The first grade mathematics teaching plan Volume I 1
First, the teaching objectives:
1, knowledge and skills: know several meanings of "0", which can mean no, the temperature when water freezes, the meaning of the starting point, etc. And can read and write "0" correctly.
2. Process and method: Through observation and practical activities, let students master the meaning of "0" and apply it in life; Cultivate students' imagination and the quality of inquiry, communication and cooperation.
3. Emotional attitude and values: actively participate in mathematics learning activities, realize that mathematics is closely related to life, and can combine their own emotional experience in the process of learning mathematics.
Second, the teaching focus:
Understand the meaning of "0".
Third, the teaching process:
(A) the creation of the scene
(1) Show the kitten fishing map, tell stories and ask questions?
1 How many fish did the kitten catch? What should I write?
How many fish did the second kitten catch? How much did she write?
How many fish did the third kitten catch? How much did she write?
Let's take another look. How many fish did the fourth kitten catch?
No. How can I express them?
(2) Explore independently and experience the meaning of 0.
(1) Students think for themselves and how to express "nothing".
(2) communication at the same table.
(3) Collective feedback.
The conclusion is that "0" is not used sometimes.
0 is a number less than 1, 2, 3, 4.
(4) Guide the writing of "0".
(3) Practical experience.
(1) Students "divide pencils".
Understand the meaning of "0" (meaning there is no object).
Think, "What else can 0 stand for?
Communicate at the same table and give feedback from the whole class.
(4) expand and consolidate
(1) Count the flowers and write them down.
(2) read and write.
(3) Talk about where "0" is still used in life.
(5) Summary: What do you think is the most interesting part of this class?
Fourth, teaching reflection:
The interesting situation of Cats Fishing presents a set of cartoons, which enables students to see the process of change intuitively and vividly. Teachers here pay attention to children's psychological characteristics, enrich students' perceptual accumulation and develop students' sense of numbers through their favorite story forms. Evaluation among students is also very important. In student evaluation, teachers consciously guide students to see the advantages of other students and guide students to correctly evaluate each other.
Look at the picture and find "0". Let the students talk about the meaning of "0", so as to make it clear that "0" can not only mean meaningless, but also mean other meanings. On this basis, let students intuitively understand the actual meaning of "0". Teachers encourage the diversity of students' algorithms, respect students' independent thinking, guide students to discuss and communicate, and cultivate students' good thinking habits and cooperative consciousness. Teachers let students initially perceive the application of "0" in daily life, pay attention to students' subjectivity in teaching activities, guide students to actively participate, let students feel that there is mathematics everywhere in life, and enhance their experience and understanding of mathematics.
The first grade mathematics teaching plan book 1 2
Teaching objectives:
1. Let the students know the three meanings of 0, and know the order of 0 in numbers through a ruler. They can read and write 0.
2. Guide students to standardize writing and cultivate their writing ability.
3. Guide students to observe pictures and feel the charm of mathematics knowledge.
Teaching focus:
1. I know the meaning of 0, the order of 0 in numbers, and I can read and write 0.
2. Guide students to standardize their writing and develop good writing habits.
Teaching difficulties:
Understand the three meanings of 0
Teaching aid preparation: small blackboard
Teaching process:
First, create scenarios to stimulate interest.
Teacher: Do you like listening to stories? Have you ever heard the story of a cat fishing?
Second, observe pictures and introduce new lessons.
(1) Show the theme map.
Teacher: Can you guess which kitten is in the story? how do you know
Do you know how many kittens have been caught? Can you write these numbers in the fields below?
1. Show pictures
Students write numbers in books.
(2) Show
Teacher: What do you think is good about his writing and what needs to be improved?
Show pictures
Teacher: Today we are going to learn about "0".
(blackboard writing: understanding of 0)
Teacher: You have so much knowledge! 0 is also a number like 1, 2, 3.
The teacher pointed to the 0 below the kitten and asked, what does the 0 here mean?
(2) Perceive the other two meanings of 0.
Teacher: Where else have you seen 0?
We found 0 on the ruler. Please take out a ruler and have a look.
1. Show pictures
Teacher: How are the numbers arranged on the ruler? Where do these figures start?
(These numbers are arranged in order, starting from 0. )
What does this 0 mean? Group students talk to each other.
Who would like to talk about your group's views?
Summary: This 0 on the ruler indicates the beginning and the starting point.
Show pictures
Teacher: There is also a 0 on the thermometer. What does this 0 mean?
