This textbook adopts the method of mixing number and algebra, space and graphics, statistics and probability, practice and comprehensive application, and each field includes the following contents:
Numbers and Algebra: Unit 1 "Elements, angles, fractions and decimals". Understand the meaning of decimal system according to the specific situation of shopping, and be able to recognize, read and write simple decimal system; Feel the process of comparing decimal sizes; Can add and subtract one decimal place, and can solve some related simple problems; You can use decimals to express some things in daily life and communicate. Unit 3 "multiplication" Can calculate two digits multiplied by two digits; Be able to estimate according to the specific situation and explain the estimation process; Can flexibly use different methods to solve simple problems in life and judge the rationality of the results. Unit 5 "Cognitive Score". Be able to understand the meaning of scores in combination with specific situations and intuitive operations, and be able to read and write simple scores; Feel the process of comparing scores; Can calculate the addition and subtraction of fractions with the same denominator and solve some related simple problems.
Space and Graphics: Unit 2 "Symmetry, Translation and Rotation". Perception of translation, rotation and axial symmetry with examples; Simple graphics can be drawn on square paper after translation in horizontal and vertical directions; Through observation and operation, we can understand the axisymmetric figure and draw a simple axisymmetric figure on the grid paper. Unit 4 "Area" Through an example, we can understand the meaning of area, estimate and measure the area of a graph with a self-selected unit, understand the necessity of unifying the area unit, understand and recognize the area unit, and make a simple conversion. By exploring and mastering the area formulas of rectangles and squares, we can estimate the area of a given rectangle and square.
Statistics and Probability: Unit 6 "Statistics and Possibility". Through abundant examples, understand the meaning of average, realize the necessity of learning average, and find the average of simple data; Can describe the possibility of some simple events and communicate with peers.
Practice: Go to the store to investigate the prices of three commodities and make records. Compare the price of the same commodity with your classmates. Look for decimals in life and talk to your partner. Cut out your favorite graphics with paper and draw them by translation or rotation. Design a travel plan. The choice of kitchen floor rotation is to make puzzles. Investigate the height of this group of students and calculate the average height of this group of students, and calculate the average height of this group of students. Find out the information about the average in the newspaper and talk to your partner.
Second, the teaching focus:
The concepts of decimals and fractions, graphic transformation and area in this textbook are all important basic knowledge for students to contact for the first time, so it is very important for students to learn and understand in concrete and vivid situations.
Third, the teaching difficulties:
Cultivate students' awareness of applying mathematics and their ability to solve problems independently. It is necessary to combine mathematics learning with solving mathematical problems in life, make full use of the clues provided by textbooks that mathematics is closely related to life, and cultivate students to learn to observe real life with mathematical eyes, find mathematical problems, put forward mathematical problems, solve mathematical problems, realize the wide application and practical value of mathematics, and obtain good emotional experience.
Fourth, the analysis of learning situation:
In the three classes I teach this semester, most of the students are interested in mathematics, with strong acceptance and correct learning attitude. Especially for boys, the learning foundation is relatively good, but some students do not have enough consciousness to finish their homework in time, or the quality of their homework is poor, which leads to difficulties in mathematics learning. Therefore, in the new semester, while correcting students' learning attitude, we should strengthen the cultivation of their various abilities to learn mathematics in order to improve their grades.
Analysis of teaching resources of verbs (abbreviation of verb);
Attach importance to students' life experience, closely link mathematics with reality, guide students to learn mathematics on the basis of understanding, and promote students' understanding of mathematics. Through the basic fields such as "number and calculation, quantity and measurement, space and graphics, statistics and probability, practice and comprehensive application", the textbook reflects the basic process of using mathematics to study the real world, and organically permeates important mathematical thoughts and ways of thinking such as number sense, symbol sense, space concept, statistical thought and reasoning consciousness, and selects and arranges teaching content on this basis.
Show the process of knowledge generation and application, form the basic narrative mode of "problem situation-modeling-explanation and application", and guide students to gradually form diversified, scientific and reasonable learning methods. Through the above process, students will gradually master basic mathematical knowledge and methods, form good mathematical thinking habits and application consciousness, improve their ability to solve problems, feel the fun of mathematical thinking, enhance their confidence in learning mathematics well, and gain a more comprehensive experience and understanding of mathematics.
Arrange the content of teaching materials with mathematical activities as clues to promote students' independent participation, exploration and communication. According to the requirements of "Standard", the textbook broke through the previous presentation mode centered on examples, and began to learn relevant knowledge with students' mathematical activities as clues. The textbook has set up columns such as "Take a look, do it, think about it, talk about it, read it, my growth footprint and question bank" to promote students to master basic knowledge and skills, develop mathematical thinking and problem-solving skills, and initially form good feelings, attitudes and values in activities such as observation, operation, thinking, communication and reflection.
The concrete measures to improve the teaching quality of intransitive verbs;
(1) Strengthen the teaching of basic knowledge and skills.
Understand the basic knowledge of mathematics. In teaching, students should pay more attention to the training of mathematical methods while mastering mathematical concepts, laws and quantitative relations, and gradually form a good way of thinking and a sense of using mathematics. Handle the relationship between basic training and the development of creative thinking and follow-up learning. The creative thinking of primary school students is gradually developed in the process of "re-creation" in mathematics learning. The premise of "re-creation" is to enable students to form solid basic skills through necessary basic training.
(2) Pay attention to guiding students to explore independently and cultivate students' innovative consciousness and interest in learning mathematics.
This textbook designs an appropriate number of exploratory and open mathematical problems, which provides students with opportunities for independent exploration and more sufficient thinking space. Cultivate students' scientific attitude of being willing to study, think and work hard. Teachers should pay attention to students' individual differences and respect their creative spirit. Students should give timely and effective help and guidance in the process of exploration.
(3) Pay attention to cultivating students' application consciousness and practical ability.
Mathematics teaching should embody the basic process of "starting from the problem situation, establishing a model, seeking a conclusion, applying and popularizing". In daily mathematics activities, we should pay attention to practical activities such as small topic research and practice, not only can't delete this part at will, but also strengthen the density and intensity of this part of the content arrangement.
(D) Grasp the teaching requirements and promote the development of students.
Teachers should be good at compiling teaching materials, grasp the key and difficult points of knowledge and the internal relationship between knowledge, and carry out teaching activities according to students' age characteristics and teaching requirements. We should pay attention to learning concepts in the process of analysis and collation through our own experience under the background of extensive intuitive perception, instead of rote learning.
Seven, promote the teaching evaluation method.
Teaching evaluation should be conducive to the development of students and pay attention to the investigation of students' learning process. In the evaluation of knowledge and skills, the types of test questions should be diversified. Evaluation should reflect the role of motivation.