20 12 The first volume of primary school mathematics published by New Beijing Normal University, "One * * *, how many", and the lesson plan "One * * *, how many", are the basis for determining the teaching objectives. teaching material analysis's goal (third reading) reading textbook: "One * *, how many" is the first lesson of preliminary understanding of addition. This is an action that they often play in their lives. Combining the two parts is the embryonic form of mathematical addition and the basis for students to understand the meaning of addition. Because every student can demonstrate and experience the operation in the scene, students have the opportunity to experience it in classroom teaching activities. Students can deepen their understanding of the meaning of addition through this familiar life background and life experience. At the same time, the textbook also shows the scene of the little panda eating bamboo that students like. Students are willing to accept and interested in exploring the number of pandas who eat bamboo and pandas who don't eat bamboo, and further deepen their understanding of the meaning of addition. And through counting, drawing and other operations, master the addition calculation of numbers within 5 and experience the abstract function of mathematics. Then it is expressed by formula 3+2 = 5. Things with different meanings can be expressed by an abstract formula. Before and after reading the textbook: students already know the numbers within 10 in a unit, and will express and compare the numbers within 10. This unit includes the meaning of addition, the meaning of subtraction, the addition and subtraction of numbers within 10, the mixed operation of addition and subtraction, and the solution of simple practical problems. Later, they will learn the understanding of numbers within 20 in Unit 7 of this book. The logical connection of longitudinal knowledge in reading textbooks: This is the first time for students to learn the meaning, operation and application of addition, and it is the beginning of learning operation. After that, they will continue to learn the meaning of addition, subtraction, multiplication and division, as well as more operations and applications. 2, the analysis of academic situation (five knowledge) is known: students correctly calculate the addition within 5 by counting. Want to know: How many * * * do students want to know? Do you know that students can figure out how much a * * * is by drawing a picture and posing? Difficulties: I can correctly understand the meaning of addition and use addition to solve simple practical problems. How to know: according to the actual situation, through counting, drawing, posing and other operational activities, understand the meaning of addition and correctly calculate the addition within 5. Second, the teaching goal: 1. Combine the familiar life background and existing life experience to understand the meaning of addition. 2. In the activities of observation and operation, explore the addition of numbers within 5. 3. Under the guidance of the teacher, learn to ask and answer addition questions from specific situations. Third, teaching focus: understand the meaning of addition and the connection between calculation and life. Fourth, teaching difficulties: understanding the meaning of addition. 5. Structural diagram of core problems and core problem groups of design disciplines: 6. Teaching process: This course is mainly completed by five links: (1) Creating situations and initially perceiving the process of "merging together" 1. Talk: Students, do you like riddles? Ask the students to guess a kind of school supplies: "Little black boy, sharp, walks with his head;" Go straight, walk sideways, and don't go with an empty stomach. This link integrates vivid and interesting riddles into the new lesson, which can not only attract students' attention, but also naturally transition to the next mathematical situation, paving the way for raising the addition problem. 2. Say and ask questions. The courseware shows a smile, two pencils in the left hand and three pencils in the right hand. The teacher asked: What do you see? Can you ask some questions? The students said with a smile that they had two pencils in their left hand and three pencils in their right hand. There may be all kinds of problems. Wait: How many pencils are there? Write on the blackboard in time. The teacher affirmed the students: the students are really smart, and your questions are too valuable. How many pencils are there? In this lesson, we will learn how many pencils there are in a blackboard. 