Teaching content People's Education Press, Grade Two, Volume II, Math P59~60 cases, 1, doing problems and exercises, problems 1 and 2.
Teaching material analysis's content is the extension and expansion of the knowledge of division within the table, which is taught on the basis of division within the table. The textbook pays attention to connecting students' existing knowledge and experience, and selects a few familiar things as examples in combination with specific situations, and is accompanied by physical charts to let students understand the significance of remainder division.
The analysis of learning situation and the understanding of division with remainder are based on the fact that students have learned multiplication and division in tables. Students have just learned the division in the table in the previous stage and have been exposed to many completely completed examples. The thinking of sophomores is mainly figurative thinking. To complete the transformation from thinking in images to thinking in abstract logic, it is necessary for students to experiment and experience the formation process of knowledge through hands-on operation. In teaching, we should acquire knowledge and develop students' abstract thinking by accumulating observation, operation, discussion, cooperation and exchange and abstract generalization according to the systematicness of knowledge and the thinking characteristics of junior two students.
Teaching objectives
Knowledge and skills: make students experience the process of abstracting the remaining phenomenon after average score into division with remainder, initially understand the meaning of division with remainder, and know the remainder.
Mathematical thinking: Through operation, observation, comparison and other activities, students can find that there is a remainder in the division of things in life, so as to understand the significance of remainder and division with remainder, and initially cultivate students' comprehensive thinking consciousness.
Problem solving: Know the division with remainder, strengthen the concept and master the algorithm. Can write the division formula according to the average residual activity, and correctly express the quotient and remainder.
Emotional attitude: Infiltrate the consciousness and methods of intuitive research, cultivate students' ability of observation, analysis and comparison, and let students feel the close connection between mathematics and life.
The focus of teaching is to abstract the remaining situation after average score into division with remainder.
Difficulties in teaching: Understanding the significance of division with remainder.
Teaching preparation courseware and stick
teaching process
First, situational import, revealing the topic
1, the courseware shows P59 situation map. Look at the animation and lead out the activities: What are these students doing?
2. Take out 1 1 and put it by yourself.
3. Reveal the theme: Understanding division with remainder.
Second, explore new knowledge, initial feelings
1, teaching example 1, review the meaning of division in the table:
(1) (The courseware shows strawberries) What is this? A * * * How many? Put a plate every two. How many plates can you put? You have to try it with school tools. (Students begin to operate, and teachers patrol and guide. )
(2) How many sets can a * * * hold? Is there any surplus?
(you can put three sets, just finished, there is nothing left)
(3) The courseware demonstration is divided into strawberries. This is a question of average score. Can you express the process just now with an expression?
(4) Students' reports form a blackboard: 6÷2=3 (disk) What does this mean again?
2, understand the meaning of division by remainder:
(1) Hands-on operation feels that there will be a surplus on average.
What if there are seven strawberries instead of six? Let's make another set, one for every two, and see how many sets we can put in. (Student hands-on operation)
Discussion and communication: What problems did you find in the process of re-presenting?
Teacher: Can the rest be divided equally? No, only one is not enough. )
(2) There are still some methods to determine the average score in communication.
(The courseware demonstration is divided into strawberries) Can you express the process just now with an equation? (group thinking and discussion)
Show the students' expressions and compare them.
Summary: Mathematically, it can be expressed as: 7÷2=3 (disc) ... 1 (piece)
Tell me what this formula means.
Summary: This formula represents 7 strawberries, each 2 is a plate, you can put 3 plates, leaving 1 strawberry. The ellipsis indicates the remainder, and 1 is the remainder, which we call the remainder. What does the remainder mean? (indicate the rest after the average score)
(3) Comparison and induction to improve the cognitive structure.
The courseware shows the process and formula of dividing strawberries into two parts. ) Today we divided strawberries twice. What are the similarities between these two processes? What is the difference?
Observe and compare the two formulas 6÷2=3 (disc) and 7÷2=3 (disc) ... 1 (a), and guide students to realize once again that there are two situations in dividing things in daily life, one is that there is no surplus after all, and the other is that there is surplus after division, but there is not enough points, and the rest is not enough points.
Third, consolidate the exercises:
Courseware shows P60 "do it";
1, students write their own books, and fill them out 1 question.
Feedback communication: 17÷2=8 (group) ... 1 (unit)
23÷3=7 (group) ... 2 (pieces)
What are the quotient and remainder of these two formulas, and what do they mean?
2. Complete the second question.
Use the learning tool to put a pendulum as required, and then fill in the blanks according to the results of the pendulum.
Show the fill-in-the-blank situation of individual students, talk about what the quotient and remainder in each question represent respectively, and emphasize the unit names of quotient and remainder.
Fourth, the class summary, homework:
1. What did you learn in this class? What do you think of yourself and them? Do you have any questions?
2. Homework: exercise 14, question 1 and 2.
blackboard-writing design
Know the division with remainder
6÷2=3 (disk)
7÷2=3 (disk) ... 1 (piece)
Teaching evaluation and reflection