1. Teaching design scheme for the first grade of primary school
Teaching goal: cognitive goal: in specific activities, let students experience the positional relationship between up and down, and initially cultivate students' spatial concept.
Ability goal: determine the position and order of objects up and down, and express them in your own language; Initially cultivate students' habit of observing in a certain order.
Emotional goal: initially cultivate students' imagination and strategic awareness of solving problems, so that students can get positive emotional experience in activities.
Teaching emphasis: be able to determine the position and order of objects up and down, and try to express them in your own language.
Teaching difficulty: let students experience the relativity of upper and lower positions.
Preparation of teaching AIDS: Happy maps and courseware.
Teaching process:
Let's start with the face-to-face game and introduce the topic.
1, Teacher: Students, Teacher Chen brought you a friend today. Look:
(Courseware shows happy pictures)
2. Show a happy picture 1.
Q: What do you think is the difference between these two happy faces?
3. Students speak and teachers post.
4. What is the relationship between students' observation?
5. Introduction of the topic. In order to thank everyone for helping it find its nose and mouth, Xiyangyang is now a tour guide, taking us to play together and learning the relationship between the upper and lower positions in life. Blackboard: Up and down.
Second, understand the upper and lower levels and cultivate the concept of space. (key)
Show me the theme map. This is the first stop of our study, Nanjing Yangtze River Bridge. What means of transportation are there on the map?
Student observation.
1, and get a preliminary understanding of the hyponymy.
Show me cars and trains. Can you tell me about their positional relationship?
Guide, who can say completely, who is above who? Who's under who?
2. Learn more about the relationship between superior and subordinate positions.
Show me trains and ships. Can you tell me more about their positional relationship?
Guide, who can be complete. Come on, who's above who? Who's under who?
Summary: When the positional relationship is unchanged, for two objects, the upper and lower positional relationship is absolute.
2. Understand the relativity (difficulty) of the hyponymy.
Show me cars, trains and ships. Can you tell me about their positional relationship?
Tour guide, one minute the train is above, the other minute the train is below. Right?
Discuss at the same table. The students answered.
Summary: For the three objects, the relationship between the upper and lower positions will be different with different reference objects. For example, the train is under the car. The train is at the top of the ship.
Third, create activities to deepen understanding and promote emotional experience.
(1) swing.
Now, jubilation takes us to the second class.
Put your math book on the desk, then put your pencil box on the math book, and then take a pencil out of the pencil box and put it on the pencil box.
Say, who's up there? Who's at the bottom?
(2) Sit at the same table and pose together to talk.
Students operate and teachers patrol.
(3) write.
Fourth, consolidate understanding and enhance application awareness.
1, the game, happy to do, students follow suit.
Game nursery rhymes: up and down
Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum.
Gollum, Gollum, Gollum, Gollum. (Make fists with both hands and circle each other from top to bottom)
The sun came out, (hands stretched out to the sides of the head, palms forward)
Flowers also smile at me. (Wrist close to chin, smile like a flower, nod)
Up, down, (hands straight up, then bend to ears)
Up, down, (repeat the above actions)
Take a break. (Sleep with your hands on one side of your face)
2, the third stop, animal equipment room.
3, the fourth stop, beaming room.
4, the fifth stop, back to the classroom.
Contact life, let students observe their classroom, which objects have the relationship between up and down.
Verb (abbreviation of verb) summary.
Today, Jubilance took us to visit so many places. What have you gained? Observe classrooms, such as desks and blackboards. What is the positional relationship between the first group and the second group? This is what we will learn in the next few classes.
2. The teaching design scheme for the first grade of primary school
Teaching content: Example 5 and related exercises on page 88 of the second volume of the first-grade primary school mathematics textbook published by People's Education Press.
Teaching objectives:
1. Through observation and experiment, students can consolidate all kinds of laws they have learned and find ways to find them, and they can flexibly use the discovered laws and knowledge to reason and determine the subsequent or missing figures.
2, master and use the general steps to solve problems, improve the ability to solve problems, and enrich the strategies to solve problems.
Teaching focus:
Find patterns and solve problems.
Teaching difficulties:
Observe from different starting points and directions to find the law.
Teaching preparation:
Courseware and learning tools
Teaching process:
First, create situations and introduce new lessons.
(a) create a situation:
1, review old knowledge: which classmate said, what knowledge have we learned before to find the law? Let the students answer freely, and the teacher will guide and organize. )
2. Situation creation: It seems that everyone has basically mastered the knowledge of finding rules that we have learned. Then, can you use what you have learned to help Xiaohong solve her problem? (The courseware presents the bracelet diagram of Example 5. )
(2) Topic introduction:
Teacher: Today we are going to learn how to wear beads.
