Primary school mathematics curriculum teaching plan 1
First, students' mastery of knowledge.
There are 92 students in Grade * * * in Grade (5) and (6) of Senior Two. In the past year, they have developed good study habits. They can think positively in class, speak actively, and finish their homework on time and seriously. Most students can skillfully calculate the addition and subtraction within 100, and can ask and solve simple problems. Location, graphics, statistics and other knowledge. You can also master it well. Individual students have not reached the correct and fast calculation, so we should strengthen counseling in the future.
Second, teaching material analysis
(1) length unit This unit is based on the students' learning of "comparing lengths", learning some knowledge of measuring lengths, initially understanding the concept of length, and learning to compare the lengths of some objects intuitively. The key point is to let students initially establish the concept of length and understand the actual length of 1 cm and 1 m and the progress between them. The difficulty is to let students know the line segment and understand its characteristics. The key is to pay attention to the formation process of presentation length units in teaching. Make the students realize the necessity of unifying the length units, and then let the students have a look for themselves to understand the actual length of 1 cm and 1 m in practical activities such as comparison and measurement. As well as the initial understanding of line segments, learning volume and methods of drawing line segments.
(2) Addition and subtraction within100 This unit is taught on the basis that students have learned to add and subtract one digit from two digits and ten digits from two digits. The key point is to let students understand the addition, subtraction and writing methods of two-digit numbers. Strengthen the study of estimation ideas and pay attention to cultivating students' good writing habits. The difficulty is to make students understand the operations of carry addition and abdication subtraction. The key is to ask students to solve calculation problems from familiar life situations, increase their interest in learning in solving problems, guide students to use old knowledge to transfer new knowledge, and strengthen their understanding of arithmetic through hands-on operation.
(3) Preliminary understanding of angles This unit is based on students' preliminary understanding of rectangles, squares and triangles. The key point is to let students know the angle and right angle, and know the names of each part of the angle. The difficulty is to let students judge right angles and draw right angles with triangles. The key is to let students know angles and right angles through various activities, and strengthen their understanding of angles and right angles in hands-on activities such as overlapping, comparison and painting.
(4) In-table multiplication In-table multiplication is the beginning for students to learn multiplication, and it is the basis for them to learn in-table division and multi-digit multiplication and division in the future. The key point is to let students understand the meaning of multiplication and memorize the multiplication formula of 2-6 on the basis of understanding. The difficulty is to learn the multiplication formula of "4" and "6". The key is to strengthen intuitive teaching, so that students can correctly establish the meaning of multiplication in practical activities. Use various forms of exercises to make students remember the multiplication formula of 2-6.
(5) Observing objects This unit includes observing objects from different positions, with axial symmetry and mirror symmetry. These contents are the necessary basis for learning space and graphics knowledge. The key point is to guide students to observe objects and establish the concept of space. The difficulty lies in students' practical activities such as "drawing the other half according to the symmetry axis". The key is to carry out teaching step by step in the order of knowledge introduction-concept teaching-adaptation and application, reflecting the formation process of knowledge.
(6) multiplication in the table The content of this unit is to continue to learn the multiplication formulas of 7, 8 and 9 on the basis of the multiplication formula of 2-6. The key point is to let students understand the meaning of each multiplication formula and the source of multiplication formula. The difficulty is to let students memorize the multiplication formula of 7-9 and learn to analyze the quantitative relationship when solving practical problems. The key is to make full use of the learning method and thinking method of multiplication formula of 2-6 to transfer multiplication formula of 7, 8 and 9. Use a variety of methods and forms to stimulate students' interest in memorizing formulas. When solving problems, we should contact with real life and strengthen intuitive operation.
(VII) Statistics This unit allows students to further experience the process of data collection, collation, description and analysis on the basis of learning simple statistical charts in grade one, and get a preliminary understanding of bar statistical charts (1 representing two units) and statistical tables. The key point is to let students experience the process of data collection, collation, description and analysis. The difficulty is to let students turn the collected information into statistical tables and bar charts. The key is to choose teaching materials flexibly according to the actual situation. Pay attention to arouse students' enthusiasm and cultivate their practical ability and spirit of cooperation and innovation.
