Teaching content: Nine-year compulsory education, six-year primary school mathematics textbook (People's Education Edition), second grade, page 23, Example 3 and related exercises. In teaching material analysis Example 3, the content of division problem solving corresponds to the content of multiplication problem solving in the table. The quantity involved in this topic has expanded from discrete quantity to continuous quantity, and from physical quantity to quantity taken from quantity. The quantitative relationship reflected by it is an extension of the practical model of division, which permeates the quantitative relationship among unit price, quantity and total price, and requires students to solve it according to the meaning of division. Continue to deepen students' understanding of the meaning of division and cultivate students' ability to find and ask questions. Iii. teaching objectives 1. Learn to solve practical problems related to quantity in life according to the meaning of division. 2. Cultivate students' ability to find problems from specific life situations and filter useful information according to the problems. 4. Effective information will be chosen to solve the practical problems of quantitative relations when teaching is difficult. And establish a model to solve the problem by division. Fifth, prepare various related courseware for teaching. According to the characteristics of new curriculum textbooks and students' actual situation, the "speaking-learning" teaching method is based on intuitive teaching, using observation, analysis, group discussion, etc., so that students can play a role in the process of independent exploration of "finding problems and solving related problems", so that students can find and ask problems themselves, promote the development of thinking, and cultivate students' observation ability, language expression ability and self-learning ability. In teaching, we should first grasp the connection point between old and new knowledge, review the knowledge of multiplication in the table, lead to new lessons, and then guide students to observe, let students find problems, discuss and communicate in groups, and find relevant information and problems. Finally, let the students express their opinions and summarize the steps to solve the problem. Deepen students' understanding of the meaning of division in the whole teaching, build a model to solve such problems, and cultivate students' ability to find and ask questions. Talk about the teaching process. 1. Practice introducing the method of average score. 2. Explore new knowledge. 1. Create a situation. "Look, classmates, what is this? (Silkworm baby) Silkworm baby is so cute that the teacher especially likes silkworm baby. " However, the silkworm baby grew up one day and the house was too small. Some good people built several new homes for them, but they encountered some problems. How should I give it to them? Teacher: What information do you know from the picture? Preset: Know "There are 15 silkworm babies", "Put them in 3 cartons on average" and "How many are there in each carton?" Teacher: What information is needed to solve this problem? (Mass report: You need to know the number of silkworm babies. As can be seen from the picture, only one silkworm baby scored three points on average. ) 2. Cooperate and exchange questions and answers. (1) Let students think about how to solve problems according to the data. Group work, discuss solutions, and teachers patrol and guide. (2) Report preset: one * * *, with 15 silkworm babies, evenly divided into cartons. This is an average score problem, which needs to be divided. How to calculate in the form of columns? 15÷3, that three, five, fifteen, quotient is five. 3. Think independently and verify the results. It is clever of the students to solve the problem so quickly. So are we doing the right thing? How did you know? A carton contains five, and three fives is 3×5= 15, which is 15, so that's right. ) teacher: ok. We can use multiplication to verify whether the result of division calculation is correct. 4. 15 silkworm babies, 5 in each box. How many boxes do you need? Teacher: Who wants to talk? How do you calculate the number of cartons you need? Default: (1) put 5 in each box, which means that 15 can be divided into 5s, which is the average score; (2) It is also a division calculation. The formula 15÷5=3 (sheets) (3) 5 sheets of paper is 3×5= 15, and the calculation is correct. Teacher: According to the information in the picture, can you ask other math questions and answer them? Two people in the group cooperate to ask and answer questions. Other group members see if their answers are correct, and who asks more questions and finds more problems. 3. Consolidation exercise 1 12 tubes of tea, 6 tubes per box, how many boxes do you need? Question: (1) Reading question (2) What do you know? (3) Use an expression to express your idea (4) Why use division? (5) Is the answer correct? Summary: Because each box contains 6 tubes and there are 12 tubes of tea, you can have one box. Test 2×6= 122. On average, two boxes contain 12 tubes of tea. How many tubes are put in each box? Reading question 2) What do you know? 3) Express your ideas with formulas. (4) Why do you want to calculate by division? ) Is the answer correct? Summary: Because we want to put 12 barrels of tea into two boxes on average, the average is divided by 12÷2=6 (barrels) 26= 12. Question 8 is also an application problem, and the problem-solving surface is the same. Ask the students to finish this topic as we did in this class, and then revise it collectively.

