Lecture notes on the determination of scores 1 First, talk about the teaching content.
"Re-understanding of Grades" is the first section of Unit 3 in the first volume of Grade 5 of primary school mathematics published by Beijing Normal University.
Second, talk about teaching materials.
(1) teaching material analysis
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. In the second textbook of Grade Three, students have experienced the process of generating scores by combining situations and intuitive operations, got to know the whole "1", initially understood the meaning of scores, and were able to read and write simple scores, simply add and subtract scores with the same denominator, preliminarily express things with scores, and solve some simple practical problems. On this basis, the contents of the section "Re-understanding of fractions" guide students to further understand and understand fractions and learn to re-understand fractions. The textbook presents the teaching content by creating the problem situation of "holding a pencil", saying, drawing a picture and "Do you know". Let teachers have rich resources available when designing teaching activities, so as to arrange reasonable and interesting classroom teaching.
(B) Analysis of teaching objectives
According to the above analysis and the requirements of curriculum standards, I draw up the teaching objectives of this lesson as follows:
1, knowledge and skills
(1) In certain situations, further understanding of fractions and developing students' sense of numbers can correctly describe figures or simple life phenomena with fractions.
(2) Further understand the relationship between "whole" and "part" in combination with specific conditions.
2. Process and method
(1) Learn to cooperate with others in problem-solving activities.
(2) can express the process of solving problems and explain the results.
3. Emotional attitudes and values
Experience the close relationship between mathematics and life.
Teaching focus:
Experience that a score corresponds to a different "whole" and represents a different specific number.
Teaching aid preparation:
Two boxes of pencils, computer courseware, etc.
Learning aid preparation:
Colored pens, etc.
Three. Oral English teaching methods and learning methods
1, teaching method:
Creating situations, practicing, exploring independently and cooperating are important ways for students to learn mathematics. In the teaching of this course, the design of teaching method and learning method focuses on making students think independently in specific operational activities, encouraging students to ask questions, express their opinions and communicate with their peers. Only by giving appropriate help and guidance, guiding students to discuss and creating an atmosphere of active participation and active inquiry can students learn to learn and love learning.
2, study law:
At the beginning of the class, the teacher created an activity situation of "taking pencils": two students were invited to the stage, and each student took out 1/2 from a box of pencils. As a result, the grades of the two students are different. One student took out four pencils, and the other took out three.
And ask this question: here are two boxes of pencils. Can you take out all 1/2 from each box of pencils? Other students pay attention to observation. What did you find? Guide students to actively explore new knowledge. After learning that "because the scores are different as a whole (that is, the total number of branches is different), the specific numbers represented by 1/2 are different",
Let the students operate by hands, learn different scores by talking, drawing and practicing, and communicate with their peers, so that the students can gain new knowledge through hands-on, thinking and talking.
Fourth, talk about the teaching process
This lesson is designed in three parts: introducing the topic from the actual situation, further understanding the music score in hands-on operation, and applying the music score to real life.
1, created the teaching activity of "taking pencils" and introduced it into teaching, so that students can understand whether the number of pencils is the same or different, because the original total number of pencils is the same, and some are different.
2. Create situational activities to let students "speak" in kind, and communicate with "1/3" of two books with different thicknesses, and realize that the "whole" corresponding to a score is different, and the specific figures are different, which further deepens students' understanding of the score.
3. Make students understand that 1/4 of a graph is a □ but the shape of this graph may be different. Such teaching activities are not only conducive to deepening students' understanding of scores, but also conducive to developing students' spatial imagination.
4. Through "practice", let students further deepen their understanding of music score in different ways.
In every activity, students are not only talking, doing and thinking, but more importantly, they understand the formation process of knowledge through "dynamic process", so that students can internalize and understand knowledge more deeply and perfectly. This kind of "movement" is not only the one-way learning of students themselves, but also the interaction between teachers and students and between students.
5. Return to life, and use the practical problem of "donating pocket money" to further understand the meaning of the score and appreciate the relativity of the score. Apply what you have learned to solve practical problems in real life. Let students understand that learning mathematics is to solve problems, and truly feel that mathematics comes from life and is applied to life.
