Lecture Draft of Solving Problems 1 1. Talking about Teaching Materials
"Solving problems" is the content on page 42 of division in Unit 4 Table (II) of the second grade mathematics textbook of primary school. This part of the content is arranged on the basis of students' accumulated experience in solving problems. This lesson requires students to observe the scene diagram themselves, understand the meaning of the problem, and then solve the problem. Learn the knowledge of this lesson well and lay a good foundation for students to solve math problems in the future.
According to the students' life experience and the knowledge characteristics of this course, I have set the following teaching objectives:
1, through the situation of "shopping in the store", flexibly use division knowledge to solve simple problems in real life.
2. Through independent exploration and group cooperative learning, further strengthen the mastery of multiplication formula calculation and 7-9 division.
3. Stimulate students' interest in learning, guide students to obtain valuable information, and cultivate students' ability to solve problems.
4. Cultivate students to express their ideas bravely and listen to their opinions carefully. In solving problems, experience success and cultivate interest in mathematics learning.
According to the teaching content, teaching objectives and students' actual situation, determine the teaching focus of this course, cultivate students' good problem-solving habits, and solve some simple and practical problems with what they have learned. The difficulty of teaching is to cultivate students' ability to find, ask and solve problems.
Second, oral teaching methods
In this class, I try to let students explore the solution to the problem by guiding them to observe the scene map.
1, I use the toy store that students are familiar with and love to guide students to actively observe the scene map, and apply the knowledge and skills they have mastered to the process of solving new problems, reflecting students' autonomy in learning. Let students learn to solve problems and find ways to solve them.
2. Reflect the diversification of problem-solving strategies.
In teaching, I am based on allowing students to collect and understand mathematical information independently and find solutions to problems. Give active encouragement to students' reasonable explanations, stimulate their desire to explore and enhance their confidence. Constant guidance and encouragement enable students to gradually improve their ability to solve problems.
Third, theoretical study.
"Mathematics Curriculum Standard" points out that mathematics teaching must start from students' living situations and things of interest, and provide them with opportunities to participate, so that they can realize that mathematics is around them and feel intimate with it. In teaching, we should try our best to tap the learning resources around students, create a thinking space for them to discover and explore, and let students find and solve problems better.
Under the guidance of this concept, guide students to observe the scene map and ask questions by themselves, and cooperate in groups at the right time to guide students to say "how to form it?" Why is this listed? "Use toys that students are interested in throughout the class to stimulate students' enthusiasm for solving problems.
Fourth, talk about teaching procedures.
I designed the following four links in this class:
(1) Bring forth the new and activate the experience.
This link focuses on awakening students' existing experience and laying a good foundation for follow-up study.
(2) Create situations and explore independently.
Creating a toy store situation that students love to see and hear in this link has well stimulated their desire to explore. Enable students to solve problems step by step and go through the whole process of solving problems.
Highlight the key points in group cooperation and communication, review the problem-solving steps and form a problem-solving model.
(3) Deeply understand and consolidate practice.
By solving three completely different practical problems, students' ability to analyze and solve problems is improved.
(4) class summary.
Talk about my own gains in this class. On the one hand, I will systematically review what I have learned in this class. On the other hand, I will cultivate students' ability of induction and arrangement, so that students can feel the fun of learning.
Five, say blackboard writing design
The blackboard writing in this lesson mainly presents the steps of solving problems and highlights the key points. This blackboard writing can give students an outline.
Lecture notes on solving problems 21. Speaking of teaching materials
(A) the status and role of teaching content in teaching materials.
The teaching content of this lesson is the practical application of approximation, which is based on learning to find approximation. This part of the teaching focuses on teaching students the method of analyzing application problems, and obtaining the approximate value of quotient by one-step method or tail-off method according to real life.
(2) Analysis of learning situation
The mathematical problems studied and solved in this lesson are permeated by students' practical experience in their past study. They have some experience in sorting out information analysis problems and solving problems, and gradually infiltrate mathematical thinking methods into previous mathematics learning books to cultivate students' mathematical thinking ability and problem-solving ability. Students in Grade Five have acquired certain knowledge and life experience, and can initially understand the close relationship between mathematics and human life, understand the value of mathematics, and stimulate students' desire to learn mathematics.
