First, the analysis of learning situation, junior three students have a preliminary understanding of some basic mathematical knowledge. Students have become accustomed to the learning ideas and methods of the new textbook, and most students realize that mathematics knowledge is everywhere, and there is mathematics everywhere in their lives. This laid an important foundation for students to learn this book, and also created conditions for improving students' problem-solving ability and practical ability.

Second, teaching material analysis

The arrangement and treatment of teaching content in this experimental textbook is guided by the ideas and principles of compiling a whole set of experimental textbooks, and strives to make the structure of the textbook conform to the principles of pedagogy and psychology and the age characteristics of children, which embodies the same style and characteristics of previous experimental textbooks. Therefore, this experimental textbook still has the characteristics of rich content, paying attention to students' experience and understanding, embodying the formation process of knowledge, encouraging the diversification of algorithms, changing students' learning methods, and embodying open teaching methods. At the same time, due to the different teaching contents, this experimental textbook also has the following obvious characteristics.

1. Improve the arrangement of written calculation teaching, reflect the thinking of calculation teaching reform, and attach importance to cultivating students' sense of numbers.

Calculation is a tool to help people solve problems, and it is the basic knowledge and skills that primary school students need to master when learning mathematics. Nearly half of the teaching content of this experimental textbook is the teaching content of calculation (27 class hours), and many of them are the teaching content of written calculation. In the current mathematics curriculum reform of compulsory education, the written calculation is weakened, which not only reduces the complexity and proficiency of written calculation, but also puts forward some reform ideas such as advocating the diversification of algorithms and avoiding the stylized description of arithmetic. When dealing with the teaching content of written calculation, this experimental textbook pays attention to the idea of calculation teaching reform in the standard, and adopts new measures in the order of content arrangement, the arrangement of examples and the selection of materials.

(1) Carefully design the teaching sequence and increase the teaching steps. The teaching order of calculation should conform to the cognitive law of children's learning calculation and the law of the development of calculation knowledge itself. The experimental teaching materials still arrange the teaching contents according to the basic order of computing teaching, but according to the' reform concept and teaching goal (complexity and proficiency requirements are greatly reduced)' of computing teaching in the standard, the specific teaching steps are rearranged, thus reducing the teaching hours and the number of examples. Teaching addition and subtraction in written form has been reduced from 23 hours in the current textbook to 9 hours, and the number of examples has also been reduced from 5 to 2; The teaching of multiplying multiple digits by one digit is reduced from 17 to 13 in the current textbook, and the number of examples is also reduced from 9 to 7. In this way, the pace of writing calculation teaching is obviously accelerated, which saves teaching time and leaves more space for students to explore and think.

(2) Let students gain an understanding of written calculation process and reasoning through independent exploration, and there will be no written calculation rules. Summarizing, understanding and memorizing calculation rules is an important link in written calculation teaching in the past. The current mathematics curriculum reform emphasizes that students should understand in real situations.

Concepts and rules to avoid mechanical memory. Therefore, in the teaching of written calculation, this experimental textbook puts forward some enlightening questions according to the students' existing foundation, and guides students to use the transfer of knowledge to gradually understand the arithmetic of written calculation and master the methods of written calculation. Instead of summarizing the calculation rules in words, let students discuss and communicate in groups at appropriate times (such as sorting and reviewing) and summarize the problems that should be paid attention to in writing. In this way, on the one hand, students are prevented from memorizing the calculation rules mechanically without fully understanding the calculation principles and algorithms, and the memory burden of students is reduced; On the other hand, it also conforms to the idea of algorithm diversification, encourages students to use different methods to calculate, and cultivates students' diverse and flexible problem-solving ability.

(3) Let students understand the meaning and function of calculation in real situations, and cultivate students' ability to solve problems with mathematics and a good sense of numbers. Computing is a tool to help people solve problems, and its role can only be truly reflected in the specific situation of solving problems. Therefore, calculation should be related to the actual problem situation, and calculation should be regarded as an integral part of solving problems, so that students can deeply understand why calculation is needed and know when to choose what method to calculate is more reasonable. This is very beneficial to cultivate students' ability to solve problems with mathematics and a good sense of numbers. The calculation teaching part of this experimental textbook is still the same as the previous textbook, focusing on the calculation teaching in the real problem situation, organically combining the calculation teaching with the problem-solving teaching, so that students can understand the significance and role of calculation in the real situation.

