The teaching plan is guided by a systematic method. The teaching plan regards the teaching elements as a system, analyzes the teaching problems and needs, establishes the program outline for solving problems, and optimizes the teaching effect. Next, I will bring you a lesson plan about the fifth grade mathematics of Jiangsu Education Press for your reference.
The teaching plan 1 published by Jiangsu Education Publishing House first requires students to review rational numbers, and at the same time requires students to raise their hands to answer with the help of multimedia, so that students can think positively and quickly enter the classroom state.
In the new class, students can have a perceptual knowledge of the number axis with the help of physical objects, guide students to answer examples similar to thermometers in real life, and let students concentrate and think positively.
Teachers give a flexible explanation to the example 1 in the textbook, and students summarize its * * * similarity through concrete models in real life, thus getting the definition of number axis. In teaching, the three elements of number axis should be highlighted in students' induction, and students should speak enthusiastically, so as to enhance interest and enliven the classroom atmosphere.
In the teaching process of this class, students' thinking has always been highly active, and many bright spots have appeared, which has also given me great inspiration.
In teaching, we should grasp the spirit of teaching materials, creatively use teaching materials, consciously reflect the contents and methods of inquiry in every link of teaching process design, arrangement and organization, avoid the excessive abstraction and formalization of teaching content, and enable students to understand and grasp the fun of experiencing mathematics learning through intuitive feelings. Accumulate the experience of mathematics activities, reflect the fun of mathematics learning, accumulate the experience of mathematics activities, and realize the significance of mathematics thinking, so that students can gradually form innovative consciousness in middle school.
In this class, we trust students and provide them with opportunities to fully show themselves. The design of teaching activities strives to make students do more hands-on, think more and reflect more, give full play to students' thematic role, create actual situations and scenarios, give students enough time and space to fully explore and communicate, and learn effectively through hands-on practice, independent exploration and cooperative communication.
The improvement of this class is that in the final summary of the class, the teacher pointed out that there is not a one-to-one correspondence between points on the number axis and rational numbers, which is not good for introducing students' thoughts to a deeper level. Before group discussion, students should be given enough time to think independently. Don't let some active students' answers take the place of other students' thinking, cover up other students' problems and help them solve difficulties. Only in this way can group cooperative learning be more timely.
Jiangsu Education Press published the fifth grade mathematics teaching plan 2 1. When introducing questions,
The new curriculum standard should proceed from reality and make students have a strong thirst for knowledge.
The 1. number axis is an important medium for number-shape conversion and combination. The prototype of situational design comes from the reality of life and is easy for students to experience and accept. Through observation, thinking and hands-on operation, students can experience and appreciate the formation of the number axis, deepen their understanding of the concept of the number axis, and cultivate the ability of abstract generalization, which also reflects the cognitive law from perceptual knowledge to rational knowledge to abstract generalization. Using thermometer to arouse students' initiative in learning.
2. The teaching process highlights the main line from emotion to abstraction to generalization, and the teaching method embodies the mathematical thinking method of combining numbers and shapes from special to general.
Second, in the exploration of the problem
I adopted the interaction between teachers and students, which produced dynamic effects through bilateral activities between teachers and students, so that students could take part in exploration and discovery in a curious state with more time and space under the situation provided by teachers, and actively acquire knowledge and skills. However, there are also some problems in the whole implementation process. For example, there are some problems in students' summary when drawing concepts. When I dealt with it again, I answered the students' questions because I was afraid that there was not enough time. In fact, it should be solved by students themselves, which is very helpful to improve students' ability.
Third, equipped with exercises.
The equipment of the whole exercise is roughly arranged in the order from easy to difficult, facing all students and adopting various forms, so that students at different levels can gain something and adopt a step-by-step approach. After explaining the examples, let the students ask each other questions, so as to encourage students to actively participate in teaching activities and create a relaxed learning atmosphere. But I generally feel that there is not enough exercise and students have less opportunities to practice.
Fourth, shortcomings.
Students can determine the position and unit length of the origin when drawing the number axis through learning. However, due to the influence of the number axis graphics in the textbook workbook, some students think that only the correct direction can be regarded as the positive direction of the number axis, and it is not considered as the number axis when it meets the number axis graphics with positive other directions. This needs to be improved in the future teaching, so that students can deepen their understanding of this aspect.
