Teaching content: Jiangsu Education Press, Mathematics, the standard experimental textbook of compulsory education curriculum, Grade 2 (Part I), pp. 94-95.

Teaching objectives

1. Through actual observation and comparison, students can initially realize that the shapes of objects observed from different positions may be different, and can identify the shapes of simple objects observed from a certain position, and can correctly judge the position of observers according to the shapes they see.

2. Let students feel the fun of mathematics learning, experience the close relationship between mathematics and daily life, and enrich their understanding of real space and graphics.

teaching process

First, create a situation

Dialogue: Do you like taking pictures, children? Teacher Liu took two photos of the school gate. Do you want to see it? (Courseware shows photos of the school gate)

Q: What do you see?

Summary: The same school gate looks different inside and outside.

Dialogue: Teacher, here are two photos. Do you know where they were taken? The courseware shows the photos before and after the class.

Guide: Look at these two photos carefully. What did you find?

Summary: Different observation positions lead to different opinions.

[Comment: Let students observe the photos of their school gates and classrooms. Students have something to say and have a high interest, which fully activates the existing knowledge and experience. ]

Exposure: Today, we will learn to observe objects in life from different positions. (blackboard title: observing objects)

Second, cooperative exploration.

1, guiding observation.

Show and introduce monkeys.

Demonstration: Let's observe the little monkey. Let the children see how the teacher observes. Let me look at the front of the little monkey first. I look at the front of the little monkey like this. What do I see? (I see the front of the little monkey) Which of the four pictures does the teacher see here? (Show four pictures for students to choose from)

Let the children in each group 1 observe the front of the monkey like a teacher, and the teacher and the students will evaluate it together.

Continue the demonstration: look at the left side of the little monkey again. The teacher turns to the little monkey's left. Which picture did the teacher see this time? (Look, find the corresponding picture from the four pictures) Oh, it's this picture. (Hold up the picture on the left side of the little monkey)

Dialogue: Next, ask four children in each group to observe the monkeys in different positions and find the pictures of the monkeys they see.

Students act according to the requirements, and find out the picture of the little monkey they see from the four pictures. Teachers patrol and pay attention to correcting irregular observation posture.

Feedback: Please raise the picture of the little monkey you see in each group 1. (The student holds up the picture) Say, which side of the little monkey do you see?

Let the children in each group of 2, 3 and 4 hold up the pictures of the little monkeys they see and say which side they see.

Contrast: (Hold up the pictures selected by children No.2 and No.4 in each group) These two pictures are seen by children No.2 and No.4 in each group respectively. Do you know which children saw it separately? what do you think? When you see the right side of the monkey's face, you see it from the right side of the monkey; When you see the monkey's left face, you see it from the monkey's left)

[Comment: Teaching students the correct observation method is the premise of effectively organizing observation activities. Let the students find the pictures of the monkeys they see, which will help them understand the corresponding relationship between the observer's position and the scenery they see. Guide students to correctly distinguish the left and right sides of monkeys according to their own life experience, which breaks through the difficulties of this lesson and makes students better understand that different observation positions have different observation results. ]

2, transposition observation.

Talk: Just now, four children in each group observed the little monkey in their own position, and each child observed something different. Do you want to see what other children see? Let the children in each group change their positions in this order (fingers clockwise) and observe it again. Find out the pictures of the little monkeys they see in the four pictures.

After students observe, organize feedback.

Continue to observe from different positions, and let each student observe the little monkey from four positions.

Question: What did you find by observing the little monkeys in different positions just now?

[Comment: Observing in place and finding the corresponding view improves students' participation, which is helpful for students to grasp the corresponding relationship between the observer position and the view as a whole, so as to deeply understand and observe the same object, and the observation results are different with different observation positions. ]

3. Learn to judge.

Dialogue: Xiaohong, Xiaoyun, Xiao Fang and Xiaoyu also took pictures of this little monkey (showing the picture of the second example). Do you know who took the following photos (showing four pictures) respectively?

Students answer and explain the reasons. The teacher completes the connection according to the students' answers. (Focus on how to judge the view from the left and right. For example, when students say Xiaoyun has seen the second picture of a little monkey, let them express their own judgments and thoughts.

[Comment: Guide students to use accumulated observation experience to judge who took each photo through imagination, so that students' understanding level rises from "observing the same object in different positions and seeing different things" to "judging the observer's position according to the view they see", which deepens students' understanding of the corresponding relationship between the observer's position and the view and develops the concept of space. ]

Third, exchange activities.

1, the second question "Want to do".

Dialogue: We already know that when we look at the same object in different positions, we see different things. It is often necessary to observe the same object from different positions in life. Look, there is a car on campus. (Show the second question of "Think, Do") Three children observe cars in different positions. Do you know who saw the picture on the right?

