As a diligent educator, we often need to prepare class notes, which can better organize teaching activities. How should I write the speech? The following is the prize-winning speech of primary school mathematics published by People's Education Press, which I helped you organize. Welcome everyone to learn from and refer to. I hope it helps you.

Prize-winning lecture notes on primary school mathematics 1 I. Textbooks

(A) the contents of the lecture

"Understanding of Circle" is the first lesson of Unit 4, Book 11, Mathematics for Nine-year Compulsory Education and Six-year Primary School. The content of this lesson includes: the characteristics, center, diameter and radius of a circle.

(B) the status and role of teaching content

"Understanding of the circle" is based on students' intuitive understanding of the circle and systematic understanding of the straight line on the plane. It is the beginning of learning curve graphics. It is closely related to the study of "circumference and area of a circle" and "axisymmetric figure" Therefore, it is the primary task of this lesson to correctly establish the representation of a circle and master its characteristics.

(3) Teaching objectives

According to the teaching content, syllabus requirements, students' cognitive characteristics and age characteristics, the teaching objectives of this course are determined as follows:

1, so that students can know the circle and master its characteristics; Understand and master the relationship between radius and diameter in the same circle.

2. Make students know the circle through observation, guessing, hands-on operation and other mathematical activities, and further develop the concept of space and preliminary exploration ability.

(4) Teaching emphases and difficulties

The teaching focus of this lesson is to master the characteristics of the circle; Understand the relationship between inner radius and diameter of the same circle or equal circle. Because this is an important basis for systematically learning the knowledge of "circle" in the future.

Second, talk about teaching methods and learning methods.

According to the internal relationship between teaching content and knowledge and students' cognitive law, we should follow the principles that teaching is effective, teaching is impossible and learning is important:

1. According to the teaching content of this course and students' cognitive level and laws, this course adopts intuitive methods such as demonstration and operation. Through the demonstration of teachers' teaching AIDS and the hands-on operation of students' drawing, folding and testing, students can obtain sufficient and rich perceptual materials. On the basis of full perception, through the description of the operation process, perception is transformed into representation through thinking, and under the guidance of teachers, concepts such as center, radius and diameter are abstractly summarized.

2. Make full use of the problems in students' life in teaching and guide students to think and master knowledge through autonomous learning. Understand the characteristics of the circle, explore ways to verify the characteristics of the circle, and let students learn to learn in independent activities.

Exciting:

Life introduction (watermelon, Olympic rings) leads to a circle that is a plane figure. The circle is used because it is more intuitive than the ball. Take the circle in life as an example.

(2) Preliminary perception:

1, doubt causes thinking conflict: the circle drawn with a ruler (the characteristic of the circle) is a closed figure surrounded by curves.

2. By watching the ancients draw a circle, multimedia draw a circle, try to draw a circle, and learn to draw a circle twice, it is concluded that the fixed point is immovable and the fixed length is unchangeable.

Cognitive radius

The teacher wants to draw the distance between two feet of the compass that has just drawn a circle. Where should he draw from? With his fingers, he can draw several pieces at a time, which is countless. Distinguish between on-circle, inside-circle and outside-circle.

(d) Know the diameter

Let the students come up and measure with a ruler. What can they say? There are countless articles. What's the point?

(5) Understand the relationship between radius and diameter

Ask the students to draw another radius in their circle, and then draw another one. Through measurement, it is concluded that there are countless radii, all of which are of equal length. It should be emphasized that all radii are equal in the same circle. By measuring or folding, what is the relationship between the radius and the length of the diameter, it is concluded that D=2RR=D/2.

Why are some circles big and others small? Is there something wrong with the quality of your compasses?

Fixed length determines size, and fixed point determines position.

(6) consolidate:

Find out which are diameters and which are radii. Pay attention to the cultivation of students' thinking, and think of what they see.

(7) expansion:

The role of the circle in life, the wheel, extends the understanding of the circle to the trajectory of the point, paving the way for subsequent study.

