The first lesson: Count.
course content
Pages 2-5 of the textbook.
Teaching objectives
1. Through observation, help students understand the number 1- 10, and cultivate students' interest in observation.
2. Cultivate students' good study habits, such as raising their hands actively and listening carefully to classmates.
3. Carry out patriotism and environmental awareness education in combination with the contents of teaching materials.
Teaching emphasis: guiding observation methods and cultivating observation interest.
Class arrangement
1 class hour
teaching process
First, observe as required. (Textbook 2.3 Two-page Theme Map)
1. Look at the picture on the second page. This is a beautiful rural primary school. Today is the first day of school, and the children come to school happily. Let's see what we have here. Who can tell us what you know from this painting?
Look at the picture carefully and see what's on it. When reporting, make it clear what is 1, what is 2 and what is 10?
3. Students observe independently.
Second, report.
1. Students report in the order of 1, 2,3, and the teacher writes 1, 2,3 on the blackboard.
There are 1 red flag, teaching building, teachers, playground, weather vane, incubator and football.
There are two parallel bars, skipping rope and goalposts.
There is a stone bench and a hat with three numbers.
There are four trash cans and national flag guardrails. Q: How did you know there were four trash cans?
There are some tall buildings with the number five.
There are flowers and trees,
The number of some birds is 7.
There are eight small trees.
There are nine female students.
There is a male classmate, and the number is 10.
Allow students to speak more than 10. )
2. refer to the blackboard. Can you count these figures?
3. It can be said that there is 1 whats, and two deskmates can talk to each other.
4. Who will tell you? Let the rest of the students listen carefully and clap their hands if they are right. )
Third, discuss.
Just now, the children were very capable. Now, can you find out what is in our classroom? Discuss in groups and report later.
Fourth, report.
The group sent representatives to report the results of the discussion.
Verb (abbreviation of verb) abstract
The children are doing well in this class. Now, can you tell me what skills you have learned? Today, we counted many things, such as people, flowers, trees, pigeons and so on. In the beautiful rural primary school, there are doors and windows of the classroom. After school, you can also count what you see at home or elsewhere.
Recording after class
This is the first lesson for freshmen. In order to make students understand the importance of learning mathematics, use relaxed dialogue to stimulate students' interest in learning mathematics. Up and down, I feel that the basic students have a good grasp of this knowledge. More importantly, by making students say 1 10 in large quantities, students are more interested in mathematics.
How to carry out mathematics education in primary schools?
First, visualize abstract concepts.
When it comes to mathematical concepts, students' feelings are abstract and difficult to understand. Therefore, teachers can visualize abstract mathematical concepts, explain them in simple terms, and guide students to understand mathematical concepts intuitively and vividly.
For example, when teaching the content of "volume and unit of volume", students don't know what volume is and what it means. Students will find it difficult to understand and accept the concept of volume if teachers make students remember it stiffly. The teacher handled this knowledge well in teaching. He taught it this way: at the beginning of the class, two cups with the same size and shape were filled with water, and then the students were asked to observe which cup had more water and which one had less water. After the students observed, the teacher put a pebble in one of the cups, and then asked the students to observe what happened at this time. The students found that the water level in the glass with pebbles was rising slowly, and they couldn't help wondering, "What's going on?" So the teacher continued to ask questions to inspire students to think. In this way, under the teacher's persuasive and step-by-step questioning, the students quickly understood the actual meaning of "the size of the space occupied by the object". In the above teaching, the intuitive demonstration operation not only helps students to understand the concepts they have learned and deepen their understanding, but also makes students understand that objects not only occupy a certain space, but also have different sizes. In this way, the abstract concept is visualized, everything seems to come naturally, and good teaching results have been achieved.
Second, make abstract concepts active.
Activity is one of students' favorite ways of learning mathematics. In mathematics teaching, if teachers can design students' favorite activities according to specific mathematical concepts from students' hobbies, then students will find concept learning very interesting, thus enhancing the motivation of learning and improving the effect of concept teaching.
For example, when teaching the knowledge of "Understanding Equation", in order to deepen students' understanding of the equation and promote students' understanding of the equation, the teacher first writes 180 X=300, 180 X > on the blackboard. 300、 180 X & lt； 500、50? 2= 100、5? X=85、 180-X=50、500- 150 & gt； 300, and then said to the students: "Next, shall we continue? One point? Activities. Seeing these formulas, can you divide them into points according to their characteristics? Compare and see which student scores quickly and well. " The question aroused students' curiosity and competitiveness, so the teacher took the opportunity to ask: "Be sure to think clearly about what your classification standard is, and then tell everyone." In such a learning atmosphere, students actively think. Soon, some students said "I use equal sign to classify formulas", some students said "I use greater than sign or less than sign to classify formulas", and some students said "I use letters to classify formulas". The teacher asked, "Can all formulas with unknowns be classified into one category?" The student thought for a moment and replied, "We can classify the formulas with unknowns and equal signs as one class, and the formulas without equal signs as one class." The teacher continued to ask, "So, what is the formula of this unknown equal sign?" ? This is the knowledge equation we are going to learn today. "Here, the teacher didn't adopt the method of definition teaching, but provided students with multiple formulas, which enabled students to learn bit by bit, effectively reducing the difficulty for students to understand concepts, gradually deepening and achieving good teaching results.
Third, the abstract concept will be operational.
In mathematics teaching, in order to make students understand and accept the concepts they have learned, teachers can provide students with opportunities to operate activities from the standpoint and angle of students, thus stimulating students' inquiry consciousness, reducing the difficulty of understanding concepts, enabling students to truly acquire knowledge and improve their learning ability.
For example, when teaching the content of "the size of the angle", learn the knowledge point that "the size of the angle is related to the size of both sides of the angle, but has nothing to do with the side length of the angle". If the teacher only asks the students to remember, even if the students have mastered the relevant knowledge of the angle at that time, this memory is only temporary, and the students' learning is still at the superficial level. In order to make students deeply understand what they have learned, a teacher teaches in this way: first, let students come up with prepared learning materials from several angles, such as short-side angle, short-side angle and long-side angle. Then let the students freely rotate the diagonal side and carefully observe and think about the relationship between the size of the angle and the length of the angle or both sides. In this concrete operation, students can easily understand the relationship between the size of the angle and the length of the side, which is impressive and remarkable. In the above-mentioned teaching, according to the characteristics of specific teaching content, teachers transformed concept learning into operational learning activities, which reduced the difficulty of students' understanding and achieved remarkable teaching results.