I think the main contents of this class are as follows:
1, the selected material is close to life and scientific. In this class, in order to stimulate students' enthusiasm for learning, Mr. Chen arranged for students to conduct a practical investigation on familiar daily necessities and school supplies before class, so as to accumulate perceptual knowledge for learning new knowledge and prepare for classroom learning. The whole class fully demonstrates mathematics in life and carries out learning activities close to students' reality. From the introduction of new courses to the development of new courses, and then to the consolidation of exercises, they are all combined with real life. From students' own experiences of "seeing", "using", "listening" and "seeing", we can arouse students' memories of life experiences, such as the price of notebooks, the price of pencil boxes, the heights of teachers and classmates, and make them realize that mathematics comes from life and serves life.
2, the level is clear, and the key points and difficulties are outstanding. In this lesson, Mr. Chen first asked the students to read decimals, then asked them to write decimals, and finally taught the meaning of decimals, which was interlocking and clear. The focus of this lesson is to understand the meaning of decimals, which are abstract and difficult for students to understand. Therefore, in teaching, Mr. Chen mainly uses two specific scenarios: monetary unit and length unit. Let students say that 1 angle =1/0 yuan is written as decimal 0. 1 yuan, and 3 points =3/ 100 yuan is written as decimal 0.03 yuan 35cm = 35.
3. Give students the initiative in class.
In the teaching of this course, the concept of new curriculum reform is fully embodied. Through independent thinking and group cooperative inquiry, let students divide 1 yuan into 10 and 100, and independently construct the relationship between decimals and scores, so that students can know decimals and understand their meanings through guessing, giving examples, verifying, independent inquiry and cooperative communication. Through reading, thinking, discussing, speaking and other activities, let students participate in the learning process with their hands, mouths and brains, create a relaxed and harmonious classroom atmosphere for students, and change "I want to learn" into "I want to learn". For difficult knowledge, teachers actively and effectively guide students to complete it, which really plays the role of "organizer, guide and collaborator", not only leaving students with time, space and exhibition opportunities for learning, but also strengthening teaching content, expanding knowledge width, improving teaching efficiency and enhancing teaching effect through repeated feedback. In teaching, teachers advocate teaching democracy, always put students on an equal footing with teachers and promote the enthusiastic development of classroom learning activities. There is no teacher's preaching in the whole class, only discussions between teachers and students and exchanges, discussions and debates between students; There is no sharp criticism from the teacher, only the evaluation encouraged by the teacher. Teachers are humorous in language, catch students' learning mistakes in time and guide them with wit. Students learn new knowledge in such a relaxed and pleasant environment and improve their mathematics literacy in a pleasant atmosphere.