Teaching purpose:
1. Let students understand the unit "1" in the experience of speaking, dividing points, drawing, writing and folding pictures, and feel what the score is, so as to understand the meaning of the score and cultivate students' practical operation ability and abstract generalization ability.
2. Let students actively participate, actively cooperate and fully experience in a relaxed and harmonious atmosphere, feel the close connection between mathematics and life, stimulate students' interest in learning mathematics, and establish confidence in learning mathematics well.
Teaching emphasis: the meaning of score
Teaching difficulty: the establishment of unit "1"
Learning aid preparation: Learning aid bag (1 round paper, 1 rectangular paper, 1 decimeter cotton thread, 5 pictures of peaches, 12 matchsticks, 8 buttons of the same style).
Teaching process:
I. The meaning of the unit "1"
The teacher wrote the number 1 on the blackboard.
Teacher: What's this? What does this mean? Can you specify what 1 stands for?
Students answer (1 apple, a piece of white paper, a rope, a flock of sheep, all the students in a school ...)
Teacher: Because the number 1 has such a rich meaning, the teacher can put quotation marks on it and call it "1".
Teacher: Take out the bag with the learning tools, pour out the learning tools inside, and tell which ones can be expressed by the unit "1"?
Comments: The straight-to-the-point teaching unit "1" emphasizes "starting from students' existing life experience, let students experience the process of abstracting practical problems into mathematical models and explaining and applying them". The straight introduction is undoubtedly one of the highlights of this course, which not only greatly improves the teaching efficiency, but also effectively breaks through the teaching difficulties. Its "one-point-one-lecture" teaching design provides students with rich experience and stimulates their curiosity.
Teacher: How to divide the unit "1"?
Teacher: We have learned the elementary knowledge of fractions before. Today, we continue to learn about fractions and the meaning of fractions. (Teacher's blackboard writing topic)
Teacher: What score can you get by dividing the previous knowledge of fractions by your unit "1"?
Student operation, intra-group communication, recommendation report of each group.
The teacher reminds students to listen to others' opinions and correct inaccuracies, with special emphasis on "average score" and try not to repeat others' speeches.
Comments: The initiative of learning is really given to the students, and the teacher gives several learning materials to the students, so that the students can operate with scores through group cooperation, which not only respects the students' existing knowledge reserves, but also unconsciously builds a bridge for the construction of new knowledge.
Second, the research score unit
Teacher: Do you want to study other scores?
The teacher shows 1/○.
Teacher: Is this a score? Can you read? What's special about it?
Teacher: Please take out 12 matchsticks and tell them separately. How many different expressions are there for1○?
Students operate, discuss and communicate in groups, and teachers tour to guide students to express themselves in different ways.
Students report that the teacher wrote 1/2 →6, 1/3 →4, 1/4 →3, 1/6 →2,1/2 →/kloc-0.
Teacher: What did you find?
Teacher: It's amazing that students have discovered so much knowledge!
Comments: Challenging questions are like stones thrown into a ready-made lake, causing ripples, allowing students to explore independently and actively cooperate in enough independent space and activity opportunities, which is enough for students to get a positive and profound experience. In the flowing fractional unit teaching, there is no conventional, locked thinking and narrow space. As the saying goes, "inspiration always favors a prepared mind."
Third, study the significance of scores in depth.
The teacher shows ○/○.
Teacher: Guess what the teacher wants you to do.
Teacher presentation requirements:
Get a point (choose the appropriate learning tools to represent this point)
Draw a picture (show this score with a simple picture)
Color after folding (choose appropriate school tools and express this score by folding and coloring)
Say it (tell each other this score in the group)
Students practice, communicate in groups, and teachers patrol for guidance.
Each group recommends student reports. ...
Comments: Following the psychological law of primary school students' mathematics learning, the questions are well-designed, extremely open and challenging. With rich operational practice, students' various senses are stimulated, students' perceptual knowledge is emphasized, and students can really "do mathematics".
Teacher: We have learned something about fractions before. Before class, we also teach ourselves textbooks, consult materials and ask others. How many scores do you know now? Can you tell the teacher?
Student answers ...
Teacher: Let's see what the experts in the math book say.
Read, circle and communicate in groups.
Teacher: What is a fractional unit? Have we just studied it? What is the decimal unit of 35? How many/much? 7/ 12, 1 1/20?
