Methods: Know the names of all parts of decimal, understand the meaning of perceived decimal, understand the relationship between decimal and fraction, and know that several tenths can be expressed by one decimal and several percent by two decimals, combined with specific conditions.
Understand the decimal of yuan and rice and feel the application of decimal in life.
After class, I reviewed and reflected. Personally, I think I have a good grasp of the following aspects.
1, accurately grasp the starting point of teaching and grasp the key points.
"Mathematics Curriculum Standard" points out: "The teaching process of mathematics is an active construction process based on students' existing knowledge and experience. "What students learn every day may not be brand-new knowledge for them, but some will.
Based on certain life experience. The understanding of decimals is brand-new from the logical structure, but we have some superficial understanding from the reality of students' life. The children saw a small price in the lower grades.
Numbers, coupled with the usual experience of shopping in supermarkets, are no strangers to decimals, especially decimals representing prices. Some children can already read and write decimals. So I pay attention to starting from the students' existing life experience.
Using the close relationship between decimals and daily life, let students do social surveys before class, collect some examples of commodity prices and decimals in life, and strengthen their understanding of decimals from these collected materials in class. because of study
Students have a preliminary intuitive understanding of decimals. With the accumulation of existing life experience, students quickly complete the transition from old knowledge to new knowledge. Reading and writing decimals is relatively simple, but most students know little about the meaning of decimals.
Therefore, I put the focus of this lesson on the teaching of the meaning of decimals representing length. When understanding the meaning of decimals, students are guided to explore, discover and construct independently with the help of fractions, so as to realize the connection between decimals and fractional fractions.
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2. Learning activities connect with life and stimulate interest.
Mathematics comes from life, and there is mathematics everywhere in life. "Understanding decimals" is a concept teaching class. In order to avoid boredom, I started from my own life practice and carried out learning activities close to students' reality. Try to choose science.
Examples around students (such as commodity prices, the height of teachers and students, etc.). Let life materials run through the whole teaching. Starting from students' own experiences, arouse students' memories of life experiences, so that students can initially understand the sum of decimals.
With the close connection of life, I feel that what I have learned is not simple and boring mathematics, but very interesting and intimate mathematics. I feel that mathematics is everywhere in my life, right beside me, and they are all brought by the strong atmosphere of life.
Get moving and throw yourself into your study. For example, in the process of guessing the teacher's height, students are particularly interested and enthusiastic, actively guessing and looking for the teacher's height.
3. Give full play to students' main role and attach importance to mathematical thinking.
The significance of decimals in rice is the focus and difficulty of the whole class, so I let students learn how to understand knowledge, master methods, learn to think and communicate, and gain emotional body through self-study, communication and discussion.
Experience realizes the process of actively constructing knowledge and obtaining mathematical thinking methods on the basis of original knowledge and experience. For meaningful and regular things, I guide students to dig deeper and understand the connotation. Skills of asking questions
Coincidentally, I pay more attention to the thinking value of problems than before. Questions should be able to activate students' thinking cells and trigger students' effective mathematical thinking.
4. Effective use of multimedia
When teaching decimals in meters, I make full use of multimedia visual demonstration to guide students to observe, analyze and discover laws, to communicate the relationship between fractions and decimals, to form a correct representation, and to make students realize that several tenths are possible.
It can be expressed by one decimal place, and a few percent can be expressed by two decimal places. Well-designed courseware has played a very good role, making vague concepts clear and easy to understand, helping students to grasp the key points and difficulties well, and the effect is good.
Of course, this class also has many shortcomings and regrets, which are embodied in the following points:
1、
When teaching decimal points, I forgot the instruction of writing, so that when students independently write decimal points to express prices, many students write decimal points irregularly, which is more like a pause. After class, I think, in fact, many students have written decimals before.
Now, if students say "What do you think should be paid attention to when writing decimals" before writing decimals, then the whole class will form a * * * knowledge, strengthen the writing points, and then practice writing decimals, and the effect will be much better.
2、
When teaching "decimals in meters", the research of one decimal place and two decimal places is somewhat independent, the learning process is generally similar, and the transition between them is also general. After class, I redesigned and taught again.
Finish one decimal place, summarize the rules (the decimal places can be expressed by one decimal place), do some oral exercises corresponding to the decimal places and one decimal place first, and then ask the students to guess how much percentage can be expressed as small.
Number, and then by studying the process of two decimal places to verify the guess just now. In this way, the two parts are organically combined, which can better reflect the concept of "let students experience the formation process of knowledge".
3. Finally, one exercise didn't make a good transition, and the "diary" seemed a bit stiff. Language should be carefully considered.
In the future classroom teaching, I will work harder to create a harmonious atmosphere, give students sufficient thinking space, create reasonable scenarios, skillfully design questions to guide, and use reasonable methods to effectively deal with key points and difficulties. Guide students to actively explore, learn independently and acquire new knowledge, so as to make classroom teaching more efficient.