Teaching objectives:
1, let children understand the meaning of 0 through observation and practical activities.
2. Standardize the writing of 0 so that children can write 0 correctly.
3. Stimulate children's interest in mathematics-related things by connecting with real life, and let children realize that mathematics is closely related to life.
4. Take an active part in activities and speak your mind boldly.
Teaching focus:
Understand the meaning of 0.
Teaching difficulties:
Only by standardizing the writing of 0 can we write 0 correctly.
Teaching preparation:
Keywords Ppt courseware, physical object, digital card,
Teaching process:
(a), audit import:
Teacher: We already know the number 1-5. Now the teacher shows the card. Please clap your hands a few times to see what is on the card.
(2) Scenario introduction
(1) reveals the first meaning of 0: 0 has no meaning.
1. Teacher: The teacher brought a new friend. Look, who is it? Health: Little monkey, eat peaches. The little monkey found a plate of peaches, but he was very happy. Look, how many peaches are there on the plate? What numbers do we use to represent it? The little monkey was hungry and ate a peach. How many? What numbers do we use to represent it? After eating another one, there is nothing on the plate, so what should we show by numbers?
Summary: Nothing is represented by "0".
Children, look at how many balloons this brother has in his hand. My brother accidentally released his hand and both balloons flew away. Does he still have a balloon in his hand? No balloons. How can we express them in numbers?
smile
Summary: "0" is the same as the number 1.2.3.4.5 we learned before, and it has no meaning, just like the previous example.
Teacher: All children know the number "0", so where have you seen it?
(3) Write the story as "0"
1. One day! The caterpillar will have a Tian Zi race with its good friend, and it will pass through these places (upper line, left line, lower line and vertical center line). The caterpillar will start from the starting point of the upper line, run to the left through the left line, reach the lower line, rest for a while, continue running, finally reach the vertical center line, and then return to the starting point.
Teacher: Please observe the caterpillar's route in the Tian Zige competition. What is the number?
2. Teacher: We already know the number 0. Can you tell me what 0 looks like?
Teacher: Please have a look. Is the zero image on the blackboard round? (Kind of like)
0 is not so round, a little long and a little flat, like an ellipse.
Teacher: That's very careful observation. The teacher made up a nursery rhyme for digital baby 0. Please listen carefully to the teacher's nursery rhymes:
The number 0 is like an egg, long up and down and flat left and right. If you want to write well, seal is the key.
Want to know how to write 0? Note when writing: touch the line on the right side of the upper grid, start from the midpoint of the left line of the lower grid, touch the right line of the lower grid, and start writing from the midpoint of the right line of the upper grid. Draw an arc from the center of the upper end to the right and left, touch the left line below the dotted line, then touch the lower line and the right line, draw an oblique ellipse, and return to the place where you started writing. Look, how smooth the lines are.
3. Do the children remember the route of the Caterpillar Tian Zige race? Please stretch out your finger and let's draw the route of the caterpillar race together.
Now, please take out the paper around you and trace the number 0 on the paper to see who described it beautifully and neatly.
(4) Review and reflection
Teacher: Now, please think about it. What did we learn in this class? What did you get?
Health: A new friend who knows numbers -0. Health: Know that 0 means no.
Health: I also learned how to write 0.
Teacher's summary: Today, we met a good friend "0", which can be used to express absence. "0" has many meanings. Ask the children to find out the "0" in life and its meaning.
Activity reflection:
The teaching design of this activity conforms to the children's cognitive law, which can be easy to understand, step by step and interlocking. The selected content can well reflect the teaching characteristics of life, situation and interaction in mathematics.
In the process of importing and ending activities, the language field can be organically integrated. In the form of reviewing Clapping Songs, it is natural to skillfully guide the topic to stimulate interest and lead to the scene of "Little Monkey Eating Peaches", which plays a very good role in connecting the preceding with the following. At the end of the activity, we reviewed the children's songs of five monkeys swinging. The children performed while reading, which not only enlivened the atmosphere of the activity, but also highlighted the teaching focus of the activity. If not, it can be represented by the number "0", which has played a role in echoing the previous call.
In teaching activities, multimedia visual courseware can be used to let children know "nothing" in visual sense, which can be expressed by digital baby "0", which can well expand the development of children's thinking.
Pay attention to creating problem situations, connect with children's life experience, use existing appearances to guide children's imagination, and talk about what is missing, which can be represented by the number "0".
Teachers provide rich materials for children to explore operations and participate in activities in visual materials, so that children can actively explore, discover and discover the role of "0" in life. When looking for "0" in life, they can better perceive and understand the role of "0" in life, thus stimulating their curiosity and thirst for knowledge about mathematics, thus experiencing the importance and fun of mathematics, and at the same time reflecting children's interest in materials and peers.