Model essay on mathematics lecture notes for the second grade of primary school
First, the teaching material 1, teaching content:
Unit 7 "Understanding Graphics" in the second volume of the second grade experimental textbook published by Beijing Normal University, the first lesson of compulsory education curriculum standard "Understanding Corner".
2. teaching material analysis:
In life, many objects have a "corner", which students are quite familiar with. I also learned before class that most of their knowledge stays at "the edge or corner of an object, that is, the corner." These are all students' existing knowledge and experience, and they are also the starting point of this course. Choosing students' starting point correctly will have a positive impact on mathematics learning: on the one hand, it can cultivate students' positive learning attitude; On the other hand, it is also conducive to cultivating students to form a learning style characterized by communication and research.
3. Teaching objectives:
(1) Combining with the life situation, I realize that there are angles everywhere in life and understand the relationship between mathematics and life.
② Understand the angle intuitively through activities such as "seeing", "folding" and "comparing".
③ Cultivate students' hands-on operation ability.
4. Teaching emphases and difficulties:
Understand the angle intuitively through hands-on practice.
Second, oral teaching methods
"Mathematics Curriculum Standard" clearly points out: "Mathematics learning is the teaching of mathematics activities and the process of interactive development between teachers and students." Teachers' teaching and students' learning are an organic whole and inseparable. Teachers' teaching needs to be reflected by students' learning, and students' learning needs teachers' guidance. In this class, I changed the traditional teaching methods and left the process of acquiring new knowledge to the students themselves. The design of this class embodies the idea of taking student activities as the main line, and pays attention to providing students with the opportunity to "do" mathematics, so that students can experience mathematics in the learning process. According to the needs of optimizing classroom teaching, the teaching materials should be properly processed. According to the teaching requirements, starting from the students' reality, according to the students' age characteristics and cognitive rules, let the students be familiar with the teaching situation, and encourage every student to take an active part in the learning process of mathematics. In the whole process, I pay attention to give full play to students' subjectivity and leave enough time and space for students. The whole teaching process can be roughly divided into three stages: asking questions, exploring questions and solving problems. The process of problem solving is a process of all-round development of students' attitude, emotion, values and learning ability, which can stimulate students' enthusiasm for learning, give play to their intelligence and develop their creative thinking, thus embodying the student-oriented concept of "doing before learning" and achieving the teaching effect of "teaching less and learning more" and "doing nothing".
Third, theoretical study.
Suhomlinski believes that teaching is to give students the ability to acquire new knowledge with the help of existing knowledge, and it can become a thinking activity. With the rapid development of contemporary new knowledge and technology, students can master the correct learning methods in order to learn something, draw inferences from others and benefit for life, and achieve the goal of "teaching is for the ultimate non-teaching". Therefore, this course mainly guides students to learn new knowledge through migration. For example, I will first find the corner in the scene map, say the corner I see in my life, then find the corner on the desk, and finally draw the corner on the blackboard according to the student's report. And in the future practice, deepen the understanding of the angle and complete the learning task of this lesson.
Fourth, talk about teaching procedures:
In this class, I designed seven teaching links: one is to understand the starting point of students' learning and stimulate their interest; The second is to abstract the angle from the physical object to enrich the students' perception; The third is to establish a correct representation of the angle by observation and discussion; The fourth is to find the corner in life and consolidate the understanding of the corner; Fifth, hand-made corners to deepen the understanding and understanding of diagonal corners; Sixth, compare the angles to develop students' thinking; Seventh, design comprehensive exercises to improve students' ability.
(A) to understand the starting point of students' learning and stimulate the introduction of interest.
At the beginning of class, we can intuitively perceive the "corner" through the activities of "touch, guess and have a look".
Students like this kind of activity, which can not only stimulate their existing knowledge and experience, but also stimulate their enthusiasm and enthusiasm for learning, and build a bridge between real life and abstract mathematics for students to continue learning.
(B) from the abstract point of view of real things, enrich students' perception.
One of the main goals of this lesson is to guide students to gradually upgrade "the corner in life experience" to "the corner in mathematics". Therefore, on the basis of arousing students' existing experience, these angles are abstracted through a dynamic process, and students can perceive the image of "angles" in mathematics through careful observation.
