1, the first unit number in life. On the basis of children's counting experience, combined with the specific situation, we can understand the meaning of numbers within 10, recognize, read and write numbers from 0 to 10, use them to represent the number of objects or the order of things, initially understand the significance of cardinality and ordinal number, feel the close relationship between "number" and life, experience the fun of learning mathematics, and initially form good study habits.

2. Unit 2 Comparison. By comparing the specific figures in mathematical activities, we can understand ">,

Unit 3 "Addition and subtraction < 1 >". Through the process of abstracting the addition and subtraction formula within 10 from practical problems, explaining and applying it, I realized the significance of addition and subtraction, and initially felt the close relationship between addition and subtraction and life; Can correctly calculate the addition and subtraction within 10, and master the decomposition and synthesis skills of numbers within 10; By sorting out the addition and subtraction formulas and exploring the regular activities between them, we can cultivate and develop the sense of numbers.

4. Unit 7 Addition and subtraction (2). After experiencing the concrete operation and induction of the number representing 1 1-20, I initially realized that I could count, read and write in 20 days by using the decimal notation principle, master their order, compare their sizes, and think simply and orderly in combination with problem-solving activities. By communicating with my peers about my algorithm, I can understand the diversity of algorithms, learn to carry and abdicate within 20, gradually master addition and subtraction within 20, and solve simple problems, feel the close connection between addition and subtraction and daily life, and feel the rationality of mathematical thinking process.

Unit 5.8

(b) space and graphics

1, location and sequence of unit 5. Combined with vivid and interesting situations or activities, we can understand the position and order of front, back, up, down, left and right, and describe the relative position of objects by reusing front, back, up, down, left and right, thus establishing a preliminary spatial concept.

2. Unit 6 Understanding Objects. Through the observation, operation and classification of objects and models, the intuitive experience of simple geometry can be obtained, which can intuitively identify whether its shape is rectangular, square, cylindrical or spherical, and can intuitively identify three-dimensional graphics such as rectangular, square, cylindrical or spherical.

(3) Statistics and probability

1, unit 4 classification. Combined with the classification activities that must be carried out in daily life, I feel the necessity of classification. I can compare, arrange and classify objects according to a given standard or choose a certain standard, and experience the consistency of activity results under the same standard and the diversity under different standards in these activities.

2. Unit 9 Statistics. Carry out statistical activities according to simple and realistic problems, experience the whole process of data collection, collation, description and analysis, and feel the necessity of statistics; Combined with examples, understanding statistical tables and image statistical charts will fill in corresponding icons; Be able to ask and answer simple questions according to the data in statistical charts, and communicate with peers.

(4) Practical activities

The texts and exercises in this textbook provide many practical activities or small surveys suitable for first-grade primary school students. For example:

1, let's find it. "I'm looking for three people taller than me" "I'm looking for two people my age" "I'm looking for ..."

2. Tell me about the place where you use 0 in your life?

3. Tell me about the addition problem you found in your life?

Tidy up your room and tell your partner how you do it.

5. Go to the library or bookstore to see how books are classified and talk to peers.

6. Investigate when the sun just rises. The sun has just set. About what time? Investigate the number of boys and girls in each group in your class and try to ask some math questions.

7. Investigate the attendance rate of students in your class 10. (1) Do you go to school by bus or on foot? (2) Go together or alone? etc

Through the above observation, investigation and other practical activities, students gain good emotional experience and some preliminary mathematical practical experience in the process of cooperation and communication, and can use the knowledge and methods they have learned to solve simple problems and feel the role of mathematics in daily life.

teaching program

(A) Mathematics teaching should be in line with students' cognitive level.

Mathematics teaching must follow students' psychological laws of learning mathematics and conform to students' development level and mathematics acceptance ability. Teaching in line with students' development level should have practical background, make use of students' experience and use the language that students can accept, so that students have enough time to gain meaning through exploring and studying mathematical concepts and have the opportunity to discuss their own ideas.

(2) Gradually cultivate students' awareness and ability of cooperative learning.

In order to avoid group learning becoming a mere formality, it is necessary to cultivate students' communication ability by heart. Communication has both information output and information input, so speaking, listening, reading and writing are basic communication skills; In addition, for mathematics, communication should also have descriptive skills.

(3) Design and arrange activities in close connection with the purpose of mathematical activities.

Mathematics teaching activity is mathematics teaching. Every teaching activity should have a clear purpose, and the activity itself is the means and process to achieve it.

(D) Doing exercises and homework is a necessary link to consolidate knowledge and acquire skills in mathematics classroom teaching.

(5) Pay attention to the evaluation of students' mathematics learning.

It is necessary to evaluate students' understanding of mathematical concepts in combination with their learning process. Only when students understand the concept of mathematics and its meaning or explanation can they understand mathematics and "do mathematics" meaningfully.

(6) Pay attention to the evaluation of students' initial ability to find and solve problems.

In the evaluation of problem solving, we should first pay attention to students' evaluation of problem description, that is, how to describe the problems presented by situational diagrams completely in spoken English.

(7) Pay attention to the evaluation of students' emotion and attitude in learning mathematics.

The evaluation of the first-year students' mood and attitude in learning mathematics is mainly to collect relevant information through classroom observation, such as their participation in classroom discussion, trying to solve problems, independent or group study, to show their mood and attitude towards mathematics learning all the time, and to see if they have confidence, interest, willingness to explore, perseverance and curiosity. Who dares to question it?