The teaching design of "paying equal attention to teaching plan and teaching" combines the advantages of constructivism in theory, method and process, and abandons their shortcomings, which not only highlights the main position of students, but also attaches importance to the leading role of teachers. Next, I will bring you a lesson plan about the third grade mathematics of Beijing Normal University for your reference.

The teaching goal of the second volume of the third grade mathematics published by Beijing Normal University 1;

1, basic knowledge target.

Combined with students' daily life and learning environment, students can know the four directions of east, west, south and north, can identify the other three directions with a given direction, and can use these words to describe the direction of objects.

2. Basic goal: Let students know the direction on the map.

3. Emotional goal: to cultivate students' sense of direction and further develop the concept of space.

Teaching emphasis: understanding the four directions of east, west, north and south.

Teaching difficulty: the formation of the concept of equal orientation in East, West, North and South.

Teaching process:

Outdoor part

First, import

Teacher: There are many teachers coming to class today, many of whom are coming to our Weier Road Primary School for the first time! I don't know much about our school. Can you be a little tour guide and show the teachers around our school first? Because of the time, we only visit the situation around the front yard, and pay attention to using the correct locative words when introducing. Can you be a good little tour guide? Let's invite teachers to visit in groups.

The students entered the playground in groups and introduced the campus to the visiting teachers.

Second, know things, north and south.

1. Know East, Know West, Know South and Know North.

The students gathered to report.

Teacher: How are students introduced to teachers?

Students introduce the campus with what they have learned before. )

Teacher: Why do some students say there is a teaching building in front of him? Some people say there is a kindergarten building in front of him.

The two students stand in different directions, so they face different things. )

Teacher: It seems to be limited to describe it with what we have learned before. What shall we do? Do you know any other ways to describe the direction?

(it can be described as east, west, north and south)

Teacher: Do you know where the East is? The direction in which the sun rises is the east.

If you know Dong, you can still know the direction. (West, East and West are opposite)

What are the remaining two directions? (South and North)

Where is the south? Where is the north? how do you know

2. Consolidate the east, west, north and south.

Teacher: Let's play some games to see if you recognize the east, west, north and south.

When the teacher says the direction, the students turn in that direction. Properly speed up the game to increase entertainment, so that students can skillfully distinguish between east, west, north and south in the game. )

One classmate said the direction, and the rest pointed out the corresponding direction.

Tell us about our school with locative words.

3. Knowledge expansion.

Teacher: At school, students have skillfully distinguished east, west, north and south. Can you tell them to leave school? The teacher wants to test everyone. Which direction is the Dongtu Bookstore in our school? Where is Jufengde? What about quancheng square?

Teacher: Which direction is your home in the school?

Indoor part

4. Relativity of direction.

Teacher: Back to the classroom, have you changed your direction? Which side of the playground is the cultural wall? What about the office building? What about the teaching building? What about the kindergarten building?

Teacher: Now in the multimedia classroom, where are my classmates and me? What about the door? Where is the kindergarten building on our side? Hey? Just now, a classmate said that the kindergarten is in the south of the playground, and now the kindergarten is in the north of us. What happened?

It's not that the kindergarten is moving, but that we are standing in different positions. )

Teacher: It seems that when we describe the direction again, we should explain who is in whose direction.

Third, know the direction on the map.

Teacher: Here is an unfinished project in our school. Can students fill in the "cultural wall, teaching building, office building, kindergarten building" and its direction around the playground to complete this plan? Give it a try!

Students draw pictures, show them in front of the booth and introduce the painting situation. Tell me why you draw like this.

Teacher: On the same campus, some students draw "East" and some students draw "North". If we don't mark the four directions of east, west, north and south, can others see our schematic diagram clearly? What should we do?

We can unify a drawing standard.

Teacher: By the way, according to geographical knowledge, on the map, it is generally drawn in the order of upper north, lower south, left west, right east. (Blackboard) In order to let everyone know that we draw according to this standard, we draw an upward arrow in the upper right corner of the map, which says "North".

Teacher: Please modify your schematic diagram.

Show.

Fourth, look at the picture and identify the direction.

1, amusement park

Teacher: Spring is coming. It's time for us to go for a spring outing. Shall we go to the children's playground together? (display)

Teacher: Tell us something about the park. (If you don't use locative words, you can guide students to "introduce them with what they learned today")

Teacher: How do you know there is a fountain in the north of the flower bed?

Where shall we play first? (Students choose to enter and introduce themselves)

2. Beijing.

Teacher: Have you ever been to Beijing? The teacher has some photos of Beijing. Do you want to see them?

Show it and enjoy it.

Teacher: This is a photo of the square. Can students find the place you want to go according to the plan in the lower left corner?

Change the position and let the students talk about the situation around them.

Verb (abbreviation of verb) abstract

When we travel abroad again in the future, we can use what we have learned today to find the place we want to go smoothly.

The teaching goal of the second grade mathematics teaching plan of Beijing Normal University Edition;

1. Learn to use "which row is which seat", "which floor is which number" and "which group is which number" to describe the relative position of objects in the plane in specific situations, or to determine objects according to the plane position.

2. Experience that there is teaching everywhere in life, resulting in a sense of intimacy with mathematics and friends' initial concept of space.

Teaching focus:

The method of determining the position.

Teaching difficulties:

Describe the position of an object.

Teaching preparation:

Computer courseware, student operation materials.

Teaching process:

First, import

A sports meeting was held in the animal kingdom, and many small animals took part happily. Look, who is there? What kind of small animals do you like? Can you tell me its location? (showing computer pictures)

Second, learn new knowledge.