Teacher: 0 degrees is the temperature at which water turns into ice. When the temperature drops to zero, water begins to freeze.
Show pictures
Teacher: 0 degrees can be expressed like this.
Third, learn to write 0.
Teacher: We have seen how 0 is written in so many places. Please look at the big screen.
1. Courseware demonstration: How to write 0
2. Explain while demonstrating:
0 is a stroke, starting from the middle of the upper right edge, touching the upper edge upwards, then writing downwards to the left, writing to the focus of the horizontal and vertical center lines, touching the vertical center line, then turning downwards to the right, touching the downline in the middle and left of the lower edge line, then turning upwards near the center line, touching the right line, and then continuing upwards, where the pen is connected with the pen. Teacher: Please write with your fingers and demonstrate the courseware.
The students' books are empty.
(2) Show pictures
1. Students practice writing.
2. Show students' works.
Teacher: What do you think is good about his writing and what needs to be improved?
(3) Show pictures
1. Teacher: Can you complete the blanks below?
2. Show students how to write.
00 1 002 003 004 005
006 007 008 009 0 10
00 1 002 003 004 005
00 1 002 003 004 005
Teacher: Which is the correct spelling? Why?
Both methods are correct. The first one is written next, and the second one is written as it is.
Teacher: Your writing is great! While writing good words, we should also pay attention to the posture of writing.
Fourth, classroom exercises.
(1) Show pictures: Please connect these numbers in turn starting from 0.
Teacher: What do you draw? (Bear Weightlifting)
Who else wants to show their works to everyone?
(2) Show pictures: How to count quickly?
Teacher: Please think about how to count fast first, and then tell the group what you think to see who has the fastest method.
Teach me how to count by name. )
Verb (abbreviation of verb) course summary
Where else will you use 0 in your life?
Investigation activities
unusual
Activity purpose
1. Make students have a deeper understanding of numbers within 5.
2. Cultivate students' innovative thinking ability.
Activity process
1. Teacher's activity topic: 0, 1, 2, 3, 5, which of these five numbers is different?
2. Students discuss in groups.
3. Students communicate collectively.
Analyze and refer to the answers
Whether a number is different depends on the standard you choose. If you choose different standards, you will have different "different" views. The following are just a few different views:
0 is different because only 0 is less than 1, while the other three numbers are all greater than 1. It can also be said that the beginning and end of 1 coincide, so 0 is different;
1 is different because only 1 is in the middle of two even numbers;
2 is different, because there are two numbers less than 2, two numbers greater than 2, and 2 is in the middle;
3 is different, because of the three singular numbers, 3 is in the middle position;
5 is different, because 0, 1, 2 and 3 are all written in one stroke, while 5 is written in two strokes; It can also be said that only it is greater than 3, and the other three numbers are less than 3; It can also be said that among the first four numbers, the difference between two adjacent numbers is 1, and only 5 and 3 are 2; So 5 is really different;
Judging from the above answers, the answer to a question is not necessarily affirmative, but can be varied.
Activity description
This inquiry activity has many answers. As long as students give their own reasons, they should all be correct.
The first grade mathematics teaching plan volume 1 3
Teaching objectives:
1. Let the students feel the height relationship between the two animals and know the relativity of height.
2. In the process of comparison, realize the correct method of height.
3. Infiltrate the ideological education of helping others.
Teaching focus:
The master's degree is relatively high and short; Long and short; Thick, thin, etc.
Teaching difficulties:
Organization of classroom discipline and students' cooperative spirit.
Teaching aid preparation:
Rope, courseware.
Teaching process:
First, review. (more, less).
Teacher: There are many teachers coming to class today. Who can tell whether there are more teachers or more students?
Student: There are many teachers!
Student: There are many students!
Guide the students to say: there are more students than teachers, and teachers are less than students.
Second, new lessons.
1, please come up with the students who just answered.
Teacher: The teacher and classmates stand together. Please judge who is taller. Who is short?
Shengqi: The teacher is tall!
Teacher: Who wants to compare with this classmate?
Deliberately inviting a classmate who is similar to this classmate, so that it is not easy for students to see, has produced a comparison method.
Teacher: Who do you think is taller? Who is short? (Two students face each other)
The students had an argument.
Teacher: It's not easy to see the height when they stand like this. Is there a better comparison method?
Health: Let them back to back.
Let two people stand back to back and compare them again and draw a conclusion.
Show the courseware 1 for students to observe. )
Teacher: Naughty and smiling are also compared with height, but you think naughty, right?
