Primary school mathematics teaching plan 1
I. Situation analysis
(A) class analysis
There are _ _ students in Class Three (3), including _ _ boys and _ _ girls. There are _ _ students in Class 3 (4), including _ _ boys and _ _ girls. After two years of mathematics study, students' basic knowledge and skills of mathematics have basically reached a certain level, and they are interested in learning mathematics and willing to participate in learning activities. Especially some hands-on, cooperative learning content is more interested. However, some students with learning difficulties cringe when they encounter problems that are difficult to think deeply. Only in the classroom and mathematics learning activities can the real situation of a child's learning be fully reflected. Therefore, for these students, I should pay more attention to maintaining the interest that has basically formed, and gradually guiding the fun of thinking and the fun gained from successful experiences. In addition, some students have a poor foundation, and their computing ability and thinking ability need to be further improved. Some good habits in math learning need to be strengthened. For these students, it is necessary to cultivate children's good study habits, enhance their self-confidence, explore good learning methods and adopt various incentive mechanisms in this semester's education and teaching, so that they can catch up.
(2) teaching material analysis
The content of this semester's textbook includes the following contents: the addition and subtraction of hours, minutes and seconds, less than 10 thousand, the understanding of measurement, the multiplication of multiple digits by one digit, the rectangular square, the preliminary understanding of fractions, the wide angle of mathematics and the practical activities of mathematics.
1. The arrangement of computing teaching content reflects the idea of reform, focusing on cultivating students' flexible computing ability and developing their sense of numbers.
2. Provide rich teaching content of space and graphics, pay attention to practice and exploration, and promote the development of students' space concept.
3. Combined with practical problems, teach simple data analysis and averaging, deepen students' understanding of the role of statistics, and gradually form statistical concepts.
4. Strengthen the teaching of problem-solving ability and cultivate students' comprehensive ability to solve problems with mathematical knowledge.
5. Infiltrate mathematical thinking methods step by step to cultivate students' mathematical thinking ability.
6. The cultivation of emotion, attitude and values permeates mathematics teaching, and stimulates students' interest and inner motivation with the charm of mathematics and the harvest of learning.
Second, the main purpose of teaching this semester.
Knowledge and skills
1, can write addition and subtraction of three or four digits, and can make corresponding estimation and checking calculation.
2, can calculate a number by integer ten and integer hundred; Will write a number multiplied by two or three digits, will make an estimate; Can skillfully calculate divisor with quotient of one digit and division with remainder.
3. Have a preliminary understanding of simple fractions (denominator less than 10), be able to read and write fractions and know the names of each part, have a preliminary understanding of the size of fractions, and be able to calculate simple addition and subtraction operations of fractions with the same denominator.
4. Have a preliminary understanding of parallelograms, master the characteristics of rectangles and squares, and draw rectangles, squares and parallelograms on grid paper; Knowing the meaning of perimeter, we can calculate the perimeter of rectangle and square; The length of some objects can be estimated and measured.
5. Know the length unit kilometer, initially establish the concept of 1 kilometer, and know that 1 kilometer = 1000 meter; Understand the quality unit ton, initially establish the quality concept of 1 ton, and know that 1 ton = 1000 kg; Knowing the time unit of seconds, the concept of minutes and seconds is initially established, and knowing that 1 minute =60 seconds, some simple calculations are made on time.
6. Preliminary experience: Some events are certain and some are uncertain; Be able to list all possible results of simple experiments, know the possibility of events and describe the possibility of some simple events. 7, can find out the simple arrangement and combination of things, form the consciousness of discovering mathematics and thinking about problems in life, and initially form the ability of observation, analysis and reasoning.
(B) Mathematical thinking
1, can use life experience to explain relevant mathematical information, and initially learn to describe simple phenomena in the real world with specific data.
2. Can explore the shape, size, positional relationship and movement of simple objects and figures, and develop the concept of space.
3. With the help of the teacher, learn to choose useful information for simple induction and analogy.
(3) problem solving.
1. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.
2. Understand that there are different solutions to the same problem.
3. Have experience in solving problems in cooperation with classmates.
4. Initially learn to express the general process and results of solving problems.
(d) emotions and attitudes.
1. With the encouragement and help of others, I am curious about some things related to mathematics around me and can actively participate in vivid and intuitive teaching activities.
With the encouragement and help of others, I can overcome some difficulties in math activities, gain a successful experience and have confidence in learning math well.
3. Experience the process of learning mathematics such as observation, operation and induction, and feel the rationality of mathematical thinking process.
