Tisch
"One point" is the content of the cognitive score of "Number and Algebra" in the third volume of the compulsory education curriculum standard experimental textbook "Primary School Mathematics" published by Beijing Normal University. I will elaborate on teaching material analysis, teaching methods and teaching process. First, talk about teaching material analysis.
"Fen Yi Fen" is an abstract lesson in the concept of primary school mathematics, which is difficult for students to understand. This part of the textbook is based on students' integer knowledge to understand the meaning of fractions. From integer to fraction is the extension of number. Fractions and integers are quite different in meaning, reading and writing methods and calculation methods. It is difficult for students to grasp the meaning of scores at first. Therefore, when the score appears for the first time in this unit, it is necessary to let students understand the specific meaning of some simple scores and establish the preliminary concept of scores through some concrete examples and some graphics that students are familiar with. This kind of teaching can lay a good and necessary foundation for further learning the knowledge of fractional system and decimal system, and lay a solid and important foundation for solving the four operations and application problems of fractions in the future.
The experimental teaching material of compulsory education curriculum standard (Beijing Normal University Edition) is a set of teaching materials, and this part of knowledge is taught twice. The first time is a preliminary understanding of grades in grade three, and the second time is a systematic study of grades in grade five. The requirements of "Primary Mathematics Curriculum Standard" for the sixth volume are: being able to understand the meaning of fractions in combination with specific situations, and being able to recognize and read simple fractions. This lesson is the beginning of fractional teaching. It is the basis for students to teach on the basis of mastering the average score of integers, and it is also the basis for further learning the comparison and addition and subtraction of scores in the future, which plays an important role in the whole primary school mathematics teaching system.
According to the above analysis and the requirements of curriculum standards, I draw up the teaching objectives of this lesson as follows:
(1) enables students to experience the process of abstracting numbers from daily life, intuitively understand a score, initially form a representation of a score, and read and write a score.
(2) Being able to use life experience and cultivate students' innovative consciousness, operational ability and observation ability through a series of mathematics learning activities.
(3) Experience the process of learning mathematics such as observation, operation and induction, feel the pleasure of active participation, cooperation and communication, and cultivate the study habit of independent inquiry.
Second, talk about the method of "teaching and learning"
For primary school students, mathematics learning is often an "interpretation" of mathematical phenomena in their own life experience. In teaching, if we can closely connect with students' real life and arouse their original experience with their favorite materials, then learning is bound to be kind, interesting and easy to understand. Students are aggressive. After the teacher folds 1/4 on the paper that the students know, who can fold the scores of other molecules into 1? The students were so enthusiastic that they discounted other scores. When asked whose score is higher, students are more willing to compare. At first, the understanding of students' comparative scores remained superficial. They compare scores by comparing the sizes of integers, and teachers do not make judgments, so that students can actively build their own knowledge and stimulate their enthusiasm for learning knowledge. Instead of passively accepting knowledge.
This course mainly adopts the form of "self-study, learning from each other at the same table, group discussion and collective debate", which can not only strengthen the awareness of information exchange and cooperation between teachers and students, but also play the role of conveying feelings and enhancing friendship. Let students understand that unity is strength and cultivate students' sense of collective honor. This course focuses on mobilizing students' multiple senses, allowing students to actively participate in teaching, allowing students to personally participate in the whole process of knowledge deduction, and understanding the meaning of scores through personal experience.
Third, talk about the teaching process
(A) create a situation to stimulate interest in inquiry
When introducing a new class, create a game of sharing apples and give six apples to two of the three students. How to share them fairly? How much does everyone have? Then divide it into four apples and two apples. The teacher acted out the students' answers 3, 2, 1 respectively, and gave two students an average of 1 apple. How much did each student get? match
1, recall students' memories of the average score and highlight the key to the average score.
2. Give two students an apple. Which number means that each student can't get an apple (half)? It leaves students with suspense, creates an emotional mirror for exploring new knowledge, and makes teaching naturally transition from integer to fraction. Integers are not enough, and fractions are used, which is in line with the expansion law of numbers.
