Textbook analysis

1, the position and function of this teaching content in the textbook.

"Understanding of 10" is taught on the basis of learning the understanding, addition and subtraction of 1-9. First put a theme map to count the students' numbers, generally 10, then know the order of the numbers in 10 and 10, compare the sizes of two adjacent numbers, and finally know the composition and writing of 10. There are two main differences between the arrangement of this part and the understanding of 8 and 9: First, there is no ordinal meaning of arrangement 10, which is mainly because students are familiar with the ordinal meaning of natural numbers and have not introduced them in detail as before. The second is to advance the composition of 10 to the front of the written number, and arrange the writing of 10 at the top of the cognitive number. This arrangement is not only conducive to better highlighting the composition of 10 by comparing the order and size of numbers in 10 in teaching, but also conducive to students' concentrated practice of writing 10.

2. Teaching objectives

(1) Guide students to experience the process of knowing 10, and initially establish the number sense of 10.

(2) Learn the number, recognition, reading, writing, comparative size and composition of 10, and fully understand and master the concept of 10.

(3) Combined with the study of mathematical concepts, I feel the education of loving nature, maintaining the environment and loving science.

(4) Guide students to feel the close connection between the number 10 and real life.

3. Teaching focuses on difficulties and key points.

Key points: Understanding the number 10 Difficulties: Distinguishing the meaning of cardinality and ordinal number of 10.

Key point: Know the number 10 by looking at the picture, speaking ability and operation.

Teaching law

As a freshman, his thinking process is characterized by concrete thinking in images. Therefore, according to the principle of combining intuition with generalization. In teaching, the teacher introduces the theme diagram, and then draws the number 10 by observing the diagram, telling the diagram and counting points, and deepens the students' understanding of 10 by putting flowers of facts. Finally, through the teacher's demonstration of the counter, let the students observe the ruler chart, and the points can be combined with wooden sticks to let the students know the sequence of 10 and compare the sizes. The meaning of the cardinal number and ordinal number of classmates. In teaching, through observation, speaking and operation, students can participate independently, actively explore new knowledge and cooperate with each other, so as to truly achieve student-student interaction and teacher-student interaction. Teachers are always in the position of organizers, guides and collaborators, and teaching methods pay attention to guidance, observation and operation. Fully arouse students' enthusiasm. Let students truly become the masters of mathematics learning.

There are theme maps, counters, flowers, dot maps, ruler maps, sticks and so on that need to be prepared in teaching.

teaching process

First, the introduction of new courses.

1. The teacher said: We learned the number 1-9 earlier. We can not only count the numbers of 1-9 correctly, but also read and write these numbers and know their size and composition. So do you know the number greater than 9? Let's meet 10 today.

Second, learn new knowledge.

1, learn to count and recognize numbers

Show the theme map of 64 pages 10, and guide the students to observe the pictures carefully.

Teacher: What are these pictures? Please count it.

Students count by themselves and exchange the results.

Ask the students to count the number of people on the screen and the number of pigeons at different starting points, and then communicate.

Let the students try to count two positions and see what the result is.

Ask the students to observe the bitmap on page 64 and count the points on the bitmap.

When the students report their grades, the teacher writes: 10 on the blackboard and guides the students to read this number.

Students put learning tools: put 10 flowers on the desktop.

2. It is known that within 10 is the order and size comparison of two adjacent numbers.

The teacher dials the beads on the counter: dial 9 beads first, then 1, so that students can feel that dialing 9 beads and then 1 is the process of dialing 10 beads.

Guide the students to know the numbers on the ruler.

Guide the students to compare the size of 9 and 10.

Third, standard training.

Do 1 and 3 in Exercise 9.

Question 1 First, students fill in the boxes on the number axis independently, and then exchange the process of "thinking" when filling in numbers to further consolidate the number order within 10.

The third question, students fill in the composition of 10 independently in the form, and then say the composition of 10 completely.

Fourth, class summary.

1. Students recall and summarize the learning content of this lesson.

Students talk about their main achievements and existing problems in this class.