Add and subtract courseware for the first grade mathematics in primary school.
Teaching material analysis:
The knowledge of addition and subtraction is arranged on the basis that students learn addition and subtraction operations within 10. Objective To enable students to understand and master the operation sequence of these two kinds of problems, and to operate correctly, so as to improve students' ability to solve practical problems by addition and subtraction, and lay the necessary foundation for learning addition and subtraction within 20 years. Addition and subtraction is not the focus of addition and subtraction, but it is one of the difficulties. Add teaching materials with teaching example 1 first, and then add and subtract teaching example 2. Then through a series of exercises, let students gradually understand the meaning of addition and subtraction formulas, and consolidate their understanding of the operation order and calculation method.
Analysis of learning situation:
As one of the difficulties in this unit, it is not easy for students to master the knowledge of continuous addition and subtraction. In the teaching process, teachers should encourage and guide students to get in touch with specific situations, observe, discuss and express more, understand their meaning and operation sequence in various activities, and learn calculation methods according to the characteristics of these knowledge and students' existing knowledge base and life experience, so that students can fully understand and master the knowledge of addition and subtraction.
Teaching objectives:
1. Establish the mathematical model of addition and subtraction according to the actual situation, understand the specific meaning of addition and subtraction, and calculate the addition and subtraction within 10.
2. Cultivate students' ability to obtain information, ask questions and solve problems in specific situations.
3. Enable students to enhance their sense of unity and improve their cooperation ability in the process of cooperation and communication with others.
4. Make students understand and master knowledge, at the same time, realize the close connection between increasing and decreasing and life, and feel the happiness of learning and using mathematics.
Teaching focus:
1. Express your meaning in your own words and understand the meaning of addition and subtraction.
2. Master the operation sequence and learn the calculation method.
Teaching difficulties:
Addition and subtraction sequence.
Design concept:
For a long time, computer teaching has neglected the humanistic factors of teaching itself and divorced from the individual students. Therefore, computing teaching is always associated with monotony and boredom. The implementation of new curriculum standards has injected new blood into computer teaching. The new curriculum standard emphasizes that students should start from their existing life experience and learn mathematics in vivid, concrete and realistic situations. This teaching design aims at promoting students' all-round development, and designs a real, vivid, lively and childlike situation, so that students can learn and enjoy mathematics in activities such as observation and appreciation, asking questions, solving problems, hands-on operation, cooperation and communication, self-evaluation and mutual evaluation.
Teaching preparation:
Multimedia courseware, stick, calculation card, etc.
Teaching time: 1 class hour
Teaching process:
First, review: oral calculation. (Courseware shows oral calculation questions)
Design intention: The knowledge of addition and subtraction is arranged on the basis that students learn addition and subtraction within 10, so they need to do appropriate oral practice of addition and subtraction within 10. Stimulate students' strong interest in learning and prepare for the follow-up study of new knowledge through the oral calculation form of driving a train. For example, the teacher said, "Small train, driving, where to go?" Student: "Drive for me!" " 〕
Second, create situations and explore new knowledge.
1. Teaching plus
(1) courseware demonstration P72 page theme map;
(2) Students observe the scene diagram, explain the meaning of the diagram completely, and ask mathematical questions.
(3) Students report and exchange: There are five chickens on the grass, and two are coming. 1 is coming. How many chickens are there on the grass?
(4) Students try to list in the exercise book independently, and then answer by name.
(5) Students report their grades, and the teacher shows them on the blackboard: 5+2+ 1 =
(6) Reveal the theme: We have learned the addition of two numbers. Today's formula is the addition of three numbers. This formula is called continuous addition. Blackboard: Jia Lian.
(7) Hands-on operation and cooperative exploration of calculation methods.
① Students put sticks at the same table to learn the calculation method of continuous addition, and the teacher visited and guided them.
(2) Methods and algorithms for student representatives to demonstrate pendulum.
③ Question: Think about 5+2+ 1. Calculate () and () to get (), and then add () to get (). Teacher's corresponding blackboard writing calculation steps.
④ Summary: Add three numbers, first add the first two numbers, and then add the third number with the obtained number.
(8) Reading formula: 5+2+ 1=8 Reading: 5 plus 2 plus 1 equals 8.
2. Teaching continues to shrink.
(1) courseware demonstration P72 theme map;
(2) Students carefully observe the pictures, fully explain the meanings of the pictures and ask math questions.
(3) Students try to practice before reporting their grades. The teacher wrote on the blackboard: 8-2-2 =
(4) Reveal the topic: A formula like this is called continuous reduction. Blackboard: continuous restoration.
(5) Hands-on operation to explore the calculation method of continuous reduction.
① Students put sticks at the same table to learn the calculation method of continuous reduction, and the teacher visited and guided them;
(2) Ask student representatives to report the methods and algorithms of pendulum;
③ Take it out and think about it: 8-2-2 Calculate () and subtract () to get (), and then subtract () from () to get (). Teacher's corresponding blackboard writing calculation steps.
(4) Summary: When three numbers decrease in turn, subtract the second number from the first number, and then subtract the third number from the obtained number.
(6) Reading formula: 8-2-2=4 Reading: 8 minus 2 minus 2 equals 4.
Consolidation exercise
① Students make up two addition and subtraction formulas and practice in groups.
② Textbook P72 "Do One Thing" (let the students finish it independently, give feedback from the whole class and correct it collectively).
Design intention: The new curriculum emphasizes starting from students' existing life experience. The design of this link pays attention to let students learn and enjoy mathematics in various activities such as observation and appreciation, asking questions, solving problems, hands-on operation, cooperation and exchange, self-evaluation and mutual evaluation, and get all-round development. 〕
Third, the game:
Ask students to perform on stage and guide them to pay attention to the change of the number of people on stage.
1. Please stand on the stage for five students, then walk for two, and then walk 1. How much is left? Students calculate independently in the exercise book and then revise collectively. )
Please invite four students first, then two students, then three students. How many students are there now? Students calculate independently in the exercise book and then revise collectively. )
Design intention: The design of the game activities conforms to the characteristics of junior students. Students learn mathematics knowledge in a happy atmosphere, and the learning effect is obvious. 〕
Fourth, expand and upgrade.
1. Guess: the phone number of our school. Students calculate seven questions, and the result of each question is the telephone number of our school.
(7532754)4+ 1+2= 9- 1-3= 7-3- 1= 9-3-4= 2+4+ 1= 8-2- 1= 10-2-4=
2. Open questions. 3 yuan for each notebook, each eraser 1 yuan, 3 yuan for each ballpoint pen and 2 yuan for each ruler. If you buy three such things, work out the price. Xiaohong has 10 yuan. How much money is left after buying two things?
Design intention: The design of this link is intended to enhance the interest in learning mathematics and stimulate students' thirst for knowledge. At the same time, let students solve problems in life in this situation, realize the application of mathematics in life and improve students' ability to solve practical problems. 〕
Verb (abbreviation of verb) summary:
1. What did the students learn in this class?
2. Extension: Students talk about the application of knowledge about continuous addition and subtraction in life. For example, mom bought 10 apples, and our family ate 2 apples on Monday and 3 apples on Tuesday. How many apples are left?
Design intention: The design of this link is to let students talk about the application of knowledge about continuous addition and subtraction in life, so as to achieve the purpose of applying what they have learned. 〕
3. summary.