The first volume of mathematics teaching plan for the sixth grade of primary school published by People's Education Publishing House

Mathematics teaching plan for the sixth grade of primary school (PEP)

Textbook analysis

The textbook includes the following contents: position, fractional multiplication, fractional division, circle, percentage, statistics, mathematical wide angle and mathematical practice activities.

In number and algebra, the textbook arranges three units: fractional multiplication, fractional division and percentage. The teaching of fractional multiplication and division is to cultivate students' ability to calculate four fractions and solve practical problems about fractions on the basis of learning integer and decimal calculation. The calculation ability of four fractions is an important basic skill for students to further study mathematics, which students should master. Percentage is widely used in real life. Understanding the meaning of percentage and mastering the calculation method of percentage will solve simple practical problems about percentage, and it is also the basic mathematical ability that primary school students should have.

In terms of space and graphics, the textbook arranges two units: position and circle. On the basis of existing knowledge and experience, the teaching of position allows students to go through a preliminary mathematical process through rich mathematical practice activities, understand and learn to express position with number pairs; Through the exploration and study of the characteristics and related knowledge of curve figure-circle, the basic method of learning curve figure is preliminarily understood, which promotes the further development of students' spatial concept.

In statistics, teaching materials are arranged in the form of fan-shaped statistical charts. On the basis of studying bar charts and line charts, learn to understand fan charts, know their characteristics, further understand the role of statistics in life and the methods to solve problems, and develop statistical concepts.

On the one hand, the textbook combines the knowledge of fractional multiplication and division, percentage, circle and statistics. And use what you have learned to solve simple problems in life; On the other hand, the teaching content of "Mathematics Wide Angle" is arranged to guide students to experience the diversity of problem-solving strategies and the effectiveness of using hypothetical methods to solve problems through activities such as observation, guessing, experiment and reasoning, to further understand the superiority of algebraic methods to solve problems, to feel the charm of mathematics and to develop students' problem-solving ability.

According to students' mathematical knowledge and life experience, the textbook arranges two practical activities of comprehensive application of mathematics, so that students can use what they have learned to solve problems, experience the fun of exploration and the practical application of mathematics, and cultivate students' awareness and practical ability of mathematical application through group cooperative exploration activities or activities with realistic background.

Teaching objectives

1. Understand the significance of fractional multiplication and division, master the calculation method of fractional multiplication and division, skillfully calculate simple fractional multiplication and division, and perform simple fractional elementary arithmetic.

2. Understand the meaning of reciprocal and master the method of finding reciprocal.

3. Understanding the meaning and nature of ratio, seeking ratio and transforming ratio can solve simple practical problems about ratio.

4. Master the characteristics of the circle and draw the circle with compasses; Exploring and mastering the formula of the circumference and area of a circle can correctly calculate the circumference and area of a circle.

5. Know that the circle is an axisymmetric figure, and further understand the axisymmetric figure; Translation, axial symmetry and rotation can be used to design simple patterns.

6. Be able to express the position with several pairs on the grid paper, and get a preliminary understanding of the idea of coordinates.

7. Understanding the meaning of percentage and calculating skillfully can solve simple practical problems about percentage.

8. Understand the fan chart, and choose the appropriate chart to represent the data as needed.

9. Experience the process of finding, asking and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by comprehensively applying mathematical knowledge.

10. Experience the diversity of problem-solving strategies and the effectiveness of using hypothetical mathematical thinking methods to solve problems, and feel the charm of mathematics. Form the consciousness of discovering mathematics in life, and initially form the ability of observation, analysis and reasoning.

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

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

Teaching focus

Fraction multiplication and division, circle and percentage are the key teaching contents of this textbook.

Teaching assumption

Teaching should conform to the principles of pedagogy and psychology and the age characteristics of students, pay attention to students' experience, embody the formation process of knowledge, encourage the diversification of algorithms and problem-solving strategies, change students' learning methods and embody open teaching methods.

1. Deepen students' understanding of mathematics knowledge and cultivate students' application consciousness.

The knowledge and skills of quartering operation are the basic knowledge and skills that primary school students should master. The calculation method of four fractions is different from the calculation method of integers and decimals, and it is slightly more complicated than the calculation method of integers and decimals, so it is difficult for students to understand and master. The addition and subtraction of fractions is different from the addition and subtraction of integers and decimals in calculation method, but it is related to the addition and subtraction of integers and decimals in arithmetic. Only numbers with the same unit can be added or subtracted directly. In order to highlight this rule of * * *, and students have learned the simple addition and subtraction of fractions with the same denominator, the teaching of fractional division needs to be based on fractional multiplication; Moreover, there are many contents in the fractional multiplication and division method, so it is difficult for students to understand its arithmetic.

2. Pay attention to the transfer of knowledge and practice, and strengthen the cultivation of students' learning ability and application awareness.

