First of all, talk about textbooks.
Before the teaching of this topic, students have a deep understanding of the unit of weight, kilogram and gram, and can accurately convert the unit of weight from kilogram to gram, which paves the way for the teaching content of this course. Through the teaching of this topic, students can have a more comprehensive understanding and understanding of weight units. This is not only the need of industrial and agricultural production and daily life, but also the foundation for learning new knowledge in the future.
The knowledge structure displayed in the textbook is clear, from easy to difficult, which is convenient for students to understand and master. Firstly, two examples are used to illustrate the application of tons in practice, and then the concept of tons is preliminarily established based on the weight of rice, revealing that the propulsion rate between tons and kilograms is 1 ton = 1000 kg. Then, combining with students' real life, the textbook helps students to deepen their understanding of 1 ton = 1000 kg by calculating their weight. Finally, students learn and master the simple conversion between tons and kilograms by "doing one thing".
The objectives of this project are:
1. Let students know the weight unit ton, and initially establish some concepts of weight 1 ton, knowing that 1 ton = 1000 kg.
2. Master the simple conversion of tons and kilograms.
3. Cultivate students' ability of observation, comparison and abstraction.
The teaching emphasis of this topic is to initially establish the concept of 1 ton, which is also a teaching difficulty.
Second, talk about teaching methods and learning methods.
The teaching methods and learning methods of this topic are intended to embody the following two points:
1. Increase the participation of the main body.
Students are the main body of learning. In teaching, let students try and calculate from their own experience, create the situation of students' participation as much as possible, and strengthen students' dominant position.
2. It helps to form a cognitive structure.
The cognitive structure of students is transformed from the knowledge structure of textbooks. In teaching, through the fill-in-the-blank exercises in review, the trial exercises in new knowledge teaching and the comprehensive fill-in-the-blank exercises in consolidation stage, the orderly and complete knowledge structure is displayed to students, and the cognitive structure of weight units and their transformation is helped to form.
Third, talk about teaching procedures "
The first class.
Teaching AIDS: slides, pictures, small blackboard.
1. New lesson guide
(1). Fill in the blanks. '
1 kg = () g 3 kg = () g
6000 g = () kg 5000 g = () kg
(2) Ask the students to tell how many kilograms they weigh.
(3) Please tell the students how many kilograms the teacher weighs.
Grams and kilograms are the units of weight we have learned before. They are used to measure the weight of lighter items. When measuring the weight of heavy or bulk goods, we should use "tons" as the unit. In this lesson, we will learn "Understanding of Tons". Teacher's blackboard writing: tons of understanding.
It is natural to bring forth the old and bring forth the new, which is convenient for students to accept and master new knowledge.
2. The new lesson has started.
The first level is the understanding of teaching tons.
(1) Show the intuitive enlarged pictures in the textbook by projection, and guide the students to tell the meaning of the two pictures.
(2) The teacher asked: What is the load capacity of the car? What is the load capacity of the train truck? What is the unit for measuring such a heavy object?
After the students answered, the teacher concluded: measure the weight of heavy objects or bulk goods, usually in tons.
(3) Let the students say where they have seen the sign of using tons as the unit of measurement.
This level of teaching design focuses on the teaching content and the characteristics of primary school students' understanding of things. In teaching, let students demonstrate, ask questions and then summarize, so that students can fully perceive the metric unit of tons and lay the foundation for the next step of teaching.
The second level is to understand the relationship between kilograms and tons.
(1) Let me see the question first: How much does each bag of rice weigh 100 kg? 10 How many kilograms does the package weigh?
Then show an intuitive enlarged picture of the textbook and post it one by one. According to the teacher's demonstration, let the students count the land in a bag (100kg 100kg), each bag is 100kg, 100kg is 100kg is/kloc.
1000 kg is 1 ton. How many kilograms is 1 ton?
According to the students' answers, the teacher wrote: 1 ton: 1000 kg on the blackboard.
(2) Students at the same table tell each other their weight and feel each other's back 1 students' weight.
Teacher's question: The average weight of each person in our class is 25 kilograms. What are the weights of 40 students? How many tons is it? The weight of 40 students is 1000 kg, which is 1 ton. ) .
This level of design fully allows students to use their brains, hands and mouths to actively participate in learning and feel and calculate for themselves, which is conducive to students to establish the concept of 1 ton and break through difficulties.
The third level teaches the conversion between kilograms and tons.
(1) shows: 6 tons = () kg, 5000 kg = () tons, let the students have a try.
Inspire students to think: because 1 ton is 1000 kg, 6 tons is 6 1000 kg, so 6 tons is 6000 kg; There are five in 5000 kg 1000 kg, so 5000 kg is 5 tons.
(2) Complete the "doing" in the textbook. —
This level of design allows students to try to complete independently throughout the whole process, giving students the opportunity to use their brains, hands and mouths, which embodies the teaching principle of teacher-led and student-centered.
3. Consolidate the exercises.
(1) Fill in the appropriate units.
A basket of apples weighs 25 () and a ping-pong ball weighs 3 ().
A bag of fertilizer weighs 50 () and an elephant weighs 6 ().
A truck is loaded with 4 () and a piece of chalk weighs 5 ().
(2) Matching connection.
5000 kg 2 tons
8 tons and 6 kilograms
2000 kg, 8000 kg
6,000 grams, 5 tons
(3) Calculation: 1280kg- 1t, 6t+50kg.
72 tons -23 tons, 93 tons, 50 kg -93 tons
(4) Finish the exercise 19, questions 2-5. (in the textbook)
The diversification of practice forms not only helps students to consolidate new knowledge, but also improves their interest in learning.
Step 4 summarize the whole class