We find that each new group is mathematical in form, because we can't have other guidance. Mathematics is an infinite science. The following is the teaching plan I compiled for you about the first-grade mathematics course of Jiangsu Education Press. I hope it helps you. Welcome to read the reference study!

The teaching goal of Jiangsu Education Publishing House's first-grade mathematics curriculum teaching plan 1;

1. Knowledge goal: Through observation, operation and other activities, preliminarily recognize and identify rectangles, squares, parallelograms, triangles and circles, and realize that "face" is on "body".

2. Ability goal: to form a sense of space and innovation in the process of hands-on operation.

3. Emotional goal: Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.

Teaching focus:

Can recognize these four kinds of graphics.

Teaching difficulties:

Experience "face" in "body"

Teaching process:

First, create situations and introduce new lessons.

(Courseware Demonstration: Beautiful Castle)

Today, our good friend mischievously took us to visit the graphic castle in the mathematics kingdom. Do you want to go? Naughty has a request. In this class, you must listen carefully and speak actively. Did you do it? In this castle, there are various shapes of graphics. Please recognize them and say their names.

Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics. (Courseware demonstration: plane graphics)

Reveal the theme: Today, let's get to know these plane figures. (blackboard writing: knowing graphics)

Second, exchange operations and explore new knowledge

1, perception of "face" on "body"

(1) Observe the operation.

Naughty told us a little secret. He said that these plane figures are hidden in objects on everyone's desktop. Please find and touch the side of the object on your desk and tell us how you feel. Hurry up and act!

(2) Reporting and communication

Say: How do you feel when you touch the face of the person you are looking for? The main feature of guiding students to say "face" is flatness. )

2. Hands-on operation and cooperative learning

(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table? Group cooperative discussion. Guide students to come up with a variety of methods (sketch, painting, printing, etc.). ) and give them praise.

The teacher has prepared the test paper for you. Let's ask you to choose your favorite three-dimensional graphics and write down these planes.

(3) Report and show different methods.

3. Summary

In this way, the plane of an object is represented as a plane figure, which is called a plane figure.

4, everyone is really amazing, and the teacher invited these plain faces to the computer to observe what would happen carefully.

(Courseware demonstration, show the graphic names and write them on the blackboard. )

5. Think about it. What's the difference between three-dimensional graphics and plane graphics? How do you want to remember these four new friends?

6. Look carefully at which two portraits. How to distinguish them? (Courseware demonstration)

Now that we know these numbers, let's put them on a stick and see what numbers you can put. (Hands-on operation and demonstration by students)

Teacher: Is it round? Now can you quickly divide these figures into a point?

8. Intermittent break: Happy clapping songs

In fact, these numbers are everywhere in life. Please find out which objects and faces are the people we know today in the teacher. The teacher also found several figures. What are the patterns on the surface of these traffic signs?

Summary: It is these traffic signs that remind us of traffic safety at all times.

Third, consolidate and deepen, migrate and expand.

1, guess.

2. Complete exercise 1, questions 1 and 2.

3. Enjoy the pictures.

Fourth, the whole class summarizes.

What did you get from this lesson?

Teaching objectives of Jiangsu Education Publishing House "Teaching Plan 2 for Grade One Mathematics Course";

Knowledge and skills

1. Various numbers (within 10) can be captured with red and blue films, and the results can be recorded digitally.

2. Will guess all kinds of throwing results, and initially perceive the possibility of throwing results (randomness).

Process and method

Throw two-color films, count the number of red and blue circular films, and record them with Arabic numerals.

Emotions, attitudes and values

Through the preliminary understanding of random results, students perceive the mystery of mathematics and stimulate their desire to learn mathematics.

Teaching focus:

Can use red and blue colors to put out all kinds of decomposition of numbers (within 10), and can record the results with numbers according to the pendulum.

Teaching difficulties:

Throw two-color films, count the number of red and blue circular films, and record them with Arabic numerals.

Teaching media:

Multimedia courseware, two-color film.

Teaching process:

First, stimulate interest and introduce new courses.

Teacher: Children, shall we play a guessing game first?

Here are two bicolor films, one is blue and the other is red. Now put these two colors of film in a cup and throw them out. Guess what the result will be?

Health: (all are red; They are all blue; A red one, a blue one)

Teacher: Then please take out two bicolor films and throw them in the cup to see if the result is like this.

(Presentation topic: Throw a two-color film)

Second, hands-on operation, actual perception.

1. Know the division of numbers and record them with numbers;

The students report the throwing results and the teacher writes them on the blackboard.

( 1)○●

(2)○○

(3)●●

Q: Anything else?

Teacher: We can also record these situations with numbers.