Design intention: Through review, students can quickly enter the learning state, and at the same time set up problem situations to stimulate students' desire to explore knowledge.
Second, guide inquiry and solve problems
(A) reading comprehension: complete presentation of Example 5
1. What do you know from the title? Let the students talk to their peers first.
2. Which word do you think is the most critical in this topic?
3. Teacher: Yes, the key word is "according to the rules". What rules does she wear? Students may say:
(1) This bracelet consists of two yellow beads and 1 blue beads, which are worn repeatedly in turn.
(2) This bracelet consists of 1 yellow beads, 1 blue beads and 1 yellow beads, which are a group and are worn repeatedly in turn.
Teachers should affirm the laws discovered by students and guide them to say that the first law is observed from left to right. The second rule is to look from right to left.
Question: What problem should we help Xiaohong solve?
Guide the students to say: the bracelet is broken and two beads are missing. Ask which two beads are missing.
(2) Analysis and solutions
1, what is the rule we just found? Then can we answer with the law we found?
2. Guide: Where should I start? (Left) So the rule found is that yellow, yellow and blue are arranged repeatedly as a group. Dropped beads should be 1 blue, 1 yellow. (Courseware demonstration, circle a group)
3. Did you find anything different? Starting from the right, the rules are yellow, blue and yellow, and the dropped beads should be 1 blue and 1 yellow. (Courseware demonstration, circle a group)
4. Teacher's summary: We found that we found different laws from different starting points and different directions.
(3) Review and reflection
Are our answers correct? How to prove it is correct? Guide the students to say: let's do it and see if it's right.
2, deskmate cooperation: use school tools to set out her bracelet, the symbol does not conform to the law of her wearing.
3. Reporting results: When students report, teachers use courseware to demonstrate dynamically. Draw a conclusion: By posing, it is proved that the students' answers just now are correct.
Design intention: In these links, teachers should not only strengthen the guidance of students' problem-solving process, but also pay attention to guiding students to use what they have learned to solve problems, so that students can constantly experience the general process of problem-solving and constantly enrich their problem-solving strategies.
4. Organize and summarize
(1) Tell me: Teacher: What did we do first when we solved this problem just now?
(2) teachers and students * * * with summary (teacher blackboard):
(1) Carefully examine the questions and find the rules;
2 find the starting point and circle a group;
(3) Fill beads according to law;
(4) Hands-on operation to test the solution.
Practical feedback
The courseware shows the "hands-on" of P88.
1, Xiaoying also wore a bracelet, but lost three beads. Will you help her, too
2. Guide students to use the above steps to solve problems independently.
3. Exchange feedback: Ask student representatives to tell their own solution steps, and teachers and students express their opinions. For some problems exposed by students in the process of solving problems, the teacher gives targeted explanations.
Design intention: Through summary and feedback exercises, let students experience the general process of solving problems by using what they have learned, further consolidate the strategy of using laws to solve practical problems, and realize the value of the mathematical knowledge they have learned.
Third, practical application, consolidation and expansion.
(1) Basic exercises
P90 Exercise 20, Question 9.
Compared with the above two questions, the rules of this question are actually the same, and they are all simple repetitions of a group of the same beads, but the color and shape are slightly more complicated, so that students can complete them independently.
(2) Improved practices
P89 Exercise 20 Question 4:
1, let the students solve the problem according to the above steps.
2. When talking about the rules, focus on guiding students to discover the rules: the number of yellow beads is unchanged, and the number of blue beads is increasing in turn.
(3) Expanding exercises
P9 1 Exercise 20 "Thinking Questions":
1, completed in the form of group matches.
2. Exchange reports and show results.
Design intention: Through various forms of practice, deepen students' knowledge and understanding of laws, improve students' ability to use knowledge to solve problems, enrich students' problem-solving strategies, and further develop and improve students' observation ability, analytical reasoning ability, generalization ability and language expression ability.
Fourth, review and summarize, and put forward hope.
(1) Review summary: What have we learned in this lesson? What did you get?
(2) Teacher-student combing: What knowledge have we learned in this unit?
(3) knowledge extension: you can learn by paying attention everywhere. If we can be a conscientious person in our future life and study, then you will find more, more interesting and more magical laws.
Design intention: By combing teachers and students, students can have a systematic understanding of the knowledge structure of this lesson and this unit, and teachers can also put forward hopes for students' future study in time, so that students can be full of confidence and expectation for their future study.
