Beijing normal university printing plate primary school grade two mathematics volume one
How long is the instructional design of 1 meter?
Teaching objectives:
1. Understand the meter and its practical significance in observation and measurement activities, initially establish the concept of the length of 1 meter, master 1 meter = 100 cm, and carry out simple unit conversion.
2. Initially learn to measure the length of an object in meters (limited to whole centimeters), estimate the length of the object, and choose a suitable unit to represent the length of the object.
3. Experience the significance of measuring length in daily life in measuring activities.
Key points: the practical significance of rice and the relationship between rice and centimeter.
Difficulty: Choose a suitable unit to represent the length of an object.
Teaching preparation: PPT courseware and three-meter ruler.
First, the scene introduction:
1. Last class, we learned the unit of length-centimeter. How long is 1 cm? Can you tell your deskmate with your finger?
2. Summary: Everyone spoke very well. The amusement park is really interesting. Brother Giraffe and his little turtle are also going to the amusement park. Let's see what happens to them (PPT shows the picture) The small animals rushed to run inside, but the giraffe was stopped by the security guard at the door. Do you know what is going on? (Because amusement parks require "tickets for people over height 1 meter") How long is 1 meter? Write on the blackboard.
Second, the new interactive award.
1, understand rice.
Show me the meter ruler: Students, this is a meter ruler, and its length is 1 meter. How long is 1 meter? Open your arms and I'll measure you.
2 guess: classmate, where did you guess one meter went to your body? Ask the students to estimate and guide them to know the length of 1 meter.
③ Comparison: Compare with the meter ruler again, verify your guess, and see which part of your body 1 meter actually reaches.
④ Find out: Which objects in the classroom are about 1 m in length?
2. Understand the relationship between meters and centimeters.
① Understanding 1 m = 100 cm
Please observe the meter ruler carefully and think about it: What is the relationship between meter and centimeter? How many centimeters is 1 meter? Health: 1 m is 100 cm, and 1 m is equal to 100 cm. Teacher: How do you know? (blackboard writing) ② Give the students a ruler and let them measure the length of 1 meter with a short ruler.
(3) Report the results of the quantity.
Step 3 measure it.
Measure the length of our classroom? Measure the length of the blackboard? How long is the door?
Teacher B leads the students to carry out field measurement, and the students are divided into three groups in groups of three.
Teacher's Tip: First aim the "0" scale line of the wooden ruler at one end of the classroom, then measure one meter and make a mark. After measuring the classroom, it is several meters or centimeters, if not the whole meter. After testing a group, you can ask your classmates to form a group to continue the test.
C. report the results of quantity.
D, understand the role of rice:
(1) Today, the teacher brought some sticks, which are 1 cm long. We will use these sticks to measure the length of the classroom. Do you have any ideas? Health: The stick is too short and it is too troublesome to measure.
(2) Summary: Centimeter is used to measure the length of relatively short objects, while measuring the length of classroom floor, or a relatively long distance, requires a relatively large unit of length, that is, meters. Rice is widely used in life, and we often meet it. (blackboard writing)
Third, consolidate the practice.
1, select the appropriate unit.
The pencil is about 17 () the eraser is about 3 () the towel is about 60 () the flagpole is about 8 () the loofah is about 35 () the house is about 3 () the length of a bus is about 1 () the desk is about 70 () Miss Li's height is 65438+.
2. Calculation:15cm+8cm = () cm16cm-9cm = () cm 6m-5m = () m1M5 cm+1M3cm = () m () cm.
Fourth, the whole class summarizes. What did everyone learn in this class? What did you get?
Blackboard design:
How long is 1 meter?
1 m = 100 cm
Small objects ... >>
Question 2: The general requirements of the teaching plan "How long is one meter" in the second grade of primary school mathematics.
The compilation of teaching plans should focus on the purpose and task of education and teaching, starting from the characteristics of physics teaching in middle schools. Specifically:
(1) requires that the teaching plan should be based on the syllabus and teaching materials, with clear objectives and appropriate requirements.
