Design scheme of first-grade mathematics teaching plan 1
[Teaching content] Preview class.
[Teaching objectives]
1. By observing the pictures, we can get a preliminary understanding of students' counting ability and recognition ability, and prepare for teaching new knowledge.
2. Learn to classify by observing pictures.
3. The purpose of preliminary education for students to learn, to make some preparations for learning mathematics. For example, how to attend classes, read books and write. , and initially know the up, down, left and right directions.
[Teaching process]
1. Talk to the teacher.
Teachers kindly tell students the importance of learning and the necessity of learning mathematics well, let them know that life can not be separated from mathematics, and encourage students to study hard, practice their skills and build the motherland when they grow up; Encourage everyone to make progress every day, ask everyone to listen attentively, raise their hands and speak actively, compare with each other and see who studies hardest.
2. Learn new knowledge.
(1) Learn the theme map of the new semester.
The teacher shows the theme map and guides the students to observe the meaning of the map: what is the map? When the students are asked to name, the teacher intends to guide the narrative in numerical order: a national flag, a teacher; Two students are saluting the teacher, two students are watering the flowers, and three students are playing football ... It can also be described by orientation: two students are saluting the teacher on the left and two students are watering the flowers on the lower right; The picture above is ...
(2) Understand students' counting ability.
① With pictures, the teacher asked: What is the quantity of 1? What is the number of 2? What is the number of 3? (Students meditate and then answer. )
② Check the items in the classroom.
How many windows are there? How many pieces of glass are there in each window? How many students are there in the fourth row? How many people are there in the first row? (Note that the number cannot exceed 10. )
(3) learning classification.
(1) show the physical map. 1 Picture of a pencil and two balls of different sizes. )
The teacher asked: What is the picture? What are they used for?
The teacher summed up the students' speeches: the big ball and the small ball are both balls played by students and are similar items. I circled them (with chalk as I spoke). Pencils are used for writing and drawing, unlike balls, and cannot be circled with balls.
② Students try to classify.
The teacher shows pictures (cock, hen, chicken, schoolbag, balloon).
Let the students look at the pictures first, then think, and then the whole class tries to classify them, and the teacher makes a tour.
The teacher asked: What is the same thing on the picture? How did you circle it? Why do you turn around like this?
(4) Identify the numbers from 1 to 10.
Open your book and turn to the page of numbers and numbers within 10.
Read the book, count the objects in each picture, and then recognize the numbers on the right.
The teacher pointed to the numbers next to the pictures under the physical projection and asked the students to recognize the numbers by their names. (From small to big, from big to little, jumping, pointing at random, etc. )
(5) Writing preparation exercises.
Show me the little blackboard with Tian Zige on it.
Let the students know Tian Zige: left half lattice, right half lattice, upper half lattice, lower half lattice, upper left lattice …
It also shows that horizontal lines should be written from left to right and vertical lines should be drawn from top to bottom; The teacher demonstrated first, and then asked the students to try to draw red (from the book). The teacher toured the tour guide.
Teaching intention: This is the first math class from preschool children to first-grade pupils. Whether this course is smooth and interesting has a great influence on students. Try to let students participate in the classroom (see, count, recognize and speak ……), so that teachers can understand the students' existing foundation before entering the school and prepare for the new classroom.
3. Consolidate the exercises.
The teacher showed the physical map.
The class began to classify. The teacher asked: Why? what do you think? (induced by the teacher)
4. Ask questions and summarize.
Teaching intention: first, let students participate and give full play to their main role, and then the teacher will give a targeted explanation to show the leading role.
Design scheme of mathematics teaching plan for senior high school students.
first kind
Teaching content: 4-5 pages 1-5 comprehension examples 1- example 3.
Teaching goal: 1, perceptual knowledge of 1-5.
Step 2 cultivate good habits
3, preliminary experience of mathematics and life, life can not be separated from mathematics.
Teaching emphasis: 1, the number of sides.
2. What can an abstract object represent?
Teaching process: 1. Conversation introduction: Mathematics is very useful in life, especially numbers, which we often use. Please listen carefully and find out the numbers in the following sentences that the teacher said: There are/kloc-0 pencil boxes, 2 books and 3 notebooks in the little red schoolbag. Can you say a sentence with numbers like a teacher?
Second, the teaching example 1
(1) Show the pictures, look at the pictures and say a word with numbers.
(2) Think about it, can you talk about the pictures in a certain order?
(3) Say 5 from 1 in numerical order.
Three. Teaching example 2
(1) pendulum learning tool count
Students pose and say, from 1 to 5.
