Primary school mathematics curriculum standard
The first phase (grade 1 ~ 3)
I. Numbers and algebra
In this section, students will learn numbers within 10,000, simple fractions and decimals, common quantities, understand the meaning of numbers and operations, master the basic operations of numbers, and explore and understand simple quantitative relations.
In teaching, we should guide students to get in touch with concrete and interesting things around them, and feel the meaning of numbers and the role of numbers in expression and communication through rich activities such as observation, operation and problem solving, so as to initially establish digital consciousness; Pay attention to oral calculation, strengthen estimation and advocate diversification of algorithms; Simple skill training should be reduced, and complicated calculation and stylized narration of "arithmetic" should be avoided.
Understanding of 1
(1) can recognize, read and write numbers within ten thousand, and can use numbers to represent the number of objects or the order and position of things.
(2) Understand the meaning of symbols, and be able to describe the size of numbers within 10,000 with symbols and words.
(3) Be able to name each number and identify the meaning of the number on each number.
(4) estimate the significance of large numbers in combination with real materials.
(5) Be able to understand the meaning of fractions in combination with specific situations, and be able to read and write decimals and simple fractions.
(6) be able to use numbers to express some things in daily life and communicate.
2. the operation of numbers.
(1) Combined with the specific situation, I realized the significance of the four operations.
(2) Proficient in oral calculation of addition and subtraction within 20, multiplication and division in tables, and oral calculation of addition and subtraction within 100.
(3) can calculate the addition and subtraction of three digits, one digit multiplied by three digits, two digits multiplied by two digits, and three digits divided by one digit.
(4) Can calculate the addition and subtraction of fractions with the same denominator (denominator less than 10) and the addition and subtraction of one decimal place.
(5) Be able to estimate according to the specific situation and explain the estimation process.
(6) Experience the process of communicating their respective algorithms with others.
(7) Be able to flexibly use different methods to solve simple problems in life and judge the rationality of the results.
3. Common quantity.
(1) In real situations, know elements, angles and points, and understand their relationships.
(2) be able to know clocks and watches and understand the 24-hour timing method; Combine your own life experience and experience the length of time.
(3) Know the year, month and day and understand the relationship between them.
(4) Feel and understand grams, kilograms and tons in specific life situations, and make a simple conversion.
(5) Solve simple problems related to common usage in combination with real life.
4. Explore the law.
Discover the simple laws implied in a given thing.
Second, space and graphics.
In this section, students will learn simple geometry and plane graphics, feel the phenomena of translation, rotation and symmetry, learn some methods to describe the relative position of objects, carry out simple measurement activities and establish a preliminary concept of space.
In teaching, we should pay attention to the close connection between what we have learned and our daily life. Attention should be paid to let students get the intuitive experience of simple geometry and plane graphics in activities such as observation and operation.
1. Understanding of graphics.
(1) Identify solid figures such as cuboids, cubes, cylinders and spheres through objects and models.
(2) Identify the shapes of simple objects observed from the front, side and above.
(3) Identify simple figures such as rectangle, square, triangle, parallelogram and circle.
(4) Through observation and operation, you can describe the characteristics of rectangles and squares in your own language.
(5) rectangular, square, triangular, parallelogram or circular puzzles can be used.
(6) Understanding angles in combination with living conditions can identify right angles, acute angles and obtuse angles.
(7) Can classify simple geometry and figures.
Measure.
(1) Combining with real life, experience the process of measuring the length of an object with different methods; In surveying activities, I realized the importance of establishing a unified unit of measurement.
(2) In practical activities, understand the meaning of kilometers, meters and centimeters, recognize decimeters and millimeters, carry out simple unit conversion, and correctly select length units.
(3) The length of some objects can be estimated and measured.
(4) Point out and measure the perimeter of specific figures, and explore and master the perimeter formulas of rectangles and squares.
(5) Understand the meaning of area with examples. You can estimate and measure the area of a graph with the unit of your choice, know and understand the area units (cm ~ 2, m ~ 2, km ~ 2, ha), and carry out simple unit conversion.
(6) By exploring and mastering the area formulas of rectangles and squares, we can estimate the area of a given rectangle and square.
3. Graphics and transformation.
(1) Perception of translation, rotation and symmetry with examples.
(2) You can draw a simple figure with horizontal and vertical translation on the paper.
(3) Through observation and operation, we can know the axisymmetric figure, and we can draw the axisymmetric figure of a simple figure on the grid paper.
4. Graphics and location.
(1) will use up, down, left, right, front and back to describe the relative position of an object.
(2) In the east, south, west, north and northeast, northwest, southeast and southwest, give a direction (east, south, west or north) to identify the other seven directions, and these words can be used to describe the direction of objects; Can read simple road maps.
