The teaching design of "Knowing Kilometers", the second volume of the third grade primary school published by Jiangsu Education Publishing House.
Teaching content: Mathematics, compulsory education textbook of Jiangsu Education Publishing House, Volume II, Grade Three, Page 20 ~ 2 1, Example 1 He Si Yu Xing 1 ~ 5.
Teaching philosophy:
The example first presents three pictures involving the length unit "kilometer" to guide students to feel the application of kilometer in daily life, and then produce psychological needs to know kilometer. On this basis, introduce the kilometer to the students. The introduction here contains three main points: first, the kilometer is a unit of length, and it is a larger unit of length; Second,? Its application range is pointed out. As a large unit of length, kilometer is usually used to measure distance or the length of railways, highways and rivers. Third, kilometers are represented by different names and letters. After having a preliminary understanding of the above contents, guide students to think about the core question "How long is 1 km?", and further clarify that 10 100 meters is 1000 meters, which is 1 km. Namely:1km =1000 m. This kind of teaching helps students to make full use of their existing knowledge and daily life experience, master the basic meaning of kilometer, and initially form the experience with the actual length of 1 kilometer. Finally, ask students to contact the length of the school circular runway and try to say "about a few laps is 1 km" to help them enrich their experience of the actual length of 1 km from different angles.
Teaching objectives:
1. Perceive and understand the significance of kilometers in specific life situations; The concept of the length of 1 km is established in rich computing activities, which can convert km and m, solve some practical problems about km, and experience the application value of km.
2. Learn to accumulate and find information in practice, experience the close relationship between mathematics and life, and enhance the interest in learning mathematics and confidence in learning mathematics well.
Teaching emphasis: Know the length of unit kilometer.
Teaching difficulty: establish the concept of unit length 1 km.
Teaching preparation: courseware
Teaching process:
First, introduce a conversation
1. Question: What commonly used units of length do we know?
Draw pictures of each other, and say the length of 1 m, 1 decimeter, 1 cm,1mm.
(blackboard writing: meter, decimeter, centimeter, millimeter)
Q: These are four different units of length. Think back, where do we usually use these units?
Dialogue: We have learned the above four units of length before. Knowing the actual length of each unit, we will use different length units as needed when measuring the length. For example, the shorter length can be measured in centimeters. The longer length can be measured in meters. If there is a longer length, what length unit will it use?
(Ask students to create larger length units:10m,100m, km ... with emphasis on knowledge management)
Question: Let's get to know kilometers together in this class. Know km. What do you want to know about km?
How long is it? Are there other lengths? Where is it used? )
2. The courseware shows the example of 1 on page 20 of the textbook.
Question: This is the Shanghai-Hangzhou Railway, with a total length of 180 ()?
Follow-up: Why is the length of Shanghai-Hangzhou Railway measured in kilometers?
3. For example: Where have you seen or heard of kilometers?
4. Show pictures of teaching materials: Do you know what the numbers on each picture mean?
Note: The distance or length of railways, highways and rivers is usually measured in kilometers. Kilometers can be represented by the letter "km". Kilometers are also called kilometers.
Second, communicate and enjoy.
1, and initially experience the propulsion rate between kilometers and meters.
(1) Teacher: How long is 1 km?
Let the students run in the playground before class 100 meters. The courseware shows the schematic diagram of the playground and marks the starting point 100 meter runway. )
Clear: 1000 meters like this, if you walk 1 0 times, it is 1000 meters, which is1km. (blackboard writing: 1km = 1000m)
Question: How many 100 meters are there?
? Follow-up: How long did it take you to walk 100 meters? Still calculate, how long does it take to walk 1000 meters?
(Ask students to time and count steps before class)
Combined with the exchange and discussion, students walk in 2000 steps 1 km, 1.5 minutes 1 km.
(2) Complete the third question of "Thinking and Doing" on page 2 1 of the textbook.
Students finish independently, organize exchanges and talk about their own ideas.
