Model essay on mathematics teaching plan for the second grade of primary school
Guiding objective: 1. Let the students know the angle, judge the angle and know the names of each part of the angle by combining the life situation and operation activities.
Through learning, I understand that the angle is related to the size of the side opening, but not to the length of the side.
3. Learn to draw angles with a ruler at first.
4. Cultivate students' practical ability and realize that mathematics comes from practice and the spirit of unity and cooperation.
The main points of learning guidance:
Know the angle, know the names of each part of the angle, and learn to draw the angle with a ruler.
Difficulties in guiding learning:
It is preliminarily recognized that the angle is related to the size of the openings on both sides, but not to the length of the sides.
Teaching aids and learning aids:
Teaching AIDS: electronic whiteboard, a triangular board and a movable corner.
Learning tool: triangle, adjustable angle.
Learning guidance process:
First, create a situation
Teacher: Rabbit invited our classmates in Class Two (2) to visit their new house. Do you want to go?
Health: Yes.
Teacher: What's the shape of the house?
Health: Triangle, rectangle, square.
Screen display: pull out triangles, rectangles and squares from the house, and then flash corners of rectangles, squares and triangles respectively.
Introduction: Kid, what was that flashing figure just now? Do you know that?/You know what? Today, we will make friends with Jiao of this class.
Blackboard writing: a cognitive perspective
[Design concept: By introducing scenes, create a vivid home for the white rabbit, and help the white rabbit find out what graphics its home is made of? Let students study in a relaxed situation, and their childlike innocence can fully arouse students' interest and enthusiasm in learning.
Second, pre-learning
1. Corners are hidden not only in the graphics, but also in the campus. Can you find some corners from the campus graphics? (Show campus theme map)
Let the students talk about where there are corners first, and then demonstrate them in the courseware.
Encourage students: Students are really eager to find so many corners.
There are speakers on campus. There are many places and horns in life. Can you still find them?
Show the pictures in the courseware: scissors, straws and faucets.
The teacher concluded: horns seem to be everywhere in our lives.
[Design concept: use familiar life, scenes and common objects in daily life in the theme picture to attract students' attention, so that students can abstract what they have learned from observing objects, let students experience the process of mathematical knowledge from concrete to abstract, feel the authenticity of mathematical knowledge, and initially experience the mathematical knowledge of the angles around us in the process of finding angles. ]
3. show me the guide
① Find it: Take out the triangle, find one of the angles, and carefully observe what parts this angle is made of.
② Drawing: Try to draw a corner and tell me how you draw it.
③ Change: Is there any good way to make the angle bigger and smaller? What did you find?
4, group cooperative learning, teacher guidance
Third, learn from each other.
Communicate with the whole class and sort out blind spots
Cognitive angle:
(1) Look at the first self-study tip.
Teacher: How do you feel when students take out their triangles and touch them?
Health: keenness
Teacher: The cusp is the apex of an angle.
Blackboard: Vertex
Teacher: How do you feel when you touch these two lines from the vertex again?
Health: Straight man.
Teacher: These two straight lines are called the sides of the corner.
Blackboard writing: edge
(2) Teacher's summary: A corner consists of a vertex and two sides.
Draw while talking.
pinnacle
(sharp) edge (straight)
(3) Learn the painting angle
Teacher: We have learned a lot about horns. Do you want to know how the corners are drawn?
Who wants to draw a corner on the blackboard?
Point out the names and draw corners. Other students draw corners in the draft book.
Teacher: Would you like to tell other students how to draw corners?
Courseware: Draw () first, then ().
Note: Draw an arc between two sides to mark the angle.
[Design concept: Drawing corners is the teaching focus of this course. Let students draw by themselves and adopt the method of "letting go" before "helping", which not only develops students' self-study ability, but also stimulates students' strong interest in learning. At the same time, through the form of competition, once again strengthen students' understanding of the method of drawing corners, so that they can experience the joy of success in the exhibition evaluation]
(4) the size of the angle
Teacher: The teacher has a horn in his hand. What can the students do to make it bigger?
Four students are in a group. Let's discuss how to enlarge the angle of this activity.
Health 1: When I take out the banknotes on both sides, the angle becomes larger.
Teacher: The angle is getting bigger. Where is the angle getting bigger? Can you point it out with your finger?