3. The teaching design scheme for the first grade of primary school
1. Guiding ideology: Guided by the main viewpoints of the school and the guidance office, based on the mathematics curriculum standards, deepen the teaching reform, and take the promotion of students' all-round, sustained and harmonious development as the starting point. In the classroom, based on students' development, with improving quality as the main purpose, focusing on cultivating students' innovative consciousness and practical potential, fully embodying new courses, new standards and new teaching methods, with the goal of improving teaching quality, strengthening teaching management, standardizing teaching behavior, strengthening the investigation and monitoring of teaching quality, promoting quality education with heart, and striving to improve the mathematics quality of all students.
Second, the work objectives:
1, standardize the routine management of teaching, optimize the activities of teaching and research groups, and improve modern educational technology skills.
2. Strengthen the construction of teaching staff, earnestly study and understand efficient classrooms, carry out research on teaching materials with heart, give full play to the exemplary role of backbone teachers, strengthen exchanges and cooperation with brother schools, and improve the professional quality and teaching and research potential of young teachers.
3. Carry out various learning activities among students to stimulate students' interest in learning mathematics, enhance the experience of mathematics in life, and promote the harmonious development of students' personality.
Third, the focus of work:
1, continue to adhere to business activities, and carry out targeted and effective teaching and research activities in the form of theoretical study, discussion and exchange, and school-based research.
2. Continue to prepare for the courses after this week. The guiding plan should be standardized, the teaching materials and objectives should be clear, the teaching should focus on difficulties and the three-dimensional objectives should be clear. Combined with the actual situation of the class and the personal characteristics of teachers, a practical and easy-to-learn tutoring scheme is designed.
3, do a good job in classroom teaching guidance, strengthen quality awareness. Classroom teaching is the main channel to implement curriculum reform and an important guarantee for teaching quality. This semester, we will strictly abide by the concept of classroom teaching quality and take improving classroom teaching quality as our teachers' key work.
4. Strictly control the quality of homework and effectively reduce the academic burden of students. For the design, arrangement and correction of homework, we should strive to achieve "four essentials", that is, "selection, refinement, approval and interpretation", strictly control the workload and time of homework, reduce students' excessive academic burden and mobilize students' willingness to learn. Homework correction should be timely, serious, meticulous and standardized, and the phenomenon of wrong approval, missed approval and students' generation approval is not allowed. The homework of students with learning difficulties should be changed as much as possible, and timely counseling should be given to enhance their learning confidence and improve their academic performance.
5. Conduct lectures, lectures and seminars. Teachers shall attend lectures at least 15 per semester.
Fourth, work measures:
(A) the implementation of new curriculum standards, reform of classroom teaching, and promote the development of teachers and students.
1. Seriously study the new standard and strictly implement the guiding ideology of the new standard. Implement the application of new standards in teaching, strengthen the cooperation between new and old teachers, and improve the professional growth of teachers in our school.
2. Carry out classroom teaching research, change teachers' leading role, establish a student-oriented concept, respect students, establish an equal and democratic relationship between teachers and students, create an ideological, healthy, harmonious and relaxed teaching atmosphere, advocate students' hands-on practice, independent exploration and cooperative exchange, expand students' information exchange and enhance students' innovative consciousness.
(2) Strengthen routine management, optimize lesson preparation and improve teaching quality.
1, preparing lessons: We will continue to implement the tutorial system this semester. Teachers * * * discuss the "harmonious and happy" efficient classroom teaching mode.
2. Class: Teachers should make good preparations before class, pay attention to the use of modern means in teaching, have clear class objectives, thoroughly explain knowledge points, have solid and effective training, pay attention to the allocation of teacher-student activity time, and test the teaching effect in time.
3. Arrange and correct homework.
Homework design should not only control quantity, but also pay attention to quality. Correction should be correct and timely, handwriting should be correct, symbols should be standardized, and correction records should be kept.
4. Counseling: Continue to improve and make up the difference. Teachers in all classes should do a good job in counseling individual students with learning difficulties in an organized way, so as to achieve effective measures and remarkable results.
4. The teaching design scheme for the first grade of primary school
Teaching objectives: 1, know the new words "blue, you" and 1 radicals beside harmony; I can write four new words, such as "white" and "de".
2. Read the text correctly and fluently. Experience the joy of "little doll" playing by the sea.
3. Understand the content of the text and know what the necklace of the sea is. You can match the word "de" reasonably.
Emphasis and difficulty in teaching
Teaching focus:
1, know new words such as 1 1 "blue and you" and 1 radical beside the grass; I can write four new words, such as "white" and "de".
