In mathematics teaching in primary schools, practical courses account for about 35% of the whole teaching time, accounting for a considerable proportion. The new curriculum requires "student-oriented development", and we have found the following problems in practice teaching:

1, blindly practice more, just to make students "practice makes perfect", and sometimes just to prevent students from having time to play.

2, the level is not clear, and the design does not follow the principle of from easy to difficult and from shallow to deep.

3. Inadequate preparation and lack of effective integration and migration of exercise content.

4. The pertinence is not strong, and it is difficult to exert students' learning potential by adopting a "one size fits all" approach.

Here is a case of school-based teaching and research activities on the subject of mathematics for discussion.

Second, planning arrangements.

Teaching and research theme: practice promotes growth

Activity time: March-April 2065438+2004

Person in charge of organization: Cai

Content: Beijing Normal University Edition Primary School Mathematics

Activity members: all members of the mathematics discipline group.

Activity goal: optimize the practice classroom and improve the quality of classroom teaching.

Third, the implementation process.

1. Analyze the current situation and put forward the theme.

At the beginning of the teaching and research meeting, all members were asked to put forward the puzzles and problems that need to be solved urgently in teaching.

Teacher A: The practice class is to practice for the sake of practice, and it is not targeted. Teachers lack effective integration of practical content, but the practical content is general and covers all aspects.

Teacher B: I always feel that the purpose of class is not clear, and I will follow the book, no matter how the students master it.

Teacher C: Lack of attention to practical classes. Many teachers have great blindness and arbitrariness in practice teaching. Therefore, there is no design or teaching design in practice class, and practice class has become exercise class and homework class. The exercises in the book are only finished, which makes the exercises go through the motions and fails to give full play to the due value of each exercise.

Organizer: Judging from the teachers' reaction, it can be summed up in one sentence: teachers don't attach importance to practical classes, there is no atmosphere in the classroom, and students are not interested. This is a serious problem before us. So how should we change the status quo? Only by fundamentally changing our teaching strategies can every student take the initiative to follow the teacher's footsteps and finish every class, especially the boring practical class. Really let students operate middle school in practice, do middle school, play middle school and play in school.

So the theme of our teaching and research this semester is "Practice makes you grow". Every teacher should embody this theme in his lectures.

2, say class demonstration, according to local conditions.

Of course, it seems easy to really let every student actively participate in the whole process of teaching and mobilize their various senses in a class, but it is not so simple to do it. In order to let the teachers really integrate into the atmosphere of teaching and research, our group worked together to prepare lessons, and appointed teachers to teach a demonstration class called "Practice Makes You Grow" with the title "Practice of Cylindrical Paper".

Lesson 1: "Practice of Cylindrical Volume"

Teaching objectives:

1. On the basis of students' learning cylindrical volume, further consolidate the calculation method of cylindrical volume;

2. Be able to skillfully use what you have learned to solve some practical problems;

3. Let students actively participate in classroom activities and cultivate their ability of active thinking, analysis and reasoning.

Teaching emphasis: Flexible use of knowledge about cylinder volume to solve mathematical problems.

Teaching difficulty: the solution of irregular object volume.

Teaching preparation: multimedia courseware, pebbles, test papers, etc.

Teaching process:

(a) Paving the way for the retrospective dialogue:

Students, do you remember what we learned together last class? Then I will test you next.

(1) After the cylinder is cut into an approximate cuboid, the bottom area of the cuboid is equal to that of the cylinder, the height of the cuboid is higher than that of the cylinder, and the volume of the cuboid is equal to that of the cylinder. Because the volume of a cuboid is =, and the volume of a cylinder is =, which is represented by letters.

(2) Given the radius and height of the bottom of the cylinder, the formula for calculating the volume of the cylinder is.

Teacher: Today, we will further practice the volume of cylinders. (blackboard writing: cylinder volume exercise)

(B), layered practice, strengthen and improve

1, basic exercise:

Teacher: Let me look at the students' computing ability first. Are you ready? Can you work out the result with your mouth? ① S= 12.5px2 h=250px v=？ (the student answers. )

② r=50px h= 125px v=？

③ d= 100px h=50px v=？ The second and third teachers asked everyone to calculate with pens.

Teacher: From these questions, we can see that the most basic conditions for calculating the volume of a cylinder are: bottom area or radius or diameter and height.

