Unit 1, Cognitive Multiplication
First, teaching material analysis:
On the basis that students have mastered simple addition and subtraction, this unit teaches multiplication, with emphasis on its significance. The whole unit includes two examples, two "attempts", one "thinking and doing" and exercise one. Textbook arrangement has the following characteristics:
1, strengthen the understanding and calculation of addition with the same number, and make full preparations for the preliminary understanding of multiplication.
Multiplication and addition are closely related, and mastering addition can let you continue to learn multiplication. In addition, students are familiar with the addition of two numbers and the addition of three different numbers. Add up the same numbers, because there is less contact and it is unfamiliar.
Therefore, before teaching multiplication, the textbook should strengthen the perceptual knowledge of adding several identical numbers, improve students' ability to calculate adding several identical numbers, and lay a solid foundation for learning multiplication.
2. Let students fully understand the meaning of multiplication. Multiplication is a simple operation, which can find the sum of several identical addends. The textbook does not mechanically instill the meaning of multiplication in students, but allows students to solve the practical problem of finding the sum of several identical addends by addition and multiplication, from which they can understand the meaning of multiplication and feel its two main connotations: multiplication can only be used when several identical numbers are added.
Column multiplication is usually simpler than addition.
3. Combine the understanding of the meaning of multiplication with the application of multiplication to solve practical problems, and optimize the process of concept formation. The meaning of multiplication belongs to the concept of operation. The general process of primary school students' concept formation is "accumulating perceptual knowledge about concepts in practical activities → processing perceptual knowledge into representations or abstracting it into concepts → applying concepts in practice and further expanding concepts".
It can be seen that the formation of concepts has always been linked to practical problems. This unit textbook has changed the content structure of teaching multiplication meaning first and then multiplication application problems in previous mathematics textbooks. From the example of multiplication, the concepts of formation and application are integrated.
Second, the teaching objectives:
1, so that the student manager can express the addition of several identical numbers as the formation process of multiplication formula, and initially understand the meaning of multiplication and the relationship and difference between multiplication and addition; Can write and read multiplication formula correctly, and know the names of each part in the formula; Calculates the product of multiplication and addition.
2. Make students learn how to abstract several mathematical problems from simple actual situations, and list multiplication formulas according to the mathematical problems, so as to cultivate the habit of orderly thinking and improve problem-solving ability.
3. Make students further cultivate their interest in learning mathematics and cooperative learning attitude in the process of preliminary understanding and application of multiplication.