In this textbook, the content in the field of "number and algebra" includes knowing numbers within 10 thousand and getting a simple score; Can calculate two digits divided by one digit, three digits multiplied by one digit, two digits add and subtract two digits, simple fractional addition and subtraction operation; Common quantities should be called kilograms and grams, and the 24-hour timing method. Key points: identification and four calculations; Difficulties: 24-hour timing method
In the field of "space and graphics", we should know the characteristics of rectangles and squares, the three views of simple objects and the meaning of perimeter, so as to calculate the perimeter of rectangles and squares. Key points: the meaning of perimeter, the calculation method of rectangle and square perimeter; Difficulty: observing objects
In the field of statistics and probability, the possibility of teaching events is equal or unequal. Key points: sort out the collected information and present it with statistical tables or bar charts; Difficulty: correctly describe the possibility of an event.
Four operation activities and 1 scene activities were arranged in the field of "practice and comprehensive application". Focus on letting students know that they should strengthen cooperation and communication while exploring independently, and understand that "listening", "respecting" and "complementing" will make problems better solved; Difficulties: How to organize activities effectively.
Second, the analysis of the characteristics of teaching materials:
1. Selection of teaching content
The field of "Number and Algebra" focuses on the identification of numbers within ten thousand, four operations (writing and estimating two digits divided by one digit, three digits multiplied by one digit, and addition and subtraction of two digits), arranging cognitive constant units (grams and kilograms, 24-hour timing method) and intuitive cognitive scores (an object or figure gets a score and a score on average).
On the basis of observing objects in the second grade, the field of "Space and Graphics" further teaches the front, side and top of objects, and arranges to observe some simple objects and objects composed of three cubes with the same size from these three angles (three views); On the basis of intuitive understanding of cuboids and cubes in senior high school, the characteristics of these two plane figures and the calculation method of perimeter are taught.
In the field of statistics and probability, on the basis of students' preliminary understanding of "possibility", "certainty" and "impossibility", the possibility of teaching events is sometimes large and sometimes small, so learn to describe the possibility of events with words such as "frequent" and "accidental".
In the field of "practice and comprehensive application", five practical activities have been arranged, among which "weighing", "weekend arrangement", "what is the circumference" and "playing cards and chess" are all operational activities, and "new faces in rural areas" are situational activities.
4. Teaching content arrangement
In the teaching content of this textbook, the basic knowledge and skills of mathematics are closely combined with solving practical problems, and there is no obvious difference. Mathematical knowledge should be closely linked with natural science and social life as far as possible, so that the training objectives of mathematical thinking, problem solving, emotional attitude and so on can be implemented in the teaching of knowledge and skills, and the teaching content is more conducive to the all-round, sustained and harmonious development of students.
The cross arrangement of teaching contents in several fields is conducive to the mutual support of teaching in various fields and the formation of organisms, which is a bright spot and what we pursue in teaching. For example, many mathematical activity methods in the fields of number and algebra can also receive good results when applied to other fields of learning; Bar charts and line segments are properly applied to the fields of numbers and algebra, which can intuitively show the relationship between quantities and help to discover laws; Understanding and grasping the "possibility" in statistics and probability is helpful for students to think more comprehensively when studying other fields.
3. Textbook compilation
Choose interesting things around students with rich mathematical connotations as teaching materials, and present them in a realistic, meaningful and challenging way, so that students can know that mathematics comes from life, is around us, and is no stranger, thus stimulating students' desire and enthusiasm for learning mathematics, activating their existing experience in mathematical activities, and allowing students to actively acquire mathematical knowledge. The compilation of examples focuses on arranging the contents, clues and presentation methods of teaching activities, leaving necessary space for creative "teaching" and "learning". Examples are generally not directly presented and ready-made problem-solving methods, but highlight the mathematical content in the scene, point to the operation and practical activities of problem-solving, and students communicate with each other after independent exploration. The compilation of exercises pays attention to students' mastering and consolidating new knowledge, which requires appropriate exercises, while avoiding mechanical imitation, memory and repeated training. Often design some problem groups, let students compare several problems in the same group, analyze similarities and differences, and build their own cognitive structure; There are also many open topics in the textbook, which can improve students' ability of flexible thinking and comprehensive application of knowledge.
Starting from this textbook, the column "Do you know" has been added to the textbook. Combined with the teaching content, some mathematical historical materials and popular science knowledge related to mathematics are introduced appropriately, so that students can understand that the generation and development of mathematical knowledge originated from the needs of human life, experience the role of mathematics in the history of human development, feel that mathematics exists everywhere in real life, and stimulate students' interest in learning mathematics. In this book, there are some improvement problems, which reflect the flexibility of teaching materials, meet the different learning needs of students, and make all students develop accordingly.
Third, teaching suggestions:
1. Close to the students' reality and start with the existing experience.
Mathematics curriculum standard emphasizes that students' mathematics learning must start from students' life experience and existing knowledge experience, create vivid and interesting teaching situations, and guide students to master basic knowledge and skills through observation, operation and analogy. For example, when one digit teaches three digits, because its algorithm is basically the same as that of two digits and one digit,
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09- 10 school year, the first volume of mathematics teaching plan for grade three.
