Math Courseware for Grade Two in Primary School 1
Goal:
Through regular education before class, students' understanding of mathematics classroom routines is deepened, so that students can review norms, learn to practice what they have learned and understand the importance of effective classroom learning, so that every student can master classroom norms and develop good classroom habits.
Process:
First of all, say hello immediately before starting regular classroom training.
1, enter the classroom in advance, make sure to go to the toilet, drink water, prepare the school supplies needed for this class, and put them away before class. For example, math classes (math books, notebooks, pencil boxes, etc. Put it in the upper left corner of the table)
2. The bell rang two minutes before class, and quickly entered the classroom and sat quietly.
2. Infiltrate classroom training in theoretical study and set an example in routine implementation.
Simple theoretical study, for students, is very boring and difficult to achieve educational results. In class today, in-class training is infiltrated, so that students can have practical experience and master some essentials. For example, when training sitting posture, we should not only tell students how to sit, but also let them correct the incorrect sitting posture immediately, and explain several advantages of a good sitting posture that are conducive to listening. Students will accept it gladly, and then remind them often in future classes, and students will gradually do better and better.
(1) Say hello
1. As soon as the bell rang, the whole class quickly sat down and waited quietly for the teacher!
2. After the teacher enters the class, when he hears the teacher calling for class, the monitor shouts to stand up, then greets the teacher, sits down (when greeting, the voice should be neat and loud, and when standing up, the speed should be fast, neat and quiet), and practices it twice.
(2) Listening requirements
1. If you need to leave the classroom halfway, you must report to the teacher first, and you can enter and exit from the back door gently after the teacher allows you.
People who are late for class arrive at the back door late, stare at the teacher, ask the teacher for permission, and then quietly walk into the classroom. (Ask the monitor to demonstrate it twice)
3. When listening to the class, sit upright, hold your chest with your hands, put your feet flat, and pay attention. Don't chat, talk, fight, make small moves, stretch, pass notes, read books irrelevant to the class content or do homework irrelevant to this class. (Training sitting posture)
Cherish every minute of class, listen carefully, think positively, speak boldly, don't be a bystander, and dare to express your opinions.
6. Don't laugh or ridicule the students who made mistakes in answering questions.
(3) Requirements for speaking
1. Answer and ask questions in class. Raise your right hand in a standardized way (let the students demonstrate together). You can't stand and raise your hand or shout at the same time. Stand up and answer directly after the teacher allows. Say that finish, sit down gently with the consent of the teacher.
2. Answer questions or ask questions carefully, stand naturally and appropriately, speak Mandarin with clear pronunciation and clear pronunciation and a loud voice. Speak completely and clearly, and have your own unique opinions. If students behave well, they will get some extra points to encourage other students to show their own style.
(4) Writing requirements
1, do your homework in class, listen to the requirements clearly, define the format, and keep the classroom quiet.
2. The operation format is standardized, the payment is neat, and it is completed independently and on time.
3. Students are only allowed to write with pencils, and mechanical pencil, fountain pens and pens are not allowed.
4, homework posture should be correct, left hand exercise book or flat on the table, right hand one inch away from the pen tip, chest punch away from the desk, eyes one foot away from the book, and consciously protect your eyesight.
5, exercise books should be properly kept, can't throw, scribble, scribble and tear, keep the exercise books clean and tidy.
(E) cooperative learning requirements
Ask students to actively participate in group discussions, rather than being bystanders, and put forward appropriate rewards and extra points to encourage students to discuss their learning motives with each other.
Three. abstract
The formation of classroom norms and study habits cannot be achieved overnight, and it is necessary to constantly strengthen training and urge reminders to get better and better. I believe that as long as my classmates and I can spend some time, repeat training and implement details, plus the class rules, classroom etiquette and integral competition methods formulated by our class, we will certainly develop a good class spirit and class capacity as soon as possible.
