1, the course introduction uses finger riddles to stimulate students' interest in learning. After the finger is pulled out, it helps students understand the meaning of interval initially, which is very intuitive. But the interval here is long, a little early.
2. After the situational questions are presented, with the help of direct pictures in the form of multiple-choice questions, students can easily understand the meaning planted at both ends.
The teacher's questions are timely and full of the flavor of mathematics. For example, help workers imagine how to plant a tree every few meters, stimulate students' creative thinking, and understand the meaning of equal distance well.
4. It embodies the teaching concept of students' hands-on operation and cooperative inquiry. With clear requirements and adequate preparation, the student table is still very good for fourth-grade students.
5. The design of teachers' table is very convenient for students to find many math problems. It's better to find the rules and express them than simple graphics. However, when explaining communication here, if we can help students understand the laws found in numbers with the help of graphics, it will be easier for students to understand the quantitative relationship, so that they can use the quantitative relationship flexibly to solve problems.
6. Contrast exercises appear in time in practice, which cultivates students' good habit of examining questions. But I think it will be better to understand the difference between the two sides and the two ends more intuitively and explain it with the help of the two sides of the classroom.
7. Exercise is closely related to the teaching objectives of this section, with various forms, especially the choice of questions, which I think can better help students understand the quantitative relationship.
8. The end of the ballad drew a full stop to this class.