These "mathematical angles" are different from students' "experience angles", which will also produce a cognitive conflict in their psychology, and it is this conflict that will inspire students to devote themselves to comparison and discovery with higher enthusiasm.
(3) * * * Use observation and discussion to establish a correct representation of the angle.
Through a series of activities just now, the students have initially established the image of horns, and then we arranged for timely observation, comparison and discovery, and organized students to discuss: "What are the similarities between these horns?" Guide the students to get the names, vertices and edges of each part of the angle. Step by step, guide students to establish a complete representation of an angle in their minds, with a vertex and two sides.
Then design "judgment" exercises in time, deepen the understanding of diagonal essential features again through identification and reasoning, and guide students to deepen their understanding of diagonal essential features through various ways of participating in experience.
(4) Find the corner of life and consolidate the understanding of diagonal.
Because students have formed a correct representation of the angle, in order to deepen the understanding of the characteristics of the diagonal, we arranged an experience activity of "finding, touching and speaking" to let them find the corner around them. Through the process of pointing and touching at the same table, they can not only deepen the understanding of the characteristics of the diagonal, but also enable students to apply their learned mathematical knowledge to real life and experience the close relationship between mathematics and life. In the process of class communication,
(5) Make corners by hand to deepen the understanding and understanding of diagonal corners.
"Make a corner with your hands" is a colorful part of this lesson. Here, students are provided with a lot of materials, which they can use to make a corner. When students start activities, teachers participate in students and collect useful information in time to serve teaching. Some students have done more than one corner of a material, and the teacher praised and encouraged them in time. This process is also a demonstration of students' thinking level, and also sees the sparks of children's multi-faceted thinking flashing in the classroom.
(6) Develop students' thinking from a comparative perspective.
On the basis of students' initial perception of the size of the angle, the link of "comparing the size of the angle" is designed. Here, pay attention to let students describe the contrast method in their own methods and languages. Through effective guidance and summary, teachers can improve students' methods in time and cultivate students' thinking ability and level. Judging from the teaching situation, children's comparison methods are many and creative, from which we can also find the openness and hierarchy of students' thinking.
(7) Design comprehensive exercises to improve students' ability.
After a variety of activities, students have accumulated a correct understanding of the diagonal. Finally, we designed three levels of comprehensive exercises to arouse students' higher-level thinking. These three levels of exercises have collided with students' thinking and improved their thinking level. The design of the whole class guides students to actively participate in and experience the process of knowledge formation and inquiry by connecting their life experience and activity experience. Pay attention to creating a space for students to explore independently. Through the activity process of "touching, seeing, pointing, doing and comparing", students can get a preliminary understanding of the angle with the coordinated participation of various senses. Advocating the combination of independent thinking and cooperative inquiry, students realize the diversity of problem-solving strategies through various forms of display and communication, which not only develops the thinking of seeking differences, but also deepens their understanding in communication.
Model essay on the second grade mathematics lecture notes of the second primary school
First of all, say textbook. Hello, judge. Today, I said that the content of the class is the multiplication formula of seven, the third volume of nine-year compulsory education Hebei Education Edition. Before that, students had already had the multiplication formula of 1~6 as the basis. This lesson requires students to remember the formula of multiplication of seven on the basis of understanding its meaning, and to use it in their daily life, which also lays a good foundation for the following formula learning. Looking at the students' knowledge base and the analysis of teaching materials, I established the teaching objectives, teaching priorities and difficulties of this course.
Second, talk about teaching objectives
The main goal of this course
1, knowledge and skills:
Let the students go through the process of group cooperative learning and summarize the multiplication formula of 7. Remember the multiplication formula of 7, and you will use it to calculate.
2. In terms of process and method, students are required to sum up the multiplication formula of 7 in calculation and counting.
3. Emotion, attitude and values: Encourage students to actively participate in group cooperative learning and cultivate the awareness of cooperation and communication with others.
Third, teaching focuses on difficulties.
Among them, the teaching difficulty of this course is to let students remember and use the multiplication formula of seven on the basis of understanding its meaning.
Fourth, oral teaching AIDS and learning tools.
The teaching AIDS and learning tools I use in this class mainly include multimedia courseware and finding a friend card.