4, under the guidance of others, can find mistakes in mathematics activities, and correct them in time.
5, experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics well.
6. Develop the good habit of working hard and writing neatly.
Third, the focus and difficulty of teaching
Teaching emphasis: addition and subtraction of numbers within 10 thousand, quadrilateral.
Teaching difficulties: understanding of time, minutes and seconds, quadrilateral.
Fourth, specific measures to improve the teaching quality of this semester
1. Based on the age characteristics of students, gamification teaching is adopted to guide students to participate in mathematics learning activities.
2. In classroom teaching, pay more attention to the problems that are beneficial to children's understanding, rather than blindly difficult and extensive. We should consider students' actual thinking level, and pay more attention to middle school students and students with slow thinking.
3, arrange some interesting homework, such as hands-on homework, less rigid practice.
4. Strengthen the connection between family education and school education, and properly teach parents some correct methods to guide their children's learning.
Verb (abbreviation for verb) provides counseling for students with learning difficulties.
1, teachers of students with learning difficulties should pay more attention to love, patiently guide and persuade, create opportunities for them to express themselves and encourage them.
2, frequent home visits, get the cooperation and support of parents, and tell parents about the performance of students at school.
3. Be targeted and teach students in accordance with their aptitude. Learn to ask questions, be good at finding problems, and cultivate your ability to understand, analyze and solve problems.
Primary school mathematics teaching plan II
I. Guiding ideology
The new semester has begun. In order to further implement the curriculum reform, let students master what they have learned in a relaxed learning atmosphere, and cultivate students' ability to think, analyze and solve problems independently, the mathematics teaching plan for this semester is formulated as follows:
First, the analysis of learning situation
There are 45 students in my third grade. After two years of primary school life, children basically understand the learning habits and routines. Most students can think positively in class, study actively and creatively, master the knowledge and skills they have learned, and achieve the goals and requirements of this book. Children's psychological characteristics and thinking development are different, which requires teachers to pay more attention to teaching students in accordance with their aptitude while facing all students. Some students have poor ability and have difficulty in calculation and application. Some students have a bad learning attitude and can't finish their homework on time. Judging from the acceptance of knowledge quality last year, the polarization of students' grades is obvious, and the underachievers are still relatively large. In view of these situations, this school year, while paying attention to the teaching of basic knowledge, we will strengthen the guidance of underachievers and top students, and comprehensively improve the overall performance of our class.
Second, teaching material analysis
This textbook is divided into four fields and eight units.
1, number and algebra;
A, mainly learning mixed operations, with the content of addition, subtraction, multiplication and division, learning what the operation order should be. Combined with the specific situation, learn how to do the preliminary formula of mixed calculation.
B, learn the methods of three-digit addition and subtraction and addition and subtraction, and can use these methods to solve practical problems in life.
C, mainly study the multiplication (division) of one digit by multiple digits in oral calculation and written calculation. Combined with the specific situation, we feel the close connection between multiplication and division and real life, explore the oral and written calculation methods of multiplying (dividing) one digit by multiple digits, experience the diversity of algorithms, choose the appropriate method and calculate correctly.
D, learn the relevant knowledge of the year, month and day. Know the year, month and day, and understand the relationship between them; Knowing the average year and leap year, you can judge the average year and leap year. Understand the necessity of introducing 24-hour timing method, and know 24-hour timing method. Feel the math problems in time and cultivate the concept of time. Can solve some simple practical problems.
E know decimals through coins, learn simple calculation methods of decimals, and solve practical problems in life through addition and subtraction of decimals.
2, space and graphics:
A, learn to observe three-dimensional graphics from multiple directions. Develop students' spatial concept, and cultivate students' observation ability and hands-on operation ability.
B, learn the concept of perimeter, and calculate the perimeter of triangles, parallelograms, rectangles, squares and other figures. Understand the perimeter by combining specific things or figures. Explore and master the calculation method of rectangle and square perimeter. Combined with the specific situation, the close relationship between graphic knowledge and real life is perceived, and the concept of space is initially established.
3. Practical activities:
In the teaching content of each unit, this textbook is equipped with practical problems and practical activities, with real and interesting themes and various forms. In addition, four special activities are arranged, namely knowledge in collocation, in-school measurement, time and mathematics (I) and time and mathematics (II), so that students can comprehensively use what they have learned at this stage to solve problems.