(B) active participation, active inquiry learning
Through students' practical operation, this lesson makes students realize that in real life, sometimes one is not enough, so it can't be expressed as an integer. What number should I use to express it? Does anyone know? Some students have the habit of previewing, and some students will use 1/2 when learning Olympic Mathematics. Let him write it on the teacher's blackboard under 3, 2, 1 for the interview. Students can use fractions when they see that integers are not enough. Transitions from integers to fractions are not strange at all, so they are natural and easy to accept. After writing correctly, the teacher praised them Students are very proud of their successful experience and behave more actively in class. Ask the students to take out the cards in their schoolbags, paint their favorite graphics with their favorite colors and paint their own 1/2 respectively. Show it to the students after painting. The teacher slowed down and raised the volume to explain the reading and writing method of 1/2, and graded the names of each part. Let the students read it again. Highlight the key points of teaching. Here, the teacher rearranged the textbook and studied the content behind it first. Ask the students to fold the square paper in half and color it. Ask the students to paste the square on the blackboard. The teacher encourages students to fold it in various ways. If there are any difficulties, students should cooperate to learn folding. The teacher praised the folding method that deviated from the diagonal. Ask the students to say why the shape and color of the picture can be represented by 1/2. This design cultivates students' inductive reasoning ability, provides students with imagination space, pays attention to divergent thinking and develops students' intelligence. It makes students wonder where they have seen something that can be represented by 1/2 in their daily life. It pays attention to the connection between mathematics and real life, and makes students feel that there is mathematics everywhere. On the basis of understanding half the meaning, they boldly play the role of group learning. Students take out their study tools from their study tools pockets and divide different shapes of paper into small pieces by hand. Carry out group activities to win the red flag, see which group has more folding methods and more special folding methods, cooperate in groups, learn folding methods, obtain various folding methods and scores in exploration and cooperation, and stimulate innovation consciousness. In the selection activities, let them tell the significance of the special drawing method of folding and highlight the difficulties. After the activity, each member of the group will get a small red flag and put it in his growth record bag again.
(3) Enjoy teaching and create a relaxed environment.
If students are asked to mark110 of the rope, and then students are asked to mark different methods, the teacher is showing two parts of it. How to express this? Students talk to each other, and then show the five-pointed star diagram. The idea diagram shows the meaning of 3/5 and 5/6 of the diagram. Break through difficulties and let students use knowledge flexibly. Because of the "discount" as the foreshadowing, that is, the "talk" part, teachers are not sure to limit students' thinking activities through teaching and affect their thinking development. This kind of open cooperative learning provides students with a space to give full play to their imagination and share their own thinking opinions. Teachers consciously integrate subjects. During the competition, girls and boys write in English under their heads. Students play soothing music during origami activities to make it easier for students to learn. The classroom is no longer boring and silent. Students can experience the fun of mathematics in practice. Lively games, beautiful music, teachers' rich expressions and encouraging language can stimulate students' enthusiasm for learning. Make them interested in the whole class.
(d) Competition exercises to stimulate competition awareness.
The teacher of the program "Win Little Red Flower" is designed as the host, and the students are the contestants. They are divided into two groups, men and women, and let the same group do it together. The winning group gave birth to a small red flower and posted it in the red flower column of the class. * * * Design three questions, the first one must be answered. Boys and girls choose each other's questions, and if they answer correctly, they can get an apple card. The second level is to grab the answer, get the card if you answer correctly, and deduct the card if you answer incorrectly. The third level is the ability test. The purpose of this topic is to deeply understand the problem, give students an open thinking space, and show their level and ability. Exercise activates the topic shape, new packaging and new taste, which will effectively stimulate students' interest in learning. Students' enthusiasm and participation in learning are unprecedented.
(five) timely evaluation, experience success and happiness.
The purpose of evaluation is to make students realize the value and sense of achievement of learning mathematics through timely evaluation by teachers, classmates and themselves in class.
extreme
1, Analysis of Basic Teaching Materials
"Guess the birthday" is the content of Unit 7 of Book 5 of Beijing Normal University Edition. This lesson is taught on the basis that students have a preliminary understanding of the relevant knowledge of year, month and day, can judge the big month, small month and quarter, and can understand the calendar. The textbook creates a birthday situation. By guessing birthday activities, students can use the knowledge of big month and small month to judge and calculate a person's birthday the next day.