Three. Statistics and probability
In this section, students will experience the process of data statistics, learn some simple methods of collecting, sorting and describing data, answer some simple questions according to the statistical results, and initially feel the uncertainty and possibility of the event.
In teaching, we should pay attention to let students experience a simple statistical process with the help of examples in daily life; Pay attention to the intuitive feeling of uncertainty and possibility.
1. Preliminary statistical activities.
(1) can compare, arrange and classify objects according to a given standard or a certain standard (such as quantity, shape and color); In the activities of comparison, sorting and classification, experience the consistency of activity results under the same standard and the diversity under different standards.
(2) Experience in data collection, collation, description and analysis.
(3) Understand statistical tables, pictograms and bar charts (1 representative 1 unit) through examples, and complete the corresponding charts.
(4) According to simple questions, use appropriate methods (such as counting, measuring, experiment, etc. ) collect data and record the data in the statistics table.
(5) Understand the meaning of average through abundant examples, and find the average of simple data (the result is an integer).
(6) Know that you can obtain data information from newspapers, magazines, television and other media.
(7) Ask and answer simple questions according to the data in statistical charts, and communicate with peers.
2. Uncertainty.
(1) Preliminary experience: Some events are certain and some are uncertain.
(2) Be able to list all possible results of simple tests.
(3) Know whether the possibility of an event is large or small.
(4) Describe the possibility of some simple events and communicate with your peers.
Fourth, practical activities.
During this period, students gain some experience in mathematics activities through practical activities, understand the simple application of mathematics in daily life, learn to cooperate and communicate with others, and gain positive mathematics learning emotions.
When teaching, we should first attach importance to students' participation in activities and guide them to think positively. Actively cooperate with peers and actively communicate with others, so that students can enhance their confidence in using mathematics to solve simple practical problems and realize their role in the collective.
1. Experience practical activities such as observation, operation, experiment, investigation and reasoning; Get a good emotional experience in the process of cooperation and communication.
2. Get some preliminary mathematical practical experience, and be able to use the knowledge and methods learned to solve simple problems.
3. Feel the role of mathematics in daily life.
The first book teaching plan
First, the analysis of the current situation of students and improvement measures.
1. Because the first-year students are young, they have a certain strangeness to the school life, but they also have a strong curiosity. Teachers should encourage students to participate in learning activities, encourage good behavior in teaching, and make them like classes and math.
2. There are great individual differences among the newly enrolled students, and some students may have mastered some simple mathematics knowledge to varying degrees. Teachers should adjust the teaching progress according to the specific situation of middle school students in the class and adopt various teaching methods to organize teaching.
Second, a brief analysis of the teaching materials.
This textbook is a student-centered classroom teaching process, starting from the concept and requirements of practicing the new curriculum standards.
Starting from reality, teaching materials provide a lot of opportunities for observation, operation, experiment and independent thinking, allowing students to start from the reality of life and develop with objective facts, thus creating a good curriculum environment for establishing learners' dominant position.
Textbooks pay attention to the exploration of topics, such as comparison and classification. , and focus on the experience of exploring and acquiring relevant knowledge.
Third, teaching requirements.
Unit 1 "Numbers in Life". Through the process of abstracting numbers from actual situations, we can use numbers within 10 to represent the number of objects or the order of things, and we can recognize, read and write numbers from 0 to 10. Comparing the number of objects in one-to-one activities, we know that "=" can compare the number within 10. Some things in daily life can be represented by numbers, and simple practical problems can also be solved by one-to-one correspondence. Under the guidance and demonstration of teachers, they began to learn to listen carefully, think, express and write, and gradually developed good study habits.
Unit 2 "Comparison". Under specific circumstances, we can compare the size, quantity, length, height and weight of two objects, and experience and accumulate some simple comparison methods. Go through the process of "comparison", and at the same time communicate with others the methods of comparison, and try to explain your own thinking process. Take an active part in math activities and form good study habits of careful observation and serious thinking.
Unit 3 "Addition and subtraction (1)". The process of exploring algorithms independently and cooperating with peers to exchange calculation methods. In a specific situation, through the operation activities, the significance of addition and subtraction is preliminarily understood, and the addition and subtraction methods within 10 are explored and mastered. The number that can be calculated correctly is the mixture of addition and subtraction and addition, subtraction, multiplication and division within 10, which can solve simple practical problems related to life. In all kinds of activities, we should form the good habits of careful observation, independent thinking, careful listening and orderly expression.
