I. Guiding ideology

Deepen education reform, promote quality education in an all-round way, follow the basic concepts and requirements of standards, closely connect with children's life, select vivid and interesting materials, let children learn mathematics in specific situations, guide children to think independently and cooperate and communicate, enrich classroom activities, embody the sequential method, benefit learning and guide learning, pay attention to mathematics culture, cultivate students' ability to ask questions, study problems and solve problems, encourage cooperation and communication, and promote mutual communication between students.

Second, the basic situation analysis

(1) teaching material analysis

This textbook includes the following contents: understanding numbers within 100; Direction and position; Understand graphics; Addition and subtraction within 100 (1); Know the clock; Addition and subtraction within 100 (2); Statistics; Mathematical practice activities.

This volume focuses on the understanding of numbers within 100 and the addition and subtraction within 100. The difficulties are carry addition and abdication subtraction within 100 and the feeling of the relative position of objects in different directions.

Number and number mainly include three aspects, one is the understanding of logarithm, the other is the calculation of logarithm, and the third is the understanding of clocks and watches. Mastering the concept of numbers within 100 is a necessary prerequisite for further learning the addition and subtraction operations within 100 and even the four operations. The understanding of numbers within 100 is in the third stage of the formation of the concept of numbers. Prior to this, students had understood the characteristics of some numbers through the understanding of numbers within 10 and numbers within 20, and mastered the concept of numbers within 20 with the help of specific pictures and learning tools. On this basis, this textbook expands the recognition range from less than 20 to less than 100, which is not simply to expand the recognition range, but more importantly, to deepen students' understanding of the concept of logarithm. The addition and subtraction within 100 is divided into two units, in which the addition and subtraction within 100 (1) has no carry addition and subtraction, and the addition and subtraction within 100 (2) has carry addition and subtraction. The learning quality of this part directly affects the learning of addition and subtraction within 10 thousand, and it is also the cognitive basis of solving problems. Teaching this part is conducive to students' further study. Space and graphics mainly arrange direction and position and cognitive graphics. Direction and position are new learning contents in the new curriculum. Considering the young age of students, we mainly arrange the simplest knowledge about direction and location. Understanding graphics means that students know some plane graphics on the basis of three-dimensional graphics. Understanding these plane figures is the need to further study the perimeter and area of plane figures in the future, and this knowledge should also be used in other content learning, such as counting the number of rectangles and squares. The whole textbook focuses on the understanding and addition and subtraction of numbers within 100, which not only reflects the internal logic of mathematical knowledge structure, but also reflects the cognitive development process of students, and is the overall reflection of the organic combination of mathematical knowledge structure with children's age characteristics and psychological characteristics.

(B) a brief analysis of the classroom situation

There are 1 16 students in Class One and Class Two, Grade One. Because students are small, lively and naive. Most of them have active thinking, strong interest in learning mathematics and good study habits. There are also a few students who are poor in ability and easy to be distracted, but eager for knowledge. Teachers should be patient at different levels so that each student can successfully complete the learning tasks of this semester.

(C) Teacher analysis

I have solid professional knowledge and basic skills. Can carry out the new curriculum concept in mathematics and guide teaching. Can set up the modern mathematics curriculum view, let the mathematics discipline satisfy the students, realize: everyone learns valuable mathematics; Everyone can acquire the necessary mathematical knowledge; In a word, in the face of the mathematics curriculum in the 2 1 century, we should implement the policy of quality education and really let every student like and love mathematics, so as to study mathematics consciously and have a strong interest in mathematics. At the same time, constantly strengthen the cultivation of teachers' morality, improve their own cultural quality, and make due contributions to the new round of curriculum reform with better teaching.