(8) Mathematics Wide Angle This unit includes permutation and combination and simple logical reasoning. Permutation and combination are the basis of learning probability statistics. Emphasis on infiltration, permutation and combination, simple reasoning and other mathematical thinking methods. The difficulty lies in cultivating students' awareness of relying on problems in an orderly and comprehensive way. The key is to let students learn in operation activities.
Third, the requirements of teaching purpose
1, master the calculation method of 100. Can calculate correctly. Master the estimation method of adding and subtracting strokes within 100, and realize the diversity of estimation methods.
2. Know the meaning of multiplication and the names of each part in the multiplication formula, memorize all the multiplication formulas and skillfully calculate the multiplication of two one-digit numbers.
3. Understand the length units of centimeters and meters, and initially establish the concepts of 1 meter and 1 cm, knowing that 1 meter = 100 cm; Initially learn to measure the length of an object with a scale, and initially form the consciousness of estimating the length of an object.
4, a preliminary understanding of the line segment, will measure the length of the whole centimeter line segment; A preliminary understanding of angles and right angles; Know the names of each part of the angle; Triangle will be used to judge whether an angle is a right angle; Learn to draw lines, angles and right angles.
5. Be able to recognize the shapes of simple objects observed from different positions; Understand the axial symmetry phenomenon preliminarily, and draw the axial symmetry figure of simple figure on square paper; A preliminary understanding of mirror symmetry.
6. Understand the significance of statistics, experience the process of data collection, collation, description and analysis, and collect and collate data in simple terms. Have a preliminary understanding of bar charts and statistical tables, and can ask and answer simple questions according to the data in statistical tables.
7. Find out the number of permutations and combinations of the simplest things through observation, guess and experiment. Cultivate students' initial ability of observation, analysis and reasoning, and initially form an orderly and comprehensive thinking consciousness.
8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9. Develop the good habit of working hard and writing neatly.
10. Experience the close relationship between mathematics and daily life through practical activities.
Fourth, teaching measures.
1. According to students' experience, design interesting learning materials and activity situations for children to stimulate their interest in learning.
2. Make full use of teaching AIDS and learning tools for intuitive teaching.
3. Strengthen guidance and auxiliary work, so that every student can develop.
4. Design more exploratory operation activities to cultivate practical ability and innovative spirit.
Primary school mathematics curriculum teaching plan II
First, the teaching objectives
1. Knowledge and skills.
Understand the phenomenon of "remainder" in the activity of dividing several objects equally, and understand the law that the remainder must be less than the divisor. Master the quotient method of division with remainder, and calculate division with remainder vertically.
On the basis of adding and subtracting two digits from two digits, this paper explores the method of adding and subtracting three digits with a pen, grasps the calculation essentials, and makes relevant estimation and checking calculation.
Get to know the northeast, southeast, northwest and southwest through effective learning activities. According to the given four directions of east, south, west and north, the other seven directions can be identified. Can clearly describe the position of objects with directional words, and can understand and design simple road maps.
In the process of statistical activities, the same set of data will be classified according to different standards.
Knowing that filling in forms and drawing boxes are both ways to present statistical results, we will use statistical results for simple judgment, association and prediction.
2. Mathematical thinking.
In specific problem situations, further feel the necessity of statistics. Through simple practical investigation and data sorting activities, we can further accumulate the experience of collecting and sorting data, understand the diversity of classification methods, and understand the statistical results more objectively, thus developing statistical concepts.
In the process of observing, guessing, verifying and other mathematical activities, we should constantly develop our reasoning ability and learn to express our thinking methodically and clearly.
Step 3 solve the problem.
Under the organization and guidance of teachers, simple mathematical problems are found and put forward from daily life, problem situations and various mathematical phenomena. Under the guidance of teachers, the process of solving problems is preliminarily reflected and evaluated. In the cooperation and exchange with peers, I realize the benefits of cooperation and improve my enthusiasm for participating in cooperation and exchange.
4. Emotion and attitude.
Feel the close connection between mathematics and daily life from realistic and meaningful mathematics learning content, further improve the initiative and enthusiasm of participating in mathematics activities, and enhance the desire to learn mathematics and the confidence to learn mathematics well.