Note: 1 km = 1000 can be thought of when converting several kilometers into meters. What is the meter 1000 meter, and the result is, for example, 4? The kilometer is 4? 1000? Meters, equal to 4000 meters; Conversely, meters are converted into kilometers. How many figures you want to convert are 1000 meters, and get the kilometers. For example, there are three in 3000 meters 1000 meters? One meter equals three kilometers.
(3) Question: We made a survey before class. How long is the circular runway in our school? How many laps is 1 km?
Step 2 Strengthen kilometers
Guiding ideology: The 1km we just felt is round. How long will it be if the runway of 1km is straightened? Think about it, where is the school gate facing south 1 km? North? East? How about going west? You can choose a familiar place to imagine. Now in your mind, walking from the school gate is about 100 meters. Where should I walk from the school gate to 10 meter?
Talk: Now that we know the distance from the school gate 1 km, can you tell me how far your home is from the school?
Third, the feedback is perfect.
1, complete the textbook page 265438 +0 "Think and do" question 1.
Show the picture and find the fastest and slowest connection first.
Students practice and talk about the reasons.
Follow-up: The teacher's home is about 5 kilometers away from the school. If you were a teacher, what kind of transportation would you choose to go to work? Please briefly explain the reasons.
2, complete the textbook page 265438 +0 "think about it, do it" question 2.
Students do it independently. Tell me what they think.
Summary: When filling in the length unit, contact the actual distance and data.
3, complete the textbook page 265438 +0 "thinking and doing" question 4.
Guide the students to look at the pictures and talk about what they know and ask for from the pictures.
Fourth, reflection and summary.
What have you gained from learning this lesson? What other questions are there?
Five, homework design
1, specific size
2 km ○2000 m？ 1 km ○900 m ○ 2 m ○30 DM？
? 49 cm χ 5 decimeter? 95mm ○ 10/0cm
The runway of the school playground is 400 meters. Fangfang runs five laps every morning. How many meters does she run every day? How many kilometers?
The teaching design of "Knowing Kilometers" published by Jiangsu Second Education Press, the second volume of the third grade primary school.
Teaching objective: 1. Perceive and understand the significance of kilometers in specific life situations; The concept of the length of 1 km is established in rich computing activities. Knowing that 1 km = 1000 m can be converted between kilometers and meters, it can solve some practical problems about kilometers and experience the application value of kilometers.
2. Learn to accumulate and find information in practice, constantly understand the close relationship between mathematics and life, enhance the interest in learning mathematics and confidence in learning mathematics well, and gain positive mathematics learning emotions and the ability to solve practical problems.
Key points and difficulties:
Establish the concept of the length of 1 km and the conversion between km and meters in rich operational activities.
Solve some practical problems about kilometers.
Teaching aid preparation:
courseware
Teaching process:
First, introduce a conversation
1. Question: What commonly used units of length do we know?
Draw pictures of each other, and say the length of 1 m, 1 decimeter, 1 cm,1mm.
2. Display: Fill in the appropriate length units for the following objects.
Pencil length 18 ()
A 1 yuan coin is about 3 () thick.
One lap of the school runway 250 ()
Desk about 10 ()
3. The courseware shows the example of 1 on page 20 of the textbook.
Question: This is the Shanghai-Hangzhou Railway, with a total length of 180 ()?
Follow-up: Why is the length of Shanghai-Hangzhou Railway measured in kilometers?
4. For example: Where have you seen or heard of kilometers?
5. The teacher shows the pictures on page 20 of the textbook: Do you know what the numbers on each picture mean?
Note: The distance or length of railways, highways and rivers is usually measured in kilometers. Kilometers can be represented by the letter km. Kilometers are also called kilometers. In this lesson, we will learn about kilometers together.
Second, communicate and enjoy.
1, and initially experience the propulsion rate between kilometers and meters.
(1) Teacher: How long is 1 km? Let's recall the activities before class. (showing photos)
The track distance of our school is about () () 100 meters. How do you remember?
