Question 1: the positive and negative answers in the math teaching plan of grade one in junior high school 1. Analysis of key points and difficulties The focus of this lesson is to understand that positive and negative numbers are generated by actual needs and what difficulties rational numbers include, the necessity of learning negative numbers and the classification of rational numbers. The key is to accurately cite typical examples of quantities with opposite meanings and clarify the criteria for rational number classification. There are many ways to introduce positive and negative numbers. The textbook introduces two familiar examples: temperature and altitude. 5℃ higher than 0℃, 5℃ lower than 0℃ and-5℃; It is 8848m higher than the sea level, and it is 8848m lower than the sea level155m, and it is-155m. From these two examples, it is natural to call numbers greater than 0 positive and numbers with "-"negative; 0 is neither positive nor negative, but a neutral number, representing the "benchmark" of measurement. Introducing positive and negative numbers in this way will not only help students correctly use positive and negative numbers to represent quantities with opposite meanings, but also help students understand the size nature of rational numbers. Understand negative numbers as numbers less than 0. The concept of "quantity with opposite meaning" does not appear in textbooks. This is to avoid or dilute this concept. The purpose is to reveal the nature of positive and negative zeros and help students understand the concept of positive and negative numbers correctly. With regard to the classification of rational numbers, it needs to be clear that different classification standards have different classification results, and the classification results should be neither heavy nor leaking, that is, each number must belong to a certain category and cannot belong to two different categories at the same time. Second, the knowledge structure 1. The concepts of positive number, negative number and zero. Numbers greater than zero such as positive numbers, negative numbers, zero images 1, 2.5, and 48 are called positive images-1, -2.5, and -48 are called negative numbers, and 0 is neither positive nor negative. 2. Classification of rational numbers. 3. Suggestions on teaching methods. Negative numbers are introduced from quantities with opposite meanings. In terms of content, negative numbers are more abstract and difficult to understand than non-negative numbers. Therefore, it is neither scientific nor desirable to pay attention to the connection between primary and secondary schools in the choice of teaching methods and teaching languages. For example, when explaining the concept of rational number, let students clearly understand the fundamental difference between rational number and arithmetic number. A rational number consists of two parts: a sign part and a number part (that is, an arithmetic number). In this way, it is much easier to understand the concept of rational number on the basis of understanding arithmetic numbers and negative numbers. In order to enable students to master the necessary mathematical ideas and methods, we can consciously infiltrate the thinking method of classification discussion when defining the classification of rational numbers. If all positive and negative numbers are unified into rational numbers, the dialectical thought of unity of opposites can be gradually established and infiltrated into daily teaching. Fourth, the understanding of the concepts of positive numbers and negative numbers 1q For the concepts of positive numbers and negative numbers, it cannot be simply understood that numbers with "+"signs are positive numbers and numbers with "-"signs are negative numbers. For example: Must it be a negative number? The answer is not necessarily. Because letters can represent any number, if they represent positive numbers, they are negative numbers; When indicating 0, add a negative sign before 0, or 0, 0 regardless of positive or negative; When negative numbers are expressed, they are not negative numbers, but positive numbers, which will be further studied in the next section. After 2q introduced negative numbers, the range of numbers expanded to rational numbers, and the extensions of odd numbers and even numbers also expanded from natural numbers to integers. Integers can also be divided into odd and even numbers. Numbers divisible by 2 are even numbers, such as …-6, -4, -2, 0, 2, 4, 6…, and numbers divisible by 2 are odd numbers, such as …-5, -4, …. 4q Usually positive numbers and 0 are non-negative, negative numbers and 0 are non-positive, and positive numbers and 0 are non-negative integers. Negative integers and 0 are collectively referred to as non-positive integers. V. Classification of rational numbers Integers and fractions are collectively called rational numbers. 1) Positive integers, zero and negative integers are collectively called integers; Positive and negative scores are collectively called scores. In this way, rational numbers are classified according to the relationship between integers and fractions: 2) Integers can also be regarded as fractions with denominator of 1, but for the convenience of research, fractions in this chapter refer to fractions excluding integers. Therefore, according to the relationship between positive numbers, negative numbers and 0, rational numbers can be divided into three categories: 3) Pay attention to the concept of "... >; & gt

