In the teaching process, teachers set up problem scenarios and students try to solve problems. Inspired by teachers, students try to find solutions to problems with their hands-on activities and analogical thinking. The following is the draft of the first-grade math lecture I helped you organize. I hope you like it.
First of all, talk about textbooks.
The content of the lecture is the understanding, addition and subtraction of unit 1 1-5 of the compulsory education curriculum standard experimental textbook "Mathematics". This part of the textbook is one of the most basic knowledge in the concept of number, and it is the beginning for primary school students to learn mathematics. At this stage, let students experience the process of abstracting numbers from daily life, and teach with the help of real objects in life and students' operational activities, so as to lay a solid foundation for students to understand the usefulness of mathematics and experience the fun of mathematics learning. Based on the above understanding, I have determined the teaching objectives of this course as follows:
1, knowledge goal: Through teaching, let students learn to abstract numbers from real life, understand the meaning of cardinal numbers and ordinal numbers, know, read, write and the order of numbers, learn to compare the sizes of numbers, and know, read and write these five numbers.
2. Ability goal: cultivate students' ability of observation, comparison and oral expression, infiltrate mathematics from life, understand the close relationship between mathematics and daily life, and apply dialectical materialism in life.
3. Emotional goal: Stimulate students' learning enthusiasm and cultivate students' initiative to explore through inquiry activities.
The focus and difficulty of the textbook:
The focus of this lesson is to understand the meaning of cardinality and ordinal number of 1-5.
The difficulty of this lesson is to infiltrate the ideas of set, correspondence and statistics.
Second, oral teaching methods
1. Situational teaching
Curriculum standards point out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Therefore, the creation of scenes should be based on students' life experience and knowledge background: at the beginning of the new class, the computer displays the pictures of "wild zoo", so that students can observe the pictures carefully, talk about what is on these beautiful pictures in groups of four, and count them one by one in an orderly way, which not only stimulates students' interest in learning, but also cultivates their observation ability and language expression ability.
2. Illustration method
After students know the meaning of the number 1-5, they are asked to say a word with any number of 1-5 according to their real life, and examples are given to illustrate that it not only cultivates students' sense of numbers, but also makes them realize that there is mathematics everywhere in their lives and gain experience in using mathematics.
3. When comparing the numbers of 1-5 in the discovery teaching, the teacher sent several CDs to the study group and asked the students to put them on the table for comparison. By putting the disc, the students found that 1 plus 1 got 2, and 1 plus 2 got 3, so as to understand the order of numbers. The role of teachers is to organize discovery activities, pay attention to students in the activities, and let students learn new knowledge and experience the exploration process.
Third, theoretical study.
Curriculum standards point out that effective mathematics learning activities can not only rely on imitation and memory, but also on hands-on practice, observation and comparison, and cooperation and communication. Practical operation method and observation and comparison method are also the main ways for students to learn new knowledge in this course, while attaching importance to the guidance of learning methods.
1 observation method
It is a good learning method to observe the picture of topic map and express it in complete language. For example, when teaching thematic maps, the purpose of observation is clear. The teacher asked the students to observe what was drawn on the screen, and then organized the discussion. How do you think it's fast and not a lost object? This arrangement not only gives students the opportunity to think independently, but also teaches students the thinking method of observation.
2. Practical operation method
The development of children's thinking is the transition from concrete image thinking to abstract thinking. They need to learn knowledge and develop wisdom through various activities. Therefore, in the teaching of 1-5, when comparing the size of numbers, we can get the method of comparing the size of numbers by students' hands-on playing and personally perceiving and experiencing the order of numbers. Cultivate students' ability to acquire knowledge through hands-on operation.
Fourth, talk about teaching procedures.
This lesson is mainly completed by five links;
(A) observation and inquiry, to cultivate students' observation ability
1, the introduction of pictures, let students see what is on the picture, how to see it can be done quickly without losing it, and clearly observe it in a certain order.
This teaching design provides interesting learning materials for children, grasps the characteristics of children's love of playing, and actively mobilizes students' interest in learning.
(2) Transition from graphics to numbers and establish the concept of numbers.
1, the transition from graph to number. The students all say there are 1 elephant. So, what can 1 stand for besides elephants? Look for it.
2, the same idea to teach 2-5 understanding of each number, so that students can better understand that numbers come from life, thus closely linking mathematics with life.
(3) Connect with real life and learn to use numbers.
After the students know the number 1-5, design a game, let the students find it in the classroom and at home, count it by themselves, and say a sentence with the learned numbers.
In this way, students can better connect life practice with mathematics and learn to solve problems in life with mathematics.
(d) Hands-on operation of the chip, learning to compare numbers.
1, after knowing the meaning of the number, let the students play the disc by themselves and compare it. Which number is bigger, do you think? The difference between the calculation unit permeated with natural numbers and two adjacent natural numbers is 1.
2. After knowing the size of the number, play a guessing game, such as what is in front of 5? What's behind 3? How many people will there be? Through repeated practice, students have a good grasp of the knowledge point of number comparison.
3. Finally, learn to write numbers. Writing numbers is another focus of this course. Teachers should cultivate students' good writing habits. Students are already familiar with the numbers 1-5, mainly to guide students to write numbers in a standardized and neat way. This teaching link should make full use of the intuition of computer software, clearly show the movement track of each stroke of 1-5, let students observe their feelings first, and then achieve the expected effect through red strokes and independent writing.
This design conforms to children's cognitive law, cultivates students' practical ability and thinking imagination, and fully embodies the idea that the new curriculum allows students to experience the formation process of mathematical knowledge personally.
(5) Consolidate and deepen, expand and extend.
1, after the new lesson, show the exercises. For example, finding friends, drawing circles by looking at numbers and writing numbers by looking at pictures will help students to further establish the relationship between numbers and shapes and better understand and recognize the number 1-5.
2. Finally, some topics with 1 are designed, such as 1 banana, 1 bunch of grapes, 1 pair of socks, etc. , and infiltrated the concept of "1".
Fifth, summarize the whole class.
This class will be over soon. Who can tell us what you have learned from this class? What do you think is the most successful?
The design of the whole class fully embodies that students are the main body and teachers are the organizers, guides and collaborators of students. In the whole teaching process, students always learn knowledge through eye observation, brain thinking, language expression, hands-on practice and independent inquiry, and the initiative of learning is completely given to the students in the classroom. Students have a wide range of participation, happy learning and good learning effect.
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