Clear: 1000 meters like this, if you walk 1 0 times, it is 1000 meters, which is1km. (blackboard writing: 1km = 1000m)
When the teacher instructs the students to read this formula, they should pay attention to the need for a pause between the previous number and the next unit.
Question: How many 100 meters are there? ( 10)
Follow-up: How long did it take you to walk 100 meters? How long will it take if I let you go 1000m? Is it the same feeling to walk 1000m as to walk1000 m?
Let students speak freely according to the actual situation.
(2) After reading the textbook page 2 1, think about doing the third question.
Students finish independently, organize exchanges and talk about their own ideas.
(3) Question: We made a survey before class. How long is the circular runway in our school? How many laps is 1 km?
Students answer according to the actual situation of the school.
Answer prediction
① One circle is 200m, five circles 1km.
② One lap is 250m, four laps 1km.
③ One lap is 400 meters, two and a half laps 1 km.
Say: Do you think 1 km is long? Free communication.
2. Strengthen the concept.
Guiding ideology: The 1km we just felt is round. How long will it be if the runway of 1km is straightened? Think about it, where is the school gate facing south 1 km? North? East? How about going west? You can choose a familiar place to imagine. Now in your mind, walking from the school gate is about 100 meters. Where should I walk from the school gate to 10 meter?
Talk: Now that we know the distance from the school gate 1 km, can you tell me how far your home is from the school?
Third, the feedback is perfect.
1, complete the textbook page 2 1 and consider doing the 1 question.
Show the pictures and ask: How many kilometers do cars, walkers, motor trains and bicycles travel per hour?
Students practice and talk about the reasons.
Follow-up: The teacher's home is about 5 kilometers away from the school. If you were a teacher, what kind of transportation would you choose to go to work? Please briefly explain the reasons.
2. Finish page 2 1 of the textbook and consider doing the second question.
Students do it independently. Tell me what they think.
3. Finish page 2 1 of the textbook and consider doing the fourth question.
Guide the students to look at the pictures and talk about what they know and ask for from the pictures.
The problem (1) organizes students to calculate directly, and the problem (2) allows students to discuss first, then organize exchanges and propose solutions to the problem.
Fourth, reflection and summary.
Reflections on the teaching of "Knowing Kilometers" in the second volume of the third grade of primary school by Susan Education Publishing House.
Nine-year compulsory education curriculum standard experimental teaching material mathematics is around, and we also feel the interest and function of mathematics, which enhances students' awareness of mathematics application. Arrange students to take a walk before class: where to go is about 100 meters, how long it takes to walk 100 meters, how many steps to take, and measure the distance from home to school with parents. In class, I first ask the students to review the length units they have learned before and talk about their progress. On page 7, the teaching focus of the lesson "Knowing Kilometers" is to know the units of measurement and establish the concept of Kilometers. The difficulty lies in linking the concept of kilometers with existing knowledge and experience to form a correct cognitive view. The new curriculum standard emphasizes the connection between mathematics and real life, and requires that mathematics teaching must start with familiar life scenes and interesting things, so that students can understand and compare the actual length expressed by these units. Then, from measuring the length of pencil to measuring the length of classroom, and then measuring the distance from Hangzhou to Shanghai, students can understand that measuring the length of distance requires a larger length unit, thus naturally introducing "kilometer".
It is difficult to establish the concept of 1 km for junior three students, because students usually don't care too much about the distance between the two places. Of course, students are not a blank sheet of paper. They have seen "kilometers" (also called "kilometers") on the roadside and at the intersection of highways and expressways, and they already know something about kilometers. Therefore, I asked the students to talk about the unit of "kilometer" in combination with real life. Where have you seen it? Do you know where else to use "kilometer"? Then ask the students to estimate: "Where is it about 1 km from the school?" Let them connect with the reality of life, use their imagination, understand the kilometer with their own eyes, and establish the concept of 1 kilometer.
In order to let students establish a correct concept of length, before class, I selected several familiar places for measurement, and recorded the distance from each place to the school with the mileage of motorcycles, so as to know fairly well. Then ask students to estimate where to go from school, which is about 1 km.