daily life; Get some preliminary experience and methods of mathematical activities, and develop the ability to solve problems and think with mathematics; Feel the relationship between mathematical knowledge and understand the role of mathematics; In the process of cooperation and communication with peers, cultivate interest and self-confidence in mathematics learning.