Teaching design scheme of primary school mathematics teachers
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I. Overview
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The first grade of primary school mathematics
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Jiangsu Education Edition "Mathematics", Volume II, Grade One, 84,85 pages per lesson? Know the hour hand, the minute hand and the hour. What time is it? Understand the wide application of clocks and watches in daily life.
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Second, the analysis of teaching objectives
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1, knowledge and skills: a preliminary understanding of the clock face, will look at the hour and the approximate time on the clock face.
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2. Process and method: cultivate the ability of preliminary observation, hands-on ability, generalization ability and cooperation consciousness.
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3. Emotional attitude and values: establish the concept of time, and form a good habit of working and sleeping on time and cherishing time from an early age; Experience the close relationship between mathematics and life, and cultivate the initial consciousness of mathematics application.
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Thirdly, the analysis of learners' characteristics
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On the basis of students' mastery of numbers within 20, this unit understands the appearance of the clock and the time approaching the whole according to the needs of daily life. For the first-year students, time is both familiar and unfamiliar. Some students have had some experience in knowing the clock, but their methods of knowing the time and watching the clock are fragmentary and not specific; There are also some students who have a poor sense of time in their study and life and are unfamiliar with clock knowledge. Under the guidance of teachers, we should popularize and summarize the methods of scientific understanding of clocks and watches, and at the same time educate students to cherish time and cultivate students' good habits of arranging time reasonably.
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Fourthly, the choice and design of teaching strategies.
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Design concept: The design class strives to integrate new teaching concepts into classroom teaching. The whole class focuses on students' independent inquiry and activities, so that students can know clocks and watches through practical operation and personal experience. The teaching of this course will reflect the following points:
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(A) knowledge presented in life: mathematics in life, so that students can learn realistic mathematics? It is one of the new curriculum ideas. New knowledge naturally comes from life, so that students can feel it initially? Mathematics comes from life and moves towards life? Let the math class return to the children's life world.
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(2) the autonomy of students' learning: the teaching content of this class, such as knowing the surface of the clock, knowing the whole moment, judging the approximate time, etc. Under the guidance of the teacher, all of them were independently obtained by the students through full oral, hands-on and brain exploration.
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(C) the activity of the learning process: the new curriculum takes students' main activities as the main way, giving students the initiative in learning. Give full play to the advantages of information technology, properly use modern educational technology to create colorful activity situations, stimulate students' interest and desire to participate in activities, so that students can always be in a novel, exciting and happy activity atmosphere, practice and explore boldly.
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Design of teaching resources and tools for verbs (abbreviation of verb)
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Teaching preparation: courseware, clock model, etc.
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Sixth, the teaching process.
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I) import
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1, (Didi, Didi, Didi can walk without legs and talk without mouth. It will tell us when to start.
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When to sleep). Teacher: Guess who it is?
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By guessing riddles, teachers stimulate students' strong sense of excitement and create an active learning atmosphere. 2. The courseware shows some beautiful clocks and watches. The teacher asked: Do you like them? Why?
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After the students answered, the teacher revealed the topic: Yes, the clock not only looks beautiful, but also tells us the time. In this class, we will learn the clock.
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(2) Hands-on operation, communication, exploring knowledge 1, knowing clocks and watches.
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When designing this link, I pay attention to providing students with space for observation and thinking, discovery and expression, and giving students the opportunity to practice and explore independently. The purpose of my design is to stimulate students' awareness of independent participation and cultivate their practical ability. Let the students observe the clock face first to see what is on it. Then talk in groups and report the observation results.
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Teacher's blackboard writing: hours and minutes 12
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2, the whole process of teaching
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In this link, we should pay attention to the organic combination of students' independent exploration and cooperation and exchange in teaching form, so I let students explore, discover and re-create according to their own way of thinking in class, so that every student has room to expand his own thinking.
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Show the clock face at 3 o'clock and ask the students to say what time it represents. how do you know
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Show the clock faces of 1, 4 and 6 o'clock and ask the students what time it is. Then ask: 1, what are the same features on the clock face at 4 and 6 o'clock? What number does the minute hand point to? Can you tell me the way to see the whole time in one sentence?
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Discuss the method of watching the whole process in groups, discover students' personalized thinking through discussion, and cultivate students' language expression ability. Lianlian: Students answer the clock time orally, and consolidate the method of watching the hour time.
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Let's talk about it: integrating the whole hour into Xiaoming's daily schedule not only cultivates students' language expression ability, but also naturally combines clock knowledge with real life, which stimulates students' interest in learning.
