I. Design Concept As an important basic subject of compulsory education, primary school mathematics should not only teach students some elementary mathematics knowledge, but also develop their thinking ability, cultivate their innovative consciousness and practical ability, and improve their interest in learning mathematics. Therefore, in classroom teaching, I attach importance to the process of students acquiring knowledge, so that the teaching process is based on students' independent activities and give full play to students' main role. Especially in the process of compiling the multiplication formula of 5, the students' individual exploration and deskmate cooperation are organically combined to mobilize the enthusiasm of all students. Promote the coordinated development of students' innovative spirit, cooperative ability and cooperative consciousness. In a sense, it is more important for students to use mathematical process to learn methods and train skills than to master knowledge itself. Through students' own activities, the thinking process of acquiring mathematical knowledge is promoted, and then the purpose of developing students' ability is achieved.

Second, talk about teaching materials.

The content of this lesson is the multiplication formula of Unit 4, Unit 5, Book 3 of Nine-year Compulsory Education and Six-year Primary School Mathematics published by People's Education Edition. This part of the content is taught on the basis of students mastering the meaning of multiplication, and it is the beginning of learning to write formulas, and its position is particularly important; In older textbooks, it is obviously more difficult to compile formulas on the basis of 2, 3 or 4 oral calculations. By asking students to start from the reality of life, count how many fingers there are in one hand and how many fingers there are in two, three, four and five, and then contact the meaning of multiplication, from addition formula to multiplication formula, and finally write the multiplication formula; The teaching of writing multiplication formula belongs to the class type of learning law. Students summarize the writing methods of multiplication formula with the thinking mode of learning rules.

Third, oral teaching methods

"Teaching has the law, teaching has no fixed law, and getting the law is important". Effective teaching methods are the guarantee to achieve good teaching results. According to the characteristics of teaching materials and students, I mainly adopt intuitive and heuristic teaching methods. Grade two students think mainly by visual AIDS, so I think of the hands that everyone has. By counting fingers, students can understand 1 5, 2 5 ... and thus understand the meaning of multiplication. Considering that students are timid and talkative, I try to inspire them. In this course, I followed the teaching principle of combining intuition with knowledge, and adopted the teaching method of "help-help-release-release" in teaching, which fully embodied the "double-subject" activity system with teachers as the leading factor and students as the main body.

Fourth, the methods of speaking and learning

Teaching activity is an activity that teaching and learning promote each other. In teaching activities, students are always the main body of learning. In order to stimulate students to learn scientific methods independently and truly make classroom teaching for all students, according to the new curriculum standards, this lesson strives to embody the following points in students' learning methods:

1. Experience the process of finding, asking, understanding and initially solving problems in specific situations, and experience the success of exploration and the joy of learning.

2. On the basis of independent thinking and personalized learning, carry out group cooperation and exchange activities to improve their ideas through discussion.

3. Consolidate the formula through the practice of game nature.

Fifth, talk about teaching procedures.

Mr. Ye Shengtao once said: "Being a teacher is like helping children walk. Give him a hand, be ready to let go at any time, and let go if you can let go. "

First of all, there are four levels of teaching. The first level is the multiplication formula of 5× 1 1×5 compiled by the teacher for the students. The second level is to compile the multiplication formula of 5×22×5, and the teacher guides the students to compile the formula in the form of half help and half release. The third level is the form of group cooperation, and students in pairs make their own recipes. The fourth level is to let students observe the formula and discover the law of multiplication formula. In this way, from "helping" to "letting go", students are gradually allowed to explore new knowledge. Teachers are always in the object position, pushing students to the subject position. Teachers only inspire and guide students at key points, leaving enough time and space for students to actively participate in the whole process of knowledge and understand the true meaning of knowledge. At the same time, in the process from "helping" to "letting go", students' cognitive laws are always followed: from concrete to abstract, from perceptual to rational. In the process of writing multiplication formula, students can initially cultivate their learning ability, accumulate their learning emotions and enjoy the joy of success.

In addition, design exercises reasonably and strengthen new knowledge. To achieve the goal of students mastering knowledge and ultimately developing their abilities, students' thinking must be applied repeatedly and step by step. The exercises in this lesson include: skydiving, looking at flowers to find rules, sending letters and other activities, so that students can consolidate the multiplication formula of 5. Various forms, vivid and interesting, in line with the psychological characteristics of children in grade two. Let them learn by playing, playing and playing games, so that their knowledge of new knowledge can be sublimated and their skills can be formed.