Second, talk about teaching objectives
1, knowledge and skills: can correctly use fractional division to solve practical problems; Cultivate students' ability to observe and analyze problems; Cultivate students' ability to use relevant knowledge to solve practical problems in life.
2. Process and method: Independent thinking and group communication are adopted for teaching.
3. Emotion, attitude and values: Through learning, let students feel that when solving practical problems, they should use one-step method or tail-off method to get the approximate value of business according to the actual situation. Experience the application value of fractional division.
Third, talk about the difficulties in teaching.
Key points: We can use fractional division correctly and cultivate the ability to observe, analyze and summarize problems.
Difficulties: improve students' ability to analyze and summarize, and cultivate students' ability to use relevant knowledge to solve practical problems.
Fourth, talk about teaching methods and learning methods.
According to the presupposition of the teaching process of this course, in the actual teaching process, we will combine students' life experience as much as possible, create life and activity scenes for students, take creating environment to stimulate interest as the key, take solving problems as the core, and take independent exploration as the main line to carry out multi-dimensional cooperative activities. Provide them with various teaching opportunities of independent thinking and group communication, let students experience the activities of thinking collision, independent inquiry and cooperative communication, let students experience the process of exploration and appreciate the fun of learning mathematics.
Five, said the teaching procedure:
In view of the teaching objectives set by the teaching content of this course, students' cognitive rules and actual situation, the following parts are preset to start learning:
Interaction (1) uses one-step method to explore and understand the approximate value of quotient in specific cases.
The courseware shows the example of 10( 1) on page 39 of the textbook.
Learning tasks:
1, find out the known conditions in the topic: the problem to be solved: (independently)
2. How to go public? Why is this happening?
Calculate, how many bottles do you need?
4, the number of bottles is an integer, how to find the approximate value of quotient (group discussion)
Introduction into one method: (blackboard writing) (combined with vertical understanding into one method)
One-step definition: when solving a problem, according to the actual situation, no matter what the decimal part is, enter one place and take an integer.
5. For example, what practical problems in life need to be approximated by a method?
Interaction (2) Explore and understand the approximate value of quotient with truncated method in specific cases.
The courseware shows the example 10(2) on page 39 of the textbook.
Learning tasks:
1. Find out the known conditions and problems and try to solve them independently.
2. Thinking: How to find the approximate value of quotient? (group discussion)
Introduction to the Tailing Method: (Writing on the blackboard) (Understanding the Tailing Method in combination with the longitudinal direction)
This paper introduces the definition of mantissa method: when solving a problem, no matter what the decimal part is, the mantissa is discarded and the integer is taken.
3. For example, what practical problems in life need to be truncated to get the approximate value of quotient?
(3) Target detection
1, judge whether to use one method or tail method for the following questions, and explain the reasons.
(1) 16 National Day Class 5 (1) Students visit the window of the world. How many boats do every three students need?
(2) Xia Ming folds a paper plane with colored paper. Every 5 pieces of paper are folded. How many pieces of 34 pieces of paper can be folded?
(3) a ballpoint pen. 2.1How many pens can 2 yuan buy at most?
I am the best, and I can solve the following problems.
(1) There are 378 people going for an autumn outing in the central primary school. Each bus is limited to 40 people. How many buses do you need?
(2) Maxim's bakery specializes in making a birthday cake, and each cake needs 0-32kg flour. Li Shifu received 4 kilograms of flour to make cakes. How many birthday cakes can he make at most?
(4) class summary
What did you get from this lesson?
(5) assign homework.
Sixth, talk about blackboard design.
solve problems
Approximate method of taking quotient according to actual situation;
1, one-digit method: No matter what the decimal part is, enter one digit.
2. Truncation method: No matter what the decimal part is, it is discarded.
This blackboard design is clear and intuitive.