2. Read the text correctly and fluently; You can match the word "de" reasonably.
Teaching difficulties:
1, read the pronunciation of new words such as "blue, gold and live"; Can write "DE, he" and so on.
2. Read the text correctly and fluently.
Teaching strategy
Use a variety of literacy methods to guide students to know new words in reading class; In the process of writing instruction, teachers can learn to write by saying the names of strokes while learning, and can also guide students to recognize writing by observing the similarities and differences of new words, and pay attention to students' writing posture and pen holding posture. In reading teaching, students should be guided to contact with real life, appreciate pictures, arouse their life experience, and try their best to let them know the characteristics of the sea and the happiness of little dolls.
teaching process
(A) create a situation to stimulate interest
1, class, what is this? Show pictures of the sea.
2. What is the sea you have seen?
3.what does the beach look like?
The sea is blue, the beach is white, and the conch and shell are very small. How happy you are at the seaside! There is also a little doll playing by the sea, very happy! All this was seen by Grandma Xia Juansheng, who also wrote a short article ── Necklace.
5. Question the subject.
Please look at the topic together. Do you have any questions after reading this topic? Show me a picture of the necklace.
The design intention is to stimulate students' life experience and learning mood by guiding students to connect with life reality and picture appreciation. Encouraging students to ask questions can stimulate their curiosity and self-confidence.
(B) began to read the text, literacy and writing
1, the teacher reads the text.
Let's walk into the text with questions and have a look. Open the Chinese book gently, holding the book in your left hand and pointing at the words in your right hand. Listen to the teacher read the text and pay attention to the pronunciation of each word.
2. Students read the text by themselves.
(1) Please read the text and the following new words by yourself. Requirements: Read the pronunciation correctly. When we meet words we don't know, we can spell, ask and guess.
(2) Play the game you ordered me to watch at the same table.
3. Know new words.
(1) read.
Courseware display: smile, rush, shell, doll, hanging in, happy, gold, blue, yellow, white, wide and far, long and soft.
Read these words in a low voice, drive a train and say their names.
(2) word collocation practice.
Courseware demonstration:
Golden spray
A snow-white necklace
Happy ocean
Blue doll
Huangsha beach
"Little teacher" took over the reading. What did you find?
Let's imagine this picture and read the connected phrases.
(3) learn new words.
Courseware display: blue, smile, gold, smile, you, Xiang, Bei, He, Wa, Hang.
Read each other at the same table and read alone.
Why is "laughter" a bamboo prefix? Smile for yourself.
Why is "Wa" beside the word "Woman"?
Why is it "hanging" beside your hand?
Read each other at the same table and read alone.
4. Consolidate literacy and guide writing.
(1) Learn the words "white, beautiful and harmonious".
Teachers demonstrate the writing of strokes and call students to read the names of strokes; Explain stroke order and number of strokes.
Instruct students to write down and fold hooks vertically and horizontally; The transverse folding position of the transverse folding hook is square; The trend of horizontal skimming should be full. The words "white, white, and" are related.
(2) Students practice writing.
Students draw a picture in the order of strokes, and then write a picture. Students evaluate each other before writing.
In the course of design intention, we advocate independent, cooperative and inquiry learning methods to cultivate students' awareness and habits of independent learning. For example, practice reading the text by yourself, check each other's words, be a primary school teacher, read and write independently, find things by yourself and evaluate each other's new words.
(C) overall perception, understanding the general idea
1. After learning the new words, let's read the text again and mark how many natural paragraphs there are in the text while reading. (two natural segments)
We asked three students to read it. Please listen to whether they read it correctly.
How do you feel after listening to their reading aloud?
(4) Reread the text and read and understand.
1, learn the first paragraph.
(1) Count a few words in the first paragraph, and mark the period with the serial number. Tell me why it is three sentences.
(2) Read the first sentence. Have you ever seen the sea? Can you exaggerate the sea? Students can answer freely.
(3) The courseware shows pictures of the sea. Look, the sea is really blue and endless. What did the text say? (wide and far)
(4) Instruct students to read the first sentence and their own experiences. Free reading is called reading.
(5) We look back and down. What do we see? Show photos of the beach.
(6) What is the beach like? Students can answer freely.
The sand on the beach is golden. It's really soft to step on! So comfortable! We walked together, and we haven't reached the end yet. The text says that beach students read "long and soft".
(8) Guide students to read the first sentence and read their own experience. Free reading is called reading.
(9) The waves are a happy naughty bag. Who will read the third sentence?
(10) Do you like the waves in the text? Tell me why you like it.
(1 1) courseware display: pictures of waves, pictures of conchs and shells on the beach. What kind of spray do you think this is?
