Textbook: The curriculum standard emphasizes that the teaching of statistics must start with the familiar life situations and interesting things of students. Students in lower grades are required to experience the simple process of data statistics, so that students can experience the whole process of data collection, collation, description and analysis in specific operational activities and master some basic statistical knowledge and methods. Examples of textbook selection provide us with good information on how to use textbooks and design teaching process.

Say the learning situation:

Last semester, students have learned to compare and classify, and they can count correctly, so it won't be too difficult to fill out the statistics. The key is to guide students to learn how to collect information, arrange data, draw statistical charts, make simple analysis with the data in statistical charts, exchange ideas with peers and appreciate the role of statistics.

According to the age characteristics of first-year students and the requirements of this course, I have set the following teaching objectives:

Tell the teaching objectives:

1, with the help of the situation, stimulate students' interest in participating in statistical activities and feel the necessity of statistical activities. Cultivate students' preliminary statistical consciousness.

2. Master the methods of data collection and arrangement in the scene, and go through the process of statistics.

3, preliminary perception of simple bar charts and statistical tables, can fill in the statistical results in the table, can draw a simple statistical chart on grid paper, and can ask and answer some simple questions according to the data in the statistical chart.

4. Let students feel the significance and role of statistics through independent thinking, observation and communication, initially cultivate students' ability to solve problems, realize that there is mathematics everywhere in life, and deepen their love for mathematics.

Teaching focus:

Go through the process of collecting and sorting out data, get a preliminary understanding of statistical charts and tables, and fill in statistical charts correctly.

Teaching difficulties:

Guide students to experience the process of data collection and arrangement and understand charts. According to the data in the statistical chart, we can make a simple analysis and feel the significance and function of statistics.

On teaching ideas and methods;

Junior children are lively and active, so I will start with the familiar life situations and interesting things to provide them with opportunities for observation and operation. The design of the whole class is divided into four levels: creating scenes-collecting and sorting out information-operating exercises-expanding and deepening. I set out from the teaching materials, from the fact that mathematics comes from life, and strive to increase students' closeness to mathematics, so that students can enjoy learning and stimulate their initiative in learning.

Focusing on the teaching objectives, I try to embody the following ideas in the teaching process of this course:

1, learning mathematics in life

It is the requirement of the new curriculum to let students learn realistic mathematics. Therefore, in the "Statistics" class, I closely contact with students' real life, create familiar situations for students, stimulate students' interest and arouse students' desire for exploration. Secondly, combined with the activity of "Sowing Habits and Responsibility Tree, Everyone adds fruit to the tree" in our school, students can learn from familiar and intimate life background materials, which can not only stimulate their interest in learning, but also make them feel that there is mathematics everywhere in their lives.

2. Learn math in activities.

It is the requirement of the new curriculum to let students learn dynamic mathematics. The most effective way for students to form statistical concepts is to let them really participate in the process of statistical activities, so I designed and used voting activities to determine which cartoon I like best, so that students can experience the process of statistics initially, that is, learn to collect and sort out data through the process of sorting, arranging and counting. After experiencing the "dynamic construction movement", let students observe the static pictures provided by textbooks independently to collect information, analyze and sort out data, fill in statistical tables, draw statistical charts and talk about statistical functions. On the one hand, consolidate the newly constructed statistical methods and cultivate students' ability to practice and solve problems independently; On the other hand, "indirect thinking" training can not only temper the profundity of students' thinking, but also cultivate their observation ability and independent thinking ability. In the activity of counting the number of red, yellow and blue apples, students not only learned to solve real life problems, but also realized that a square represents two people, so half a square can represent 1 person, which laid the foundation for subsequent study. In these activities, students have experienced the formation and development of knowledge, and also understood statistics and its functions, acquired mathematical knowledge and developed their abilities.

