The teaching content of the first volume of the first-grade primary school mathematics courseware "Bi Yi Bi" published by People's Education Press: the content and "doing" on pages 6-7 of the textbook, and the 1 ~ 4 questions in the exercise1.
Teaching objectives:
1. Make students have a preliminary understanding of one-to-one correspondence and know the meaning of "as much"; Initially learn to compare the number of objects with a one-to-one correspondence method and know the meaning of more and less.
2. Let students experience the sense of numbers through operation and observation, stimulate students' interest in learning mathematics, and experience the fun of cooperative learning.
Teaching emphasis: know the meaning of "as much" and know the meaning of more and less.
Teaching difficulties: initially learn to compare the number of objects with one-to-one correspondence method,
Preparation of teaching AIDS: tape recorder, magnetic tape, physical projector, rabbit head, pig head, brick and wood pictures.
Preparation of learning tools: pencils, erasers, pears, apples, triangles, disks and flowers.
Class schedule: 1 class hour
Teaching process:
First, listen to the story and ask questions.
Story: Three little pigs grew up and left their parents to live by themselves. They each built a small house. The eldest built a straw house, the second a wooden house and the younger a brick house. After the house was built, they moved into their hut happily. But one day, a hungry and thirsty wolf came. He came to the big brother's house first and blew hard. Big brother's straw house was blown down, and big brother fled to his second brother's house. But the wolf blew hard again and the second brother's cabin was blown down. No way, the two brothers quickly fled to their younger brother's house. This time, no matter how the wolf blows, the brick house will not move. Later, the three little pigs used their brains to drive away the bad wolf. All three brothers gave thumbs up and said, "Brick houses are the strongest." On this day, the weather is fine, and the small fish in the river are swimming happily in the water. Hey! Why is the grass so busy over there? Small fish "Hua" jumped out of the water and looked at it. Oh, it turns out that three enthusiastic little pigs are helping the neighbor rabbit build the strongest new house! They moved wood, I moved bricks, and they did a great job! The small house will be built soon! There are many delicious foods on the stone table over there. It must be a hospitable rabbit to entertain the pig.
(A) teaching "as much as possible"
Children, today the teacher tells you a story. The name of this story is three pig brothers. The teacher plays the recording "Three Pigs". Ask the students to listen and answer (while reading):
1. Why do three pig brothers help rabbits build houses?
Infiltrate moral education: educate students to be United, friendly, caring for others, helpful and hospitable.
2. How many rabbits are there in the picture? How many bricks can each rabbit carry?
When the students answered, the teacher posted pictures of rabbit heads and bricks.
3. A rabbit moves a brick. Do you have any extra bricks? Do you have any extra rabbits?
A rabbit is facing a brick. There are no extra rabbits and no extra bricks. We said: rabbits have more bricks. (blackboard writing: that's all. )
Student representative theory, repeat it. Students and teachers are not required to say exactly the same thing, as long as they can fully explain the meaning.
4. What other objects are there in the picture? (Random comparison)
(2) Operation ("Doing" 1 topic on page 8 of the textbook)
1, the teacher guides the students to put "as much".
After the teacher put six erasers, the students were asked to put as many pencils and erasers as possible.
It means that 1 students put them on the projector and the other students put them on the desks. Finally, the students see if they are the same as those on the projector.
2. The whole class independently put "as much".
Put apple slices under the pear slices (5 slices), and put as many pear slices as possible.
Answer: How many pears are there? An apple is facing a pear ... Is there any extra? How about pear slices and apple slices?
(c) Teaching "more, less"
1. How many pigs are there in the picture? How many pieces of wood are there? (The students answer the teacher and post pictures of the little pig's head and wood. )
A little pig's head is facing a piece of wood. Are there any extra little pigs in the end? Do you have any extra wood? Is there more pigs or more wood? Who is more and who is less?
Ask the group leader's representative to answer after the students exchange. The teacher wrote on the blackboard: more, less.
Teacher's explanation: more wood, less little pig head. We can also say that there is more wood than a small pig head, and a small pig head is less than wood. Students imitate and say who is more and who is less, and who is more and who is less.
3. What else can be compared in the picture? (Random comparison)
(4) Operation (the second question of "Do it") The whole class begins to operate, 1 students operate on the projector.
1. There are five deltas in line 1, and a ○ is more than a ○ 1 is put under the deltas. How many zeros did you put in the second line?
2. Line 1 has four red flowers, and yellow flowers are less than red flowers 1. How many yellow flowers are there in the second row?
Second, the application of new knowledge.
1, question 1: There are many monkeys on the left and many bones on the right. (Avoid students thinking in a fixed way)
2. Question 2: Students observe that cocks and ducks are placed as long as they are, but the density is different, and then judge that there are more ducks and fewer cocks.
3. Question 3: On the basis of observing that there are as many cakes in the first row, students only need to compare the second row in two boxes. There are more in the second row, but fewer in the opposite.
