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On the Teaching Process
Shuobanshu design
Fan Wen:
The handout of "Preliminary Understanding of Fractions" published by People's Education Publishing House in the third grade of primary school mathematics.
Teaching material analysis:
"A Preliminary Understanding of Fractions" is the content of the first lesson of Unit 7 in Grade Three of Mathematics published by People's Education Press. This part of the content is that students have a preliminary understanding of fractions on the basis of mastering some integer knowledge. Fraction is very different from integer, which is an extension of the concept of numbers. . Fractions and integers are quite different in meaning and reading and writing methods. Therefore, the textbook will teach the knowledge of fractions in stages, and this lesson is "a preliminary understanding of a fraction". It is the basis of understanding several points, the "core" of the teaching content of this unit, and the first lesson of the whole unit, which plays a vital role in future learning. Therefore, this section needs the help of multimedia presentations and concrete examples that students are familiar with. Through demonstration and student operation, let students understand the specific meaning of some simple scores and realize that scores come from life, and they only produce scores under the condition of "average score"
According to the requirements of the new curriculum and the characteristics of teaching materials, I have determined the following three teaching objectives in this class:
1, intuitively understand a score, initially form a score, read and write a score, and intuitively compare the size of a score.
2. Experience the process of abstracting scores from daily life, and feel the formation process of a score through intuitive demonstration, operation, observation and group cooperation in a series of learning activities.
3. Feel the pleasure of active participation, cooperation and communication, and realize that scores only come from life and are used in life, so as to gain successful experience in solving problems by using score knowledge.
The teaching focus of this lesson is to understand the meaning of fraction and initially establish the concept of fraction. The difficulty lies in understanding the meaning of music score.
Instructional design concept:
The teaching object of this class is the third-grade students, who have a certain knowledge of integers and often encounter some quantities that cannot be expressed by integers in their lives. Although they can understand the concept of half and half in life, they can only vaguely express some quantities. Beginners' fractions, because the concept of fractions is abstract, are quite different from integers. Therefore, for beginners, students will find it difficult to learn music scores.
In view of these situations, I have adopted the following methods: situational teaching, demonstration, guidance, etc., so that students can acquire knowledge in independent exploration and achieve the ultimate learning goal. Learning methods: By means of dividing, drawing, folding and speaking and multimedia-assisted teaching, students can experience the occurrence and development of knowledge and help them acquire knowledge actively. Take the way of independent exploration, hands-on practice, observation and discovery, cooperation and exchange, so that students are lively and full of personality.
teaching program
I arranged four links in this class:
The first link: create questions and introduce topics.
1, show me "average score", do you know what it means? What do you think of the average score?
Divide the six books among two people equally. Would you? How much does everyone get?
Three or two pens? Divide it equally between two people. How much is each person divided?
4. 1 where are the round cakes? Divide it equally between two people. How much is each person divided?
Create practical problems that students are familiar with and interested in, stimulate students' interest, and let students devote themselves to inquiry with full enthusiasm and experience the generation of scores.
The second link: hands-on practice and independent inquiry.
In this session, I have arranged three steps, namely:
1, understand 1/2
From the question "What do you mean by this half cake?" Generate scores. In real life, we often encounter such a situation that there are not enough cakes to be represented by integers. Mathematically, you can use the score of 1/2 to represent half of the cake. Let the students talk about how the score of 1/2 is generated.
Hands-on operation is a mathematical ability that students must have. Ask the students to fold the rectangle in their hands, find 1/2 and color it with diagonal lines. After painting, how did 1/2 come from? The design of "one fold and one fold" in this link is to let students further understand the meaning and pave the way for students to operate later and find new scores.
Then the students began to origami, and the feedback: Tell me how your 1/2 came from? And consciously collect students' works:
(1) What can be expressed as 1/2?
(2) Why can all the graphs represent 1/2?
(3) Why is one 1/2 big and one 1/2 small?
After many comparisons, the surface attribute of 1/2 is removed and the essential attribute of 1/2 is extracted.
(4) Can the following figures be expressed as 1/2?
(5) Can you find 1/2 in your life?
2. Know a few points
Mathematics comes from life and is applied to life. After students initially understand 1/2, according to their life and study experience, they can learn to explore independently, cultivate students' awareness of trying to learn, and let students get the joy of discovery. At this step, I took the activity of letting students learn by themselves.
Activity requirements:
Think: Think about a score in your mind.
Write: Write this score on a square piece of paper.
Choice: choose a way you like to explain how this score came about.
3. Compare scores.
This link is divided into two levels. First, I showed the courseware. First, I showed a red note, telling students that it can be represented by "1". Then I showed a note painted in half color, and asked students to estimate 1/2. At this time, the paper with the color 1/3 is displayed. After the students estimated that it was 1/3, the teacher asked: Which is bigger, the same piece of paper 1/2 or 1/3? Here, just let the students see which score is bigger intuitively from the picture, and simply say why. It may be a bit difficult to estimate 1/6, but students should be able to estimate it with the previous 1/3 as a foreshadowing. Finally, compare 1/6 with the above two scores. This activity further enriches students' understanding of a score, enables students to explore their own conclusions through observation, comparison, analysis, summary and other thinking activities, and at the same time cultivates students' estimation ability and logarithmic sense, and also enables students to understand 1/2, 1/3, 1/6 and/kloc-through intuitive graphics.
The second is to let the students solve the third question on page 93 of the textbook themselves, further understand the scores and compare the scores. Under the guidance of intuitive graphics, students feel that their scores are also high, which ignites the sparks of students' exploration, stimulates students' strong thirst for knowledge and explores the mysteries.
The third link: comprehensive exercise, consolidate the use of 1, compare the size of 2, first look at the picture and estimate, and then fill in the appropriate score.
Through multi-level exercises, help students consolidate new knowledge and activate their thinking.
The fourth link: summary
What did you learn from this course? What other questions are there?