Question 2: The seventh grade "How are the Numbers Not Enough" teaching plan of Beijing Normal University Edition 2. 1. Teaching objectives; 1. Let students understand that both positive and negative numbers are generated from actual needs; ; 2. Make students understand the concepts of positive and negative numbers and judge whether a number is; 3. Initially, positive numbers and negative numbers will be used to represent quantities with opposite meanings; ; 4. Cultivate students' ability of observation and induction in the process of forming negative concepts; The meaning of negative numbers. Classroom teaching process design; First, ask questions from students' original cognitive structure; As we all know, mathematics is inseparable from numbers, which is the study of numbers; After the students answered, the teacher pointed out:

Lesson plan "How are the numbers not enough"

Teaching objectives

1. Let students understand that both positive and negative numbers are generated from actual needs;

2. Make students understand the concepts of positive and negative numbers and judge whether a number is positive or negative;

3. Initially, positive numbers and negative numbers will be used to represent quantities with opposite meanings;

4. In the process of forming the concept of negative numbers, cultivate students' ability of observation, induction and generalization, as well as the key points and difficulties in teaching.

The meaning of negative numbers.

Classroom teaching process design

First, ask questions from students' original cognitive structure

As we all know, mathematics is inseparable from numbers. This is the study of numbers. Now let's recall what types of numbers we learned in primary school.

After the students answered, the teacher pointed out that the numbers learned in primary schools can be divided into three categories: natural numbers (positive integers), fractions and zeros (fractions contain decimals), all of which are due to practical needs. To represent a person's two hands, we use the integer 1, 2.

4.87、

To mean "no one" and "no sheep", we use 0.

But in real life, there are still many quantities that cannot be expressed by the above natural numbers, zeros or fractions or decimals.

Question 3: How to Write "Understanding Negative Numbers" Analysis of Teaching Effect "Understanding Negative Numbers" is the teaching content of the first unit of fifth grade primary school mathematics in the experimental textbook of compulsory education curriculum standard of Jiangsu Education Press. * * * Three class hours have been arranged. This lesson is the first lesson. The teaching content is the example 1 and example 2 on page P 1~3, and the corresponding "try" and "practice", exercise 1 ~ 6. Through teaching, on the one hand, students can get a preliminary understanding of some negative knowledge, broaden their understanding of logarithm and stimulate their desire for further study; On the other hand, it also lays a foundation for students to further understand the meaning and operate rational numbers in the third period.

Teaching Thought: Mathematics curriculum standard points out: "Students' mathematics learning content should be realistic, meaningful and challenging, and the content should be presented in different ways to meet diverse learning needs. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. "Based on this concept, this course takes teachers as the leading factor, students as the main body, textbooks as the basis and media as the auxiliary teaching ideas, and adopts independent inquiry, cooperation and exchange. , so that every student can actively participate in the whole mathematics learning activities; Making full use of the advantages of multimedia courseware, a series of learning contents in real life are displayed in various forms, such as changing static into dynamic, illustrated and vivid, which improves students' interest and enthusiasm in learning.

Teaching goal: The specific goal of negative number teaching in Mathematics Curriculum Standard (Experimental Draft) is to "understand the meaning of negative numbers in familiar life situations and express some problems in daily life with negative numbers." According to this teaching goal, the teaching goal of this course is:

1. Knowledge and skills: In familiar life situations, if you know the meaning of negative numbers, you will read and write negative numbers correctly, and know that 0 is neither positive nor negative, and negative numbers are less than 0. Learn to use positive and negative numbers to represent quantities with opposite meanings in daily life.

2. Process and method: Let students experience the process of mathematization and symbolization in familiar life situations and realize the necessity of negative numbers.

3. Emotion, attitude and values: Feel the close connection between positive and negative numbers and life, and enjoy the fun of creative learning. And combine historical materials to educate students in patriotism.

Teaching is the key and difficult point; Teaching emphasis: Feel the meaning of positive and negative numbers, which can be used to represent the quantities with opposite meanings in life. Teaching difficulties: understanding the meaning of negative numbers and the connotation of 0. The key to teaching: in real life situations, contact with existing knowledge and experience, feel the meaning of positive and negative numbers, and use positive and negative numbers to represent the opposite quantities in life.

