First of all, talk about textbooks.
1, teaching material analysis
The experimental teaching material of compulsory education curriculum standard (Beijing Normal University Edition) is a set of teaching materials, and this part of knowledge is taught twice. The first time is a preliminary understanding of grades in grade three, and the second time is a systematic study of grades in grade five. The requirements of "Primary Mathematics Curriculum Standard" for the sixth volume are: being able to understand the meaning of fractions in combination with specific situations, and being able to recognize and read simple fractions. This lesson is the beginning of fractional teaching. It is the basis for students to teach on the basis of mastering the average score of integers, and it is also the basis for further learning the comparison and addition and subtraction of scores in the future, which plays an important role in the whole primary school mathematics teaching system. For third-grade pupils, it is a leap from knowing integers to knowing fractions. There is no such experience in children's life, and their expressions are different and their reading methods are different. In particular, the score not only represents a quantity, but also represents the relationship between the whole and the part, which is difficult for primary school students to understand.
2. Analysis of teaching objectives
According to the above analysis and the requirements of curriculum standards, the teaching objectives of this lesson are as follows:
(1) Understand the meaning of music score and realize the necessity of learning music score by combining specific situations and intuitive operations; And can read and write the music correctly, and know the names of all parts of the music.
(2) Can use origami, coloring, etc. To express simple scores.
(3) Through hands-on operation, cultivate students' observation ability, hands-on operation ability and oral expression ability.
Teaching emphasis: knowing the names of various parts of music score, mastering the writing and reading methods of simple music score, and understanding the necessity of learning music score.
Teaching difficulty: understanding the meaning of fractions.
Second, talk about teaching methods and learning methods.
Teaching methods: Hands-on practice, independent exploration and cooperative communication are important learning methods for students to learn mathematics. In the teaching of this course, the design of teaching method and learning method focuses on making students think independently in specific operational activities, encouraging students to ask questions, express their opinions and communicate with their peers. Only by giving appropriate help and guidance, guiding students to discuss and creating an atmosphere of active participation and active inquiry can students learn to learn and love learning.
Learning method: At the beginning of class, the teacher was puzzled: how to write half and guide students to actively explore new knowledge. After knowing half, let students operate, understand and express the scores they want to know in various ways, and communicate with their peers, so that students can gain new knowledge by doing, thinking and speaking.
Third, talk about the teaching process
(A) the overall design ideas
1, this lesson is to understand the meaning of fractions on the basis of students' knowledge of integers. From integer to fraction is an extension of the concept of number. No matter in meaning or in reading and writing methods, it is very different from integers. Although "one-half" and "one-third" have appeared in students' oral English before they know the score, they just haven't thought of any symbols to express them. First of all, introduce scores from life, so that students can understand that mathematics comes from life and mathematics is around us. Know the necessity of generating scores and learning scores. For example, when representing half a watermelon, ask students to try to find an expression. This urges students to actively and comprehensively participate in teaching activities, promotes the generation and development of students' subjectivity, and knows the necessity of generating scores for learning. Then introduce "half can be expressed by 1/2". In the comparison of various representations, I realized the superiority of using 1/2 to represent half and the necessity of learning scores.
2. It is very slow for students to establish concepts, so that students can better understand the meaning of simple scores. Let the students know the score of 1/2 first, and let them understand the specific meaning of 1/2 in the exercises of "folding one fold" and "drawing one".
3. In order to let students have a better understanding of music score. On the basis of understanding 1/2, re-recognize the "score" and express your favorite score by folding, drawing and drawing. Through independent thinking and trying to read and write, students can really realize that an object is divided into several parts on average, one of which is a fraction and the other is a fraction. So as to stimulate students' interest in learning and let students really understand the meaning of scores in their independent mathematical activities.
4. In practice, reflective evaluation and extracurricular extension are mainly to let students further understand that a score is a number studied on the premise of "average score", that is, an object is divided into several parts on average, and the number representing one or several parts is called a score; At the same time, it also reveals the inner world of students learning this lesson.
(2) Teaching preset scheme
1, story introduction, stimulate interest
Divide the first four into two parts through the story of the little monkey dividing the watermelon. How much is each person? (It may not be the average score, which leads to the average score). Two watermelons are equally divided into two parts, and 1 watermelon is equally divided into two parts. What does this "half" mean?
When every student is eager to try, let the students express half in their favorite way and communicate collectively. Communication is to let students know what they mean.
2. Learning 1/2
(1) blackboard writing project, intuitive demonstration, emphasizing average score.
Teacher: You expressed "half" in your favorite way, which shows that you are very resourceful. Now let's help them divide a point (divide a peach into a big one and a small one)
(Here, the wrong actions are deliberately used to arouse students' doubts, which has played a good role in paving the way for the significance of later academic performance. ) teacher: each person takes half a peach and uses half a math score to represent it.
Blackboard writing: Divide a peach into two parts, each part is its 1/2.
(2) Identify, read and write scores and their meanings, and the names of each part.
Instruct students to identify, read and write scores and their significance.
(3) Raising awareness
Teacher: Students, if this peach is divided into three parts equally, how many parts of this peach are 1? The Monkey King divided the peaches into four equal parts. How much is this peach per serving? The greedy pig ate three servings at a time. Can it be expressed in fractions?
(4) Strengthen the average score (show the problem)
Teacher: Students, can you judge which shaded parts in these pictures can be represented by 1/2?
Based on students' actual learning situation, this paper uses various means to strengthen and consolidate students' understanding of "average score" and preliminarily experience the significance of score.
(5) Understand the meaning of 1/2.
Use the materials in your hand (paper, lines, graphics, fruits, etc.). ) to show half and communicate with each other. The teacher selectively pasted (painted) pictures on the blackboard and showed half of them by coloring.
3. How much do you know
(1) Let the students express their favorite scores by folding, drawing and drawing, and try to write them down.
(2) Show students' works.
(3) Let the students talk about the meaning of the scores they wrote.
(4) Let students talk about how they write and read scores.
(5) Teachers guide students to summarize the significance of scores. Make students really realize that an object can be divided into several parts, one of which is a fraction and the other is a fraction.
(Strategic suggestion: Students can use their favorite things to fold in 1 and 2, such as paper, handkerchief and thread. It not only enriches the source of students' inquiry materials, but also makes students feel the necessity of learning scores. )
4. Deepen practice and consolidate new knowledge.
Practice is an important means for students to master knowledge, form skills and develop intelligence. In order to make students at different levels learn something and experience the joy of success, I adopted the textbook "Practice and Practice" in the exercise design, which is a basic exercise from the shallow to the deep, aiming at consolidating new knowledge and mastering key contents.
("Practice" on page 55 of the textbook)
(1) Choose a correct score to represent the colored part in the picture below and read it.
(2) Look at the scores and color them.
(3) To judge right and wrong, the right one gives a smiling face and the wrong one gives a crying face.
(4) Who can tell the fastest which score represents the colored part?
Completing a lot of interesting exercises in a short time not only improves students' interest in learning, but also consolidates new knowledge more effectively.
In addition, in order to cultivate the breadth and flexibility of thinking, expansion exercises were carried out.
Teacher: The students are great, especially those who are fast and accurate. Here are 50 fruits of wisdom. I will give you 1/50 of the total. How many fruits of wisdom can you get?
Teacher: You are really something! In fact, every student here is doing very well today, so every one of the 30 students can get the fruit of wisdom. Then how much of the total should I take? (Students argue)
5. Class summary
Teacher: What did you learn in this class? Examples can be used to illustrate the "scores" and "scores" in life. By summing up, improve students' language expression ability and generalization ability, and experience the fun of success. )