Students organize feedback after completing independently.

2. "Think and act" question 3.

Talk: Ask the team leader to take out this teapot and put it on the table like this. Can you point out which picture you see?

Students go to the blackboard and point out the points they see.

Question: Can you tell which picture the other three children in your group saw? (Focus on guiding students to judge the left and right views of the teapot according to the orientation of the spout and handle)

Fourth, class summary.

Teaching design of the first volume of mathematics in the second and second grades

First, the guiding ideology of teaching this semester: 1. Attach importance to providing students with familiar specific situations according to their existing experience and life experience to help them understand mathematics knowledge.

2. Increase the content combined with reality to help students understand mathematics in real life and feel the close connection between mathematics and daily life.

3. Pay attention to choose learning materials and activities that are full of children's interest, stimulate students' interest in learning, and get a pleasant mathematics learning experience.

4. Pay attention to guiding students to explore independently and cooperate with each other, so that students can learn in the atmosphere of cooperation and independent exploration.

5. Grasp the teaching requirements, promote the development of students, and appropriately improve the methods of evaluating students.

Second, the class analysis:

After one year's mathematics study, the second-grade children have greatly improved their basic knowledge and skills, and have a certain understanding of mathematics study. Hands-on operation and language expression have been greatly improved, and the awareness of cooperation and mutual assistance has also been significantly enhanced, but there is a clear gap between students. But I think their enthusiasm for math learning is still very high. Therefore, in this semester's teaching, we should pay more attention to the cultivation of students' learning interest and learning methods, so that different students can get different development.

Third, teaching material analysis:

This semester's textbook includes the following contents: counting and multiplication, multiplication formula 1, observing objects, division and division, direction and position, hours and minutes, multiplication formula 2, division, statistics and speculation, and mathematical practice activities.

Four, the main purpose of this semester teaching requirements:

(a), knowledge and skills:

1, Unit 1 "Number, Number, Multiply". In the study of this unit, students experience the process of abstracting multiplication formula from specific situations through activities such as "counting", realize the significance of multiplication, find and put forward problems that multiplication can solve from life situations, and initially feel the close relationship between multiplication and life.

2. Unit 2 "Multiplication formula (1)" and Unit 7 "Multiplication formula (2)". In the study of these two units, students have gone through the process of compiling 2-5 and 6-9 multiplication formulas, formed the habit of thinking about problems in an orderly way and the preliminary reasoning ability, and can correctly use the multiplication in the formula calculation table to solve practical problems.

3. Unit 3 "Observing Objects". In this unit, students will experience the process of observation and observe objects from different positions. The objects they see may be different, and they can see at most three sides of the object. Can correctly identify the shape of simple objects observed from the front, side and above; Through observation activities, the concept of space was initially formed.

Unit 4 "Multiplication and Division" and Unit 5 "Division". Through a large number of "division" activities, students experience the process of abstracting the division formula from specific situations, realize the significance of division, find and put forward the problems that division can solve from life situations, realize the close relationship between division and life, learn to use multiplication formula to find quotient, and realize the reciprocal relationship of multiplication and division.

Unit 5 "Direction and Position". Through the study of this unit, students can identify the other three directions according to the given direction (east, south, west and north), and can use these words to describe the direction of objects; If you know the direction on the map, you will look at the simple road map, thus developing students' concept of space.

Unit 6 "Hours, Minutes and Seconds". By studying hours, minutes and seconds, students initially formed a good habit of observing and cherishing time. In the actual situation, we can accurately read the time on the clock face and tell the elapsed time by knowing the hours, minutes and seconds, initially understanding their practical meanings and mastering the speed of progress between hours, minutes and seconds.

7. Statistics and Probability: Unit 9 "Statistics and Guess". Through the study of this unit, students will further experience the process of data investigation, collection and arrangement, answer some simple questions according to some data in the chart, exchange ideas with their peers, and initially form statistical consciousness. In simple guessing activities, we initially feel uncertainty, and experience that some events are certain and some are uncertain.

8. Practical Activities: This textbook arranges three practical activities, namely "Festival Activities", "Moon Travel" and "Fun Games", aiming at comprehensively applying the learned knowledge to solve practical problems. At the same time, in the study of other specific contents, arrange "small investigation" activities and diversified life application questions to aim at the practical application of a certain knowledge.

Verb (abbreviation of verb) teaching measures

1, we should grasp the teaching objectives as a whole. Not only by experience, but how to mention it in the past and how to mention it now; Teaching materials cannot be adjusted, and the contents in the teaching materials should be unified in teaching requirements, but they should be adjusted appropriately according to the syllabus and teaching situation. It is necessary to prevent increasing students' learning burden.