2. Teaching objectives
Knowledge goal: calculate a person's birthday in combination with specific activities, and look at time-related issues from a mathematical perspective.
② Ability goal: In cooperation and communication, cultivate students' ability to think independently, put forward their own opinions bravely and listen to others' opinions carefully.
③ Emotional goal: Understand the relationship between mathematics and life, and cultivate students' feelings of respecting their elders and caring for others.
3. Teaching emphases and difficulties:
Teaching focus: calculate someone's birthday in combination with specific activities.
Teaching difficulties: understanding and mastering calculation methods.
Second, the teaching process
A story stimulates interest and leads to a topic.
Make a sequel to the story of Little Red Riding Hood that students are familiar with. July 1, summer vacation is over. Little Red and Little Red Riding Hood will go to grandma's house to celebrate her birthday. It will be grandma's birthday in a week. Create a situation to review the big moon, small moon, seasons and other related knowledge to stimulate students' confidence and interest. Finally, the topic "When is grandma's birthday?" Is derived from facts. Let's guess the birthday together.
Second, create situations and explore independently.
1, guess grandma's birthday-"It's grandma's birthday in a week."
Students explore independently. Answer, the teacher writes the deduction process of the students on the blackboard.
There are seven days in a week. 1+7 = 8, so it is July 8.
(2) the number of times a day. The teacher and the students count together while turning over the calendar. )
2. Guess Grandma Bear's birthday.
Create a situation: Grandma Xiong also comes to congratulate her birthday. Little Red Little Red Riding Hood asked her birthday. Grandma Xiong said, "My birthday was the last day of last month."
The student thought, "What day was the last day of last month?" Answer the teacher's blackboard.
The last month of July is June, and the last day of June is June 30th.
3. Guess the kitten's birthday.
Naughty little red riding hood wants to test everyone. She wants everyone to guess his birthday. "Today is July 8, and it will be my birthday in 30 days."
Solve it in the form of group discussion.
The students answered several calculation methods and wrote them on the blackboard.
(1) July is a big month, and July 8 has 3 1 day. Minus one day from the 8th is 30 days, 3 1 day. If there is one day less from the 8th, there will be seven days, that is, August 7th. ()
② The number of days in the calendar. In 30 days, it will be August 7.
③ 8+30 = 3838-3 1 = 7 to get August 7th. ()
(4) 23 days after July 8th, it is 365,438+0 days, 30-23 = 7, and the remaining 7 days are in August, so it is August 7th.
Finally, lead the students to talk about which method is the easiest. To sum up, grasp that July is a big month with 365,438+0 days. () Make up 365,438+0 days first, and the remaining 7 days are August.
4. Guess the teacher's birthday. "The teacher's birthday is the penultimate day.
Let the students guess the teacher's birthday, write it on the card and write a blessing.
Students have two answers: 65438+February 28th, 65438+February 29th.
The teacher guides the students to count backwards: 3 1, 30, 29, the correct answer is 65438+February 29, and guides the students to infer that the last day is two days after the instruction. The third day should be 3 1-2 = 29. Instead of 3 1-3 = 28.
Third, expand applications and solve problems.
1, cooperative exploration, guess birthday.
Make a sentence about your birthday in groups and let others guess.
2, thinking: Doudou 12 years old, only three birthdays. Why?
3. Summary after class: dialogue between teachers and students.
Four assignments
When I get home, I will play birthday guessing games with my parents and grandparents. See who can guess correctly, guess quickly.
Third, the choice of teaching methods.
First of all, carefully create situations to stimulate students' interest.
In the lesson of "Guess Birthday", there are only three sentences in the textbook: "My birthday is on the last day of this month", "My birthday is 30 days away" and "My birthday is on the penultimate day of the year". Seemingly simple, in fact, there is a lot to explore. In order to make children have a high interest in learning and a strong thirst for knowledge, I conceived the sequel story of Little Red Riding Hood, which was presented by modern teaching methods and computer courseware, and the educational content was dissolved in it. With the development of the story, the teaching content is gradually developed in different levels, which is entertaining and constantly stimulates students' interest in solving problems.