Second, teaching material analysis
This textbook 1 arranges the teaching contents of 10 units. In the field of number and algebra, division with remainder is taught first, and then the understanding of numbers within 1000, addition and subtraction of three digits, multiplication of two digits and one digit are taught in turn. Teaching practical problems of two-step calculation with calculation. Teach "Space and Graphics" in [Math Bar] in the directions of meters and millimeters, northeast, northwest, southeast and southwest and simple road maps, and intuitively understand angles (including right angles, acute angles and obtuse angles). In the teaching of "Statistics and Probability", different classification standards are selected according to different problems and calculated separately. The whole textbook has arranged two practical activities. "Orientation" is an operation activity, which uses a compass to determine the scenery and objects in all directions on campus. How far can you jump is a theme activity, and various forms of jumping are studied by statistical methods.
Third, the analysis of students' basic situation
After a year and a half of study and life, the second-grade children have developed good study habits. Basically, I can think positively and speak positively in class, and finish my homework seriously and on time. Most students can skillfully calculate addition and subtraction within 100, ask and solve simple problems, and have a good grasp of location, graphics, statistics and other knowledge. Basic knowledge and skills have basically reached the learning goal, and they are interested in learning mathematics and 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. Although the child did well in the final exam last semester, the results did not represent the whole situation of his learning mathematics. Only in the classroom and mathematics learning activities can the real situation of a child's learning be fully reflected. Therefore, for these students, I should pay more attention to maintaining the interest that has basically formed, and gradually guiding the fun of thinking and the fun gained from successful experiences.
Fourth, the main measures
1. Grasp the teaching objectives as a whole. Not only by experience, but how to mention it in the past and how to mention it now; Teaching materials cannot be adjusted, and the contents in the teaching materials should be unified in teaching requirements, but they should be adjusted appropriately according to the syllabus and teaching situation. It is necessary to prevent increasing students' learning burden.
2. Respect students and pay attention to the infiltration of learning methods. In learning, teachers should leave more time for students to explore, communicate and practice in class.
3. According to students' experience, design interesting learning materials and activity situations for children to stimulate their interest in learning.
4. More exploratory operation activities should be designed to cultivate experimental ability and innovative spirit.
5. Pay attention to cultivating students' computing ability and ability to solve practical problems, and encourage students to use what they have learned to solve simple practical problems in daily life and study. Stimulate students' interest and cultivate the consciousness of applying what they have learned.
6. Pay attention to the openness of teaching and cultivate students' innovative consciousness and practical ability. The arrangement of some examples and exercises in the textbook highlights the thinking process. In teaching, teachers should guide students to expose their thinking process and encourage them to think from multiple angles.
7. Carefully design teaching plans, make full use of teaching AIDS and learning tools for intuitive teaching, so that students can learn happily, easily and solidly.
8. Strengthen guidance and auxiliary work, so that every student can develop.
9. Infiltrate moral education and pay attention to cultivating students' good study habits and the spirit of independent thinking and overcoming difficulties.
Primary school mathematics curriculum teaching plan 3
First, the analysis of learning situation:
During this period, I took over the math teaching in Class Two (1) and Class Two (2), with 45 students in Class Two (1) and 45 students in Class Two (2).
After a year of mathematics study, senior two students have learned a lot of basic knowledge and mastered some basic skills to solve practical problems. Most of them have mastered the understanding and addition and subtraction of numbers within 10. Know the cuboid, cube, cylinder and sphere of three-dimensional graphics; Understanding of the number 1 1-20; Carry addition and abdication subtraction within 20; The simplest application problem of addition and subtraction. So as to lay a solid foundation for the next teaching work. However, due to the influence of many factors, there are also individual differences among students. A small number of students have poor understanding of application questions and do not understand the requirements of the questions. Some of them can't name the addition and subtraction within 10, and it will take a long time to figure it out. However, carry addition and abdication subtraction within 20 need the assistance of sticks or knuckles, so it is very difficult to understand the application problems. Students' language expression ability is poor, and only a few students can describe the requirements and meanings of the problem smoothly and coherently. In addition to the reasons for literacy, there are also the ability to understand and synthesize things. Therefore, special attention should be paid to the counseling and improvement of these students with learning difficulties during this period.
After a year of training, training and understanding, most students have developed good study habits and can complete their studies according to the requirements of teachers. However, there are still a small number of children who can't treat their own problems correctly, are unwilling to face the difficulties encountered in learning correctly, and still can't completely control and overcome their own shortcomings and problems, thus causing more learning difficulties. Therefore, we should strengthen the cultivation of habits this semester.
