The first link: create situations, set doubts and stimulate interest.
In this session, I first use the sports meeting that students are familiar with as the starting point to stimulate students' interest with vivid language. Children, April is the sports festival in our school. Our school not only held a grand opening ceremony, but also held a school sports meeting. Look, the game has started. How lively the playground is!
The second-grade 60-meter running final is being held on the runway, and there are skipping rope, kicking shuttlecock and long jump in the center of the playground. In the stands around the playground, students are cheering for the athletes participating in the competition. In order to quench the thirst of athletes, they also prepared some drinks and drank some. At the end of the game, Xiao Ming asked: How many boxes are there?
This directly leads to problems, guides students to observe the boxed drinks prepared for athletes, and arouses students' awareness of helping others solve problems.
The second link: independent participation and exploration of new knowledge.
The first step is to discuss and communicate and get the method.
In this part, I pay attention to using students' existing knowledge and experience to organize students to discuss how many boxes of problems there are, so that students can talk about their own solutions to problems through mutual exchange and discuss each method. On the basis of students' comments, give students praise and encouragement. According to the students' speeches, various solutions are displayed on the screen one by one. In the process of communication, students explore many ways and have confused ideas.
Here I don't emphasize looking at large numbers and divisors, but let students choose divisors or large numbers freely, as long as they can make up ten.
Consolidate new knowledge and find the law.
The attention of first-year students is not lasting. After breaking through the difficulties, I used multimedia teaching to show a game of building a house, and arranged the formulas of 9 plus several regularly, so that students could find that the first addition of each formula was 9, which led to the topic of 9 plus several, and then asked students to calculate the results. It not only regulates students' attention, but also consolidates the knowledge of 9 plus several.
Apply new knowledge and solve problems.
This link is to consolidate the knowledge learned in this lesson and use it flexibly to solve problems. I arranged two exercises. The first exercise is to show the color pictures of pineapple and apple through multimedia courseware, and cultivate students' ability of adding and calculating pictures. (Courseware 8) Make full use of students' existing life experience, and guide students to apply what they have learned to life and solve mathematical problems.
Summarize the whole class and improve new knowledge
Let me tell the students what they have learned in this class first. Which method do you like best to solve these problems? In the evaluation, I will praise and encourage students with diversified goals and methods, so that students can see that their methods have been recognized by teachers, their interest in learning will be higher, and they will truly feel that they are the masters of learning.