The teacher pointed to ask: the angle has become bigger, has the edge changed?
Teacher: On the contrary, what else can you do to make the angle smaller?
Health 1: Close the paper strips on both sides, and the angle will be smaller.
Teacher: Can you point out which corner is smaller?
When I use my finger, the angle becomes smaller. Has the edge changed?
The teacher used the activity angle to demonstrate: the teacher took an activity angle, and after it gradually became larger, he subtracted a few pieces of paper from both sides and looked at the edge of the angle. Has it changed?
(5) Debate between Red Corner and Blue Corner
Design intention: In this teaching, by pulling the activity angle, we can experience the relationship between the size of the angle and what it is. In the concrete operation, students can fully perceive, enhance the cognitive effect and cultivate their spatial concept.
(6) The summary of children's songs is helpful for memory.
The small corner is really beautiful; Two sides of a vertex.
Never forget to draw a corner; Draw vertices first, then draw edges.
How to distinguish the size of the angle; Just look at the mouth, not the side.
Fourth, the evaluation of learning.
1, judging the angle (see courseware)
2. Create a new home for the situational rabbit, and then find the angle completely.
3. Count: How many angles does a * * * have?
4. Swing a corner with a small stick: How many small sticks does it take to swing a corner? Do you have any other methods?
5. Appreciate photos of corners in life.
Blackboard design:
A preliminary understanding of angle
Model essay on the second grade mathematics teaching plan in the second primary school
First, analyze the teaching materials and grasp the objectives. 1, teaching material analysis
Understanding Rice is the first volume of Grade Two. Through the study of "Comparing Length" in the first volume of Senior One, students have a preliminary understanding of the concepts of length and short, and will intuitively compare the lengths of some objects. Based on this, this lesson uses students' existing knowledge of centimeters to measure the length of some shorter objects with students' rulers. Through observation, operation, communication and other activities, the actual length is clearly defined as 1 meter, and the progress rate between meters and centimeters is calculated.
2. Teaching objectives and difficulties
Knowledge and skills:
(1) Understand the length unit meter and establish the length concept of 1 meter.
(2) Learn to measure the length of an object with a scale.
(3) Cultivate students' ability of observation and operation.
Process and method:
Through the process of forming length units, the length representation of meters is established.
Emotional attitudes and values:
By personally experiencing the process of knowledge creation, I can deepen my understanding of existing mathematical knowledge with my own activities.
Key point: understand rice.
Difficulty: forming the length characterization of rice.
Second, carefully choose teaching methods and attach importance to learning methods.
According to the age characteristics of students and the content of textbooks, the class adopts the learning mode of "guided inquiry", and teachers will organize the teaching process around the guiding ideology of how to stimulate students to explore new knowledge and improve their quality in an all-round way. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics, change the role of teachers, give students more space and carry out inquiry learning. Take the learning method of group cooperation, let them think independently in specific operational activities, exchange and discuss with their peers, and get their own way of thinking and learning results. By freely operating learning tools among group members, students can experience the generation of length units in natural situations. Experience the process of asking and solving problems, the success of exploration and the joy of learning. According to the principle of guiding students' autonomy and permeability, after helping students to know 1 meter, through observation and discussion, let them know more meters such as 2 meters, 3 meters and 4 meters, establish the relationship between the progress rate of meters and centimeters, and help students learn to express the measurement results with the composite number of meters and centimeters. In other words, students can realize their "learning" through the teacher's "teaching", which reflects the teacher's integration of learning methods into teaching methods, that is, teachers teach both knowledge and methods.
Third, optimize the process and highlight the main body.
According to the basic idea of mathematics curriculum standard: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning", "Hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics." Therefore, I designed the following teaching procedures to teach this course:
(A hands-on operation, the introduction of new courses.
Mathematics is constructed by human beings through tortuous exploration process, but when it is presented, the process of production and development is often omitted and presented in a very general and rigorous form. Primary school students will find it difficult to learn because their perceptual knowledge is not rich enough and their abstract thinking ability has not yet formed. Therefore, according to the characteristics of students learning mathematics, when designing the length unit meter, I introduce it from the reality of life: If the length of the blackboard or the height of the classroom door is measured in centimeters, what do you think is inconvenient?