3. Learn mathematics in questions.

Curriculum standards clearly point out that students are the masters of mathematics, and teachers are the organizers, guides and collaborators of mathematics learning. In teaching, students can feel through their own discussions that to solve the problems raised by teachers, it is necessary to conduct surveys and statistics. After investigation and statistics, we can learn to think, answer and ask simple questions according to the data, deepen our understanding of statistical significance, and initially cultivate students' ability to ask and solve problems.

Everyone gets development.

Through teaching activities, students can understand and experience the process of statistics and realize the significance and role of statistics in life. At the same time, moral education is carried out in combination with the "habitual responsibility tree" to enable students to achieve all-round development.

Speaking and learning methods:

This lesson attempts to embody students' learning methods:

1. Contact with real life to solve problems around you and experience the fun of learning and using mathematics.

2. Let students experience the process of finding, asking and solving problems in specific life situations.

3. Through hands-on operation, independent thinking, discussion and communication, etc. , improve their own ideas and establish their own learning methods.

Model essay on the second grade mathematics lecture notes of the second primary school

First of all, the textbook: 1, a brief analysis of the textbook: "Southeast and Northwest" is the starting lesson in Unit 5 "Direction and Position" in the first volume of the second grade of primary school mathematics published by Beijing Normal University. This lesson helps students to establish a preliminary concept of space through a simple understanding of the four directions of southeast, northwest and northwest, and lays the foundation for further study of road maps. The new curriculum standard clearly points out that "happiness is the basic element of innovative spirit." Without the concept of happiness, there is hardly any invention. " Therefore, it is very necessary for human development to learn the correct direction and establish a preliminary concept of space from an early age. The significance of learning this lesson well is self-evident.

2. Teaching objectives:

(1) Based on students' existing life experience, students can identify the other three directions according to the given direction, and can use these words to describe the position of objects and know the direction on the map.

(2) Cultivate students' awareness of distinguishing directions and develop students' concept of space with the help of realistic mathematical activities.

(3) Be able to actively participate in mathematics learning activities, experience the close connection between mathematics and real life, and get a good emotional experience in activities and exchanges.

3. Emphasis and difficulty in teaching

4. Teaching emphasis: Given a plan of the southeast and northwest directions, we can accurately identify the other three directions and describe the position of objects in the southeast and northwest directions.

5. Teaching difficulties: find the right direction in real life.

Second, talk about the old teaching method.

This teaching activity presents the teaching content in the form of games. In teaching, we should build new knowledge by creating situations, communicating and interacting, playing games and other practical and interesting ways. Integrate learning methods such as observation, practice, communication and cooperation, and pay attention to learning methods and sounding.

Third, theoretical study.

Mathematics curriculum standard clearly points out that mathematics teaching should strengthen the connection with life, so we emphasize that students should learn mathematics in life. Therefore, in this class, I guide students to adopt the learning method of observation-discovery-practice-transfer, which not only cultivates students' hands-on and discovery ability, but also makes them fully feel the fun of learning mathematics and fully participate in the learning process.

Fourth, talk about the teaching process

Mathematics learning is not a simple and passive acceptance process, but a process of students' experience, exploration and practical activities. Based on this concept, I designed the following teaching links:

(A) game activities, the introduction of new courses as the saying goes: interest is the teacher, the beginning of the people's democracy class, I will seize the game to live the psychology of students like games, so that students can easily and happily complete the review of "up, down, left and right" in the game. It not only stimulates students' learning behavior, but also prepares for the follow-up study.

(2) the actual observation and feeling position

In this session, I mainly start with "Do you know which Fang Xiangsheng the sun rises from?" Who said how did you find Dong? Can you find the other three directions? "As an introduction, so as to guide students to observe, identify the four directions of the school, and find them with their companions and talk about what they have in these four directions. Finally, let the students turn around at will and point to speak in all directions. For example, "I face east, behind me is west, on the left is south, on the right is north, and so on." "In this link, give students time and space to fully think and explore, give full play to their collective wisdom, reflect their cooperation and mutual assistance, and cultivate the spirit of independent exploration.

