"Two-digit plus two-digit continuous carry addition" is the content of the first lesson of Unit 2, Volume 1, Mathematics, an experimental textbook for compulsory education courses published by People's Education Press. This lesson is based on the fact that students have learned the carry addition within 100 and the carry addition of whole hundred plus whole ten, which lays the foundation for the next lesson of three-digit continuous carry addition. This unit teaches the continuous carry addition of three digits by writing. The textbook comes from Statistics of Some Animal Species in China, and two examples are arranged. The content of the first lesson mainly consists of example 1 and exercise 4. Example 1 indicates how many kinds of birds and reptiles are endemic to China, and derives two-digit plus two-digit 98+25 and three-digit carry addition. Focus on solving "what if ten people are full of ten?" What should I do if the ten textbooks of 1 reach ten? Ten people to ten, the exercises in the form of horizontal and vertical are 10. Before this, students have mastered the written and oral calculation of carry addition within 100, and have a certain understanding of the law of addition. The content of this lesson is easy for students to master, and teachers should strengthen contact and reduce the error rate of calculation. Therefore, teachers should strengthen contact and reduce the error rate of calculation. I have determined that the focus of this lesson is the calculation method of two-digit plus two-digit continuous carry addition. The difficulty is the calculation method of ten-digit full two-digit plus two-digit continuous carry addition and the calculation method of two-digit plus two-digit continuous carry addition. Ten-digit full writing format. Based on the above understanding, combined with the new curriculum standard, I have determined the teaching objectives of this course: 1, knowledge and skills: to enable students to thoroughly understand the calculation rules of pen-based addition within ten thousand, and accurately calculate the continuous addition of two digits according to knowledge and skills. 2. Process and method: Cultivate students' serious and careful study habits and improve their calculation level. Process and method: 3. Emotional attitude: gain successful experience in mathematics activities and enhance interest in learning mathematics.

Second, talk about teaching methods and learning methods.

Pay attention to students' existing knowledge as the starting point, leave enough time for students, fully reflect the process of students' independent inquiry, and let students explore, discuss and communicate independently in their studies. In communication, teachers should properly guide students to fully express their views and opinions, and must not do everything instead. At the same time, students should cooperate and communicate on the basis of independent thinking and research, and pay attention to the requirements of estimation in practice.

Third, talk about the teaching process

"Standard" puts forward that students are required to study mathematics in vivid and concrete situations, and organically combine application problems with calculation. Therefore, in the design of this class, I changed the boring calculation teaching and introduced the calculation problems through specific situations. 1, scene introduction, learn new knowledge, review old knowledge first, and emphasize "the same digits are aligned, starting with single digits" and "which digits add up to ten, you should add 1 to the previous digit, remember to add 1 to the previous digit". Then, the legend "Statistical Table of Some Animal Species in China" is displayed for students to observe and obtain information by themselves, and then the formula 98+25 = 2 of the example 1 is derived. Understand the algorithm, let the students explore the algorithm in groups, report to the teacher and then comment. In this process, students may have a variety of algorithms, and teachers master the vertical method, focusing on arithmetic. Unit plus one digit: 8 plus 5 gets 13, unit writes 3, and input 1 into ten digits. Ten digits plus ten digits: 9 plus 2 is 1 1, 1 plus one digit is 12. At this time, write 2 on the ten digits and enter 1 into the hundred digits. Hundreds plus hundreds: Because all ten digits are a ten, enter 1 into hundreds, and then write 1 into hundreds. Emphasis: when calculating the two-digit plus two-digit continuous carry addition, it should be added from the unit. Emphasis: when calculating two-digit plus two-digit continuous carry addition, it should be added from the unit. No matter which digit adds up to ten, it should be added from the previous digit to the one with "1". When calculating vertically, the continuous carry plus sign should be written as 100. The position before the bit. The position before the bit. 3. Exercises can help students consolidate what they have learned, further improve what they have learned, and make students apply what they have learned. ① The first 1 question of "doing" on page 16 of the textbook is calculated directly in the book, instructing students to act on the chessboard. When commenting, let the students say: How did you work it out? What do these four questions have in common? The second question of "doing the problem" asks students to calculate the number of formulas for each carrot independently, and then the whole class comments. In the whole process, we constantly emphasize: when calculating the two-digit plus two-digit continuous carry addition, we should start with the single digit; When calculating two-digit plus two-digit continuous carry addition, we emphasize that no matter which digit adds up to ten, we must go forward to "1" and no matter which digit adds up to ten, we must go forward to "1". In the whole teaching process, we should first try to take thinking training as the main line and the teaching content of calculation as the platform for students' thinking. While paying attention to understanding arithmetic and mastering calculation methods, we should pay more attention to the development of students' thinking. Make computing teaching truly become the carrier of cultivating students' general ability and innovative consciousness. Secondly, strive to build a "dynamic generation" classroom. The main line of classroom teaching is "inquiry-guidance-inquiry", and students can learn according to their existing knowledge base and life experience by organizing formulas and discovering them in time. Only by catching the learning resources available in the classroom in time and adjusting the teaching process at any time can we really promote the dynamic generation of the classroom. Third, try to reflect the autonomy of learning.