This paper discusses the design of mathematics teaching in the first grade of primary school.
First, the teaching content People's Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Mathematics" The first volume of the first grade "Jia Lian"
Second, the teaching objectives
1. Guide students to abstract the process of adding mathematical problems from the actual situation and intuitively understand the significance of adding mathematical problems.
2. Through exploration, students can master the method of continuous addition calculation and correctly calculate the continuous addition calculation within 10.
Third, the teaching process design and intention
Hello, children, the micro-lesson I want to tell you is Jia Lian, the first volume of Mathematics, a standard experimental textbook for compulsory education, published by People's Education Publishing House.
2. Say what Jia Lian means.
Let's look at a group of pictures of Xiaoming feeding chickens. (Show courseware: 5 chickens) How many chickens are there on the ground? Let's count, 1, 2, 3, 4, 5.
(Show courseware: 2 chicks) How many chicks are there next? (2 chickens) (Show courseware: 1 chicken) How many chickens came at last? ( 1)
How many chickens are there in a box? How to form? By the way, add. The listed formula is 5+2+ 1 =. Expressions like this are mathematically called "continuous addition".
3. Explore the calculation order of continuous addition.
How can we calculate a continuous addition formula like 5+2+ 1
(1) Look: There are five chickens on the ground and two are running. How many? Let's count, (1, 2,3 ... a * * *) there are seven, and finally there is 1. How many are there in * * * now? (8), 5+2+ 1 = 8, a * * * has 8 chicks.
⑵ stick figure
Let's look at the stick figure. How many sticks are there on the left? How many in the middle? What about the right? Think about how to calculate by formula. (4+3+ 1=)
⑶4+3+ 1=? First, the four sticks on the left and the three sticks in the middle add up to seven sticks, and then seven sticks plus 1 stick on the right equals eight sticks, so 4+3+ 1 = 8. A * * * has eight sticks.
(4) Small triangle diagram
Let's look at the triangle. How many red triangles are there? How many blue triangles? How many yellow triangles? How to calculate in the form of columns? (3+4+2)
⑸3+4+2=? First, three red triangles plus four blue triangles equals seven triangles, and then seven triangles plus two yellow triangles equals nine triangles. So 3+4+2 = 9, and a * * * has 9 triangles.
4. Summarize the calculation sequence and method.
When calculating continuous addition, we usually calculate the sum of the first two numbers first, and then add the third number to their sum in order from left to right.
Step 5 consolidate the exercise
2+2+4=? 5+0+3=?
6. Concluding remarks
Mathematics teaching design of the first grade in the second primary school
Teaching objectives of instructional design
1, initially experienced the process of abstracting numbers from the scene diagram, and initially understood the method of counting numbers in sequence.
2. I experienced the process of representing the number of objects with bitmap, and initially established the idea of number sense and one-to-one correspondence.
3. Initially learn to observe objects from a mathematical point of view and penetrate the sense of application.
With the help of others, I have a preliminary understanding of the significance and fun of mathematics.
Emphasis and difficulty in teaching
I have experienced the process of abstracting numbers from the scene diagram and then representing them with a dot diagram, and I have a preliminary understanding of the way of sequential counting.
Prepare multimedia courseware as teaching AIDS, etc.
teaching process
First, the creation of situational interest
Dialogue: Children love to play. Where do you want to play most? In this class, the teacher will take the children in our class to the children's playground. Students close their eyes and then open them. At the same time, the courseware shows the situation map of children's paradise. )
It is children's nature to love to play, especially for students who have just entered the first grade. Playing in children's paradise is the introduction to fully stimulate their interest in learning, so that they can devote themselves to a learning state from the beginning of class.
Second, the maintenance of independent exploration interest.
1, preliminary perception
(1) Question: What did you see in the children's playground?
Send it again and again.
(2) Description: In the bright sunshine, trees are shaded, flowers are in full bloom, birds are singing happily, butterflies are flying happily, and children are so happy. Some of them ride wooden horses, some swing, some fly in small planes, and some slide on slides.
Emotion is the catalyst of classroom teaching. Expressive language can stimulate students' emotions and deeply experience amiable teachers and lovely classrooms.
2. Counting communication
(1) Question: There are many things in the children's playground. Can you count how many there are?
(2) Students count themselves first, and then count them to their deskmates.
(3) Choose a few students as guides and lead the rest of the children to count in order.
3. Summary method
(1) Discussion: How to count correctly and quickly?
Discuss in groups and communicate collectively.
(2) Summarize and emphasize the sequence number one by one. (From left to right, from top to bottom, and so on. )
4. Practice answering questions first
(1) Question: 1 ... Student answer: 1 slide; 2 ... Students pick up two swings ... (Courseware demonstration, extracting 10 fragments from the theme scene one by one)
(2) Look at the picture and say that the picture means: 3 wooden horses. ...