2. Respect students and pay attention to the infiltration of learning methods. In learning, teachers should leave more time for students to explore, communicate and practice in class.

3. Pay attention to cultivating students' mathematical generalization ability and logical thinking ability. Pay attention to students' thinking process of acquiring knowledge.

Six, the focus and difficulty of teaching

Teaching emphasis: multiplication formula and division

Teaching difficulties: multiplication formula, division, mathematical practice and mathematical thinking training.

Seven, schedule:

1, counting-1 and multiplication -5 class hours.

2. Multiplication formula (a)- 10 class hour

3, observing objects-4 class hours

4. Divide and rule-13 class hours

5, direction and location-4 class hours

6, multiplication formula (2)-7 class hours

7. Hours, minutes and seconds -4 class hours

8, multiplication formula (2)-7 class hours

9. Division -8 class hours

Teaching design of the first volume of mathematics in the third grade of primary school

Teaching content: Jiangsu Education Press, Mathematics, the standard experimental textbook of compulsory education curriculum, Grade 2 (Part I), pp. 26-27.

Teaching objectives

1, through observation, comparison, analogy and other activities, make students know quadrilateral, pentagon, hexagon and other plane graphics.

2. Make students experience the transformation of graphics, master the law of transformation and accumulate the experience of graphic transformation in the operation activities such as touching, counting, folding, cutting and enclosing.

3. Enable students to gain a successful experience in the process of cooperation and communication with their peers, and cultivate their interest in learning mathematics.

teaching process

First, the introduction of new courses.

Talk: Children, we have known many people in Senior One. Do you still know these figures?

Displays rectangles, squares and parallelograms.

Inspiration: Please look at these three numbers carefully. What do you find in common? They all have four sides. )

Secret: Today we continue to learn about graphics. (blackboard title: understanding graphics)

[Comment: Teaching from students' existing knowledge and experience is simple and natural, which is conducive to the formation of students' cognitive structure. ]

Second, explore new knowledge.

1, know quadrilateral.

(1) Touch and count.

Please take out such a rectangular piece of paper, touch its edges and count how many sides there are.

Requirements: Take out the square and parallelogram again, touch and count them to see how many sides there are in the square and parallelogram.

Dialogue: Rectangular, square and parallelogram all have four sides. How many sides are there in the picture below? Please touch and count the children as before.

Feedback after students' activities.

Q: What are the similarities between these figures just now? Figures like this are all quadrilateral.

(2) practice.

1 recognize it.

Complete the "Want to Do" question 1 (omitted).

Look for it.

Talk: Son, we know the quadrangle. Can you find some quadrangles around? The cover of a math book, etc. )

3 surround it.

Talk: Can you put a quadrilateral around the nail board? Think about how to surround yourself first, then communicate with your deskmate.

(3) summary. (omitted)

[Comment: Through touching, counting, finding, encircling and other forms of operation activities, from knowing the quadrangle of rules to knowing the quadrangle of irregularities, the teaching activities are carried out at different levels, which highlights the focus of this class. On the basis of full perception, the essential characteristics of quadrilateral are gradually abstracted, which not only helps to form a correct and clear representation, but also lays a solid foundation for learning other polygons. ]

2. Know Pentagon and Hexagon.

Talk: Let the children take out the envelopes that the teacher sent to everyone before class. There are some figures cut out of pieces of paper in the letter. The two children at the same table count together how many sides each figure has, and then divide them into two categories.

Feedback: How to divide it? Why do you want to divide it like this? (pentagonal graphs are classified as one class, while hexagonal graphs are classified as one class. )

Question: How many sides does a graph with five sides have? How about the hexagonal one?

Show four pictures of the second example in the textbook.

Talk: Count these numbers. How many sides does each figure have? How many polygons does it have?

Summary: The figure surrounded by five sides is a Pentagon, and the figure surrounded by six sides is a hexagon.

Dialogue: We already know quadrangles, pentagons and hexagons. They are all polygons, and the figures we know today are all polygons. (Written on the blackboard next to the topic: polygon)

Talk: Please think about it. What other shapes can a polygon have? (heptagon, octagon, nonagon ...) Yes, there are many polygons, which will be further studied and studied in the future.

[Comment: On the basis of understanding quadrangles, students can easily understand pentagons and hexagons through analogy and migration. Students not only master the knowledge of mathematics, but also are influenced by the way of mathematical thinking. ]

Third, consolidate and expand.

1, attached figure.

Let the students circle the quadrilateral, pentagon and hexagon on the nail board respectively.

2. Take a picture.

Let the students make quadrangles, pentagons and hexagons with sticks.