Primary school mathematics 13 classes and examples, different subjects have different methods. According to the change of curriculum, the class also needs to change. The subject of primary school mathematics combines the characteristics of mathematics itself and follows the psychological laws of students' learning. Let's take a look at 13 elementary school math classes and examples.
The types of primary school mathematics 13 and primary school mathematics 13 are respectively:
1, concept teaching;
2. Computing teaching;
3. Regular teaching;
4. Problem-solving teaching;
5, graphics and measurement teaching;
6. Statistics teaching;
7. "Graphic Movement" teaching;
8. "Graphics and position" teaching;
9. Possibility teaching;
10, comprehensive practice teaching;
1 1, practice class;
12, review class;
13, standard assessment course.
First, the basic process of concept teaching
After repeated teaching practice and research, we have constructed the basic process of concept teaching.
Create situations and provide materials.
Analyze materials and understand concepts.
Summarize concepts with materials.
Extend and deepen the concept appropriately.
Consolidate, expand and apply concepts
1, creating situations and providing materials.
Concept teaching is boring and abstract, and the psychological characteristics of primary school students are easy to understand and accept intuitive and concrete perceptual materials. In teaching, it is necessary to create a situation close to the actual life of students, provide rich materials, mobilize the enthusiasm of students to explore and solve problems independently, and lay a foundation for students to understand and summarize concepts.
2. Analyze materials and understand concepts.
The acquisition of concepts is the result of students' analysis, synthesis, comparison, abstraction and generalization. When students have the desire to explore and have a certain thinking foundation, teachers should strive to create vivid mathematics learning scenes for students, so that students can experience the process of independent observation and thinking, group interaction and cooperative communication, and form a preliminary understanding of concepts through the analysis of materials.
3, with the help of materials, summarize the concept.
The formation of the concept is not completed at one time. Only through multi-level comparison, analysis and synthesis can we really develop students' thinking structure and let students really understand concepts. As a dynamic subject with personality, primary school students will have different understanding and construction of new concepts. Therefore, teachers should let the group select representatives after group cooperation and exploration, and introduce their group's achievements with the help of materials. Through the communication and argument between groups and the guidance of teachers, we can correct the wrong understanding, make the correct understanding more profound, and then reveal the concept.
4. Consolidate, expand and apply concepts.
The important purpose of learning mathematical concepts is to use these concepts to solve practical problems. Teachers should pay attention to creating situations when designing problems of applying concepts. In the rich materials, students can experience the close relationship between mathematics and life, and further stimulate students' interest in learning. At the same time, all aspects of concept teaching can be relatively complete and closely related, which is beneficial for students to experience the scientific research process of concept learning.
Of course, according to the specific concept, sometimes after summing up the concept in the third link, we should further explore it with the extension of the concept. The extension of the concept refers to the kind of things reflected by the concept. For example, the extension of the concept of "triangle" is acute triangle, obtuse triangle and right triangle. After understanding that the connotation of the triangle concept is "a closed figure surrounded by three lines that are not on a straight line", we should introduce the extension of the triangle concept appropriately to deepen the concept.
It should be pointed out that the teaching mode is established under the guidance of certain teaching concepts or theories. This structure is not mechanical and rigid. It should be used reasonably and flexibly due to objective factors such as people, materials and time, and necessary adjustments, additions, deletions, interpenetrations and infiltration can be made.
Second, the basic process of computing teaching
The basic process of computing teaching can be expressed as follows:
Create situations and explore independently.
Communication, analysis and comparison of algorithm
Optimize communication and promote development
Combined with reality, flexible use.
1. Create situations and explore independently.
The new curriculum regards computing teaching as an integral part of solving problems. In the introduction stage, we should pay attention to creating realistic situations that students are interested in, and guide students to find and put forward mathematical problems in combination with situations, so that students can have the need of calculation in the process of solving problems. This demand can stimulate students' enthusiasm for computing and learning new algorithms, and induce students' exploratory thinking activities.
In teaching, teachers should encourage students to think independently, explore various algorithms independently, guide students to think from different angles, levels and perspectives, and let students feel the happiness brought by the diversity of algorithms. Give students at different levels the opportunity to show, and teachers also have the opportunity to understand the thinking characteristics of students, laying the foundation for subsequent teaching.
2. Algorithm communication, analysis and comparison.
After presenting a variety of algorithms, teachers must provide students with opportunities to communicate with them. Let students communicate, compare, reflect and understand various algorithms, or agree or refute, identify in communication and choose the algorithm that suits them. Teachers should not emphasize the comprehensiveness of the algorithm, but should take students' development as the starting point and let students explore their own problem-solving methods. Some books may not be fully displayed.
If students can find something that is not in the book and it is really creative and valuable, they should fully affirm it. Then through feedback communication and evaluation communication, students can experience and learn the results of other people's thinking activities and master one or more algorithms that suit them. If the teacher always asks students to do this low-level algorithm instead of helping them abstract the basic algorithm, then the students' thinking will always be at a low level, which will bring great obstacles to his subsequent study. In this process, we must require both algorithm diversification and algorithm optimization.