I pointed to the blackboard and asked: How many can it be divided into? (1 and1; 0 and 2; 2 and 0)

Teacher: Through the two-color film, we know that there are three different situations to divide into two. Then you can put one on the two-color film.

The split of pendulum 3?

(Students operate and report the results. The teacher writes on the blackboard and the students imitate the records. )

Teacher: You are really something. Not only can you divide 3 with a bicolor film, but you can also record it yourself. There are six numbers in the book now. Can you record red and yellow movies according to their number?

Exercise 9/① Page 14 in the book

After the students finish the exercises, report how many red movies and yellow movies can be divided into several and several.

You can also say how many red movies there are, how many yellow movies there are, and how many are.

2. Throw a two-color film to perceive random results.

Teacher: Just now, we know the different division of numbers by throwing and putting two-color films. Now, take out five double-color films and throw them in the cups to see what happens.

(Student hands-on operation)

Report: Some red movies and some yellow movies.

Write on the blackboard.

○○○○○ ( 1)

○○○○● (2)

○○○●● (3)

○○●●● (4)

○●●●● (5)

●●●●● (6)

Complete Exercise 2 in the book.

Teacher: Just now, we threw five two-color films ourselves, knowing that we could throw six different results. So which results often appear and which ones rarely appear? Please throw it yourself several times, and then write down the results in your notebook.

Q: What did you find?

(Students: 1 and 6 are rare, etc. )

The same color appears less, while the situation of two colors is more.

Q: Do you know why? You will know this problem when you grow up. If you are interested, you can also discuss it with your parents when you go back.

Third, sum up the exchange.

What did you get from this lesson?

work design

Number of workbooks P9, Workbooks P45, 46

Blackboard design:

Dichromatic film

○ ●

○○○○○ 5 0

○○○○● 4 1

○○○●● 3 2

○○●●● 2 3

○●●●● 1 4

●●●●● 0 5

Jiangsu Education Press Grade One Mathematics Curriculum Teaching Plan 3;

Textbook for nine-year compulsory education, the first semester of the first grade of mathematics (experimental book), P 15.

Teaching objectives:

Cognitive goal

1. Count the stars in some constellations (consisting of 7 stars) in the starry sky.

2. Draw a star map on the grid paper according to the given number.

3. Connect with real life, and let students know about common constellations.

capability goal

1. Develop observation and spatial imagination.

2. Cultivate students' creative thinking ability in stippling.

Affective goal

Stimulate students' interest in learning and desire to explore the mysteries of the universe in the creation of situations.

Key points and difficulties:

Draw a star map on paper according to the given number.

Teaching preparation:

1. Teacher preparation: multimedia courseware, square paper, compact disc.

2. Students' preparation: Before class, inquire about the knowledge of constellations and watercolor pens.

Teaching process:

First, situational import

1. Play the song Twinkling Stars.

Teacher: The night is coming quietly. The beautiful moon is emitting faint light, and the lovely little star is naughty and flashing big eyes at you. These stars are connected by straight lines, forming many constellations. Let the students communicate in groups and introduce the collected knowledge about constellations.

2. Personal answer: Do you know which constellations are there? What does the constellation do to us humans?

3. Exhibition topic: Beautiful constellations

Second, the implementation of new funding

1. The teacher introduced Cygnus, Leo, Orion and the Big Dipper while operating the multimedia courseware.

Look carefully: What do they have in common?

Summary: The same seven stars form different constellations because of their different arrangement positions.

2. Please imitate the above four constellations with seven small disks, and the teacher will patrol for guidance.

3. Can you make seven small disks into other shapes and give them proper names?

Student operation, teacher patrol, organization appraisal: whose constellation is the cutest and most beautiful?

4. Summary: The mysterious universe is waiting for children to explore and seek knowledge when they grow up.

Third, practice trying.

1. We can imagine these stars as a dot and then draw constellations on grid paper. Do you want to come and paint? The teacher chooses one of the constellations to lead the children to try to draw. )

Teacher: Draw four points first and connect them with lines, so that a constellation can be formed.

Student: Choose your favorite color, draw four points and draw a constellation.

2. Think about it and draw a picture: use 4 o'clock and 5 o'clock to create other constellations and exchange comments in groups.

3. Teachers guide the writing of numbers: 7.

Fourth, explore and consolidate.

1. Match, Match: I am a little astronomer. Let the students imagine that they invented the constellation, show their works and give some rewards.

2. Summary: What skills did you learn today? What else do you want to know?

Teaching objectives of "Teaching Plan 4 of Grade One Mathematics Course" by Jiangsu Education Publishing House;

Knowledge target

1, understand >, = and

2. use >, = and

capability goal

1, you can write greater than sign, equal sign and less than sign.

