"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, talking about teaching material analysis's "one point" 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 course as follows: (1) Make students experience the process of abstracting numbers from daily life, intuitively understand a score, initially form a score, and be able to 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 "explanation" 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 will be cordial, 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 (1). Create situations to stimulate interest in inquiry, introduce new classes to create apple sharing games, and give six apples to two students in groups of three. How can it be fair? 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? The game 1 recalls the average score of students and highlights the key of average score. [xxjxsj.cn Primary School Teaching Design Network] 2. Give two students an apple. Which number means that each student didn'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. (2) Active participation and active inquiry learning. Through the actual operation of students in this class, students realize that in real life, sometimes if one is not enough, it can't be expressed as an integer. What numbers should they be represented by? 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. When students do origami, they play soothing music, which makes 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. (5) Timely evaluation, the purpose of experiencing success and happiness evaluation is to motivate students. In the classroom, they can realize the value and success of learning mathematics through the timely evaluation of teachers, classmates and themselves. I hope my answer can help you, thank you!