Draft of the first volume of mathematics lecture for the first grade of primary school
First, the content of the textbook is the understanding of the first unit of mathematics 1-5, the experimental textbook of compulsory education curriculum standard. This part of the textbook is one of the most basic knowledge in the concept of number, and it is the beginning for primary school students to learn mathematics. At this stage, let students experience the process of abstracting numbers from daily life, and teach with the help of real objects in life and students' operational activities, so as to lay a solid foundation for students to understand the usefulness of mathematics and experience the fun of mathematics learning. Based on the above understanding, I have determined the teaching objectives of this course as follows:
1, knowledge goal: Through teaching, let students learn to abstract numbers from real life, understand the meaning of cardinal numbers and ordinal numbers, know, read, write and the order of numbers, learn to compare the sizes of numbers, and know, read and write these five numbers.
2. Ability goal: cultivate students' ability of observation, comparison and oral expression, infiltrate mathematics from life, understand the close relationship between mathematics and daily life, and apply dialectical materialism in life.
3. Emotional goal: Stimulate students' enthusiasm for learning through inquiry activities and cultivate students' ability to explore actively.
The focus and difficulty of the textbook:
The focus of this lesson is to understand the meaning of cardinality and ordinal number of 1-5.
The difficulty of this lesson is to infiltrate the ideas of set, correspondence and statistics.
Second, oral teaching methods
1. Curriculum Standard of Situational Teaching Method points out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Therefore, the creation of the scene should be based on the students' life experience and knowledge background: at the beginning of the new class, the computer displays the picture of the "wild zoo" for students to observe carefully. In groups of four, fully talk about what is in these beautiful pictures and count them out in an orderly way, which not only stimulates students' interest in learning, but also cultivates their observation ability and language expression ability.
2. Graphic method After students understand the meaning of the number 1-5, they are required to say a sentence with any number in 1-5 in combination with their real life. Through students' examples, it not only cultivates students' sense of numbers, but also makes them realize that there is mathematics everywhere in their lives and gain experience in using mathematics.
3. When comparing the number and size of 1-5 in discovery teaching, the teacher sent several CDs to the study group for the students to play by themselves. By playing the disc, students find that 1 plus 1 gets 2, and 1 plus 2 gets 3, so as to understand the numbers. The role of teachers is to organize discovery activities, pay attention to students in the activities, and let students learn new knowledge and experience the exploration process.
Third, theoretical study.
Curriculum standards point out that effective mathematics learning activities can not only rely on imitation and memory, but also on hands-on practice, observation and comparison, and cooperation and communication. Practical operation method and observation and comparison method are also the main ways for students to learn new knowledge in this course, while attaching importance to the guidance of learning methods.
1, observation is a good learning method. Observe the picture of the theme map and express it in a complete language. For example, when teaching thematic maps, the purpose of observation is clear. The teacher asked the students to observe what was drawn on the screen, and then organized the discussion. How do you think it's fast and not a lost object? This arrangement not only gives students the opportunity to think independently, but also teaches students the thinking method of observation.
2. The development of children's thinking is the transition from concrete thinking to abstract thinking. They need to learn knowledge and develop wisdom through various activities. Therefore, in the teaching of 1-5, when comparing the size of numbers, we can get the method of comparing the size of numbers by students' hands-on playing and personally perceiving and experiencing the order of numbers. Cultivate students' ability to acquire knowledge through hands-on operation.
Fourth, talk about teaching procedures.
This lesson is mainly completed by five links;
(A) observation and inquiry, to cultivate students' observation ability
Introduce pictures, let students see what is on the pictures, and how to look at them can be done quickly and clearly in a certain order.
This teaching design provides interesting learning materials for children, grasps the characteristics of children's love of playing, and actively mobilizes students' interest in learning.
(2) Transition from graphics to numbers and establish the concept of numbers.
1, the transition from graph to number. The students all say there are 1 elephant. So, what can 1 stand for besides elephants? Look for it.
2, the same idea to teach 2-5 understanding of each number, so that students can better understand that numbers come from life, thus closely linking mathematics with life.
(3) Connect with real life and learn to use numbers.
After the students know the number 1-5, design a game, let the students find it in the classroom and at home, count it by themselves, and say a sentence with the learned numbers.
In this way, students can better connect life practice with mathematics and learn to solve problems in life with mathematics.
(d) Hands-on operation of the chip, learning to compare numbers.
1, after knowing the meaning of the number, let the students play the disc by themselves and compare it. Which number is bigger, do you think? The difference between the calculation unit infiltrated with natural numbers and two adjacent natural numbers is 1.
2. After knowing the size of the number, play a guessing game, such as what is in front of 5? What's behind 3? How many people will there be? Through repeated practice, students have a good grasp of the knowledge point of number comparison.
