Teaching content: Example 5 and exercises on page 90 of the first volume of the sixth grade primary school mathematics textbook published by People's Education Press.

Teaching objectives:

1. Through the method of hypothesis and drawing, students can master the percentage problem of "knowing two changes of a quantity and finding the final range of change".

2. Let students experience the whole process of finding, asking, analyzing and solving problems, and cultivate students' awareness of drawing line segments to analyze and explore problems.

Teaching emphasis: the percentage problem of "knowing two changes of a quantity and finding the final range of change" can be easily solved through hypothesis and drawing.

Teaching difficulties: the constant change of unit "1" and the analysis method of drawing line segments to represent the constant change of unit "1".

Teaching preparation: courseware

Teaching process:

First, review the introduction and pave the way

Teacher: We have been studying percentages recently. Please come and see if you can solve these problems first. (1) only formulate quickly, and use the line segment diagram to verify whether your formulation is correct;

(2) First find out the number of units "1" in the following topics, and then draw a line diagram to write the quantitative relationship;

The design intention is to "find a number that is more (less) than another number" and find a number that is more (less) than a number. These two kinds of problems are to solve two changes of a known number.

Finding the percentage of the final change range is also the difficulty of this course. Students need to try to draw a line diagram to verify it, which is suitable for students with slow thinking, provides the most intuitive solution for students with learning difficulties and enhances their self-confidence in learning. So these two parts are to review old knowledge and make full preparations for new knowledge.

Second, explore new knowledge and solve problems.

(1) New frontier: two known increase and decrease ranges of the unit "1".

(2) Problem solving: If one number increases or decreases by a few percent compared with another number, you need to set a number as the unit "1".

Third, homework

Let students do more or less exercises after class to consolidate what they have learned.

Extended data:

1, teaching material analysis and learning situation analysis

Teaching material analysis can write less during the exam, that is, the analysis of students' learning situation means that you can write more, and you can stop writing when you are skilled. It is best to write it during the exam. Teaching material analysis has dozens of words, and the analysis of learning situation is within 100 words.

2. Teaching objectives:

Teaching objectives are the main line and indispensable, which are divided into three dimensions, namely knowledge and skills, process and method, emotion, attitude and values. The teaching objectives should be concrete and operable, and the objectives should be determined according to the requirements of curriculum standards and students' reality.

Common examination forms: make students remember … facts, understand … concepts, form … skills, experience … process, master … methods, analyze … problems by using … laws, strengthen … beliefs, form … habits and stimulate … enthusiasm. Wrong format: teaching students ... the teaching goal is aimed at students, not teachers, so you must pay attention to it during the exam.

3. Teaching emphases and difficulties:

It is also necessary to emphasize the difficulties in teaching, which are determined according to the requirements of curriculum standards, the content of teaching materials and the existing knowledge of students. In the exam, it is best to write the teaching points and teaching difficulties separately.

4. Teaching methods:

Generally speaking, writing should be taught by teaching, speaking, discussing, reading, practicing, practicing, experimenting, demonstrating and visiting.