Third, the teaching objectives

1. Knowledge and skills: I feel the necessity of knowing numbers greater than 20 from life examples. I can read and write numbers within 100, master the composition of numbers, tell the numbers within 100 and the arrangement order of these numbers, and recognize the meaning of numbers. I will use numbers within 100 to represent the number of objects and master the order of numbers. Knowing the elements, angles and points in the real situation and understanding the decimal relationship between them will make simple transformation and application; The calculation of carry-free addition and abdication-free subtraction within 100 can be done vertically, and the addition and subtraction of two digits can be done vertically. Know the clock face, hour hand and minute hand, master the expressions of approximate time on the hour, half an hour and clock face, know and read these times, and understand the role of time in life; Can identify the front, back, left, right, up, down and other directions, and use these directions to describe the relative position of objects, can describe the position of students in which group and row, and can identify the shape of simple objects observed from the front, back and side.

2. Mathematical thinking: I can use my life experience to explain relevant digital information, and initially learn to describe simple phenomena in the real world with numbers within 100; In the process of knowing numbers within 100, learning and discussing addition and subtraction within 100, I have learned simple induction, analogy and organizational thinking. Learn to extract the required data in the statistical process, and put forward simple mathematical problems according to the statistical results, and gradually form a preliminary statistical concept.

3. Problem solving: I can actively participate in mathematics learning activities and gain some preliminary mathematics practical experience; Under the guidance of teachers, we can find and put forward mathematical problems from daily life; In the process of solving simple problems, I have experience in solving problems with my peers and have a preliminary sense of cooperation; In the process of exploring the diversity of algorithms, we can understand the same problem and have different solutions.

4. Emotion and attitude: Solving the learned problems through independent thinking and cooperative communication can overcome the difficulties in mathematics activities, gain successful experience from them, and establish confidence in learning mathematics well; With the encouragement and help of others, I am curious about some things related to mathematics around me, and can actively participate in mathematical activities such as knowing numbers, knowing figures in life and solving problems in life with what I have learned; Be able to describe some phenomena in life with the knowledge of numbers, directions and positions, plane figures and statistics within 100, and feel the close connection between mathematics and daily life; Experience mathematical activities such as observation, operation and induction, and feel the rationality of mathematical thinking process.

Work plan for the teaching of the second volume of mathematics in the first grade of primary school (2)

Analysis of learning situation

There are 43 students in this class. After a semester of in-depth understanding, I have a certain understanding of the children in the class. Just entering the primary school stage, many children can't adapt to classroom learning immediately. Individual children often bring a lot of inconvenience to my classroom teaching, but they also bring us a lot of laughter.

After a semester of mathematics study, I basically reached the learning goal of basic knowledge and skills, became interested in learning mathematics, and was willing to participate in learning activities. Especially some hands-on, cooperative learning content is more interested. However, when encountering problems that are difficult to think deeply, there is a retreat. This semester, I will pay more attention to maintaining the interest that has basically formed, and gradually guide the fun of thinking and the fun gained from successful experience.

Second, teaching material analysis

1. Design activity content and learning materials according to students' existing experience, pay attention to students' experience of knowledge, and gain an understanding of knowledge.

(1) Pay attention to providing specific situations that students are familiar with according to the existing experience to help students understand mathematics knowledge.

(2) Increase the content combined with practice, and provide rich materials for students to understand mathematics in real life, feel the close connection between mathematics and daily life, and experience the fun of using mathematics. For example, the oral calculation of addition and subtraction within 100 leads to a series of calculation questions based on students' school life (issuing new books, parties, homework evaluation, etc.). ), so that the original boring computing teaching has a rich realistic background, so that students can realize the significance and role of computing.

(3) Pay attention to the selection of learning materials and activities that are full of children's interest, stimulate students' interest in learning, and obtain a pleasant learning experience in mathematics. All activities in mathematics teaching are aimed at enabling students to acquire certain knowledge or skills, so they should meet children's cognitive characteristics and interest needs, thus stimulating students' learning motivation and promoting children to actively construct relevant mathematics knowledge.

2. The development of teaching content reflects the formation process of knowledge as much as possible.

(1) Let students experience the process of forming mathematical knowledge.

(2) Let students experience the process of discovering, putting forward and solving mathematical problems from life.

3. Pay attention to independent exploration and cooperative learning methods, so that students can learn in an atmosphere of cooperation and independent exploration.

