A draft of a math lecture for the first grade of primary school
I. Teaching materials 1 and teaching contents
"Left and Right" is the content of the third lesson of Unit 5 "Position and Order" in Mathematics, the standard experimental textbook of compulsory education curriculum.
2. The position and function of teaching content
Left and right is a continuous learning. But knowing the left and the right is more difficult than knowing the front and the back. The meaning and relativity of "left and right" should have a stronger spatial concept. Through learning, students' concept of space can be developed, which will lay a good foundation for understanding three-dimensional graphics and establishing three-dimensional sense in the future, improve their ability to solve practical problems, and make students feel the connection between mathematics and life initially.
3. Teaching objectives
(1) Understand the positional relationship of "left and right" and appreciate its relativity.
(2) In the process of understanding the "left and right", we should cultivate our own preliminary judgment ability and be able to use the "left and right" to describe the position of objects and solve simple practical problems.
(3) Through lively and interesting mathematics activities, let students realize the fun of learning mathematics and enhance their interest in learning mathematics.
4. Teaching focus: understanding the positional relationship between "left and right"
5. Teaching difficulty: experience the relativity of "left and right"
Second, oral teaching methods
This course emphasizes students' active participation in activities and learning, and attaches importance to students' personal experience. Therefore, I use students' existing life experience and fully tap the on-site curriculum resources to inspire students to learn, and use various interesting small activities to fully mobilize students' enthusiasm, so that students can play their initiative in learning in a vast and independent space and understand and experience in observation and operation.
1. First of all, create a harmonious learning situation, communicate with students, make students realize that they have two hands, one is the left hand and the other is the right hand, and initially perceive the left and right, thus stimulating students' curiosity and thirst for knowledge.
2. After students initially perceive "left and right", they start from their original experience and carry out various learning activities. In teaching, I guide students to "talk about" what their right and left hands can do; "Finding" a good friend is like your right hand; "Do it" game, listen to the password and do the action; Swing learning tools, etc. Let the students distinguish left and right in these simple and interesting activities and deepen their understanding of left and right. This teaching method is flexible and changeable, and students feel cordial but not boring, and are willing to participate in learning.
3. Guide students to connect what they have learned with the real life around them. "Left and right" can be seen everywhere in our real life. Therefore, in addition to understanding and experiencing "left and right", we should also guide students to know how to solve practical problems. In the process of solving problems, students will further deepen their understanding of "left and right" and experience the close relationship between mathematics learning and life.
Third, theoretical study.
Children in lower grades are curious and active, so their age characteristics should be considered in the study and consolidation of knowledge. Therefore, students should focus on activities and start with interest. Because students have accumulated some perceptual experience about "left and right" in their life, but they may not be able to judge correctly, I give students enough time and space to gradually deepen their understanding of the positional relationship of "left and right" through activities such as speaking, watching, doing, swinging, watching and practicing.
1, say. Starting from life experience, it is a preliminary understanding of what the left and right hands can do respectively.
2. find it. It is to find a good friend like a right-hand man, which is a further understanding of left and right.
3. do it. This is a small game of listening to passwords and doing passwords. In addition to mobilizing students' learning enthusiasm, it can also deepen students' distinction between left and right.
4. pendulum By placing learning tools, students can turn their understanding of left and right into handy knowledge.
5. Look. This is to let students observe the differences between things on the right due to rotation, and experience the relativity of left and right preliminarily.
6. practice. Consolidate the positional relationship between "left and right", cultivate students' ability to solve practical problems in life by using what they have learned, and experience the close relationship between mathematics and life.
Fourth, talk about the teaching process
(A) create a situation to stimulate interest in the introduction
1, dialogue: student, naughty, smile. They usually like playing games. Do you like it? Please raise your hand if you like. Do you know which hand you are holding? (right hand) and then the other hand is (left hand).
2. Today, let's meet a pair of new friends: Zuoyou (blackboard writing).
(B) business activities, know about.
1, personal experience, preliminary perception.
(1) What can the right hand do except raise its hand to talk? (Eat with chopsticks, write with a pen ...) What about the left hand? (Hold a bowl in your left hand when eating ...)
(2) My right hand and my left hand are good friends. They can help us do many things. Do you still have such a good friend on yourself? (left and right eyes, left and right ears, left and right feet ...)
2, a small game, to further understand the left and right.
(1) Move: open your left hand and shake it with your right hand; Extend your left hand and turn left, and extend your right hand and turn right.