Math Courseware II for Grade Two in Primary School
I. teaching material analysis
The multiplication formula of 8 is the last part of multiplication formula teaching. Because the number of multiplication formulas of 8 is small, it is necessary to use the class time to let students practice reciting formulas and doing exercises more, and to have more time for students to discuss in groups, and then let students summarize the multiplication formulas of 8 and memorize them skillfully. In addition, students can master the application of multiplication formulas of 8 skillfully. Considering that the factor and product in the multiplication formula of 8 are relatively large, at the same time, it will be difficult for students to directly get the formula of 8×8=64, which will enrich their perceptual knowledge and, more importantly, provide materials for students to explore the multiplication formula of 8. Students can fill in the form according to the materials provided by the scene diagram and the knowledge they have learned before, write the multiplication formula according to the data provided by the form, and then compile the multiplication formula. Different from before, students are required to write eight multiplication formulas by asking questions. At the same time, they don't completely write multiplication formulas, and they don't completely compile multiplication formulas. Instead, they fully trust students and let them solve these problems themselves. In addition, students can skillfully use formulas.
Second, the analysis of learning situation
1. Students are children aged 7-8, with active thinking, like to express themselves in class, and have a strong interest in mathematics learning;
2. Students' arbitrariness in learning is very obvious, and they are eager to be recognized by teachers or classmates;
3. Students have the experience of "doing their own things" in their daily life, such as sorting their schoolbags and wearing red scarves.
4. Students have certain mathematical calculation ability;
5. Students already know the multiplication formula of 1 to 7, which plays an important role in learning the multiplication formula of 8;
6. Students are interested in the writing of multiplication formula of 8 and have mastered the writing method of multiplication formula. They can write the multiplication formula of 8 by writing the multiplication formula of 1 as 7, or they can solve some mathematical problems by themselves.
Third, the teaching objectives (including important and difficult points)
1, with the help of the existing knowledge and experience, write the multiplication formula of 8, preliminarily remember the multiplication formula of 8, and use the multiplication formula of 8 to calculate the multiplication in the table.
2. Cultivate students' memory formula in practice, go through the process of formula compilation, cultivate students' autonomous learning ability, cooperate and communicate with their deskmates, and get a successful experience.
Fourth, the teaching process
Teachers' activities
1. Let the students review the multiplication formula of 7 through the pictures in the multimedia courseware.
2. Put a poem by Lu You before class. When writing, make up 64 words to lay the foundation for the echo summarized later, and give this word to the students who perform well.
3. Multimedia shows photos of the school military band being trained. Let the students carefully observe what you see from this picture, and then introduce the process of writing the multiplication formula of 8. Let the students discuss in groups and write the multiplication formula of 8.
4. Let the students read the multiplication formula of 8 together and memorize it skillfully.
5. Let the students do the wonderful exercises shown in the multimedia courseware and arrange the classroom homework.
6, class summary, let the students talk about the harvest of this class! In addition, show the students 64 words before class and answer how many words there are.
Student activities
1, all recite the multiplication formula of 7.
2. Students like to get this word.
3. Students carefully observe the pictures displayed in multimedia and summarize the writing process of multiplication formula of 8 according to the teacher's ideas.
4. Students carefully read the multiplication formula of 8 and memorize it skillfully.
The students scrambled to raise their hands to answer questions.
6. Students take the initiative to tell their own gains and answer positively.
Design intent
1, let the students review the multiplication formula of 7 they have learned.
2. Let students have a strong interest in this class and stimulate their enthusiasm for learning.
3. Write the multiplication formula of 8 through group discussion to cultivate students' thinking habits.
4. Ask students to recite the multiplication formula of 8 in class.
5. Let students strengthen their proficiency and application when memorizing the multiplication formula of 8.
6. Ask the students to sum up what they have learned in this class.
Fourth, blackboard design.
Multiplication formula of 8
1×8=8 Eight out of Eight 8× 1=8.