Can (12) act as a wave? Students play the role of waves, act out and read the name of the third sentence.
(13) Read the first paragraph completely.
The design intention is to let students enjoy the pictures of the sea by connecting with real life and quickly appreciate the beauty of the sea; Let students act it out, experience the naughty, lovely and generous nature of the waves, deepen students' understanding of the text, stimulate students' true feelings, and accumulate language while practicing reading aloud.
2. Learn the second paragraph.
(1) The blue sea, soft beaches and passionate waves brought so many gifts and attracted little dolls. What is she doing by the sea? Read the second paragraph and mark a few sentences.
(2) What is the little doll doing at the seaside? Read the name of the first sentence.
(3) The courseware shows pictures of conch and shell. The little doll was very excited to see so many conchs and shells on the beach! She greeted them with a big smile and then picked them up. What did she do? (Put on a necklace and hang it on your chest)
(4) Have you ever had such an experience? What mood? Guide the students to read the first sentence and read their own experiences. Read at the same table and call the roll.
(5) The little doll is wearing her conch and shell necklace and walking happily on the beach. Look what's left on the beach. Read the second sentence by name.
(6) What is the necklace of the sea? Students speak freely.
(7) Courseware shows pictures of footprints on the beach. What are the footprints on the beach? What hangs on the chest of the sea like a gold necklace?
(8) Guide the reading of the second sentence. Girls study, boys study.
(9) Read the second paragraph completely. The sea gave the little doll beautiful shells as a gift. What does the little doll give the sea as a gift?
The design intention is to let students experience the happy scene of little dolls playing by the sea by connecting with real life and enjoying the pictures of the sea, and at the same time break through the difficulty of "what is the necklace of the sea". Only when students really feel the joy of playing by the sea can they understand the truth.
3. Review the text as a whole.
(1) The literature class is over. Do you have any questions? Students are free to ask questions
(2) Summary: There are blue seas, golden beaches, naughty and enthusiastic waves, and little dolls who love life. We feel the beauty of the sea, the beauty of the beach, the beauty of the waves, and the beauty of necklaces with little dolls. The beauty in her plays is actually the beauty in our lives!
(3) Read the full text with emotion.
(4) Free reading, adding actions while reading; Try to recite it.
(5) Students read.
5. Teaching design scheme for the first grade of primary school.
Teaching content: Example 4 and "Doing" on page 73 of the textbook. Teaching objectives:
1, so that students can further grasp the concept of phase difference, understand and master the problem-solving ideas and calculation methods of solving application problems with one number more (less) than another.
2. Cultivate students' interest and habit of quantitative observation and thinking when encountering problems, and promote students to form a preliminary calculation meaning.
3. Let students feel the role of mathematics in daily life and experience the joy of success in the process of solving practical problems with what they have learned.
Teaching emphasis and difficulty: make it clear that "one number is more than the other, and the other number is less than this number".
Teaching preparation: example wall chart, wooden stick.
Design idea: This course is about the application of two-digit MINUS one-digit and integer ten calculation. In the teaching process, we should pay attention to cultivating students' thinking methods and enhance the significance of students' applied mathematics.
Teaching process:
First, review.
The first line: the second line.
The second line: ○ ○ ○.
◇ There are () more than◇.
◇ can be divided into two parts, one with◇ () and the other with◇ ().
Second, explore new knowledge.
1, teaching example 4.
(1) Draw a wall chart of Example 4 and ask the students to tell each other the meaning of the chart.
(2) The quantitative relationship between teachers and students is analyzed.
(3) Let the students put sticks by themselves and discuss the conclusion that "Xiao Lei has fewer red flowers than Xiao Xue, that is, Xiao Xue has more red flowers than Xiao Lei".
(4) Formula:12-8 = 4 (flower)
Answer: Xiao Lei has four fewer red flowers than Xiaoxue.
(5) Ask another student to look at the picture and say what it means.
2. "Do it" on page 73 of the textbook.
(1) What conditions does this question tell us and what questions should we ask?
Asking me to have fewer books than you means asking you to have more books than me, or asking you to have fewer books than me. )
(2) Students independently complete and collectively revise.
3. summary.
Who can talk about the similarities and differences between Example 4 and Example 3?
(Example 4 is an application problem with a number less than another number, and Example 3 is an application problem with a number greater than another number;
These two questions are the difference between two numbers, and they are all calculated by subtraction. )
Third, consolidate the practice.
1. Complete the second question in exercise 13.
2. Complete the third question in exercise 13.
Fourth, class summary.
Let the students talk about the gains of this class.