Teacher: Next, I will test the students' judgment. Are you ready? (Show Courseware 3)

① A cuboid container and a cylindrical container, measured from the inside, have the same bottom area and height respectively, so their volumes are equal. ( )

② A cylindrical medicine bottle can hold 2L of liquid medicine, and the volume of this medicine bottle is 2dm3. ( )

(3) The bottom area and height of the cylinder are doubled and the volume is quadrupled. ( )

④ The height of the cylinder is reduced by 2 times, the radius of the bottom surface is enlarged by 2 times, and the volume remains unchanged. ( )

2. Comprehensive exercises:

In life, there are also many questions about the volume of a cylinder. Let's look at the volume problem in life. (Only tables, no calculations) (Show Courseware 4)

① There is a cylindrical milk pail without a lid, with a bottom diameter of 40 cm and a height of 50 cm. What is the volume of this milk pail?

② If a cylindrical steel is cut into three sections parallel to the bottom, the surface area will increase by 3 14px2. What is its volume?

③ The diameter of the bottom surface of the diesel bucket is 8 decimeters, and the height is 10 decimeter. The oil in the barrel accounts for 43% of the whole barrel. How many liters of diesel are there in the bucket?

3, improve the practice:

Teacher: Please look at me (show me pebbles). Is there any good way to find out the volume of pebbles?

Students communicate with each other, and the teacher summarizes and shows the experimental process.

Teacher: Take out a cylindrical container with a small amount of water. Please observe the height of the water inside and record it. Then put the pebbles into the container and let the students record the height of the water again. Finally, let the students find out the volume of the stone according to the information. (Four-person team completed)

Students solve problems and communicate with the whole class.

(3) Independent testing and perfect evaluation

Multiple choice question:

1. For the weight of a section of cylindrical steel, first find the () of this section of steel.

① Side area ② Surface area ③ Volume.

2. unit of volume compared with the area unit ().

① unit of volume is big, ② the area unit is big, ③ it is as big, ④ it can't be compared.

3. Compare the volumes of cylinders, cubes and cuboids with equal bottoms and heights ().

① The cube is large; ② The cuboid is large; ③ The cylinder is large; 4 the same size.

4. The radius of the bottom surface of the cylinder is r, the lateral expansion is square, and the height of the cylinder is ().

① 2r ② 2∏r ③ ∏r

(D), summary, extracurricular extension

What did we mainly practice in this class? What have you gained?

Fourth, reflect after class and realize * * * knowledge.

After class, the instructor talked about the design concept and feelings after teaching. All teachers evaluated this class according to the topics we learned, focusing on the following issues:

1. How is the student participation in this class?

2. How many floors does the student internship have?

3. How do students master the content of this lesson?

4. What did I learn from this class? What aspects have you not done enough at ordinary times?

5. What are the shortcomings of this class? Do you have any suggestions to improve it?

In the process of class evaluation, teachers speak freely and have a warm atmosphere, which can be summarized as follows:

The main confusion is:

Doubt 1: Your students are older, sensible and obedient, and juniors don't necessarily follow the teacher's instructions.

Doubt 2: Why do you want to do so many tricks for a simple thing? I have neither time nor ability to do this courseware.

Teachers' doubts are not unreasonable, so we should put forward higher requirements on the premise of meeting everyone's requirements as much as possible, and ask teachers to do what students can do, what teachers can't do, what students can say, what teachers can't say, what students can't say and what teachers don't say, and we must find ways to guide students to say it. Return the initiative to the students. Learn to use strength to save labor-use students' strength to save teachers' strength. If you go on like this, you will soon taste the sweetness.

Five, self-cultivation, * * * progress.

By observing lessons and self-reflection, all teachers have a certain understanding, and then practice in teaching according to their own reality. So as to really promote the professional growth of teachers.

In order to make teachers consciously devote themselves to subject research, it is required that every teacher should take practice as the main teaching content in his lectures this semester. In each class, teachers actively prepare lessons before class, first prepare lessons individually, then prepare lessons collectively, then be taught by lecturers, and then collectively evaluate classes after class.

Since the beginning of this semester, the research with the theme of "Practice makes you longer" has achieved gratifying results, and the math scores of all grades have improved. Teachers have tasted the sweetness, and there are many topics at the teaching and research meeting, and the atmosphere is getting stronger and stronger. May our teachers grow up quickly in school-based teaching and research, and the flowers of our teaching and research will never wither.