It is easy for students to transfer effectively by using their existing learning experience. In teaching, teachers don't have to present the specific calculation process, but can ask questions appropriately to guide students to establish the connection between old and new knowledge, think independently and explore independently. For example, when looking up division in teaching, instead of telling students knowledge directly, students are reminded that multiplication can look up division through the teaching of examples. In this way, the teaching of division checking calculation is based on students' existing experience, which is not only conducive to their understanding of multiplication and division, but also conducive to students' forming a good habit of checking calculation.
Pay attention to students' ability of exploration, cooperation and communication, and cultivate their innovative spirit.
In mathematics activities, students are the main body of learning. Teachers should change their roles, creatively design some exploratory and open questions according to students' cognitive characteristics, give students the opportunity to practice, explore independently and cooperate, and let students' innovation be implemented. For example, when adding and subtracting integer thousands, adding and subtracting integer thousands and the corresponding subtraction, teachers do not show examples, but show the corresponding exercises in the "thinking and doing" after recognizing numbers, so that students can fully explore time and space, and let them explore algorithms and exchange experiences through calculation, comparison and conversation. When teaching the method of adding and subtracting two digits by mouth, let students try to work out the results by mouth first, and then exchange their own calculations in the group so that their algorithms can be confirmed or corrected; When teaching rectangles and squares, teachers can guide students to fold them, measure and compare them, explore the characteristics of rectangles, squares and corners, and explore and exchange the calculation methods of the perimeters of general plane figures and rectangles and squares on the basis of understanding the perimeters. This arrangement is conducive to guiding students to actively explore and think. Students can use their own thinking methods and knowledge experience to experience the formation of knowledge and actively construct their own cognitive structure.
3. Cultivate students' sense of number, develop estimation consciousness and improve estimation ability.
"Sense of number" is a good intuition of the relationship between logarithm and number, and it is a subtle process that needs to be cultivated step by step in a long time. The cultivation of students' sense of numbers needs to run through the whole teaching process. Estimation can develop students' understanding of logarithm and has important practical value, which can be explained in combination with real life. Therefore, in teaching, we should pay attention to cultivating students' "sense of number" and estimation ability. For example, in order to enable students to experience the practical significance of these large numbers within 10,000, we can understand the composition of numbers with the help of small squares and dial counters on the number cube, so that students can feel the practical significance and size of numbers within 10,000 in different ways and cultivate their sense of numbers. In real life, many places need to be estimated. For example, do you need 100 yuan to buy some items or is 200 yuan enough? In teaching, it is necessary to design some problems or exercises closely related to students' lives in combination with the relevant teaching content or development, so that students can estimate them. For example, on page 40, question 6, first estimate who takes the shortest road, and then calculate; Questions 5 and 6 on page 42 ask students to estimate the results before calculating them. With this arrangement, especially solving practical problems through estimation, it is beneficial to cultivate students' estimation consciousness and estimation ability, and also makes students feel that estimation is useful.
Pay attention to the process of students solving practical problems and cultivate their application consciousness.
In teaching activities, we should first give students the opportunity to know and understand problems from the perspective of "mathematics", so that students can be good at asking and discovering problems from the perspective of "mathematics" when studying. Secondly, let students learn to use existing knowledge and skills to solve problems in various ways and develop diversified problem-solving methods. In teaching, teachers should pay attention to combining what they have learned, and arrange some practical problems in "thinking and doing", exercises and review, so as to guide students to use what they have learned to solve and cultivate their application consciousness. For example, when teaching practical problems solved by "riding a bus", students can create interesting scenes to collect effective information, and students can ask questions freely, so that students can solve "How much does it cost to buy six bags of balls?" Then organize students to communicate, clarify the basic ideas of solving problems, and experience the diversification of problem-solving strategies. At the end of the unit, practical activities are arranged to enable students to comprehensively apply what they have learned, and to find, ask and solve problems according to various information provided by the situation, so as to further cultivate students' ability to find, ask and comprehensively apply what they have learned to solve problems.
5. Promote students to form good feelings, attitudes and values.
Children's curiosity and thirst for knowledge about natural and social phenomena is an important quality. Students should learn to look at things around them from a mathematical perspective, cultivate self-confidence and willpower in learning mathematics, feel the rigor of mathematics, and form the habit of questioning and thinking independently. In teaching, teachers must pay attention to organizing colorful mathematics activities, such as allowing students to actively participate in operation and observation activities, allowing students to have a successful experience in class, allowing students to have opportunities for cooperation and exchange, and sharing the results of classmates' activities.
6. Diversification of teaching evaluation methods.
In classroom observation, teachers should not only pay attention to students' mastery of knowledge and skills, but also pay attention to students' performance in other aspects. For example, we should not only evaluate students' understanding and mastery of knowledge and skills such as multiplication and division, but also evaluate students' independent exploration and cooperation in the learning process.