First of all, talk about textbooks.

(1) Contents:

People's Education Press Primary School Mathematics Volume III Page 765438 +0 cases 1, case 2.

(b) state of contact with front and rear feet

"Understanding Multiplication" is one of the important contents in Unit 6 of Volume 3, Intra-table Multiplication and Intra-table Division. The textbook begins to teach practical problems about the multiple relationship between two numbers from here. Example 1 and example 2 are the thinking methods that teach how to find out how many times one number is another. Based on students' actual operation, the textbook links one number with other numbers to let students understand the concept of "multiple".

From shallow to deep, from concrete to abstract, the content is arranged scientifically, which conforms to the cognitive characteristics of students.

(3) Teaching objectives

Knowledge goal: initially establish the concept of "multiple" and know that "multiple" is obtained by comparing two quantities. Be able to say and propose that one quantity is several times that of another quantity, and understand the relationship between "several times" and "several times".

Ability goal: to cultivate students' observation ability, reasoning ability, migration ability and organized oral expression ability.

Emotional goal: cultivate students' good study habits and interest in mathematics, and cultivate students' innovative consciousness.

(4) Teaching emphases and difficulties

Key point: establish the concept of "multiple", you can say and pose that one quantity is several times that of another.

Difficulties: Understanding the relationship between the concept of "times" and the meaning of division.

Second, talk about teaching methods and learning methods.

Teaching methods: According to the above analysis, in teaching, I mainly use audio-visual teaching, inspiring dialogue, practical operation, cooperative communication and other teaching methods to create a certain learning situation and a harmonious and democratic learning atmosphere, and consciously and actively acquire knowledge.

In teaching, give full play to students' dominant position, let them communicate the connection between old and new knowledge by placing sticks and pictures, initially establish the concept of "multiple", and then understand the specific meaning of "multiple of a number".

Learning method: Let students experience the meaning of "several times of a number" through arithmetic activities. Use the learning method of combining independent thinking with cooperative communication to guide students to express their thinking process in concise language.