First, from the reality of life, lead to the topic.
The class begins with the game of "scissors and hammer". Through this game, students can feel the opposite meaning and pave the way for learning the meaning of negative numbers well. The students had a good time. In the process of playing, students first establish a sense of quantity that represents the opposite meaning. Next, she designed to let students record the quantities with opposite meanings according to the information, and lead to the meaning of negative numbers, and let students read and write negative numbers, so that students can feel that there are countless positive numbers and negative numbers, and there is a group of negative numbers, so as to grasp the connection between negative numbers and numbers learned in the past and feel the development of numbers.
Second, exchange information, so that students can feel the wide application of negative numbers in life.
After the students know the negative number, use the thermometer to let them further understand the relationship between 0 and positive and negative numbers, and then list some examples in life: which number key should I press to take the elevator to the basement? At what temperature should the fish in the refrigerator, the fish in the water and the newly cooked fish be connected? What is the sea level? How are the heights of mountains and the ground measured and expressed? What is the number axis in the east-west direction? The arrangement of this part of the content makes students have a deeper understanding of negative numbers through life examples, and also makes students feel the wide application of negative numbers in life, laying a foundation for students to solve problems in life.
Third, skillfully use the opportunity to educate students in patriotism.
Organic infiltration of moral education in primary school mathematics teaching is also one of the ideas advocated by the new curriculum standard. In this course, when introducing the history of negative numbers to students, the students feel the diligence and wisdom of China people and increase their pride as a China person. At the end of the class, Mr. Hu arranged the problem of wind speed in running in Liu Xiang, which not only made the students feel that they could solve practical problems in life with negative knowledge, but also made them feel the pride and pride that Liu Xiang won glory for China people, and wished Liu Xiang win glory for the country again in the next Olympic Games. Students' patriotic feelings have been well reflected in this class. Give students space to explore independently.