My general teaching idea is to guide students to explore and solve problems through observation, speculation, operation, discussion, communication, summary and analysis under the guidance of modern teaching theory. The content of this section is based on students' mastery of the mixed calculation of integer plus integer, two-digit addition and subtraction, one-digit addition and subtraction and addition and subtraction. Their calculation methods are similar to those they have learned, so I guide them to use their existing knowledge and master new knowledge through practice and understanding. In this teaching, it is my basic starting point to consciously guide students to carry out research-based learning. I pay attention to the idea of "transformation", adhere to the principle of "student development", give full play to the role of modern educational technology, provide students with vivid observation materials, and stimulate students' interest in learning, because interest is the best teacher! Enhance students' learning initiative, thus completing the construction of new knowledge and achieving the purpose of cultivating students' ability. Therefore, I think the teaching focus of this unit is to let students find, understand and apply the vertical calculation method of addition and subtraction within 100, and the difficulties are vertical carry addition and abdication subtraction. According to the requirements of the new curriculum standards, starting from the students' life experience and existing knowledge background, I arrange the teaching as the basic mode of "problem scenario-operation exploration-explanation and communication-application development". In teaching, "taking operation as the main line and innovation as the main theme", modern teaching media are adopted to provide students with an environment of "mathematics experiment" and "doing mathematics". The learning method of students' hands-on practice, independent exploration and cooperative communication is the main method to highlight the teaching focus. With the guidance of teachers, students can fully participate in every link of teaching as researchers, fully mobilize their learning enthusiasm, and cultivate their practical operation ability, independent exploration ability, cooperation and communication ability with others and the ability to use mathematical knowledge to break through teaching difficulties and solve practical problems.
The following is the teaching design according to the first lesson of "Two plus Two" in the first section of this unit:
Teaching content: example 1 on page 9 of the textbook, exercise 2, question 1.
Teaching objective: 1. Through practical operation, independent inquiry, cooperative communication and group cooperation, students are helped to discover, understand and master the vertical calculation method of two-digit plus two-digit. 2. Cultivate students' ability to think and solve problems.
Teaching emphasis: explore the two digits plus two digits in 100.
Teaching difficulty: vertical calculation of two digits plus two digits
Teaching evaluation: teacher evaluation, group evaluation and student self-evaluation.
Teaching methods and learning methods: situational teaching method, cooperative inquiry method, operation method and induction method.
Preparation of teaching AIDS: multimedia courseware, problem cards and students' own learning sticks.
Teaching process:
First, create situations and make bold guesses.
Modern teaching theory advocates that mathematics teaching should start from students' existing knowledge and let students experience the relationship between mathematics knowledge in the process of understanding, applying and learning mathematics knowledge. When learning new knowledge, we should find out the similarities with the old knowledge structure, assimilate or adapt and reconstruct it. So in this class, I first show the main picture of "visiting the museum" in the textbook with multimedia courseware to attract students' attention into the classroom. Students can get information from the theme pictures and find the question "Which two classes can share a car?" Students study and guess the solution according to the information obtained from the pictures (the number of people in front of each class). The students of "multiplication" put forward addition and two solutions according to the existing cognitive basis. I will affirm and praise the solutions put forward by my classmates in time to improve their enthusiasm for learning mathematics. It is a good start to design this link, closely combine the new knowledge that students will master with their real life, create an ideal teaching situation through multimedia means and bold speculation, and fully mobilize students' enthusiasm.
Second, autonomous learning and the acquisition of new knowledge
Autonomous learning, cooperation and communication are one of the highlights of modern basic education reform. Only by participating in practical activities can students truly understand the knowledge, ideas and methods of mathematics and gain rich direct experience, which is also the main purpose of the new curriculum standard to emphasize the connection with students' practice. So, I will guide everyone: "Let's check whether our guess is correct, shall we?" "If the class and the class share a car, how many people are there in the car? How should I go public? " Students can quickly list the addition formula: 30+36, so I immediately asked, "What method will you use to calculate this formula? Please do it yourself and calculate it in the way you like. " Students will use the past method of counting sticks or pillars vertically, and choose representative methods according to the degree of completion for students to report and communicate in time, which may be one by one, one by one, one by one. I asked again, "Which method is fast and accurate?" Students will find it slower to count sticks. "So how is the column vertical, what should be paid attention to and how to calculate it?" Combine the previous method of adding bundles to guide the alignment of numbers. In this way, students can sum up the calculation method of column drop by themselves and then write it on the blackboard, which breaks through the difficulties in teaching. Because in class, the teacher's necessary guidance is very important. With guidance, students' inquiry activities will not be blind, and it is more meaningful to guide students' inquiry activities. In students' vivid and rich operation, the idea of "transformation" is used to let students observe with their own eyes, operate with their own hands, listen with their own ears and feel with their own hearts. This is not only the need of vertical computing process knowledge, but also the need of research learning.
Third, use time to cultivate ability.
Because the first two processes took about 20 minutes, in order to ensure that students' attention will be focused on the class, I will present the "Do-Do" below the example to the students with a title card, and divide the students into three groups to compete among them and tell each other how you calculate it. Let students share their learning results with each other, so as to achieve the purpose of self-education and mutual learning. At the same time, using computing knowledge in relaxed and happy activities can also improve students' computing ability and cultivate students' autonomous learning ability.
Fourth, think independently and consolidate the new system.
Ask students to use what they have learned in this lesson to complete Exercise 2 independently. Question 1. This can cultivate students' independent thinking ability and good study habits, and also test the achievement of the teaching objectives of this class. In this process, knowledge can be applied, methods can be refined, the depth of practice is highlighted, and the ability of students to "apply what they have learned" is cultivated.
blackboard-writing design
1、36+30=66
Ten, ten, ten.
3 6 3 6 3 6
+ 3 0 + 3 0 + 3 0
6 6 6
Highlight the key points, the blackboard is clear at a glance, and the key points such as number alignment and calculation order can be clearly seen.
The above is my analysis of the textbook of this unit and my teaching ideas for the first lesson of the first class. Please give me advice from experts and colleagues. Thank you!