3. Finally, learn to write numbers. Writing numbers is another focus of this course. Teachers should cultivate students' good writing habits. Students are already familiar with the numbers 1-5, mainly to guide students to write numbers in a standardized and neat way. This teaching link should make full use of the intuition of computer software, clearly show the movement track of each stroke of 1-5, let students observe their feelings first, and then achieve the expected effect through red strokes and independent writing.
This design conforms to children's cognitive law, cultivates students' practical ability and thinking imagination, and fully embodies the idea that the new curriculum allows students to experience the formation process of mathematical knowledge personally.
(5) Consolidate and deepen, expand and extend.
1, after the new lesson, show the exercises. For example, finding friends, watching and circling numbers, looking at pictures and writing numbers in "Think and Do" will help students to further establish the relationship between numbers and shapes and better understand and recognize the number 1-5.
The first volume of the first grade of the second primary school mathematics lecture notes.
First, the textbook "Before and After" is the first content in the unit teaching of "Position and Order", and there are "Up and Down" and "Left and Right" in the follow-up study. The contents selected in this unit are all common and interesting things around students, which are very consistent with their age characteristics and life experiences. In teaching, it is mainly to let students gain relevant experience in the process of specific activities, and combine the existing simple life experience of the position and order of objects to understand the front and back. Therefore, in teaching, we should combine the age characteristics of first-year students with the characteristics of learning materials, create vivid and interesting activity situations, and organize students to carry out various activities. In order to let students intuitively understand the relative position relationship between objects, with the help of the interesting situation of "forest game", the textbook allows students to learn to describe the relative position and order of objects with "front and back", and initially cultivate students' spatial concept.
Second, students.
Students are exposed to the mathematical knowledge of space concept for the first time. Students love math activities and games, actively participate in them, gain new knowledge through observation, questioning, imagination, cooperation and communication, deepen their understanding of "before and after" orientation, and initially establish the concept of space.
Third, talk about teaching objectives.
1, let students experience the position and order before and after in concrete life practice and games. Can accurately judge the position and order of objects before and after, and can express it in his own language.
2. Through observation and other activities, we can perceive the positional relationship between front and back, describe the relative position of objects with "front and back", and initially establish the concept of space.
3. Let students initially perceive that there is mathematics everywhere in life. Get a good emotional experience.
Teaching emphasis: understand the positional relationship between "before and after" and describe "before and after" correctly.
Teaching difficulty: understanding the relativity of "before and after"
Fourth, talk about the teaching process
(A) to stimulate interest and introduce topics
Talking with students is not only to stimulate students' interest in learning, but also to let students know the relationship between two small animals and pave the way for later study.
(B) create a situation of inquiry learning
I created a situation in which "Tiger King invited children to participate in the Forest Games" for students. By watching the game, let the students talk about which small animals participated in the game, and then talk about the current situation of the game. Then ask the students to talk with their deskmates about who is in front of who and who is behind who. At the same time, write these two sentences on the blackboard and ask students to use them. Because it is the first time for students to contact the position and order, it is necessary to standardize the language and ask students to repeat it several times if necessary. In addition, I also pay attention to the infiltration of the relativity between front and back and the cultivation of students' imagination. When students are allowed to imagine what will happen if they continue to run, they are also given the ideological education that activities focus on participation and never give up until the end.
In the study of "racing" content, I adopted the way of group cooperative learning. Because students are new here and unfamiliar with group cooperation, I pay attention to guidance in teaching so that students can enjoy learning knowledge in communication.
(3) Practice step by step and master it correctly.
Practice is the way to consolidate new knowledge, and through practice, teachers also test their teaching effect. To this end, I designed five exercises. Here I will focus on the first exercise "Before and After Relativity". I take myself as an example to explain to the students that the teacher is facing you, so which side of the blackboard is the teacher? Which side of the blackboard is the teacher? Which side are you on with the teacher? The teacher turned back. What now? These questions just want students to understand the relativity of front and back, and then understand that the direction facing is front and the direction facing back is back. Then I asked the students in the third row to stand up, and the students in the second column also stood up, so that the students could further perceive the front and back. Finally, let the students talk about who is in front of them. Who's in the back? In this way, through intuitive demonstration and explanation, students can understand the relativity of before and after, and then let students integrate theory with practice and talk about who is before and after, which is conducive to mastering knowledge.
In the next few exercises, I practiced from the shallow to the deep, and helped students master the position before and after in the spirit of letting students learn happily and actively under the guidance of the situation.
(4) class summary
The first volume of the third grade mathematics lecture notes in primary school
I. Textbook 1 Teaching content: Understanding of 8 and 9 is the teaching content of the first volume of Mathematics, the standard experimental textbook for compulsory education.
2. Talk about the orientation and arrangement intention of teaching materials.
"Understanding of 8 and 9" is taught on the basis of students' systematic study of the understanding and addition and subtraction of numbers within 7. Students have some basic knowledge and life experience in understanding numbers. Therefore, when designing teaching, I started from the students' existing basic knowledge and life experience, combined with the age characteristics and cognitive rules of junior one students, created scenarios by using multimedia, and guided students to talk and think about the phenomena of "8" and "9" in life through the students' hands-on experience of the formation process of the concepts of "8" and "9", so that students could experience the fun of learning and using mathematics.