3. Count how many pencils are in a * * *. The teacher said: Please count how many pencils * * has in his hand? (The courseware is shown in Figure 2: Laughing and holding five pencils in both hands. The key point of this link is to let students feel the process of combining two numbers. After the riddle was merged, I directly threw out the question: What's wrong with you? The purpose is to cultivate students' mathematical consciousness and problem consciousness. It doesn't matter if students can't ask questions now, or if they ask inappropriate questions. Let them understand that "this is a math problem" is enough. (2) Say and count how many pandas there are? 1. courseware shows the situation. 2. What do you see? What questions can I ask? The students concluded that there are three pandas eating bamboo and two playing. How many pandas are there? Summarize abstractly, represent pandas with circles, and count them. Teachers guide students to replace the real things in life with symbol replacement. Draw three circles to represent three pandas, and then draw two circles to represent two pandas. Count five laps together. (This link is the deepening and upgrading of the first link. There is also the meaning of "together". This link adds the content of representing pandas with circles, drawing a picture and counting them. From concrete to abstract, this is a step-by-step process, which needs steady progress to make students' cognition transition naturally and naturally. ) (3) Know the addition formula and clarify the meaning of addition Teacher: Putting pencils together and pandas together can be expressed by the addition formula. Write 3+2=5 on the blackboard. Read the formula together: 3 plus 2 equals 5. The teacher explained that the "+"in the formula was called the plus sign. Please say 3+2=5 with something you are familiar with. (The identification link here belongs to pure knowledge teaching. So I use the method of explanation to guide students to read the addition formula and know the meaning of plus sign, for example, 3+2=5. The purpose is to save teaching time and improve teaching efficiency. ) (4) Use the meaning of addition and put it on the table. 1. Look at the pictures and say what they mean. 2. Practice by yourself and put it with the learning tools. 3. List the formulas and fill them in. 4. The whole class reports the exchange results. (This link allows students to use learning tools to swing, which can make students feel the process of combining two quantities and deeply understand the meaning of addition expressions. (5) Consolidate the exercises, expand and improve 1. Just try it. (1) How much is a * *? By looking at the pictures, students can basically list the addition formulas correctly, but because of different angles, the formulas in each column are different. As long as you tell the truth, you should be sure. Ask the students to list the formulas independently and say why you list them like this. The first step is to guide the students to look at the pictures. It doesn't matter if you fight a similar car with the police. The second step is for students to make their own calculations. The third step is to organize students to talk about the meaning of the formula with pictures and their deskmates. (2) say it. Tell a story with 1+4=5, and tell the meaning of 1+4=5 according to the materials given in the four pictures. Students tell their stories in one sentence. Class report and communication. 2. practice. (1) Question 1, let students freely calculate the results, and let students with learning difficulties put their learning tools away first to get the calculated results intuitively. (2) Question 2. Ask the students to look at the pictures, list the formulas independently, and then communicate in groups. There are two situations in the second picture: 2+3 = 5 and 3+2 = 5. Teachers will guide students to say the meanings expressed by different formulas in collective feedback, and observe pictures from different angles and list different formulas. (This session includes basic exercise (try) and comprehensive exercise (exercise 1.2). Combining with the different characteristics of each topic, flexible selection of treatment methods can not only give full play to students' initiative in learning, but also reflect the leading role of teachers, tap the hidden knowledge points in exercises and expand students' knowledge.

