Draft of division lecture notes with remainder 1
There are 1 1 students in this class, among whom 9 are former students of the Language Training Department of the County Disabled Persons' Federation, one is a former general school student, and the other has never attended school for a day. In addition to language barriers, there are certain mental disabilities. Nine students in this class are deaf-mute students, and the other two have leg disabilities. Students' overall learning level is poor, especially in mathematics subjects. Students generally lack abstract thinking ability, and it is difficult to understand abstract mathematical language with strong logic and generality, so it is very difficult to teach mathematics. In addition, students' learning ability is also very different. For the convenience of teaching, I divide them into three layers:
A-level: (have some understanding ability and mathematical foundation, but poor abstract thinking ability)
B layer: (poor math foundation, but some understanding)
Layer C: (poor foundation, poor understanding and poor study habits)
Second, talk about teaching materials.
1. teaching content: the first lesson of division with remainder in unit 1, volume 9 of the experimental textbook for full-time deaf schools.
2. Understanding of teaching materials: In life, when we share some items equally, there are often two different situations, one is "just finished" and the other is "there is surplus after sharing", which is naturally produced in practice. Division with remainder mainly studies the situation that there is a remainder after division. This part of the learning content of division with remainder is the extension and expansion of the division knowledge in the table. It is also the basis for continuing to learn division in the future. It plays a connecting role, so we must learn it well. The teaching content of this lesson is the significance of remainder division and the calculation of division by vertical method.
Third, talk about teaching objectives.
1. It is meaningful to know the remainder, perceive and understand the remainder division in the activity of dividing several objects equally.
2. Be able to write the division formula according to the average remainder, correctly express the quotient and the remainder, correctly read the division formula with the remainder, and learn the written calculation of division.
3. Through the organic combination of operation, thinking and language, cultivate the ability of observation, analysis, comparison, synthesis and generalization, feel the close connection between mathematics and life, and realize the significance and function of mathematics.
Fourth, stress the difficulties.
1, key point: Know what "remainder" is.
2. Difficulties: Understand why "the remainder is less than the divisor" and master the horizontal and vertical writing of remainder division.
Verb (abbreviation of verb) and learning methods;
Teaching methods:
1. The object of education we are facing is deaf-mute students. In teaching, the main teaching methods are guidance, inquiry, discussion and discovery. We use the learning experience of middle school students in life to help students understand these abstract mathematical knowledge and make it vivid, vivid and intuitive.
2. Create a life-like mathematical situation to inspire students' thinking and feel the infinite fun in the creative process. By visualizing abstract mathematical knowledge, students can learn something and use it.
Studying law:
Methods of observation, comparison and discovery: I let students observe different results obtained by different pendulum methods, and then compare them to find out the remainder, thus establishing the concept of remainder, which is not only accurate, but also impressive to students.
Six, the teaching process theory:
In order to maximize the implementation of teaching objectives and effectively break through important and difficult points, I designed three teaching links: reviewing old knowledge, exploring situations, hands-on operation, independent inquiry, consolidating new knowledge and applying experience.
1, review old knowledge and explore the situation:
Make full use of the internal relationship between students' daily life experience and teaching content, choose teaching materials reasonably and create a pleasant teaching situation of independent inquiry, so I chose the activity of putting apples on the plate. First of all, learning division with remainder must be taught on the basis of understanding the meaning of division and the writing method of division formula in the table. Therefore, we must review these two knowledge points before the new class to prepare for exploring new knowledge, skills, experience and psychology. First of all, I will introduce the situation, bring 15 apples and several plates, let the students put three apples in each plate to see how many plates can be loaded, list the division formula and introduce the concept of divisibility.
2. Hands-on operation and independent exploration:
① Pack 4, 5, 6 and 7 apples respectively, and then let the students get one point each. This part is divided into four levels for teaching.
(1) Student operation: Instruct students to divide a little by hand to see how many plates can be loaded and whether there are any left.
(2) Student presentation: Show students' views.
(3) Classroom communication: Let students talk about the process of dividing apples, make it clear that the remainder is redundant and cannot be divided, and put forward the concept and significance of the remainder for students to understand.
(4) Teach the horizontal writing of remainder division and point out the names of each part, so as to standardize students' sign language (dividend, divisor, quotient and remainder).
(2) Show a math problem: a * * * has 23 pots of flowers, with 5 pots in each group. You can put _ _ _ _ groups at most, and there are _ _ _ _ _ pots left. Guide students, the number is relatively large, and you can't find the result by dividing by one point. You can list the calculation formula, show the courseware, explain the horizontal and vertical writing of division with remainder, tell the meaning of each part, and finally summarize the difficulty of this lesson: the remainder is not enough, so the remainder must be less than the divisor.
3. Consolidate new knowledge and apply experience:
I designed the following exercises to highlight the significance of the remainder of this book and the fact that the remainder is less than the divisor, and to review and consolidate the trial quotient that students used to make mistakes when learning division.
