As a tireless people's teacher, it is essential to write a good lecture, which is helpful to accumulate teaching experience and continuously improve teaching quality. How to write a speech? The following is the draft of the lecture on the popularization of primary school mathematics, which I compiled for you, for reference only. Let's have a look.
General handout of primary school mathematics 1 1. teaching material analysis (oral teaching material):
1, the position and function of teaching materials:
Before this, students have learned the basic knowledge, which has paved the way for the transition to this part. This section is about the position in. And lay a foundation for other disciplines and future study.
2, education and teaching objectives:
According to the above teaching material analysis, considering the psychological characteristics of students' existing cognitive structure, the following teaching objectives are formulated:
(1) Knowledge objective:
(2) Ability goal: initially cultivate students' ability to analyze problems, solve practical problems, read and analyze pictures, collect and process information, unite and cooperate, and express language, and through bilateral activities between teachers and students, initially cultivate students' ability to apply knowledge and strengthen the ability of integrating theory with practice.
(3) Emotional goal: through teaching, guide students to start from real life experience and stimulate their interest in learning.
3. Key points, difficulties and determination basis:
Next, in order to clarify the key points and enable students to achieve the goals set in this lesson, let's talk about teaching methods and learning methods:
Second, teaching strategies (teaching methods)
1, teaching method:
How to highlight key points and break through difficulties, so as to achieve teaching objectives. In the teaching process, the following operations are planned: teaching methods. According to the characteristics of this course: teaching methods that should be emphasized.
2. Teaching methods and theoretical basis: adhere to the principle of "student-centered, teacher-led", according to the law of students' psychological development, adopt the discussion method of learning guidance with high student participation. On the basis of students' reading and discussion, under the guidance of teachers, problem-solving teaching method, teacher-student conversation method, image signal method, question-and-answer method and classroom discussion method are used. When using the question-and-answer method, we should pay special attention to questions with different difficulties, ask questions to students at different levels, and face the whole, so that students with poor foundation can also have the opportunity to express themselves, cultivate their self-confidence and stimulate their enthusiasm for learning. Effectively develop the potential intelligence of students at all levels, and strive to make students develop on the original basis. At the same time, through classroom exercises and homework, students are inspired to return to social practice from book knowledge. Provide students with mathematical knowledge closely related to life and the surrounding world, learn basic knowledge and skills, actively cultivate students' learning interest and motivation in teaching, and make clear the learning purpose. Teachers should fully mobilize students' learning enthusiasm in class.
3. Analysis of learning situation: (Speaking of learning methods)
(1) Analysis of students' characteristics: Psychological research of middle school students points out that in high school, grasping students' characteristics, actively adopting vivid and diverse teaching methods and learning methods with students' extensive and active participation will certainly stimulate students' interest, effectively cultivate students' ability and promote students' personality development. Physiologically, teenagers are active and easily distracted.
(2) Knowledge barriers: In terms of knowledge mastery, many students have forgotten the original knowledge, so they should speak it out comprehensively and systematically; The obstacles for students to learn this lesson are not easy for knowledgeable students to understand, so teachers should make a simple and clear analysis in teaching.
(3) Motivation and interest: With a clear learning purpose, teachers should fully mobilize students' learning enthusiasm in class and inspire the most powerful motivation from students.
Finally, let me talk about the teaching process of this course in detail:
4, teaching procedures and ideas:
(1) Introduction: Turn the teaching content into a problem with potential significance, make students have a strong sense of the problem, and make the whole learning process of students become a "guess" and then a process of intense meditation, hoping to find the reason and proof. Learning in actual situations can enable students to assimilate and index the new knowledge they have learned by using existing knowledge and experience, so that the acquired knowledge is not only easy to maintain, but also easy to migrate to unfamiliar problem situations.
(2) Get new knowledge points from examples.
(3) Give an example. When talking about examples, it is not only how to solve them, but also why. Summarizing the methods and laws of solving problems in time is beneficial to students' thinking ability.
(4) ability training. After-class exercises enable students to consolidate their envy, consciously use what they have learned and solve problems.
(5) Summing up conclusions and strengthening understanding. The summary of knowledge content can transform the knowledge taught in classroom teaching into the summary of students' quality and mathematical thinking method as soon as possible, which can make students understand the position and application of mathematical thinking method in solving problems more deeply and gradually cultivate students' good personality quality goals.
(6) variant extension and reconstruction, attach importance to textbook examples, appropriately extend the topics, make the role of examples more prominent, and help students to connect, accumulate and process knowledge, so as to achieve the effect of drawing inferences from one example to another.
General lecture notes on primary school mathematics 2 i. Design concepts
"Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teaching should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. " This is the "Mathematics Curriculum Standard" (experimental draft
Based on the above ideas, we must reform the situation that teachers always "talk" and students passively "listen" in classroom teaching, fully trust students, give them the initiative to learn, and fully mobilize their enthusiasm for learning. To this end, I put forward the teaching reform idea of "guiding inquiry learning and promoting active development" in primary school mathematics teaching, and constructed the vertical structure of inquiry learning classroom teaching, that is, "questioning passion-guiding inquiry"
Second, the design ideas
(A) about teaching materials
The teaching content of this lesson is the understanding of straight lines and line segments on pages 93-99 of the fourth volume of mathematics in nine-year compulsory education and six-year primary school. In this lesson, students will understand the basic characteristics of some simple geometric bodies and plane graphics, further learn the methods of graphic transformation and object location, and develop the concept of space. Straight line and line segment are the initial concepts in the basic knowledge of geometry, and they are also the basis for further learning graphics. The Curriculum Standard of Full-time Compulsory Education points out that in this class, students should pay attention to exploring the relevant space and the real world. Attention should be paid to make students gradually understand the shape, size, positional relationship and transformation of simple geometry and plane graphics through observation, operation and reasoning. Attention should be paid to developing students' concept of space by observing objects, knowing directions, making models and designing patterns.