Unit 3 Addition and subtraction (1)

First, the teaching content:

1, the meaning of addition and subtraction.

2. Addition and subtraction of numbers within10.

3. Addition and subtraction and mixed operation of addition and subtraction.

4. Solve related simple practical problems.

Second, the teaching objectives:

1, the process of independently exploring algorithms and cooperating with peers to exchange calculation methods.

2. Understand the significance of addition and subtraction through operational activities in specific situations.

Significance, explore and master the calculation method of addition and subtraction within 10.

3. The number that can be calculated correctly is the sum of addition and subtraction and addition and subtraction within 10.

Addition and subtraction can solve simple practical problems related to life.

Third, the difficulties in teaching:

1, can add and subtract numbers within 10 correctly and skillfully.

2, can correctly understand the meaning of addition and subtraction, and can use addition and subtraction to solve simple problems.

Practical problems.

Four, the basic training content:

1. Understand the significance of addition and subtraction in specific situations.

2. Explore and communicate through various ways such as operation, schematic diagram and demonstration.

Algorithm.

3. Pay attention to the organic combination of digital understanding and operational meaning, and promote students' logarithm.

Know each other.

Verb (abbreviation for verb) prepares teaching tools:

Teaching AIDS: courseware, physical projector, counter, etc.

Learning tools: various graphics, chess pieces, etc.

Title: How many are there in a * * *

(** 2 class hours, 1 class hour)

Teaching purpose:

1. In specific situational activities, let students experience the meaning of addition and learn less than 5.

Addition of numbers.

2. Initially cultivate students' ability to ask and solve problems.

Teaching emphases and difficulties:

1. Know the meaning of addition and read the formula correctly.

2. Can calculate the addition within 5.

Teaching aid preparation:

Pencil, CD, multimedia

Teaching date: year month day

Teaching process:

First, reveal the theme

The teacher smiled while introducing, showed the situation map, and asked the students to talk about what mathematical information they saw from the map.

What math questions would you ask? Write it on the blackboard (one * * *, how many pencils are there).

Discussion on two new courses

1. Observe the meaning of the picture and lead to addition.

Guide the students to say that there are three pencils in one hand and two pencils in the other.

Then close the pencil with both hands.

Students suggest that there are several pencils in a box.

The teacher asked the students to tell how to count five pencils, for example, 3, and counting to two is five.

Greater than 2, 3 equals 5. Two plus three equals five.

The teacher explained the demonstration on the blackboard: in mathematics, two parts can be combined with one symbol.

"+"means to guide students to count empty plus sign.

Ask; Can you add some pencils to that * * *?

2+3 means 2 and 3 means 3.

2+3 = 5 What does it mean to read 2 plus 3 equals 5? 5?

Summarize; The combination of these two parts can be expressed by an addition formula.

Extension: 2+3 = 5 can also mean something, such as the combination of 2 chickens and 3 chickens.

2. How many pandas are there? Show the scene of the textbook P24.

Say, count and work it out in parallel.

3. Put it on the table and do the math.

Put a pendulum on the disk, say the addition formula and say the meaning of each number.

4. Ask the addition questions around you to deepen the experience.

Students ask and answer each other.

Done. give it a try

Guide students to explain the meaning of pictures, and put forward mathematical problems of addition calculation according to the meaning of pictures.

Student independent formula calculation

Organize students to talk about the meaning of the formula with their deskmates.

Three. Consolidate exercise book P25, paragraphs 1 and 2.

Say the meaning of each number in each formula.

Four. Class summary

Blackboard design: understanding of how many additions there are.

3+2 = 5 Pronunciation: 3 plus 2 equals 5.

Put three pencils and two pencils together.

Work design:

4+ 1= 1+3=

Find out the answer and say what each formula means.

How much is a * * * 1 instructional design? Teaching objectives 1. In specific situational activities, let students experience the meaning of addition and learn to add numbers within 5. 2. Initially cultivate students' ability to ask and solve problems, so that students can experience the joy of learning mathematics in the learning process. 3. Cultivate students' good study habits. Second, teaching focus: understand the meaning of addition; Teaching difficulties: according to the meaning of addition, correctly list the addition formula. Third, the design concept This course is the first time that students have established this mathematical model from object-image-abstract symbol after grade one. The establishment of this mathematical symbol and mathematical formula is particularly important for developing students' sense of number and symbol in the future. First-year students who have passed the addition and subtraction within 20 or 100 in preschool education have a certain foundation in computing ability. Therefore, I think the key point of this section is to guide students to abstract mathematical symbols from objects and images, and learn to express them in mathematical language, so that students can really find mathematical information in specific situations, ask mathematical questions and correctly list addition formulas, and understand the meaning of addition is the difficulty of this section. Four, the preparation of teaching AIDS to prepare five pencils, 15 CD; Students prepare a bag of study tools and sticks. Fifth, the teaching process (1) creates situations to stimulate interest. Teacher: Students, the teacher will perform some actions for you. Please observe carefully and tell us what you see later, ok? (2) Explore new knowledge and discover experience. 1. The teacher took out a pencil to demonstrate intuitively. Take out three pencils first, then two pencils, and finally put three pencils and two pencils together. Teacher: Who will tell us completely what you see? (Call the students to answer, and pay attention to guide the students to describe the process of combination completely: the teacher takes out three pencils with one hand and two pencils with the other, and then combines the three pencils with the two pencils. )

