1. Through operation observation and other methods, students can have a preliminary understanding of scores, make clear the names of various parts of scores, correctly read and write relatively simple scores, and compare scores with the same denominator in combination with specific situations.

2. Cultivate students' observation ability, operation ability, judgment ability and logical thinking ability in practice, so that students can have a complete understanding of the meaning of music score.

Because the comparison between scores is the basis of learning, students' understanding of scores is relatively easy to be actively constructed through the positive transfer of knowledge, but for the relationship between unit 1 and scores, it is very important to learn the simple addition and subtraction of scores with the same denominator and the calculation of fractional subtraction 1 immediately after this class. Therefore, I am sure that the teaching focus of this course should be to understand the score, understand the meaning of the score with specific graphics, and clarify the names of each part of the score. However, it should be difficult to understand that the score of 4/4 in four examples actually refers to the meaning of the whole graph. The key to break through this difficulty is through students' hands-on operation and independent experience.

Based on my understanding of the teaching materials and analysis of the learning situation, in order to better complete the teaching objectives and break through the difficulties, and in line with the teaching philosophy of "for the development of students", I will infiltrate and integrate the following main teaching methods into the teaching process of this course:

Second, the teaching rules:

1, learning in active "dialogue"

As the saying goes, "Without dialogue, there is no communication; Without communication, there is no real education. " In this class, I ... make full use of students' existing knowledge and experience, trust students' learning ability, encourage students to think independently, and improve students' learning ability through dialogue with textbooks, others and myself.

2. Explore in interesting activities

The Mathematics Curriculum Standard points out that effective mathematics learning activities cannot rely solely on imitation and memory, and independent exploration and cooperative learning are important ways for students to learn mathematics. Therefore, in teaching, through activities such as ….

3. Construction in mathematics classroom teaching.

Mathematical thinking is not overhead in the mathematics classroom, but should be implemented in the specific teaching process. What is mathematicization? Simply put, it is to observe from a mathematical perspective, study with mathematical thinking, solve with mathematical methods, and express with mathematical language. In this class, I ask students to make a discount, point, draw a picture and say. Let students really understand.

Third, the teaching process:

In order to create a space for students to explore independently, starting from the above teaching methods, according to the characteristics of teaching materials and students' cognitive rules, I preset the teaching process of this course as four links: "review and introduction, stimulate interest-independent exploration, learn new knowledge-evaluation and exchange, overall summary-consolidate application, expand and improve". (A) review the lead-in, to stimulate interest:

1. We met a small number of people last class. Who can name a few scores? Please choose one of these scores and tell your deskmate what it means. Students know a score. Do you want to know other scores? (Students say yes) Today, let's get to know a few points.

(B) independent inquiry, learning new knowledge:

1, teaching example 4

1) Take out a square piece of paper, which is a quarter of it. Tell your deskmate how you folded it, and point out that it is 25 points. How many quarters can you find on this paper? Please draw it with colored pencils, and figure out which quarter you have found in your mind, and then communicate with your partners in a four-person group to guide students to actively explore new knowledge. This is the starting point and main line of this class.

2) Through feedback communication, * * * found that a square piece of paper was evenly divided into four parts, two of which were 2/4, three were 3/4 and four were 4/4.

3) Completed the exploration of the meaning of scores, followed by the exploration of the relationship between scores. Starting from 2/4 and 1/4, let students think about the relationship between 2/4 and 1/4, and let students understand that there are two 1/4 in 2/4, and two 1/4 are 2/4. The next 3/4 and 4/4 mainly pay attention to students' oral English, and guide students to draw the conclusion that the number of copies taken is different from one quarter by comparison. At the same time, it is emphasized that there are four copies of 1/4 in a quarter, which is exactly 1 complete square paper, so that students can initially feel that the scores of numerator and denominator are the same and can be written as 1.

2. Teaching Example 5

The new curriculum points out that mathematics learning should follow students' cognitive rules and use teaching materials creatively. Example 5: Draw 1 decimeter color strips on the blackboard, so that students can have an intuitive understanding. Divide the 1 decimeter colored paper into 10 pieces, let the students think independently about how many pieces each piece is, and then give feedback. Then draw three and seven colored papers and exchange your thoughts with your deskmate. Students' thinking process should be fully exposed in group communication.

2) Ask the students to say what score of 10 you can find from this paper, and let the students think further about what score 10 is if you take it. What is this?

3) Generalization images such as 3/4, 4/4, 3/ 10, 7/ 10 are also scores, which indicate a score. Students are required to create a score through examples to enrich their representation of the score. (The teacher writes on the blackboard selectively)

4) Take 3/4 as an example to teach the names of various parts of a fraction, so that students can realize that if an object or figure is divided into several parts on average, how many denominators are there, and how many molecules are there if such parts are represented. Then ask the students to name the parts in the music score they just created.

3. Teaching Example 6

1) the first set of questions, let the students see which student draws more and which one has higher score. 2) In the second group of questions, ask the students to draw one. Two people at the same table compare two scores according to their respective painting conditions and communicate collectively in what way. (Default method: put two pieces of paper together; Meaning ratio of contact score)

3) Guided comparison: What are the similarities and differences between the two scores? What are the important findings? In communication, the denominator is the same, and the bigger the numerator, the greater the score.

4) Students operate independently: the same two circles are divided into the same number of copies they like, and one of them is required to draw a few copies each, and the other person likes to draw a few copies, write down the corresponding scores and compare the sizes. In feedback communication, guide students to find that no matter how many parts a circle is divided into, if the number of parts is the same as the number of points, that is, the denominator is the same as the numerator, it means the whole circle, and it can also be expressed by 1.

Here, the relationship between scores with the same numerator and denominator and 1 is once again perceived by students through practical operation, which breaks through the difficulty of learning this lesson layer by layer, and also makes full preparations for learning 1 minus a few points later.

(C) evaluation exchange, class summary

What have you gained from the study just now? Is there anything you don't understand?

Because of the large amount of knowledge learned before, summarizing here can help students sort out the knowledge systematically, and at the same time guide students to reflect on what they don't understand, so as to clear the way for the later exercises.

(d) Consolidate practice and expand application.

1, basic exercise: do the first and second questions.

2. Different exercises:

1) Judge whether the colored part is expressed by a fraction.

3, improve the exercise: guess how much the color part accounts for the whole figure? (1/2, 2/4, 4/8 ...) Can you arrange these scores in descending order? Why?

4. Let the students take out a pile of sticks, 12 sticks, 2/3 sticks, 3/4 sticks. How many sticks can you take out? Let the students operate by hand.

5. Scores are often encountered in our lives and where they are used.

Pay attention to the hierarchy in the arrangement of exercises, from shallow to deep, from easy to difficult, to meet the needs of students with different learning levels. The last question is to sum up mathematics from life and return to life, which truly embodies the value of mathematics learning.