Draft of Oral Course for Large Numbers 1 I. Oral Teaching Materials
1. Teaching content: The teaching content I choose is the understanding of the number within 100 million in the first class of Unit 1 "Understanding of Large Numbers" in the fourth grade of the mathematics textbook published by People's Education Press.
2. The position and function of the textbook: The students in the first phase have learned to read and write numbers within 10,000, but this unit is to further understand the reading and writing of numbers within 100 million and its significance in real life on the basis of the previous study of numbers. This unit is the last lesson of integer learning in primary school. To lay a knowledge foundation for students to contact and calculate large numbers in their studies in the future, and to feel large numbers initially.
3, the arrangement characteristics of teaching materials:
A, combined with the actual situation, let students feel the large number, resulting in learning needs.
B, reasonable arrangement of teaching content, and guide students to make use of existing experience to explore independently.
The study of this lesson is not only the expansion of students' logarithmic knowledge, but also the further embodiment of the close relationship between mathematics and life. Through learning, students can strengthen their understanding of the actual meaning of data and analyze the meaning of some data around them from the perspective of mathematics, which embodies the concept that "mathematics comes from life and ultimately serves life"!
Students in this age group generally have the characteristics of wide contact, enhanced independence, good observation and discovery, and willing to operate, and students have systematically learned integers within 10 thousand in the third grade. Combining these characteristics of students, I will make some preparations before class. First, I prepared the teaching courseware "Understanding Numbers within 100 Million"; The second is to prepare teaching AIDS such as counters and game cards.
Second, the teaching objectives
According to the characteristics of the focus, difficulty and content of this lesson, I have formulated the following three teaching objectives:
(1) Knowledge and skills:
(1), on the basis of understanding the number within ten thousand, further understand the new counting units of ten thousand, one hundred thousand, one million, ten million and one hundred million. Let the students know the names of each counting unit within 100 million and the relationship between two adjacent units.
(2) Combining with realistic materials, let students feel the necessity of learning large numbers, let students realize the practical significance of large numbers, feel the significance of more than 100 million numbers, and cultivate students' sense of numbers.
(3) Let students experience the connection between mathematics and real life in activities, cultivate students' awareness of observing life and applying mathematics from the perspective of mathematics, and cultivate students' ability of independent exploration, self-evaluation and good cooperation.
(2) Process and method.
(3) Emotional attitudes and values.
Third, teaching focuses on difficulties.
Key points:
1, learn to read and write numbers within 100 million;
2. Master hundreds of millions of numerical sequence tables and understand the counting method of decimals.
3. Knowing several levels-individual level, 10,000 level and 100 million level, we can correctly read and write numbers within 100 million according to several levels.
Teach hundreds of millions of numbers how to read and write.
Difficulties:
1, read and write a lot of numbers.
2. Understand the decimal counting method.
Fourth, talk about teaching methods and learning methods.
Teaching methods: In order to complete the teaching task, I will closely contact with students' real life, create interesting situations and carry out colorful teaching activities according to their life experience and existing knowledge, so that students can master knowledge and skills in a relaxed and happy atmosphere.
Create specific teaching situations, cultivate students' feelings about large numbers and develop students' sense of numbers. It is difficult for students to read large numbers. Teachers should make full use of the text of teaching materials, create specific teaching situations, let students get rich feelings of large numbers, pay attention to let students explore and understand the reading methods of large numbers, and achieve proficiency through independent exercises and group cooperation and exchange training.
Attach importance to the teaching of basic knowledge and basic concepts, leaving room for students to explore independently. Students should firmly grasp the knowledge of the relationship between numbers, grades and decimals, and let them discover and experience by creating situations, so as to understand these knowledge through their own independent thinking.
Close the connection between large numbers and real life, and cultivate students' mathematical consciousness. Teachers should pay attention to cultivating students' habit and ability of collecting large numbers in teaching. The generation and development of numbers is the need of life practice. Knowing numbers is to use numbers to communicate and solve practical problems in life, so as to cultivate students' mathematical consciousness.
Learning style: students' subjective participation; Hands-on operation; Multi-directional communication; Teaching games.
Five, teaching philosophy
Adhere to student-oriented development and lay the foundation for students' lifelong sustainable development and harmonious development. Follow children's psychological laws and cognitive laws. To strengthen the connection between mathematics and real life, students must obtain valuable mathematics and necessary mathematics, and different people will get different development in their study. Students are the masters of learning, and teachers are the organizers, guides and collaborators of learning. Under the careful organization of the teacher, let the students fully discover and explore the law of hundreds of millions of miles, pay attention to the individual differences of the students, and let every student have a successful learning experience.