(2) Listen to the instructions and do actions: touch your left ear with your left hand, touch your right ear with your right hand, stamp your left foot, stamp your right foot, clap your right shoulder with your left hand, and clap your left shoulder with your right hand. ...
3, put learning tools, distinguish between left and right.
(1) Manual pendulum: the pencil is at the far left; The knife is on the far right; The pencil-box is in the middle; The eraser is on the left side of the pencil box and on the right side of the pencil. The ruler is on the left of the knife and on the right of the pencil case.
(2) Say: Which number is the eraser on the left? Which number is the eraser on the right? What's on the left of the ruler? What about the right?
(3) Disturbing learning tools. What questions can you ask? Group discussion and conversation.
(C) to guide observation and experience the relativity of "left and right"
(1) The classmates at the same table stood face to face, observing their right and left hands. What did you find?
(2) Turn the direction and observe the left and right things. What did you find?
(3) Summary: The direction has changed, and the left and right sides have also changed.
(D) Connecting with reality and solving problems
(1) Solve the problem of "finding" on page 60 of the textbook.
Show wall chart:
Teacher: The child has encountered a difficult problem. Can you help him solve it? The child wanted to go to Xiao Ming's house to play, but he remembered it was Xiao Ming's house when he went upstairs and turned left. Which room does Xiaoming live in?
(2) Solve the third question "Practice or not".
A, Teacher: The manager of the parking lot heard that you have learned new knowledge and wants to ask you to help solve a problem and see what it is.
B, display the wall chart: the bus on the right is the fifth, and there are () cars in a * * *.
C. talk about your thoughts.
(3) Solve the fifth problem "Practice and Practice".
A, show the wall chart: think about it, do they all walk on the right?
B, group discussion, communication
C, take the stairs and experience for yourself.
D. summary: not only should you walk on the right when going up and down the stairs, but you should also walk on the right like these children. Obey the traffic rules and pay attention to safety.
(5) Summary
What did you learn in this class? What did you get?
(6) Expansion and extension
Draft of the first grade mathematics lecture in the second primary school
First, it is said that all first-year students in teaching material analysis have received pre-school education before entering school. Many children have a preliminary understanding of numbers within 100 before learning this lesson, and they are often exposed to numbers within 100 in their lives. But in children's minds, the concept of numbers within 100 is still very vague. The teaching of this lesson is to help children to establish the concept of numbers within 100, and to establish the consciousness of numbers through estimation and comparison, so as to lay a very important foundation for learning other knowledge of mathematics in the future.
Second, talk about teaching objectives
1, let students experience the process of abstracting numbers within 100 from daily life, feel the size of numbers within 100, and feel that numbers within 100 are around.
2. There are 100 objects to make students independent, knowing that 10 is a ten and 10 is a hundred, and they have a perceptual knowledge of "one", "ten" and "hundred".
3. Experience the formation process of the concept of number through lively and interesting activities, and estimate it in combination with the actual situation, so as to develop students' sense of number.
4. In the process of knowing the number within 100, cultivate students' cooperative consciousness, exploration and innovation ability, and improve students' interest and self-confidence in learning mathematics.
Third, talk about the key points and difficulties in teaching.
Key point: Let students use their favorite methods to flexibly count the numbers within 100.
Difficulties: the connection of integer tens in the counting process.
According to the age characteristics of students and the arrangement intention of textbooks, this course mainly adopts the teaching methods and learning methods of students' hands-on operation, teacher-student cooperation and student cooperation. The purpose of this arrangement is to fully mobilize students' learning enthusiasm, make all kinds of senses work together, think in observation and operate in thinking, cultivate students' sense of cooperation and create a learning atmosphere of equality and mutual assistance.
Fourth, teaching AIDS and learning tools: in order to successfully complete the teaching objectives, try to provide students with familiar materials, such as red beans, pencils, chocolate beans, etc., which are both familiar and novel to students and can improve their interest in counting.
Teaching process of verbs (abbreviation of verb)
"Give the classroom back to the students and make the classroom full of vitality", "Strive to create time and space for students to study independently in teaching activities, make them become important participants and creators in classroom teaching, implement students' dominant position and promote students' independent inquiry". Adhering to this guiding ideology and striving to fully embody the teaching concept of "student-oriented development" in the whole teaching design, I have arranged several teaching links:
First, exciting introduction
In this session, I mainly arranged an activity of mutual help between teachers and students. Teachers and students have a counting contest. In the process of counting, we should compare the counted numbers with gestures. The reason why we should cooperate with each other is to consider the training of students' "hand and mouth are consistent". Pay attention to the students' mouths and gestures when counting. If the students count one by one, the teacher will count two by two. If the students count two places, the teacher will count five places, or even ten places. This arrangement, from the perspective of students' knowledge and thinking trend, can not only understand students' starting point, but also let students feel the counting method. Diversification to stimulate their interest in learning.
