First of all, talk about textbooks.
(1) teaching material analysis:
"Score" is based on students' initial understanding of the size of scores and comparative scores. Students have an understanding of several points, then several points will naturally come. Example 4 is to know several fractions and the relationship between several quarters in hands-on operation. Example 5 then let the name of the part of the learning score. Example 6 is an operation activity of comparing the denominator's score with visual intuition, in which 66 is compared with 56 to prepare for learning 1 minus a few points in the future. The editor's intention is obvious, which is to make full use of intuition to get a preliminary understanding of scores and compare sizes. This lesson is the basis of learning meaning, size comparison, score calculation and four operations in the future, and the location of the teaching material is very important.
(2) Teaching objectives:
Based on the above analysis, combined with students' reality, I have set the following teaching objectives: 1. Have a preliminary understanding of the fraction, and know the names of each part of the fraction, so as to compare the fraction with the denominator. 2. Cultivate hands-on operation ability, cooperation consciousness and language expression ability. 3. Have the courage to explore in learning, have the consciousness of independent learning, and gain successful experience.
(3) Emphasis and difficulty of teaching:
According to my understanding of the teaching materials and students' cognitive rules, I have determined the focus of this class. The key point is to know what the score is and the names of the parts of the score, so we can compare the scores with the same denominator. The difficulty is to find and summarize the method of comparing scores with denominators through independent observation.
Second, teaching methods:
In this class, I will use intuitive teaching method, discovery method and dialogue method to teach. Make use of students' existing knowledge, fully stimulate students' creativity, let students get different scores in hands-on operation, and provide rich materials for learning. Teachers guide students to observe in time, and naturally link scores with score units in display and communication, laying the foundation for students to learn score units in the future. Deepen the understanding of music score and establish the appearance of music score in intuitive demonstration and hands-on operation.
Third, the methods of speaking and learning:
In the teaching of this course, I mainly cultivate students' following abilities: 1. Cultivate students' consciousness of active exploration. Students are the main body of learning, and only when the main body is willing to actively explore can activities be carried out more effectively. This lesson creates a vivid emotional mirror for students, so that students can use their own knowledge of a score to independently try to explore a score, experience and feel the success of mathematics, thus stimulating the desire for further exploration. . 2. Cultivate students' language expression ability. People must carry out intense thinking activities while expressing orally, and the training of oral expression ability plays a special role in the cultivation of thinking ability. Through hands-on operation, this course enables students to independently understand several key points, guide students to think and express in an orderly manner, exercise students' oral expression ability and promote students' thinking development.
Fourthly, talk about the design of teaching process.
The first link: review the introduction and ask questions.
1 Please take out a prepared piece of paper, fold out 1\4 of this paper, then tell your deskmate how you folded it, and point out 1\4 of this paper.
Communicate and report.
Consolidate the meaning of scores and pave the way for learning new knowledge.
The second link: independent exploration, cooperation and exchange.
1, know how many points.
(1) Hands-on operation to score.
We just got 25 cents. Can you still get 25 cents with this paper?
Students color.
Q: How many copies did you draw? How much is the color part of this paper?
Default students may get 2/4, 3/4, 4/4,
Show a picture that represents 2/4 but is colored differently. What did you find?
Question: How did you get 2/4? Guide the students to say that they have drawn two copies. What does this have to do with 25 cents? It is found that two 1/4 are 2/4.
Tell me what the other scores are.
Through origami and cooperative communication, we can know how many sections it is, which is based on students' intuitive understanding of the score. Ask the students to explore how many squares three-quarters of 3 and 4 are, and cultivate their inductive reasoning ability. After getting the scores, let the students talk about how many sections there are in each score, so that students can understand the composition of these scores and lay the foundation for students to know the score unit in the future.
(2) Migration analogy.
Dialogue: Besides a few quarters, what other scores did you think of?
Examples of students: 2/8, 3/5, 4/8, 6/7. ...
Please think carefully: what does this score mean?
Hands-on operation:
Suggestion: You can use the learning tools provided by your teacher to give you a discount, draw a picture, or express your ideas in your own way.
Display and report communications:
What percentage do you want to express? How many such scores does it contain? How did you get it? Why can you say that?
Let students create their own scores, which can not only arouse students' enthusiasm, but also deepen students' understanding of scores in operation. Through the transfer and analogy of knowledge, the score is abstracted from intuitive operation.
(3) Compare similarities and differences
Teacher: Students, there are so many scores in front of us. What's the difference between these scores and what we learned last class?
Default: Students will find that what they learned in the last class is fractions, and the numerator is 1. Today's scores are all molecular scores, and they are all composed of several scores.
2. Know the names of the parts of the score.
For example, question 5, fill it in and say it is several scores.
Imagine: what will happen if the colored paper is reduced and then reduced? Replace the courseware with the score shown on the line chart, and let the students say that a score is a score.
Numbers like 2/4, 3/4, 2/8, 5/8 are all fractions.
What do you think of these scores? What are the components of these scores? Do you know the names of each part?
Answers on the blackboard (numerator, fractional line, denominator)
Look at the score and its graph. What do you find about denominator and numerator? (The average number of initial penetration is the denominator, and the colored number is the numerator. )
Write a score at the same table and tell the other party what the numerator and denominator are.
3. Score comparison.
(1) The fractional images just created are 2/8, 3/8, ...
Who is the bigger and who is the smaller of these two scores? what do you think? Communicate your thoughts with your deskmate.
Let students explore freely and compare their own scores, which reduces the learning difficulty, deepens the understanding of scores, and prepares for the following simple calculation of scores with the same denominator.
(2) Display 6/6 and 5/6
Compare independently, and then talk to your deskmate about how it compares.
Students may say that 6/6 has six 1/6, and 5/6 has only five 1/6.
So 6/6 is greater than 5/6.
Comparing the two groups, what did you find?
A comparative method to guide students to sum fractions with the same denominator.
Summarize the method of comparing scores with denominator to deepen students' impression.
The third link is to consolidate practice and improve ability.
1, and the colored part is expressed as a fraction.
2. Color according to the score, and mark the uncolored part with the score, and write the score in the brackets at the back. P97T5
3、P97T6、7
Look at the pictures, color, say, read and count the scores, and exchange their own methods, so that students can further understand the meaning of the scores and strengthen the concept of the scores and the methods of comparing the sizes.
Summary of the Fourth Link Review
What did we learn in this class? What did you get?
Encourage students to speak boldly and give feedback in time. Guide students to screen and sort out the information obtained in this lesson and improve the knowledge structure.