(4) Combining written calculation with estimation, and strengthening the teaching of estimation. The study of estimation is of great significance to cultivate students' sense of number; At the same time, estimation also has important practical value. In daily life, people often only need to estimate the results. Therefore, estimation is the teaching content of calculation that needs to be strengthened in the Standard. Most examples of calculation teaching in this experimental textbook show two algorithms: written calculation and estimation. This arrangement not only teaches estimation in time, but also embodies the reform idea of strengthening estimation and advocating diversification of algorithms. It can also cultivate students' ability to choose appropriate algorithms to solve problems, thus helping to develop students' sense of numbers.

2. The teaching of quantity and measurement should be connected with the reality of life and attach importance to students' feelings and experiences.

Concepts of various quantities and measurements, such as kilometers, tons, seconds, etc. , are produced from the needs of people's life and production. The concepts of length, quality and time are abstract, but the content they reflect is realistic and closely related to people's life and production. Therefore, the teaching of this part of knowledge should enable students to experience, feel and understand the meaning of these concepts, initially develop the concepts of length, quality and time, understand the close relationship between mathematics and life, and improve their ability to solve problems by using this knowledge. Therefore, in the arrangement of quantity and measurement content, we should pay attention to designing rich, realistic and exploratory activities, so that students can feel and experience relevant knowledge and experience the process of exploration and discovery in the realistic background.

3. Space and graphics teaching emphasizes practical operation and independent exploration, and strengthens the cultivation of estimation consciousness and ability.

In this experimental textbook, the teaching content of space and graphics includes quadrilateral and measurement, which is of great significance for students to understand, grasp and describe real space, acquire knowledge to solve practical problems and develop the concept of space. With regard to the arrangement of these contents, the teaching materials, on the one hand, focus on enabling students to acquire rich perceptual experience through practical operation, and on the other hand, enable students to acquire it through independent exploration.

Gain an understanding of knowledge. The intuitive exploration of geometric figures not only provides more favorable conditions for developing students' innovative consciousness, but also lays a good foundation for developing students' spatial concept.

Another feature of this part of the content arrangement is to strengthen the cultivation of estimation consciousness and ability. Estimation is an important part of measurement and is widely used in real life. People usually have more opportunities to estimate a quantity than to measure it accurately. According to the teaching goal of "Standard" on space and graphics, students are required to estimate and measure the length of some objects in the first class. Therefore, both in the chapter of measurement and in the chapter of quadrilateral, the content and training about the estimated length are arranged in the experimental teaching materials.

Third, the teaching objectives

The teaching goal of this textbook is to enable students to:

1, can write three-digit addition and subtraction, and can make corresponding estimation and calculation.

2, can calculate a number by integer ten and integer hundred; Will write a number multiplied by two or three digits, will make an estimate; Can skillfully calculate divisor with quotient of one digit and division with remainder.

3. Have a preliminary understanding of simple fractions (denominator less than 10), be able to read and write fractions and know the names of each part, have a preliminary understanding of the size of fractions, and be able to calculate simple addition and subtraction operations of fractions with the same denominator.

4. Have a preliminary understanding of parallelograms, master the characteristics of rectangles and squares, and draw rectangles, squares and parallelograms on grid paper; Knowing the meaning of perimeter, we can calculate the perimeter of rectangle and square; The length of some objects can be estimated and measured.

5. Know the length unit kilometer, initially establish the concept of 1 kilometer, and know that 1 kilometer = 1000 meter; Understand the quality unit ton, initially establish the quality concept of 1 ton, and know that 1 ton = 1000 kg; Knowing the time unit of seconds, the concept of minutes and seconds is initially established, and knowing that 1 minute =60 seconds, some simple calculations are made on time.

6. Preliminary experience: Some events are certain and some are uncertain; Be able to list all possible results of simple experiments, know the possibility of events and describe the possibility of some simple events.

7, can find out the simple arrangement number and combination number of things, form the consciousness of finding mathematics and thinking about problems in life, and initially form the ability of observation, analysis and reasoning.