5. Bitmap represents numbers
We can use some of the simplest symbols to represent the number of objects. What do you want to represent? Let's use the concept map, shall we? 1 slide is represented by 1 idea (there are 1 idea in the presentation). How to express the number of swings? Why? How to express the number of wooden horses and planes? What else do you have in mind? (Let the students speak fully)
Inquiry: How many objects do seven points represent? What do the eight concepts mean? How to express the number of balloons? 10 What does the idea mean?
Third, entertainment? Interesting experience
Transition: Children, the beautiful campus is our paradise. Let's go to the children's playground to play together! (Leading the students out of the classroom and into the campus) Find some dolls. There are many dolls hidden in the beautiful campus. Do you want to find them? Find good friends (including teachers) and communicate with them.
Practice the number of ideas (create a specific scene before class)
1 Snow White, 2 handkerchiefs, 3 mushroom slices, 4 flowers, 5 baskets, 6 apples, 7 dwarfs, 8 teacups, 9 pears and 10 small bowls.
Beautiful fairy tale scenes and students' favorite fairy tale characters are learned vividly and practiced with relish.
Fourth, summarize and improve? Extension of interest
Dialogue: Mathematics is closely related to our life. Every member of the mathematical kingdom is winking at us with intelligent eyes. Do you want to make friends with them? What are you going to do in the future? Students can speak freely.
Mathematics teaching design of the first grade in the third primary school
Teaching objective: 1. Guide student managers to understand the process of 10, and initially establish the digital consciousness of 10.
2. Learn how to count, recognize, read and write the number 10, compare the size and composition, and fully understand and master the concept of the number 10.
3, combined with the study of the concept of number, feel the education of loving nature, protecting the environment and loving science.
4. Guide students to feel the close relationship between the number 10 and the life of the monitor.
Prepare teaching AIDS and learning tools:
The teacher prepares food projection, 10 card, bitmap and wooden stick; Students prepare to learn the toolbox.
Teaching process:
First, review the introduction: review the number that has been learned, and the number greater than 9 is 10.
1, talk introduction; Teacher: We have learned the numbers from 0 to 9. We can not only count these numbers correctly, but also read and write and know their size and composition. So do you know the number greater than 9? Today, let's meet "10".
2. Understanding of blackboard writing: 10.
Second, understanding 10
(1) Show the theme map, guide students to look at the map and count, and abstract the number 10.
Teacher: What are the students doing in the book? Let's count how many students * * * went. What about the teacher? A * * * How many people went? (10 people) Really? Let's count together.
Introduce your counting method. (It can be a number or several numbers. It is found that as long as there is an order, the result of not missing duplicate numbers is 10. )
(2) Counting:
Count any learning tools with the number of 10 from the learning tool box.
The teacher demonstrated that 10 sticks were counted and tied with rubber bands. Q: How many 1 sticks are there in this bundle? How many/much? Make it clear that 10 is 1 10.
Find out what part of yourself 10 can represent.
(3) Number sequence within10
The teacher showed the mind map. Read the pictures of the counters in the book and let the students feel 9 plus 1 yes 10.
Can you tell the numerical order within 10 from the ruler diagram in the book?
Guide the students to sum up: make it clear that 9 plus 1 yes 10, 1 minus1is 9, and 9 is followed by 10.
In the order of numbers, let the students fill in the numbers on the ruler completely, then abstract the number axis and make clear the number order within 10. Fill in the blanks: page P67, questions 1 and 2. Feedback: 1 In what order are the questions written? What about the second question?
(4) Compare the numbers within 10.
Compare 9 and 10.
Besides 9, what other numbers are less than 10? What numbers are 10 greater than? what do you think?
(5) The difference between 10 and10.
Draw an object representing 10 by yourself: draw O. After drawing, please check and proofread at the same table. The teacher took out the circle OOOOOOOOOO that the students had just drawn, painted it with black 10o from the left and painted it with red 10o from the right.
(6) How to write 10: The teacher will write a student's exercise and talk about what is special about writing10 and the numbers written before.
Three. Composition of 10
1 and 10
(1) Homework at the same table, study the composition of 10, one score and the other record. Summarize the composition of 10.
(2) What are the components of10? In what way can you remember them quickly? You can strengthen your memory with your fingers.
2, practice to consolidate:
(1) high five composition 10.
(2) The number of words is 10.
(3) Connection: P65 Do it.
(4) The composition and decomposition of10, such as ferrule activity: Exercise 9, Question 3.
Summary: What did you learn in this class? What skills have you added?
Five, after-school notes:
When students write a number consisting of two numbers for the first time, the coordination between learning and writing is poor. When writing 1+0, it is required to be slightly oblique, and it is written as a point after combination. For example, the problem is that the requirement of writing 0 in front is not strict enough.