92) Write 1-5 on the blackboard and ask the students to circle the numbers on the blackboard.
(2) The teacher points to the circle and the students say the numbers.
Q: What are these three disks? Where are the five disks? ……
The teacher points to numbers, and the students say disks.
Q: How many disks does 3 represent? What about 4?
Fourth, teaching examples 3
Just now, two disks were represented by the number 2. What else can it stand for?
Read 5 pages, Example 3.
Summary: 2 can represent any number of objects.
Group discussion: What can 3, 4 and 5 represent?
Classroom communication
Verb (abbreviation of verb) classroom activities
6 pages 1 question
After class:
Second lesson
Teaching content: 5 pages of examples 4, 6 pages of classroom activities 3, 4, 12 pages of exercises 1 1, 2.
Teaching objective: 1, to further consolidate the understanding of 1-5.
2, preliminary perception 1-5, the relationship between numbers, changes, and the order of perception numbers.
3. Learn to compare, draw, paint and write 1-5 with your fingers.
4. Operate the stick and experience the diversity of Discovery's decomposition.
Teaching focuses on difficulties; Specification 1-5 number writing.
Teaching process: 1. Conversation introduction
Yesterday, we learned 1-5. Can children express themselves with their hands?
Second, teaching examples 4
1, reading example 4, * * requirements: compare, row, read, write, think about it, do you think the division of labor between small hands and small mouths is the most appropriate?
Group discussion and communication, classroom communication
2. Complete Example 4 according to the division of labor between hands and mouth.
Practice by yourself and communicate in groups.
There is a saying in the book that 1 plus 1 equals 2, and 1 plus 2 equals 3.
4. In the case of Tian Zi, teaching standardized writing.
9 1) Let the students say the shape of 1-5.
(3) Teachers demonstrate that students have no books.
(4) Students' practice
Third, classroom activities.
1, 6 pages 1, write times
2, 6 pages 3, circle and write.
Show these pictures and guide the students to understand the meaning of the question.
3. Divide five sticks into two piles to see who has more methods.
Communicate with the whole class after independent operation.
Fourth, classroom exercises.
Page 12
Design scheme of mathematics teaching plan for grade one 3
Textbook analysis
"Understanding Graphics" is the teaching content of Unit 4, Book 1, Mathematics, the standard experimental textbook of compulsory education curriculum. It attracts teaching through the relationship between three-dimensional graphics and plane graphics, so that students can perceive the relationship between them and further understand the characteristics of all aspects of three-dimensional graphics. Then classify from many different plane graphics, summarize and abstract the general characteristics of different plane graphics, and identify and assemble them.
Students' situation
There are 64 students, some of whom are from towns. They have received a good pre-school education and have a certain understanding of the four basic graphics of the plane. They can basically distinguish different plane graphics, but they still don't understand the relationship between plane graphics and three-dimensional graphics. Another part of the students come from rural areas, and their preschool education is poor. Their understanding of plane graphics is not clear enough, and they know nothing about its relationship with three-dimensional graphics.
Teaching objectives
Perceive the characteristics of rectangle, square, triangle and circle, and distinguish these four figures from specific situations according to their characteristics, and initially use these figures to make puzzles.
Through cooperation, communication and independent inquiry, we can cultivate the ability of observation, operation, expression, thinking and the preliminary concept of space. Experience the fun of learning mathematics.
teaching process
1. Activities 1: Introduce new knowledge through toy pandas.
Show me the toy panda you can perform in your hand. "Son, who am I?" I want to play with you today, ok? I brought you many gifts, too. Please choose your favorite one and hold it in your hand. Who will tell you what shape the object in your hand is? "
Students can answer freely.
Let the students touch the surface of the object, initially perceive the difference between "body and surface", and exchange feelings at the same table. On this basis, the whole class communicates. Health 1: I feel very hard. Student 2: Slip. Health 3: Some faces are flat and some are curved. ...
Revealing the theme: understanding plane graphics.
Stimulating students' learning desire and participation motivation is the premise to guide students to learn actively. Here, the teacher brought the panda, a toy animal that students like, into the classroom, and transformed the teacher's language into the panda's language, which made the students feel very kind and interesting. Then let students touch the surface of the object and feel different, thus stimulating students' thirst for knowledge.
Activity 2: The perception of "face" comes from "body".
Show the cuboid, and let the students try to find out what figures are in the cuboid. After the students answer, the courseware is dynamically demonstrated. Then ask the students to find the rectangle from the objects on the desktop. Answer: Find the rectangle from the cuboid; Find the rectangle from the triangular prism.