Second, pay attention to experience and encourage independent exploration.
I teach by talking, fully respecting the richness and differences of students' experience. Let students explore and design group activities with their own way of thinking according to their own experience, and let students discuss through communication. Let students with different knowledge levels complement each other in group learning. Further learn to use knowledge to solve practical problems. In communication, let students realize the diversity of algorithms and let them choose the idea of computerization and infiltration.
Third, let students experience the life of mathematics.
Birthdays are closely related to life. By guessing the birthdays of the story characters, teachers and classmates, students can feel that mathematics is around them, and the knowledge of mathematics can be applied to the fun of life and experience the life of mathematics. Finally, I arranged practical homework for students to go home and play birthday guessing games with their parents, further highlighting the life of mathematics, extending the study in class to extracurricular activities, and achieving the goal of being tired but still interesting in class.
Tisso
Let's talk about textbooks first. 1, indicating the teaching content.
Textbook 78-79 pages, such as (1), (2) and "Do it", exercise 13, question 1.
2. The position and function of teaching materials.
This lesson is based on students learning how to divide multiple digits by one digit and divide by one digit.
3. Teaching objectives.
1), students experience that divisor is the whole process of integer decimal oral arithmetic, and experience the diversification of oral arithmetic division methods.
2) By comparing the advantages and disadvantages of various methods, find a method and train students to optimize their strategies.
3) Learning division is an oral method of dividing by ten.
4) Let the students estimate the division according to the specific situation and explain the idea of estimation.
(1) Re-recognize the goal of computing teaching.
The goal of traditional mathematical calculation teaching focuses on making students remember rules and form calculation skills through repeated practice, while ignoring the process of students' active participation, active exploration and knowledge acquisition, which makes the learning of calculation boring and is not conducive to the cultivation of students' learning ability. Division is a verbal calculation of whole ten. I want students to explore and learn new knowledge by themselves, not only to master the calculation rules and learn to calculate, but also to pay more attention to students' active exploration, independent participation in the exploration process of arithmetic and algorithms, and to pay attention to the infiltration of classified transformation ideas, so as to cultivate and develop students' emotional attitudes, values and learning ability, thus taking students' lifelong sustainable development as the fundamental goal of mathematics education.
Second, talk about teaching methods and learning methods.
1, a new exploration of teaching methods and calculation methods
This course adopts the classroom teaching mode of "independent exploration, cooperation and communication", which embodies the teaching concept of teacher-led and student-centered, and strives to build a new concept of computing teaching.
2. Pay attention to let students explore calculation methods in real situations.
Computational knowledge is gradually developed in people's long-term production practice, and it was originally a very vivid mathematical activity. Putting computing teaching in real situations, integrating the activities of discussing computing methods with solving practical problems, making computing teaching a colorful learning activity for students and encouraging students to actively participate in learning activities.
3. Pay attention to students' active exploration and cooperation.
In this class, I try to let students participate in the learning process of "exploration and communication". Students use the existing knowledge and graphics to think independently about the 80-20 oral calculation method, so that students' creative thinking can be fully reflected. On the basis of students' independent exploration, each student has the opportunity to speak through group communication and oral calculation. Through "speaking", students' understanding of the process of oral calculation is improved, and students' mathematical expression ability is cultivated through "speaking". In this way, students can not only enjoy resources, but also broaden their thinking and benefit from each other in cooperation and exchange.
4. Pay attention to the diversification of practice forms.
Oral calculation is a kind of calculation method that does not use calculation tools and express the calculation process, and directly calculates the result through thinking. It is an abstract thinking activity. Therefore, students need to concentrate and think positively. If students have a strong interest in verbal arithmetic, they will actively participate consciously. Therefore, I pay attention to the diversification of practice forms in teaching, such as "matching passwords", "finding friends" and "winning red flags", so as to improve my verbal ability and let students learn in a pleasant atmosphere and entertain and entertain.