3. Teacher's explanation: We put the pencils on our two hands together, which can be expressed by a math problem: How many pencils are there in a * * *? (Teacher's courseware presentation) Ok, please count. Who will answer the teacher's question: How many pencils are there? ..... This is the new lesson we are going to learn today-"How much is a * * *" (blackboard title). Please read it twice. 4. Teacher: Next, the teacher will take you to the Panda Paradise to have a look. What do you see? The students said that the teacher wrote: 3 on the blackboard, and then wrote 2 on the blackboard. Please open the pocket of the learning tool, put a pendulum with a stick instead of the panda in the picture, point a student to the stage and put it on the blackboard. (Note that it is posted on 3 and 2) What a neat arrangement! The teacher asked a question: How many sticks are there in a * * *? Please count it. Answer. Please look at the big screen. Let's take a look at this photo of Panda Paradise. Who can ask you a question like the teacher just now: How many pandas are there? Ask the students to say the questions, and then the teacher will show them in the courseware: * * * * How many pandas are there? ) Let's count them together. Teacher's Note: In math class, we have to answer * * * how many pandas are there? It is necessary to combine the numbers 3 and 2 with a mathematical symbol (the teacher writes "+"on the blackboard). 6. Know the name, writing and meaning of "+". Teacher: Do you know the name of this symbol? Yes, it is called "plus sign" (blackboard writing: plus sign). Please read it twice together. It is read as "plus" in the formula, which means to combine numbers or objects. Please stretch out your finger and write with the teacher! The teacher stressed: If you want to know how many pandas there are in a * * *, you must add 3 and 2 and calculate them by addition. 7. Teacher: What is the symbol "=" on the blackboard? It's really good for students to remember! Is the equal sign we have learned, indicating how much a * * * together means. So, what does 3 and 2 add up to? What is the number? The students answered 5, and the teacher wrote 5 on the blackboard. 8. Teacher: (Courseware demonstration: 3+2 = 5) This formula is mathematically called addition formula. 3 in the formula means 3 pandas here, so what does 2 mean? What does 5 mean? Who will read this addition formula? (Courseware shows reading: 3 plus 2 equals 5) Please read it twice. The teacher asked: Look at this addition formula, who will answer the teacher's question completely: How many pandas are there? The teacher asks again and everyone answers together. 9. Hands-on operation, cooperation and exchange

Teacher: Everyone did a good job today! Please praise yourself! The teacher wants to test you. Please look at the first picture. Please put a stick instead of a peach on the table quickly. (1) means that one student puts a pendulum on the stage with a round piece instead of a peach, and other students put a pendulum with a stick instead of a peach. Say the process of your pendulum first, then the formula ("pendulum" 1 in the textbook), and finally answer a * * *, how many peaches are there. (2) Teacher: Please put the second picture with a stick. Who can tell us how you pose? Named addition formula. Looking at this addition formula, who will answer, a * * *, how many small flowers are there? Answer. (3) Teacher: Please replace the duckling with a stick in the third picture! Who can tell me how the teacher should write this addition formula? Everybody answer together: * * * How many ducklings are there? (3) Consolidation and deepening, and practical application. 1. Teacher: Just now, everyone studied hard. Please put away your school tools and sit on the big screen. The teacher will show you around the parking lot! (Showing a picture of the parking lot on the big screen) What do you see? Guide students to explain the meaning of pictures completely before listing formulas, and cultivate students' good habit of extracting mathematical information from pictures and words. ) Can you explain the meaning of 3+ 1=4? 2. Teacher: Look! A flock of birds are chirping and singing! Can you work out how many birds are in a * * * with the addition formula? Guide the students to say the meaning of the picture completely and list the formulas. Let's have an activity together. (Doing exercises in class) 4. Teacher: Please open your book to page 25, have a look at the questions, and then practice 1-6 questions. Report to the students one by one after finishing some work. 5. Teacher: Obviously, I heard that everyone learned the addition problem today, and I want to invite everyone to be a guest. But he likes students with brains. He wants you to find out the problem of addition at home. Students who are willing to help him please sit down and raise their hands! (Show big screen pictures, talk in large groups, and then communicate with the whole class) (4) Summarize the whole class and assign homework. Teacher: In this class, everyone listens carefully and speaks actively! In fact, there are many math problems around us. The teacher thinks that you are all observant children. When you get home, tell your parents about the addition problem you found, ok? Sixth, teaching reflection.

