Primary school mathematics teaching design template 1 teaching content: edition, chapter and section
Teaching material analysis:
1. Requirements of this part in the curriculum standard; The knowledge system of this section; The position of this section in the textbook and the logical relationship between the contents of the textbook before and after.
2. The role and value of the core content of this section (why do you want to learn this section),
Analysis of learning situation:
1. Teachers' subjective analysis, interviews between teachers and students, analysis and feedback of students' homework or test questions, and questionnaires are effective measurement methods for learners' analysis.
2. Analysis of students' cognitive development: mainly analyze students' current cognitive foundation (including knowledge foundation and ability foundation) and form the cognitive development line that should be taken in this section.
3. Students' cognitive obstacles: the most important obstacle for students to form the knowledge of this lesson.
Design concept: the teaching method of this course and its conceptual support.
Teaching objectives: The determination of teaching objectives should be analyzed according to the three-dimensional objective system of the new curriculum.
Teaching emphases and difficulties:
Teaching process:
It is not necessary to record all the conversations and activities between teachers and students in detail, but it is necessary to clearly reproduce the main teaching links, teacher activities, student activities and design intentions.
Blackboard book design: a motherboard book that needs to be left on the blackboard all the time.
Evaluation design of students' learning activities: design an evaluation scheme to show students how they will be evaluated (from teachers and other members of the group). In addition, you can also create a self-evaluation form for students to use to evaluate their learning.
Teaching reflection:
Teaching reflection can be considered from the following aspects, without covering everything:
1. Reflect on the cognitive changes of textbook content, teaching theory and learning methods in the process of preparing lessons.
2. Reflect on the implementation of teaching design, the problems that students have in the teaching process, what are the reasons for the problems and how to solve them. In order to avoid talking about the problem without thinking about the reasons and solutions.
3. What is the actual improvement effect of the well-designed teaching links in teaching design, especially through the design of teaching feedback, on the improvement of previous teaching methods?
4. If you were given this course again, how would you take it? Any new ideas? Or how did the teachers or experts who attended the class at that time evaluate your class? What does it inspire you?
Primary school mathematics teaching design template 2: the teaching goal of decimal addition and subtraction;
1, so that students can experience the process of exploring decimal addition and subtraction operations, understand the theoretical relationship between decimal addition and subtraction operations and integer addition and subtraction operations, and initially master decimal addition and subtraction operations.
2. Make students further enhance their awareness of using existing knowledge and experience to explore and solve new problems, and constantly experience the fun of success.
Teaching emphases and difficulties:
Master the calculation method of decimal addition and subtraction.
Teaching methods and means:
Make students experience the process of exploring decimal addition and subtraction, understand the theoretical relationship between decimal addition and subtraction and integer addition and subtraction, and explore decimal addition and subtraction.
Teaching aid: multimedia CD.
Teaching process: teachers' activities
Student activities
Design intent
First, import.
1, and the diagram of the example 1 is given.
Dialogue: This is a photo of a student shopping in a stationery store. What information can you learn from it?
After the exchange, ask the students: According to this information, can you ask some questions about addition and subtraction?
According to the students' answers, write down the following questions and corresponding formulas on the camera blackboard:
(1) How much did Xiao Ming and Xiao Yili spend?
(2) How much does Xiao Ming use more than Xiao Li?
(3) How much did Xiao Ming and Xiao Fang spend?
(4) How much does Xiao Fang spend less than Xiao Ming?
(5) How much is it for three people?
2. Reveal the topic.
Question: The students not only raised many questions, but also listed formulas. Please follow these addition and subtraction formulas. Can you find any characteristics of them?
Dialogue: How to add and subtract decimals? This is what we are going to learn today. (blackboard title: decimal addition and subtraction)
Second, explore.
The problem of teaching example 1 (1).
Dialogue: Can you calculate "4.75+3.4" vertically? Try it first, and then communicate with the students in the group.
Discussion: How to calculate? what do you think?
Compare the algorithms used by students and ask them to explain the thinking process in detail.