Third, the main measures
1. Guide students to learn mathematics from life experience and feel that there is mathematics everywhere in life.
2. Strengthen intuitive demonstration and practical operation, and guide students to actively participate in the process of knowledge formation and feel the successful experience.
3. Guide students to reveal the relationship between knowledge and explore the law.
4. Stimulate students' interest in learning mathematics, pay attention to cultivating students' awareness and habits of autonomous learning, respect students' individual differences, encourage students to choose their own learning methods, and guide students to learn to learn in practice.
5. Pay attention to cultivating students' thinking flexibility and innovative consciousness.
6, pay attention to let students participate in group cooperative learning, cultivate students' awareness of cooperation and communication.
7. Follow the laws of students' physical and mental development and mathematics learning, and choose teaching strategies.
8, strengthen the guidance and auxiliary work, especially the guidance of poor students, and strive to make them catch up.
Primary school mathematics teaching plan 3
First, the analysis of students' situation
There are 56 students in this class, including 35 boys and 2 girls1. The habit of students attending classes has taken shape, and the students in the class have higher requirements in thinking. Some students have correct learning attitude, strong learning ability, good learning methods and strong interest in learning. Another part of the students show that their learning objectives are not clear, their learning attitudes are not correct, and their homework is often delayed or even not done. Judging from last year's academic performance, students' calculation methods and quality need further training and improvement. Therefore, in the new semester, we should work hard in this respect, face all students, comprehensively improve the quality of students, comprehensively improve the quality of education and teaching, and strive to cultivate more new talents for the four modernizations.
Second, teaching material analysis and teaching objectives
(a) Numbers and algebra
1. Application of the second unit percentage. In this unit, students will understand the meaning of increasing or decreasing a few percent under certain circumstances, and deepen their understanding of the meaning of percentage; Can use the knowledge about percentage or use equations to solve some practical problems, improve the ability to solve practical problems, and feel the close relationship between percentage and daily life.
2. Understanding of Unit 4. In this unit, students will experience the process of abstracting ratio from specific situations, and understand the meaning of ratio and its relationship with division and fraction. In the actual situation, to realize the necessity of simplifying the ratio, we must use the invariance of quotient and the basic properties of fraction to simplify the ratio; Be able to use the meaning of ratio to solve the practical problems of distribution according to a certain ratio, further understand the meaning of ratio, improve the ability to solve problems and feel the wide application of ratio in life.
(b) space and graphics
1. The first unit circle. In the learning process of this unit, students will understand the circle and its symmetry through observation, operation and other activities, understand the radius, diameter, the relationship between radius and diameter in the same circle, understand the essential characteristics of the circle and the function of the center and radius, and draw the circle with compasses; Combined with the specific situation, through practical activities such as hands-on experiment and pendulum operation, the calculation method of the circumference and area of a circle is explored and mastered, and the idea of turning a curve into a straight line is realized. Combine the process of appreciating and drawing patterns, experience the application of circles in pattern design, design simple patterns with compasses, feel the beauty of patterns, and develop imagination and creativity. Develop the concept of space through activities such as observation, operation, imagination and pattern design; Combined with the specific situation, experiential mathematics is closely related to daily life, and simple phenomena in life can be explained by circular knowledge to solve some simple practical problems; Combined with reading the development history of pi, we can understand the process of human beings' continuous exploration of mathematical knowledge, feel the charm of mathematical culture, stimulate national pride and form positive feelings for mathematics.
2. Unit 3 Graphic Transformation. In the learning process of this unit, students will experience the process of making complex graphics by simple graphic translation or rotation through observation, operation and imagination, and can express the transformation process of graphic translation or rotation in an orderly manner and develop the concept of space; After the process of pattern design by translation, rotation or axial symmetry, I can flexibly design patterns on square paper by translation, rotation and axial symmetry; Combine appreciating and designing beautiful patterns to feel the magic of the graphic world.
3. Unit 6 Observing Objects. Students will be able to correctly identify the shapes of three-dimensional graphics (five small cubes) observed from different directions (front, side and top) and draw sketches; Three-dimensional graphics (the combination of five cubes) can be restored according to the plane graphics observed on the front, side and above, and the shape of the three-dimensional graphics can be further determined by observing from three directions; According to the shape of the plane figure observed in two given directions, the number range of cubes needed to construct this three-dimensional figure can be determined; Experience the process of abstracting the range of eyes, sight and observation into points, lines and regions respectively, feel that the range of observation changes with the change of observation points and angles, and can use the knowledge learned to explain some phenomena in life.