Health: Naughty didn't do it right because I stood on tiptoe.
Teacher: Oh! You can't stand on tiptoe when you are taller than yourself. What else should I pay attention to?
Let the students express their opinions freely in the group. Such as: straight back, shoes as high, no shoes, etc.
2. The teacher summed up the correct way to grow taller: back to back, straight back, as high as shoes, without shoes.
3. Compare the height in the group.
Teacher: Everyone knows how to compare height. Now you can compare your height and ask a classmate to help you.
Students' activities should be properly guided by teachers.
4. Students feedback the results of activities.
The first grade mathematics teaching plan book 1 4
Teaching objectives
1, initially experienced the process of abstracting numbers from the scene diagram, and initially understood the method of counting numbers in sequence;
2. Experiencing the process of representing the number of objects with bitmap, and initially establishing the idea of number sense and one-to-one correspondence;
3. Initially learn to observe objects from a mathematical point of view and penetrate the sense of application;
With the help of others, I have a preliminary understanding of the significance and fun of mathematics.
Emphasis and difficulty in teaching
I have experienced the process of abstracting numbers from the scene diagram and then representing them with a dot diagram, and I have a preliminary understanding of the way of sequential counting.
Prepare multimedia courseware as teaching AIDS, etc.
teaching process
First, the creation of situational interest
Dialogue: Children love to play. Where do you want to play most? In this class, the teacher will take the children in our class to the children's playground. Students close their eyes and then open them. At the same time, the courseware shows the situation map of children's paradise. )
It is children's nature to love to play, especially for students who have just entered the first grade. Playing in children's paradise is the introduction to fully stimulate their interest in learning, so that they can devote themselves to a learning state from the beginning of class.
Second, the maintenance of independent exploration interest.
1, preliminary perception
(1) Question: What did you see in the children's playground?
Send it again and again.
(2) Description: In the bright sunshine, trees are shaded, flowers are in full bloom, birds are singing happily, butterflies are flying happily, and children are so happy. Some of them ride wooden horses, some swing, some fly in small planes, and some slide on slides.
Emotion is the catalyst of classroom teaching. Expressive language can stimulate students' emotions and deeply experience amiable teachers and lovely classrooms.
2. Counting communication
(1) Question: There are many things in the children's playground. Can you count how many there are?
(2) Students count themselves first, and then count them to their deskmates.
(3) Choose a few students as guides and lead the rest of the children to count in order.
3. Summary method
(1) Discussion: How to count correctly and quickly?
Discuss in groups and communicate collectively.
(2) Summarize and emphasize the sequence number one by one. (From left to right, from top to bottom, and so on. )
4. Practice answering questions first
(1) Question: 1 ... Student answer: 1 slide; 2 ... Students pick up two swings ... (Courseware demonstration, extracting 10 fragments from the theme scene one by one)
(2) Look at the picture and say that the picture means: 3 wooden horses. ...
5. Bitmap represents numbers
We can use some of the simplest symbols to represent the number of objects. What do you want to represent? Let's use the concept map, shall we? 1 slide is represented by 1 idea (there are 1 idea in the presentation). How to express the number of swings? Why? How to express the number of wooden horses and planes? What else do you have in mind? (Let the students speak fully)
Inquiry: How many objects do seven points represent? What do the eight concepts mean? How to express the number of balloons? 10 What does the idea mean?
Third, the experience of entertaining.
Transition: Children, the beautiful campus is our paradise. Let's go to the children's playground to play together! (Leading the students out of the classroom and into the campus) Find some dolls. There are many dolls hidden in the beautiful campus. Do you want to find them? Find good friends (including teachers) and communicate with them.
Practice the number of ideas (create a specific scene before class)
1 Snow White, 2 handkerchiefs, 3 mushroom slices, 4 flowers, 5 baskets, 6 apples, 7 dwarfs, 8 teacups, 9 pears and 10 small bowls.
Beautiful fairy tale scenes and students' favorite fairy tale characters are learned vividly and practiced with relish.
Fourth, summarize the extension of increasing interest.
Dialogue: Mathematics is closely related to our life. Every member of the mathematical kingdom is winking at us with intelligent eyes. Do you want to make friends with them? What are you going to do in the future? Students can speak freely.