4. question 4; This question is to compare the numbers in the same row. When the beads appeared in the fifth cycle, only one yellow bead appeared, so there were more yellow beads and less red beads. Introduce your method.
Third, summary: Today, we learned "comparison" and know that when comparing, we must compare one by one to get the correct result.
The first class, the next class, the front class and the back class of the first grade mathematics courseware "Location" published by People's Education Press.
Teaching objectives:
(1) Make students understand the basic meanings of up, down, front and back in specific situations, and experience the positional relationship of up, down and back.
(2) To enable students to form the ability to identify a certain spatial orientation, and to accurately judge the up and down, front and back orientation of objects.
(3) To cultivate students' observation ability and language expression ability, the relative position of objects can be described by up and down, back and forth.
(4) Let students feel the close connection between mathematics and real life, and cultivate students' interest in learning mathematics.
Teaching emphases and difficulties:
Can correctly describe the position of people and things with words such as up and down, front and back.
Teaching process:
First, the introduction of games, revealing the theme
1. Game:
Point up to the sky, point down to the ground, point forward with your hands, and then touch the back of your head.
First, the teacher demonstrates how to do it, and then let the students stand up and do it together.
Question: Who can tell us which side is up, which side is down, which side is front and which side is back? (Talk to your deskmate first, and then say their names)
2. Write on the blackboard.
Second, discuss and exchange and gain new knowledge.
1. Up and down
(1) Show me the theme map. Teacher: This is a river-crossing bridge in a city. Look, how spectacular it is. Who can tell me what he saw on the map?
(2) Ask students to describe the theme map in their own words, and focus on guiding students to accurately describe the positional relationship of objects with "up" and "down".
(3) Courseware shows the left part of the theme map to guide students to read and let students experience the up-and-down relativity of objects. Then fill in the space above () or below ().
(4) What's on board? What's under the car?
(5) Connecting with real life, students use "up" and "down" to describe the positional relationship of things around them. (Guide students to observe classrooms and desks ... Let's talk about it. )
2. Front and back
(1) The courseware shows three cars at the top of the theme map, and then look at the position description part on the right. Let students experience the relativity of objects.
(2) When you say which car you like, use "front and back" to say its location. In the process of speaking, we should seize an example to make students realize the relativity before and after. )
(3) Expanding Practice What car is behind the red van? What car is in front of the car?
Third, create activities to deepen understanding
1. Listen to the command and play.
Put the math book first, then put the Chinese book under the math book, and finally put the pencil box on the math book and say, who's on it? Who's at the bottom?
Talk about it
(1) Who is in front of your seat? Who's in the back? (Objective: Let students experience the meaning and relativity before and after in real scenes)
(2) How many classmates are there in front of you? How many students are there in the back? Where do you rank? Let the students learn to count from the front or from the back to get different answers.
3. Listen to fairy tales and paste them.
The teacher slightly adapted the third question of Exercise 2 provided in the textbook, and asked the students to put a sticker on the school card according to the story situation told by the teacher.
Fourth, family games and knowledge consolidation.
(1) When you get home, arrange your toys (dolls or building blocks of different shapes) and tell your family their up-and-down or back-and-forth order.
(2) Tell parents who is in front and who is behind when doing exercises during recess.
Around the second class
In the textbook, students are required to imitate the teacher's right hand, observe their left and right hands, and then ask students to explain the habitual division of labor between left and right hands, so as to establish the standard of left and right.
On page 10 of the textbook, ask students to touch their left and right ears, pat their left and right shoulders, lift their left and right legs and feel the left and right sides of their bodies. In the second question of "doing", through students' actual activities, talk about who their classmates are before and after, and further grasp the left and right.
Teaching objectives:
(1) Let students know the basic meaning of "left and right" and experience the position and order of "left and right" with real situations in life.
(2) Through activities, let the students determine the position relationship between the left and right of the object and express it in language.
(3) Enable students to gain positive emotional experience in learning activities.
Teaching emphases and difficulties:
Understand the positional relationship between "left and right" and correctly determine "left and right".
Teaching process:
First, the game is exciting, knowing about it.
1. Play the game of "Listen to the command and do the action"
Teacher: Do you like playing games? The name of the game is "listen to the password and do the action". The teacher says you do it and see who does it quickly and correctly. Listen carefully and be prepared:
Pointing at the ear (don't put down your hand, look at each other and help correct anyone who says something wrong. )
……
2. Increase the difficulty of the game, leading to a dilemma.
Teacher: Now the teacher will make it more difficult. Listen carefully: point to the left ear (do you mean the left ear? Think about it. Which ear should it be? )
Refers to the right eye (don't put your hand down, look at each other at the same table to see if there is anything wrong and how to correct it. )
Teacher: I found that the child was slow to respond this time, but there were still mistakes. Then think about it. How difficult is our game this time compared with last time?
Health: it has increased by about.
Teacher: Write on the blackboard and guide writing. Please remember that the word "left" is followed by the word "work" and the word "right" is followed by the word "mouth".