Second, the teaching content:
The content of this semester's textbook includes the following contents: knowing the length units of centimeters and meters, writing the calculation of addition and subtraction within 100, initially understanding the angle, multiplication in the table, observing objects from different positions, knowing when and how many minutes, wide-angle mathematics, solving problems with mathematics, and integrating exercises with theme activities.
Third, the teaching objectives:
1, master the calculation method of pen addition and subtraction within 100, and be able to calculate correctly.
2. Know the meaning of multiplication and the names of each part in the multiplication formula, memorize all the multiplication formulas and skillfully calculate the multiplication of two one-digit numbers.
3. Understand the length units of centimeters and meters, and initially establish the concepts of 1 meter and 1 cm, knowing that 1 meter = 100 cm; Initially learn to measure the length of an object with a scale (only a whole centimeter); Initially form the consciousness of estimating the length of an object.
4, a preliminary understanding of the line segment, will measure the length of the whole centimeter line segment; Know the angle, know the names of each part of the angle, know the right angle, acute angle and obtuse angle; Triangle will be used to judge whether an angle is a right angle; Can identify acute and obtuse angles; Learn to draw lines, angles and right angles.
5. Be able to recognize the shapes of simple objects observed from different positions.
6, can read and write for a few minutes, know 1 =60 minutes, know to cherish time.
7. Through observation, guessing, experiments and other activities, find out the number of permutations and combinations of the simplest things, cultivate students' ability of preliminary observation, analysis and reasoning, and initially form an orderly and comprehensive thinking consciousness.
8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9. Develop the good habit of working hard and writing neatly.
10, through comprehensive practical activities, experience the close relationship between mathematics and daily life.
Four, teaching difficulties:
Teaching emphasis: addition and subtraction within 100, multiplication in table.
Teaching difficulties: pen addition and subtraction within 100, mathematical practice and thinking training.
Verb (abbreviation of verb) teaching measures
1, grasp the teaching objectives as a whole. According to the curriculum standards, combined with the specific teaching content, accurately grasp the teaching depth to prevent students from increasing their learning burden.
2. Reflect students' subjectivity and pay attention to the infiltration of learning methods. Teachers should set aside more time for students to explore, communicate and practice in class.
3. Pay attention to cultivating students' language expression ability and logical thinking ability. Pay attention to let students experience the formation process of knowledge.
4. Pay attention to cultivating students' computing ability and problem-solving ability. Try to link the mathematical knowledge students have learned with the practical problems in their life study. Stimulate students' interest in mathematics and cultivate the consciousness of applying what they have learned.
5. Pay attention to the proper infiltration of some mathematical ideas and methods to facilitate students to understand some mathematical contents.
6. Pay attention to the openness of teaching and cultivate students' innovative consciousness and practical ability. The arrangement of some examples and exercises in the textbook highlights the thinking process. In teaching, teachers should guide students to expose their thinking process and encourage them to think from multiple angles.
7. Carefully design lesson plans and pay attention to the application of multimedia, so that students can learn happily, easily and solidly.
8. Infiltrate moral education and pay attention to cultivating students' good study habits and the spirit of independent thinking and overcoming difficulties.
Primary school mathematics curriculum teaching plan 4
I. Situation analysis
(A) class analysis
There are _ _ students in Class Three (3), including _ _ boys and _ _ girls. There are _ _ students in Class 3 (4), including _ _ boys and _ _ girls. After two years of mathematics study, students' basic knowledge and skills of mathematics have basically reached a certain level, and they are interested in learning mathematics and willing to participate in learning activities. Especially some hands-on, cooperative learning content is more interested. However, some students with learning difficulties cringe when they encounter problems that are difficult to think deeply. Only in the classroom and mathematics learning activities can the real situation of a child's learning be fully reflected. Therefore, for these students, I should pay more attention to maintaining the interest that has basically formed, and gradually guiding the fun of thinking and the fun gained from successful experiences. In addition, some students have a poor foundation, and their computing ability and thinking ability need to be further improved. Some good habits in math learning need to be strengthened. For these students, it is necessary to cultivate children's good study habits, enhance their self-confidence, explore good learning methods and adopt various incentive mechanisms in this semester's education and teaching, so that they can catch up.
