Teaching material analysis: Students have learned addition and subtraction, and this section is the beginning for students to learn multiplication. Because students don't have the concept of multiplication, and this concept is difficult to establish, in this case, the textbook specially set up a section of "Preliminary Understanding of Multiplication" at the beginning to let students know the meaning of multiplication and lay a very important foundation for learning other knowledge of multiplication in the future.

The textbook attaches great importance to students' practical operation. Firstly, let students make a pendulum and do a calculation, and compare them with the multiplication formula through physical diagram, addition formula and multiplication formula. The reading and meaning of multiplication formula are opposite to multiplication formula. This organic combination of shape and number enables students to know multiplication preliminarily and learn how to read and write multiplication formulas in the process of understanding multiplication.

From this, we can clearly draw two knowledge points: one is to know the same addend and the number of the same addend, so as to introduce multiplication, which is a main line of this teaching; Second, you should be able to write and read multiplication formulas, which is the basis for understanding the meaning of multiplication and actual calculation. Among them, it is the focus of this lesson to understand the meaning of multiplication and rewrite the same addend into multiplication formula, but it is difficult to identify the same addend and understand the different meanings expressed by the two numbers before and after the multiplication symbol.

Third, the analysis of learning situation:

The learning content of "Preliminary Understanding of Multiplication Formula" is the learning content that students have just come into contact with, and it is more abstract knowledge for the understanding ability of junior students. Therefore, only when students gain a lot of perceptual knowledge through practical operation can the concept of "multiplication" be gradually formed.

Before the concept of "multiplication" is initially formed, let students realize that it is really troublesome to use addition in this case through the "column addition formula". With this understanding, students will be guided to think of better ways, and they will have great passion and motivation.

Fourth, the design concept:

This course strives to embody the teaching concept of "student-oriented development" in the teaching design, which is not only satisfied with letting students understand the significance of mastering multiplication, but also pays more attention to letting students actively participate in the exploration process of multiplication knowledge. Teachers give students enough independent space to guide students to discover and understand multiplication through independent exploration, cooperation and exchange and a series of inquiry activities, so that students can experience a process of "re-creation" of knowledge. Let it become a real learner.

Verb (abbreviation of verb) teaching goal

1. Knowledge and skill objectives:

(1) Understand the meaning of multiplication and know that it is easier to find the sum of several identical addends by multiplication;

(2) Know the multiplication sign and read and write the multiplication formula;

(3) Cultivate students' preliminary abilities of observation, comparison, analysis, reasoning and hands-on operation.

2. Process objectives:

Experience the whole process of knowledge formation, experience the fun of inquiry, and cultivate students' initial ability of observation, comparison, analysis, reasoning and hands-on operation.

3. Emotional attitudes and values

(1) Feel the close connection between mathematics and life, and experience that there is mathematics everywhere in life;

(2) Knowing that mathematics knowledge comes from practice can stimulate students' interest in learning mathematics;

(3) Experience the whole process of knowledge formation, experience the fun of inquiry, and cultivate students' preliminary abilities of observation, comparison, analysis, reasoning and hands-on operation.

Teaching emphases and difficulties:

I have a preliminary understanding of the meaning of multiplication, and know that it is relatively simple to use multiplication to express the sum of several identical addends. I know the symbol of multiplication and can read and write multiplication formulas.

Sixth, the preparation of teaching AIDS.

Computer courseware, the star of inspiration.

Preparation of learning tools

Stick, exercise book.

Seven, the teaching process:

First, create a situation to stimulate interest.

Teacher: Kid, today, the teacher will take you to the playground in the park, ok? Please look at the big screen (the computer shows the theme map). Please observe carefully. What do you see? Who will say something? Health: There are 12 children who like to play roller coasters. Teacher: How do you know?

Student: Count it. 2+2+2+2+2+2= 12。

Teacher: So, how many people are there on the cable car and the train, and how many chairs are there around the round table? (Student answers)

Teacher: You can not only observe carefully, but also calculate that there are 12 children who like to play roller coasters. What a caring child! Teacher likes you very much! Please sit down!

Teacher: You have found a lot! "Amusement Park" is not only full of happiness, but also full of wisdom! Let's follow the "elf" to experience it for ourselves!