(3) Statistics and probability
Unit 7 Statistics. In the learning process of this unit, students will get to know the compound bar and line charts through the examples of pitching competition and precipitation in two cities, and feel the characteristics of the compound bar and line charts. You can choose a composite bar chart and a composite line chart according to your needs to effectively represent the data; Be able to read simple composite statistical charts, make simple judgments and predictions according to statistical results, and communicate with peers.
(4) Comprehensive application
This textbook arranges three major theme activities, namely, mathematics and physical education, and mathematics in life, in order to urge students to comprehensively use what they have learned to solve practical problems in a certain field in life. The textbook also arranges the topic of looking at pictures to find relationships, aiming at making students realize that pictures can depict relationships intuitively, clearly and simply. At the same time, in the study of other specific contents, arrange some activities of comprehensively applying knowledge to solve simple practical problems. In these activities, students will comprehensively use the knowledge and methods they have learned to solve practical problems and feel the role of mathematics in daily life; Get some preliminary experience and methods of mathematical activities, and develop the ability to solve problems and think with mathematics; Feel the relationship between mathematical knowledge and understand the role of mathematics; In the process of cooperation and communication with peers, cultivate interest and self-confidence in mathematics learning.
(5) sorting out and reviewing
The textbooks are arranged to be sorted out and reviewed twice. Organize and review, change the mode of simply doing problems, and pay attention to cultivating students' self-reflection consciousness. Each sorting and review is divided into three parts: sorting out what you have learned, asking math questions and trying to answer some exercises.
What have you learned? The purpose of this column is to encourage students to review and reflect on what they have learned, and simply sort out the main contents by lists or other forms.
Use the knowledge learned to ask relevant mathematical questions and try to solve them, with the aim of cultivating students' ability to ask and solve problems; Deepen the understanding of the learned knowledge in the process of solving problems; Review your own experience and progress in the learning process.
Third, the intention and characteristics of textbook compilation
This textbook strives to embody the basic characteristics of the whole set of textbooks, attach importance to students' life experience, and closely link mathematics with reality; Presenting learning content with students' mathematical activities as the main line; Create vivid and interesting situations to guide students to experience abstract mathematical models and their interpretation and application in the process of solving practical problems, so as to gain an understanding and experience of mathematical knowledge; Pay attention to developing students' sense of number, spatial concept and statistical concept; Avoid stylized narrative arithmetic and rigid exercises. The specific performance is as follows:
1. In number and algebra, we attach importance to using the meaning of percentage to solve practical problems, attaching importance to the process of abstracting ratio from concrete examples and understanding the meaning of comparison.
2. In the study of space and graphics, we should pay attention to the exploration of the characteristics of the circle, the calculation of the circumference and area of the circle, the transformation of graphics and the observation of objects, and develop the concept of space.
3. In the study of statistics, we should pay attention to understanding the composite statistical chart with realistic materials and get as much information as possible from the chart.
4. Students will comprehensively use the knowledge and methods they have learned to solve practical problems and feel the role of mathematics in daily life when carrying out theme activities; Get some preliminary experience and methods of mathematical activities, and develop the ability to solve problems and think with mathematics; Feel the relationship between mathematical knowledge and understand the role of mathematics; In the process of cooperation and communication with peers, cultivate interest and self-confidence in mathematics learning.
Fourthly, the teaching suggestions for this textbook.
Mathematics teaching is the teaching of mathematics activities, and it is a process of interactive development between teachers and students. The following suggestions are put forward for the teaching of this textbook:
(1) Encourage students to experience and understand mathematics in real situations.
(2) Encourage students to think independently, and guide students to explore independently and cooperate and communicate.
(3) Pay attention to cultivating students' awareness of application and their ability to raise and solve problems initially.
Use teaching materials creatively.
Primary school mathematics teaching plan 4
First, the guiding ideology:
Strictly implement the party's educational policy, love their posts and respect their work, correctly impart knowledge to students, give them appropriate ideological education, and train them to become successors and builders of modernization in the new period. Seriously cultivate their sense of numbers, improve their computing ability, cultivate their concept of space, and apply what they have learned to real life to solve problems in real life.
Second, the analysis of learning situation:
From the analysis of last semester's exam results, most students can master the basic knowledge and study actively, but some students are more dependent, have poor thinking and analytical skills, are more likely to be distracted in class, and their academic performance is not ideal. For applied classes, such as applied problems, some students have difficulty in understanding and solving problems. Most students have good study habits, listen carefully in class and finish their homework on time. Only a few potential students are still lazy to study and are in a state of coping with the completion of homework. Design as many layered assignments as possible this semester, so that potential students can be improved and excellent students can be developed.
