The third grade of primary school mathematics published by Beijing Normal University, Volume II, pages 24-25.
Second, a brief analysis of teaching materials
"Solution" is the first lesson of Unit 3 "Multiplication". The teaching content of this lesson is to further study on the basis of students' learning and mastering the multiplication table. Two digits are multiplied by one digit, and one digit is multiplied by ten. In teaching, we can make full use of the transfer function of learned knowledge and form basic computing ability by comparing and communicating the relationship between old and new knowledge. The textbook is designed with arithmetic activities such as "calculation, test and practice", which provides students with learning opportunities for careful observation, independent thinking, exploration, communication and summary. Students can experience and feel the formation process of mathematical knowledge in these arithmetic activities, and can apply what they have learned to solve some simple practical problems.
According to the requirements of the new curriculum standards and the characteristics of the above-mentioned teaching contents, the teaching objectives of this lesson are as follows:
1, combined with the specific situation, explore the multiplication calculation method with the multiplier of integer ten, feel the changing law of the product and develop students' abstract thinking.
2. Mastering the multiplication operation with the multiplier of integer ten can solve some simple practical problems.
3. Cultivate students' study habits of careful observation and independent thinking, and improve students' ability of generalization and language expression.
Third, teaching ideas
In order to achieve the teaching goal, I intend to embody the following teaching methods in designing this course:
1, using thematic teaching, relying on vivid and interesting situations, to stimulate students' interest in learning and their desire to actively explore.
2. Through students' active inquiry, guide students to participate in various senses and experience the process of mathematical modeling.
3. Group cooperation is the main form of learning, and every activity is for everyone. At the same time, on the basis of open practice, pay attention to the publicity of personality.
At the same time, a learning method adapted to the teaching method is designed, namely:
1, so that students can always experience the process of "asking questions, understanding problems and solving problems" in specific situations.
2. Through the competition and group cooperation between boys and girls, create sufficient practical opportunities for each student, and understand the law of calculation in the process of inquiry.
3. Layers of practical design, focusing on the cultivation of students' problem-solving ability.
Fourth, teaching implementation.
The teaching idea and intention in preparing lessons must be based on classroom teaching practice and comprehensive analysis of students' dynamic performance, so as to have real value and significance. When teaching this course, I try to realize my spirit of preparing lessons through the following steps:
(a) review of imports
1, just say the number.
9× 6 = 24×2 =
17×3 = 8× 1 1 =
40×4 = 12×3 =
5×6 1 = 12×3 =
2. Name the part in the following formula.
40 × 4 = 160
Multiplier and product are closely related in multiplication formula. Today, let's look for the rules in multiplication calculation.
(B) to explore the law, inductive methods
Teacher: Then please carefully observe the formulas on the big screen and think about their characteristics.
5× 1 3×2 12×4
5× 10 3×20 12×40
50× 10 30×20 120×40
Teacher: Can children work out these formulas in their own way? Please take out the questionnaire 1 and calculate it carefully.
(The teacher makes a tour to praise the students who are quick in calculation. A minute later, the teacher asked the students to report the calculation results. )
Teacher: Let the students tell us how they do it.
Health 1: equal to 5,50,500,
Teacher: Then can you tell us how to solve this problem?
(Students say algorithm. )
Teacher: Your calculation is fast and accurate. There must be some regularity in the calculation process. Now let's find out what laws exist in the changes of multipliers and products in these formulas. OK or not? (Good) Teacher's blackboard topic: Finding the law
(Students discuss in groups, and teachers participate in group discussions. Please report to the students in about three minutes:)
w 5 × 1 = 5
W ↓ unchanged ↓× 10 ↓× 10
w 5 10 50
w 3 × 2 = 6
W ↓ unchanged ↓× 10 ↓× 10
w 3 × 20 = 60
w 12 × 4 = 48
W ↓ unchanged ↓× 10 ↓× 10
w 12 × 40 = 480
Trial practice:
150×30 =
150×40 =
Why does the multiplier of 150×40=6000 have two zeros and the multiplied 6000 has three zeros? Did you miscalculate?
(Sum up the law, induction: When calculating, you can multiply the numbers before the multiplier 0, and finally add the omitted 0 to the end of the product. )
(3) Consolidate the application of law to solve practical problems
1. Do this.
80× 10= 60×20=
50×40= 700×20=
90×90= 40×80=
24× 10= 12×200=
2. Fill in the blanks according to the first formula in each group.
12×3 = 36 5× 13 = 65
( )×30 = 360 5 × ( ) = 650
( )×30 = 3600 5 0× ( ) = 6500
3. Buy 25 sets of big sportswear and 45 sets of small sportswear.
(1) How much are two kinds of sportswear?
(2) How much should a * * * pay?
A contrastive analysis of verbs (abbreviation of verb)
1, self-analysis of goal realization
The teaching practice of this course has successfully completed the predetermined teaching objectives. Students can explore the multiplication calculation method with integer multiplier, feel the changing law of product and develop students' abstract thinking according to the specific situation. Mastering the multiplication operation with the multiplier of integer ten can solve some simple practical problems. In the teaching process, students can observe carefully, think independently and actively express their ideas. The atmosphere of the whole class is more relaxed and active.
2. Dynamic generation analysis
Most students in this class are active in thinking, dare to think and speak, and have great feedback from appropriate stimulation. Therefore, lively classroom teaching forms and relaxed and open learning atmosphere are more suitable for them. Without too much guidance, teachers' free teaching will make children have unexpected wonderful performances and become a dynamic extension of teachers' teaching design.
3, the analysis of success or failure gains and losses
Highlights of this lesson:
(1), beautiful teaching style, standard language, clear organization, beautiful voice, beautiful blackboard writing and excellent basic skills.
(2) It embodies the principle of "student-oriented development", which enables students to experience mathematical activities such as calculation, observation, discussion and communication, and cultivate mathematical abilities such as finding problems, solving problems and inductive methods.
(3) The overall design has a certain logical thinking. It is very contrasting from independent attempt-exploring the law-going back to verify the attempt, and students are deeply impressed by the knowledge they have explored.
(4) There is a large amount of practice and a good form of competition, and students' innovative thinking develops well in this link.
(5) Sensory algorithm teaching is in place, and teachers and students explore and participate together, which is very deep;
(6) Classroom guidance is more open and students' innovative thinking is good.
Where improvements are needed:
(1), the mathematical theory is not deep enough. For example, in more formal calculation problems, students should be guided to say that the mathematical theory of transfer is better For example, 5 times 10 is larger than 5 times 1 0, and the corresponding product is also larger than 10, which is more conducive to mastering the algorithm.
I missed an opportunity. One of my classmates said that 25 times 32. Did not praise students in time, did not pay attention to details.