Summary of the work of mathematics teachers in the fifth grade of primary school.
? ? First, the student situation analysis:
There are 98 students in Class Five and Class Six, Grade Five. Most of them have high enthusiasm for mathematics learning, can acquire knowledge from existing knowledge and experience, and their abstract thinking level has also developed to a certain extent. They have a firm grasp of basic knowledge and a certain ability to learn mathematics. Can actively participate in the learning process in class, and have the general ability of observation, analysis, self-study, expression, operation and cooperation with others. In group cooperation, students will exchange and discuss independently. However, some students have poor basic knowledge, don't listen carefully in class, can't consciously complete their learning tasks, and need teachers to supervise and coach them. This semester, we will focus on the teaching of students with learning difficulties. In teaching, we will create happy situational teaching for all students, stimulate their learning motivation and enter the dynamic of best learning.
Second, the analysis of comprehensive teaching objectives:
Knowledge and skills: let students connect with existing knowledge and experience and experience the process of abstracting practical problems into formulas and equations; Through the exploration and understanding of the significance, nature and calculation method of fraction addition and subtraction, the necessary calculation skills are formed.
2. Let students acquire relevant basic knowledge and corresponding basic skills in the process of determining the position with number pairs, understanding the characteristics of the circle, and exploring and mastering the formulas of the circumference and area of the circle.
3. Experienced the process of expressing relevant data with composite broken line statistical chart, and can conduct simple analysis and communication; Be able to complete relevant broken line statistical charts as required.
Mathematical thinking: in the process of understanding equations, equations and exploration, develop abstract thinking and enhance the sense of symbols.
2, in the process of understanding common multiples and common factors, cultivate good thinking quality.
3. In the process of understanding the meaning of fractions, develop the ability of rational reasoning and preliminary deductive reasoning, and constantly enhance the sense of numbers.
4. In the process of learning to use number pairs to determine the position and know the circle, exercise thinking in images and develop the concept of space.
5. In the process of learning statistics, further strengthen the statistical concept and cultivate statistical ability.
Problem solving: I can find and put forward some mathematical problems from real situations, and I can use mathematical knowledge and methods of equations, fractions and numbers to solve problems.
2. In the process of solving practical problems, master its basic ideas and methods, and understand its characteristics and values.
3. Improve the ability of cooperation and communication in activities such as describing simple walking routes with numbers and simple graphic transformation.
4. We can apply the strategy of "reverse reasoning" to solve some simple practical problems.
Emotion and attitude: I can actively participate in various mathematical activities, feel my gains and progress in mathematical knowledge and methods, and improve my interest in learning mathematics.
2. In the process of exploring mathematical knowledge and discovering mathematical laws, I further feel the order and rigor of mathematical thinking, and constantly enhance my awareness of independent exploration.
3. In the process of using mathematical knowledge and methods to solve simple practical problems, we can further feel the value of mathematics and the close relationship between mathematics and life.
Three. Main teaching contents, teaching requirements, teaching emphases and difficulties of each unit:
(1) Equation 8) Make students understand the meaning of equations in specific situations and preliminarily understand the relationship between equations; A preliminary understanding of the properties of the equation will solve simple practical problems with the properties of the equation, and will list the equations to solve practical problems in one step.
2. In the process of observation, analysis, abstraction, generalization and communication, students can experience the process of abstracting real problems into formulas and equations, accumulate the experience of mathematicizing real problems, feel the thinking method and value of equations, and develop abstract thinking ability and sense of symbols.
3. Make students develop the habit of independent thinking, active cooperation and communication with others and conscious inspection in the process of actively participating in mathematics activities; Get some successful experience, further establish self-confidence in learning mathematics well, and generate interest in mathematics.
Understand the meaning of equation and the relationship between equation and equation.
Solving practical problems of one-step calculation with sequence equation
A preliminary understanding of the essence of equality will help us solve simple practical problems with the essence of equality.
(2) Make students know the meaning of the following columns and rows in a specific situation and the rules for determining which columns and rows; Understand the meaning of number pairs, and use number pairs to represent the position of objects in specific situations.
2. Make students experience the abstract process from describing the position of objects in real situations to describing the position of points on the grid with numbers, gradually master the method of determining the position with numbers, enrich the understanding of real space and plane graphics, and further develop the concept of space.
3. Make students actively participate in learning activities, gain successful experience, feel the connection between number pairs and real life, broaden their knowledge horizons and stimulate their interest in learning.
A preliminary understanding of logarithmic pair meaning
Number pairs are used to indicate the position of an object in a specific situation.
Master the method of using number pairs to determine position.
(3) Common multiples and common factors 6 class hours) Through specific operations and communication activities, students can know common multiples and minimum common multiples, common factors and maximum common factors.
2. Make students experience the process of exploring and discovering mathematical knowledge, accumulate experience in mathematical activities, further cultivate the ability of independent exploration and cooperative communication, feel some simple mathematical thinking methods and develop mathematical thinking.
3. In the process of participating in learning activities, students can cultivate the consciousness of active cooperation and communication with others, experience the fun of learning and inquiry activities, and enhance their confidence in mathematics learning.
Know the common multiple and minimum common multiple, common factor and maximum common factor.
(4) Understanding the score 10 class hour) enables students to understand the meaning of the unit "1" and the unit of the score, and further understand the meaning of the score; In order to explore and understand the relationship between fractions and division, we will use fractions to represent the conversion results of measurement units, and we will solve the practical problem that one number is the fraction of another number. Knowing the true fraction and false fraction, knowing that the decimal part is the combination of integer and true fraction, will turn the false fraction into integer or decimal part, and will make the decimal part and decimal part reciprocal.
2. Make students experience the process of abstraction and generalization of the meaning of fractions, the relationship between fractions and division, the exploration process of transforming false fractions into integers or fractions, and the interaction between fractions and decimals, so as to further develop students' sense of numbers and cultivate their ability of observation, comparison, abstraction and generalization.
I recommend it carefully.