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Dichotomy teaching plan for large class mathematics excellent course
As a dedicated educator, you usually need to use teaching plans to assist teaching. Teaching plans are the general organizational program and action plan of teaching activities. So do you know how to write a formal lesson plan? The following is the dichotomy teaching plan I compiled for you in the high-quality class of big class mathematics, which is for reference only and I hope it will help you.

Teaching plan for high-quality math class in large class 1 1. Activity objectives

1. Guide children to learn to divide objects into two parts and four parts with the help of four seasons garden design activities.

2. Explore the method of dividing all kinds of graphics into four parts to stimulate children's interest in mathematics.

Second, the activity preparation

A picture of a square flower bed, several flower bed cards in various shapes such as rectangle, circle and ellipse; Scissors; glue

Third, the activity process

(A picture import, leading to the topic

1. Show pictures of typical flowers in four seasons: winter jasmine, lotus, chrysanthemum and plum blossom.

Teacher: Here are some flowers in a certain season. Can you tell me in which season they bloom?

Under the teacher's demonstration, the children draw these four kinds of flowers on white paper and cut them out.

(B) examples of operation, understanding of knowledge

1. Show me the square flower bed.

Teacher: A small flower bed will be built in Teacher Pei's yard to plant the four kinds of flowers just now. Please help me find a way to plant four kinds of flowers in this flower bed, so that each flower occupies the same space. (Children speak freely)

2. The teacher concluded that the square flower bed should be divided into four pieces with the same size, so as to ensure that the flowers in the four seasons occupy the same place.

Teacher: Look at this square flower bed. How can we divide it into four pieces of the same size on average? How to divide it? Are there any other children who are different?

4. Teacher's summary: By folding the square in half, you can get four flower beds with the same shape and size.

Teacher: Let's think, children. Where have you used the method of folding in half in our life? Organize skipping rope, folding handkerchief, etc. )

(C) problem expansion, sublimation classroom

1. Show various shapes of paper. Take the children to know some of these numbers.

Teacher: There are many flower beds of various shapes in the garden, all of which should be planted with flowers of four seasons. Please try to divide the flower beds into four different sizes.

3. Assign tasks. Children choose a flower bed with their favorite shape from three kinds of graphics for equal activities.

4. Complete the task and communicate the results of the challenge:

Who got the rectangular flower bed? How to divide it? Is there any other way?

(2) How to divide the round flower bed into four pieces on average? How do you divide it?

(3) Which shape is the same as the oval flower bed?

The children stick the flowers painted at the beginning of the class on the flower bed.

(4) Extended activities

Think about it, can a triangular flower bed be divided into four flower beds of the same size? How to divide it?

Fourth, reflection activities.

Understand the concepts of dichotomy and quartering, really let children learn while playing, learn knowledge inadvertently, and exercise their hands-on operation ability, observation ability and thinking ability.

The design intention of dichotomy teaching plan 2 in large class mathematics quality class;

According to the problem of dividing children's lives equally, for example, there are 10 small tomatoes left at noon, and two children eat them, so let them divide them by themselves, half for each; It was the children who distributed papers during the activities in the art district and initiated this activity.

Activity objectives:

1. Understand the meaning of bisection and learn the method of bisection.

2. Explore different ways of dividing graphics by operation, and experience inclusive and equal relations in the division.

3. Explore dividing different graphics equally.

4. Cultivate children's comparative judgment ability.

5. Let children learn simple math problems.

Divergent point:

Divide the graph equally with different bisectors.

Activity preparation:

Several square colored pieces of paper, multi-operation learning tools, several chessboards, recording paper, scissors, pencils and hand puppets.

Activity flow:

(1) Average distribution figure

1, on-site introduction. Combining the age characteristics of large-class children, creating this problem situation can not only attract children to participate in activities, but also show the mathematics of life more vividly and make it easier for children to understand.

(1) Show your puppet: "Who do you think is here?" Child: "It's Sister Pingping."

