1. Teaching content: The teaching content I choose is the understanding of the number within 100 million in the first lesson of Unit 1 "Understanding of Large Numbers" in the fourth grade of the mathematics textbook published by People's Education Press.
2. The position and function of the textbook: The students in the first phase have learned to read and write numbers within 10,000, but this unit is to further understand the reading and writing of numbers within 100 million and its significance in real life on the basis of the previous study of numbers. This unit is the last lesson of integer learning in primary school. To lay a knowledge foundation for students to contact and calculate large numbers in their studies in the future, and to feel large numbers initially.
3. The arrangement characteristics of teaching materials: A. Combining with the actual situation, let students feel the large number and generate learning needs. B. Arrange the teaching content reasonably, and guide students to make use of their existing experience to explore independently.
The study of this lesson is not only the expansion of students' logarithmic knowledge, but also the further embodiment of the close relationship between mathematics and life. Through learning, students can strengthen their understanding of the actual meaning of data and analyze the meaning of some data around them from the perspective of mathematics, which embodies the concept that "mathematics comes from life and ultimately serves life"!
Students in this age group generally have the characteristics of wide contact, enhanced independence, good observation and discovery, and willing to operate, and students have systematically learned integers within 10 thousand in the third grade. Combining these characteristics of students, I will make some preparations before class. First, I prepared the teaching courseware "Understanding Numbers within 100 Million"; The second is to prepare teaching AIDS such as counters and game cards.
Second, the teaching objectives
According to the characteristics of the focus, difficulty and content of this lesson, I have set the following three teaching objectives: (1) knowledge and skills:
(1). On the basis of understanding the numbers within ten thousand, further understand the new counting units "ten thousand", "one hundred thousand", "ten million" and "one hundred million". Let the students know the names of each counting unit within 100 million and the relationship between two adjacent units.
(2) Combining with real materials, let students feel the necessity of learning large numbers, let students realize the practical significance of large numbers, feel the significance of more than 100 million numbers, and cultivate students' sense of numbers.
(3) Let students experience the connection between mathematics and real life in activities, cultivate students' awareness of observing life and applying mathematics from the perspective of mathematics, and cultivate students' ability of independent exploration, self-evaluation and good cooperation.
(2) Process and method
Emotional attitudes and values
Third, teaching focuses on difficulties.
Key points:
1, learn to read and write numbers within 100 million;
2. Master hundreds of millions of numerical sequence tables and understand the counting method of decimals.
3. Knowing several levels-individual level, 10,000 level and 100 million level, we can correctly read and write numbers within 100 million according to several levels.
Teach hundreds of millions of numbers how to read and write.
Difficulties:
1, read and write a lot of numbers.
2. Understand the decimal counting method.
Fourth, talk about teaching methods and learning methods.
Teaching methods: In order to complete the teaching task, I will closely contact with students' real life, create interesting situations and carry out colorful teaching activities according to their life experience and existing knowledge, so that students can master knowledge and skills in a relaxed and happy atmosphere.
Create specific teaching situations, cultivate students' feelings about large numbers and develop students' sense of numbers. It is difficult for students to read large numbers. Teachers should make full use of the text of teaching materials, create specific teaching situations, let students get rich feelings of large numbers, pay attention to let students explore and understand the reading methods of large numbers, and achieve proficiency through independent exercises and group cooperation and exchange training.
Attach importance to the teaching of basic knowledge and basic concepts, leaving room for students to explore independently. Students should firmly grasp the knowledge of the relationship between numbers, grades and decimals, and let them discover and experience by creating situations, so as to understand these knowledge through their own independent thinking.
Close the connection between large numbers and real life, and cultivate students' mathematical consciousness. Teachers should pay attention to cultivating students' habit and ability of collecting large numbers in teaching. The generation and development of numbers is the need of life practice. Knowing numbers is to use numbers to communicate and solve practical problems in life, so as to cultivate students' mathematical consciousness.
Learning style: students' subjective participation; Hands-on operation; Multi-directional communication; Teaching games
Five, teaching philosophy
Adhere to student-oriented development and lay the foundation for students' lifelong sustainable development and harmonious development. Follow children's psychological laws and cognitive laws. To strengthen the connection between mathematics and real life, students must obtain valuable mathematics and necessary mathematics, and different people will get different development in their study. Students are the masters of learning, and teachers are the organizers, guides and collaborators of learning. Under the careful organization of the teacher, let the students fully discover and explore the law of hundreds of millions of miles, pay attention to the individual differences of the students, and let every student have a successful learning experience.
Mathematics teaching is based on students' existing knowledge. Teachers should teach students to acquire new knowledge with the help of existing knowledge and cultivate students to dare to learn independently and try new knowledge. Primary school students' existing mathematical cognitive structure and life experience provide the possibility for them to solve mathematical problems independently. For this reason, when I teach "knowledge of extensibility and migration", I directly let students try and explore independently, guide students to think independently, give students space and time to explore new knowledge independently through operation, observation, analysis, comparison, reasoning, discovery and summary, create opportunities for students to participate actively, and let students develop in exploration.
Sixth, talk about the teaching process.
(1) Review the import.
1 pre-school preparation: oral answer: one thousand 10, ten thousand10; Dictate the numerical order within ten thousand. (One location, ten locations, hundreds of locations, thousands of locations)
Teacher 2: Students, we have learned numbers within 10000, and we often use numbers greater than 10000 in our daily life. (Showing pictures of the fifth national census in 2000 with courseware) Can you read these figures? You see, these figures are bigger than those within 10 thousand before. Today, we will know more figures. Title on the blackboard: Understanding numbers within 100 million.
(2) Explore new knowledge.
1. Let the students take out the counter, which is eleven thousand. When we arrive at10000, we ask: How much is eleven thousand, sixty-five and four hundred thousand? (10,000) Focus: Where are thousands of 10 beads?
2. Let the students count the plot of 10 10. When the number reaches 10, ask: What is it? Use the counter to ask:1010,000?
3. Keep counting like this. 100000 what is it? 101 million? What is1010 million? . Teacher: One, ten, hundred, thousand, ten thousand, one hundred thousand, one million and ten million are all units of counting. Think about it: What is the relationship between every two adjacent counting units? (The propulsion rate of the two counting units is 10, that is, the fractional relationship).
4. Put the learned numbers in numerical order.
Billion level, ten thousand level, individual level
100 million, 100 thousand, 100 thousand
Bowls and bowls
A little, a little, a little, a little.
138 1900000 means 80 million.
In order to read numbers within 100 million, China has always followed the four-digit counting rule, that is, every four digits from the right are one level, which is divided into four levels, ten thousand levels and one hundred million levels.