The design of this exercise follows the principle of going from shallow to deep, from easy to difficult and step by step. It is intended that students can use what they have just learned to solve practical problems after they have a certain understanding of the circle. At this time, put out the multimedia courseware to verify it. Students have active thinking and high enthusiasm, and their interest in learning is greatly mobilized.

This course adopts multimedia teaching to fully mobilize students' enthusiasm, encourage students to explore new knowledge, let students enjoy the joy of success, enhance their confidence and realize the student-oriented development goal. Students not only know the names of various parts of a circle, but also learn to draw a circle and master its characteristics and the relationship between radius and diameter. More importantly, through the process of students' active inquiry, students can move from the accumulation of knowledge and the development of ability to the improvement of quality. Students learn to think from different angles, and creative thinking is cultivated and developed.

Third, teaching reflection:

According to the spirit of the new curriculum, I can adopt the learning mode of independent cooperation and inquiry, create learning situations by using multimedia-assisted teaching, stimulate students' interest in learning, and let them feel the role of circles in life. In exploring the names and characteristics of each part of the circle, I use group cooperative learning to stimulate students' enthusiasm for autonomous learning, cooperative learning and inquiry learning. Through various forms of teaching activities, I stimulate students' thinking, cultivate students' spatial concepts and spatial imagination, and enhance students' understanding and feelings about mathematics. Give full play to students' main role, let students explore new knowledge in the form of independent thinking and group cooperation from existing knowledge and experience, and cultivate students' awareness of mutual assistance and cooperation in activities. Teachers only participate in activities as "participants and collaborators". The classroom atmosphere is lively, each teaching link is compact, and the teaching lead is clear and coherent, which can attract students.

The understanding of circle is an extension of students' understanding of straight line and plane graphics such as rectangle, square and triangle, and a preliminary understanding of curve graphics. The teaching of this course focuses on introducing learning content into life practice, strengthening operation practice, allowing students to actively participate in the formation of knowledge, striving to embody the new curriculum concept, creating a life-oriented learning situation, stimulating students' enthusiasm for autonomous learning, cooperative learning and inquiry learning, stimulating learning thinking through various forms of teaching activities, and cultivating students' spatial concept and space. A brief summary mainly has the following three characteristics:

1, attach importance to the connection between mathematics and life. From why the wheel that students are interested in is made into a circle, and the axle is placed in the center of the wheel, let students learn mathematics knowledge with problems in life, let students observe pictures and objects, and finally guide students to summarize the concept of circle. The whole class is always in the realistic background, which is closely related to the reality of life. Teachers use a variety of teaching strategies to stimulate students' original understanding and build mathematical models, which embodies the value of mathematics learning.

2. Pay attention to students' practical activities. Hands-on practice is one of the main ways for students to learn mathematics, which helps students to participate in the process of knowledge formation and promote their understanding of abstract mathematical knowledge. In this lesson, whether in understanding the various parts of a circle or exploring its characteristics, teachers ask students to explore and discover the circle independently through activities such as overlapping, measuring, watching and thinking.

3. Give full play to the role of modern information technology. The new curriculum concept points out that we should give full play to the instrumental role of modern information technology in students' learning, and strive to change students' learning methods so that students are willing to devote themselves to exploratory mathematics learning activities. In the teaching of this course, with the help of multimedia computers, learning situations are created to show the formation process of knowledge intuitively, vividly and dynamically, so that students can feel the universal existence and wide application of circles in life and embody mathematics.

Prize-winning lecture notes on primary school mathematics 2 i. Talking about teaching materials and learning situation

The Significance of Fractions People's Education Press, Unit 4, Lesson 1, Volume 2, Grade 5. In this unit, "the meaning of fractions" is very important. Learning this part well will lay a solid foundation for the subsequent construction of concepts such as true score and false score, as well as the basic nature of score, four operations of score and the study of application problems of score.

