On-off 1 Lecture Notes I. Talking about Teaching Materials
"Separation and Combination" is the content of Unit 7 in the first volume of Senior One of Jiangsu Education Publishing House. Arranging the composition of numbers within 10 into a single unit and teaching the composition of these numbers based on the idea of division and combination is a major feature of the first-grade textbook of Jiangsu Education Press. There are three reasons for this arrangement: First, dividing and combining is an important thought, a common method to understand the objective world and a strategy to learn mathematics, so students should master this way of thinking. Second, teaching the composition of numbers within 10 based on the idea of division and combination will help students understand the nature of the composition of numbers more deeply. The third is to teach the composition of the number within 10 with the on-off activity as the carrier, so as to provide students with opportunities and conditions for active exploration and memory.
In the first lesson, we will learn the division and combination of 2-5. On the basis of full perception, gradually grasp the relationship between "separation" and "combination". The textbook combines division and integration organically with specific operation activities, so that students can understand division and integration at the same time.
First of all, dividing several objects into two parts often leads to many kinds of results, from disorder to order, which embodies different levels of thinking. The textbook focuses on guiding students to feel the orderly division process of a number, discovering the laws contained in different divisions of a number, and learning to operate and think in an orderly manner. But when we teach the division and combination of 2-5, the textbook does not require orderly division, but presents various division methods of 4 peaches and 5 flowers, aiming at allowing students to divide freely.
Second, talk about teaching objectives
1. Through dividing things, students can explore and master the division and combination of 2-5 numbers, and further deepen their understanding of 2-5 numbers.
2. Make students experience the process of division and combination of numbers from concrete to abstract, understand the ideas of division and combination, and cultivate students' preliminary observation, analysis, abstraction and reasoning ability.
3. Let students understand the relationship between "division" and "combination" in mathematical activities.
Third, talk about the difficulties in teaching.
Teaching emphasis: master the division and combination of 2-5 skillfully.
Teaching difficulty: experience the idea of separation and combination.
Fourth, talk about teaching methods.
Teaching methods:
1. Heart-to-heart method: throw out some topics that students are interested in, stimulate their interest in learning, let them participate in the classroom, and make classroom teaching no longer boring.
2. Teaching methods
Speaking and learning methods:
1. Observation: When there are objects or pictures, it is a good learning method for students to express them in complete language. The purpose of observation is clear, such as how to divide all possible points quickly and well. Observing first and then thinking, 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 from concrete thinking in images to abstract thinking, and they need to learn knowledge and develop wisdom through various activities. The ability to acquire knowledge through hands-on operation.
Fifth, talk about the teaching process.
I. Introduction
1. Dialogue: Today, the teacher is teaching the children. Are you popular? How to welcome children? Come on, show it when the students can't answer, and put a picture of clapping.
(Students applaud warmly)
Thank you for your applause! How do children clap their hands when clapping? Who will demonstrate?
(Name the presentation, but move faster)
Well done, but a little fast. Somebody show me again, the slower the better!
(roll call demonstration again)
Let's clap our hands slowly, shall we? (collective imitation)
Starting from the psychological characteristics of first-grade children, we should avoid the introduction of mechanical boredom and introduce it in the form of games to stimulate students' interest in learning.
Now, who will tell us how to clap your hands when clapping?
Health: First separate your hands, then close them, then separate them, and then close them.
3. Teacher: It seems that you must put your hands together separately to clap your hands. (blackboard writing: division and combination)
In the kingdom of mathematics, the knowledge of division and combination is often used. In this lesson, we will learn the division and combination of numbers.
Let students realize that this is the separation and combination from abstract thinking to concrete action.
Two. deploy
1. Division and combination of teaching 4:
(1) displays 4 peaches and 2 plates in turn.
Dialogue: Here are four peaches. If you want to put them on two plates, please figure out how to put them.
(2) Guiding thinking: According to your posture, can you tell me how many 4 can be divided into?