3. Optimize communication and promote development.
When calculating, teachers should guide students to pay attention to the relationship between various methods, advocate students to use their favorite methods to calculate, and at the same time pay attention to guiding students to master basic algorithms to promote the in-depth development of students' mathematical thinking, so that students can choose more flexible calculation methods when facing specific situations and specific data. Through practice and comparison, mistakes are found and timely guidance is given to strengthen students' understanding of basic knowledge and the formation of basic skills.
4, contact with reality, flexible use.
Teachers can design different exercises in class to guide students to apply what they have learned to real life, so that they can constantly expand and extend what they have learned. In addition, it can also make students realize the application value of mathematics, and let students realize that there is mathematics everywhere in life, and mathematics is around.
Computing teaching can also be designed as follows:
New Curriculum Development (Situational Creation)-Topic Diagram (Reading, Reading and Understanding the Meaning of Diagram)-Questioning-Table Calculation (Problem Solving)-Understanding Arithmetic, Algorithm and Optimization (Emphasis)-Summarizing Method (Law)-Practice Design (Paying Attention to Arithmetic Design and Respecting Textbooks)-Problem Solving (Consolidation)
Third, the basic process of regular teaching.
The basic process of inquiry-based legal teaching can be represented by the following figure:
Create situations and perceive laws.
Study the materials and guess the rules.
Discuss communication and verify rules.
Consolidate, expand and apply the law
1, creating situations and perceiving laws.
It seems that the teaching content of exploring the law is mostly about studying the changing law of numbers and shapes and the arrangement law of numbers and shapes. , more abstract and more symbolic. In fact, a lot of content can be found in students' real life. Turn life problems into math problems through students' understanding,
This is an abstraction of thinking and a mathematical process. In teaching, it is necessary to create a situation that conforms to the teaching content and is close to the actual life of students, and provide exemplary research materials, which not only stimulates students' research desire, creates a research atmosphere, but also makes students' questions clear.
2, research materials, guess the law.
Exploring laws is a process of constantly exploring and developing thinking. The value of exploration activities lies not only in obtaining laws, but also in guiding students to accumulate basic mathematical experience and understand basic mathematical ideas in the process of exploration. In teaching activities, teachers should strive to make students establish and form research consciousness, which mainly includes guessing, giving evidence, classifying research, determining research scope, finding and sorting out research materials, etc. Among them, guessing is the premise of exploration and conclusion.
3. Discuss communication and verify rules.
The rules discovered by students through several examples are not rigorous. In teaching, teachers should consciously guide students to exchange and discuss their own findings and verification, and give evidence for the correctness of the conjecture. In this link, teachers should provide students with representative materials,
And guide students to pay attention to special situations such as 0 and 1. This process is a generalization and promotion process of summarizing and abstracting universal laws from special problems. It is necessary to provide students with opportunities to express and practice, make good use of students' error resources, guide students to strictly express the law, and improve their understanding and reasoning to a higher level.
4. Consolidate, expand and apply laws.
After mastering the laws, it is important for students to actively use these laws to explore and solve a wider range of mathematical problems and practical problems in life. The practice of applying laws not only involves mathematical problems, but also returns to real life. In particular, it is necessary to further guide students to use the discovered laws to solve other mathematical problems contained in the situations created in the course and experience the application value of mathematics.
13 types of primary school mathematics and types of mathematics in the second lesson;
First, the new teaching
Mathematics and algebra
Concept class, calculation class (oral calculation, written calculation, off-line calculation), problem-solving class, etc.
Graphics and geometry
Unit concept course, graphic concept course, formula derivation course, problem solving course, etc.
Statistics and possibilities
Generally speaking, it is the understanding of statistical tables and charts, such as understanding bar charts and knowledge about possibilities.
Mathematical wide angle
Characteristic courses similar to top-quality courses, such as the first volume of third-grade mathematics "Overlapping Problem"
Synthesis and practice
Such as: the first volume of mathematics in grade three, digital coding.
Second, practice commenting on classes.
Textbook exercises, math workbooks and test papers.
Third, review class.
Unit review, mid-term review and final review.
13 types of primary school mathematics and lesson 3 what are the types of primary school mathematics?
Basic mathematics courses in primary schools can be divided into six types: new teaching, practice, review, comment, test and activity practice. Among them, the most important class type is new teaching, and each class type can be divided into several types according to the different learning contents. For example, new teaching can be divided into concept teaching, calculation teaching, application problem teaching, geometry and shape teaching, etc. We should master the concepts and functions of various classes, such as:
New teaching refers to a class type that mainly teaches new mathematical knowledge and forms new mathematical ability. This is one of the most common and important classes.
Practice class is a teaching activity in which teachers guide students to use what they have learned and carry out a series of basic training purposefully and planned after the new teaching. It pays attention to students' independent practice and is a supplement and continuation of new teaching. It can consolidate students' new knowledge, gradually form skills and develop intelligence.
Review class refers to a teaching form in which teachers specially guide students to systematically summarize, summarize, digest, understand, consolidate and comprehensively apply the newly learned mathematical knowledge, communicate the horizontal and vertical connections between knowledge, and form a knowledge network, thus helping students consolidate what they have learned and cultivating their ability to comprehensively use knowledge to solve problems.