The meaning of fractions is taught on the basis of students' preliminary understanding of fractions and knowing that an object and a unit of measurement can be divided into several parts on average, and one or several of them can be expressed by fractions. The key point is to make students understand that not only an object, but also a unit of measurement can be represented by natural number 1, and many objects as a whole can also be represented by natural number 1, usually called unit "1", and then summarize the meaning of the score. Based on the knowledge base of students and the arrangement of teaching materials, I have established the following teaching objectives and teaching difficulties.

1, knowledge goal: establish the concept of unit "1", understand the meaning of the score, and know the names and meanings of each part of the score.

2. Ability goal: through intuitive teaching and hands-on operation, students can understand and form the concept of score on the basis of full perception; Cultivate students' practical ability, observation ability, innovation ability and oral expression ability.

3. Emotion, attitude and values: stimulate students' interest in learning and feel the connection between mathematics and life.

Teaching emphasis: establish the concept of unit "1" and understand the meaning of score.

Teaching difficulty: establish the concept of unit "1".

Second, teaching methods:

"Mathematics Curriculum Standard" points out: "In mathematics teaching, students should experience the formation process of mathematics knowledge, that is, experience the rich and vivid thinking process, let students master basic mathematics knowledge and skills through mathematics activities, and stimulate students' interest in learning mathematics." Therefore, in teaching, I take student development as a foothold, self-exploration as the main line and innovation as the purpose. With the help of multimedia-assisted teaching, I guide students to operate independently, observe, analyze and explore, fully mobilize students' enthusiasm and initiative in learning, and let students participate in every teaching link comprehensively, whole process and wholeheartedly. In the process of teaching and learning, we can cultivate students' observation ability, practical ability and oral expression ability, and cultivate and improve students' innovative consciousness. In teaching, we mainly adopt the teaching methods of creating situations, hands-on operation and independent inquiry, that is, asking, speaking, speaking,

Give students the right and time, strive to create a relaxed and democratic learning atmosphere for students, fully mobilize students' eyes, mouth, brain, hands and other senses to participate in cognitive activities, so that children can truly feel "I can do it." The whole class runs through three main lines: practice introduction, awakening the known-hands-on operation, creating scores-media demonstration, disclosure and production.

Third, talk about the teaching process:

(A) game import, stimulate interest

Play the game of "one word, two words"

(1)2 plasticine: 1+ 1=? No! One piece of plasticine plus another piece of plasticine equals one piece.

(2) Five sweets: Can you guess 2+3=?

How does 2+3 equal 1? Five pieces of sugar are put in a bag, isn't it a bag of sugar? )

(3)50+50=? The reaction is too fast! How is it equal to 1? This 100 apple is either "1".

A basket of apples?

(4) Who can give a real example?

Through the introduction of games, students are interested in learning the scores in unexpected answers, their existing cognitive experience is mobilized, and they have a preliminary perception of the score unit "1" in life, laying the foundation for breaking through difficulties in the future.

(2) Hands-on operation, creating scores

1, hands-on operation, interesting

Students are in groups of four, and each group has a set of learning tools, 8 pieces, 2 sweets, 10 beans, a panda picture, etc. Then let the students choose one or more learning tools to create a score, and put forward the requirements: in the process of creating a score, you can put it on the table, divide it, and talk about who you regard as a whole, how you divide it and how you do it. Students' operation, reporting and communication show the scores created by students who regard different objects as a whole. (courseware)

The design intention of this link is to let students intuitively perceive that an object, a unit of measurement and a whole composed of many objects are divided into several parts on average, which shows that the number of one or several parts can be expressed by scores, that is, the meaning of initial perception scores.

2, teacher-student interaction, understanding the meaning

On the basis of students' initial perception of meaning, the interaction between teachers and students and multimedia courseware are used to help students further understand meaning. The interaction is divided into two parts. For the first time, the teacher created a score of 1/2 with the help of the small flag diagram as an example to activate students' thinking. "Still this picture, can you create different scores?" Stimulate their creative desire, students will certainly create different scores through hands-on operation, such as (courseware). The second time, the teacher showed the analysis problem (courseware) of the panda map. "When we regard the six pandas as a whole, we divide the whole into three parts on average. How many parts is each part of the whole? " Because the teacher gave three answers, which aroused students' thinking, in students' defense and communication, they knew that dividing the whole into three parts on average was one third of the whole. (courseware)

The design intention of this link is to help students intuitively perceive the difference between the number of copies and the number, so as to understand the meaning of the score more deeply and lay the foundation for the establishment of the concept.