8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

9. Develop the good habit of working hard and writing neatly.

10, experience the close relationship between mathematics and daily life, and initially form the ability to comprehensively use mathematical knowledge to solve problems.

Fourth, the main teaching measures

1. Attach importance to the creation of teaching scenarios, pay attention to students' life experiences, provide rich perceptual materials, strengthen students' operational activities, and help students establish relevant mathematical concepts in combination with real life.

2. Cultivate students' estimation consciousness and attach importance to cultivating students' estimation ability.

3. Let students learn to calculate by solving practical problems, so as to improve the effectiveness of teaching.

4. Use transfer method to teach and cultivate students' ability to draw inferences from others.

5. Guide students to think independently, cooperate and communicate, and let students experience the fun of inquiry. Appropriate and timely use of group cooperative learning, focusing on cultivating students' application awareness and ability to solve practical problems.

6. Attach importance to intuitive teaching and give full play to the role of teaching AIDS and learning tools.

7. Pay attention to students' understanding of the calculation process and methods, grasp the key points and break through the difficulties, so that students can lay a solid knowledge foundation.

Mathematics teaching plan for the third grade in the second primary school

1. Basic information of students: There are 7/kloc-0 students in this class, including 40 boys and 3/kloc-0 girls. The average score last semester was 62.66. 39 people passed and 25 people failed. However, only 1 person scored above 90, and the overall score was not satisfactory. The number of students has increased this semester, but the students are very motivated. I hope to make progress this semester.

Second, the teaching content:

Division, counting, kilograms and grams, addition and subtraction, 24-hour method, rectangles and squares, multiplication, observing objects, statistics and possibilities, recognizing scores, sorting and reviewing.

Third, the teaching objectives:

(1) Knowledge and skills.

1, number and algebra;

(1) Know "ten thousand", know that 10 thousand is ten thousand, and know the number sequence table within ten thousand. Understand the meaning of numbers within 10000, master the reading and writing methods of numbers, and master the relative size relationship of numbers under specific circumstances.

(2) You can add and subtract two digits, add and subtract whole hundred digits and corresponding subtraction, add and subtract whole thousand digits, divide two digits by one digit (divisible by each digit) and multiply whole hundred digits by one digit.

(3) It can be correctly estimated that the number of digits added and subtracted by two digits is greater than ten, the quotient of two digits divided by one digit is greater than ten, the product of three digits multiplied by one digit is several digits, and the product of three digits multiplied by one digit is about how much.

(4) You can correctly divide two digits by one digit and multiply three digits by one digit. If you know that 0 is multiplied by one digit, you will check the division.

(5) Understand the meaning of fractions (denominator is less than 10) in combination with specific conditions, be able to read and write fractions, and compare the sizes of two fractions or fractions with the same denominator with the support of specific materials. Can correctly calculate the addition and subtraction of fractions with the same denominator.

(6) Feel and know kilograms and grams in real life situations, and know 1kg = 1000g through hands-on practice.

(7) Understand the 24-hour timing method and be able to convert the ordinary timing method into the 24-hour timing method.

2, space and graphics:

(1) Understand the characteristics and similarities of rectangles and squares. Know the length and width of a rectangle and the side length of a square.

(2) Understand the meaning of the perimeter of plane graphics and correctly calculate the perimeter of simple plane graphics such as rectangles and squares.

(3) Know the front, side and top of the object; You should know that when you look at a rectangular object from one angle, you can only see three sides at most; Can point out the view of an object composed of three cubes with the same size observed from the front, side and above, and can pose the corresponding object according to the view.

3, statistics and probability:

(1) data can be collected and sorted by effective methods, and statistical results can be expressed in tables or simple bar charts.

(2) Understand that the possibility of an event is sometimes equal, sometimes greater or smaller. Words like "occasionally" and "often" will be used to describe this possibility.

(2) Mathematical thinking.

1, through a series of processes, such as "expressing numbers on the counter → analyzing the composition of numbers → exploring the reading and writing methods of numbers → comparing the sizes of numbers", and the process of averaging an object or figure and expressing one or more of them with scores, we use concrete numbers to describe simple phenomena in the real world and develop the sense of numbers and symbols.

