First of all, talk about teaching materials and learning.

This lesson is from page 6 to page 8 of Grade 1 Mathematics in People's Education Press, 20 12 edition. Before learning, students have learned to count and have a certain mathematical foundation, so they learn faster than when they are on the road. In addition, this lesson is also the basis for understanding the size of each number and learning the following mathematical knowledge. The book begins with a story about a little pig building a house, which stimulates students' interest in learning. Through "searching and comparing in the situation diagram", students can find comparable objects by themselves, and choose the standard of comparison to "compare", which gives students more freedom to play, and embodies the new concept and goal of quality education with "people-oriented" and "development as the purpose".

Second, say the goal.

1, let the students understand-correspond, and know the meaning as much as possible; Initially learn to compare the number of objects with one-to-one correspondence method and know the meaning of more and less; At the same time, pay attention to guide students to consider various comparison methods.

2. Through operation and observation, initially experience the sense of numbers, stimulate students' interest in learning mathematics, and experience the fun of cooperative learning, so that students can form the initial ability of observation, analysis and comparison in the process of comparison.

Third, talk about the key points and difficulties.

Corresponding methods will be used to compare the number of objects;

Can accurately compare the same amount, large amount and small amount, and can accurately express it, forming a preliminary observation, analysis and comparison ability.

Fourth, talk about teaching strategies.

Applying what you have learned, mathematics comes from life and is used in life at the same time. Therefore, our teaching should try our best to let students feel, experience and know mathematics in their own personal experience. Interest is the best teacher, and our teaching should constantly stimulate students' interest in learning. Based on these ideas, this class can stimulate students' interest in learning through wall charts and story telling. And through a series of simulation activities or games, students are more willing to integrate into classroom learning and improve the enthusiasm and effectiveness of learning.

Five, the game before class

Stretch out your finger to play: stretch out a finger in your left hand and a finger in your right hand, and sing: "1 as much as 1"; A similar method has been sung until "5 to 5, as much."

This little game is to let students feel that the same amount is the same in the game, and the same amount is the same. At the same time, it also laid a very clever foundation for drawing the contrast of corresponding lines.

Sixth, the teaching process.

1, course introduction

Children, do you like listening to stories? Most students do. After the students answer, the teacher plays a story about three little pigs. (recorded in advance). After listening to this story, we know that the three little pigs found that the brick house is the strongest through practice, so when Xiao Mian wanted to build a house, the little pigs came to help Xiao Mian. How many facets do we see in the picture? So as to obtain new grants.

2. Newly awarded

1) teach "as much"

Teacher: How many bricks did a small one move? While the students are answering, the teacher posts patterns of small heads and bricks. ) A small one is free to move bricks. Who has more bricks and blocks? According to the students' answers, the teacher summed up: a small brick is either more or less, so we say there are as many small bricks as there are. Draw corresponding lines in the middle of the pattern at the same time. This comparison method is called one-to-one correspondence. The teacher asked the students to say orally that there are as many bricks as there are. Then ask the students to find out which objects have the same number. Ask the students to talk orally about who has as much as who.

2) Teaching "more" and "less"

Teacher: How many pigs and logs are there on the observation map? The students answered, and the teacher posted pictures of pigs and wood. A pig to a piece of wood, are there any extra pigs, and any extra wood? Who is more and who is less? According to the students' situation, say the method of connecting the corresponding lines in time. One pig to a piece of wood, two pigs to two pieces of wood ... while talking, while connecting, while playing the game 1 to 1, 2 to 2, 3 to 3 before class. That means more wood and less pigs. Let the students say orally that there are more wood than pigs, and the number of pigs is less than wood. Ask the students to speak completely. Write "more, less" on the blackboard, and also let students find out which objects can be more or less.

3) Hands-on operation

In order to strengthen the impression, we start with the objects around the students, let the students use self-made small disks and triangles to pose the same, more and less situations, and completely tell who is more and who is less according to their own situation. The teacher then made an evaluation.

4) Consolidate exercises

Teach students to read the questions before doing them. Watch it twice. Do the math book on page 7.

Questions 3 and 4 on page 8 of the math book. There are two different ways to draw the corresponding lines. The third method is to draw corresponding lines with the same length but different densities. At this time, students often make mistakes when drawing the corresponding lines, or draw from left to right with 1 to 1 and 2 to 2, which is not easy to make mistakes. 4 questions are calculated. Instruct students to choose the best method according to different problems.

Design and operation of blackboard writing.