(2) Performing a puppet, the teacher asked, "Why is Sister Ping unhappy today? Is there any trouble? " Pingping (teacher): "I had breakfast this morning. I found there was only one piece of bread, but I wanted to share it with Yingying. Son, please help me think about what I should do? "

(3) Teacher: "Who has a good idea?" Child: "Just divide the bread into two parts!" " "

(4) Pingping (teacher plays): "But there will be big and small after the points are finished. What should I do? "

(5) The teacher showed a square piece of colored paper and asked, "What shape is this piece of bread?" Children: "Fang." Teacher: "Then we will use square paper instead of bread to help Pingping's sister divide it into two pieces of the same size!" " "

2. Provide children with square paper and scissors and ask them to operate. Give children the opportunity to try and verify their own ideas, and you can try all kinds of dichotomies indefinitely. Cut it open with scissors, so that children can verify whether the two parts are equal.

3. Summary:

(1) Teacher: "What shapes did you divide the square into? How do you divide it? "

(2) Teacher: "There are several ways to divide" (diagonally folded in half)

(3) Teacher: "How to prove that these two pieces are the same size?" (one-on-one)

(4) Teacher: "How can we be as big?"

(5) Teacher and child summary: As long as the center line is found, it is as big as two. Further guide children to master the key points of bisection.

(2) Further exploration with learning tools. Only paper is used for dividing, which is caused by the age characteristics of children at this stage. There are only two accurate bisection methods: diagonal and folding. Using learning tools and grasping the characteristics of learning with holes and holes, children can further try to bisect a square with various broken lines as the center line, and the accuracy can be guaranteed. Promoting the development of children's divergent thinking is a variety of methods for children to freely try dichotomy on the basis of clear requirements for dichotomy. This link pays more attention to children's creativity and uniqueness, and it also permeates a truth: there are many ways to solve one thing.

1, teacher: "You used two methods. Is there any other method?"

2. Ask children to try with school tools, and accurately find the center lines of different shapes, and explore inspection methods. Inspection can prove that the two parts have the same size and the inspection method is not single. The purpose of putting the same homework sheet for children as a proofreading board is to record the equal division method and cut the recorded homework sheet for comparison and proof. In addition to this method, we can also compare whether the number of holes in each row on both sides of the bisector is the same.

3, children's grouping operation, teachers look for different center lines and inspection methods for guidance, and guide children to record and test.

4. Summary: Show your child's homework list. Who can tell me how you divide them equally and how you guide them to be the same size? Ask children to introduce innovations to other children and show different ways to test equality. Let children have the opportunity to communicate and show, and encourage children to innovate in combination with the characteristics of collective learning of large class children.

Activity reflection:

Dichotomy is an important part of "Dichotomy" in large classes. Dividing a whole into two identical parts is called dichotomy.

Dichotomy has many applications, which can involve the equal division of area, length, quantity and volume. Usually, children also divide snacks, toys and school supplies, but sometimes they find teachers because of unfair distribution. It can be seen that I have some life experience in dichotomy, but I can't understand this concept accurately and scientifically. This activity focuses on exploring the equal division of graphic area, helping children to get the initial concept of equal division through the game of "overlapping sound", and encouraging children to try to divide squares and rectangles into equal divisions in various ways through practical operation and sharing, thus consolidating the concept of equal division, developing children's observation, comparison and judgment abilities, and experiencing the fun of mathematical operation activities.

In the introduction of the activity, the materials of life were selected and stacked, which was also to let the children migrate their own life experiences and have a preliminary understanding of the dichotomy. However, due to the hierarchical nature of the material, we added a figure-circle to the material, with the purpose of making children gradually transfer from their life experience to the teaching content, so that they can understand the meaning of equal division, thus entering the next link and exploring various divisions of squares and rectangles.

In the process of grinding classes, I saw the importance of choosing different resources for this activity. For example, in the first link, when I first invested in living materials, I found that children's experiences were greatly influenced by life experiences and would be superimposed into multiple copies. At this time, in the process of exchanging samples, in addition to exchanging correct resources, wrong samples like this are an extension and consolidation of children's experience, so that they can further understand the rules of the game, learn from peers' samples and learn to correct mistakes in their own samples.