2. In the process of exploring oral calculation, written calculation and estimation methods, simple induction and analogy are carried out to develop abstract thinking.

3. In the process of observing common objects and transforming geometric bodies into their corresponding views, in the process of exploring the characteristics of rectangles and squares through folding, measuring and comparing, and in the activities of enclosing, measuring, drawing and calculating the perimeter of plane graphics, the preliminary space concept is established, and the thinking and reasoning ability in images are developed.

4. In activities such as touching the ball and throwing small cubes, statistical concepts are developed through the process of collecting information, sorting out data, describing phenomena with data and judging possibilities.

5. In the process of solving problems, learn to think simply and methodically, and gradually learn to explain your own views clearly in the communication with your peers.

(3) problem solving.

Can apply the learned mathematical knowledge to solve some practical problems of simple one-step or two-step calculation that are often encountered in daily life, and in the process of solving these problems:

1, I initially realized that there is a lot of mathematical information in real life, learned to ask questions and understand problems from a mathematical point of view, and initially possessed the ability to actively and flexibly use what I have learned to solve problems.

2. Gradually accumulate some basic problem-solving methods and strategies, and initially feel the diversity of problem-solving strategies.

3, often with classmates * * * to carry out learning activities, often communicate with classmates thinking process and results, initially realize the significance of cooperation.

4. Under the specific guidance of teachers, simply reflect and evaluate their own learning activities.

(4) Emotion and attitude.

1, further feel the close connection between mathematics and daily life, realize that numbers and shapes can be used to describe some phenomena in real life, and gradually become interested in mathematics and actively participate in mathematical activities.

3. Through independent thinking, hands-on practice and cooperation and communication with classmates, I have overcome some difficulties in my study, often gain successful experience, and believe that I have the ability to learn mathematics well.

3. Learn more about mathematics through the "Do you know" column in textbooks and various resources such as newspapers, magazines, TV broadcasts and the Internet, and initially feel that mathematics is a kind of human culture and the crystallization of human civilization.

4. Under the specific guidance of textbooks and teachers, learn to objectively evaluate yourself and others.

Three. Arrangement of teaching and research activities:

1. Research topic: How to build an inclusive mathematics classroom?

2. Measures to improve teaching quality:

(1) Study hard on textbooks, prepare lessons carefully, improve teaching methods, take teachers as guidance and students as the main body.

(2) Rational use of audio-visual teaching means to optimize classroom teaching and improve teaching efficiency.

(3) Advocating students' independent practice, independent exploration and cooperative learning.

(4) Strengthen students' sense of numbers and advocate diversification of algorithms.

(5) Try to create a strong and distinct problem situation and activate students' existing life experience and mathematics knowledge.

(6) For all students, make up the difference seriously, so that every student can develop.

(7) Strengthen the contact between home and school, and gain the care and support of parents.

Fourth, the teaching schedule:

Unit 1 Division, 15 class hours

Unit 2 Digital Recognition, 13 class hours

Unit 3 kilograms and grams, nine class hours

Unit 4 Addition and subtraction, 10 class hour

Unit 5 24-hour timing method, 9 class hours

Unit 6 rectangles and squares, lesson 1 1

Unit 7 Multiplication, 14 class hours

Unit 8 Observing Objects, 6 class hours

Unit 9 Statistics and Possibility, 8 class hours

Unit 10 Understanding Scores, Ten Class Hours

Mathematics teaching plan for the third grade in the third primary school

A, teaching material analysis (1) teaching content

1, textbook selection.

In the field of number and algebra, continue to teach integer multiplication and division, initially teach simple fractions and decimals, and begin to teach simple decimal addition and subtraction, and solve practical problems by combining the identification and calculation of numbers; Teaching knowledge about year, month and day; In the field of space and graphics, teaching and observing objects with similar shapes, comparing which views are the same and which are different, and highlighting the views can accurately describe the shape and structure of objects; Teach common translation, rotation and symmetry phenomena, and initially understand the transformation of graphics; Teaching the area of rectangle and square, emphasizing measuring and estimating the size of a given surface; In the field of statistics and probability, the teaching of finding the average value of a simple set of data focuses on using the average value to describe and explain the characteristics of a set of data or compare the differences between two sets of data, involving natural science, environmental protection, resource conservation, the progress and development of measurement tools, ancient algorithms and so on. These contents can broaden students' knowledge and make them receive extensive education. It increases the flexibility of teaching content and meets the learning needs of students.