Mathematics teaching is based on students' existing knowledge. Teachers should teach students to acquire new knowledge with the help of existing knowledge and cultivate students to dare to learn independently and try new knowledge. Primary school students' existing mathematical cognitive structure and life experience provide the possibility for them to solve mathematical problems independently. For this reason, when I teach "knowledge of extensibility and migration", I directly let students try and explore independently, guide students to think independently, give students space and time to explore new knowledge independently through operation, observation, analysis, comparison, reasoning, discovery and summary, create opportunities for students to participate actively, and let students develop in exploration.
Sixth, talk about the teaching process.
(1) Review the import.
1 pre-school preparation: oral answer: one thousand 10, ten thousand10; Dictate the numerical order within ten thousand. (One location, ten locations, hundreds of locations, thousands of locations)
Teacher 2: Students, we have learned numbers within 10000, and we often use numbers greater than 10000 in our daily life. (Showing pictures of the fifth national census in 2000 with courseware) Can you read these figures? You see, these figures are bigger than those within 10 thousand before. Today, we will know more figures. Title on the blackboard: Understanding numbers within 100 million.
(2) Explore new knowledge.
1. Let the students take out the counter, which is eleven thousand. When we arrive at10000, we ask: How much is eleven thousand, sixty-five and four hundred thousand? (10,000) Focus: Where are thousands of 10 beads?
2. Let the students count the plot of 10 10. When the number reaches 10, ask: What is it? Use the counter to ask:1010,000?
3. Keep counting like this. 100000 what is it? 101 million? What is1010 million? . Teacher: One, ten, hundred, thousand, ten thousand, one hundred thousand, one million and ten million are all units of counting. Think about it: What is the relationship between every two adjacent counting units? (The propulsion rate of the two counting units is 10, that is, the fractional relationship).
4. Put the learned numbers in numerical order.
Billion level, ten thousand level, individual level
100 million, 100 thousand, 100 thousand
Bowls and bowls
A little, a little, a little, a little.
138 1900000 means 80 million.
In order to read numbers within 100 million, China has always followed the four-digit counting rule, that is, every four digits from the right are one level, which is divided into four levels, ten thousand levels and one hundred million levels.
(3) Learn how to pronounce numbers within 100 million.
1, take out the last question in the exercise book.
(1) Let students read freely.
(2) Group discussion, how to read and why?
(3) Feedback, the teacher gives guidance, and then summarizes the reading: 84,507,600.
A, read from a high position; B, according to the reading method of each level, add' 10,000' or' 100 million' after reading the numbers of each level.
(4) Thinking: How to tell whether this number is of the order of 10 or 10000?
The purpose is to make it clear that you must grade before reading, which is helpful for simple reading.
Step 2 read:
138 19000 reading and communication alone
Grading-starting from the high position-is based on the individual reading method, but it is best to add the reading level name after it to reflect it on the numerical sequence table or grade it.
2496640700085000300。
Read separately first, write down their reading methods, and then communicate their reading methods collectively.
According to the four-digit classification principle, China's reading rules are:
(1) Numbers within four digits should be read from the high place.
(2) Numbers with more than four digits are graded by four digits from right to left, and then the numbers in each level and their level names are read out in turn from the highest digit.
(3) If there is a "0" at the end of a number, the "0" at the end is not read; The "0" at the end of each stage is not read; In other numbers, no matter how many zeros there are in succession, only one zero is read. For example, 30500804500 is pronounced as 3050804500.
Learn how to write numbers within 100 million.
1 and 68504200 students tried to write the number-communication-determination method (grading, with the help of the number sequence table)
2. Thirty-eight thousand five hundred and ninety-three thousand six hundred and twenty-three thousand one hundred and twelve
After practice, students call their names to the front panel, then make comments, and finally get the method of writing numbers: in the first grade, start writing from a high position, and someone doesn't write 0 in a counting unit.
3. Discussion:
When to write zeros and how many zeros to write?
(5) Review and consolidate
(6) class summary: tell me what you have gained from this class. Use the knowledge you have learned in this class to communicate with your classmates about the greater practical significance you collected before class.
The exercise designed five questions, two reading questions, two writing questions and one thinking question. Finally, review and evaluate the knowledge points of this lesson.
Good Morning, everyone!