Unit 4 "Classification". In the hands-on activities, I experienced the process of classification, initially realized the significance and methods of classification, and felt the role of classification in life. Be able to classify according to the given standards or the standards you choose, and experience the diversity of classification standards. Solve practical problems related to life by classification. Initially develop the habit of sorting things in an orderly way and realize the necessity of classification in life.
Unit 5 "Position and Order". Combined with the specific situation, we can understand the position relationship of front and back, up and down, left and right, and describe the relative position of objects with front and back, up and down, left and right. It can accurately judge the front and back, up and down, left and right positions of objects and experience the relativity of specific positions. Gradually develop the habit of observing in a certain order, realize that there is mathematics in life, and initially feel the fun of using mathematics.
Unit 6 "Understanding Graphics". In the rich operation activities, I have experienced the process of observation, imagination and communication, and accumulated the experience of mathematical activities to understand geometry. Know the names of cuboids, cubes, cylinders and spheres, and know these geometric figures. In learning activities such as classification and observation, an intuitive understanding of cuboids, cubes, cylinders and spheres is formed, and language expression ability is developed. Feel that mathematics is closely related to life, and cultivate the spirit of exploration and the consciousness of cooperation with others.
Unit 7 "Addition and subtraction (2)". The number 1 1-20 can be understood by combining counting and operating intuitive models. Know the decimal system of numbers, know the unit and ten digits, and compare the sizes of numbers within 20. Under the guidance of the teacher, find and put forward simple math problems from daily life and try to solve them. Through the process of exchanging algorithms with peers, we can initially understand the diversity of calculation methods and stimulate students' interest in calculation activities.
Unit 8 "Know the clock". In the specific life situation, I have experienced the process of knowing clocks and watches, and I know that clocks and watches can be used to time. Have a preliminary understanding of clocks and watches, and can watch full-time and half-time. In the process of understanding clocks and reading time, we will learn the methods of observation and comparison. Combined with the daily schedule, in the communication with others, know how to cherish time, learn to arrange time reasonably, and form a good habit of cherishing time.
Fourth, the focus of teaching.
1, the number of objects or the order of things can be represented by numbers within 20, and the numbers from 0 to 20 can be recognized, read and written; You can compare the sizes of numbers within 20.
2. Be able to compare the size, quantity, length, height and weight of two objects, and experience and accumulate some simple comparison methods.
3. Understand the meaning of addition and subtraction, explore and master the calculation method of addition and subtraction within 10. The number that can be calculated correctly is the mixture of addition and subtraction and addition, subtraction, multiplication and division within 10, which can solve simple practical problems related to life.
4. Be able to classify according to given standards or self-selected standards, and experience the diversity of classification standards. Solve practical problems related to life by classification.
5. Know the names of cuboids, cubes, cylinders and spheres, and recognize these geometric bodies.
6. Experience the process of knowing clocks and watches in specific life situations, and know that clocks and watches can be used for timing; Have a preliminary understanding of clocks and watches, and can watch full-time and half-time.
Fifth, teaching difficulties.
1, some things in daily life can be expressed by numbers, and simple practical problems can also be solved by one-to-one correspondence.
2. The process of exploring algorithms independently and cooperating with peers to exchange calculation methods.
3, can accurately judge the position of the object before and after, up and down, left and right, and experience the relativity of specific positions. Gradually develop the habit of observing in a certain order.
4. Under the guidance of teachers, we can find and put forward simple math problems from our daily life and try to solve them.
Sixth, the progress of teaching.
hebdomadal
date
content of courses
school time
0 1 week
9. 1
Lovely campus
1
Week 02-Week 03
9.3-9. 14
First, the numbers in life.
eight
Week 04-Week 05
9. 17-9.28
Second, comparison.
four
Week 6
10. 1- 10.7
National day holiday
Week 07-Week 10
10.8- 1 1.2
Three. Addition and subtraction (1)
17
The first 1 1 week
1 1.5- 1 1.9
Completion and review
three
Week 12
1 1. 12- 1 1. 16
Fourth, classification
three
Week 13
1 1. 19- 1 1.23
Verb (abbreviation for verb) position and order
four
Week 14
1 1.26- 1 1.30
Six, understand the graphics
2
Week 15-Week 16
12.3- 12. 14
Seven, add and subtract (2)
eight
Week 17
12. 17- 12.2 1
Math is very interesting.
three
Week 18
12.24- 12.28
Eight, know the clock
1
Week 19
12.3 1- 1.4
General revision
five
Week 20
1.7- 1. 1 1
Final work
A number in life
I. Teaching content
1, lovely campus
2. Happy home
Step 3: toys
4. Cats go fishing
5. Stationery
6. Have a nice lunch
7. Animal Paradise
Second, the teaching requirements
1, through the process of abstracting numbers from the actual situation, the number of objects or the order of things can be expressed by numbers within 10, and the numbers from 0 to 10 can be recognized, read and written.
