As a conscientious people's teacher, it is often necessary to write lectures, which are the manuscripts for preparing lectures and play a vital role. How should I write a speech? The following is a draft of the meaning and nature of decimals in fourth grade mathematics for your reference only. Welcome to reading.

Hello, everyone. The theme of today's lecture is "The Nature of Decimals". This lesson is the content of the second lesson of Unit 3, Book 1 of the fourth grade mathematics textbook of Qingdao Edition, The World of Eggs-the Meaning and Nature of Decimals. It is based on students' initial understanding of decimals and fractions, and the comparison of the meaning and size of decimals, which is the beginning of in-depth study of decimal related knowledge. Learning this part of knowledge well can lay a good foundation for learning more regular knowledge such as the basic nature of fraction and the basic nature of ratio in the future.

According to the requirements of "Mathematics Curriculum Standards" and the understanding and analysis of the contents of the textbook, I set the teaching objectives of this lesson as follows:

1. Let students understand and master the nature of decimals through activities such as guessing, verifying, comparing and inducing in real scenes, and will simplify or rewrite decimals by using the nature of decimals.

2. Let students understand and master the nature of decimals in independent inquiry and cooperative communication, and improve their ability to judge and reason with knowledge.

3. Stimulate the interest in learning mathematics and experience the inquiry and challenge of mathematical problems.

Teaching emphasis: let students understand and master the nature of decimals, and can apply the nature of decimals to solve practical problems. .

Teaching difficulty: the process of understanding decimal natural induction

Preparation of teaching AIDS and learning tools: ruler, square paper and multimedia courseware.

Curriculum standards tell us that to guide students to actively observe, experiment, guess, verify, reason and communicate in the process of mathematics learning, "hands-on practice, independent exploration and cooperative communication" should be an important way for students to learn mathematics. So I designed the following teaching methods and learning methods.

1, with student activities as the main body. Through various forms of student activities, students are encouraged to participate in learning activities with their hands, brains and mouths.

2. Reflect the whole process of law formation. In teaching, teachers do not simply give conclusions, but guide students to observe, guess, operate, verify, discover, analyze, summarize and consolidate their application in the process of showing the development of knowledge.

3, adhere to the face of all, student development-oriented. In teaching, we should give consideration to students of different levels, try our best to teach students in accordance with their aptitude, promote the development of students' personality, and provide students with sufficient development conditions in space and time.

Based on the above analysis of teaching materials and teaching methods, I designed the following teaching links:

First, create scenarios to stimulate interest.

Introduce the topic of supermarket shopping, let the students ask the question of decimal size comparison according to the information, and guide the students to guess "which is more expensive, pencil or eraser?" This design not only allows students to review the content in class, but also starts with students' life experience, so that students can personally experience that mathematics comes from life, feel the close relationship between mathematics and life, stimulate students' desire to explore, and gather motivation for actively exploring new knowledge.

Second, guess and verify, explore the essence

In this link, I designed the following levels:

1, group cooperation, preliminary perception On the basis of guessing 0.9=0.90, guide students to ask questions: Is your guess correct? Work in groups, choose your favorite tools, and test your guess by measuring and drawing. Then ask the students to "observe the decimals on the left and right sides of the equal sign." Did you find anything? " Give students enough time to think independently first, and then communicate in groups. Whether there is a zero after the decimal point is derived is the same size as the decimal point. )

This design puts the problem into a group, so that students can find the solution to the problem on the basis of discussion. Teachers participate in activities, get along with students equally as collaborators, put forward their own opinions, respect students' opinions, encourage students to make bold measurements and smears for verification, cultivate students' spirit of daring to express their opinions, and fully mobilize students' enthusiasm.

2. give an example to verify it. On the basis of summarizing the preliminary verification of nature, guide students to further question "Does our conjecture apply to all decimals?" Organize students to give examples, then verify in groups, communicate with the whole class, and finally guide students to "observe these data, what do you find?" Through communication, the blackboard summarizes: add 0 or remove 0 after the decimal point, and the decimal size remains the same. (Title on the blackboard: Nature of Decimals) In this way, students can use examples to verify the laws after they have initially discovered them, which embodies the thinking process from special to general, not only makes students learn the method of verifying with examples, but also embodies the thought of dialectical materialism.

This link is intended to provide students with as many opportunities to learn in practical operation as possible, and guide students to understand and master the essence of decimals in mathematical activities of observation, experiment, guessing, verification, reasoning and communication through hands-on practice and independent inquiry.

3. Use nature and experience value.

The design of this link allows students to apply the nature of decimals to simplify and rewrite decimals, so that students can finish the questions independently first. In this process, set the key question "Can this 0 be removed?" "How to rewrite 5 to three decimal places?" It is necessary to guide students to understand "why can't the 0 in the middle of 13.040 be removed" and "why should the decimal point be added to the lower right corner of 5 after being converted into a decimal point", so as to give students sufficient time and space for independent thinking and cooperative exploration, so that students can deepen their understanding of the essence of decimals and appreciate the value of decimals in the process of solving problems.

Third, practice feedback and consolidate internalization.

This link designs three levels of questions, including basic questions, comprehensive questions and extended questions. The basic questions are designed for all, so that each student can consolidate basic methods and skills, and the comprehensive questions pay attention to differences, so that students of different levels can have different development, and the extended questions pay attention to development, so that students of different levels can improve in different degrees.

Fourth, sum up doubts and improve yourself.

Let students exchange their learning gains, guide them to sort out what they have learned, summarize their learning methods, and improve them through self-evaluation and mutual evaluation.

Based on the design of teaching links, in order to highlight key points and lay a solid foundation for students to master knowledge and memory, the blackboard writing is as follows:

Properties of decimals

Add 0 or remove 0 after the decimal point, and the size of the decimal point remains the same.

These are my teaching ideas for this course. In the design of this lesson, we should pay attention to guiding students to explore and discover along the track of "example-guess-verification-summary-application", so that students can experience the basic strategies and methods of exploring and discovering mathematical laws. I believe that students can complete the teaching content of this class under the guidance of teachers and basically achieve the teaching objectives. After the lecture, please correct me. Thank you!

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