The teacher inspired the dialogue: "We can find rectangles from these objects, so can we find other shapes from them?" Please look for it in groups of four. "Let students exercise independently and discover other graphics from other objects through observation, exploration, cooperation and communication.
Demonstrate courseware combined with the results of student report group activities;
① Separate the square from the cube and display its name.
② Separate the circle from the cylinder to reveal its name.
③ Separate the triangle from the triangular prism to reveal its name.
Let students understand the relationship between "body" and "face" through intuitive demonstration.
Show the four pictures together, ask the students to say their names and write down four houses on the blackboard.
Most students have known all kinds of plane graphics in their lives, but they don't fully understand the relationship between body and surface, so the teacher reveals the relationship between body and surface through the dynamic demonstration of courseware. At the same time, the teacher designed a group activity to let students know more about the relationship between body and face through observation, exploration, cooperation and communication. At the same time, through cooperation among students, students with different knowledge levels can learn from each other in group learning. Teachers' extensive questioning also provides space and time for students' creative thinking.
Activity 3: Use "body" to describe "shape".
The little panda said, "Children are really capable. They can already find different shapes from different objects. Then can we find a way to draw these shapes with the objects on the table ourselves? " Give it a try, children. Let students think, explore, cooperate and communicate freely, and find a way to describe "form" with "form".
Show the students' "works" on the blackboard and let the students talk about what objects are drawn and what they are drawn.
The teacher said, "children, these figures are not comfortable at all, so I found four houses." They are jumping around on our blackboard, trying to ask children to help them divide the house. " Is the child willing? "(The small blackboard shows all kinds of flat graphics cards) Let the students call the roll and divide the houses according to the" house number "of the graphics.
Ask students to evaluate the results.
How to strengthen and consolidate the existing knowledge of students? First, teachers should let students know how to use objects, which is helpful to cultivate students' ability to explore and solve practical problems independently. Then, the game of dividing houses not only stimulates students' interest in learning, but also improves their understanding of graphics.
Four. Activity 4: Practical application
The teacher (showing the picture of the first question on page 36 of the textbook) said, "Graphics sleep well in the room. The next day, they came to the garden to play hide and seek. The children find the graphics we know here. " Students speak freely.
"Look, these characters are all dressed in white. Are the children willing to dress them in their favorite clothes? " Please color the picture of the first question on page 36 of the textbook.
Ask the students to find out which objects in life have these plane figures. If you remember them, stand up and say.
Mathematics in learning life is the embodiment of curriculum standard spirit. On the basis of students' knowledge, teachers provide some comprehensive topics to strengthen and consolidate knowledge; Combined with the reality of life, we designed activities to find the graphics around us, which made our study and life closely linked.
Verb (abbreviation for verb) Activity 5: Graphic assembly.
Panda: "The children have a good time. Can you design a new gameplay? " Health 1: spell out various objects with graphics. Health 2: Draw various objects with figures. ...
Let students work in groups with graphics: You can draw with various graphics or work with existing graphics, and students can choose freely.
Some students spelled out tanks; Some painted a beautiful landscape with houses, flowers, chickens and chimneys smoking; Some spelled out grotesque cars and long carriages. He said, I want to make my home here, I live here, the kitten lives here, and so on. We can start anywhere we want to go. ...
After spelling, the students left their seats to visit and learn from each other. Some students saw other people's works and quickly returned to their seats to revise their own works. It can be seen how effective students' mutual learning is. On the basis of extensive visits by students, make an evaluation.
Ask the students to tell each other what shapes they use to combine together.
Show some excellent works and talk about what objects are spelled out with what graphics.
Students' teaching and learning activities should be a lively, proactive and personalized process. Teachers adopt open teaching in design, so that students can design their own activities and carry out them in their own way. Make students' personality develop, create and satisfy. In the students' works, we can fully feel the students' extremely rich imagination and imaginative creation. This is all because of teachers' respect for students and the open organization of teaching. The teacher asked the students to leave their seats and visit, which provided students with opportunities to learn from each other; Through the display and evaluation of works, students can learn to appreciate themselves and each other, which is conducive to the cultivation of students' self-confidence.
The expansion of intransitive verb activity
Panda: What new friends did we meet today? Let's talk together Think about what new ways to play with these new friends, and don't forget to tell me what children think of. Goodbye, children! Health: Goodbye, Panda.
Simple after-class exercises put forward challenging requirements for students, which is conducive to the cultivation of students' creative ability.