2. Compare the number of objects in one-on-one activities, know "=" and "",and compare the numbers within 10.
3. Some things in daily life can be represented by numbers, and simple practical problems can also be solved by one-to-one correspondence.
Under the guidance and demonstration of teachers, they began to learn to listen carefully, think, express and write, and gradually developed good study habits.
Third, the focus of teaching
1, can correctly confirm, read and write numbers within 10, and compare the sizes of numbers within 10.
2. Some things in daily life can be represented by numbers, and simple practical problems can also be solved by one-to-one correspondence.
Fourth, teaching difficulties.
1, after the process of abstracting numbers from actual situations, numbers within 10 can be used to represent the number of objects or the order of things.
2. Under the guidance and demonstration of teachers, I began to learn to listen, think, express and write carefully, and gradually developed good study habits.
Five, the schedule
8 class hours.
Curriculum problems
Lovely campus
Teaching requirements
Combined with the specific situation, we can count the number of 1- 10 in counting activities.
The preliminary study is to observe in a certain order.
You know, learning requires some good habits.
Through the activities of finding "number" and "shape" in life, we can experience the connection between mathematics and life and stimulate students' yearning for campus life.
Teaching focus
Combined with the specific situation, we can count the number of 1- 10 in counting activities.
Teaching difficulties
The preliminary study is to observe in a certain order.
teaching method
Situational conversation method
Preparation before class
courseware
teaching process
Teachers' activities
Student activities
comment
First, introduce a conversation
Starting today, you will be the first-grade students in primary school. I am your math teacher. Do you want to learn math well?
1, who can count? Come and have a try!
2. Students report the inventory. Ask a student to report the count.
In our daily life, we often use the number 1- 10. There are many around us. Look for them and talk about them.
Second, counting.
Animal school begins. It's really lively. Take a look at the campus and say what's there. How many/much?
It is divided into four directions: up, down, left and right.
Count them in order of size.
What do you know from counting?
Third, consolidate the practice.
Look at our classroom. What figures did you find?
Please count 10 sticks, 8 small flowers and 5 triangles. ...
There are many around us. Now line up with the teacher, have a quiet look and find out what's on our campus. How many/much?
Fourth, summarize the doubts.
What did we learn in this class? How do you feel?
Five, homework design
Find the numbers in your life and tell your parents.
A: The deskmate looked at each other and said.
B: collective feedback communication.
C: Evaluate students' counts.
Whisper a complete sentence to the children around you.
A: Students observe independently and look for numbers.
Students communicate with each other.
C: mass mailing.
Students summarize themselves and reflect on themselves.
Done independently.
blackboard-writing design
Numbers in life
1 2 3 4 5 6 7 8 9 10
Teaching reflection
Curriculum problems
A Happy Home —— Understanding the Numbers within 10
Teaching requirements
Through the process of abstracting numbers from the actual situation, we have a preliminary understanding of the number of 1- 10, and we can use 1- 10 to represent the number of objects.
In certain cases, the order of things can be represented by the number 1- 10.
Can combine specific figures and tell corresponding examples in life.
Teaching focus
Through the process of abstracting numbers from the actual situation, we have a preliminary understanding of the number of 1- 10, and we can use 1- 10 to represent the number of objects.
Teaching difficulties
In certain cases, the order of things can be represented by the number 1- 10.
teaching method
Dialogue, discovery and practice of situational teaching method.
Preparation before class
courseware
teaching process
Teachers' activities
Student activities
comment
First, situational introduction
(The courseware shows the situation map)
Second, new funding.
1, say and recognize.
What's in the picture?
Which objects in the picture are numbered 1?
2. Count and recognize.
What else is in the picture? How many/much?
3. Look and talk.
(The courseware shows the situation map)
Which objects in the picture can be represented by 2? What can 5 stand for?
Find out which objects in life can be represented by 2. What can 5 stand for?
Third, give it a try.
1, say it.
(The courseware shows the situation map)
How many ducks are there in the river?
Which duck ranks 1? Who ranks second?
Summary: Numbers can indicate how many there are or which one they are.
2. Count and recognize.
(The courseware shows the situation map)
Count them independently, and then talk to the partners in the group: What's in the picture? How many/much?
Four summaries
What did you learn from this course?
5. Job design
Find the numbers around you and tell your partner.
Observe the situation map. Students can speak freely.
The process of students saying and counting.
According to the situation map, students can speak freely.
Look for examples in life.
According to the situation map, students can speak freely.
Look carefully and say what you see.
Talk to each other and say how they count.
Students do it independently.