6. By reading "Do You Know", you can understand the long process of generating scores and various recording methods of scores. In this way, students can understand the history of mathematical development, feel the charm of mathematical culture, enrich their understanding of mathematical development and stimulate their desire and interest in exploring knowledge.
7. Class summary: What did you gain today? How do you evaluate yourself? What score did you think of after learning today's knowledge? By summing up, improve students' language expression ability and generalization ability, and experience the fun of success. )
Lecture notes on "Re-understanding of fractions" 21. Talking about teaching materials
(A) on the status and role of teaching
"Understanding of Fractions" is the first lesson of "Understanding of Fractions" (34~36 pages) in the first volume of the fifth grade primary school mathematics published by Beijing Normal University. This lesson is based on the preliminary understanding of grade three students' scores, which lays the foundation for studying the nature, common factor and common multiple of grades in the future. Therefore, this lesson plays a connecting role in the whole primary school mathematics learning.
(B) Teaching objectives
In the past, too much emphasis was placed on learning, rote memorization and mechanical training, while the new curriculum reform advocates students' active participation, willingness to explore and diligence in practice, and cultivates students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. The teaching objectives are divided into three dimensions. The new curriculum standard points out that "three-dimensional goal" is a closely related organic whole, which should be a process of acquiring knowledge and skills, and at the same time become a kind of learning and correct values. This requires us to take the cultivation of knowledge and skills as the main line, infiltrate emotional attitudes and values, and fully reflect them in the teaching process. The new curriculum standard points out that the main body of teaching is students, and I will focus on the following three aspects:
Knowledge and skills: experience the actual background of music score, further understand music score, and correctly describe graphics or simple life phenomena with music score.
Process and method: Understand the relationship between "whole" and "part" and feel the relativity of scores in combination with specific conditions.
Emotion, attitude, and values: I can actively participate in calculation activities, actively observe, calculate, analyze, and reason, and experience the exploration and challenges of mathematical problems.
(C) Teaching focus and difficulties
Teaching focus:
It is recognized that the "whole" corresponding to a score is different, and the specific quantity represented is also different, thus deepening the understanding of the essence of the score.
Teaching difficulties:
Combined with the specific situation, experience the relationship between "whole" and "part" and feel the relativity of scores.
Second, talk about learning.
The Understanding of Fractions is the second semester of Grade Three. Students have understood the meaning of scores by combining situations and intuitive operations. They can recognize, read and write simple fractions, and can calculate simple fractions with the same denominator for teaching. Secondly, the fifth-grade students' thirst for knowledge, ability and curiosity are enhanced, and they begin to think, pursue and explore new things. But thinking in images is dominant, which requires hands-on operation, and understanding knowledge needs concrete things to support it.
Third, preach the law.
According to the teaching content of this class, students' thinking characteristics and the new curriculum concept, students are the main body of learning, and teachers are the directors, organizers and collaborators. I intend to adopt the following teaching methods and learning methods:
1. In teaching, I will create situations to stimulate students' interest in learning mathematics and motivation for positive thinking, and guide students to actively explore.
2. Active exploration and cooperative communication are important ways for students to learn mathematics. Give students more space to carry out inquiry learning and let them think independently in specific operational activities.
Fourth, talk about the teaching process
(A) create a situation, passionate investment
One day, Tang Priest and his disciples were tired and thirsty on their way to the Western Heaven to learn Buddhist scriptures, so the Monkey King, Friar Sand and Pig went to pick fruits to quench their thirst. After a while, the three of them came back. Tang Priest happily opened the dry food bag, which contained two sugar cakes and three oil cakes. Students, can you express the percentage of sugar cakes in the total number of cakes with scores? Where are the pancakes? Tang Priest said, you have worked hard. Let me give you an oil cake. How to express the oil cake that disciple got with the score? Why do you say that? Give three people a piece of oil. What do you think is fair?
Stimulate students' interest in learning by telling stories.
(2) Interactive inquiry and learning new knowledge.
First, let the students guess whether 1/2 is the same if each student takes out his pen. There must be two kinds of answers, and then let the students take the questions to verify. In the process of verification, the whole class is required to take out an even number of pens first. Then ask the students to count the even number 1/2. Finally, the whole class communicates and draws a conclusion by analyzing and summarizing the data.