For example, when organizing teaching materials, choosing teaching methods and designing teaching plans in junior middle school physics class, we should proceed from students' reality and step by step, and we should not raise teaching requirements at will. It is necessary to avoid influencing students' understanding of the basic content because of excessive pursuit of narrative rigor, thus forming teaching difficulties. For example, the existing textbooks have low requirements for the calculation of "buoyancy" and the calculation is not complicated. However, there are many types of "buoyancy" problems, and the solutions are flexible. The requirement of analytical ability is quite difficult, which is a great leap compared with the previous chapters. Therefore, when writing lesson plans, the teaching requirements must be appropriate. "It is best not to let students do those artificial difficulties and comprehensive problems here" is the original intention of the editor. New teachers should pay special attention to the depth and breadth, otherwise it will not be conducive to improving the teaching quality in a large area.
(2) When writing lesson plans, we should handle the relationship between teaching and learning.
Teaching process is a process in which students integrate what they have learned into their own cognitive structure under the guidance of teachers. Therefore, compiling teaching plans is not listing knowledge, but designing teaching methods and learning methods and handling the relationship between teaching and learning. First, teachers should create a good physical situation, so that teachers and students can be in the same situation, ask questions, sum up laws and solve problems through exploration. Second, teachers should study how to design thinking procedures and key points to inspire and inspire students. For example, in the teaching of Newton's first law, teachers should first arouse doubts with Aristotle's point of view, and focus on inductive reasoning, analysis and comparison: cars in textbook 3? What are the similarities between the three different motion phenomena on the horizontal plane shown in Figure 5? Why do cars move on different planes and keep different distances? Focus on generalization and guide students to naturally draw Newton's first law in "scientific abstraction".
(3) Require the combination of teaching and educating people.
The teaching plan should not only pay attention to imparting the basic knowledge and skills stipulated in the syllabus, but also pay insufficient attention to developing students' intelligence, cultivating students' ability to use what they have learned flexibly to solve practical problems and ideological education. This is unplanned. In the process of compiling teaching plan, ideological education and ability training should be brought into knowledge teaching in a planned way.
(4) It is required to pay attention to the characteristics of physics and strengthen experimental teaching, which is determined by the characteristics of physics and students' cognitive laws. When designing teaching plans, we should make full use of experimental means and give full play to the role of representation. We can't form physical images in our minds and reproduce physical processes, which is often the main reason for the formation of teaching difficulties. Therefore, we should attach importance to physical experiments and try our best to show the physical process through physical experiments in teaching. Giving full play to the role of images formed by experiments is of great benefit to the formation of physical concepts and the understanding of physical processes. Demonstration experiment is the main way to provide perceptual materials in teaching, and doing demonstration experiment well is a main link in teaching. What is the purpose of the experiment in the lesson plan? What are the functions of various instruments? What are the main observation contents that students are required to observe? How to observe? When to ask questions, and so on, so as to achieve clear experimental purpose, reasonable procedures and clear focus.
(5) Require complete links, reasonable structure, clear thinking, appropriate simplification and scientific time allocation, so that teaching plans can really play a guiding role in classroom teaching activities.
Question 3: How long is one meter? Analysis of teaching difficulties and teaching objectives.
1, initially understand the length unit "meter", and initially establish the length concept of 1 meter.
2. Make students know the actual length of 1m, and know 1m = 100 cm.
3. Through practical measurement activities, students can learn to measure the length of longer objects with a meter ruler.
Emphasis and difficulty in teaching
Key points: initially establish the concept of meter length, knowing that 1 meter = 100 cm.
Difficulties: Measure the actual length of a long object in meters.
Question 4: How long is the teaching design of the first volume of second-grade mathematics 1 meter published by Beijing Normal University? How long is the instructional design of 1 meter?
Link: pan.baidu/s/1kt 3x3p1password: x9mb.
Question 5: How long is the second grade math 1 meter? I'll make a list of these and see if you can use them in the future.
1 m = 100 cm
1 m = 10 decimeter
1m = 1000mm
1 decimeter =10cm
1 decimeter = 100 mm
1 cm =10mm