The following is the lecture notes of the "scale lecture design" of primary school mathematics compiled by me. I hope it will help everyone.

I. teaching material analysis

1, teaching content, position and function:

? Scale? Is it twelve volumes of mathematics in nine-year compulsory education primary school? Proportion? The content of the first section of this unit. This part of the content is explored and studied under the background that students have a certain construction foundation for the meaning of proportion and mastered the basic nature of proportion. Learn this part well, so that students can further consolidate the significance and basic nature of proportion and better understand the picture.

2, the arrangement characteristics of teaching materials:

Through example 4, the textbook first requires students to draw objects clearly on the map, generally reducing them before drawing, which leads to the ratio of the distance on the map to the actual distance being the scale.

Through examples 4 and 5, students can find the distance and actual distance on the map according to the scale, and further consolidate the definition of scale.

3. Expected teaching objectives:

Knowledge and skills: By organizing students to draw the classroom floor plan, students can realize the ratio of the distance on the map to the actual distance, and know that the distance on the map is the scale, so that they can correctly calculate the distance on the map or the actual distance.

Process and method: Through cooperative learning such as group observation, thinking, hands-on and discussion, students' drawing ability and mutual cooperation and coordination ability have been further developed.

Emotion, attitude and values: according to students' cognitive rules, give full play to the function of integrating information technology with subject teaching, stimulate students' desire for knowledge, and cultivate students' information literacy and learning quality of communication, interaction and mutual assistance in the specific inquiry process.

4. Emphasis and difficulty: Understand the concept of scale and solve problems correctly according to the meaning of scale.

Second, teaching methods and learning methods.

1. Make full use of independent, exploratory and cooperative learning methods to promote students' all-round development.

? Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. ? In this class, the teacher provided students with two opportunities to study independently, explore and cooperate. In the process of these two inquiry learning, on the basis of students' independent thinking, they exchange their findings and solutions with each other in the group, and then communicate with the whole class. This process fully develops students' individual thinking methods, and each student can get the information he needs from classmates' reports and exchanges. In this way, knowledge and skills, processes and methods, emotions and attitudes have been well handled, which is conducive to promoting the all-round development of students.

2. Pay attention to students' personality development education.

In the whole class, teachers provide students with a broad open space for independent thinking, respect each student, allow different students to understand problems from different angles, express their ideas in different ways, solve problems with different knowledge and methods, and make them? Different people get different development in mathematics? . While providing students with opportunities to solve problems creatively, let them experience the success and happiness of innovative learning. In this process, students not only understand the meaning of scale, but also learn how to find the scale and actual distance of the plan according to the scale. More importantly, everyone has room for independent development, not only having emotional experience and communication, but also cultivating students' ability to collect and obtain valuable information and learn how to solve problems.

In this class, I will adopt a demonstration teaching mode, focusing on the use of information technology by teachers. Students carry out independent inquiry learning in groups, and experience the learning process of observing and exploring, summarizing concepts, applying concepts, understanding concepts and expanding and deepening.

Third, the teaching process design

(A) drawing a plan, introducing scale

1. Show the school plan and ask: Who will help the teacher introduce the layout of various buildings in our school?

2. Design the floor plan of our classroom: the classroom is 8 meters long and 6 meters wide. Teacher: Can you draw on the paper according to the original length? What should I do?

3. Discuss the requirements of heuristic learning: (1) Determine the length and width of the graph; (2) making the classroom plan; (3) Write the length and width on the diagram; (4) Write the ratio of the length and width on the drawing to the actual length and width, and simplify it.

4. Put forward the specific requirements of group learning: individuals draw pictures as required, and then communicate in groups of four (the key point is how to determine the length and width of pictures), and choose the best pictures that your group thinks and post them on the blackboard.

5. Students study in groups.

6. Organize the report according to the picture: (1) Choose the floor plan in different ways; ⑵ Discussion feedback: How do you determine the length and width of the graph? What is the ratio of the length and width of the picture to the actual length and width? (to be answered by the group representative)

Blackboard: a, 4cm: 8m = 4: 800 =1:200 3cm: 6m = 3: 600 =1:200.

b、8cm:8m = 8:800 = 1: 100 6cm:6m = 6:600 = 1: 100。

(2) Reveal the significance of scale.

1, teaching? Distance on the map? 、? Actual distance? .

2. Understand the scale: The ratio of the distance on the map to the actual distance is called the scale.

3. Pick up questions and review:

(1) What is the scale of these plans?

⑵ How to find the scale? Who is it compared with? What is the proportion of the previous paragraph?

⑶ How to understand the scale? (Reduce the actual distance by 100 times and draw it on the map; The actual distance is 100 times the distance on the map; 1 cm on the map indicates the actual distance 100 cm).

4. Teacher: ① The scale is different from the general scale, it is a ratio, and there should be no unit of measurement; (2) When calculating the scale, the length units of the front and rear items must be converted into units at the same level; (3) Usually write the scale as the front paragraph? 1? Sometimes because the machine parts are relatively small, the scale at this time should be written as the last item. 1? The proportion of.

? (3) Find the scale, the actual distance and the distance on the map.

1, find the scale.

The actual distance from Shanghai to Beijing is 120km. According to a map, the distance between Shanghai and Beijing is 2 cm. What is the scale of this map?

(1) Students work independently and give feedback for correction;

⑵ Summary: Units should be unified; The scale of the preceding paragraph is generally 1.

2. Find the actual distance.

(1) For example, on the map with the scale of 1: 6000000, the distance from Nanjing to Beijing is 15cm. What is the actual distance from Nanjing to Beijing?

(2) Organize students at the same table to solve each problem in one way (arithmetic method and equation solution) and communicate with each other.

(3) report summary.

The teacher emphasized: ① Turn 1: 6000000 into a fraction to answer; ② Pay attention to the aggregation of units when solving.

Step 3 Find the distance on the map

(1) Show an example: a rectangular playground with a length of110m and a width of 90m. Draw it on the map with the scale of11000. How many centimeters should I draw the length and width?

⑵ Students work independently and give feedback for correction.

(4) Consolidate exercises.

1, the scale on the photo.

(1) Estimate the scale of the photo;

(2) measurement scale;

(3) Report: How did you do it? What is the calculated scale?

2, operation development exercises:

Show the school plan, choose the plan of a building in each group, and find out the actual area of the building according to the relevant data. (Teaching building, playground, commander's desk, reception room, fountain)

(1) To guide the discussion, we must know the actual length, width or diameter before we can find the actual floor space;

⑵ Group division of labor and cooperative learning;

(3) Report and exchange opinions.

The teacher stressed: the actual building area is the actual length multiplied by the actual width; By the formula? Actual distance = distance on the map? Scale? You can find the actual length or width.

(5) Classroom extension.

? Students, is there any other measure of life and study around you? Careful students can pay attention to it. ?

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