Average score No.65438 +0 class teaching design I. Analysis of teaching content Average score is the teaching content of division in Unit 2 Table (1) of Book 4 of six-year primary school mathematics published by People's Education Press, which belongs to the field of "number and algebra". This section includes two examples, example 1 knowing the "average score" and example 2 learning the method of "average score". This section is the beginning for students to learn division. Students' understanding of the meaning of division is based on "average score", and the study of "average score" is very important for subsequent study. In teaching, teachers should make students realize that "average score" is one of many grading methods. The key to the difficulty of division learning is to understand the "average score" Therefore, teachers should provide students with opportunities for observation, hands-on practice and language expression, so that students can feel and experience themselves. Make students understand the meaning of "average score" from many angles in observation, operation and other activities. Example 2 on page 9 of the textbook is the "average score" teaching method. Teachers should encourage students to divide oranges in a way that suits them, which fully reflects the diversity of dividing methods. In the process of hands-on operation, students should fully experience the process of "average score" and form corresponding appearances. They should not only pay attention to the result and process of "score", but also pay attention to the method of "score", so as to achieve the ultimate teaching goal. Second, the learning goal 1. Establish the concept of "average score" in specific situations and practical activities, understand the meaning of "average score" and express the average score in language. 2. Let students experience the process of "average score", make clear the significance of "average score" in specific situations and practical activities, and master several different methods of "average score". 3. Through the average score of students' specific operations, stimulate students' interest in learning and cultivate students' sense of cooperation and practical ability. Third, learning is very important and difficult. Learning focus: experience the process of "average score", perceive the concept of "average score" and master several different methods of "average score" project. Difficulties in learning: make clear the meaning of "average score" and master the method of "average score". Activity 1: Understand the average score (1) situational introduction. Teacher: Do you know what season it is? (Spring) In spring, the willow tree wakes up and the peach blossom is red. In such fine weather, the students of bright primary school Class 2 (1) will visit the Science and Technology Museum tomorrow. Let's go and see what they have prepared. What do you want to say when you see this picture? Let the students speak freely. Design intention: For junior students, abstract and boring teaching knowledge is the biggest obstacle to students' learning. In mathematics teaching, appropriately creating situations can stimulate students' interest, mobilize students' hearts and change "I want to learn" into "I want to learn" driven by emotions. This class is introduced by the students of Class Two (1) visiting the Science and Technology Museum, which is naturally interesting and makes the students feel happy and cordial as soon as they attend class. (2) Independent research to understand the average score. 1. These children had a little trouble distributing candy. Can we help them? (The courseware shows the requirements for dividing candy.) "Divide 6 pieces of candy into 3 parts, and divide one point.". Ask the students to take out six plates of learning tools instead of candy and make an opinion. After the points are divided, exchange points in groups to see which group has more points. Student activities, teacher visits. After the activity, the whole class exchanges points. (Team members demonstrate the method of this component before going to the booth) Design intention: Through hands-on operation, provide students with an intuitive appearance and accumulate experience for the understanding of "each share is equal". 2. Let's go and see how the children in bright primary school Class Two (1) are divided. Our department is the same as theirs? The courseware shows the candy map on page 8 of the textbook. Which of these three points do you like? Why? Let the students speak freely and arouse the concern about "average score" 3. Teacher: like this, each share gets the same amount, which is called average score. (Blackboard project) Can you tell the average score in your own words? Design intention: Through this link design, students can not only intuitively understand the "average score", but also express the "average score" in language, thus cultivating students' language expression ability. 4. Complete the "do it" question 1. What is the average score? Draw "√" in brackets. Students do it independently in books. Ask students to explain clearly why the average score is or is not. Design intention: Through this link, students can deepen their understanding of the intuitive representation of "average score". By analyzing the report, "Why is it not an average score?" We should pay attention to let students express "average score" in language and deepen their understanding and understanding of "average score". (3) Follow-up exercise: talk about it. The courseware shows carrot pictures in groups of three, one in groups of three and five in groups of * * *. Show me the question * * * There are () carrots, one for each, and the average score is (). Teacher: How many carrots are there in Yi * *? how do you know (Students may have 1 1 graphs, 3 graphs, or use the multiplication formula 446 to get the result. ) Is it an average score? How many copies per book? How many shares did you get on average? Let the students go to the podium, point to the screen and say clearly the concepts of "average score", "each copy" and "several copies". ) 7. Complete the second question of "doing" independently. When finished, talk in the group first, and then report to the class. Design intention: In this session, in order to let students better understand and express concepts, a similar topic was practiced on the basis of the second topic "Doing". In this link, teachers must set aside time for students to speak fully, and further understand the concepts of "average score", "each share" and "several shares" through the combination of action and language, so as to lay the foundation for the establishment of the concept of division. Activity 2: Explore independently and master the method of average score 1. Dialogue leads to example 2. Teacher: We just helped the students in Class Two (1) divide six pieces of sugar into three pieces, and each piece got two pieces. They also plan to divide 18 oranges into six equal parts. How many parts can each part be divided into? Will the students please use sticks instead of oranges to help them score? Use sticks to represent oranges. Discuss in groups and get one point. (1) Discuss the allocation scheme. When highlighting oranges, "each serving should have the same amount." (2) Students get 1 point for hands-on practice. (Teachers patrol to participate in activities) (3) The group selected representatives to show the method of orange distribution in front of the stage. (4) Teachers use courseware to demonstrate three ways to divide oranges. Emphasize that the three methods are different, but the result is the same. Design intention: The design of this link reflects the psychological process of students' hands-on operation, self-discovery and self-exploration. Through homework activities, students' emotional needs of self-exploration and self-improvement are not only stimulated, but also their divergent thinking is exercised. Students can experience different methods of average score through operating learning tools, group cooperation, exhibition and communication, and deepen their understanding of concepts such as "average score", "each share" and "several shares". 