1, lecture content: The content of my lecture today is the content of "A * * *" in the first volume of primary school mathematics, the fourth edition of the experimental textbook for nine-year compulsory education.
2. teaching material analysis: "How much is a * * *" is the content of the first section of Unit 3 of the first volume of Senior One of Beijing Normal University Edition. Students are exposed to mathematical operations for the first time. Before this, students have already had a certain understanding of numbers, and their own experience accumulation is also very helpful for learning these knowledge.
3. Student analysis: Students should have a simple understanding of addition before learning, because addition is a very common mathematical operation method in our daily life, and students have certain emotional experience about it, so it is very helpful for students of this course. But each student's life background, knowledge and experience are different, and each student's ability to accept knowledge is different, so I will consider each student. Through cooperative communication and independent exploration, students' communication ability and strong interest in mathematics are cultivated.
4. Teaching objectives:
(1) Understand the meaning of addition by combining familiar life background and existing life experience.
(2) In the activities of observation and operation, explore the addition of numbers within 5.
(3) I can read and write the addition formula, and I feel that if I put two numbers together, I can add them to calculate what a * * * is.
5. Emphasis and difficulty in teaching: the significance of perceptual addition and the connection between calculation and life.
6. Teaching method: This lesson takes the examples in life as the background to stimulate students' strong interest in learning mathematics, use symbols instead of objects, and then let students operate. According to the knowledge learned before, guide the students to represent these symbols with numbers, and then learn addition. Finally, ask students to list examples and formulas in life, so that students can deepen their study of addition. Adopt the teaching method of "situational learning-solving problems to expand thinking-extracurricular extension".
7. Learning methods: The new curriculum advocates the method of "student-centered, teacher-led", but according to the situation of first-year students, teachers should pay attention to the continuous guidance of students while focusing on student-centered. Learn this lesson through students' independent exploration and cooperation.
8. Teaching process:
The first link: preliminary perceptual addition
First of all, give the students some examples from life to start this class. "I went to the store and bought a 20-cent eraser and a 10-cent pencil. How much should I give the boss? " Through such simple and frequently encountered problems, students are interested in learning mathematics and understand that mathematics is everywhere in life. Ask the students to give examples of addition in their own lives.
The second link: further perceive the addition operation and understand the meaning of addition.
Students will use symbol substitution method to replace the real things in life and communicate in groups. One student gives an example, and other students pose with sticks or small disks. Students will understand that addition is a combination of two numbers and get the answer by counting.
The third link: I will add numbers and learn to read, write and use "+"correctly.
In the previous study, students have used symbols instead of physical objects and numbers instead of symbols. Please discuss with each other how to express a mathematical formula with numbers and "+"on the basis of putting small disks.
The fourth link: Look at the picture and list the formulas correctly, and tell the reasons.
Seeing the chart, students will basically list the addition formulas correctly, but the formulas in each column are different because of different angles, but they should all be affirmed. Ask the students to list the formulas independently and say why you list them like this.
The fifth link: consolidate exercises and extracurricular extension.
Consolidate what you have learned according to the exercises in the textbook. Finally, ask the students to list their usual problems about addition, and list the formulas to tell the reasons. Or put forward the problems encountered and discuss and solve them with each other.
The above is my understanding and teaching process of "a * * *". In the whole teaching process, the problems in life run through from beginning to end, so that students can operate hands-on, cooperate and communicate, cultivate students' communication ability, observation ability and hands-on operation ability, and keep students' interest in mathematics learning.
The life of mathematics is life. I hope the students can understand that mathematics is not passive water, but knowledge closely related to our lives. I hope that through our efforts, students will go further on the road of exploring knowledge.