Summary: When calculating decimal addition vertically, the decimal points of two addends should be aligned, and then the numbers on the same digit should be added separately.
2. The problem of teaching example 1 (2).
Dialogue: Through their own exploration, students know that when calculating decimal addition vertically, they should align the decimal points before calculating, so how to calculate decimal subtraction?
After the students finish speaking, tell how they calculate and think, and then ask further questions: Why should the decimal points of the minuend and the minuend be aligned when calculating the decimal subtraction vertically?
Summary: What did you learn from the study just now?
3. Try teaching.
Dialogue: There are two more questions here. Can you work out the result by yourself with the calculation method you just learned?
After the students finish the calculation, ask them to say how they calculated and how they thought. Then put forward the requirements of simplifying the calculation results, and let the students talk about the simplified results and basis.
4. Summarize.
Talk: The students learned the calculation method of decimal addition and subtraction through their own exploration. Can you talk about the similarities between decimal addition and subtraction and integer addition and subtraction in calculation? What should I pay attention to when calculating decimal addition and subtraction?
Student activities, teachers participate in student activities. Then organize computer communication.
Third, practice.
1, complete the exercise 1.
After the students finish independently, let the students talk about the points that need attention in the calculation.
2. Complete the second question of "Practice Exercise".
Let the students find out the mistakes in each question through independent thinking, then correct them separately and organize communication.
3. Complete Exercise 8, Question 1.
4. Complete Question 2 of Exercise 8.
Make appropriate comments according to the students' completion.
5. Complete Question 3 of Exercise 8.
Let students calculate independently;
According to the quantitative relationship in the question, you can also add your own question: Ask the students what else do you think?
Fourth, summary.
What did you learn from today's study? What did you get? What do you think of your study today?
Fifth, extension.
At the beginning of the class, the students put forward many problems solved by decimal addition and subtraction, which is very valuable. Some of these problems have been solved, and the rest will continue to study in the next class.
Classroom assignment of intransitive verbs
Supplementary exercise p
The students answered.
Students ask corresponding math questions according to the conditions.
Students' oral answer formula.
After thinking and communication, the students replied: decimals are used in the formula.
Students use vertical calculation and communicate in groups. (also tell the performance of the board of directors)
Students speak freely.
The students exchanged ideas with each other.
Students calculate independently and take action by roll call.
After students communicate, make it clear that students can calculate independently and talk about their own ideas.
Students think for themselves and then communicate with the students in the group.
Guide the students to sum up: both decimal addition and subtraction and integer addition and subtraction should add and subtract the numbers in the same counting unit respectively, starting from the low position. When calculating decimal addition and subtraction, it is necessary to align the decimal point before calculation. Finally, in the obtained number, align the decimal point on the horizontal line and point the decimal point.
Students fill in the numbers in the book and answer them.
Students do it independently,
Students talk about their understanding of the first three questions with the line chart.
Student exchange.
The problem comes from students' own thinking, which makes them more interested in exploring and trying.
Focus on comparing the algorithms adopted by students, and ask students to compare "digit alignment", "same digit alignment" and "decimal point alignment" in detail, and finally let students understand that "decimal point alignment" is "same digit alignment".
This link allows students to try to solve it themselves. The teacher encourages the groups to communicate with each other, then the whole class communicates, and then discusses the basic arithmetic of decimal addition and subtraction. In this way, students not only master knowledge in a relaxed and pleasant atmosphere, but also cultivate the spirit of independent exploration and guide students to learn to learn.
Contact the previous integer addition and subtraction to connect the old and new knowledge, so that students can form a complete understanding of the written calculation method of decimal addition and subtraction.
Through a series of exercises, it not only consolidates the relevant knowledge points of this course, but also improves students' flexible computing ability.
Blackboard design:
Decimal addition and subtraction
4.75+3.4=8. 15 (yuan)
4.754.75
-3.4-3.4
8. 15 1.35
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Parental opening speech 1
Dear teachers and parents,
Hello, everyone. I'm Lu Jin's parents. First of all, I want to thank the teachers for their love,