(3) indoor identification, apply what you have learned.

Based on the characteristics of students' love of playing, sports and games, I returned to life in this link, and strengthened the game of "I say you can do it" in the process of playing, for example, let students face (), followed by (), with () on the left and () on the right. This is to prepare for learning the direction of the map later.

Secondly, I let the students play the game of "Super Imitation Show", such as: jumping two steps south like a frog; Take a few steps towards the cock in the west; Extraordinary, pretending to be the Monkey King; Nod to the north, etc. Let every student be active and debate the direction emotionally in an exciting and pleasant atmosphere.

(4) Organize records and realize migration.

This link is mainly to let students draw their own school maps without the guidance of teachers. Because the directions of the maps drawn are inconsistent, it is difficult for people to find the places they want to go according to the maps, which leads students to conclude that there must be a unified direction to make people understand the maps without confusion. On the basis of this contradiction, let the students observe and discuss, and finally come to the conclusion that the direction on the map is up north, down south, left west, right east. Understand the rules on the map, and then let students modify their own maps according to this rule, realize the migration from the actual direction to the map direction, and pay attention to the exploration of learning process and learning methods.

(5) Practice in play and expand application.

Direction knowledge comes from life and is applied to life. Learning in class is not enough, and it needs to be observed and applied in life in order to really master it. Therefore, in the fifth link of experiencing harvest and expansion, I designed the situational exercise of forest house. First, ask the students a question: Can you find the home of a small animal from the picture? How did you find it? Secondly, let the students say: which small animal do you want to go to? How to get there? This consolidates students' understanding of the directions on the map. At the end of the class, let the students talk about what they have learned. What are the benefits? And encourage students to collect ways to find the right direction, stimulate students' desire to explore, and let students walk out of the classroom with problems. As the saying goes, "Although I am tired of class, I have nothing to think about."

The whole section runs through all kinds of activities, which fully embodies the life of mathematics in the curriculum standards. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching must be based on students' existing knowledge and experience, so that students can learn atmospheric science, enjoy learning, gain a lot of knowledge and improve their abilities in a happy atmosphere.

Model essay on the second grade mathematics lecture notes in the third primary school

First, it is said that grams and kilograms are the contents of the second volume of the second grade of primary school mathematics. Let students know the two commonly used quality units, gram and kilogram, which is the students' initial attempt to quality units, and also lays the foundation for the later "ton" teaching. Starting from the students' perception law and life experience, we should deal with the teaching materials flexibly, and know grams first, then kilograms, then the relationship between grams and kilograms and the application of knowledge.

Around the content of this lesson, guided by the new teaching concept and combined with the experimental direction of this subject, the following teaching objectives are established:

1, students know grams and kilograms, have a certain perception of 1 kilograms, 1 grams, understand the relationship between grams and kilograms, and can perform simple mass calculation.

2, continue to cultivate independent inquiry, cooperative communication learning methods, encourage personalized learning consciousness.

3. Make students fully realize that there is mathematics everywhere in life, and cultivate students' problem awareness and problem-solving ability.

This lesson focuses on the understanding of kilograms and grams and the understanding of their relationship. The difficulty is the understanding of dick.

Second, teaching methods and learning methods.

Teaching method: The teaching object of this class is Grade Two students. Although they have developed certain study habits, they are still very active, fun and curious because of their young age. According to this feature, in order to grasp students' interest and stimulate their curiosity, teachers mainly use situational teaching method to create game situations and activity situations that students like and are familiar with, so that students can fully feel, discover and acquire new knowledge, and at the same time, they also use heuristic teaching and intuition.

Learning method: In order to better highlight students' dominant position, embody and optimize diversified learning methods, various activities such as weighing, talking, evaluating and weighing are adopted in learning method, so that students can take the initiative to start work, move their mouths, move their ears and use their brains, and feel new knowledge in the process of active participation, independent inquiry and cooperative communication.