In teaching, I changed the rigid picture presentation method in the textbook and tried my best to change from modal pictures to dynamic pictures. The teacher performed the action (three pencils and two pencils together) and initially understood the meaning of addition. Then, by analogy, through courseware demonstration, let students try to put children's pictures and panda pictures together with sticks and get two formulas equal to 5. Finally, take the wafer chart as the test of students' pendulum, let students say the idea of this pendulum and experience the meaning of addition many times. The whole class starts with students' perceptual knowledge, closely connects with concrete phenomena and things in real life, fully mobilizes students' multiple senses to participate in teaching, and makes students brew the spark of innovation in a relaxed and happy environment with the help of multimedia courseware and learning tools.

First, the teaching content:

1, the meaning of addition and subtraction.

2. Addition and subtraction of numbers within10.

3. Addition and subtraction and mixed operation of addition and subtraction.

4. Solve related simple practical problems.

Second, the teaching objectives:

1, the process of independently exploring algorithms and cooperating with peers to exchange calculation methods.

2. Understand the significance of addition and subtraction through operational activities in specific situations.

Significance, explore and master the calculation method of addition and subtraction within 10.

3. The number that can be calculated correctly is the sum of addition and subtraction and addition and subtraction within 10.

Addition and subtraction can solve simple practical problems related to life.

Third, the difficulties in teaching:

1, can add and subtract numbers within 10 correctly and skillfully.

2, can correctly understand the meaning of addition and subtraction, and can use addition and subtraction to solve simple problems.

Practical problems.

Four, the basic training content:

1. Understand the significance of addition and subtraction in specific situations.

2. Explore and communicate through various ways such as operation, schematic diagram and demonstration.

Algorithm.

3. Pay attention to the organic combination of digital understanding and operational meaning, and promote students' logarithm.

Know each other.

Verb (abbreviation for verb) prepares teaching tools:

Teaching AIDS: courseware, physical projector, counter, etc.

Learning tools: various graphics, chess pieces, etc.

Title: How many are there in a * * *

(** 2 class hours, 1 class hour)

Teaching purpose:

1. In specific situational activities, let students experience the meaning of addition and learn less than 5.

Addition of numbers.

2. Initially cultivate students' ability to ask and solve problems.

Teaching emphases and difficulties:

1. Know the meaning of addition and read the formula correctly.

2. Can calculate the addition within 5.

Teaching aid preparation:

Pencil, CD, multimedia

Teaching date: year month day

Teaching process:

First, reveal the theme

The teacher smiled while introducing, showed the situation map, and asked the students to talk about what mathematical information they saw from the map.

What math questions would you ask? Write it on the blackboard (one * * *, how many pencils are there).

Discussion on two new courses

1. Observe the meaning of the picture and lead to addition.

Guide the students to say that there are three pencils in one hand and two pencils in the other.

Then close the pencil with both hands.

Students suggest that there are several pencils in a box.

The teacher asked the students to tell how to count five pencils, for example, 3, and counting to two is five.

Greater than 2, 3 equals 5. Two plus three equals five.

The teacher explained the demonstration on the blackboard: in mathematics, two parts can be combined with one symbol.

"+"means to guide students to count empty plus sign.

Ask; Can you add some pencils to that * * *?

2+3 means 2 and 3 means 3.

2+3 = 5 What does it mean to read 2 plus 3 equals 5? 5?

Summarize; The combination of these two parts can be expressed by an addition formula.

Extension: 2+3 = 5 can also mean something, such as the combination of 2 chickens and 3 chickens.