The first volume of the second grade mathematics lecture notes of the second primary school

The topic of my speech today is "multiplication formula of 7", which is the content of the second information window of Unit 4, Volume 1 of the experimental textbook for the second grade of compulsory education curriculum standards in Qingdao Edition. In the previous study, the students have learned the multiplication formula of 1 ~ 6 and know how the multiplication formula came from. Most students have mastered the strategies and methods of compiling multiplication formulas. This lesson is a continuation of the teaching of multiplication formula, which lays the foundation for further study of multiplication calculation. Students have a certain foundation in compiling formulas. Therefore, it is the focus of this lesson to guide students to further understand the meaning of multiplication and summarize the formula of 7 through exploration. In order to break through the difficulties, in this class, I use the situational teaching method (with ladybug as the carrier, which is familiar to children) and the teaching method of combining independent inquiry with cooperative communication to guide students to learn the multiplication formula of 7.

In this lesson, I emphasize the following points:

1, lay a solid foundation with surging emotional intelligence in class.

The curriculum standard requires students to master the basic knowledge of "double basics", which is similar to the basic knowledge of "multiplication formula" To be "catchy", come as soon as you open your mouth, but only ask students to memorize and not be emotional. It should be based on students' understanding, and the method of experiencing the processed back and the exchanged back is valuable and positive.

In this lesson, on the basis of students' understanding of each sentence of the multiplication formula of 7, I used many variants to guide students to deepen their impressions so as to remember them. Such as: everyone reads together and the teacher writes; When wiping, the children read aloud together; He kept it in mind and recited it rhythmically; A series of practice methods around the word "memorizing" can adjust children's mood to a state, and memorizing formulas becomes a positive and meaningful knowledge construction process.

2. Let students experience the creative process of mathematical culture.

Through the understanding before class, I found that some students recited the multiplication formula of 7, but I don't know what the formula actually means and how it came from. From this point of view, it is necessary for us to bring students to the source of knowledge to teach at an appropriate time, so that students can experience the process of knowledge generation.

In the process of compiling the formula, students have experienced the thinking process of "physical objects (spots on ladybugs)-charts-formulas-formulas". After this experience, students' understanding of the practical significance of multiplication formula will come naturally. In this way, there is no teacher to explain too much in class, only students communicate, ask questions, experience and inspire each other. Although it takes a long time for students to make up their own formulas, this process far exceeds its own significance, because the most dynamic place in the classroom is the epiphany of students after studying problems.

3. Turn boring exercises into vivid learning.

Mathematics originates from life, but it is higher than life. Most of the problems in mathematics textbooks are simplified or mathematicized. In order to make students better understand mathematical thinking methods and improve their ability to analyze and solve problems, teachers must be good at discovering and excavating some divergent and interesting mathematical problems in life. When practicing the multiplication formula in 7, I found many examples in my life, such as counting the words of ancient poems, counting how many thin plates are used to carve boats and seek swords, and so on. Combine mathematical knowledge with life phenomena to make students feel more cordial. The new curriculum reform requires students to "discover and put forward simple math problems from their daily lives". In this class, students use newly learned knowledge to solve problems and apply mathematical knowledge to real life. Let students observe mathematics from the perspective of mathematics and realize that mathematics is everywhere in life.

The first volume of the third grade mathematics lecture notes in primary school

I. Textbook 1, teaching material analysis.

The section "Solving problems by division", that is, teaching how to solve the practical problem that "one number is several times of another number" by division, is arranged in the textbook after the quotient is obtained by using the multiplication formula of 7 ~ 9. I think the reason why editors arrange this arrangement is not only to deepen students' understanding of the meaning of division, but also to have more opportunities to practice division calculation. More importantly, it can help students understand the connection between division calculation and real life and cultivate their awareness of applying mathematics.

In order to let students better understand the multiple relationship between two quantities and solve the practical problem of "how many times is one number another", the textbook also follows the principle of arrangement from shallow to deep. The logical sequence is as follows:

Example 1, through the operation of flight model, let students understand the meaning of "one number is several times that of another number".

Example 2, guide students to analyze and reason according to the concept of multiple and the meaning of division, and explore the general solution of "how many times is one number another".

The examples arranged in this way show students a logical picture from shallow to deep, from simple to complex, from intuitive operation to analytical reasoning. It follows students' cognitive rules, and in order to guide students to think methodically in the process of solving problems, it designs a step up.

2. The teaching content of this course:

Mathematics, the standard experimental textbook of compulsory education curriculum, volume 2, page 54 ~ 55.

3. Preparation of teaching AIDS:

Courseware, sticks, etc.

4. Teaching objectives.

The determination of the teaching objectives of this course embodies the concept of "development-oriented" as far as possible, paying attention to the implementation of "two basics" and the learning process of students. Therefore, the teaching objectives of this course are considered from three aspects: knowledge, ability and emotion.

(1) Through practical activities, let students understand the meaning of "one number is several times that of another number" and realize the relationship between quantities.

(2) Make students experience the process of transforming the practical problem "how many times is one number" into the mathematical problem "how many other numbers are included in one number", and initially learn how to solve simple practical problems by transformation.

(3) Cultivate students' cooperative consciousness and improve their inquiry ability.

