The first volume of the sixth grade of People's Education Press said the lesson draft: fractional division.
Let's talk about textbooks first:
Teaching content ※
The Division of Fractions is the first lesson of Unit 3 in the first volume of the sixth grade primary school mathematics published by People's Education Press. This lesson includes examples 1 and 2 on pages 28-29 of the textbook, and questions 1-4 in exercise 8 on page 32 of the textbook. Example 1 By comparing integer with fraction, multiplication with division, it is revealed that fractional division has the same meaning as integer division; Example 2 takes the origami experiment as the carrier, so that students can gradually discover the calculation method of fractional division in the process of folding, folding and drawing, and at the same time guide students to experience the exploration process from special to general.
Teaching objectives ※
According to the content of the textbook and the characteristics of the students in this class, I have set the following teaching objectives.
Knowledge and skills: understand the meaning of fractional division and master the calculation method of fractional division by integer.
Process and method: Understand and master the calculation method of fractional division through comparison, origami, coloring and other activities.
Emotion, attitude and values: the infiltration and transformation of teaching thinking methods to cultivate students' ability of induction and generalization.
Teaching focuses on difficult points. ※
Teaching emphasis: understand the meaning of fractional division and master the calculation method of fractional division by integer.
Teaching difficulty: master the calculation method of dividing score by integer.
Second, oral teaching methods
Based on the above analysis of teaching materials, I have formulated the following teaching methods.
Visual demonstration of multimedia courseware guides thinking. ※.
Organize students to operate and stimulate their thinking. ※.
Third, theoretical study.
Analysis of learning situation ※
The sixth-grade students have a certain ability of self-study and hands-on exploration, but their logical thinking ability is not high, which has diluted the significance from the overall design of the teaching materials. Therefore, the teaching of the meaning part of fractional division only requires students to understand, not to dictate; In the part of dividing fractions into integers, students are given the initiative to learn and guided to find calculation methods according to operations.
Study the guidance of law. ※
1, and so on, the meaning of fractional division is deduced from the meaning of integer division.
2. Practical operation method, through the calculation method of dividing the sensory score of origami activity by integer.
Fourth, talk about teaching procedures.
The teaching program I designed in this class is summarized as follows:
(1) import. 1, review the calculation method of fractional multiplication.
2. Review the meaning of integer division.
3. Review the relationship between integer multiplication and division.
4. uncover the topic.
(2), learning example 1, with the help of courseware to guide students to understand the significance of fractional division.
(3) Learning Example 2, through the activities of folding, drawing and calculating, guide students to discover and master the calculation method of dividing fractions by integers.
(4) Consolidate exercises.
Five, say blackboard writing design
In order to save classroom teaching time, I present most of the contents of blackboard writing in the form of multimedia courseware. On the blackboard, I only use two calculation methods and their summative language to divide the core scores of blackboard writing.
New People's Education Edition, Grade Six, Volume One, Fractional Division Review Draft
This lesson is based on the study of dividing fractions by integers and dividing integers by fractions. Students have initially felt that when one number is divisible by another number, it is necessary to turn division into multiplication and multiply it by the reciprocal of the divisible number. This lesson is to further enrich the connotation of fractional division, and expand it to divide fractions by fractions, so as to unify the rules of fractional division.
Teachers carefully design the teaching process, guide students to use the transfer of knowledge to get the calculation method of dividing the score by the score, and verify the correctness of this conjecture with different strategies. Then the unified calculation rules of fractional division are summarized. Finally, after a series of exercises, students can consolidate on the basis of full feelings.
1, according to the actual situation of students and teaching content, boldly reorganize the teaching materials.
At the beginning of the class, let the students make up several formulas for fractional division, and then classify them by observation and comparison. This not only combs the calculation methods of fractional division by integer and integer division by fraction, but also naturally transitions to the focus of this lesson, paving the way for exploring the calculation law of fractional division and deepening students' understanding of the internal relationship between knowledge.
2. Infiltrate learning strategies to effectively guide students to experience the process of knowledge formation.
After the problem of dividing the score by the score appeared, the teacher encouraged the students to think positively and try to solve this kind of problem directly with their own feelings and guesses, so the students accepted the challenge with interest. Then organize students to test their guesses in different ways. It is precisely because teachers believe that students have such ability that they have such a design and students can actively think and communicate. Finally, it proved that the students' guesses were correct, and everyone experienced the happiness of success. After such a learning process, students' learning confidence will undoubtedly be enhanced, and they are willing to use it in future study? Observe, compare, guess, explore, verify and solve problems? Such a learning strategy.
3. Fully take students as the main body and pay attention to the development of students in all aspects.
Whether in the introduction of the division formula obtained by some students, or in the exploration and verification of the calculation method of dividing the score by the score, in every subsequent exercise, or even in the class summary, the teacher asked the students to think independently first, communicate before and after or in groups, and then communicate collectively, which provided students with a stage to fully show themselves.
4. Exercise design has strong pertinence and expansibility.
For example, the topic arrangement of calculating before comparing is no longer satisfied with simple methods, but guides students to establish a macro vision and explore the laws in fractional division while skillfully using calculation methods, which is a higher systematization.
Suggestion:
1. Students should evaluate the results of each question in time so that all students can feel the joy of success. Especially after students try to solve the problem of dividing the score by the score by their own independent guessing method, they should be encouraged to feel happy, enhance their confidence and devote themselves to the next study in a better state.