Analysis of learning situation: This part is based on students' understanding of natural numbers, fractions and decimals. The application of negative numbers can be seen everywhere in daily life. Students often have the opportunity to see or hear negative numbers in their lives. Learning mathematics from life is interesting and challenging, and students' enthusiasm for learning will be high. In addition, after more than four years of mathematics study, students have acquired certain abilities of observation, analysis and creation, which laid the foundation for the study of this course.

Teaching preparation: multimedia courseware, a small envelope for each person, a physical projector, homework paper and a red marker.

Teaching process:

Pre-class game

(1) Adjoint antonym

2 do the opposite.

[Design Intention: Three minutes before class, a simple game of docking antonyms and doing opposite actions kicked off in the happy mood of teachers and students, which not only infiltrated the mathematical prototype of the opposite amount, but also stimulated students' curiosity, narrowed the distance between teachers and students, and made students mentally and psychologically well prepared. ]

First, the introduction of the game, the initial perception of negative numbers

1. Play games and take notes.

(1) The computer shows the picture of "scissors, stone and cloth" and the requirements: two people at the same table play five times (the same kind is not counted), and remember the winning and losing times in mind.

(2) report by name. How many times have you won? How many times have you lost your teacher's camera blackboard: 3, 2.

(3) Problem: Write like a teacher. Can you tell at a glance how many times you have lost and how many times you have won?

Think about it. Can you make others understand the meaning of data at a glance in a concise way? See who expresses it most succinctly.

(4) Students report after thinking. There may be words, pictures and positive and negative figures to explain them one by one.

(5) comparison. Which method do you prefer? Why? (form a * * * knowledge: the method expressed by symbols is the most concise and clear. )

(6) The computer displays several groups of pictures recorded with positive and negative numbers in life.

2. Reading and writing teaching method

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Question 4: 2. 1. Why are there not enough people? Why are there not enough people? Teaching objectives; 1. Let students understand that both positive and negative numbers are generated from actual needs; ; 2. Make students understand the concepts of positive and negative numbers and judge whether a number is; 3. Initially, positive numbers and negative numbers will be used to represent quantities with opposite meanings; ; 4. Cultivate students' ability of observation and induction in the process of forming negative concepts; The meaning of negative numbers. Classroom teaching process design; First, ask questions from students' original cognitive structure; As we all know, mathematics is inseparable from numbers, which is the study of numbers; After the students answered, the teacher pointed out:

Lesson plan "How are the numbers not enough"

Teaching objectives

1. Let students understand that both positive and negative numbers are generated from actual needs;

2. Make students understand the concepts of positive and negative numbers and judge whether a number is positive or negative;

3. Initially, positive numbers and negative numbers will be used to represent quantities with opposite meanings;

4. In the process of forming the concept of negative numbers, cultivate students' ability of observation, induction and generalization, as well as the key points and difficulties in teaching.

The meaning of negative numbers.

Classroom teaching process design

First, ask questions from students' original cognitive structure

As we all know, mathematics is inseparable from numbers. This is the study of numbers. Now let's recall what types of numbers we learned in primary school.

After the students answered, the teacher pointed out that the numbers learned in primary schools can be divided into three categories: natural numbers (positive integers), fractions and zeros (fractions contain decimals), all of which are due to practical needs. To represent a person's two hands, we use the integer 1, 2.

4.87、

To mean "no one" and "no sheep", we use 0.

But in real life, there are still many quantities that cannot be expressed by the above natural numbers, zeros or fractions or decimals.