Let the students know the relationship between the whole and the parts and the relativity of the scores by holding the pen. At the same time, it embodies the dominant position of students and the leading role of teachers. Let students have a deeper understanding of the score through hands-on operation.
(C) the use of new knowledge, expansion and extension
This part of the content is mainly through comparing the differences of 1/3 between the two books, so that students can realize that:
1/3 corresponds to the same whole and represents the same specific quantity.
1/3 corresponds to a different whole, and the specific quantity is also different.
Further deepen the understanding of the following issues:
Any score corresponds to the same whole and represents the same specific quantity.
The corresponding whole is different, and the specific figures are different.
(d) integrating feedback and developing capacity
When dealing with specific exercises, I think it should be pointed out that.
1, draw a picture, anyway, as long as 1/4 of the whole picture is a small square. Through such learning activities, it is not only conducive to deepening students' understanding of the relationship between the whole and parts of music score, but also conducive to developing students' spatial imagination.
2. Exercise 1, focusing on the application of segmentation, movement, rotation and combination.
3, practice the second question should pay attention to the diversity of painting methods.
4. Practice the third question, in addition to reflecting the diversity of painting, we should also compare whether the two 1/2 of each figure are the same after the average score; It is also necessary to compare whether 1/2 of these three graphs are the same. This part is actually "the total number is the same, and the specific figures represented by the same score are also the same;" The total number is different, and the specific number represented by the same score is also different. Let students practice the abstract knowledge that has been formed on the basis of intuition in time, and consolidate and strengthen it when necessary.
We often say that it is better to teach people to fish than to teach them to fish. In this class, I not only pay attention to the teaching of knowledge, but also pay attention to the teaching of learning methods. Let the students solve problems in the process of guessing, verifying and summarizing, and reflect on the methods to solve problems.
(5) Summary
In this link, let students take the initiative to answer what they have learned in this class, which can solve those problems in life and apply what they have learned.
(6) Transfer
When assigning homework, I designed layered exercises, which are divided into compulsory exercises and elective exercises, so that students with spare capacity can improve on the original basis, which embodies the idea of teaching students in accordance with their aptitude and implements the basic teaching concepts of "everyone learns valuable mathematics", "everyone can get necessary mathematics" and "different people get different development in mathematics".
Five, say blackboard writing
Re-understanding of fractions
In this class, I will use the outline blackboard design, because the organization and subordinate relationship of the outline blackboard design are clear, giving people a clear and complete impression, which is convenient for students to understand the content and knowledge system of the textbook.
Lecture Notes of "Re-understanding of Grades" 3 I. Talking about Teaching Materials
What I'm going to talk about today is: Unit 3, Book 9 of Elementary Mathematics, published by Beijing Normal University, the content of the textbook (34~35 pages). In the second semester of Grade Three, students have gone through the process of generating scores by combining situations and intuitive operations, got to know the whole "1", initially understood the meaning of scores, recognized, read and wrote simple fractions, added and subtracted simple fractions with the same denominator, initially expressed things by fractions, and solved some simple practical problems. The content learned in this unit will be deepened and expanded on the original basis. The textbook in this section creates specific problem situations such as "holding a pencil" and "reading a book", which makes students realize that the "whole" corresponding to a score is different, and the specific figures expressed are also different, which enriches students' understanding and makes them further understand the meaning of the score. Textbook compilation has two characteristics: first, it highlights the meaning of fractions, so that students can fully understand the relationship between "whole" and "part" and deepen their understanding of the meaning of fractions; The second is to create rich situations and activities, such as "holding a pencil" and "drawing a picture" in the textbook, and guide students to understand the meaning of scores and the relationship between "whole" and "part" in combination with situations.
Second, talk about teaching objectives
Combining the content of the textbook with the students' reality, I have formulated the teaching objectives of this course as follows:
1. In specific situations, learn more about scores, develop students' sense of numbers, and understand the meaning of scores.
2. Further understand the relationship between "whole" and "part" in combination with specific conditions.
3. Understand that a score corresponds to a different "whole" and represents different specific figures. Experience the close relationship between mathematics and life.