In the second exploration link, I think that in order for children to try a variety of methods, we must first stimulate their desire to explore. In the design of the patch panel, we try to take all the points into account and lengthen the length of the patch panel, so that children can make bold attempts from the beginning without being influenced by learning tools. After the child's exploration, communication is the key, because the child has all migrated from life experience to graphics, and how he migrated can only be seen through his operation results. In communication, the first thing I look for is a half-wrong sample. The child can find two methods for the square, but he continues to split it in two in the same way, only adjusting the position. This shows that children understand dichotomy, but they don't know what dichotomy means and why, so I destroyed the main core of the activity. I think we should first find suitable resources to let children know that there is such a division, and then pursue it in the next sample. Are these two copies the same? Let children find experience in the right place and learn from mistakes. Only in this way can it be further extended to life experience.

Dichotomy is an abstract concept. In life, we often use the method of equal share, such as sharing cakes and drinks, but absolute equal share is rare in life, so if children can understand the method of equal share in game situations and learn to use it, that is the value of activities.

The high-quality math class in the big class is divided into two parts. Teaching Plan 3 Activity Objectives:

1, let children perceive that many objects (graphics) can be divided into the same dichotomy through operational activities, and know that the whole is greater than the parts and the parts are smaller than the whole.

2. Try to divide the object into two parts by visual inspection and solve practical problems in life in your own way.

3. Further improve children's interest in mathematics activities and practical ability.

4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.

5. Experience the fun of math group games.

Activity preparation:

1, a cake for a teacher to demonstrate and a set of graphics for children to operate materials.

2, hand pointed out that a variety of different colors of graphics.

3. Operating materials: red dates, beans and plasticine.

Activity flow:

1, use the story of two "little squirrels sharing cakes" to stimulate children's interest in learning the second classroom.

Teacher: June 1 day is the birthday of little squirrel Huahua and Yuanyuan. Friends gave them a cake. Two little squirrels are very happy. Huahua looked at it for a while and said, "Let's share the cake and eat as much as possible." Yuanyuan says "good"! But the two little squirrels are not good at math and don't know how to divide them equally. Tell me, children, how should two little squirrels share the same big cake?

2. The teacher has a cake here, too, and wants to divide it into two parts. Please help the teacher figure out how to divide it.

3, children's demonstration method, teachers help.

The cake can be divided into two parts, so if we use graphics, can we also divide it into two parts? Today, the teacher prepared many kinds of graphics for children, including two kinds. Please use the folding method to fold an identical figure into two identical figures, and then cut it with scissors to see what is the difference between the cut figure and the original figure. When folding and cutting, how many different ways do you think a graph can be divided into two parts?

5, children hands-on operation, teachers tour guidance, and guide children to discuss with each other.

Teacher: When the children are operating. We can discuss with each other. How should I divide it?

6. The results of children's feedback attempts.

(1) Just now, children began to divide all kinds of graphics into the same two parts. Please tell us how you divided it.

(2) Let several children with different points speak and show them with the teacher's operation card.

Activity reflection:

Through operation, exploration, observation and comparison, we can master dichotomy, guide children to learn and explore from shallow to deep, learn to think from different angles and directions, solve simple mathematical problems through observation, comparison, analogy and migration, and cultivate children's interest in mathematical activities.

At the beginning of the activity, the story of "squirrel sharing cake" was introduced, which attracted the children at once and brought them into the scene of how to share the cake fairly, and the children's interest was naturally mobilized.

In learning activities, I follow the principle of taking children as the main body. At the beginning of the activity, I will provide the children with operation materials, each with a round cake (round card), so that the children can operate, explore, find and solve problems by themselves. The teacher acted as a good supporter, collaborator and guide in the operation activities. Through operation and exploration, the children found out the division of circle bisection and established the concept of bisection. Next, improve the knowledge that children have mastered, explore and operate various methods of graphic division, and have a further understanding and understanding of the concept of division.

At the end of the activity, the teacher provided children with many practical items, such as drinks, to let them know that many things in life can be divided into two parts, and to combine what they have learned with life and carry out practical operations in life. By cutting food and dividing drinks, the children expanded their knowledge of dividing into two parts, and at the same time stimulated their interest in dividing into two parts. During the operation, the children experienced the joy of success.

In the process of children's operation and exploration of graphic division, I should only tell children to fold in half, and I should cut it before class and demonstrate it directly at this stage. It's a waste of time to put the cutting process in without highlighting the key points. I don't think it's perfect.