B, operation query
According to the arrangement system of teaching materials, this link is divided into three parts for teaching.
1, first number, estimation, preliminary impression 100
It is one of the important tasks of mathematics education in compulsory education to cultivate students' sense of numbers. The establishment of students' sense of number mainly depends on the colorful reality of life. Therefore, in the process of mathematics teaching, I provide students with familiar materials, such as red beans and chocolate beans, and make rational use of these materials for teaching.
(1) Count 20 red beans. Let the students have a look. 20 red beans is enough. First, feel the number of 20 red beans and ask this question: What is 100? It is natural to guide students to think in the teaching situation, and students' sense of number begins to be established unconsciously.
(2) Ask the students to grab a handful of red beans and estimate whether 100 is enough. If it's not enough, grab another one until they feel enough.
(3) Verify the results, one for each group to see which group is the most accurate. By counting numbers within 100 independently, students realize that numbers are generated in the process of counting objects, so as to prepare for getting rid of abstract numbers.
(4) How many chocolate beans are there in a bag? Through this step, we will further train students' ability to estimate numbers, and further realize the importance of estimation in life and mathematics in life.
2. Count again, establish perceptual knowledge of counting units, and further understand 100.
Although it is also counted, the requirements for students have increased. Just count 100, which makes people look like 100. The purpose of putting forward these requirements is to guide students to count in their own convenient and quick way. In the operation, it is found that ten ones are ten and ten tens are hundred.
3, the third time, understand the composition of the number.
The textbook arranges two examples to teach the difficulty of this lesson-the connection of whole ten in the process of number and the composition of number. This teaching link can be divided into the following four levels:
(1) Count 35 wooden sticks (pencils) and ask the students to say how many tens and ones there are while posing. Then set it to 42. When it is set to 39, how many 10 and 1 are there in 39? How much is it over and over again in nine? How many tens are there in a * * *? Is it dozens? Through a series of questions, help students understand the difficulties of this lesson and deepen their understanding of the composition of logarithm.
(2) divorced from the real thing, strengthen training. Think about it, how many tens and ones are there in 57? When counting from 57 to 73 and 59, emphasize the similar problems mentioned above. Through retraining, students' knowledge and understanding changed from perceptual to rational, from concrete to abstract, thus breaking through the difficulties of this course.
(3) small games. Teacher-student dialogue, students' dialogue counting games and number composition training can not only improve students' interest in counting, but also help teachers understand students' mastery of knowledge.
(4) Small exercise, say a sentence with the numbers you have learned. Students are encouraged to consciously connect mathematics knowledge with life problems by saying a sentence with the numbers they have learned, realizing that there is mathematics everywhere in life and promoting the cultivation of number sense.
Draft of the first grade mathematics lecture in the third primary school
Teachers: The topic I'm going to talk about today is subtraction.
Firstly, the structure and content of the textbook are briefly analyzed.
"subtraction" is the teaching content of unit 3 1 ~ 5 "understanding and addition and subtraction" in the compulsory education textbook of People's Education Press. It is based on students' understanding of the number 1 ~ 5, mastering the order of numbers within 5 and the composition of each number. This lesson is to guide students to understand the significance of subtraction, explore the calculation process of subtraction within 5, and use their own understanding of oral calculation methods within 5.
Second, the analysis of learning situation
Because students have been exposed to the calculation of addition before, they are not very unfamiliar with the calculation problems, and most of them have certain calculation ability. What students lack is an understanding of the meaning of subtraction, and they can't tell why subtraction is used. Facing the fact that students have a certain learning foundation, the curriculum design should be more interesting and the problem design should be gradient, so as to attract students' attention, complete teaching tasks and improve students' cognition.
Third, teaching material analysis
Subtraction is the second contact calculation for students in mathematics learning. The knowledge base of this lesson is the decomposition and synthesis of numbers within 5. Through the study of this lesson, students should be able to understand the meaning of subtraction and correctly calculate the subtraction within 5. In this process, let them feel the connection between mathematics and life, and enhance their interest in learning mathematics and their initial mathematical consciousness.
Fourth, teaching objectives.