Comment and analysis
This is a math class full of childlike interest. Teachers use games to organize teaching content, provide students with a pleasant learning environment, reflect the presentation of different teaching content proposed by curriculum standards, and meet the diverse learning needs of students. Teachers have arranged a lot of practical activities and group activities in the teaching process, which shows that the effective mathematics learning activities proposed by the curriculum standard can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics, so that students can learn through experience.
In this class, the teacher also pays attention to let students learn in life, such as: guiding students to collect objects of various shapes before class; Looking for all kinds of graphics in life embodies the life of mathematics. In addition, teachers also attach great importance to students' personality development. The open search and graphic assembly activities of graphic activities provide broad space and sufficient time for students' personality development and creativity cultivation, which enables students to gain a successful experience and enhance their interest in learning and self-confidence.
The first grade mathematics teaching plan design scheme 4
course content
People's Education Edition, Mathematics (the first volume of Grade One), the standard experimental textbook of compulsory education curriculum, page 9 1 ~ 92.
Teaching objectives
1. Know that there are hours, minutes and 12 numbers on the clock face, and you will see the whole time in combination with your own life experience.
2. Cultivate students' good habit of observing and cherishing time.
3. Cultivate observation ability, inductive expression ability and cooperative communication consciousness in activities.
teaching process
First of all, create a situation and understand the clock.
(1) Listening to music in a watch shop
Teacher: What sound do you hear?
Health: It sounds like a bell.
Health: It's the sound of monks ringing bells in temples.
Teacher: What we heard was the voice in the watch shop. In this class, we will make friends with our watch brothers.
Write on the blackboard: Know the clock.
(2) Look at the theme map and feel the application of knowledge in life.
Teacher: After listening to the music, let's go to Xiaohong's house.
(Courseware shows that the hour hand and minute hand go to 7 o'clock sharp, and the little girl gets up. )
Teacher: What do you see?
Health: I saw the little girl get up.
Health: I found the clock on the wall ticking to 7 o'clock and the little girl got up.
Health: At 7 o'clock in the morning, my father urged Xiaohong to get up and go to school.
Teacher: Xiaohong gets up at 7 o'clock every morning on time. In mathematics, we usually say 7 o'clock as 7 o'clock. We should also learn from Xiaohong, observe the time and get up for school on time.
Second, know the clock face.
(1) Look at the clock face
Observe and discuss in groups. Each group has a physical alarm clock. )
Teacher: Just now, the children looked at the clock and knew that Xiaohong got up at 7 o'clock. What do we want to know about my cousin's face today? Please take out the alarm clock and let's observe the clock face together.
(2) Say the clock face
Health: We see three hands at work. We also know that they are called hour hand, minute hand and second hand.
Please point out the three pins under the projector. )
Teacher: Then who can tell you what these three needles are?
Health: Short and fat is the hour hand, long is the minute hand, and the longest and fastest is the second hand.
Teacher: Oh, we have to do something about our second-hand brother today. Let's leave him alone for a while and make friends with the hour hand and the minute hand, shall we?
Health: I also saw the number 12 on the clock face.
Student: Teacher, our group found a space on the clock.
Summary: There is a number 12 on the clock face. The long hand is called the minute hand and the short hand is called the hour hand.
(In the picture of the courseware, the number of clocks is 12, and the hour hand and minute hand flash. )
Third, know the whole time.
(a) You can see the whole time.
1. The teacher dialed 5 o'clock.
Teacher: Do you know what time it is? what do you think?
Health: At 5 o'clock, I saw the hour hand on 5.
Health: He doesn't speak well. First, the minute hand pointed to 12, and then I found that the hour hand pointed to 5, which is 5 o'clock.
The teacher concluded: Many children will watch it. Really capable!
When the long minute hand is 12 and the hour hand is 5, it is 5 o'clock.
(The teacher posted the clock face at 5 o'clock, and it said on the blackboard: 5 o'clock)
2. Consolidation: When the teacher dials 2 o'clock and 12, ask the students what time it means.
(2) Be able to set the hour time.
1. Teacher: We start the third class on 10 every morning. Please dial 10 on your school clock.
(Feedback: Display the operation results under projection. )
Teacher: How did you dial it?
Health: I set the minute hand to 12 first, and then the hour hand to 10.
2. Teacher: Please ask the two children at the same table to dial one, and the other will tell when; You can also ask another child to dial a favorite moment.
(3) The electronic watch can be recognized
1. Create a life situation.
Teacher: The teacher will go to work at 7 o'clock this morning. When I arrived at the school gate, I looked at my mobile phone (the courseware showed that it flashed at seven o'clock). Do you know if the teacher is late? what do you think?
Health: Not too late, just right.
Health: No, the phone shows 7 o'clock.
