Under the guidance of the new curriculum concept, I began to explore the teaching design of "How long is a pencil".

Talk about teaching material analysis

"Textbooks are nothing more than an example", and the new curriculum standards advocate the creative use of textbooks. It is particularly important for teachers to creatively use and enrich the contents of textbooks and accurately grasp the characteristics and intentions of compiling textbooks. How long is this pencil? It's the first lesson in Unit 5, Book 4 of Mathematics, Beijing Normal University Edition. "Measurement" unit is the second stage of learning length on the basis that students already know the two length units of "centimeter" and "meter" and master the simple method of estimating and measuring objects. The textbook of this lesson mainly arranges two inquiry activities, so that students can establish the concepts of decimeter and millimeter in hands-on operation and actual measurement activities, fully perceive the length of 1 decimeter and 1 millimeter, and master the relationship between meter, decimeter, centimeter and millimeter in communication activities; Experience the application of different length units in real life. The content of this unit serves as a link between the past and the future, linking the previous knowledge with the later learning to form a complete and systematic knowledge system.

Second, talk about the analysis of learning situation.

Grade two students have learned meters and centimeters, and have some basic experience in mathematical activities, such as knowing how to estimate and measure objects and comparing the lengths of objects. The second-year students are young and have poor self-regulation ability. Therefore, the design of this class should not only be based on students' existing knowledge level and activity experience, but also create specific and interesting situations, so that students can explore and discover in hands-on operation, feel the significance and value of mathematics, and gain successful experience, thus enhancing their self-confidence in learning mathematics.

Third, talk about teaching objectives, and make clear the important and difficult points.

The famous psychologist Gagne said: "The teaching goal is the expected learning result." According to the analysis of textbooks and students, I set the teaching objectives of this course as follows:

1. In the process of measuring the length of straws (sticks, pencils, etc.). ), students establish the concepts of 1 decimeter and 1 mm, experience the length of 1 decimeter and 1 mm, and develop students' spatial concept and hands-on operation ability.

2. In the activities of finding 1 decimeter, 1 cm and 1 mm on the ruler, students should master the relationship between units.

3. Cultivate students' estimation ability in activities such as "estimation" and "measurement".

4. Students can judge and choose the appropriate length unit according to the specific situation.

The teaching focus of this lesson: students establish the concepts of decimeter and millimeter in practical operation. In teaching, it is relatively difficult for students to understand the relationship between the forward speed of the meter, decimeter, centimeter and millimeter, which is a difficult point to break through.

Fourth, talk about design ideas.

1, the new curriculum standard points out: "Teachers' teaching should be based on students' cognitive development level and existing experience, facing all students, paying attention to heuristic and personalized teaching, and providing students with sufficient opportunities for mathematics activities." Therefore, in teaching, I first adopted the heuristic teaching method: before class, I introduced the situation to let students judge and compare the height of cartoon characters, and then introduced the concepts of centimeter and meter in guessing pictures. At the same time, I adopt the teaching method of inquiry and discussion, so that students can explore, experience and understand the relationship between units in hands-on operation.

2. The new curriculum standard points out: "Mathematics activities must stimulate students' interest, arouse their enthusiasm and stimulate their thinking; Students should have enough time and space to experience activities such as observation, experiment, guessing, verification, reasoning, calculation and proof. "According to this concept, I mainly adopt the learning method of letting students experience operation, taking students' operation activities as the main line, making mathematics activities run through the whole classroom, so that students can truly perceive and understand the application of decimeter and millimeter in independent activities and communication.

3. The new curriculum standard points out that the main purpose of learning evaluation is to fully understand the process and results of students' mathematics learning, stimulate students' learning and improve teachers' teaching. Therefore, teachers should pay attention to the evaluation of students in classroom teaching, and at the same time pay attention to self-evaluation and mutual evaluation among students.

Preparation of teaching AIDS for verbs (abbreviation of verb)

Courseware, three straws (10cm, 13cm, 20cm respectively), forms, rulers, IC cards, 1 yuan coins, etc.

Sixth, talk about teaching design.

Einstein said, "If students' enthusiasm is mobilized, the classes prescribed by the school will be accepted as gifts. "Gifts are what everyone wants. How meaningful it is for students if they can "package" knowledge into a "gift".

Based on the teaching philosophy of paying attention to students' learning starting point and emphasizing "activity" and "construction", I designed five links: introducing situations, exploring new knowledge, applying new knowledge, summing up and reflecting, and extending after class.

(A), situational import

This link is mainly taught from three small links:

(1) At the beginning of the class, I showed the students their favorite cartoon characters ("Tinker Bell" and "Daxiong"), so that they could judge and compare their heights. Then show the "technical safety" about the height of "Daxiong", let students judge their own height, stimulate students' cognitive contradictions, and guide students to say various comparison methods such as proportion and dosage.

Intention: Stimulate students' existing knowledge experience and activity experience, and promote the learning of new knowledge.

(2) After the students tell the methods of comparison and measurement, the teacher leads, "We used to use length units when measuring objects. What unit of length do you know? " Inspire the students' existing cognitive level through this sentence, and draw the centimeters and meters learned in grade one (and write them on the blackboard at the same time). Teachers should pay attention to timely and flexible handling of generating points in teaching.

(3) By comparison, tell us which objects in our life are close to 1 m or 1 cm, and consolidate the old knowledge.