3. Understanding the right hand and its role in life permeates the ideological education.
Teacher: Please raise your right hand.
Teacher: This side of the right hand is the right. What can the right hand do?
Division; The role of the right hand is really great! Our other hand is our left hand. What can our left hand do?
Teacher: Yes, under normal circumstances, we always do things with our right hand as the mainstay and our left hand as the auxiliary. It can be seen that the left and right hands are good friends. Our classmates should also unite and help each other, so as to do more things.
4. Know other good friends in your body.
Teacher: Who can tell us what other good friends we have in our bodies?
5. Increase the difficulty of the game "listen to the command and do the action" and consolidate the left and right knowledge.
Teacher: The children are great. They can tell right from left in such a short time. Let's make the game more difficult and listen carefully:
Left hand refers to left ear, right hand refers to right ear, left hand refers to left shoulder, right hand refers to right shoulder, left hand refers to right shoulder, and right hand refers to left shoulder.
Second, wave school tools to understand the left and right.
1. Swing.
Teacher: Work together at the same table and put the school supplies prepared in advance in the order on the computer.
(Courseware demonstration: pencil, rubber ruler, pencil case, knife and five learning tools in turn)
Teacher: Let's make sure first. What's on the far left? What's on the far right?
count
Teacher: Count from left to right. Count by lighting the learning tool, and ask the students to answer after counting, so as to complete the fill-in-the-blank questions in the computer.
The eraser on the right is the third one.
The eraser on the left is the first one.
Teacher: The same thing is counted in different directions, and the order is different.
Talk about it
What's on the left of the ruler? What about the right?
(1) Enlighten and guide students to observe the pictures and tell what is on the left. What's on the right?
(2) Tell me which two learning tools are on the left or right side of the ruler?
4. Do whatever you want, and then chat with each other at the same table.
Third, listen to music and do actions.
Teacher: stand up, everyone, put away your seats and stand at attention! (Let the music teacher and students do it together)
"clap your left shoulder, clap your right shoulder, stomp your left foot, stomp your right foot, jump forward, jump backward, swing your left hand, swing your right hand, kick your left leg and kick your right leg." Touch your right ear with your left hand and your left ear with your right hand.
(from slow to fast)
Fourth, expand the application and perceive the mathematics in life.
1. Say it. Where are left and right used in daily life? If we walk on the right, the teacher will infiltrate us, and we should form a good habit of obeying traffic rules from an early age. At the same time, learn some common sense of life, such as crossing the road, look at the left first, then look at the right.
2. Think about it. Small animals get up early and do morning exercises in the forest. From the left, the little monkey ranks second, and from the right, it ranks third. Children, do you know how many small animals are doing morning exercises?
Teaching reflection
According to the teaching concept of "student-oriented development" in the new curriculum, the course "Location" has carefully designed group activities, allowing students to observe with their eyes, express with their mouths, operate with their hands and think attentively. Students always learn easily and happily in the specific scenes created by teachers and in the spatial relationship between the front, back, left and right. The following are my thoughts on orientation teaching.
First, create situations so that students can gain rich experience in mathematics activities.
In classroom teaching, every link in the design, arrangement and organization of the teaching process should consciously reflect the contents and methods of inquiry, so that students can personally participate in living mathematics activities. According to the teaching requirements, starting from students' reality, according to students' age characteristics and cognitive rules, the examples and conclusions in textbooks are transformed into living mathematical activities that students can participate in personally. Attach importance to students' learning process and let them experience the formation and development of knowledge.
Second, game activities bring students a pleasant emotional experience.
The new curriculum proposes that the learning goal should be changed from "paying attention to knowledge" to "paying attention to students", and the classroom design should be changed from "imparting knowledge" to "initiating activities" to gain "experience". The new curriculum reform also regards learning as a process of "doing" and "experiencing", which highlights the practical characteristics of students' learning. In the teaching, I organize students to listen to the password and clap their hands. When they see that their shots are consistent with others, their smiles are so bright that they can experience the fun of learning and increase their sense of success. If they find themselves "cheated" at the same time, they will correct them quickly. This design not only pays attention to students' cognitive needs, but also pays attention to students' emotional satisfaction in learning, so that students' hearts are full of excitement and challenges and get inner enrichment and satisfaction. Psychological research also shows that only students' emotional experience is a pleasant learning and a real autonomous learning. Students will undoubtedly have a sense of intimacy with mathematics, and thus actively engage in learning.
In the process of teaching, I don't give too many explanations, but take the classroom as a stage for mathematics activities, so that students can learn in a free and active atmosphere and make the originally boring teaching interesting. But I found that this is not acceptable to all students, and some students have insufficient knowledge; The mastery of knowledge and skills, the exploration of processes and methods, and the cultivation of emotional attitudes and values are all lacking, which shows that the design of this course still has problems and needs further improvement. In this regard, I will work harder, and I hope teachers will give me more advice.