2. How many pandas are there? Show the scene of the textbook P24.

Say, count and work it out in parallel.

3. Put it on the table and do the math.

Put a pendulum on the disk, say the addition formula and say the meaning of each number.

4. Ask the addition questions around you to deepen the experience.

Students ask and answer each other.

Done. give it a try

Guide students to explain the meaning of pictures, and put forward mathematical problems of addition calculation according to the meaning of pictures.

Student independent formula calculation

Organize students to talk about the meaning of the formula with their deskmates.

Three. Consolidate exercise book P25, paragraphs 1 and 2.

Say the meaning of each number in each formula.

Four. Class summary

Blackboard design: understanding of how many additions there are.

3+2 = 5 Pronunciation: 3 plus 2 equals 5.

Put three pencils and two pencils together.

Work design:

4+ 1= 1+3=

Find out the answer and say what each formula means.

"How much is a * * *"1instructional design. Teaching objectives 1. In specific situational activities, let students experience the meaning of addition and learn to add numbers within 5. 2. Initially cultivate students' ability to ask and solve problems, so that students can experience the joy of learning mathematics in the learning process. 3. Cultivate students' good study habits. 2. Teaching emphasis: understand the meaning of addition; Teaching difficulty: Can list the addition formula correctly according to the meaning of addition. Third, the design concept This course is the first time that students have established this mathematical model from objects-images-abstract symbols after grade one. The establishment of this mathematical symbol and mathematical formula is particularly important for developing students' sense of number and symbol in the future. Grade one students have learned to calculate the addition and subtraction within 20 or 100 in preschool education. Their computing power has a certain foundation. Therefore, I think the focus of this section is to guide students to abstract mathematical symbols from objects and images, know why, learn to express them in mathematical language, and let students really find mathematical information in specific situations, ask mathematical questions, correctly list addition formulas and understand the meaning of addition. Four, the preparation of teaching AIDS to prepare five pencils, 15 CD; Students prepare a bag of study tools and sticks. 5. The teaching process (1) creates situations to stimulate interest. Teacher: Students, the teacher will perform some actions for you. Please watch carefully and tell us the changes you see, ok? (2) Explore new knowledge and discover through experience. 1. The teacher took out a pencil to make a visual demonstration. Take out three pencils first, then two pencils, and finally put three pencils and two pencils together. ) 2. Teacher: Who will tell us completely what you saw? (Call the students to answer, and pay attention to guide the students to describe the process of combination completely: the teacher takes out three pencils with one hand and two pencils with the other, and then combines the three pencils with the two pencils. )

3. The teacher said that when we put the pencils on our two hands together, we can use a math problem to express it: How many pencils are there in a * * *? Ok, please count. Who will answer the teacher's question: How many pencils are there in a box? ..... This is the new lesson we are going to learn today-"How many * * * (blackboard writing topics) are there? Please read it twice. 4. Teacher: Next, the teacher will take you to the Panda Paradise to have a look. What do you see? The students said that the teacher wrote: 3 on the blackboard, and then wrote it on the blackboard. Please open the pocket of the learning tool, put a pendulum with a small stick instead of the panda in the picture, point to a student and put a disc pendulum on the stage and stick it on the blackboard. (Pay attention to 3 and 2 respectively) The students are so neat! The teacher asked a question: How many sticks are there in a * * *? Please count. Answer. Please look at the big screen. Let's take a look at this photo of Panda Paradise. Who can ask you a question like the teacher just now: How many pandas are there? Ask the students to say the questions, and then the teacher will show them in the courseware: * * * * How many pandas are there? ) Let's count them together. Teacher explained: In math class, we have to answer * * * how many pandas are there? It is necessary to combine the numbers 3 and 2 with a mathematical symbol (the teacher writes "+"on the blackboard). 6. Know the name, writing and meaning of "+". Teacher: Do you know the name of this symbol? Yes, it is called "plus sign" (blackboard writing: plus sign). Please read it twice together. It is read as "plus" in the formula, which means to combine numbers or objects. Please stretch out your finger and write with the teacher! The teacher stressed: If you want to know how many pandas there are in a * * *, you must add 3 and 2 and calculate them by addition. 7. Teacher: What is the symbol "=" on the blackboard? It's really good for students to remember! Is the equal sign we have learned, indicating how much a * * * together means. So, what does 3 and 2 add up to? What is the number? The students answered 5, and the teacher wrote 5 on the blackboard. 8. Teacher: (Courseware shows: 3+2 = 5) This formula is mathematically called addition formula. In the formula, 3 means three pandas here, so what does 2 mean? What does 5 mean? Who will read this addition formula? (The courseware says: 3 plus 2 equals 5) Please read it twice. The teacher asked: Look at this addition formula, who will answer the teacher's question completely: How many pandas does a * * have? Ask again and answer together. 9. Hands-on operation, cooperation and exchange.

