First of all, say students
There are 1 1 students in this class, among whom 9 are former students of the Language Training Department of the County Disabled Persons' Federation, one is a former general school student, and the other has never attended school for a day. In addition to language barriers, there are certain mental disabilities. Nine students in this class are deaf-mute students, and the other two have leg disabilities. Students' overall learning level is poor, especially in mathematics subjects. Students generally lack abstract thinking ability, and it is difficult to understand abstract mathematical language with strong logic and generality, so it is very difficult to teach mathematics. In addition, students' learning ability is also very different. For the convenience of teaching, I divide them into three layers:
A-level: (have some understanding ability and mathematical foundation, but poor abstract thinking ability)
B layer: (poor math foundation, but some understanding)
Layer C: (poor foundation, poor understanding and poor study habits)
Second, talk about teaching materials.
1. Teaching content: division with remainder, Hebei Education Edition.
2. Understanding of teaching materials: In life, when we share some items equally, there are often two different situations, one is "just finished" and the other is "there is surplus after sharing", which is naturally produced in practice. Division with remainder mainly studies the situation that there is a remainder after division. This part of the learning content of division with remainder is the extension and expansion of the division knowledge in the table. It is also the basis for continuing to learn division in the future. It plays a connecting role, so we must learn it well. The teaching content of this lesson is the significance of remainder division and the calculation of division by vertical method.
Third, talk about teaching objectives.
1. It is meaningful to know the remainder, perceive and understand the remainder division in the activity of dividing several objects equally.
2. Be able to write the division formula according to the average remainder, correctly express the quotient and the remainder, correctly read the division formula with the remainder, and learn the written calculation of division.
3. Through the organic combination of operation, thinking and language, cultivate the ability of observation, analysis, comparison, synthesis and generalization, feel the close connection between mathematics and life, and realize the significance and function of mathematics.
Fourth, stress the difficulties.
1, key point: Know what "remainder" is.
2. Difficulties: Understand why "the remainder is less than the divisor" and master the horizontal and vertical writing of remainder division.
Verb (abbreviation of verb) and learning methods;
Teaching methods:
1. The object of education we are facing is deaf-mute students. In teaching, the main teaching methods are guidance, inquiry, discussion and discovery. We use the learning experience of middle school students in life to help students understand these abstract mathematical knowledge and make it vivid, vivid and intuitive.
2. Create a life-like mathematical situation to inspire students' thinking and feel the infinite fun in the creative process. By visualizing abstract mathematical knowledge, students can learn something and use it.
Studying law:
Methods of observation, comparison and discovery: I let students observe different results obtained by different pendulum methods, and then compare them to find out the remainder, thus establishing the concept of remainder, which is not only accurate, but also impressive to students.
Six, the teaching process theory:
In order to maximize the implementation of teaching objectives and effectively break through important and difficult points, I designed three teaching links: reviewing old knowledge, exploring situations, hands-on operation, independent inquiry, consolidating new knowledge and applying experience.
1, review old knowledge and explore the situation:
Make full use of the internal relationship between students' daily life experience and teaching content, choose teaching materials reasonably and create a pleasant teaching situation of independent inquiry, so I chose the activity of putting apples on the plate. First of all, learning division with remainder must be taught on the basis of understanding the meaning of division and the writing method of division formula in the table. Therefore, we must review these two knowledge points before the new class to prepare for exploring new knowledge, skills, experience and psychology. First of all, I will introduce the situation, bring 15 apples and several plates, let the students put three apples in each plate to see how many plates can be loaded, list the division formula and introduce the concept of divisibility.
2. Hands-on operation and independent exploration:
① Pack 4, 5, 6 and 7 apples respectively, and then let the students get one point each. This part is divided into four levels for teaching.
(1) Student operation: Instruct students to divide a little by hand to see how many plates can be loaded and whether there are any left.
(2) Student presentation: Show students' views.
(3) Classroom communication: Let students talk about the process of dividing apples, make it clear that the remainder is redundant and cannot be divided, and put forward the concept and significance of the remainder for students to understand.
(4) Teach the horizontal writing of remainder division and point out the names of each part, so as to standardize students' sign language (dividend, divisor, quotient and remainder).
② Show a math problem: a * * * has 23 pots of flowers, with 5 pots in each group, up to xx groups, and there are xx pots left. Guide students, the number is relatively large, and you can't find the result by dividing by one point. You can list the calculation formula, show the courseware, explain the horizontal and vertical writing of division with remainder, tell the meaning of each part, and finally summarize the difficulty of this lesson: the remainder is not enough, so the remainder must be less than the divisor.
3. Consolidate new knowledge and apply experience:
I designed the following exercises to highlight the significance of the remainder of this book and the fact that the remainder is less than the divisor, and to review and consolidate the trial quotient that students used to make mistakes when learning division.
(1), judgment
(2) fill in.
(3) Expand practice and apply what you have learned (give students a real living environment, let students learn mathematics in life and use what they have learned to solve practical problems in life. )
Set the scene of a small supermarket, put the labeled items on it, and then give the student 20 yuan money to buy what he wants most, and ask other students how much he can buy, how much he spends and how much the teacher should give him. Let the students take turns to play the role of salesman and customer.
Seven. Course summary
Through the study of this lesson, we know that when we divide things equally, sometimes we just divide them up, but sometimes there will be surplus, and the insufficient part is called remainder. At the same time, we also find that the remaining part that is not divided is always less than the number that needs to be divided, that is, the remainder is less than the divisor.
Eight. Reflections on Oral English Teaching
1. According to the characteristics of deaf school students, this class creates a life-oriented teaching classroom situation close to students' lives, so that students can learn, experience and apply mathematics in the life-oriented teaching situation. Mathematics originates from life and serves life more. Teachers should have the teaching concept of "let students apply what they have learned". This course follows the cognitive law of "practice-cognition-re-practice", closely follows the important and difficult points in teaching, arouses students' enthusiasm and initiative in learning, allows students to participate in the whole teaching process, and allows students to feel in practice and construct in experience.
2. Sign language should be standardized in mathematics teaching, such as "dividend and divisor", which is not standardized, intuitive and concise.
3. In teaching, we should pay attention to the understanding of deaf students. For the teaching of practical problems, students must understand the meaning of the problems. When teaching horizontal division with remainder, the following units must be clearly explained so that students can understand the meaning of each part. However, I didn't pay attention in teaching, which led to students' calculation in the shopping process, but they didn't understand how much to buy and how much to exchange in the specific operation.