Third, the teaching process

(A) situational import

1, Teacher: A few days ago, students and parents went to the supermarket to buy some items, and also collected the quality of some commonly used items. Shall we talk together?

Answer: Mom bought 30 grams of toothpaste and 45 grams of sausage. My weight is 3 1 kg, and a bag of rice is 25 kg. ...

Teacher: The students have said so much. Did you find anything?

Health: Some have "grams" on the back, and some have "kilograms" on the back.

Students may answer: the lighter is in grams, and the heavier is in kilograms.

2. Point out the topic.

Teacher: How can we know the weight of the goods we buy?

Answer: weigh it with a scale.

3. Courseware shows several scales that are common in life.

The teacher mainly introduces the composition and usage of the balance to the students.

design concept

Textbooks present us with a kind of static knowledge, and the situation it creates is far from the reality of local students' lives. In this class, I first let the students exchange some findings in their usual shopping. The students learned to know the quality labeling of goods, making them feel that the knowledge of grams and kilograms is true and cordial, which has built up enough confidence for the students to learn mathematics in our lives.

(2) Life experience.

Understanding of 1 and gram

This part of the content is mainly carried out from the following six links:

(1) Check by hand: How much does a 2 cent coin weigh?

(2) Weigh it with a balance: A binary coin weighs about one gram.

(3) Look again with your hands: How much does one gram weigh? Talk about your feelings.

(4) Give some examples of things that weigh about one gram in life.

(5) Weigh the school supplies on the table and weigh them with scales.

(6) Weigh the school supplies by hand and talk about your feelings.

2. Understanding of kilograms

The understanding of kilograms is mainly carried out from the following eight links:

(1) Hand weighing: Estimate the approximate weight of a bag of salt.

(2) Look at the label: a bag of salt weighs 500 grams.

(3) The teacher asked: What about the two bags of salt?

Answer: 1000g

(4) Weigh two bags of salt by hand.

(5) The teacher asked: Is it appropriate to weigh two bags of salt with a balance?

Student A: Not appropriate.

Teacher: What kind of scale should I use to weigh it?

Health: Spring scale.

Health: platform scale.

(6) Weigh two bags of salt with a spring scale, and get: 1 kg.

Launch: 1kg = 1000g blackboard: 1kg = 1000g.

(7) Find out what weighs 1kg and talk about your feelings.

(8) Weigh the school supplies on the desk and talk about your feelings.

design concept

In traditional teaching, the process of knowledge formation is taught by teachers. Teachers' teaching replaces students' operation and thinking, and students can't experience the formation process of knowledge.

In this class, I fully provided students with the opportunity to "do mathematics" and let them actively construct knowledge. Students form the representation of grams and kilograms through the activities of weighing, guessing and weighing, and then fully weigh, feel and list many items weighing about 1 gram in life. Through a lot of calculations, such as weighing 2 cents, math books, 1 kg salt, schoolbags, etc. Students have become more and more clear and profound about the quality of grams and kilograms. Students gradually developed from "gram is light" and "1kg is a little heavy" to weighing, estimating and knowing the mass of objects with springs. Mathematics in these lives is not taught by teachers, but experienced by children themselves, forming certain skills and gaining positive emotional experience.

(3) Consolidate new knowledge

Courseware display:

1, write the weight.

2. Fill in the appropriate units in the brackets.

3. repeatedly.

4. Wrong number.

design concept

In this lesson, students' understanding of grams and kilograms is far from enough if they only stay on the understanding of "a two-cent coin weighs 1 gram" and "two bags of salt weighs 1 kg". In teaching, I fully let students weigh with their hands, evaluate with their brains, talk about feelings, experience the actual weight of 1 g and 1 kg in a pleasant learning atmosphere, understand the relationship between grams and kilograms, conform to the curiosity of primary school students, enhance their interest in learning, and let students fully enjoy the happiness of learning, communicating and experiencing success.