2×8= 16 2868× 2 = 16
3×8=24 3824 8×3=24
4×8=32 483 12 8×4=32
5×8=40 5848× 5 = 40
6×8=48 684 18 8×6=48
7×8=56 785 16 8×7=56
8×8=64 8864 8×8=64
Math Courseware III for Grade Two in Primary School
First, the guiding ideology of teaching this semester
1. Pay attention to providing students with familiar specific scenarios according to their existing experience and life experience, and help them understand mathematics knowledge.
2. Increase the content combined with reality to help students understand mathematics in real life and feel the close connection between mathematics and daily life.
3. Pay attention to choose learning materials and activities that are full of children's interest, stimulate students' interest in learning, and get a pleasant mathematics learning experience.
4. Pay attention to guiding students to explore independently and cooperate with each other, so that students can learn in the atmosphere of cooperation and independent exploration.
5. Grasp the teaching requirements, promote the development of students, and appropriately improve the methods of evaluating students.
Second, class analysis
After one year's mathematics study, senior two students have greatly improved their basic knowledge and skills, and have a certain understanding of mathematics study. In the hands-on operation, the language expression ability has been greatly improved, and the awareness of cooperation and mutual assistance has also been significantly enhanced. Therefore, in this semester's teaching, we should pay more attention to the cultivation of students' learning interest and learning methods, so that different students can get different development.
Third, teaching material analysis
(1) Teaching content This textbook includes the following contents: 1:2 Addition and subtraction in the length unit: 100 (2) 3: Preliminary understanding of angle 4: multiplication in table (1) 5: observation of objects (1) 6.
(2), unit analysis
1, length unit: This unit is for students to learn "specific length", have a preliminary understanding of the concept of length, and learn to compare the lengths of some objects intuitively. The key point is to let students initially establish the concept of length and understand the actual length of 1 cm and 1 m and the progress between them. The difficulty is to let students know the line segment. To understand the characteristics of line segments, the key is to pay attention to the formation process of length units in teaching, so that students can understand the necessity of unifying length units, and then let students see for themselves, compare the actual lengths of 1 cm and 1 m, and get a preliminary understanding of line segments, learning volume and methods of drawing line segments.
2. Addition and subtraction within 0/00 (2): This unit is taught on the basis that students have learned to add and subtract two digits, two digits and ten digits. The key point is to let students understand the written calculation method of adding and subtracting two digits and strengthen the study of estimation thought. Pay attention to cultivating students' good writing habits. The difficulty is to make students understand the operations of carry addition and abdication subtraction. The key is to ask students to solve calculation problems from familiar life situations, increase their interest in learning in solving problems, guide students to transfer old knowledge to learn new knowledge, and strengthen their understanding of arithmetic through hands-on operation.
3. Preliminary understanding of angles: This unit is based on students' preliminary understanding of rectangles, squares and triangles. The key point is to let students know the angle and right angle, and know the names of each part of the angle. The difficulty is to let students judge and draw right angles with a triangle. The key point is to let students know angles and right angles through various activities, and strengthen their understanding of diagonal and right angles in hands-on activities such as folding, comparing and drawing.
4. Intra-table multiplication (1): Intra-table multiplication is the beginning for students to learn multiplication, and it is the basis for them to learn intra-table division and multi-digit multiplication and division in the future. The key point is to let students understand the meaning of multiplication and memorize the multiplication formula of 2-6 on the basis of understanding. The difficulty is to learn the multiplication formula of 4 and 6. The key is to strengthen intuitive teaching, so that students can correctly establish the meaning of multiplication in practical activities.
5. Observing the object (1): This unit includes observing the object from different positions, with axial symmetry and mirror symmetry. These contents are the necessary basis for learning space and graphics knowledge. The key point is to guide students to observe objects and establish the concept of space. The difficulty lies in students' practical activities such as "drawing the other half according to the symmetry axis". The key point is to carry out teaching step by step according to the order of knowledge introduction-concept teaching-adaptation and application and reflection.