Question 5: Teaching in the recently developed area and the recently developed area. On the basis of a series of experimental results, Vygotsky, a famous psychologist in the Soviet Union, put forward the concept of the zone of proximal development, which is of great value to the teaching and development of school age. Studying this idea is very beneficial for how to carry out the new curriculum reform, for our teaching to face the whole people and for students to get their own benefits. He pointed out that children's development is not only determined by mature parts at any time. He said that at least children can be sure to have two levels of development. The first is the current level of development, which shows that children can independently and freely complete the intellectual tasks put forward by teachers. The second is the potential level of development. In other words, children can't accomplish tasks independently, but must complete intellectual tasks through imitation and their own efforts in any activity with the help of teachers. The range between these two levels is the recently developed area. In Vygotsky's view, the zone of proximal development has more direct significance to the process of intellectual development and success than the current level. He should not rely on his child's yesterday, but on his tomorrow. Only teaching that is ahead of development is good teaching. Because it makes children's potential development level constantly improve. According to the idea of the zone of proximal development, the zone of proximal development is the best period of teaching development, that is, the best period of developing teaching, and the teaching carried out in the best period is the best teaching to promote children's development. Teaching should be set up according to the nearest development zone. If the teaching purpose, task and organization of teaching are determined only according to the current level of children's intellectual development, it is to count on children's development yesterday and face the completed development process. Such teaching is negative in the sense of development. Will not promote the development of children. Only when the teaching process is based on those immature psychological functions, there will be contradictions between the potential level and the existing level, which in turn will lead to contradictions between children's psychological functions, thus promoting children's development. For example, in the teaching of negative numbers in the first grade of junior high school, students didn't know negative numbers before, and teachers can give some specific quantities with opposite meanings. For example, we can use a thermometer to measure the temperature, and how to express the temperature above zero degrees Celsius and below zero degrees Celsius, so as to attract students and make them eager to find numbers representing these quantities, thus solving the problems they want to solve. The psychological contradiction caused by this contradiction in the teaching process enables students to quickly grasp the concept of negative numbers and use negative numbers to solve practical problems. According to the recent development zone, teaching should also adopt adaptive means. Teachers use teaching methods and means to guide students to master new knowledge and form skills and techniques. The key to achieve this goal lies in the newly developed areas, so the teaching methods and means should consider the newly developed areas. For example, in the triangle-like teaching in the second grade of junior high school, students can be led to do teaching experiments first, so that students can use their existing knowledge to measure the height of the national flag flagpole in the school campus, which will interest students and make the flagpole unable to climb. How to measure? I feel very confused in my heart. At this time, teachers can make full use of the resources of the school, lead students to conduct field measurements and get some data. How to deal with these data, of course, students don't understand before learning the knowledge of triangles. This will inevitably lead to the contradiction of students' psychological function, and then guide them according to the situation before returning to the classroom. This is better than a single teaching method, so as to cultivate them to pay attention to what they are not interested in. According to the recent development zone, teaching must follow the principle of teaching students in accordance with their aptitude. As far as students are concerned, for example, the teaching of a class should be oriented to most students, so that the depth of teaching can be accepted by most students after their efforts. We should proceed from the reality of most students, consider their overall existing level and potential level, correctly handle the relationship between difficulty and easy, fast and slow, more and less in teaching, and make the teaching content and progress conform to the students' recent development areas as a whole. When encountering difficult chapters, teachers can add some examples that most students can accept, and they don't have to copy all the textbooks, so as to gain something. For individual students, some students have strong cognitive ability, wide interests, quick thinking and strong memory. They are not satisfied with step-by-step learning, and they are eager for teachers to teach them unknown knowledge and ask for deeper extension. Teachers should implement targeted teaching according to the characteristics of their recent development fields. For example, some schools run advanced classes, so it is better to give them a small stove. However, some students become students with learning difficulties because their teaching does not conform to their recent development zone. Attention should be paid to these students in classroom teaching. For example, there is a topic that proves that "a trapezoid with equal diagonal lines is an isosceles trapezoid". In the teaching process of this example, it is absolutely incomprehensible to students with poor theoretical foundation. In order to make students have their own income, teachers ... >>

Question 6: What should I do if there are not enough students in the teaching process of teaching design and resource application progress?

(A), from the original cognitive structure of students to ask questions

1. What are positive numbers and negative numbers?

2. How to use positive numbers and negative numbers to represent quantities with opposite meanings? What does the number 0 mean? For example.

3. Is there a positive number greater than 0? Is there a negative number less than 0?

4. What is an integer? What is a score?

Introduce the new lesson according to the students' answers.

Question 7: How to delete the content in Baidu's webpage? First, open the page you want to delete.

Select the file in the upper left corner of my IE-Save As *

Disconnect from the network, open your saved HMTL file, and right-click to view the code.

Delete the items you don't want to see, then save them as * and open them again.

Congratulations, the content is missing.

If you want to restore the deleted content, please connect to the network and refresh OK.