Verb (abbreviation of verb) oral teaching method and learning method
How to highlight key points, break through difficulties and achieve the above three-dimensional goals? According to the characteristics of teaching materials, I will take multimedia as the main teaching method and group cooperative learning as the main teaching method. Create situations in teaching, provide students with rich, vivid and intuitive observation materials, stimulate students' enthusiasm and initiative in learning, and let students do the multiplication formula of 7 by themselves, count and summarize. From the perspective of cultivating students' cooperative consciousness, the teaching of this course is mainly based on students' group cooperative learning, which is completed in the following three links.
1, cleverly set up the game and review the import.
2. Cooperate and exchange, and explore new knowledge.
3. Consolidate and improve, and deepen the application.
Model essay on the second grade mathematics lecture notes in the third primary school
I. Textbook: 1, and the content of the textbook:
The new curriculum standard for compulsory education is Grade Two Mathematics, Volume One, Page 76, Example 2 Example 3 "Doing" and Exercise 17 1 and 4.
2. teaching material analysis:
The section "Understanding of Multiplication" appeared after learning the multiplication formula of 7. In Example 2, the meaning of "several times of a number" is deduced from the situation that three children put a square with wooden sticks according to the relationship between two four, three four and 1 four. Example 3 is to guide students to establish the calculation idea of "how many times is a number" and construct the "thinking mode" for solving problems by putting some diagrams.
3. Teaching objectives:
(1) experienced the initial formation of the concept of "multiple" and experienced the meaning of "multiple of a number".
(2) On the basis of full perception, the calculation idea of "how many times is a number" is established.
(3) Cultivate students' practical ability, observation ability, reasoning ability, good habit of learning by thinking and interest in mathematics.
4. Teaching emphasis: Experience the initial formation of the concept of "times" and establish the concept of "times".
Difficulties in Teaching: How many times is a number?
5. Prepare teaching AIDS and learning tools:
Multimedia courseware, sticks, pictures.
Second, teaching methods:
According to the above analysis, in teaching, I mainly use audio-visual teaching, inspiring conversation, physical operation, cooperation and communication. Create a certain learning situation and a harmonious and democratic learning atmosphere, and consciously and actively acquire knowledge. In teaching, give full play to students' dominant position, let them communicate the connection between old and new knowledge by placing sticks and pictures, initially establish the concept of "multiple", and then understand the specific meaning of "multiple of a number".
Third, the methods of speaking and learning:
1. Let students experience the meaning of "several times a number" through operation activities.
2. Use independent thinking and cooperative communication to guide students to express their thinking process in concise language.
Fourth, talk about the teaching process:
The teaching process of this course fully relies on the arrangement ideas of teaching materials, excavates the arrangement characteristics of teaching materials, and carries out teaching in the following links.
(A) create a situation, the introduction of new courses.
Because the concept of time is abstract, it is not easy for students to understand, so this class creates a situation, and invites three female students and six male students to take the stage to induce and enlighten, and explain that male students are twice as many as female students. This lesson is to learn "double understanding". Make students familiar with the teaching content, create a kind of ability to analyze and observe daily life problems from a mathematical perspective, and stimulate their interest in learning.
(2) Hands-on operation to explore new knowledge.
First, let the students observe the three children in the courseware, let the students find them by themselves and guide them to get: 2 4 and 3 4. After students have a certain perception, they will reveal the meaning of "times" (three or four can also be said to be three times that of four). Then, let the students put a pendulum on their own, say it, let them feel the existence of "several times a number", experience its significance and function, and truly understand what "several times a number" specifically describes.
Secondly, the courseware gives an example 3. Let the students try to draw circles by themselves. The first row has two circles, and the second row has four times as many circles as the first row. At this time, students can easily understand that there must be four circles in the second row, that is, four twos, so there should be eight circles in the second row. Students establish the representation of "how much is the first line and how many times is the second line" in their minds, and draw the conclusion of multiplication calculation.
Finally, through the practice of clapping games between teachers and students, the knowledge is further abstracted, so that students can establish the idea of "how many times is a number" on the basis of initial perception and build a "thinking mode" for solving problems in the next class.
(3) Expand and deepen.
In this link, the exercises 1 and 17 in this book aim at consolidating new knowledge, deepening the understanding of the concept of "multiple", and clarifying the specific meaning of "multiple of a number" to achieve mastery.
(4) class summary, incentive evaluation.
Let students talk about their performance and gains in this class, which embodies the new curriculum concept and gives students the opportunity to fully express themselves.