(Teacher: 4 can be divided into 1 and 3. Children, now read after the teacher: 4 can be divided into 1 and 3. )
(3) Question: Move the stick in front of you, can you get other points of 4? You can talk to your deskmate about other divisions of 4.
(4) Discussion: Do you know how many compounds 4 consists of? The composition of 4 can be said according to the formula of 4 on the blackboard.
Please make a pendulum by yourself with a stick instead of four peaches.
Ask the students to perform on stage how peaches are divided. (The teacher wrote it on the blackboard and the students said "4-point formula")
Division and combination of teaching 4. We should know "division" first, and then "combination". We should teach "fen" and "he" separately, so that we can understand the meaning one by one and initially feel that they are related.
The composition of Teaching 4 is divided into three steps. First, put four peaches on two plates, and let the students experience the "point" while operating; Then abstract four peaches into three sums 1, 2 and 2, 1 and 3. Then think about "how much plus how much equals four". The first step of teaching is opening up, and students can find three different teaching methods in communication. The communication here, on the one hand, shows that the release methods are diverse and many possible release methods have been found.
On the other hand, it also provides image support for students to understand and remember the composition of 4. The second step of teaching is step by step. As shown in the picture on the left, put three peaches on one plate and 1 peach on another plate to get 4 divided by 3 and 1, so that students can understand what 43 1 means and how to get it. Then ask the students to think about what can be drawn from the separation picture of the middle and right peach blossoms. Semi-independent completion of 4 is divided into 2 and several, and then independent completion of 4 is divided into several and several. The third step of teaching is to infer "combination" on the basis of "score": because 4 is divided by 3 and 1, 3 and 1 synthesize 4. This example is the first example in this unit. The teaching task is not limited to the composition of 4, but also includes the idea of division and combination and the method of studying the composition of numbers, which are directly related to the teaching of other numbers. Therefore, students must be involved in the activities of splitting peaches and experience the process of solving numbers from the abstract components of objects.
2. Division and combination of teaching
(1) (Open the palm of your left hand) Let the children stand up their left hand like a teacher. How many fingers are there now? Can you divide your five vertical fingers into two parts? So how much can five be divided into and how much can it be? A * * * How many ways are there? What method are you going to use to find out all the points of 5 without missing them?
Let two people at the same table divide their fingers together and think about the division and combination of 5. Organize feedback after communication:
5 can be divided into 4 and 1, 5 can be divided into 3 and 2, 5 can be divided into 2 and 3 and 5 can be divided into 1 and 4.
5 can be divided into 1 and 4, 5 can be divided into 2 and 3, 5 can be divided into 3 and 2, 4 and 1.
Encourage students who can speak in a certain order to use association method.
Ask the students to choose their favorite method and remember all the scores of 5 in order.
(2) Show the theme map of the textbook.
By observing the same method of dividing 5 flowers into 1 and 4 flowers in different positions, the two students realized that dividing 5 into 4 and 1 is consistent with dividing 5 into 1 and 4, which is essentially two expressions of a group decomposition. Then let the students look at the pictures of five flowers arranged into two and three flowers, and write two representations of this group of decomposition. The textbook draws a dotted box on one expression to make students understand that it can be obtained from another expression.
Division and Combination of Teaching 5. At the same time, put forward the questions of division and combination, and guide students to tell the answer of combination directly from the result of division, so as to make it an organic whole.
Three. Consolidation exercise
The exercises in the textbook. (Basic questions)
Extracurricular exercises. (Deepening the problem)
1 The question is to let students explore and master the division and combination of 2 and 3 by themselves.
Question 3 should help students understand the relationship between the numbers on each car and the numbers in front of the car, and then fill in. Read it again at last and realize the law.
Four. abstract
What did you learn from today's class?
The purpose of summary is to consolidate and deepen students' knowledge and impression of this lesson.
Sixth, talk about blackboard design.
444
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3 122 13
Vertical blackboard writing can reflect the knowledge structure, highlight key knowledge and visualize.
