First, the teaching content:

The compulsory education curriculum standard experimental textbook has 33-34 pages, with examples and "thinking and doing".

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Second, the teaching objectives:

1. Let students master the solution of "finding more (less) problems in one number" through operation inquiry learning.

2. Adopt the excellent classroom teaching mode of "learning before teaching, cooperation and communication, reaching the standard in class".

3. Let students feel the close connection between mathematics and life, stimulate students' emotion in learning mathematics, and enhance their self-confidence in learning mathematics well.

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Third, the teaching focus:

Enable students to correctly solve "more than (less than) a number of practical problems".

Fourth, teaching preparation:

Learning objectives, preview and checklist of "Finding more (less) than one practical problem", small blackboard, peach chart 14, wall chart. Each student has twenty sticks.

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Verb (abbreviation of verb) teaching process;

(1) Demonstrate the learning objectives. (small blackboard)

1. Let students master the solution of "seeking more than (less than) a number" through operation inquiry learning.

2. Adopt the excellent classroom teaching mode of "learning before teaching, cooperation and communication, reaching the standard in class".

3. Let students feel the close connection between mathematics and life, stimulate students' emotion in learning mathematics, and enhance their self-confidence in learning mathematics well.

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(2) Preview.

Show the preview sheet of "Seek more (less) and seek one", and the teacher will give it to the students in advance at the end of the last class, so that the students can complete it independently. This course will be previewed for the second time. Let the students read 33-34 pages first, and then check the preview list. The teacher will patrol and extract the contents that most students can't understand and the places where students are prone to mistakes.

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(3) submit questions.

Be sure to let the students finish reading the 33-34 pages of the book, and then check the preview list. The teacher will patrol and extract the contents that most students can't understand and the mistakes that students are prone to make. For example, "Xiaoming has 1 1. Xiaoming has three more peaches than Xiaohong. How many do Xiaohong have?" General students use addition. When they were asked to give a speech, most of the students said that there was "much" in the question, so they used addition, but it was not.

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(4) Cooperative exploration.

Let the group talk, then say the name of the second person in the group number, explain the idea of solving the problem and give a speech. Because there is "more than" in the question, add it. At this time, no child in the class noticed the key point of solving this kind of problem, that is, he didn't understand the meaning of the problem. Some students did not even look at the questions, so they did it blindly. More importantly, they don't know the ways and means to solve practical problems. I took out the teaching aid Ding Taotu and posted it on the blackboard to help students analyze it.

At this time, I also gave a suggestion of "a solution to practical problems". The key is to look at what the problem is and what to seek, so as to find the conditions related to the problem, analyze it and find out who is more and who is less. If there are many questions, use addition; If you want less, use subtraction.

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(5) In-class test.

1, let students finish "think and do" independently. Play and say by name. Solution.

2. Show me the test paper.

(1) There are 28 people with strong speech skills in junior grades, 57 people with strong speech skills in senior grades, and how many people with strong speech skills in senior grades?

(2) First, supplement the questions and conditions missed in the topic, and then answer them in the form of a table.

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(6) Layout.

1, this lesson mainly studies the solution of the practical problem of finding a number greater than (less than). The key is to look at what the problem is and what to seek, so as to find the conditions with problems, analyze them and find out who is more and who is less. If there are many questions, use addition; If you want to be less in the problem, use subtraction.

2. In the next class, the teacher will issue a preview sheet, and the teacher will give appropriate hints to help the students clear up their confusion points, help the students build their interest in preview, and tell the students to read the contents of the book first, and then do the preview questions on the basis of understanding.