The content of today's class is the first lesson "Understanding Large Numbers" in Unit 1 of the fourth grade mathematics textbook for compulsory primary schools. Next, I will elaborate from six aspects: teaching material analysis, academic situation analysis, teaching objectives, teaching methodology, teaching preparation and process design:
(1) teaching material analysis
"Understanding of large numbers" is based on students' understanding and mastery of numbers within 10 thousand, which is the consolidation and development of understanding of numbers within 10 thousand. The content of this lesson is an important basis for students to further study mathematics and other disciplines in the future.
(2) Analysis of learning situation
Before learning this lesson, students have learned numbers within 10 thousand. I have encountered numbers greater than 10000 in my daily life and have a certain knowledge base. However, reading and writing large numbers is more abstract for students, and the number of digits and series increases, which makes learning difficult.
(3) Teaching objectives
According to the above analysis of the teaching materials and learning situation of this lesson, combined with the teaching principle of applying what you have learned, the following teaching objectives are determined:
1. Know the counting units "ten thousand", "one hundred thousand", "one million", "ten million" and "one hundred million", master the numerical sequence table, and know the decimal relationship between two adjacent counting units within one hundred million. Numbers within 1 100 million can be read correctly according to the series.
2. In the process of understanding numbers, combined with realistic materials, let students feel the meaning of numbers within 100 million, cultivate their sense of numbers, and realize the close relationship between mathematics and life.
The teaching focus of this lesson is: to know the larger counting unit and master the sequence table of numbers within 100 million.
The difficulty in teaching is to be able to correctly read the numbers within 100 million according to the number level.
(4) Teaching methods and learning methods
The teaching methods used in this course include game stimulation, situational experience and knowledge transfer.
The learning method is group cooperation, independent inquiry and independent thinking.
Teaching preparation
In this lesson, the learning tool is a dial-ball counter and the teaching aid is a multimedia courseware.
(vi) Teaching process
In this lesson, in order to show that students are the main body of learning activities, I designed the following teaching links according to students' "learning":
First, create a situation and highlight the demand.
Interest is the internal motivation to promote students' learning and the forerunner of creation. So, at the beginning of the class, I showed a group of reports on the ratings of the live broadcast of the military parade commemorating the xx anniversary of the victory of the Anti-Japanese War: Tencent and other domestic video websites broadcast the military parade online. As of September 3rd 19: 00, major video websites have *** 138 1 videos with the theme of "military parade". Taking Youku as an example, the cumulative number of viewers exceeded 2,5881296, and the peak number of simultaneous online users exceeded 2,323,500, once again setting a new record for the live broadcast cycle.
In this set of data, one is the number within 10,000 that students have learned, and the other is the number within 100 million that they will learn. Ask the students: Can you read these two large numbers?
Stimulate students' thirst for knowledge with challenging questions, so that students can enter new courses in a eager state. At this time, I brought up the topic: the understanding of numbers within 100 million.
Second, independent exploration and cooperative exploration.
This link is the central link of this lesson. In order to highlight the key points and break through the difficulties, I have arranged the following four learning steps:
1, create counting units of "ten thousand" and "one hundred thousand"
On the basis of reviewing the knowledge about numbers just now, I asked my classmates a challenging question: The highest digit of 9999 is thousands, so is there a counting unit greater than thousands? How to display it on the counter?
Let the students count the beads on the counter with their minds and create a new counting unit "Wan He Shi Wan". In the process of drawing pearls, students also made it clear that 10 10,000 is 100,000.
2. Create a larger counting unit
Ausuper said: Only what students experience and feel can be truly understood and mastered. So I boldly let the students work together in groups, think about it, dial with a counter, and try to create a larger counting unit. With the previous cognitive foundation, students can easily understand that 10 is one million, 10 is ten million, and 10 is ten million while creating large counting units. In order to let students really feel how big 100 million is and help them establish a correct concept of numbers, I show multimedia courseware to visualize "100 million" so that students can learn to look at life from a mathematical perspective.
3. Sort out the digital sequence table
Curriculum standards point out that teachers should attach importance to the cultivation of students' self-study ability. Therefore, I asked students to learn the knowledge about the number sequence table on page 3 of the textbook by themselves, and then communicate with each other after self-study, so that students can improve the number sequence table in easy self-study communication and further improve their self-study ability.
4. Learn how to read numbers within 100 million.
Let students read with the help of numerical sequence table and read directly without the help of numerical sequence table, and let students think: how to read large numbers correctly and quickly? So as to guide students to find that when reading large numbers, they can grade every four digits from single digits, and then it is easier to read again. This kind of teaching design makes Reading within 100 million slowly spread out in front of students in their independent exploration.