Teaching content: Page 23, Volume 2 of the second-grade mathematics textbook of People's Education Press Teaching objective: 1 Let students learn to answer "How many copies is a number divided into?" "If you divide a number into several parts, how many parts can you divide it into?" Division problem, can write the name of the unit. In the process of solving problems, let students experience and understand the relationship between quantity and quantity; Let the students know that multiplication can be used to check whether the division calculation is correct. 3. Cultivate students' ability to think, analyze and solve problems. Teaching emphasis: Students learn to solve simple practical problems by division. Teaching difficulty: How many parts can students divide a number according to each number? Understanding and application of. Teaching aid preparation: 23 pages of teaching materials and courseware teaching process: 1. Review old knowledge and introduce new lessons. What is the average score? Please read the question carefully and list the formula (1). 12 apples are distributed to 4 children on average. How many can each child get? (2) How many 3s are there in 6? Learn new knowledge, solve problems and solve the problem of "average distribution". 15 silkworm babies put 3 cartons on average. How much do you put in each box? Q: What do you know? To put 15 silkworm babies in 3 cartons on average, how many are put in each carton? Draw a schematic diagram and show it. How to solve it? Guide students to analyze problems. Question: Why use division? Guide the students to say, "Because it is an average score, how many are there in each box, that is, how many are there in each box, so use division to calculate." Question: Is the answer correct? Verification. The teacher demonstrates the way of thinking. The deskmates talk to each other, call each other names, and the whole class talks together. Solve the problem of "loading" 15 silkworm babies, put 5 in each box, how many boxes do you need? Q: What do you know? Put a carton for every 5 silkworm babies, and ask 15 how many cartons are used for silkworm babies. Draw a schematic diagram and show it. Question: How to solve it? Lead the students to say: This question is equivalent to finding several 5s in 15 and calculating by division. Teachers demonstrate, talk at the same table and call each other's names. Student form. Question: Is the answer correct? Verification. Understand the internal relationship, understand the quantity relationship 1, 15 silkworm babies, put 3 cartons on average, how much is each carton? 2. 15 silkworm babies, 5 in each box. How many boxes do you need? Question: Comparing the above two questions, what differences and similarities can you find? Students observe and think. Teacher's summary: Similarities: all are division calculations. Difference: the first question is the average score, and the second question is the inclusion question. Connection: Both the average score problem and the inclusion problem are solved by division. Third, the game. Level 1: 1, 2 tubes of tea, 6 tubes per box, how many boxes do you need? On average, two boxes contain 12 cans of tea. How many cans are put in each box? Secondary: 1. How many peacock feathers can be inserted into each vase? 2. Each vase can hold 6 peacock feathers and 24 peacock feathers. How many vases are there? 3. Peacock feathers have 10, which are put in two vases on average. How many are put in each vase? There are 10 peacock feathers in two vases, six in one vase and several in the other. The third level: according to the multiplication formula of "4936", make up two problems solved by division. The teacher concluded: There are many practical problems in our life that need to be solved by division. I hope the students will observe carefully and be a good boy who is good at observing!

First, "student-oriented, well-designed situational introduction, so that students are attracted from the beginning." For junior two students, attention is generally focused on novel things, so flexible and diverse forms and methods should be adopted in teaching, so that students can have telepathy and have a strong interest in mathematics. Second, carefully pave the way for students at all levels to gain something. Using formula to find quotient itself has the thinking of equation and some reverse thinking. Mastering the general method of seeking quotient by formula correctly can form the skill of seeking quotient. Third, cleverly set up doubts and guide students to compare and analyze the characteristics of the tree. First-year students have poor self-control ability and can't pay attention for a long time, but they will forget their favorite questions and let themselves think and answer, thus mobilizing their enthusiasm for learning. Fourth, focus on forming ability in solving problems. How to deal with relevant information by mathematical methods? How to calculate reasonably, the calculation results should guide students to be closer to life experience as far as possible, and make students interested in exploring.