The textbook adopts a relatively centralized method, and 8 and 9 are recognized together, which can not only save teaching time and improve teaching efficiency, but also help students better understand the relationship and size between two adjacent natural numbers.
3. Teaching objectives
① Through observation, operation and demonstration, students can correctly count the number of objects with numbers 8 and 9, read and write 8 and 9, know the order of numbers within 9, and compare the sizes of numbers within 9.
② Cultivate students' observation ability, operation ability and language expression ability, and cultivate students' initial awareness of mathematical communication.
(3) By playing games, to educate students to love learning and habit formation.
(4) Let students feel that mathematics comes from life and is used in life to stimulate students' interest in learning mathematics.
4. Teaching emphases and difficulties
Teaching emphasis: can correctly count the number of objects with numbers 8 and 9, and can read and write numbers 8 and 9.
Teaching difficulties: correctly distinguish the significance of cardinality and ordinal number of 8 and 9, and correctly write 8 and 9,
Second, oral teaching methods
Cultivating students' exploration and learning ability is the main goal of our teaching. When teaching the number of 8 and 9, the order of numbers and the comparison of numbers within 9, because we use textbooks instead of textbooks, I deleted the theme map from the textbooks and changed it into games. Students find that 1 plus 7 is 8, and 1 plus 8 is 9. Through the comparison of dot graphs, 77; 88。 So as to cultivate students' independent exploration and learning spirit, experience the joy of success and stimulate their interest in learning.
Third, theoretical study.
The new curriculum standard points out that teaching should pay more attention to students' learning process rather than learning results, and our teaching should teach students learning methods. The learning methods that students in this course should master are: through observation and operation, learn how to correctly count the number of objects with numbers 8 and 9, and learn how to compare the sizes within 9. It can be two places, such as 1, 3, 5, 7, 9. 2、4、6、8、 10。 Will explore, will find ways to solve problems and cultivate the ability to explore.
Fourth, talk about teaching reflection.
As for "Understanding of 8 and 9", the arrangement of textbooks is basically the same as the previous "Understanding of 6 and 7", but the requirements are slightly higher than "Understanding of 6 and 7". When I teach "Know 8 and 9", I designed it according to the idea of counting, knowing numbers, the order of numbers, and comparing the size, ordinal number and writing number of two adjacent numbers.
1. Make full use of thematic maps and teaching materials.
The understanding of 8 and 9 is not a blank in students' minds. In daily life, students are exposed to 8 and 9 to some extent, but they don't have enough opportunities to express them in words. Therefore, I make full use of the theme map to provide students with rich counting resources, so that students can count and talk about the objects numbered 8 and 9 in the campus theme map. When the students speak, there are eight big characters on the blackboard.
2. Hands-on operation, independent inquiry, and lose no time to cultivate the flexibility of students' thinking.
Knowing 8 and 9, I arranged to pose and draw a picture. In this session, first, let students count 8 and 9 learning tools from the learning toolbox. In the past, when I taught "Understanding 6 and 7", I always asked to put out my favorite figures with a few sticks, but for Understanding 8 and 9, the textbook only asked to put out 8 circles and 9 triangles, so I designed and drew a picture. When teaching is relatively large, I show a "train of thought". I let the students observe and count by themselves, and then let them talk about how they count. In the process of counting, students will not only count one place and two places, but also count with left and right pictures. Let students experience the fun of their own exploration and stimulate their enthusiasm for learning mathematics. After counting the bitmap, I asked the students to randomly choose two of these three numbers and use the symbols they had learned before to indicate the size. It provides students with more comparative space, and the flexibility of students' thinking has also been well cultivated.
3. Pay attention to students' personal knowledge and direct experience.
After I teach the theme map, let the students find and talk about the objects with the number 8 or 9 in their lives. Classroom teaching space can be extended to extracurricular activities, so that every student can really understand the cardinal meaning of 8, 9. At the same time, let students talk, strengthen students' perception, expose students' thinking process, construct the relationship between natural numbers and counted objects, cultivate students' ability to "speak" with numbers, and improve students' basic quality.
Disadvantages of this lesson:
1, the evaluation of students is not decisive and accurate enough;
2. The teaching language is not very close to children, and the attitude is relatively blunt;
3. When students participate in activities, the teacher's organization and command are not in place, and it is impossible to accurately grasp the "degree".
4. The links before and after are repetitive, with little fluctuation, which can not fully reflect the practice of "helping" and "releasing".
In short, after this lesson, I reflected: if we can start with the familiar living environment of students and create a lively and interesting learning environment that conforms to children's characteristics, we can clear the gap between mathematics and life, let students find the prototype of mathematics in life, feel the value of mathematics, and more importantly, develop students' intelligence and skills, so that mathematics learning and life can be integrated.