The situation created, the teaching AIDS and learning tools selected are all based on the actual mathematics of life, which makes students feel cordial and interesting, makes mathematics activities more lively, and makes students experience that mathematics comes from life and is applied to life.
(2) Guide exploration and train skills.
Three levels of activity experience 1 meter are designed. The first level is direct perception 1 meter. Look at the meter scale first and know that its length is 1 meter. Then, we can experience the length of 1m through operations. For example, the length of 1m is about five pencils, the length from the ground to the children's shoulders, the length of a desk ... These operations, sometimes the meter ruler is placed horizontally, sometimes vertically, are beneficial to feel the actual length of1m. On the second level, we can see that 1 m is equal to 100 cm on the meter scale, which not only teaches the forward speed between two units, but also indirectly experiences1through the fact that the length of1cm is1m. When doing the ratio of 8 meters to 8 centimeters in the fifth question, because the recognition range is still within 65438, we should get from 1 meter that 8 meters is much longer than 8 centimeters. The third level is how long it is to draw 1 meter with two arms, and express the feeling of 1 meter through actions; Look for objects with a length of about 1 meter, and apply the initially formed concept of 1 meter to our daily life to further understand the meter.
(3) Practice consolidation and practical application.
Whether meters or centimeters can be used correctly in simple situations reflects whether the concepts of these two units of length are clear and firm. Page 53 Question 3: The length of 1 meter from high school, and the rest is not enough 1 meter. You can learn more about the application of meters and centimeters in actual measurement in centimeters. On this basis, the fourth question, the length of four objects, choose a suitable unit, such as bed length 2 (). You can consider the bed at home first and choose the meter as the unit. Think about it, too If measured in centimeters, can a 2 cm long bed still make people sleep? Guide students to think vividly, so that the concept of the length of meters and centimeters can be consolidated.
At the same time, add some exercises appropriately, so that students of different levels can get different development.
(D) class summary, sublimation of understanding.
Guide the students to recall and summarize: What have you gained in this lesson? How does it help you? How did you do in this class? Wait a minute. This summary helps students to consolidate the focus of this lesson, greatly cultivate their self-confidence and motivate them to learn mathematics better.
Fourth, after long-term training, pursue Excellence.
The success of teaching lies in finding and creating teaching links suitable for each student's learning methods. I have been teaching junior mathematics for a long time, and I am familiar with the text, but I still need to work hard to grasp the details and analyze the learning situation. Try to do:
1, study the textbook. Grasping the core of content and calibrating teaching objectives.
2. Teaching through learning. Repeatedly compare the teaching plan and implement the plan according to the class.
3, fun and efficient. Design a variety of activities to encourage everyone to participate.
Model essay on mathematics teaching plan of grade three and grade two in primary school
Teaching content: To enable students to further master the written calculation rules of addition and subtraction, and to be more skilled in addition and subtraction calculation, so as to improve their calculation ability.
Teaching process:
First, reveal the topic.
We have studied addition and subtraction within 10,000 yuan, and this class practices the calculation of addition and subtraction.
Second, the calculation exercise
1, oral calculation
(1) Show the exercise on the blackboard 14 Question 9. First name the students and say the numbers of each stroke, then name the students and calculate the numbers directly.
(2) Summary: Generally speaking, oral addition and subtraction should be added and subtracted with the same number of digits from the high position. When a digit adds up to ten, add 1 to the previous digit, or subtract 1 from the previous digit if it is not enough.
2. Written calculation
(1) Do the exercise 14, question 10, the first sub-topic, name one person to act, and write the rest in the textbook.
(2) Question: How to calculate vertical addition? How to calculate vertical subtraction? What are the same landlords in addition and subtraction? What is the difference?
(3) Do exercise 14 and two other small questions, 10.
(4) Do exercises 14, questions 1 1. Ask after you finish: how much will it be reduced after you abdicate? Ten, a hundred? So, is the number on the unit, tenth and hundredth of the subtraction pen difference regular? Why is the sum of the difference and the subtraction unit 10, and the sum of the tenth and hundredth units is 9?
(5) Who can tell us this law, and how much do the last few numbers get from 1000? Who can tell me how much 10 and 100 were reduced before?
(6) Students are unwilling. 13 is in their exercise book.
Third, application exercises
Do exercises 14, questions 14 and 15.
Fourth, class assignments:
Exercise 14 question 12.