Su Jiaoban completed the teaching of "number axis" in the third teaching plan of fifth grade primary school mathematics, and reflected on the whole teaching process. I am very pleased with several points, such as:
1, which can better grasp what students should master in this section: 1. Use thermometer analogy to understand the number axis, and use points on the number axis to represent rational numbers; Second, understand the concept of reciprocal with the help of the number axis, and know the position relationship of a pair of reciprocal numbers on the number axis. Through this lesson, students should be able to master the above two points flexibly.
2. Fully arouse students' enthusiasm in the teaching process and let them actively participate in the classroom. For example, in situational introduction, students imitate thermometers and design their own graphs that can represent rational numbers, and then the teacher helps to summarize the shapes and concepts of the number axis. This process gives full play to students' subjectivity and makes them understand that mathematics can come from reality. In the future, they may pay more attention to the things around them, and they will go to a higher level of exploration and cultivate their sense of innovation. Secondly, in order to adjust the active atmosphere in the classroom, a game and a series of questions and answers are specially designed. The game is: ask a row of students to set the positive direction with a straight line as the number axis and any student as the origin, and ask other students to say the number and inverse number of the students in the row respectively. This link fully mobilized students' enthusiasm, made the classroom extremely active, reduced students' fatigue, and easily completed the consolidation of knowledge. Furthermore, in the choice of homework, I also spent some thoughts, from easy to difficult, step by step choice, combined with some knowledge learned in the first chapter, is ideal. Finally, in this class, I infiltrated the mathematical thought of "the combination of numbers and shapes" to the students, which laid a good foundation for the future mathematical study.
There are also many shortcomings, such as: before introducing the graphics and concepts of the number axis, students should be allowed to show the number axis designed by imitating the thermometer on the blackboard, so that students can summarize it themselves, which is more perfect; When introducing the concept of the opposite number, I forgot to emphasize that the opposite number of "0" is "0".
I think the teaching of this class has made me realize once again that the potential of students is infinite, so we should let go and create more opportunities to give full play to our own subjectivity.
The teaching goal of the fifth grade mathematics teaching plan 4 of Jiangsu Education Publishing House;
1. Combined with the specific activity situation, experience the experimental process of measuring stone volume and explore the measurement method of irregular objects.
2. In the process of practice and inquiry, try to solve practical problems by various methods.
Teaching emphases and difficulties:
Explore the method of irregular object volume and try to solve practical problems in many ways.
Teaching activities:
First, create situations and introduce new knowledge.
1. Show me the stone.
Q: How to measure the volume of a stone? What is the volume of a stone?
Extreme book title.
2. Take the group as the unit, discuss and formulate the measurement scheme first.
Q: Can I use the formula directly? What if I can't?
3. The team sent representatives to introduce the measurement scheme.
Students observe stones.
Think about how to measure the volume of stones.
Students discuss in groups and make a measurement plan.
The student's measurement plan may include:
Scheme 1: Take a cube container, put a certain amount of water into it, measure the water level, then sink the stones into the water and measure the water level again. At this time, calculate how many centimeters the water surface has risen, and use "bottom area × height" to calculate the volume of rising water, that is, the volume of stones. You can also calculate the difference between the volume of water before putting the stone and the total volume after putting the stone.
Scheme 2: Put the stone into a container filled with water, pour the spilled water into a graduated measuring cup, and then directly read out the volume of the spilled water, which is the volume of the stone.
Option 3: Fine sand can be used instead of water, and the method is the same as methods 1 and 2.
Design intention: Create scenarios to stimulate students' interest in learning new knowledge. Guide students to cooperate in groups and make measurement plans.
Guide students to explore and experience the method of measuring the volume of irregular objects.
Second, carry out experiments.
Students are required to work together according to the plan made by their respective groups.
Group representatives receive the necessary measuring tools, and students measure and calculate continuously together.
Design intention: Through experiments, let students understand that there is more than one way to convert irregular stone volume into water volume.
Third, give it a try.
1. In a cubic container, measure the volume of an apple.
2. Measure the volume of a soybean.
Students measure together.
3. summary.
Teacher: What did you get from the experiment?
Ask some students to talk about their gains.
Design intention: Let students use the measurement method obtained in cable handling activities to measure the volume of other irregular objects again.