2. Be able to read formulas.

Affective goal

1, experience the fun of learning mathematics.

2. Develop the habit of being meticulous and studying hard.

Teaching focus:

1, understand the meaning of ">" and "<" = ".

2, ">,"< How to read and write "=".

Teaching difficulties:

Use >, = and

Teaching media:

Multimedia courseware; Pictures of rabbits and carrots.

Teaching process:

First, review bedding (multimedia)

1, which graphics are more? Put a √ in the extra line.

○ ○ ○ ○ ○ ()

☆ ☆ ☆ ☆ ☆ ☆ ()

2. What kind of graphics are few? Tick √ in several lines.

▲ ▲ ▲ ▲ ▲ ▲ ()

■ ■ ■ ■ ()

3. Connect the same number of threads.

(Design intention: pave the way for students to learn new knowledge from ideas and methods, and also make connections for learning new knowledge. )

Second, explore and experience.

The teacher showed the main picture on page 20 of the textbook with multimedia.

1, Teacher: Today is the birthday of the little panda. Some of his good friends came to congratulate him. The little panda prepared some sumptuous lunches for everyone. What can you find about numbers in this picture?

Student observation report

Health: There are three pandas, three monkeys and four rabbits.

Health: The little panda has prepared four bananas, four peaches and four radishes.

2. The teacher selectively posted the prepared pictures on the students' reports.

Photos of four rabbits

Photos of three teddy bears.

Pictures of three little monkeys

3. Teacher's guidance: The students have found so much information about mathematics. If you were asked to help the little panda divide the food, how would you divide it? Communicate with each other at the same table.

Students divide them according to their own understanding, such as: give carrots to rabbits, peaches to monkeys, and bamboo to pandas themselves.

(1) Guide students to observe and think: How many rabbits are there? How many radishes are there?

Student: Four rabbits and four radishes.

Student: There are as many rabbits as radishes.

(2) Question: Each rabbit can eat a radish, and there are not many radishes. What is the relationship between the number of rabbits and the number of radishes? (same, equal, same amount)

After the students answer, tell them that the same number can be represented by the symbol "=", write "4=4" on the blackboard, recognize "=" and read it, then teach the formula to read it.

(3) Instruct students to write the equal sign.

(4) Teacher: According to the newly discovered mathematical information, what else can be connected with "=".

Instruct students to draw.

The number of radishes and peaches can be written as "4 = 4";

The number of pandas and monkeys can be written as "3 = 3";

According to the information in life, give an example represented by "=".

4. Teacher: We know that the same number can be connected by "=". What if it's not the same number?

Divide peaches

Question: Look at the main picture and count how many monkeys and peaches there are. After the students answer, ask further questions: Are there as many peaches as monkeys?

(1) Guide students to compare and express in words: There are more peaches than monkeys; There are fewer monkeys than peaches.

Tell the students that "4 is greater than 3" can be represented by the symbol ">". Students say that the shape is greater than the size. It can be expressed by words or gestures.

(2) when it comes to numbers "

(2) blackboard writing: 4 > 3 and 3 < 4, knowing ">" and "

5. Observe and distinguish ">", "<" and "=".

Teacher: Observing the greater than sign and the less than sign, what similarities and differences do you find?

Health: they are all lying down, but in the opposite direction, but they all drive to a large number.

(1) exchange knowledge and remember the methods of ">" and "<," = ". Students can use the sign "Left big, greater than"; Small on the left, less than the number ","greater than the number on the left, less than the number on the right "and other language descriptions. The teachers are very sure.

(2) Familiarize and remember these three relational symbols by playing games.

See who speaks well: the teacher names the symbols and the students stick the corresponding symbols with sticks.

(Design intention: In the situation, through observation, let the students experience some methods to deepen their understanding of the same concept of "more, more and less", and guide the students to experience the process of transforming life language into mathematical language, and then abstract it with mathematical symbols. )

Third, practice.

1, Basic Exercise: Complete the 1 question of "Exercise" on page 2/kloc-0.

2. Consolidation exercise: Complete the second exercise on page 2/kloc-0.

Four. abstract

1, let the children talk about what they have learned in this lesson.

2. Teacher's summary: When comparing the sizes of two numbers, you can use the relative symbols ">" and "<, "=". Time comparison can still be compared one by one.

Verb (short for verb) homework

Complete the third question of "Practice" on page 2/kloc-0.

Blackboard design:

Know > = <

4 = 4 Pronunciation: 4 equals 4 (equal sign)

4>3 is pronounced: 4 is greater than 3 (greater than symbol).