Let the students see clearly what they have learned today.
Lecture notes on "Separation and Combination" 2. Teaching materials
"Separation and Combination" is the content of Unit 7 in the first volume of the first grade experimental textbook of compulsory education curriculum standard. This part mainly practices the division and combination process of 8- 10 numbers. The second question consolidates the understanding of the division and combination of 10 in the form of "guessing"; The third question synthesizes the content of 8- 10, which makes students more familiar with the points and combinations of 8- 10 in the game. Question 4 asks students to fill in the blanks with their own understanding of the 8- 10 combination. The fifth question uses the knowledge of division and combination of numbers flexibly through interesting practice forms to inspire students to make reasonable choices. The sixth question is to let students further understand the importance of organizational thinking by filling in the blanks. Question 7 is the practice of writing numbers.
This part lays a very important foundation for learning addition and subtraction within 10 in the future, and lays 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, stimulate students' interest in learning through interesting game activities, and let students consolidate and apply what they have learned in pleasant activities.
2. Cultivate students' practical ability, language expression ability and awareness of cooperation and communication.
3. Cultivate students' ability of orderly thinking, analysis and reasoning.
The focus of this lesson is to form the ideas of "division" and "combination" in the process of mastering the composition of numbers within 10.
The difficulty of this lesson: form the idea of "division" and "combination", and lay the foundation for learning addition and subtraction in the future.
Second, teaching methods:
1. Situational teaching practice course is a very boring course. 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. In this lesson, I designed a story about ant travel, which runs through the whole exercise, making every exercise related, thus stimulating students' interest in learning without being boring, and cultivating students' observation ability and language expression ability.
2. Discovery method: When dividing a point, let the students do it themselves, find out the orderly division method, and find out the connection between division and combination by themselves. So as to master some methods of organizing knowledge by yourself.
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 and observation and comparison are also the main ways of learning and practicing this course, and the guidance of learning methods is also emphasized.
1, observation method: It is a good learning method to let students express it in complete language when there are objects or pictures. The purpose of observation is really, for example, how to divide all possible points quickly and well? Observing first and then thinking, 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 from concrete thinking in images to abstract thinking, and they need to learn knowledge and develop wisdom through various activities. So when practicing, students can do it by themselves. Discover, feel and consolidate the division and combination of numbers, so as to sum up the rules and methods of number composition. Cultivate students' ability to acquire knowledge through hands-on operation.
Fourth, talk about teaching procedures:
(1) Scenario introduction:
Because students have been exposed to a lot of knowledge about division and combination, so first design each student to complete an exercise of division and combination. In this way, when there is a competition, we can grasp the characteristics of children's love of playing and actively mobilize students' interest in learning.
(2) Put the dividing and combining questions on the blackboard, and students will use these teaching AIDS to decompose them in an orderly way. Then the group uses learning tools to carry out activities, complete the first question in the textbook, organize exchanges, ask students to express it in an orderly way, and remind students to talk from two angles: division and integration.
(3) Play a guessing game: the teacher first demonstrates and writes down the decomposition of 10 on paper for students to guess; Then the group conducts activities. First, one person writes a division on a piece of paper, and then let other students guess. This can not only consolidate the knowledge about division and combination of numbers, but also enhance students' practical interest.
(4) The third question, I changed to the game of flying kites. Talk about the division and combination of 8- 10. After the teacher demonstrates, let the students work out the problems by themselves.
Every student has a number on him. Fifth, let the students find their own friends. You can consider one room and one house when practicing. All the students moved to make them interested in participating in the activities designed by the teacher.
(6) Because the students have just been divided into four groups in advance, the sixth question requires each group of students to plant a small tree. Prompt the students to fill in the form in order. From bottom to top, the numbers on the left are from big to small, and the numbers on the right are from small to big. Then let the students talk about the differences of each number in order to help them master it skillfully.
(7) Writing exercises are interspersed in the classroom, so that students can be quiet while moving.