2. Teaching content arrangement.

First, the arrangement of teaching content conforms to the clue of knowledge development, respects the characteristics of students' cognitive development and reasonably designs the hierarchical structure of teaching content;

Secondly, arranging the teaching contents in four fields in the form of small units, on the one hand, is conducive to constantly stimulating and maintaining students' interest in learning, on the other hand, it can make the teaching contents in various fields support each other and cross-use various thinking methods;

Thirdly, the basic knowledge and skills of mathematics are closely related to solving practical problems, and the knowledge and skills, mathematical thinking, problem solving, emotion and attitude are organically combined to ensure the full realization of teaching objectives.

3, the focus of teaching materials

Divider is the division of one digit, multiplication of two digits, area, simple data analysis and average.

4. Difficulties in teaching materials

Divider is a trial and error method, which is used to divide numbers and locate quotient. Master the calculation rules of multiplying two digits by two digits; Area calculation of rectangle and square.

(B) Teaching objectives

1, knowledge and skills

You can divide the whole hundred by one digit (quotient is integer hundred or integer ten), divide the easier hundred by one digit, and multiply the easier two digits by integer ten; Can write three digits divided by one digit (including zero at the middle and end of quotient), two digits multiplied by two digits (including simple vertical calculation of two digits multiplied by integer ten), and can write addition and subtraction of one decimal; It can be estimated that the quotient of three digits divided by one digit is hundreds or dozens, and the product of two digits multiplied by two digits is about how much; Be able to tell the process and method of estimation; Can initially understand a fraction or fraction of a whole, initially understand that a fraction of a meter is a few tenths of a meter, and a few corners are a few tenths of a yuan; Can understand the meaning of a decimal place according to the specific situation, can read and write a decimal place, and compare the sizes of two decimal places; Know the year, month and day, distinguish the big month from the small month, judge the normal year and leap year, and calculate the number of days in a quarter, half a year and the whole year; Understand the kilometers and tons in specific life situations; Know 1 km =000 m, 1 t =000 kg, and can make simple conversion; Can point out three views of an object composed of four cubes with the same size, and can assemble the object according to the requirements of relatively simple views; Perceive translation, rotation and symmetry in life with examples, and understand axisymmetric figures and axes. Able to translate simple graphics on square paper and make simple axisymmetric graphics by hand; Understand the meaning of area with examples; Knowing the area units of square centimeters, square decimeters and square meters, we can use the appropriate area units to estimate, measure and represent the area of graphics. Explore and master the area formulas of rectangles and squares, and can calculate or estimate the related areas; Knowing the forward speed between every two adjacent units of square centimeter, square decimeter and square meter, simple unit conversion will be carried out. Understand the meaning of average with examples; Will find the average value of a set of simple data (the limit result is an integer); Will use the average to describe the state of a set of data; The average value will be used to compare and analyze the two sets of data.

2. Mathematical thinking.

Let students experience the process of recognizing fractions and decimals in real situations, learn to describe and express phenomena in the real world with numbers, and develop a sense of numbers; By using the existing mathematical knowledge and life experience, this paper explores the pen calculation and estimation methods of dividing three digits by one digit, multiplying two digits by two digits, and the process of adding and subtracting one decimal, so as to develop the ability of abstract generalization and reasoning; In the process of applying mathematical knowledge and life experience to solve practical problems, understand some common quantitative relations and develop abstract thinking; In the simple transformation of objects and their three views, and in the mathematical activities of translation, rotation and symmetry, we can further perceive the shape characteristics of objects and the transformation of plane graphics, and develop the preliminary concept of space; In the process of exploring the formula for calculating the area of rectangle and square, mathematical activities such as observation and experiment are carried out to develop the ability of rational reasoning and preliminary deductive reasoning; In the process of studying the method of averaging a group of data and using statistical methods to solve practical problems, the concept of statistics is developed. Initially have the ability to clearly express their thinking process.