Third, expand application and improve thinking.
I have designed the following exercises based on the principle of "emphasizing the foundation, testing ability and expanding thinking":
1. Game (courseware presented at the same time): Find out the price of a yacht by counting (at this time, the number of students is more than 950,000, and the number of 1 1 10,000 is 6.5438+0.03 million), and the price of a train (below 20 million, from1/)
2. Courseware provides students with some information packages in life, so that students can read the big numbers in the information and tell the meaning of the numbers on the horizontal line.
The design of exercises consolidates students' knowledge, expands students' thinking space and meets the needs of students at different levels.
Fourth, class summary and emotional sublimation.
Ask the students: What did you learn from this class? And the courseware demonstrates the life scene where everyone saves a grain of rice, a penny and a drop of water, giving students the initiative to learn again, making them realize that most of them are cumulative and educating them ideologically.
Five, say blackboard writing design
Please look at the judges. This part is the blackboard I designed for this class:
Understanding of the number within 100 million:1010,000 is 100,0001000,000 is 1 million; 1 0100000 is100000100000 is100000; The advance rate between every two adjacent counting units is 10.
Sixth, teaching style.
Educator Paulia once said: The best way to learn any knowledge is to discover it yourself. In the teaching of this class, based on the development of students, I organize students to know, experience and apply large numbers in effective mathematics activities, so that every student can experience the dynamic generation process of new knowledge and truly become the master of learning!
I don't know if my above views and analysis are reasonable and in place. Please criticize and correct me. That's the end of my lecture, thank you! (Bowing, cleaning the blackboard)
What I'm talking about today is the new curriculum standard-People's Education Press-Unit 1 "Understanding of Large Numbers", Book 1 of Primary School Mathematics. I will explain this unit from three aspects: talking about curriculum standards, teaching materials and suggestions.
First of all, talk about curriculum standards
The course objectives of this unit are divided into four levels:
Knowledge and skills:
1, know the number within or above 1 100 million, and master the basic method of counting.
2, will rewrite the integer 10 thousand, 100 million, will use rounding method to omit the mantissa after 10 thousand or 100 million.
3. Understand the calculation tools and master the use of counters.
Mathematical thinking:
1. Explain the numbers in life and solve problems with numbers.
2. You can sum up and solve problems.
3. Experience the process of knowledge formation and the method of migration analogy.
Solve the problem:
1, can find problems, ask questions and solve problems.
2, can solve problems with the help of a calculator.
Emotions and attitudes:
1, experience the connection between mathematics and life, and stimulate the interest in learning mathematics.
2. Perceive the inner connection of knowledge and inspire confidence in learning mathematics well.
Second, talk about teaching materials.
I will introduce it from four aspects: the compilation characteristics of teaching materials, the compilation characteristics of units, the content structure of units and the three-dimensional integration of knowledge.
The characteristics of compiling teaching materials:
Unit writing function:
Unit content structure:
Three-dimensional integration of knowledge;
Third, make suggestions.
Here I divide it into three aspects: teaching suggestions, evaluation suggestions and the development and utilization of curriculum resources. Teaching suggestions:
1. Create specific teaching situations to cultivate students' feelings about large numbers and develop their sense of numbers.
2. Pay attention to the basic concepts of basic knowledge and leave room for students to explore independently.
3. Cultivate students' habit and ability to collect large numbers in life.
4. Close the connection between large numbers and real life, and cultivate students' mathematical consciousness.
Evaluation suggestion:
1, the evaluation of students' mathematics learning process. (Ability assessment, classroom performance, role assessment)
2. Emotional evaluation (study hobby, study interest, self-confidence)
3. Diversified evaluation methods (teacher evaluation, peer evaluation and parent evaluation)
Resource development and utilization:
1, reasonably develop teaching material resources.
2. Make full use of visual AIDS, mathematics around students, online teaching and multimedia teaching.
3. Broaden students' horizons and enrich their knowledge.
4. Develop and utilize extracurricular resources and teaching support resources.
5. Stimulate students' interest in learning mathematics and improve their math scores.
Next, I will give a specific lecture on the first lesson of this unit, "Understanding Numbers within 100 million". I will explain this lesson from five aspects: teaching material analysis, learning situation analysis, teaching methodology, teaching process and blackboard writing design.