4. The teaching of number and calculation attaches importance to the development of students' sense of number and reflects the diversity of algorithms. Number and calculation is one of the most important teaching contents in primary school mathematics teaching, and the knowledge and skills of number and calculation are also the most important knowledge and basic skills that students should master and form in primary school mathematics education.

5. Provide richer contents and materials about the spatial relationship of objects, and develop students' spatial concept.

6. Pay attention to cultivating students' initial application consciousness and ability to solve problems with mathematics.

7. Pay attention to open teaching methods and provide rich resources for teachers to organize teaching creatively.

(1) Pay attention to providing rich materials for teachers to create mathematical problem situations.

(2) Many illustrations provide continuous or story-telling situations, which provides convenience for designing and using multimedia teaching courseware, slides and other teaching AIDS to create vivid situations.

Third, the teaching objectives

1. Know the counting units "one" and "ten", preliminarily understand the digital meanings of single digits and ten digits, be proficient in counting numbers within 100, read and write numbers within 100, and master that numbers within 100 consist of ten and one, and master 65438. Will use numbers within 100 to represent things in daily life, and will make simple estimation and communication.

2. I can skillfully calculate the abdication subtraction within 20, I can calculate the addition and subtraction of one digit and integer ten digits within 100, I have experienced the process of communicating my algorithm with others, and I can solve some simple practical problems with the knowledge of addition and subtraction.

3. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.

4. Be able to describe the characteristics of rectangle, square, triangle and parallelogram in your own language, and initially perceive the relationship between the learned figures.

5. Know RMB yuan, minutes, 1 yuan = 10, 1 minute = 10; Know how to care for RMB.

6. Know how to read and write, know that 1 is 60 minutes, and know how to cherish time.

7. Experience the significance of multiplication in combination with specific conditions. Multiplication is used to represent simple addition.

8. Experience the process of data collection, collation, description and analysis. You will use simple methods to collect and sort out data, get a preliminary understanding of bar charts and statistical tables, and ask and answer simple questions according to the data in statistical charts.

Fourth, teaching measures.

First, the implementation of teaching "seven serious" specific measures

1. According to the specific situation, use sticks, pictures and other teaching (learning) tools for intuitive teaching.

2. In teaching, pay attention to the enthusiasm of students to participate in learning activities, encourage students' good behavior, and cultivate students' enthusiasm for learning mathematics.

3. Cultivate students' good study habits, and gradually guide students to learn to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their ideas.

4. Create activity situations by learning favorite games, fairy tales, stories, cartoons and other forms according to the actual life and children's physiological and psychological characteristics.

5. Encourage and respect students to think independently and guide students to discuss and communicate.

6. Leave enough time and space for students in practical activities to learn mathematics knowledge in activities.

7. According to the characteristics and actual situation of students in this class, creatively use teaching materials and design teaching process.

Second, specific measures for students with learning difficulties

1. In the teaching process, teachers should pay more attention to students with learning difficulties, pay more attention to the first level, start with mastering basic knowledge, stimulate interest in learning, cultivate good study habits, pay attention to students with learning difficulties when preparing lessons, pay attention to basic knowledge and interest knowledge points, and design teaching plans.

2. In the classroom, strengthen the cultivation of basic knowledge and interest in learning, so that students with learning difficulties can establish confidence that I can also answer teachers' questions and learn my lessons well.

3. When correcting homework, criticize the students with learning difficulties face to face, and give priority to guidance and counseling; After the exam, talk to students with learning difficulties, mainly to encourage education.

Teaching plan of the second volume of mathematics in the first grade of primary school (3)

First, the class situation analysis:

After a semester's study, the students in both classes have basically developed good study habits, and they can abide by the classroom rules, speak boldly and answer questions actively. There are still several students who have poor self-control ability in learning and need the supervision of teachers and parents.

Second, the teaching content:

This textbook includes the following contents: position, abdication and subtraction within 20, graphic assembly, digital understanding within 100, RMB understanding, addition and subtraction within 100 (1), understanding time, finding laws, and statistical and mathematical practice activities.

