Textbook analysis

This unit is based on students' study of meters and centimeters, and further study of other length units. In the teaching process, guide students to sum up the relationship between meters, decimeters, centimeters and millimeters, and abstract the length unit "kilometers". The unit of length "kilometer" is abstract. The textbook helps students understand how long 1 km is through three steps: the first step is to understand how long 10 meter is through students standing in a row hand in hand; The second step is to know how long it takes to stand in a row hand in hand with the whole class and how many steps it takes to get to 100 meters. Step 3, experience the length of 1 km through the scene where the runway length of 10 is 1 km. In the teaching process, let students pull, walk and measure, and truly realize how long the distance between10m and100m is. In the teaching of understanding "kilometers", fully contact the length of 100 meters in front, then 100 meters is 100 meters. Then combined with the actual situation of the school, the runway of the school playground is 400 meters, so two and a half laps is 100 meters, which makes students realize that when expressing long distances,

Student analysis

Through the previous study, the students already know the length units: meters, decimeters, centimeters, millimeters and the speed of progress between them. Most students can connect with real life and use length units reasonably. However, the length unit "kilometer" is abstract, which makes it difficult for students to learn. In order to stimulate students' interest in learning, I take students to the school playground for teaching, so that students can pull, walk, measure and other activities on the spot and fully perceive how long the length unit of "kilometer" is; For students with learning difficulties, we should guide them to perceive the specific length of 1 km by playing games with them, stimulate their participation from many angles, give them encouraging evaluation language, let them actively report their personal experiences, and achieve the principle of full participation and overall improvement.

learning target

1. Knowledge goal: Feel and experience the length of 1 km, and further develop students' spatial concept and hands-on ability.

2. Process and method: Through activities such as pulling, walking, talking, thinking and measuring, let students experience the process of knowing how long 1 km is and feel the practicality of the length unit.

3. Emotion, attitude and values: the connection between experience length unit and real life.

teaching process

First, create situations and introduce new lessons.

The teacher asks the students with gestures what the unit of length they already know is, what letters are used to express it, and how long it is expressed in meters, decimeters, centimeters and millimeters. Tell them about the progress rate between them.

When measuring or describing relatively short lengths, we usually use meters, decimeters, centimeters and millimeters. So what units do we usually use when measuring longer units of length? In this lesson, we will learn how long 1 km is (and write it on the blackboard).

Second, study independently and explore new knowledge.

Take students to the playground to teach.