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3. How long will the teaching last?
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Show the three clock faces of 7 o'clock, less than 7 o'clock and just after 7 o'clock. Let the students express the time of these three clock faces in their own words.
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Summary: One is before 7 o'clock, and the other is just after 7 o'clock. We called them at about 7 o'clock. Q: These two are around 7 o'clock. What is the difference? Student: One is that it's not 7 o'clock yet, and the other is just after 7 o'clock. Tell the students the time on the clock. (3) Consolidate practice.
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1. Draw a picture: Let the students judge whether the hour hand or the minute hand is missing by observation, and then draw the missing hands on the clock face with the help of a ruler. Here we should remind students to pay attention to the difference between drawing an hour hand and a minute hand.
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2. Master the time indicated by the words morning and afternoon.
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This link allows students to discover, think and discuss challenging problems, and understand that the hour hand has to walk twice a day on the clock face, so it has to walk twice a day, which broadens students' horizons, integrates what they have learned and cultivates students' language expression ability.
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Show two pictures showing 10 hour. Let the students observe and see what questions they can ask. Through the observation of students, it is found that both of them are in 10 hour, but they are different. One in the morning 10, and the other in the evening 10.
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Question: How many 8 o'clock and 9 o'clock are there in a day?
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3. Dial a dial: students set aside their own time to get up and go to bed on the clock face, and then the classmates at the same table say it out and ask for completeness. When teaching this link, teachers should educate students to arrange their schedules reasonably and form the good habit of getting up and going to bed on time.
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4. Tell everyone: Let the students talk about how their day is arranged.
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According to children's existing life experience and cognitive characteristics, how to get up and when to go to bed can enrich students' perceptual knowledge of time, make students fully feel that time is around their lives, gradually establish students' concept of time, connect with students' real life, and highlight the cultivation of application consciousness and practical ability.
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Seven. Class summary.
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Teaching content and
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Teachers' activities
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The use of media
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Student activities
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The teacher made a logical choice.
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Eight, teaching evaluation design
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This course uses multimedia to organize teaching, effectively highlighting key points and decomposing difficulties; Multimedia is involved in the clock face that students are interested in, which arouses students' desire to speak. The classroom effect shows that students can practice flexibly with their own summary methods. After-class feedback reflects that students have a basic understanding of clocks and watches through language project learning, including knowing the whole time and when most students master it well, which can also be seen from practice feedback.
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Nine, help and summary
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The role of teachers is to guide students to learn new knowledge more effectively and optimize their learning efficiency as much as possible; At the same time, teachers need to create an environment conducive to students' learning, such as using vivid multimedia courseware to guide students to observe, think, communicate, compare and summarize, so as to better help students understand new knowledge.
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Teaching design scheme of primary school mathematics teachers
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First, the analysis of students' situation
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Through the study of the new textbook, students have initially adapted to the characteristics of the new curriculum and can complete the learning tasks with certain personality. Generally speaking, the basis of the two classes is similar. The top students in Class 3 are almost the same as those in Class 4. But there are several underachievers in Class (2). The study habits of the two classes are good, so this semester's teaching should focus on the cultivation of good listening habits and the training of mathematical thinking ability. In addition, pay attention to students' ideological trends, actively educate and guide students, and let students gradually fall in love with mathematics.
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Second, teaching material analysis
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The content of this course covers all fields of mathematics teaching content, and many reading materials reflecting mathematics culture are arranged in combination with the teaching content, which is helpful for students to understand the close relationship between mathematics and human life and feel the value of mathematics. Specific performance:
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? Numbers and algebra? There are three units in the field. The main contents include learning division with remainder on the basis of division in the table, and combining examples and surveys, let students realize that there are differences in life. A hundred? Large numbers stimulate students' interest in learning. Through practical operation and observation, students can experience? 1 1 ten thousand? How to explore the calculation method of addition and subtraction within ten thousand and the combination of addition and subtraction; Through the study of time, minutes and seconds, a good habit of observing and cherishing time is initially formed. ? Graphics and geometry? There are three units in this field, which provide students with rich learning resources and pay attention to students' hands-on practice and positive thinking. ? Direction and location? With the help of realistic mathematical activities, we can identify and determine eight directions, describe the position of objects, and identify simple road maps. ? Measurement? Through a large number of hands-on operations and practical activities, the initial establishment? 1 km 1 decimeter 1 mm? The concept of length, as well as the relationship between units, cultivate students' awareness of estimation. ? Understand graphics? Through real life, we can know right angle, acute angle and obtuse angle; Through hands-on operation, we can understand the characteristics of rectangles and squares and intuitively understand parallelograms. In statistics and probability, students will go through the process of data investigation, collection and arrangement, answer some simple questions according to some data in the chart, exchange ideas with their peers, and initially form statistical consciousness. In simple guessing activities, we initially feel uncertainty, and experience that some events are certain and some are uncertain. There are also comprehensive practical activities? Math is fun? .
