There are three difficulties to be overcome in this course:

1. How to pay attention to students' existing learning foundation? Nowadays, children can actually write 1 1-20, and they also know the knowledge related to these numbers. How to pay attention to children's existing learning foundation in class is a breakthrough in teaching.

2. Establishment of the concept of "decimal".

3. Cultivate students' sense of numbers.

In view of the above three points, I pay attention to the following points in teaching:

First, from the students' existing knowledge and experience, handle the teaching content well.

According to the current situation and development level of students, I didn't spend time teaching students how to count the number of 1 1-20, but let students directly participate in counting the number of objects, such as pencils. Another example is a series of teaching activities, such as reading a ruler, asking questions from digital dolls, comparing numbers, etc., making full use of students' existing knowledge and experience, so that students can understand the knowledge themselves in the activities.

Second, the establishment of the concept of "decimal".

Knowing the number 1 1~20 is a leap for students to understand numbers. It is the basis for students to establish the decimal concept and understand the counting unit "ten".

Around the problem of "how to place the wooden stick so that others can quickly see that it is 1 1", students operate the wooden stick independently, report and communicate, and present various placement methods. Students expressed their opinions and realized the superiority of "10 sticks tied into a bundle".

Through the comparative experience, the students really feel that it is the easiest to see how many roots are tied into a bundle. This silent teaching design breaks through the difficulty of 10-yes 1 10, thus understanding the meaning of numbers, establishing a correct concept of numbers, and laying a solid foundation for cultivating the sense of numbers.

Third, apply what you have learned and cultivate students' sense of numbers.

Sense of number is a basic quality of human beings. We don't need to make everyone a mathematician, but we should make every student think mathematically to some extent. Cultivating students' sense of numbers is not achieved by teachers' explanations, but by combining specific situations and gaining feelings and experiences through mathematical activities.

In this regard, I arranged corresponding activities to let them express and exchange numerical information in language, such as "guessing". Through thinking and guessing activities, students can develop their mathematical consciousness and cultivate their sense of numbers. Of course, the development of students' sense of numbers can not be separated from their real life. Only when students connect what they have learned with the reality of life can they feel the knowledge in concrete life and consolidate their sense of numbers.

Another example is to ask students to find the number 1 1-20 in their lives. Students immediately observe life from the perspective of mathematics. Students think in minutes, which reflects their interest in logarithm, and urges them to consciously connect knowledge with life problems, actively solve problems in life, and develop students' sense of number.

Of course, cultivating a sense of numbers can't be completed in one class. It can only be said that this goal is reflected in all aspects of this class design.

Disadvantages: the concept of "ten" is not deeply rooted in people's hearts. In the classroom, this happened.

When you understand 1 1, please put out the stick of 1 1. Many students opened a bundle of sticks and counted 10 one by one. Some students tied them with rubber bands, and some students still used the left 10 stick and the right 65438+. I was confused at first. Why is this happening?

After careful consideration, I think this situation is because the concept of "ten" has not been established and various arrangements have not been optimized in time. I want to make students form the concept of "ten" in their minds through comparison, discussion and communication, and establish that 1 bundle is a concept of "ten".

Naturally, the number "1 1-20" is easy for students, just take out 1 bundle and add a few. In class, although I found that the concept of "ten" has not been well established, because of time, I did not let the students continue to explore, but continued to teach according to the original design.

I think: how to really pay attention to students in class and put them into classroom teaching practice is a problem worthy of my thinking and research.