The calculation of percentage is usually divided into components and decimals; Solving practical problems by percentage is basically the same as solving fractional problems in solving ideas and methods. Therefore, to solve the problem of percentage, especially the problem of adding and subtracting percentage, we should give appropriate examples for teaching, and then strengthen the teaching of practical application of percentage. For example, combined with the percentage, the calculation of meeting the standard rate and budding rate (attendance rate, qualified rate and powder yield are also suggested); Introduce the knowledge of percentage calculation in discount, tax payment and interest. Ask the students to discuss how to find out the attendance rate, survival rate, hit rate, etc. It not only expands the range of knowledge students have learned, but also deepens their understanding of percentage knowledge. It also cultivates good study habits of independent exploration and cooperation.

3. Pay attention to hands-on practice and independent exploration to promote the development of students' spatial concept.

When teaching "position", we should first pay attention to using students' existing knowledge and experience-using "which group is which group" to describe the position of objects in actual situations-to learn new knowledge, and upgrade the existing experience in time to quickly mathematize the specific situation, abstracting it as learning how to determine the position on the plane, thus helping students understand the method of determining the position with numbers. On the other hand, pay attention to presenting rich life situations and realistic materials to help students master the method of determining positions with number pairs. Deepen the understanding of determining the position content with numbers, realize the connection between mathematical knowledge and exercise the spatial imagination ability.

Circle is a kind of curve figure, which has different characteristics from straight line figure. Therefore, the teaching of "circle" is the beginning for students to systematically understand the characteristics of curves and graphs. Although there have been circles in the teaching of lower grades, it is only an intuitive understanding. The teaching of this book should understand the characteristics, perimeter and area of a circle. From learning straight line graphics to learning curve graphics, both the content itself and the method of studying problems have changed. Through the study of circle in teaching, students have a preliminary understanding of the basic methods of learning curve graphics, and at the same time, they have infiltrated the internal relationship between curve graphics and straight graphics. When teaching the area of a circle, the textbook inspires students to find their own ideas and methods to solve problems, and recalls the conversion methods used before, so as to convert the area of a circle into the area of a familiar straight line figure to calculate. The textbook also focuses on infiltrating mathematical culture and patriotism education by introducing the historical materials of pi.

4. Cultivate students' statistical concepts, and gradually form the thinking habit of thinking from a mathematical perspective.

In statistics and probability, students have mastered certain knowledge, formed certain abilities and accumulated certain experience. In teaching, first, pay attention to the connection with previous statistical knowledge to help students understand the characteristics and functions of fan-shaped statistical charts. Second, pay attention to the excavation of mathematical materials in life and highlight the practical value of statistics. A better understanding of the role of statistical knowledge and methods in real life is conducive to developing students' statistical concepts and forming a good habit of thinking from a mathematical perspective.

5. Infiltrate mathematical thinking methods to cultivate students' mathematical thinking ability and problem-solving ability.

Mathematics learning can not only enable students to acquire the necessary knowledge and ability to participate in social life, but also effectively improve students' logical reasoning ability, thus laying the foundation for developing higher quality. Therefore, cultivating students' good mathematical thinking ability is one of the important goals of mathematics teaching. Infiltrate mathematical thinking methods systematically and step by step, and try to present important mathematical thinking methods with vivid and interesting examples through simple forms that students can understand. Through teaching, students are influenced by mathematical thinking methods, form their interest and desire to explore mathematical problems, and gradually develop their mathematical thinking ability.

Cultivating the ability to solve problems with mathematics is one of the important goals of compulsory education mathematics curriculum, so problem-solving teaching plays an important role in mathematics teaching. It is not only a process of developing students' mathematical thinking, but also an important way to cultivate students' awareness of application and innovation. Pay attention to the integration of problem-solving teaching into the teaching of each part, and cultivate students' ability to solve problems with mathematics through the teaching of each part.

6. Stimulate students' learning interest and internal motivation with the charm of mathematics and the harvest of learning.

Emphasize the cultivation of students' emotions, attitudes and values, and improve students' quality in an all-round way. Senior pupils have gained some knowledge and life experience, and have a certain desire to explore natural and social phenomena. At this time, educators need purposeful inspiration and guidance. In teaching, students should form rich emotions, positive attitudes and correct values through mathematics learning activities, which is also an important foundation for students' learning, survival and development. This experimental textbook not only covers all fields of mathematics teaching content, but also provides rich materials for students to explore the wonderful world of mathematics, and pays attention to arranging many reading materials and mathematical historical facts reflecting mathematics culture in combination with the teaching content, so as to make students' mathematics learning activities colorful and full of charm. All these help students understand the close relationship between mathematics and human life, understand the value of mathematics, and stimulate their desire to learn mathematics.

Class arrangement

In the last semester of the sixth grade, mathematics teaching arranged 60 class hours of teaching content. The teaching hours of each part of the teaching content are roughly arranged as follows:

I. Location (2 class hours)

Second, the decimal multiplication (12 class hours)

1. Fractional multiplication takes about 5 class hours.

2.4 Solve problems around class hours.

3. The understanding of reciprocal is probably 1 class hour.

Organize review for about 2 class hours.

Three. Fractional division (13 class hours)

1. Fractional division takes about 5 class hours.

2. Solve the problem for about 3 class hours.

3. The application of ratio and ratio is about 3 class hours.

Organize and review 2 class hours.

Four. Circle (8 class hours)