3<4 is pronounced: 3 is less than 4 (less than symbol)

The teaching objectives of "Teaching Plan 5 of Grade One Mathematics Course" by Jiangsu Education Publishing House;

1, can compare the number of objects by counting or one-to-one correspondence, and can correctly express the comparison results.

2, contact the actual life, know the corresponding relationship of some special objects.

3. Improve students' practical ability and oral expression ability.

4. Cultivate students' good quality of caring for each other.

Teaching focus:

Compare the number of objects by counting or one-to-one correspondence.

Teaching difficulties:

Solve some special problems in life through one-to-one correspondence.

Teaching preparation:

Student: Various comparison objects (pencils and pencil boxes, bottles and caps, Chinese books and math books).

Teacher: Some gloves.

Teaching process:

First, create a scene.

Introduce a topic

Teacher: On Sunday morning, our friends made an appointment to go to the park to play bumper cars. They came to the venue of bumper cars (showing the theme map)

Q: Please look at the pictures carefully and tell me what problems they will encounter. how do you know

Health: communicate after observing the theme map.

(Not enough cars: 6 children, only 5 cars; There are already four children in the car, and one carriage is empty, but there are two children running behind; ……)

Teacher: Just now, some children learned that there are fewer cars than people by counting, and some children used a child to match a car.

We know there are fewer cars than people. This method is called one-to-one correspondence.

Q: We often encounter similar problems when we go out in our lives. What would you do if you met them?

Health: (omitted)

Teacher: Today we are going to compare the number of objects by counting or one-to-one correspondence.

Blackboard writing: comparison

Ask questions with story scenes, educate students in ideological and moral education through the process of solving problems, and directly point out the content to be learned in this class, so that students can make it clear.

Second, practice.

Empirical method

Teacher: There are pencils and pencil cases, bottles and lids, Chinese books and math books on your desks. Please sit at the same table now.

Compare which objects are more and which objects are less?

Student: Compare at the same table.

Teacher: Please report the comparison results.

(three sentences are required: which two objects are compared? In what way? What was the result of the game? )

Students: communication (teachers guide students' language organization)

Q: Have you all compared the number of objects? Who can tell me how to compare the number of objects?

Health: communication

The second phase of curriculum reform advocates cooperative learning, so that students can understand knowledge and methods through experience. The students already know the teacher.

On the basis of comparing the number of objects, let the students work together at the same table to compare the number of objects, so that students can feel better.

Comparative methods of experience and perception. On the basis of students' experience, further cultivate students' oral expression ability, so that students' hands, brains and mouths can be developed and improved at the same time.

Third, consolidate the practice.

Method application

Teacher: Just now, our children began to compare the number of objects in different ways. Next, the teacher wants you to use the methods you learned today to solve the difficulties for your friends in the book. Would you like to?

Health: Yes.

1, P20 Question 2 (left)

Q: Who is in the photo? What is she going to compete with?

Health: Very small. Which is more pudding or plate, which is less?

Teacher: Please compare and tell your deskmate the method and result of your comparison.

Health: Make a comparison.

feedback

Note: If students use the one-to-one correspondence method, it is one-to-one correspondence (connected by lines).

2.P20 Question 2 (Right)

Q: Who is the owner of this photo? What is he doing?

Health: It's Tintin. He is comparing bottles and corks, which is more and which is less?

Teacher: Please compare yourself.

Health: communication

3. P20 Question 3 Students: After completing the comparison independently, exchange the results in the group.

Classroom communication

Summary: It's amazing that you solved the difficulties for your friends with the skills you learned today.

It is a process from intuition to abstraction, from hands-on operation comparison to picture comparison. Therefore, the teacher created a difficult scene for his friend to consolidate the comparative method. Its purpose is to consolidate the comparative method in the process of solving difficulties, and at the same time, it can inspire students to dare to challenge difficulties and establish confidence in themselves.

Fourth, connect with reality.

Expansion and improvement

1. Show pictures of 7 gloves and 4 children.

Q: Look who's here. The teacher is going to give them gloves. Please see if the gloves prepared by the teacher are enough.

Student: Discuss in groups of four.

How to divide it on the blackboard? (Note: 1 person is assigned a pair of gloves, and attention should be paid to the matching of left and right hands.)

Q: Is the division of children on the blackboard reasonable? Why?

Health: Free communication (everyone has two hands, one child has two gloves, one left and one right gloves).

2. Contact the reality of life

Q: What other objects in life have a 2 1 like gloves?

Health: For example.

3. Summary

What did we learn in this class today? What method can be used to compare objects? What else do you know?

Mathematics learning is to solve practical problems in life, but there are often many special problems in life. So while thinking about solving problems, we should solve the reality of life. For some special problems, we should comprehensively consider and flexibly use knowledge to solve problems, which truly embodies the combination of mathematics and life.