Let's walk out of the park and go to school to see what the students are doing. (Presentation: Courseware 3)

Teacher: The teacher knows that you also like to set up school tools. Then, ask the students to take out their school tools and set the difficult numbers according to the study group. When setting, you must pay attention to the fact that your group must set the same number and set it within the time specified by the teacher. When the teacher calls, just listen. Then discuss in the group according to the questions raised by the teacher, and finally report by the team leader. (Show Courseware 4) 1. How many sticks does it take to draw a figure? 2. How many people are there in your group? 3. How many sticks does a * * * use? 4. How to go public?

Second, let the students start swinging! (The teacher draws plum blossoms)

Third, student reports.

1, the leader of the following group will tell us first?

2. Students report that the teacher wrote the formula on the blackboard.

3. Who can calculate the number of plum blossoms drawn by the teacher continuously?

Fourth, practice and guide inquiry.

1, Teacher: Let's use our brains, not only to put out the figures we like, but also to calculate how many sticks are used for a * * *. It's amazing!

Next, let's take a look at these formulas on the blackboard! 2. Guide the inquiry.

Teacher: Look carefully and read silently. What did you find?

Teacher: All the bonuses are the same.

Teacher: Who can calculate the plum blossoms drawn by the teacher and how many are there in a row?

Blackboard: 3+3+3+3 =18

So, what is the same addend of this formula? How many threes are there? How much is it?

Blackboard: 3 6 18

Teacher: That is to say, the sum of six threes is 18.

Blackboard: 6 3s

3. Please talk about other formulas at the same table. What is the same addend? How many such addends are there, and what is the total?

(Student Report)

Teacher: It seems that using "several" is really simple!

Teacher: Please look at the teacher's formula. If the teacher continues to draw plum blossoms, there will be many three additions in the formula, and the formula will be very long. Is there any way to make this formula easier to write?

Student: By multiplication.

Teacher: Yes, now let's know multiplication. The formula on the blackboard, expressed by multiplication, is 3×6= 18.

Or 6×3= 18. Because of the addition of six 3s, mathematicians use the symbol "×" to connect 3 and 6. 3 is the same addend in the addition formula, and 6 is the number of 3 in the formula. When writing, write 3 first, then 6.

This representation is called "multiplication". That's what we learned today: "a preliminary understanding of multiplication" (blackboard title)

This operation symbol in the middle is called multiplication sign, which is pronounced as multiplication. Write x (read after it)

4. Teacher: Because multiplication is obtained by addition, multiplication is a simple operation of addition. Mathematicians tilt the plus sign and it becomes a multiplication symbol. When writing, write left oblique first, then right oblique. Please write with the teacher. Teacher: People always use this multiplication sign. Can you read these two formulas? Who wants to have a try?

3×6= 18 is pronounced as: 3 times 6 equals 18.

6×3= 18 is pronounced as: 6 times 3 equals 18.

Teacher: When reading, read from left to right.

Who will read it again? Read each other at the same table!

5. Multiplication also has the names of its parts. The number before and after multiplication is called a factor, and the number obtained is called a product.

6. (Showing Courseware 6) Next, the teacher asked an interesting question. A classmate has two eyes. What about the five classmates? How to form? 10 where are the students? What about 60 students? We can use multiplication to represent 60 twos, or we can use multiplication to represent more twos. Therefore, it is easier to represent many identical addends by multiplication. Multiplication is a simple operation, which can find the sum of several identical addends. Please read it again.

7. How do you feel when we use this multiplication formula instead of the original addition?

Five, practice:

1. Now replace the original addition with this multiplication formula. Please rewrite the formula on the blackboard into a multiplication formula.

2. Let's look at the big screen again. (Courseware 7, Swing)

3. Next, boys and girls have a small competition. Please look at the screen: (courseware 8, gears, scissors)

4. Students will also successfully complete the following questions. (Courseware 9, Panda)

5. Look at the piggy bank again. How did you arrange it? (Courseware 10)

6. Let's practice it again (courseware 1 1, write multiplication formula and read it out).

7. Courseware 12. Can the following formula be written as multiplication? Why?

Sixth, sum up reflection and stimulate curiosity.

In this lesson, you have learned the basic knowledge of multiplication. Multiplication is widely used in life. Can you tell me exactly what you have learned?

Eight, writing on the blackboard: a preliminary understanding of multiplication