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The knowledge points of this course are scattered and numerous, and the difficulty is much higher than before. Although the second-year students are young, they already have some knowledge and life experience. As long as they pay attention to the training of thinking ability, oral expression ability and hands-on operation ability in their usual study and develop a down-to-earth and meticulous learning attitude, they should be able to successfully complete their learning tasks and lay a good foundation for future study.
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Third, learning objectives.
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(a) Numbers and algebra
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1. Explore and master the trial quotient method of division with remainder in combination with the activity of dividing things; Through specific situations, this paper explores the calculation methods of addition and subtraction and the mixture of addition and subtraction within ten thousand years, and forms the habit of estimating the approximate range of calculation results. We can ask questions in specific situations and use what we have learned to solve some simple practical problems.
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2. Combine examples and surveys to make students aware of the differences in life. A hundred? Large numbers stimulate students' interest in learning. Through practical operation and observation, students can experience? 1 1 ten thousand? How big is it? We can estimate and understand the number within 10,000 according to the actual situation.
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Its numerical order will be expressed and communicated by numbers within 10,000, and the size of numbers within 10,000 will be described by words or symbols to cultivate students' sense of numbers.
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3. Students study in hours, minutes and seconds, and initially form a good habit of observing and cherishing time. In the actual situation, we can accurately read the time on the clock face and tell the elapsed time by knowing the hours, minutes and seconds, initially understanding their practical meanings and mastering the speed of progress between hours, minutes and seconds.
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(b) graphics and geometry
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1. Know eight directions with the help of realistic mathematical activities. Given one direction (east, south, west and north), you can identify the other seven directions. You can use these words to describe the position of an object. Know the simple road map and tell the direction and way of walking from the starting point to the destination according to the road map.
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2. Preliminary establishment through hands-on operation and practical activities? 1 km 1 decimeter 1 mm? The concept of length and the relationship between units; Cultivate students' estimation consciousness.
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3. Understand the angle through real life. Can identify right angles, acute angles and obtuse angles. Through hands-on operation, we can understand the characteristics of rectangles and squares and intuitively understand parallelograms.
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(3) Statistics and probability
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Students will experience the process of data investigation, collection and arrangement, answer some simple questions according to some data in the chart, exchange ideas with their peers, and initially form statistical consciousness.
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Fourth, teaching measures:
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1, we should grasp the teaching objectives as a whole. Not only by experience, but how to mention it in the past and how to mention it now; Can't transfer textbooks. All the contents in the textbook should obey the unified teaching requirements, but should be adjusted appropriately according to the syllabus and teaching situation. It is necessary to prevent increasing students' learning burden.
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2. Make full use of students' life experience, let students learn mathematics in concrete and vivid situations, and design vivid and interesting mathematics activities, such as games, storytelling, visual performances and simulation performances. Stimulate students' interest in learning and let them understand and know mathematics knowledge in vivid and interesting situations; At the same time, make full use of learning tools to cultivate students' hands-on operation ability.
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3. In classroom teaching, let students take care of students with learning difficulties and students with slow thinking in combination with their real life, check for missing parts, solve problems, and practice more in daily life, which embodies the truth that mathematics comes from life and stimulates their interest in learning.
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4. Students who have spare capacity for learning will further improve and expand on the basis of mastering the basic knowledge they have learned. In teaching, students are guided to start thinking, solve problems independently and master scientific and flexible methods by combining some thinking topics practiced after class. Assign some interesting homework, such as hands-on homework, less rigid exercises.
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5. Strengthen the connection between family education and school education, communicate with parents in time, and let parents guide their children to learn in a correct and appropriate way.
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6. Further cultivate students' interest in learning mathematics and good study habits, fully tap various online teaching resources, make good use of various teaching media, organize students to carry out colorful learning activities, and first attract students from the content and form of learning. Guide students to develop the inherent qualities of independent thinking, daring to ask questions, being good at listening and being willing to express.
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7. Continue to strengthen the connection between family education and school education, and appropriately teach parents some correct methods to guide their children's learning. Do a good job in transforming underachievers and promoting outstanding students.