Teacher: What do you think?
Health: There are two dots in the middle and two zeros in the back, which means it's just right and there's no redundancy. The front is 7, which means 7 o'clock.
Teacher: You mean that the two zeros behind the dot represent the whole time, right?
Health: Yes.
Teacher: This child knows a lot of knowledge. When we watch this moment on the mobile phone, there are two points in the middle. If it is followed by "00", then it is written in front of it.
Blackboard: 7: 007
(The courseware shows the electronic watch 1 1: 00 1: 00)
Teacher: Do you know what this means?
2. Contact life.
Teacher: Where else have you seen this way of expressing time?
Health: My electronic watch.
Health: It's also on my dad's computer.
Health: It's also on our VCD.
Health: I found that the new "No.83" bus also has such a clock.
Teacher: Teachers also find many such time expressions in their lives.
Projection shows some bills, such as ship tickets, supermarket cash registers, bank statements, etc. )
(4) game: find friends.
Play music with a tape recorder: "Find a friend"
Teacher: Please ask the children in each group to come together and shake hands.
Content:
Draw a group and clap your hands proudly like them.
Fourth, happy math turntable, contact a day in life.
Turntable making:
Teacher: When the teacher saw Dongdong's diary, he remembered what he had done during the day. Please work together, read the diary, then dial the time on the clock according to the picture, and finally write the diary completely.
This group of people are busy watching, dialing, turning and writing. Take a small group of feedback results.
Teacher: What do you think of your group doing this?
Five, a preliminary understanding of the hour hand rotates twice a day.
Teacher: On Sunday, Mingming and Yingying did a very interesting thing. Let's listen to a phone call first.
Teacher: Guess, will the two meet on time? Why?
Panel discussion:
Health: I think so. They agreed on the time and place.
Health: I don't think so. It is possible that you are obviously late.
Teacher: What is the actual situation? Let's listen to another call.
Teacher: What do you know from this incident just now?
Health: The next time you date someone else, find out when.
Health: There is a morning and evening at 8 o'clock.
Health: There are two 8 o'clock in a day.
The courseware shows that the clock goes clockwise.
Teacher's summary: In a day, the clockwise clock goes twice, at 8 o'clock in the morning, then at noon, afternoon, evening and 8 o'clock in the evening. Think about it, what else should be added to Dong Dong's diary? Finish after class.
VI. Summary and Practical Application
(A) knowledge carding
Teacher: Did you get anything today?
The clock brothers are ticking away, and time has passed, and they will never come back. Cherish time from an early age and do more meaningful things.
(B) apply what you have learned
Teacher: Use today's new knowledge to design a happy Sunday for yourself.
The fifth part of the design scheme of mathematics teaching plan for the first grade
First, contact life, review and introduce.
1, students, we have learned "cuboid, cube, cylinder, sphere". Who can say that the shapes of those objects in our lives are cuboids, cubes, cylinders and spheres?
2. Take out your favorite objects from the desktop and talk about their shapes.
How do you feel when you touch the object in your hand? Exchange ideas with classmates.
4. Guide the students to say that one side or several sides of some objects are flat and reveal the topic.
Second, hands-on operation, understanding graphics.
1, know the rectangle.
(1) Ask the students to find the faces of the rectangle (they can touch them), know the rectangle and show the figures. (Computer display: Take out the rectangle in the cuboid. )
(2) The rest of the students also look for the rectangular surface of the object in their hands, have a look and touch it.
2. Can you find other graphics from other objects? Students look for it independently, in groups and with teachers.
3. Report communication and know squares, triangles and circles. (Computer demonstration)
Please observe carefully. What's the difference between the figure we know today and the object we used to know? (perspective view, plan view)
5. Draw their figures in your own way.
Third, connect with reality and experience the connection between mathematics and life.
1, show the traffic sign map in the textbook for students to identify and infiltrate traffic safety education.
2. Where have you seen these flat figures in your life? Please tell each other in the same group.
Fourth, classroom activities.
1 Xiaoming knows these figures as well as his classmates. This is a beautiful picture made by Xiao Ming with the graphics he knows today. (Computer demonstration) Can you find these figures you learned today from this beautiful picture?
2. Ask the students to work in groups and spell out their favorite beautiful pictures with the pictures given to you by the teacher, trying to be different from Xiao Ming's.
Verb (abbreviation of verb) course summary
Now please close your eyes and think about the graphics you know today in your mind.
Distribution of intransitive verbs
These figures can be seen everywhere in our life. When students come home, they will carefully observe the things at home to see what they can find and tell their parents what you have found.
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