Comments: Teachers pay attention to the influence of students' learning methods. In the design, teachers pay attention to cultivating students' ability to obtain information independently and good study habits, so that students can learn textbooks, consult materials and consult others before class, understand the relevant knowledge of scores, broaden students' learning channels, promote students' all-round, sustained and harmonious development, and lay a solid foundation for students' lifelong development.
Fourth, the writing of music score.
Teacher: From the process of communication, the teacher already knows that students can look at scores. Do you want to write?
Teacher: If you can write, please write a score you like anywhere on the blackboard and compare it to see who wrote the specification. The students swarmed and wrote down different scores on the blackboard. )
Teacher: People often use scores to describe life. Who can talk about how you understand these scores on the blackboard in real life? You can say whatever you want.
Student report ...
Comments: Teachers no longer regard the blackboard as the sacred territory of teachers, but return the right to write on the blackboard to students. There is a classic concept behind every score on the blackboard. Students' communication is to project their subjective impressions on written scores. Radish and vegetables have their own tastes, and students' different mentality keeps other students actively interacting.
Teacher: Who do you think writes well? What should I pay attention to when writing scores? How many parts are there in the score? Can you talk about the meaning of each part with specific scores?
Comments: Generative classroom evaluation allows students to experience the joy of success and effectively pluck the strings of thinking.
Teacher: Let the students practice writing scores to see who writes more standardized. The task is eight.
While the students were writing scores, the teacher suddenly stopped.
Teacher: Count, how many points did you write? Can you say something with the score you just learned so that everyone can guess what you did?
Teacher: What else do you not understand about the meaning of fractions?
Students ask questions, students answer, and teachers supplement.
Teacher: How much do you know about grades? Can you tell me the score you learned today?
(If the students say 5/5 or something)
Teacher: This is a special score, and we will continue to study it in the future.
Comments: Apply what you have learned, give vitality and spirituality to mathematics in application, and let students feel the close connection between mathematics and life in lively mathematics learning activities. The so-called "everyone learns valuable mathematics" and "different people get different development in mathematics."
General comments:
In this lesson, you have the following functions:
1, dilute the form and pay attention to the essence.
The meaning of score is an abstract concept for primary school students. This course design downplays the form, pays attention to the essence, pays attention to the development of students, does not deliberately reflect the rigor of mathematics teaching, pays attention to solving problems, and guides students to find, analyze and solve problems logically to reflect the rigor of teaching. In the whole class, the teacher didn't put the strict, boring and abstract vocabulary of "dividing the unit' 1' into several parts evenly, indicating that such a number or part is called a score" on the students, but the whole class closely followed the key points and difficulties of the teaching of "the meaning of the score" and painstakingly and creatively managed and operated it.
2, from life, return to life.
Nowadays, students' lives are colorful, and the world they contact is also colorful. They can use different lives to understand books. The mathematics that primary school students learn should be the mathematics in life, and it is the students' "own mathematics". At the same time, mathematics must return to life, and mathematics can only be endowed with vitality and spirituality in life. The design of this course pays attention to the close connection between mathematics teaching and learning, helps students to find meaning and full of meaning in life, pays attention to practical experience, tries to avoid the traditional "learning mathematics from books", embodies the interactive relationship between teaching and learning in life, boldly reforms the presentation of examples in textbooks, and "teaches mathematics outside textbooks".
3. Emphasize cooperation and knowledge diffusion.
Mathematics curriculum standard puts forward that mathematics education should be based on students' cognitive development level and existing knowledge and experience, and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematics activities. The purpose of this lesson is to balance students' differences, set up cooperative learning groups, let students master the initiative in learning, give students more opportunities to think and express, highlight the role of each individual, and make each student responsible not only for his own learning, but also for other students in his group, so that everyone can teach me and I can teach everyone, so that students can complete their tasks in active participation and cooperation, instead of taking students as props of so-called new teaching methods, and realize the proliferation of knowledge in communication.
4. People-oriented, development-oriented.
The concept of "people-oriented" in mathematics curriculum standards determines the goal of mathematics teaching: to adapt to and promote the development of students. In designing this lesson, we should pay attention to analyzing students from the role of learners, so as to understand what knowledge students need most and what learning methods they like best, and actively seek new teaching methods to provide students with the required knowledge.
5. Pay attention to experience and cultivate interest.
Students learn not only "text courses", but also "experience courses". Students' mathematics learning content should be realistic, interesting and challenging. Speaking, dividing, drawing, writing, folding and drawing in this course provide students with high-frequency, multi-dimensional and deep-seated experiences. Our students feel fun and a sense of accomplishment in their study, which urges them to conduct more in-depth study and research.