I. teaching material analysis
(A) the status and role of teaching materials:
"Know the number within 100 million" is selected from the first lesson of Unit 1, Section 1 of the first volume of fourth grade primary school mathematics published by People's Education Press. This lesson is based on students' understanding and mastery of the number within ten thousand. This textbook first teaches the reading and writing methods of numbers within 100 million, and then teaches the reading and writing methods of numbers above 100 million. Decimal counting method is arranged in the second teaching of cognitive number, and cognitive number and rank play a connecting role in understanding numbers above 100 million.
(2) Teaching objectives:
Knowledge and skills: know the number within 100 million, know that 100 million is a large number, master the reading and writing of large numbers, and know the names of each counting unit within 100 million and the relationship between two adjacent counting units.
Mathematical thinking and problem solving: let students get the experience of inquiry learning through thinking, discussion and operation, let students experience the process of the occurrence and development of mathematical knowledge, and experience the methods of mathematical learning. Combining with realistic materials, let students feel the meaning of numbers within 100 million and cultivate their sense of numbers.
Emotional attitude: through independent inquiry and cooperative communication, let students realize the fun of mathematics learning, and through solving simple practical problems, let students realize the value of mathematics and cultivate students' habit of being willing to explore.
(3) Emphasis and difficulty of teaching:
Focus: learn how to read numbers within 100 million.
Difficulties: How to read the numbers with zeros in the middle or at the end of each level?
Second, the analysis of learning situation
Psychological characteristics: active thinking, with certain hands-on operation ability and independent inquiry ability. Knowledge structure: I have studied numbers within 10,000 and have a deep perceptual knowledge of numbers within 10,000.
Third, teaching rules.
Teaching methods: guiding discovery, observation and experiment.
Learning methods: group discussion and independent inquiry.
Teaching mode: try first and then guide, classroom training.
Fourth, the teaching process
1. Create situations and introduce new knowledge.
2. Cooperate and exchange, and explore new knowledge.
3. Feedback exercises to deepen understanding
4, class summary, reflective evaluation
5, layered operation, consolidate and improve.
(a) Creating an environment and introducing new knowledge
PPT shows the number of people in the 20 10 census, which provides a realistic background for understanding large numbers. It is intended to understand the relationship between mathematics and life through concrete examples and realize the necessity of learning numbers greater than 10000. Ask the students to try to read the big numbers displayed on the screen.
(B) explore cooperation and exchange of new knowledge
With the help of the counter, a new counting unit is introduced, which vividly reveals the decimal relationship between adjacent counting units such as "thousand", "ten thousand" and "one hundred thousand".
Activity 1 explain the method of expressing numbers by numbers, and draw out the number sequence table of activity 2.
Show a number sequence table less than 1 100 million, and introduce "several levels". Let the students use the number sequence table to tell how many numbers are represented on each number and understand the meaning of "bit value".
Activity 3 is the teaching of case 2 and case 3. Example 2 focuses on making students realize that the essence of reading is to read the number of each counting unit. Tens of thousands of integers can be read according to the reading method of a series, and then the word "10,000" is added. Example 3 focuses on making students master two levels of reading methods, especially the reading method with numbers of 0 is more difficult. Let the students try to read, discuss and summarize the rules of reading collectively.
(c) Feedback exercises to deepen understanding
In this session, I designed three different groups of exercises. The basic exercise examines the integer of ten thousand and the reading method with two series, consolidates the reading method aimed at distinguishing the numbers within ten thousand from those above ten thousand, and expands the practice to explore the reading method with zero numbers. Investigate students' mastery of different levels.
Design intention: first, let students deepen and consolidate new knowledge; The second is to stimulate students' practical interest and fully mobilize their enthusiasm and initiative in learning. Thirdly, the extension from in-class to out-of-class is realized.
(D) class summary, reflection and evaluation
What have you gained from learning this lesson?
Design intention: Let students review new knowledge and experience the joy of success.
In this class, through the design of the above four links, I embodied the idea that mathematics comes from life and serves life. Through the introduction of games, hands-on operation, exchange of feelings, interaction and cooperation, extracurricular expansion and other ways, I have given full play to the main role of students, so that students can get a good feeling in the process of loving mathematics, learning mathematics and using mathematics.
(E) hierarchical operation, consolidate and improve.
Homework is divided into compulsory questions and multiple-choice questions. Meet the needs of different students. This lesson is just consolidation and review.
Five, the blackboard design
The blackboard writing in this class is concise and clear, highlights the key points, embodies the internal connection of this class, and further deepens students' understanding of hundreds of millions of reading.