6. In-table multiplication (2): The content of this unit is to continue to learn the multiplication formulas of 7, 8 and 9 on the basis of the multiplication formula of 2-6. The key point is to let students understand the meaning of each multiplication formula and the source of multiplication formula. The difficulty is to let students remember the multiplication formula of 7-9 and learn to analyze the quantitative relationship when solving practical problems. The key is to make full use of the learning method and thinking method of 2-6 multiplication formula to transfer learning 7.
7. Understanding time: The teaching of this unit is based on the learning of clocks and watches by students in the first volume of Senior One. Through previous study, students have mastered some knowledge of clocks and time, such as knowing that there are hour hands and minute hands on the clock face; A number with 12; There are 12 large communities and 60 small communities. And have mastered how to look at the whole time and half a time. This unit is another lesson after knowing clocks in senior one, and it is also an important lesson for students to know time in primary school. The key point is to understand the actual meaning of time unit, hour and minute, and to experience it preliminarily. Know 1 hour =60 points; Can read clocks and watches, and can correctly confirm the time indicated by the clock face; With concrete examples, let us feel the close relationship between time and life, and form a good habit of observing and cherishing time. 8. Mathematics Wide Angle This unit includes permutation and combination and simple logical reasoning. Permutation and combination are the basis of learning probability and statistics. The key point is to infiltrate mathematical thinking methods such as permutation and combination and simple reasoning. The difficulty lies in cultivating students' awareness of relying on problems in an orderly and comprehensive way. The key is to let students learn in operation activities.
Fourth, the teaching purpose.
1, initially understand the length units of centimeters and meters, and initially establish the length concepts of 1 meter and 1 cm, knowing that 1 meter = 100 cm; Initially learn to measure the length of an object with a scale (only a whole centimeter); Initially form the consciousness of estimating the length of an object.
2. Master the calculation method of pen addition and subtraction within 100, and be able to calculate correctly. Master the estimation method of adding and subtracting strokes within 100, and realize the diversity of estimation methods.
3, a preliminary understanding of the line segment, will measure the length of the whole centimeter line segment; A preliminary understanding of angles and right angles, knowing the names of various parts of an angle, will use triangles to judge whether an angle is a right angle; Learn to draw lines, angles and right angles.
4. Know the meaning of multiplication and the names of each part in the multiplication formula, memorize all the multiplication formulas and skillfully calculate the multiplication of two one-digit numbers.
5. Be able to recognize the shapes of simple objects observed from different positions; Understand the axial symmetry phenomenon preliminarily, and you can draw simple axial symmetry figures on square paper. A preliminary understanding of mirror symmetry.
6, combined with real life to further understand the clock face, know the hour, minute and second. Yes 1 =60 minutes, 1 minute =60 seconds. The time on the clock face is being confirmed, read and written.
7. Through observation, speculation, experiments and other activities, find out the number of permutations and combinations of the simplest things, cultivate students' preliminary observation, analysis and reasoning abilities, and initially form an orderly and comprehensive thinking consciousness.
Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9. Develop the good habit of working hard and writing neatly.
Experience the close relationship between mathematics and daily life through practical activities.
Mathematics courseware for the fourth grade of primary school
course content
The content on page 68 of Mathematics (the first volume of grade two), the standard experimental textbook of compulsory education curriculum published by People's Education Press.
Teaching objectives
1. Through the appreciation of real life and corresponding pictures, let students feel the close relationship between mathematics and real life, cultivate sentiment and infiltrate aesthetic education.
2. Through practical activities such as hands-on operation, cultivate students' abilities of observation, analysis, synthesis, abstraction, spatial imagination and creation, and cultivate students' independent exploration spirit and cooperation ability.
3. Make students initially perceive the concepts of "symmetry" and "axis of symmetry", and can identify symmetrical figures and draw the axis of symmetry.
training/teaching aid
Multimedia courseware, symmetrical graphics, ruler, etc.