3. Deepen the whole and summarize the significance.

After the success of the last lesson, the teacher concluded, "Just now we regarded eight flags and six pandas as a whole." This reveals a whole again. Through intuitive demonstration, students can make it clear that the unit "1" can be a circle, a unit of measurement, or a whole composed of many objects, thus expanding "what else can we regard as a whole". Students can answer freely, and some may say, "I regard a cake as a whole, four pieces as a whole, and 50 sets of desks and chairs in the class as a whole." Finally, with the help of a set of exercises, through the understanding of the meaning of 1/2 and 3/5, the meaning of the score is gradually summarized, that is, the unit "1" is divided into several parts on average, and the number representing such one or several parts is called the score. Then reveal the topic and complete the blackboard writing.

4, clever practice, strengthen the meaning

For example, the score of "1/4", the teacher asked, "Look, here is a score. Can you try to match some pictures? One is up to standard, more than two are good, and more than three are excellent. " With the help of inspiring language, students are eager to try, and many different works may appear. Then the same score is 1/4. Why are there so many different works? That's because the students' assumptions are different as a whole, that is, the unit "1" is different, so the map is different. With the help of the mapping of scores, the meaning of scores is further strengthened from another side.

(C) media display, revealing

Its content is the generation process of scores, and its purpose is to create a relaxed and pleasant atmosphere to feel the mathematical culture. (courseware)

The role of teachers in the whole teaching process is to guide and instruct students to achieve their learning goals through their own thinking in an autonomous and automatic time and space. It has realized the organic combination of advanced educational thought and modern educational technology.

(D) feedback exercises, expand innovation

In this link, the teacher adjusts the teaching in time according to the feedback information from the students, so that the students can effectively master the knowledge and achieve the purpose of training and improvement. In order to combine teaching students in accordance with their aptitude and make every student successful, I designed the following exercises:

1, which indicates the colored parts in the figure below with scores.

2. Use the following scores to represent the colored parts in the picture, right? Why?

The above two questions are basic exercises, the purpose of which is to highlight the key and difficult points of this lesson and deepen the understanding of the meaning of fractions.

3. The game "Win the Red Flag"

The men's and women's teams sent representatives to the front to win the red flag, but they had to listen to the teacher's instructions. If they get the right red flag, they will be transferred to the next team. If they get the wrong chance, the teacher will be the starter and the other students will be the referees. Female students' representatives go to the front and get all 2/ 1 1, male students get the rest 1/9, female students get the rest 1/4, male students get the rest 2/3, female students get the rest 1/2, and the rest one is distributed to the whole class.

The design of this question deepens students' understanding of the meaning of fractions, improves their interest in learning, conforms to the psychological characteristics of primary school students, trains students' thinking and cultivates their extensiveness and flexibility.

(5) Summarize the whole class and reveal the topic.

"In this class, we learned the meaning of music together, got a better understanding of music, and had a lot of knowledge about music! Students continue to learn and explore after class! " The teacher extended the students' interest in learning to the next class.

Prize-winning lecture notes for primary school mathematics 3 I. Speaking of teaching materials

The understanding of decimeter, centimeter and millimeter that I teach is the content of Unit 3 of Book 4 of Nine-year Compulsory Education and Six-year Primary Mathematics.

1, teaching material analysis

This lesson is the beginning of this unit, which is taught on the basis of students' understanding of the length unit meter. Learn decimeter, centimeter and millimeter, so that students can further understand the length unit and lay the foundation for further learning geometric knowledge such as length unit conversion. It is also necessary for practical application.

2. Teaching objectives

Know decimeter, centimeter and millimeter, initially establish the concept of length of decimeter, centimeter and millimeter, and know the forward speed between these units.