Fourth, mathematical kaleidoscope.
The courseware shows the story of Archimedes taking a bath.
Students listen to the teacher's story about Archimedes taking a bath.
The teaching goal of the fifth grade mathematics teaching plan of Jiangsu Education Publishing House;
1. Knowledge goal: Based on the knowledge of cuboids and cubes, explore the measurement methods of some irregular objects in life, and deepen the understanding and deepening of the learned knowledge.
2. Ability goal: Experience the process of exploring the volume measurement method of irregular objects and experience the transformation process of "equal product deformation". By comprehensively applying the learned knowledge, we can obtain the activity experience and specific methods of measuring the volume of irregular objects, and cultivate the team spirit and problem-solving ability.
3. Emotional goal: Feel the interrelation between mathematical knowledge, experience the close connection between mathematics and life, and establish confidence in using mathematics to solve practical problems.
Teaching process:
First, check the import.
1, review the volume of a long (regular) cube, and the conversion between volume and unit of volume.
2. Listen to the story. Cao Chong is called an elephant (the mass of an elephant is converted into the mass of a stone) \ Archimedes' story (the volume of a crown is converted into the volume of water). Will this story help and inspire us in this class?
3. Observe the shape of (stone \ potato) and draw an irregular object (blackboard writing) by comparing it with a cuboid or a cube.
Is the crown in the story also an irregular object?
Comparing stones and potatoes, which object is more irregular, points out that we are going to measure the volume of stones today. (blackboard writing)
Second, experimental operation, measuring the volume of stone.
1. Take out the measuring tools under the table. According to the given measuring tools, each group works out the measuring scheme and what to do (division of labor). Division of labor and cooperation:
Scheme 1: Take water, measure the length and width of the bottom and the height of the water surface, and then measure the height of the water surface after putting stones. The difference between the bottom area and the height is the volume of the stone. (Note: the amount of water should be moderate, neither too little nor too much, subject to the fact that the stones are submerged and the rising water does not overflow. )
Scheme 2: Take water, fill the empty container with water, then slowly put the stones into the water, and then pour the spilled water into the measuring cup to measure the volume of the water.
2. The group reports their own practices, and the teacher writes on the blackboard while listening to the students' reports. Appropriate amount of water: the proposed volume of water is equivalent to the volume of stone. Add water: the volume of spilled water is equivalent to the volume of stone. )
It's really good. Everyone has measured the volume of this stone. Please pour the water back into the bucket. We exchange measuring tools and re-measure the volume of the stone to verify whether the measurement results are roughly the same.
3. Besides the above two schemes, are there any other measurement schemes? Tell me, will Cao Chong be the second in our class?
Default 1: small objects-measure the volume directly with a cup.
Preset 2: First put the stone into the container, add water to the container until the water is higher than the stone, measure the height of the water, take out the stone, measure the height of the water again, and multiply the bottom area of the container by twice the height difference to get the volume of the stone.
Premise 3: When the filled water is too high, we can add water to the increased water volume, or we can find out the volume of the stone.
Premise 4: There is a method to find the volume of stones by weighing. We weigh and estimate the stones we measure, and then find the volume of stones of any size according to this pair of data.
Premise 5: Use plasticine instead of water. Put the stone into an empty cuboid container, fill the container with plasticine, take out the stone, and then fill it with plasticine (flatten it, measure the height of plasticine, and multiply the difference between the container height and plasticine height by the bottom area to get the volume of the stone. ……
Third, consolidate and improve.
Today, everyone's performance was really good, and some plans were unexpected by the teacher. Apply what you have learned, apply what you have learned, and see how to do the questions on the blackboard.
1. A cuboid container with a bottom length of 2 decimeters and a width of 1.5 decimeters. After putting a potato in, the water level rose by 0.2 decimeter. What is the volume of this potato? (Students do it independently. )
2. Measure the volume of the bouncing ball.
Count 25 jumping beads, put them into a measuring cup with a certain amount of water, measure the volume of water according to the rise of the water surface, and then calculate the volume of one jumping bead. (Students experiment and calculate the volume)
Fourth, summarize and improve.
What did you gain from today's study? I learned how to find the volume of stones, how to find the volume of irregular objects, and how to transform one object into another to solve problems. )