First, the analysis of teaching content (briefly explain the topic, learning content, the value of this lesson and the importance of learning content)
Interest is a sixth-grade mathematics textbook published by Jiangsu Education Publishing House. This lesson is to let students know about the preliminary knowledge of interest, understand the meaning of principal, interest and interest rate, and let students know the important role of "film clip" in Flash animation through production.
Second, teaching objectives (generally describe the expected teaching objectives of the project from three dimensions: knowledge and skills, process and method, emotional attitude and values).
1. Knowledge and skills: Have a preliminary understanding of interest, and understand the meaning of principal, interest and interest rate.
2. Process and method: Let students experience the process of exploring the quantitative relationship among principal, interest and interest rate, and cultivate students' ability to express problems in mathematical language.
3. Emotion and attitude: make students understand the meaning of saving, carry out ideological education, cultivate students' initial application consciousness and cultivate students' ability to solve problems.
Third, the analysis of learners' characteristics (from three aspects: knowledge and skills, process method, emotional attitude and students' learning style). It is best to explain how teachers analyze the characteristics of learners, such as through usual observation and understanding; Or by compiling and using prediction topics, etc. )
1. The student is a sixth-grade student in our school, lively and active, and particularly interested in novelty;
2. Students have preliminary written expression ability, but many students are poor and their development is extremely uneven;
3. Students' basic knowledge of mathematics is average. Ten students have a good foundation, but there are also ten students who can't even do basic mathematical calculations.
4. After mobilization, students can master the basic methods of investigation and interview. Most students are interested in studying problems, but of course a few students are not interested at all.
5. Students don't know much about mathematics.
Iv. Selection and design of teaching strategies (explain the basic idea of this project design and the main teaching and activity strategies adopted)
In teaching methods, teachers create real situations close to students' lives to make shopping scenes, stimulate students' desire for new knowledge with task-driven teaching strategies, promote students' mastery of skills with intuitive demonstrations by teachers and students, and break through important and difficult points by combining teacher guidance with students' independent inquiry.
In learning methods, inquiry learning is the main method, combined with group discussion, observation, comparative analysis and knowledge transfer to acquire new knowledge.
Five, the focus and difficulty of teaching (explain the focus and difficulty of this question)
1. Have a preliminary understanding of interest, and understand the meaning of principal, interest and interest rate.
2. Let students experience the process of exploring the quantitative relationship between principal, interest and interest rate, and cultivate their ability to express problems in mathematical language.
Six, the teaching process (this part is the focus of teaching design, in this part, it is necessary to explain the teaching links and the required resource support, specific activities and their design intentions, as well as those teachers' instructions that need special explanation)
Teachers' Activities and Students' Activities Design Intention
1 import: Boys and girls, what are we talking about in the picture below? What the hell are we talking about?
Organize students to study together. Students observe pictures. Group discussion uses pictures to stimulate students' interest in learning, cultivate students' observation ability and get a preliminary understanding of interest.
1 Understand the meaning of principal and interest rate.
Get interest formula, learn independently and report learning results.
Memorize in your favorite way
Fully cultivate students' ability of understanding and expression, and at the same time prepare for interest.
Give full play to students' subjectivity
Instruct students to use courseware to try and practice freely. Group discussion can improve students' practical ability through autonomous and cooperative learning.
Summarize the content of this lesson. Students listen. Through the teacher's summary, deepen students' understanding of what they have learned.
Design teaching evaluation (create a scale to show students how they will be evaluated (evaluations from teachers and other members of the group). You can also create a self-evaluation form so that students can use it to evaluate their learning.
Eight, blackboard design (the main board book of this lesson)
Nine. Teaching reflection
1, starting from the actual life of students, explore mathematical factors.
Mathematics is abstract, but when it is linked with real life, it becomes vivid and lovely, so lively and full of vitality. Curriculum standards emphasize that mathematics teaching should start from students' life experience and existing knowledge, so that students can experience the process of abstracting practical problems into mathematical models and explaining and applying them. In creating situations, I am not limited to books, but proceed from the reality of students' life, pay attention to developing teaching resources around students, choose eye exercises that students are familiar with and turn them into mathematical situations, and keep close contact between mathematics and real life. Therefore, in the lesson of learning interest, I aim to make students learn to solve practical problems in life, mobilize their original life experience, and let students feel that mathematics is around.
2. Guide students' self-perception in interaction, and let students actively construct knowledge.
Constructivism holds that "learning is not a process in which teachers impart knowledge, but a process in which students construct their own knowledge. The role of teachers is only to provide students with effective opportunities for activities. Students construct their own knowledge in the process of discussing and solving problems. " Therefore, in the whole teaching process, I am student-oriented, providing students with a broad space for activities, opportunities for students to participate extensively and room for development. The whole teaching process is to let students ask their own questions and then explore ways to solve them. When designing exercises, I noticed students' emotional problems, and specially designed exercises with rich questions and various forms to stimulate students' enthusiasm for independent activities. In the whole teaching process, I not only let students express themselves fully, positively and positively, but also pay attention to evaluating students' learning process with language, so that students can get positive emotional experience, love and enjoy learning, and establish confidence in learning mathematics well.
3. In the language of teacher evaluation, I still need to think carefully and try to make the language of evaluation more flexible and targeted.