Third, the teaching objectives, key points and difficulties of this book:

Teaching objectives:

1. Numbers and Algebra:

(1) went through the process of abstracting numbers from actual situations, and recognized numbers within 100; A preliminary understanding of counting units "one", "ten" and "hundred": a preliminary understanding of numbers and their order; Understand the composition of numbers within 100, master the order of numbers, and compare the sizes of two numbers.

(2) I have experienced the exploration process of oral calculation methods of adding and subtracting two digits and adding and subtracting two digits and one digit, and I am proficient in oral calculation.

(4) In real situations, we should know the elements, angles and points, and understand the relationship between them.

2. Space and graphics:

(l) By observing the process of common plane graphics, we can intuitively understand these graphics and correctly identify them.

(2) Rectangles, squares, triangles and parallelograms can be drawn on nail boards or on square paper.

3. Statistics and probability:

(1) Through the process of collecting, sorting, describing and analyzing data, he can simply classify things and phenomena in daily life, learn to collect and sort out data with simple symbols, and fill the statistical results into simple statistical tables.

(2) Be able to understand simple statistical tables and make preliminary analysis, judgment and reasoning on the data in the tables.

4. Emotions and attitudes

(1) With the encouragement and help of teachers and classmates, I am curious about some things related to mathematics and can actively participate in the activities of observing, discovering and solving mathematical problems.

(2) With the encouragement and help of teachers and classmates, we can overcome some difficulties in mathematics activities, gain successful experience, and gradually form confidence in learning mathematics well.

(3) Understand that some life phenomena can be described by numbers and shapes, and understand that mathematics can be used to solve practical problems and feel the close relationship between mathematics and daily life.

(4) Have the initial experience of getting mathematical knowledge through thinking and learning mathematical knowledge through cooperation and exchange with classmates.

(B) teaching focus:

Understand numbers within 100, abdication subtraction within 20 and addition and subtraction within 100.

(3) Teaching difficulties:

Add and subtract from 1 and 100.

2, will see when to read and write.

3. Conversion between RMB units.

4. Use math.

5. The concept of development space.

Fourth, teaching measures:

1. Design activity content and learning materials according to students' existing experience, provide specific scenes that students are familiar with, pay attention to students' experience of knowledge, and gain an understanding of knowledge. So as to stimulate students' interest in learning.

2. In teaching, try to embody the formation process of students' learning mathematics knowledge, and let students experience the process of discovering, putting forward and solving mathematics problems from life.

3. Reflect the learning style of independent exploration, cooperation and exchange, and let students learn in the atmosphere of cooperation and exchange and independent exploration. Let students feel and appreciate the meaning of mathematics knowledge through activities.

4. The teaching of number and calculation attaches importance to the development of students' sense of number and reflects the diversity of algorithms. Strengthen basic training and lay a solid foundation for computing teaching. Choose visual calculation, listening calculation, time-limited calculation and other oral calculation methods, so that every student has more opportunities for classroom practice.

5. Provide students with richer contents and materials about the spatial relationship of objects, and develop students' spatial concepts.

6. Pay attention to cultivating students' initial application consciousness and ability to solve problems with mathematics, so as to develop students' mathematical thinking ability.

7. Guide students to operate according to the teaching content organically and deepen their understanding of mathematics knowledge.

8. Pay attention to open teaching methods and provide rich resources for students to learn knowledge. Create exciting and passionate scenes, so that students can devote themselves to their studies happily and consciously.

9. Cultivate the study habits of careful calculation and timely inspection, and pay special attention to cultivating students' good calculation habits.

10 As a teacher, first of all, we should set an example, attend classes with full spirit, and influence the style of study with good teaching style, so as to carefully study teaching materials and dig up life materials, such as various forms of pictures and cartoons. , and set up "hands-on, heart-to-heart, thinking" and other cooperation and exchange columns, each class is prepared, taking into account individual differences, teaching students in accordance with their aptitude, and improving efficiency for 35 minutes.