Third, talk about the importance and difficulty of teaching:
Teaching emphasis: it is necessary to realize that the "whole" corresponding to a score is different, and the specific figures are also different.
Teaching difficulty: understanding the relationship between "whole" and "part".
Fourth, prepare teaching tools:
Some courseware and pencils
Verb (abbreviation of verb) and learning methods;
Create situations, observe and communicate, and summarize.
Sixth, talk about the teaching process.
(1) basic training:
Since the third-grade students have a preliminary understanding of the score, let the students write a score in class first and talk about its significance. (By asking students to write scores and tell the meaning of scores, it is actually a deeper understanding and understanding of the meaning of scores. According to the meaning of the score, it leads to a new understanding of the topic-score. )
(2) Problem scenario:
Four boxes of pencils with different numbers were prepared before class. During class, four students were asked to go on stage and take out 1/2 pencils from their boxes. Other students pay attention to observation and see what problems can be found. Through the activity of how to hold a pencil, let the students divide the pencil into two parts and take out one of them. How many? And describe your own operation process in language. According to the number of pencils the students take out, guide the students to ask: "Why do they take out 1/2 of all pencils, but the number of pencils they take out is different?"
(3) establish a model:
Pass the question just now: "Why don't you take out as many pencils as possible?" After the students discuss and communicate, please take out the total number of pencils on the stage for verification. After verification, first, let the students know that the whole (a box of pencils) is divided into two parts on average, and one part is several; The second is to make students feel that the number 1/2 is the same. The students are also clearly aware that it is caused by the difference in the total number of pencils. Then lead the students to think and come to the conclusion that 1/2 corresponds to different integers, and the specific numbers are also different. (When the whole is different, the specific figures corresponding to the same score are also different. )
(4) Interpretation and application:
1, "say it":
First, use students' new understanding of scores to judge who reads more pages. By comparison, we know that although the books read by the two children are 1/3, the total number of pages in their hands is different, that is, the overall "1" is different, so the number of pages they read is different. Let the students realize that the integers corresponding to 1/3 are different, and the specific numbers are also different. Students' understanding has been further improved; A score corresponds to a different whole, and the specific numbers it represents are also different.
2. "Draw a picture":
First, judge the meaning of 1/4, then use 1/4 to judge the specific number of the whole "1", and finally draw a figure, no matter what, as long as 1/4 of the whole figure is a small square. Through drawing, let students understand that when we know the specific number corresponding to a score, we can find the whole "1". It is not only conducive to deepening students' understanding of the relationship between the whole and the parts of the score, but also conducive to developing students' spatial imagination. )
3. "Practice":
1 the key point of the question is to use the methods of division, movement, rotation and combination to write the score. By looking at the picture, I thought: How many parts is the whole picture divided into on average? How many parts of the total are colored? The second problem focuses on the diversity of painting methods. The focus of the third question is not only to reflect the diversity of painting, but also to compare whether the two 1/2 of each figure are the same after the average score, with the focus on understanding the "average score". This question is actually correct: "The whole is different, and the specific numbers represented by the same score are different." I have a deeper understanding of this sentence. On the basis of intuition, let students practice the abstract knowledge that has been formed in time and consolidate and strengthen it when necessary. The fourth question, combined with the actual activities of "Zhaotong Yiliang earthquake with M = 5 and M = 7 in Yunnan" and "donating pocket money", experiences the correspondence of scores and educates students to be thrifty and caring.
(5) Review summary:
What's your new understanding of scores through this lesson? Let the students speak freely. )
(6) blackboard writing:
The blackboard is in sync with the footsteps. What the students said through the activity, I wrote it down.
Reflection after class:
After the whole class, I feel that the teacher has guided me too much and I dare not let go. The participation of students is not enough. Attention should be paid to mobilizing students' learning enthusiasm and trying to get them to participate in learning in a large area. Didn't pay attention to the details, some topics were spoken too fast, some students didn't keep up, and they didn't understand the "average score" thoroughly; I didn't master the time and teaching rhythm well, so I was a little delayed. I also hope that teachers will not be conservative and give me valuable advice without reservation. I will accept them with an open mind. Thank you!