(1), judgment
(2) fill in.
(3) Expand practice and apply what you have learned (give students a real living environment, let students learn mathematics in life and use what they have learned to solve practical problems in life. )
Set the scene of a small supermarket, put the labeled items on it, and then give the student 20 yuan money to buy what he wants most, and ask other students how much he can buy, how much he spends and how much the teacher should give him. Let the students take turns to play the role of salesman and customer.
Seven. Course summary
Through the study of this lesson, we know that when we divide things equally, sometimes we just divide them up, but sometimes there will be surplus, and the insufficient part is called remainder. At the same time, we also find that the remaining part that is not divided is always less than the number that needs to be divided, that is, the remainder is less than the divisor.
Eight. Reflections on Oral English Teaching
1. According to the characteristics of deaf school students, this class creates a life-oriented teaching classroom situation close to students' lives, so that students can learn, experience and apply mathematics in the life-oriented teaching situation. Mathematics originates from life and serves life more. Teachers should have the teaching concept of "let students apply what they have learned". This course follows the cognitive law of "practice-cognition-re-practice", closely follows the important and difficult points in teaching, arouses students' enthusiasm and initiative in learning, allows students to participate in the whole teaching process, and allows students to feel in practice and construct in experience.
2. Sign language should be standardized in mathematics teaching, such as "dividend and divisor", which is not standardized, intuitive and concise.
3. In teaching, we should pay attention to the understanding of deaf students. For the teaching of practical problems, students must understand the meaning of the problems. When teaching horizontal division with remainder, the following units must be clearly explained so that students can understand the meaning of each part. However, I didn't pay attention in teaching, which led to students' calculation in the shopping process, but they didn't understand how much to buy and how much to exchange in the specific operation.
Lecture Notes of Division with Remainder 2 I. Textbook:
The teaching content of this lesson is the content of remainder division in unit 6 of the second volume of the second grade primary school of People's Education Press. This lesson is to study the situation just after finishing the score, and then study the situation after the remaining score. Division with remainder is an extension of division knowledge in table. It is also the basis for continuing to learn division in the future, and has the function of connecting the preceding with the following. In teaching this class, I focus on the understanding and significance of remainder and the fact that remainder is less than divisor.
The teaching objectives of this lesson are:
1, let students feel the meaning of remainder division by creating situations and hands-on operations.
2. Quotient and remainder can be expressed by division formula with remainder.
3. Make it clear that the remainder must be less than the divisor through independent inquiry.
4, will use the knowledge of remainder division to solve practical problems in life.
The emphasis and difficulty of this lesson are: to perceive the meaning of division with remainder, and to understand that remainder is less than divisor.
Second, the teaching method:
In order to highlight the key points and break through the difficulties, I mainly adopt teaching methods in designing this class: independent operation and experience. In order to let students explore new knowledge by using various senses in the activity, I designed a swing activity to let students experience the generation and significance of the remainder in the swing process.
Third, talk about the teaching process:
In order to better implement the teaching objectives and effectively break through the difficulties, I designed three teaching links: reviewing old knowledge, introducing new lessons, practicing operation, exploring and consolidating new knowledge independently, and experiencing happiness.
(A), the introduction of new courses
In this session, I mainly let the students feel the remainder by speaking and let them operate.
1, Dialogue: Students, do you remember the average score? Divide some items into several parts equally. How much is each part? What method can we use to calculate?
2. Let the students divide the sticks. Six sticks are divided into three parts and seven sticks are divided into three parts. What's the difference between these two points after the division? Students will say that the first score is finished, and there is one left in the second score. Then tell the students that if there is any surplus, they can also calculate it by division. We call this situation division with remainder. Then write on the blackboard: division with remainder.
(2) Show the learning objectives.
Objective To let students know the knowledge points we need to master in this class.
(C), the actual operation, independent inquiry
1, swing it and review the meaning of division.
Six apples, put a plate and a pendulum for every two.
(1), put a pendulum and say how you did it.
2. Q: Can the process of pendulum be expressed by equation? 62 = 3 (disk)
Q: What does this formula mean?
2. Preliminary perception of the meaning of remainder division.
1. Show 7 apples and let the students make a pendulum together.
(2), exchange report pendulum test results, and said found.
③ Guide students to work out the formula according to the pendulum process.
4. By comparison, what's the same? What is the difference?
Follow-up: What does the remainder mean?
This link is mainly for students to deepen their understanding of the remainder by doing. First, let the students draw a conclusion through observation and comparison. Then let the students communicate, communicate, interact and think by themselves in their own initiative, cooperation and discussion, so as to truly understand the meaning expressed by the remainder.
3. Understand the relationship between remainder and divisor.
How many squares can you put with eight sticks? Please start rocking.
(2) Can you use the division formula to express the meaning of your pendulum?
3. What if you put it with nine sticks?
④ 10, 1 1, 12, 13, 14, 15?
⑤ Who is closely related to the remainder? What does it matter?
remainder