Third, teaching material analysis:
This textbook includes the following contents: negative number, percentage (2), cylinder and cone, proportion, wide angle of mathematics, arrangement and review. This textbook pays attention to students' experience in finding, asking and solving problems in real life, understands the role of mathematics in daily life, and initially forms the ability to comprehensively use mathematical knowledge to solve problems. Experience the diversity of problem-solving strategies and the effectiveness of using hypothetical mathematical thinking methods to solve problems, and feel the charm of mathematics. Form the consciousness of discovering mathematics in life, and initially form the ability of observation, analysis and reasoning.
Key points: percentage, cylinder and cone, proportion and so on are the key teaching contents of this textbook.
Difficulty: the application of percentage in life. The construction of elementary school mathematics related knowledge system.
Fourth, the teaching objectives:
1. Understand the meaning of negative numbers and be able to use negative numbers in specific situations.
2. Further understand the meaning of percentage and master the application of percentage in life.
3. Understand the meaning and nature of proportion, know solution ratio and solve simple practical problems about proportion.
4. Grasp the characteristics of cylinders and cones, explore and master their area and volume formulas, and calculate them correctly.
Verb (abbreviation of verb) teaching measures;
1. Reduce burden and improve quality:
(1) Seriously study the new textbooks, understand the new curriculum standards, grasp the spirit, thoroughly understand the textbooks, prepare lessons carefully, and prepare lessons outside the week.
(2) Adopting cooperative inquiry teaching: grouping students reasonably, allowing students to carry out inquiry learning, and establishing an appropriate evaluation mechanism.
(3) Read more educational books at ordinary times, master the latest educational trends, and apply some good educational methods to teaching in time and effectively.
2. Student guidance:
(1) Ask more questions in class, and add some gradient exercises on the basis of basic exercises to improve outstanding students;
(2) Communicate with students with learning difficulties after class to teach students in accordance with their aptitude.
(3) Strengthen extra-curricular counseling and set up student counseling groups;
(4) Do a good job of home visits.
3. Teaching test and evaluation:
After each unit is finished, it will be tested in time, and it will be added once in the middle and at the end.
Primary school mathematics teaching plan 5
First, the class situation analysis
1. Analyze the study style of the teaching class, students' mastery of knowledge, learning ability and learning attitude.
There are 44 students in class * * *, including 30 boys and 0/4 girls/kloc. From the analysis of last semester's exam results, students have a solid grasp of basic knowledge, concepts and definitions, and are good at oral calculation, written calculation and off-line calculation. But there are still many carelessness, lack of flexibility and poor application ability. But on the whole, most students are interested in mathematics, with strong acceptance and correct learning attitude; Some students don't have enough consciousness to finish their homework in time, which makes it difficult for them to learn math. 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.
2. Analysis of students with learning difficulties
The students with learning difficulties in this class are Cui, Yang Anjie and. These students are not conscious enough and lack the spirit of studying hard. They always want to be lazy, not do their homework and copy other people's homework. In the future, we should first strengthen the cultivation of study habits, such as self-study before class and review after class. It is only possible for students to think seriously on the basis of serious writing if they constantly improve their requirements in writing.
Second, the guiding ideology and teaching philosophy
The new work plan for the sixth grade mathematics teaching in primary schools by People's Education Press: strictly implement the Party's educational policy, love their jobs, correctly impart knowledge to students, and properly educate students in their thoughts, so as to train them to be successors and builders of modernization in the new period. Seriously cultivate their sense of numbers, improve their computing ability, cultivate their concept of space, and apply what they have learned to real life to solve problems in real life.
Third, the content analysis of teaching materials
This textbook includes the following contents: the application of percentage, cylinder and cone, proportion, positive and negative proportion, problem-solving strategy, statistics and the general review of mathematics content learned in primary school for six years.
These contents of this textbook are arranged according to all the teaching tasks of primary school mathematics on the basis of previous volumes. The key point is to let students know some common three-dimensional figures, master their calculation methods such as volume, and further develop the concept of space; Further form the concept of statistics, master the method of expressing the results of data sorting with fan-shaped statistical charts, and improve the ability of analysis, prediction and judgment based on statistical data; Understand the concepts of proportion, positive proportion and inverse proportion, deepen the understanding of some common quantitative relations, and use the knowledge of proportion to solve relatively easy application problems. Then systematically sort out and review the main contents of primary school mathematics, consolidate the mathematical knowledge learned, and enable students to comprehensively use the mathematical knowledge learned to solve relatively simple practical problems; Systematically arrange and review the new teaching content, further develop thinking ability, cultivate thinking quality and carry out ideological and moral education.