(2) teaching material analysis
The content of this semester's textbook includes the following contents: the addition and subtraction of hours, minutes and seconds, less than 10 thousand, the understanding of measurement, the multiplication of multiple digits by one digit, the rectangular square, the preliminary understanding of fractions, the wide angle of mathematics and the practical activities of mathematics.
1. The arrangement of computing teaching content reflects the idea of reform, focusing on cultivating students' flexible computing ability and developing their sense of numbers.
2. Provide rich teaching content of space and graphics, pay attention to practice and exploration, and promote the development of students' space concept.
3. Combined with practical problems, teach simple data analysis and averaging, deepen students' understanding of the role of statistics, and gradually form statistical concepts.
4. Strengthen the teaching of problem-solving ability and cultivate students' comprehensive ability to solve problems with mathematical knowledge.
5. Infiltrate mathematical thinking methods step by step to cultivate students' mathematical thinking ability.
6. The cultivation of emotion, attitude and values permeates mathematics teaching, and stimulates students' interest and internal motivation with the charm of mathematics and the harvest of learning.
Second, the main purpose of teaching this semester.
Knowledge and skills
1, can write addition and subtraction of three or four digits, and can make corresponding estimation and checking calculation.
2, can calculate a number by integer ten and integer hundred; Will write a number multiplied by two or three digits, will make an estimate; Can skillfully calculate divisor with quotient of one digit and division with remainder.
3. Have a preliminary understanding of simple fractions (denominator less than 10), be able to read and write fractions and know the names of each part, have a preliminary understanding of the size of fractions, and be able to calculate simple addition and subtraction of fractions with the same denominator.
4. Have a preliminary understanding of parallelograms, master the characteristics of rectangles and squares, and draw rectangles, squares and parallelograms on grid paper; Knowing the meaning of perimeter, we can calculate the perimeter of rectangle and square; The length of some objects can be estimated and measured.
5. Know the length unit kilometer, initially establish the concept of 1 kilometer, and know that 1 kilometer = 1000 meter; Understand the quality unit ton, initially establish the quality concept of 1 ton, and know that 1 ton = 1000 kg; Knowing the time unit of seconds, the concept of minutes and seconds is initially established, and knowing that 1 minute =60 seconds, some simple calculations are made on time.
6. Preliminary experience: Some events are certain and some are uncertain; Be able to list all possible results of simple experiments, know the possibility of events and describe the possibility of some simple events. 7, can find out the simple arrangement number and combination number of things, form the consciousness of finding mathematics and thinking about problems in life, and initially form the ability of observation, analysis and reasoning.
(B) Mathematical thinking
1, can use life experience to explain relevant mathematical information, and initially learn to describe simple phenomena in the real world with specific data.
2. Can explore the shape, size, positional relationship and movement of simple objects and figures, and develop the concept of space.
3. With the help of the teacher, learn to choose useful information for simple induction and analogy.
(3) problem solving.
1. 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.
2. Understand that there are different solutions to the same problem.
3. Have experience in solving problems in cooperation with classmates.
4. Initially learn to express the general process and results of solving problems.
(d) emotions and attitudes.
1. With the encouragement and help of others, I am curious about some things related to mathematics around me and can actively participate in vivid and intuitive teaching activities.
With the encouragement and help of others, I can overcome some difficulties in math activities, gain a successful experience and have confidence in learning math well.
3. Experience the process of learning mathematics such as observation, operation and induction, and feel the rationality of mathematical thinking process.
4, under the guidance of others, can find mistakes in mathematics activities, and correct them in time.
5, experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics well.
6. Develop the good habit of working hard and writing neatly.
Third, the focus and difficulty of teaching
Teaching emphasis: addition and subtraction of numbers within 10 thousand, quadrilateral.
Teaching difficulties: understanding of time, minutes and seconds, quadrilateral.
Fourth, specific measures to improve the teaching quality of this semester
1. Based on the age characteristics of students, gamification teaching is adopted to guide students to participate in mathematics learning activities.
2. In classroom teaching, pay more attention to the problems that are beneficial to children's understanding, rather than blindly difficult and extensive. We should consider students' actual thinking level, and pay more attention to middle school students and students with slow thinking.
3, arrange some interesting homework, such as hands-on homework, less rigid practice.
4. Strengthen the connection between family education and school education, and properly teach parents some correct methods to guide their children's learning.