Step 3 solve the problem.

What can be applied in this textbook? Operate knowledge, solve practical problems in life and cultivate application consciousness; Can actively solve some practical problems on the basis of understanding the meaning of area and the calculation method of rectangular and square area; Learning to collect and sort out real-life data according to the practical problems to be solved can solve some simple practical problems related to the average. Understand the importance of data and strengthen the concept of statistics; Increase the experience of cooperating with peers to solve problems, actively carry out learning activities with classmates, and actively exchange ideas and methods for solving problems with classmates; Under the guidance of teachers, they can often reflect on their learning activities and accumulate experience in mathematics activities. Estimation can be used to judge the rationality of the solution.

4. Emotion and attitude.

Understand the content of mathematics in the real situation, use the learned mathematical knowledge to solve the practical problems around you, gain successful experience, and enhance the confidence of learning mathematics well; Under the organization and guidance of teachers, we can acquire mathematical knowledge through our own active exploration and initially develop innovative consciousness and practical ability; Learn more about mathematics through the "Do you know" column in textbooks, and realize that mathematics is a method and theory gradually formed by human beings in their long-term life and labor, and is the crystallization of human civilization. Understanding mathematics is closely related to the development of human history; Under the specific guidance and organization of teachers, they can evaluate themselves and others realistically.

Second, the analysis of class students

There are 40 students in Grade 3 * * *, with more boys and fewer girls. Most students have a correct learning attitude, have a solid grasp of basic knowledge, have a clear learning purpose, listen attentively in class, and can take the initiative to ask the teacher if they don't understand. Some students just stay in class and listen attentively, lacking the consciousness and habit of active participation. A small number of students in the class have a poor foundation. The knowledge you listen to in class will not be used after class, and the correct rate of homework is low. Some students refuse to finish in time and like to drag their homework. Therefore, in this semester's math class, it is necessary to cultivate students' interest in learning mathematics, make students good at thinking, be willing to think, be not afraid of mistakes, have a sense of problems, cultivate students' happy learning mentality and develop good study habits. I believe that students will pass the next level!

Third, improve the quality and teaching quality.

1, to do a good job of preparing lessons before class, we should not only prepare teaching materials, but also let students prepare lessons carefully, so as to be targeted. Take the initiative to learn the new curriculum standard and carry out teaching work in combination with your own actual situation and students' actual situation.

2. Pay attention to each student's learning situation and encourage students who are "not enough to eat" to move forward to a higher level. You can do some difficult questions.

3. Make full use of the characteristics of teaching materials, integrate calculation into problem-solving situations, make mathematics knowledge interesting, closely connect with real life, and make them feel that they have everything to learn, and there is mathematics everywhere in their lives. Give more common examples in real life, such as buying and selling things. Students can settle accounts in real life, but they don't know how to deal with them when they appear in textbooks.

4. Let students take the initiative to learn. Set up a help group in the classroom to give full play to the enthusiasm of each student. * * * With the improvement of math scores.

5, regular home visits, often get in touch with parents, * * * concerned about students' learning. Especially for students like Li Tao, parents' cooperation is very important. As long as his parents care about him and attach importance to him, his grades will catch up with other students, and he will have confidence in his studies.

6. Make-up exam content: Some contents are difficult, but the exercises and class hours arranged in the textbook are obviously insufficient. Feedback should be given in time after class, so that students can do more corresponding exercises, consolidate what they have learned and achieve the expected goals. Cultivate their ability to solve mathematical problems.

7. Work hard in class, practice in layers, give individual tutoring after class, and use self-study class to give centralized tutoring, and set up a group of top students and poor students in the class to improve their math scores.

8 consciously study educational theories and monographs, write teaching reflections, experiences and cases in time, improve their own quality, and lay a good foundation for the improvement of teaching quality.

9. Use online teaching and research to broaden your horizons, actively participate in online teaching and research activities, participate in comments, and participate in discussions. Ask and learn from experienced teachers, learn from others' strengths and make up for your own shortcomings.

Fourth, the goal of struggle

Through their own efforts and students' efforts, the scores of the subjects tested have reached the goals set by the central primary school, with an average score above the central primary school, a passing rate of 100% and a conversion rate of 66%.