5. Teaching focuses on difficulties.

Key points: Let students experience the process of abstracting the quantitative relationship of "one number is several times of another number" from practical problems, and solve practical problems with the technique of multiplication formula.

Difficulties: The quantitative relationship of "how many times one number is another number" is transformed into "the division meaning of several other numbers contained in one number" by using analytical reasoning.

Second, oral teaching methods

According to the above analysis, I adopt Ding's "independent inquiry teaching method" in teaching. Through audio-visual teaching, physical operation, cooperative communication and other teaching methods, a certain learning situation and a harmonious and democratic learning atmosphere are created, so that students can experience the teaching process of abstracting a specific problem into a mathematical problem and the process of determining the meaning of division when students solve the practical problem of "how many times is one number another". Take a variety of teaching methods, so that students can initially understand how to think about problems, how to use mathematical methods to deal with relevant information and solve problems reasonably.

Third, theoretical study.

1, through operation activities, let students realize that there are multiple relationships among many quantities in life.

2. Use independent thinking and cooperative communication to guide students to express their thinking process in concise language.

Fourth, talk about the teaching process

The teaching of this course is completely based on the arrangement idea of teaching materials and explores the arrangement characteristics of teaching materials. The teaching is divided into the following links.

(A) contact with reality, review the old knowledge

Taking the number of times students in this class take part in extracurricular activities as an example, I designed three review questions to find out how many times a number is. For example, the question 1: There are three students studying dance in Class 3, Grade 2, and the students studying painting are twice as many as those studying dance. How many people are learning to draw? After the students say the answers, talk about the thinking process. At this time, the teacher asked six students who studied painting to wave to everyone and then report their academic performance. The teacher congratulated the students who got excellent grades.

The design intent of the review meeting is threefold. First, arouse students' memory of existing knowledge and make intellectual and psychological preparations for learning new knowledge. The other is to keep close contact with students' real life when reviewing, so that teachers and students can blend their feelings and have a happy learning mood. The third is to create a situation, so that students can observe and analyze daily life problems from a mathematical perspective and stimulate students' desire for learning.

(2) Hands-on operation to explore new knowledge.

In the new teaching part of the class, I designed a game activity combined with the audio-visual teaching of Example 2, so that students can build a plane with sticks to participate. The main process is as follows: First, show the theme map of Example 2 on 54 pages in the form of animation (three students are posing the plane with sticks) to demonstrate the process of posing the plane with five sticks. Then the teacher asked, "Do you want to take part in this game?" Guide students to participate in the activities of flying by hand. After the students set up the plane, they reported the results with music, such as "I set up a plane with five sticks" and "I set up three planes with 15 sticks" and so on. On this basis, the teacher asked "according to the plane you placed, who can ask a question for everyone to guess?" The students are full of enthusiasm. They ask questions such as "I built several planes with the stick of 10", which leads to "Find the division meaning of several other numbers in one number", laying a foundation for learning "One number is several times that of another number". On the basis of students' hands-on operation and eye movement observation, the courseware shows Xiao Qiang's question in the example: "How many times did I use the stick when I set three planes?" How to solve this problem? I asked my classmates to discuss in a group and found out, "How many times is one number the other?" That is to say, "how many times is one number more than another", that is, "how many other numbers does a number contain?" Divided by, 15 ÷ 5 = 3. In such teaching activities, students have experienced the process of solving problems, learned to observe and analyze practical problems with mathematical thinking, learned to ask, understand and solve problems with mathematical point of view, and cultivated the ability to solve practical problems by comprehensively applying what they have learned.

(C) the use of knowledge to solve problems

Due to the review of the concept of multiple and the study of Example 2, students have understood the idea of solving the problem of "how many times is one number another" by division calculation, so in this link, I completely let students ask their own questions and solve their own problems. At the beginning, the courseware showed, for example, 3: 35 people were singing, 7 people were dancing and 5 people were watching the program. Ask the students to ask questions about division calculation according to the pictures, such as "How many times do you sing and dance?" "How many times do you sing than watch programs?" By analogy, according to the questions raised, the group will discuss the solutions. After the students solve the problems independently, they will explain the ideas of the problems, so that students can not only master the knowledge more firmly, but also appreciate the gains brought by cooperation and exchange.

The teaching design of this link abandons the routine of analyzing the quantitative relationship and finding solutions in the traditional application problem teaching process, and combines the application problem with the operation teaching, focusing on guiding students to solve problems. Because the purpose of students' learning is not to get the correct answer quickly, but to focus on exploration and research activities and seek creative solutions in the process of solving problems.

(4) Consolidate and deepen, and question and expand.

In this link, I designed various forms of exercises, including basic exercises, variant exercises and open exercises, with the aim of consolidating new knowledge, helping students to further clarify their problem-solving ideas and achieve mastery.

(v) Development evaluation

Let students talk about their performance and gains in this class, which embodies the new curriculum concept and gives students the opportunity to fully express themselves.