Verb (abbreviation for verb) provides counseling for students with learning difficulties.
1, teachers of students with learning difficulties should pay more attention to love, patiently guide and persuade, create opportunities for them to express themselves and encourage them.
2, frequent home visits, get the cooperation and support of parents, and tell parents about the performance of students at school.
3. Be targeted and teach students in accordance with their aptitude. Learn to ask questions, be good at finding problems, and cultivate your ability to understand, analyze and solve problems.
Primary school mathematics curriculum teaching plan 5
I. Guiding ideology
The new semester has begun. In order to further implement the curriculum reform, let students master what they have learned in a relaxed learning atmosphere, and cultivate students' ability to think, analyze and solve problems independently, the mathematics teaching plan for this semester is formulated as follows:
First, the analysis of learning situation
There are 45 students in my third grade. After two years of primary school life, children basically understand the learning habits and routines. Most students can think positively in class, study actively and creatively, master the knowledge and skills they have learned, and achieve the goals and requirements of this book. Children's psychological characteristics and thinking development are different, which requires teachers to pay more attention to teaching students in accordance with their aptitude while facing all students. Some students have poor ability and have difficulty in calculation and application. Some students have a bad learning attitude and can't finish their homework on time. Judging from the acceptance of knowledge quality last year, students' grades are obviously polarized, and the underachievers are still relatively large. In view of these situations, this school year, while paying attention to the teaching of basic knowledge, we will strengthen the guidance of underachievers and top students, and comprehensively improve the overall performance of our class.
Second, teaching material analysis
This textbook is divided into four fields and eight units.
1, number and algebra;
A, mainly learning mixed operations, with the content of addition, subtraction, multiplication and division, learning what the operation order should be. Combined with the specific situation, learn how to do the preliminary formula of mixed calculation.
B, learn the methods of three-digit addition and subtraction and addition and subtraction, and can use these methods to solve practical problems in life.
C, mainly study the multiplication (division) of one digit by multiple digits in oral calculation and written calculation. Combined with the specific situation, we feel the close connection between multiplication and division and real life, explore the oral and written calculation methods of multiplying (dividing) one digit by multiple digits, experience the diversity of algorithms, choose the appropriate method and calculate correctly.
D, learn the relevant knowledge of the year, month and day. Know the year, month and day, and understand the relationship between them; Knowing the average year and leap year, you can judge the average year and leap year. Understand the necessity of introducing 24-hour timing method, and know 24-hour timing method. Feel the math problems in time and cultivate the concept of time. Can solve some simple practical problems.
E know decimals through coins, learn simple calculation methods of decimals, and solve practical problems in life through addition and subtraction of decimals.
2, space and graphics:
A, learn to observe three-dimensional graphics from multiple directions. Develop students' spatial concept, and cultivate students' observation ability and hands-on operation ability.
B, learn the concept of perimeter, and calculate the perimeter of triangles, parallelograms, rectangles, squares and other figures. Understand the perimeter by combining specific things or figures. Explore and master the calculation method of rectangle and square perimeter. Combined with the specific situation, the close relationship between graphic knowledge and real life is perceived, and the concept of space is initially established.
3. Practical activities:
In the teaching content of each unit, this textbook is equipped with practical problems and practical activities, with real and interesting themes and various forms. In addition, four special activities are arranged, namely knowledge in collocation, in-school measurement, time and mathematics (I) and time and mathematics (II), so that students can comprehensively use what they have learned at this stage to solve problems.
Third, the main measures
1. Guide students to learn mathematics from life experience and feel that there is mathematics everywhere in life.
2. Strengthen intuitive demonstration and practical operation, and guide students to actively participate in the process of knowledge formation and feel the successful experience.
3. Guide students to reveal the relationship between knowledge and explore the law.
4. Stimulate students' interest in learning mathematics, pay attention to cultivating students' awareness and habits of autonomous learning, respect students' individual differences, encourage students to choose their own learning methods, and guide students to learn to learn in practice.
5. Pay attention to cultivating students' thinking flexibility and innovative consciousness.
6, pay attention to let students participate in group cooperative learning, cultivate students' awareness of cooperation and communication.
7. Follow the laws of students' physical and mental development and mathematics learning, and choose teaching strategies.
8, strengthen the guidance and auxiliary work, especially the guidance of poor students, and strive to make them catch up.
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