Through intuitive operation, group communication and other forms of learning, students can form a preliminary ability to explore and solve problems.

Cultivate students' interest and awareness in observing and understanding things around them, so that students can feel the close connection between teaching and real life.

3. Teaching emphasis: Know decimeter, centimeter and millimeter, and know the relationship between them.

Difficulties in teaching: Establish the concepts of 1 decimeter, 1 cm and 1 mm in length.

Second, teaching ideas

1. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Therefore, according to the students' current cognitive level, that is, on the basis of understanding 1 meter, I disrupted the original textbook arrangement to know centimeters first, then decimeters and millimeters, and reorganized the textbook to let students know decimeters first, then centimeters and finally millimeters. After this teaching, teachers don't need to spend time asking students to compare the sizes of meters, decimeters, centimeters and millimeters, which virtually forms an inequality in students' minds: meters >; Decimeter > centimeter > millimeter. This will help students to establish the concept of quantity in an orderly manner and lay a good foundation for their future study.

2. Mathematical life.

Mathematics comes from life, and there is mathematics everywhere in life. In designing this lesson, I insist on starting from the actual age of junior students, taking the teaching ideas of "feeling mathematics in life" and "experiencing mathematics in life" as teaching ideas, digging up the mathematical materials in life, making mathematics close to life, making students feel the practicality of mathematics and have a sense of intimacy with mathematics.

At the beginning of this lesson, the lead wire left by Tomb-Sweeping Day's small flowers is introduced, which makes students feel that the unit of length is closely related to our real life and eliminates the sense of distance from this mathematical knowledge.

In teaching activities, we also pay attention to the connection between mathematics knowledge and real life. For example, after students know 1 decimeter, 1 cm and 1 mm, let them find out what is 1 decimeter, 1 cm and what objects can be used as units in daily life.

After learning mathematical knowledge, we should let these mathematical knowledge return to life, so in practice, I ask students to judge the height and length of surrounding objects, such as: flagpole height10m, pencil length10cm, height120cm and so on.

3. Experience and learn from it.

In mathematics teaching activities, teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in mathematics activities. Teachers are only organizers, guides and collaborators of mathematics learning, and students are the masters of mathematics learning. When designing this course, I use the methods of combining practical operation with spatial imagination, such as taking a look, counting, guessing, measuring, touching and thinking, to cultivate students' observation ability, reading ability, practical operation ability and abstract thinking ability.

4, the content is layered and refined, focusing on a word "real"

This lesson is mainly taught in three sections. The first section is about decimeter, the second section is about centimeter and the last section is about millimeter. The amount of knowledge in the class is relatively large, so I mainly teach in centimeters, and spend less time in decimeters and millimeters.

When understanding decimeter, I first ask students to observe the metric scale, and draw the conclusion that the length from "0" scale to "10" scale is 1 decimeter, and then ask students to compare the length of 1 decimeter by hand to find out which objects in life are about 1 decimeter, so as to fully perceive/kloc.

Knowing the centimeter, you can observe the length of 1 cm from the triangle, and let the students know the length of several centimeters. In which a game is arranged. Through group cooperation, students can fully understand the length of each unit and cultivate their cooperative spirit. Finally, the measuring pencil box is arranged, which not only consolidates the measuring method, but also preliminarily enables students to perceive three-dimensional graphics and establish the concept of space.

When understanding millimeters, let the students have a look, touch and think about how long 1mm is, and initially establish the concept of1mm.

5. Emphasize process teaching.

General education attaches great importance to the consolidation of new knowledge in new courses, including basic training, special training and deepening training, so that students can achieve the teaching effect expected by teachers in practice. Modern mathematics teaching has changed the traditional thinking of emphasizing results over process, and paid more attention to process teaching and students' knowledge construction. Therefore, when teaching this course, I mainly focus on students' understanding of 1 decimeter, 1 cm, 1 mm and establish their concept of length, leaving only a little time for some simple consolidation exercises.

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