(8) Summary
On the position and function of teaching materials;
Division and combination are the contents of the third unit "Understanding, addition and subtraction of 1~5" in the compulsory education textbook of People's Education Press. This lesson is based on students' understanding of the numbers 1~5. At the same time, this part lays an important foundation for learning addition and subtraction within 5 in the future. It plays a connecting role in the whole study of Unit 3, laying a solid foundation for students to understand the usefulness of mathematics and appreciate the fun of learning.
Second, talk about learning objectives.
According to the characteristics of students' physical and mental development and the arrangement of teaching materials, and based on the curriculum standards, the learning objectives are as follows:
1, through hands-on operation, students can understand and master the composition of 4 and 5, and can skillfully say the composition of numbers within 5.
2. Through the process of exploration and communication, students' observation ability, hands-on operation ability, oral expression ability and thinking ability have been improved. Students can gain a successful experience and enhance their self-confidence in learning mathematics well.
According to the learning objectives, the following evaluation tasks are formulated:
The detection of 1. target 1 is completed by hands-on operation and practice.
2, through oral questions, exercises and other forms to complete the detection of target 2.
Next, analyze the difficulties and difficulties in learning.
Learning focus: Understand the composition of numbers 4 and 5 intuitively through practical activities.
Difficulties in learning: skillfully say the composition of numbers within 5.
Third, preach the law.
In order to achieve learning objectives, effectively highlight key points and break through difficulties, I pay attention to creating a relaxed and interesting classroom atmosphere by setting up various problem situations. Students can go through the exploration process of "concrete → abstract". Therefore, I adopt teaching methods such as "speaking, watching, demonstrating and practicing" and use visual teaching AIDS such as "mathematics courseware and teaching aid map".
Regarding the learning style, the highest idea of the new curriculum is: everything is for every child, and students should be the masters of learning, so that students can be eager to learn and enjoy learning. Teachers are the organizers, guides and helpers of students' learning. The new curriculum advocates independent, cooperative and inquiry learning methods. Only through the process of exploration and communication can students firmly master knowledge and improve their skills.
Fourth, talk about the learning process
The learning process is divided into five links.
First, introduce a conversation
Second, explore new knowledge.
Third, practice independently.
Fourth, the summary of this lesson
Verb (abbreviation for verb) assigns homework.
Sixth, after-class reflection
Show the topic and start a new lesson.
Link 1: Say goodbye to the old and welcome the new, and introduce fun.
Show courseware, review and consolidate.
Link 2: Explore new knowledge by using situations.
1. dialog import
Children, the Mid-Autumn Festival teacher entertained the guests with four apples.
Do you want to know how the teacher divided four apples with two fruit bowls? ……
In the kingdom of mathematics, the knowledge of division and combination is often used. In this lesson, we will learn the division and combination of numbers. (Title on the blackboard: Separation and Combination)
2. Composition of Exploration 4
Show baskets and sunflower teaching aids. Children share a point on the stage, put it on and experience the process of hands-on operation.
3. Teachers and students play guessing games together to explore the composition of 3.
This can not only consolidate the knowledge about division and combination of numbers, but also enhance the sense of cooperation among students.
4. Composition of exploration 5
Show the teaching AIDS of plates and corn, and the children will be divided and put on the stage.
5. It is directly given that the division and combination of 2: 2 can be divided into 1 and 1, 1 and 1 to synthesize 2.
Link 3 Autonomous Practice
1, let's see how many baskets and sunflowers there are.
Question: How to put four sunflowers in two baskets?
Operation: Who will wave it for me and see what will happen? (Ask students to come up and operate)
How about sharing it with us? (courseware)
2. Driving a train game.
Summary of four lessons
What new knowledge have we learned today? What did you get?
Class summary: What did you learn today? Can you go home and talk to your parents?
The above is my classroom teaching presupposition, but the actual classroom teaching is ever-changing and needs to be taught in combination with the actual situation. Thank you for listening.