(B) on the teaching objectives
According to the design concept and teaching content of this course, combined with the actual situation of students, I have formulated the following teaching objectives:
1, so that students can know straight lines and line segments, know their characteristics, and learn to draw straight lines and line segments initially.
2. Let students learn to measure line segments and draw line segments with specified length.
3. Cultivate students' preliminary concept of space.
The teaching focus of this lesson is to know straight lines and line segments, measure line segments and draw line segments with specified length.
The difficulty in teaching is to understand the characteristics of straight lines.
(3) About the teaching process
In order to embody the design concept of this course, I independently constructed the basic teaching mode of inquiry learning classroom teaching, that is, "questioning passion-guiding inquiry-application improvement-exchange evaluation"
1. Passion for asking questions: Living and active problem situations can easily arouse students' interest and problem awareness, so that students have a positive attitude of exploring and solving problems independently. In the tutorial, stick figures are displayed in a corner of the campus environment where students live, and students are organized to classify the lines in stick figures, which leads to the topic "straight lines".
2. Guiding inquiry: After students have the desire and interest to explore, teachers should consider how to provide appropriate conditions to guide students to explore knowledge and experience mathematical ideas and methods through observation, operation, thinking and communication, and emphasize that students should establish a sense of space, symbols, mathematics and the ability to distinguish structures and laws. Teachers only guide and participate in learning, leaving students with vivid scenes to learn mathematics. In the new teaching, I organize students to observe and think.
3, improve the application: learning mathematics knowledge is not the goal, it is important to use these mathematical knowledge to solve practical problems in life, from which we can realize the value of mathematics in life, experience the fun of learning mathematics, gain interest and confidence in learning mathematics, and try to explore problems and solutions with mathematical methods when you know problems, thus gradually forming the habit of independent exploration and the spirit of bold exploration. In this session, I ask students to find line segments in their lives, distinguish which line segments an object is made of, and other situations closely related to life.
4. Exchange evaluation: Students gain new knowledge and experience through independent inquiry learning, and their cognition and emotion are all developed. Then, through exchange evaluation, guide students to exchange their feelings and experiences in the activities happily, and exchange opinions and opinions. On the one hand, every successful experience can be transformed into everyone's wealth and become a key factor affecting other students. On the other hand, in the evaluation process, we should form a self-feedback mechanism from time to time, get to know ourselves in group communication, and learn to evaluate others' learning, such as teaching. Finally, I designed a question: through the study of this class, each group should exchange your gains and feelings, how is your performance, and tell everyone about your gains and feelings.
Third, the teaching process
(A) doubt passion (the use of life situations, leading to math problems)
1, multimedia shows a picture depicting a corner of the campus, including rockeries, running water, the sun, birds, teaching buildings, small trees and various flowers.
2. Guide students to appreciate the pictures, feel the beautiful campus, stimulate the emotion of loving the school and then remove the color and turn it into a line drawing.
3. Guide the students to find out what this picture is made of through careful observation. What's the difference between these lines? Can you classify them?
4. Report: Take a flower as an example. Ask the students to classify the lines. Multimedia display flowers are getting bigger and bigger, and lines are classified by name. Under the guidance of students, the lines jump into the corresponding boxes, and the straight lines and curves are marked below the boxes respectively.
5. Lead topic: A straight line like this is a straight line (blackboard writing). Today we will learn this straight line.
(2) Guiding exploration
1, know the straight line:
(1) Understand the characteristics of straight lines:
The courseware shows the scene photos of mother knitting a sweater, highlighting the winding wool scattered on the ground. Q: What shape is it? The teacher straightened it like this. Can you give it a name? (blackboard writing: straight line) This is a straight line. What are its characteristics? The teacher stretched the wool bit by bit and asked, "Can you stretch it?" (Right) Now the teacher can't reach it alone. Who will help the teacher? Please ask two students to come up and pull the teacher and ask, "can you stretch?" If it keeps stretching, please imagine where it can be pulled? " From this, we can draw a feature of straight line: infinite extension (blackboard writing: infinite extension). Does it have an end? Another feature of straight lines is that they have no end points.
(2) Draw straight lines: Since straight lines are so long, can you draw them all? The student replied, "No", so we only draw a part of a straight line. Please try to draw a straight line.
(3) Students report and exchange tools and methods for drawing straight lines.
(4) Judging a straight line (courseware presentation): Please carefully observe which one is a straight line? Which one is not a straight line?
(5) Have you ever seen a straight line in your life?
2. Know the line segment:
(1) Understand the characteristics of line segments:
Just now, a child said that the edges of many objects are straight, but they have endpoints. What is this? The courseware shows the photos of stay cables on Yangpu Bridge.
Please look at the big screen: this is a straight line. Point two points on a straight line. The part between these two points is called a line segment (blackboard writing: line segment). The teacher draws a line segment.
(2) Guide students to observe and discuss: What are the similarities between line segments and straight lines? What's the difference between them? The characteristics of the line segment are obtained: the length is limited and there are two endpoints.
(3) What objects with line segments have you seen in your life?
3, measuring line segment
From the study just now, we drew a line segment, knowing that the line segment has a length, which can be measured with a ruler and other tools.
Please measure the length of this math book. Don't be busy measuring, first estimate the length of the book and write it beside it (the teacher asked several children to say the estimated length). So how many centimeters is it? Let's start measuring.
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