[The first math class should educate students about the purpose of learning. Take making friends as a metaphor to educate students to love, miss and miss mathematics. Achieve the purpose of extending students' interest in mathematics. ]
The first grade mathematics teaching plan book 1 5
First, the analysis of students' situation
Primary school students in grade one are young, active, excited, tired and easily distracted, especially when they just enter school. It is really difficult for them to study in class for 40 minutes. In view of these characteristics, I have to do everything possible to stimulate students' interest in listening attentively, so as to cultivate good habits. For students with learning difficulties, timely individual counseling, for outstanding students as far as possible to make him "full".
The first-grade students have just entered the primary school, and the new study life is full of curiosity and interest for the children, and everything in the school is full of freshness. This time is a critical moment to educate them. Therefore, as a teacher, we must guide students and parents with love and perseverance, so that children can gradually adapt to the study life in primary schools and form good habits.
Second, the guiding ideology of teaching this semester
1. Attach importance to providing students with familiar scenes based on existing experiences and life experiences to 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 students' development, and appropriately improve the methods of evaluating students, such as establishing "wonderful quotations" for students' classroom speeches.
Third, teaching material analysis
According to children's age characteristics and life experience, this textbook selects familiar, novel and interesting contents as materials, aiming at guiding students to know themselves, their families, their schools, society and nature in a planned way. Enable students to observe and experience the close relationship between mathematics and life, and initially understand the practical significance of learning mathematics.
Mainly includes the following teaching contents:
Number and Algebra: Underwater World-Numbers
1, Happy Campus-10
2. Entering Huaguoshan-Add and subtract numbers within10
3. The seagull is back —— Understanding the number 1 1 ~ 20.
4. Small game-carry addition and abdication subtraction of numbers within 20.
Space and graphics:
1, whose hand is clever-knowing pictures
2. Interesting games-graphics and location
Statistics and probability:
1, mom's little helper-classification and comparison
2. I changed my teeth-statistics
Practice and comprehensive application: practical activities-find the numbers around you; Exercise-How many cloves of garlic are there?
The teaching materials are lively and interesting.
Fourth, teaching objectives.
1, can skillfully read and write numbers within 20 in specific situations, can use numbers to represent the number of objects or the position and order of things, and initially form the concept of numbers; In the process of concept formation, develop initial abstract generalization ability; In the process of comparing the size of numbers, a preliminary sense of symbols and corresponding concepts are established.
2. Experience the significance of addition and subtraction in combination with specific conditions; Can skillfully calculate the addition and subtraction of numbers within 20; Combined with real materials, preliminary estimation is made to form estimation consciousness.
3. Identify solid figures such as cuboids, cubes, cylinders and spheres through objects and models; Identifying the shapes of simple objects viewed from the front, side and above; Will use up, down, left and right to describe the relative position of objects, forming a preliminary concept of space.
4. Be able to compare and classify objects according to a given standard or choose a certain standard; In the activity of comparing one by one, the ability of initial observation, analysis and comparison is formed.
5. Through simple statistical activities, we can understand pictographic statistical charts and simple statistical tables, from which we can understand the results of simple statistics, understand some simple data processing methods and form a preliminary statistical concept.
6. Discover and put forward practical problems solved by adding and subtracting numbers within 20 in daily life, and develop application consciousness; In the process of exploring and exchanging calculation methods, we know that we can solve problems in different ways and form a preliminary sense of innovation.
7. In the process of exchanging knowledge figures with peers and solving practical problems, initially cultivate a sense of cooperation. With the encouragement and help of others, I am curious and interested in things related to mathematics around me. I liked learning mathematics at first, and formed the habit of observing and asking questions.
8. In the process of mathematical activities and problem solving, I initially feel the connection between mathematics and life, and I can use the mathematical knowledge I have learned to solve simple problems in life.
Five, the teaching focus and difficulty:
Key points:
Addition and subtraction within 1 and 20 and its application.
2, will use up and down, left and right, back and forth to describe the relative position of objects, forming a preliminary concept of space.
Difficulties:
1. Cultivate students' positive thinking and innovative study habits.
2, feel the role of mathematics in life, so that students can get a good emotional experience.
Six, teaching measures:
1. Based on the age characteristics of students, gamification teaching is adopted to guide students to participate in mathematics learning activities.
2. In classroom teaching, pay more attention to the problems that are beneficial to children's understanding, rather than blindly difficult and extensive. We should consider students' actual thinking level, and pay more attention to middle school students and students with slow thinking.
3, arrange some interesting homework, such as hands-on homework, less rigid practice.
4. Strengthen the connection between family education and school education, and properly teach parents some correct methods to guide their children's learning.