2. Consolidate the method of "average score". (1) Complete "Doing" on page 9 of the textbook. Read the question, make clear the meaning of the question, and ask the students to talk about the meaning of "divided into two parts equally" (Divide 10 boxes of yogurt into ingredients, with the same number of yogurt boxes for each serving) ② Operation: replace yogurt with 10 square, and count one point by hand. Teachers pay attention to patrolling and participating in students' activities, and encourage students to average points in different ways. ③ Communicate at the same table and express orally while operating: Divide 10 box of yogurt into 2 parts, with 5 boxes of yogurt for each part. (4) Designate a student to report the method of dividing oranges before the booth. ⑤ Teachers use courseware to verify the average score. (2) Students get a good share. Can you tell me about the process of dividing vegetables like this just now? The teacher tells an example first, and then specifies the students to say it. (For example, divide 18 oranges into 6 parts, each with 3 oranges; Divide the six sweets into three parts, two for each ...) Design intention: guide students to think positively, strengthen their understanding of the average score through practice, and exercise their oral expression ability. Activity 3: Consolidate exercises, expand and improve 1. Complete the textbook 1 1, exercise 2, question 1. (1) Students do it independently. (2) exchange practices and ideas at the same table. (explain why you chose this answer? (3) The whole class reports and exchanges, focusing on identifying the second and third points that are also "average scores" and why the third point is wrong, and guiding students to distinguish the concepts of "each copy" and "several copies". (No.65438 +0 method, 4 copies were excellent, but there was no average score; The third question is the average score, but it is only given to two children-the number of copies, each of which is unclear). 2. Exercise 2, question 2. (1) Define the requirements of the topic. (2) independent painting in the book, collective correction. (3) Demonstration and verification of courseware. 3. Exercise 2, question 3. (1) Students read the questions by themselves, get one point and fill in the blanks by themselves. (2) Talk about the process and results of division of labor during collective revision. (3) Demonstration and verification of courseware. Design intention: Through consolidation exercises, let students fully experience the process of dividing things equally, make clear the meaning of "average division", and form images in their minds, thus accumulating rich perceptual knowledge for understanding "division". Using the exercises arranged in the textbook to guide students through activities such as "judging a sentence", "marking a point" and "drawing a picture" not only stimulates students' interest in learning, but also achieves the purpose of consolidating knowledge and developing intelligence. 4. Expand homework to connect with real life and list which aspects of life use average knowledge (here, students will lead to many interesting topics). Design intention: to link the average score with the reality of students' life and reflect the idea that there is mathematics everywhere in life. 5. Class Summary The teacher organizes students to make a summary, so that students can talk about what should be paid attention to when learning this lesson in their own words. Design intention: Let students talk about their gains in class from their own perspective and language, and train students to grasp the key and difficult contents in class and summarize them. Learning evaluation design 1. Understand the meaning of "average score" and express the average score in language. 2. There are several different ways to master the "average" item in specific situations and practical activities. 3. Let students fully experience the process of "average score" and pay attention to the process, method and result of grading. The average score of blackboard design is the same as that of each copy, which is called average score. 18 oranges are divided into 6 portions on average, and each portion is (). Homework and extended learning design 1. Homework time: 20 minutes 2. Homework content: (1) The process of expressing the average score in words through hands-on operation. (2) Textbook Exercise 2: 1, 2, 3. (3) Expand the application. 3. Operation purpose: Understand the meaning of "average score" and master the method of "average score". The analysis of characteristic learning resources and the application of technical means illustrate the experience in operation and the learning in perception. This textbook resource allows students to experience different methods of "average score" in operation by allowing them to operate learning tools, cooperate in groups, show and communicate. Deepen the understanding of the concept of "average score". Get in the process, internalize in communication, and emphasize students' feelings in the process. From "dividing candy" at the beginning of class to "dividing oranges" in class, students can fully communicate, internalize what they have learned and apply it to real life. Teaching reflection and the improvement of average score are the basis for students to learn division in tables. Students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important. To break through the difficulties of division learning, the key is to understand fractions, especially "average fractions". For the concept of "average score", every student is not a blank sheet of paper. How can students actively construct knowledge on the basis of existing knowledge level and life experience? Under the guidance of the teacher step by step, this lesson provides students with sufficient practical opportunities through a series of interesting practical activities such as dividing points, taking a look, posing, thinking and speaking. Through observation, we can understand it as "every copy is the same", and then get the "average score", and then let students fully participate in the average score, and divide the average score into various objects, so that students can establish the concept of "average score", thus linking the expression of language and words with the specific operation process, and establishing the mathematical prototype of the average score in life in their minds. Break through the difficulty of average score and you will naturally understand division. The shortcomings of this class are: 1, the language of individual questions is not accurate and rigorous, which leads to the students' answers and operations are not what I expected, and they seem to be caught off guard. 2. Ask students to find some examples about "average score" in their lives. Students find that they are very good, but their expressions are not very clear. Teachers should seize the dynamically generated resources and let students talk about why it is "average score" and why it is not. 3. Further improve students' observation, hands-on operation ability and language expression ability.