Preparation of learning tools
Rectangular, square, round, scissors, ruler, pencil, etc.
teaching process
First, doubt arouses interest.
Teacher: The teacher brought a short story to the students. do you want to hear it ?
Computer demonstration: On a hot afternoon, a small dragonfly was catching mosquitoes in the air. At this time, a small butterfly flew around the small dragonfly. Little dragonfly said angrily, "Little butterfly, you fly around me, I can't catch mosquitoes!" " Fluttershy said with a smile, "How come you don't even know your family! "I'm here to play with you." The little dragonfly asked the little butterfly strangely, "you are a butterfly and I am a dragonfly." How can we be a family? " "You don't know! In the graphic kingdom, we are a family, and there are many members in our family. Go, I'll take you to find it. " Small dragonflies and butterflies fly over fields, rivers and leaves of small trees. The little dragonfly is even stranger: "Are the leaves ours?" The little butterfly said, "Yes! In the graphic kingdom, the leaves are also with our family. "
Teacher: Why do butterflies say that they belong to the same family in the "graphic kingdom"? Please discuss in each group.
Teacher: Through observation, we found that the left and right sides of each figure have the same shape, size, stripes and patterns. What happens if you fold the left and right sides in half?
Teacher: We call this kind of figure symmetrical.
(blackboard writing: symmetry)
Second, operational exploration.
(A) intuitive perception
Teacher: There are many symmetrical things, such as clothes, scissors and glasses. These things are all symmetrical.
Teacher: The teacher also cut out some figures from rectangular paper (board stickers: plane, turtle, small fish). Are they symmetrical? After cutting out these symmetrical patterns with rectangular paper, are the remaining patterns symmetrical?
(2) Hands-on operation
Teacher: Are these symmetrical figures beautiful? Can you cut symmetrical figures out of rectangular paper like a teacher?
Teacher: Ask several students in each group to discuss how to cut out a symmetrical figure with rectangular paper. (group discussion)
After the whole class communicated, the teacher wrote on the blackboard: fold, draw and cut.
Think about it: Do we need to draw the whole pattern on rectangular paper? Why?
Teacher: After folding the rectangular paper in half, which side do you think we should draw along? Why not draw along this side of the opening?
Teacher: Next, let the students create a symmetrical figure with rectangular paper. Let's compare and see whose works are the strangest and most beautiful! (Show works after student activities)
Teacher: Whose work do you think is better? Why?
Teacher: Although the symmetrical figures they cut out look different, what is in the middle of these symmetrical figures? Who can come to the front and draw a picture for everyone?
Teacher: Please observe carefully: What about the left and right sides of the crease? We call this line the axis of symmetry. Who can point out the symmetry axis of these symmetrical figures?
Teacher: Through the study just now, we know the symmetry and symmetry axis. Please look in the classroom and find out what is symmetrical.
Third, take a break.
Teacher: Actually, many things in life are symmetrical. Please enjoy the symmetrical figures in your life with your teacher. (Computer demonstration)
Fourth, consolidate and deepen.
Teacher: The teacher brought some common things in life to the students. Please help the teacher find out which things are symmetrical. (Show "Do it" on page 68 of the textbook)
Teacher: Can you draw their symmetry axes? (Classroom communication)
Teacher: Little Dragonfly has another problem. It doesn't know where the symmetry axes of rectangles, squares and circles are. Please help it find it. (Group discussion, classroom communication)
Teacher: Actually, the teacher also brought two good friends to the students. Do you want to meet them? They hide on the grid paper (show the third question on page 70 of the textbook). Guess who they are. Are we right? Please draw their other half along the symmetry axis. (Students practice after class)
Verb (abbreviation of verb) evaluation experience
Teacher: In this class, we learned about symmetry. What kind of figure do you think is symmetrical?
Teacher: Students all say that a symmetrical figure is beautiful, right! As long as we carefully observe with our eyes and create with our hands, we can better dress up our lives with symmetrical graphics!
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