Fourth, the teaching objectives of teaching materials
1. Make students understand the meaning and basic properties of proportion, know the solution ratio, see the scale, understand the meaning of positive proportion and inverse proportion, judge whether the two quantities are in direct proportion or inverse proportion, and solve easy-to-use problems with the knowledge of proportion.
2. Make students know the characteristics of cylinders and cones, have a preliminary understanding of the radius and diameter of spheres, and calculate the surface area of cylinders and the volumes of cylinders and cones.
3. Understand the drawing method of simple statistical charts, and be able to read and draw simple statistical charts.
4. Through systematic arrangement and review, students can deepen their understanding and mastery of mathematics knowledge learned in primary schools, better cultivate reasonable and flexible computing ability, develop students' thinking ability and spatial concept, and improve their ability to solve simple practical problems by comprehensively applying their mathematics knowledge.
5. Organize and review the new teaching content systematically, cultivate students' good thinking quality and carry out ideological and moral education.
6. Implement the new concept of classroom teaching, give full play to students' main role, and cultivate students' innovative spirit and practical ability.
The focus, difficulty and key of verb (abbreviation of verb)
(1) Key points:
The meaning and basic properties of (1) ratio, and the meaning of positive and negative ratio.
② Characteristics of cylinders and cones, surface area of cylinders and volumes of cylinders and cones.
(3) The arrangement and review of primary school mathematics knowledge.
(2) Difficulties:
① Relevant concepts and applications of proportion.
② Derivation and practical application of calculation formulas of cylindrical surface area, volume and cone volume.
(3) The construction of primary school mathematics knowledge system.
(3) the key:
① Using knowledge transfer and comparative teaching methods to make students understand the significance of mastering proportion, scale and positive and negative proportion; Solution ratio's application problem, through the analysis of the common quantitative relations that have been learned, correctly find out two related quantities, judge what kind of proportional relationship it is, and then list the equation solutions.
② Make full use of audio-visual media, reveal laws through demonstrations, students' experiments and operations, guide students to explore various methods of deducing calculation formulas through autonomous learning and cooperative communication, and cultivate students' ability to solve problems.
(3) Do a good job of summarizing and sorting out the relevant knowledge of primary school mathematics, and do a good job of intensive teaching and more practice, so that students can realize real independent construction.
Measures to improve the teaching quality of intransitive verbs
(1) Implement the spirit of mathematics curriculum standards, attach importance to cultivating students' interest in mathematics learning, mathematics awareness and practical ability, and guide students' learning methods. Carefully study the teaching materials, make clear the teaching requirements and improve the teaching quality in an all-round way.
(2) Proportional units should first teach the quantity in positive proportion, then teach the quantity in reverse proportion, then compare the two, and finally teach the application of positive and negative proportion, so that students can better understand the concept of positive and negative proportion, judge correctly and avoid confusion; For practical problems, arranging different methods to solve the same problem can not only deepen students' understanding of proportion, but also improve students' ability to use all kinds of knowledge flexibly.
(3) The teaching of cylinders and cones begins with intuition. By observing common objects, students can know the shape of the cylinder, abstract the geometric figure of the cylinder from the object, and then introduce the names of each part of the cylinder. Lateral area, surface area, volume of cylinder and volume of cone are taught through courseware demonstration and students' experiments.
(4) When teaching statistical charts, we should first think about how to clearly see the percentage relationship between related quantities in a statistical table. Then let the students know that when expressing the relationship between related quantities, statistical charts are more vivid and specific than statistical tables; Then explain the characteristics and functions of three different types of statistical charts in turn. Finally, in examples and exercises, let students answer questions according to charts, let students learn to read statistical charts, analyze problems according to the data in charts, cultivate students' ability to solve practical problems, and cultivate students' habit of analyzing and thinking problems with statistical thoughts.
(5) Pay attention to the review of basic knowledge and the connection between knowledge. At the same time, pay attention to inspire and guide students to actively sort out and review what they have learned and form a knowledge network. Teachers strengthen feedback, pay attention to the whole, teach students in accordance with their aptitude, and make up for students' knowledge gaps in time.
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