Teacher: Everyone did a good job today! Please praise yourself! Next, the teacher will test you. Please look at the first picture. Please put a stick on the table quickly instead of a peach. (1) means that one student puts a pendulum on the stage with a round piece instead of a peach, and other students put a pendulum with a stick instead of a peach. Let's talk about their pendulum process first, then the formula ("pendulum" 1 in the textbook), and finally answer * *. Named addition formula. Look at this addition formula, who will answer, how many small flowers are there in a * * *? Student: (3) Teacher: Please replace the duckling with a stick in the third picture! Who can tell me how the teacher should write this addition formula? Everybody answer together: * * * How many ducklings are there? (3) Consolidation and deepening, and practical application. 1. Teacher: Just now, everyone studied hard. Please put away your study tools and sit on the big screen. The teacher will show you around the parking lot! (Showing a picture of the parking lot on the big screen) What do you see? Guide students to explain the meaning of pictures completely before listing formulas, and cultivate students' good habit of extracting mathematical information from pictures and words. ) Can you explain the meaning of 3+ 1=4? 2. Teacher: Look! A flock of birds are chirping and singing! Can you work out how many birds are in a * * * with the addition formula? (Instruct the students to tell the pictures completely and list the formulas) 3. Let's do some activities together. (Doing exercises in class) 4. Teacher: Please turn to page 25, read the title, and then practice 1-6. After that, the students will report them one by one. 5. Teacher: Mingming children heard that everyone learned the addition problem today and wanted to invite them. (Show big screen pictures, compete in large groups, and then communicate with the whole class) (4) Summarize the whole class and assign homework. Teacher: In this class, everyone listens carefully and speaks actively! In fact, there are many math problems around us. The teacher thinks that you are all observant children. When you get home, tell your parents about the addition problem you found, ok? Sixth, teaching reflection.

In teaching, I changed the rigid picture presentation method in the textbook and tried my best to change from modal pictures to dynamic pictures. The teacher's action performance (combining three pencils with two pencils) initially understood the meaning of addition. Then by analogy, through courseware demonstration, let students try to put the pictures of children and pandas together with wooden sticks to get two formulas equal to 5. Finally, take the circular picture as the test of students' pendulum, and let the students say the idea of this pendulum. I have experienced the meaning of addition many times. The whole class starts from students' perceptual knowledge, closely connects with concrete phenomena and things in real life, fully mobilizes students' multiple senses to participate in teaching, and makes students brew the spark of innovation in a relaxed and happy environment with the help of multimedia courseware and learning tools.

First, write down the teaching objectives. Now is the stage of curriculum reform. There are three parts in the classroom: knowledge, ability, emotional attitude and values. Then analyze the teaching materials: key and difficult points, three teaching AIDS, four teaching methods and five teaching processes, which are divided into detailed cases and simple cases. Imagine how to say every sentence in a detailed case, which is very troublesome. As long as you write down the schedule and outline seven teaching feedbacks for each part of teachers' activities and students' activities, the teaching plan will be more complete and the problems can be summarized in time. I think the most important thing to write a lesson plan is to establish the teaching concept first, which is the first part. This part must not be underestimated, otherwise the class will be aimless and the effect will be poor.