According to the analysis of the structure and content of the above textbooks, and taking into account the existing cognitive structure and psychological characteristics of students, the following teaching objectives are formulated:
1. Let students know the meaning of subtraction through operation and demonstration; Can read the subtraction formula correctly; Let students realize that there are many problems in life that need to be solved by subtraction.
2. Through comparative exercises, let students initially perceive the relationship between difference and return, and at the same time initially penetrate the idea of function.
3. Cultivate students' hands-on operation ability and language expression ability through students' operation and expression; Cultivate students' initial awareness of mathematical communication.
V. Teaching emphases, difficulties and emphases
Based on the curriculum standards and thorough understanding of teaching materials, the following teaching priorities and difficulties have been established.
Emphasis: the concept of subtraction is initially established. Highlight the key points through hands-on exercises.
Difficulty: I can correctly calculate the subtraction within 5 by using the composition of numbers. Break through the difficulties by optimizing the diversity of algorithms.
Teaching methods: situational demonstration and heuristic teaching method.
Seven, the teaching process:
(A) the creation of the scene
The first step is to review the old knowledge. Stimulate interest and prepare for knowledge;
In the course review, I gave three questions, namely, calculation questions (from 1 to 5, from 5 to 1), sequential filling and division and combination within 5. Through oral answers, students' interest in learning is activated, and they are ready to learn subtraction within 5. The second link is to create situations and explore new knowledge. Guide students to master new knowledge in active exploration, train their thinking and cultivate their ability of independent thinking and preliminary exploration.
I organize teaching at two levels.
The first level is to be able to subtract and understand the meaning.
This is done in two steps. The first step is to demonstrate by holding balloons. Four balloons fly away from 1 blue balloon, leaving three balloons in hand. Then the teacher guides the students at the same table to exchange feelings with each other, and then the whole class communicates.
Finally, the teacher explained: four balloons flew away, 1 blue balloon means removing 1 from 4 and figuring out how many are left. (The teacher said while gesturing to remove) List the formulas: learn to calculate and master the method of the second level.
Take out the sticks, first take out four sticks, and then take away 1 sticks. Let the children count how many sticks are left, further establish the meaning of subtraction and communicate the connection between old and new knowledge. At the same time, the formula 4- 1=3 is listed to make students feel the significance of subtraction and understand the calculation method. Students know "-"and "=" and read the formula correctly.
(B) the significance of perceptual subtraction
There are three tasks to be accomplished in this link: one is to teach the meaning of subtraction, the other is to write and read the subtraction formula, and the third is the meaning of numbers in the subtraction formula.
1, the meaning of subtraction
Take five sticks on the table as an example. Take two, how many are left. We use subtraction to calculate. Highlight "separation" and use gestures to help students understand the meaning of subtraction.
Intention: Encourage students to find objects and guide them to understand the meaning of numbers in the subtraction formula.
2. Writing and reading subtraction formula
Know the meaning of five first, separate them with sticks, and then write 5-2=3, which is the blackboard written when teaching the meaning of subtraction. This paper introduces "-"to transform "separation" into a concise mathematical language, that is, subtraction reading.
3, the meaning of the number in the subtraction formula
While understanding the meaning of subtraction, what do the numbers in the formula represent respectively?
Presupposition: if students observe the theme map from multiple angles, talk about the meaning of numbers respectively; If students don't observe from multiple angles, they can properly guide students to discover from multiple angles after explaining the meaning of a number, and then talk about the meaning of the number.
Intention: to help students understand the meaning of numbers in the formula, that is, different observation angles or different thematic maps, although the formula is the same,
But the meaning of the numbers in the formula is quite different.
4. Consolidation of additive meaning
Combine the five discs on the table to deepen the understanding of subtraction again. According to the example of bonzi, deepen the understanding of the meaning of subtraction again, and let the students write the formula and read it correctly. In this session, students practice with their hands, mouth and brain, and use a variety of senses. The learning process changes from static to difficult, and the thinking level is constantly improved in this process.
The second level is to deepen the practice, using the "do-do" on page p27 of the textbook to deepen the connection, so that students can really master the subtraction and its significance.
(C) the significance of student activities to consolidate subtraction
The calculation and significance of subtraction are illustrated by "doing one thing" in the book and students' own examples.
(D) contact life, enrich the understanding of subtraction.
Intention: Expanding the application of addition in life can not only consolidate the significance of subtraction, but also make students realize that mathematics is everywhere. Mathematics can help us solve problems in life, and thus have a strong interest in mathematics learning.
Sixth, blackboard design