Children all have their favorite animals, but their positions are not clearly expressed. How is the first row determined? What is the first row? Let's listen to the little monkey.

Play computer media courseware: little monkey (I am the first in the first row) little turtle (I am the third in the second row)

After listening, can you find out where the first row is? Where is the second row? Where is the second row? Where is the third row? What about the fourth row? So where should I start counting the first few? Look at the picture.

As we know from the above figure, the number of rows is generally from front to back, and the number is generally from left to right. To find out the location of a small animal, we must explain which row it is in and which row it is in. (Show media courseware at the same time)

Third, give it a try.

1. The location of small animals is very clear. What about your own position? Students, counting from right to left, you can determine the first group, the second group, the third group ... The first group usually counts from the front.

Who will try to talk about their position?

() In group 3, seat 2? () Sitting in the fourth seat of the fourth group?

2. There are new students in the branch. Would you please help them find a place?

Determine your position according to the information given, and tick "√" in the corresponding position.

A classmate: group 3, building 2

B classmate: group 2, building 5

Classmate C: Third in Group 4.

Computer courseware display, collective proofreading.

Fourth, the practice of breaking through customs.

1, the computer shows the topic 1: According to the information given by the topic, it is required to tell the location of the small animals correctly. Show the computer courseware and students observe the pictures.

2. How can we find seats quickly and communicate in groups? Show children's movie tickets (number). After the students answer correctly, praise and encourage them.

3. looking for books. (Help the librarian find books) Say what books are on which floor and where.

4. Find gold coins. Show the flip chart and give a treasure hunt hint when the answer is correct. )

After giving the treasure information, paste gold coins to make a treasure map, and then start the treasure hunt in the treasure hunt area.

Beijing normal university printing plate third grade mathematics volume 2 teaching plan 3 teaching content:

Nine-year compulsory education curriculum standard textbook "Mathematics" Volume VI 1-2 pages.

Teaching objectives:

1. On the basis of predecessors' research on up, down, left and right, the four directions of east, south, west and north are actively constructed in combination with specific conditions.

2. Descriptive language can be used to describe the orientation of the surrounding things.

3. Cultivate students' abilities of observation, spatial imagination and solving practical problems.

4. Infiltrate the initial goal of dialectical materialism and learn to learn in cooperation and exchange. Experience the experience of determining the direction and playing a certain social role, and learn the moral experience of serving others and society.

The emphasis and difficulty of teaching: learn to distinguish four different directions with certain reference objects.

Teaching preparation:

1. Physical objects: orientation signs of east, west, south and north, photos of the sun, road signs, etc.

2. Cai: School planning: big playground, teaching building, mushroom pavilion, basketball court.

How to find the right direction in life? (a few pictures)

Part of the landscape of Wuhu pedestrian street. (McDonald's, KFC, Dove Square)

Teaching process:

First, import:

Students tell you a good news. Students from our hand-in-hand school and Pingxiang Advanced Primary School will visit our school and play on our pedestrian street.

1, Teacher: The brigade will recruit some students as small tour guides and show them around. Do you want to sign up?

2. Q: How to accurately find the location of the scenic spots you want to go?

Teacher: The direction seems clear. Being able to read maps is an important condition for running for a small tour guide this time. Today, let's take a look at the direction. Blackboard writing: understanding the direction

Second, students find the direction of use in life.

Q: Can you tell the direction? Do you have any good ways to tell the direction?

Teacher: Students, your extracurricular knowledge is really rich! I also found some information on the internet. Do you want to see it? (Showing pictures of Sina, Woods and animals) The teacher makes a brief introduction.

Third, understand the four directions of east, west, north and south.

Teacher: In our daily life, people are used to using the sun to tell the direction. Watch the big screen (courseware to demonstrate children's songs) get up in the morning. Facing the sun, the east is ahead. [Blackboard: East]

Q: What are the directions behind, left and right?

Teacher: There are some small animals here. They got lost. Can you help them find their way home? Please stick it on the corresponding wall in the classroom.

Teacher: Do you know that our earth revolves around the sun? In the afternoon, facing the sun, what are our front, back, left and right directions respectively?

Teacher: We already know the four directions of east, west, north and south, and now the teacher will test everyone.

Close your eyes. When I say the direction, please point out the corresponding direction with your hand.

Game: looking for gifts.

Let some students start from their seats and look for gifts according to the route the teacher said.

Fourth, simulated recruitment:

Teacher: Before class, I talked about recruiting young tour guides. Do you want to sign up? Ladies and gentlemen, now let's have a mock recruitment. Every student is a judge. Please give them a round of applause if their performance is very good.

Who wants to try first? (courseware)

Q: Who else wants to try?

Teacher: This is the plan of our school, which is the place we are most familiar with. This is the teaching auxiliary building, and this is our boat-shaped teaching building and playground.

Teacher: Who wants to have a try?

Q: Which side of the teaching auxiliary building is the mushroom pavilion? Which side of the boat-shaped teaching building is the mushroom pavilion? Which side of the playground is the mushroom pavilion?

Teacher: What did you find through the introduction just now?

Verb (abbreviation of verb) summary:

Q: What did you learn from this course?

Six, homework:

Students from Heping Township Senior Primary School want to visit our pedestrian street. Please use what we have learned today to design a tour route from the pier square to the pedestrian street for our little guests.

The teaching goal of the third grade mathematics teaching plan 4 of Beijing Normal University Edition;

1, master the calculation method of multiplying one digit by two digits, and be able to calculate correctly.

2. Understanding the meaning of multiplication can solve simple practical problems and the close relationship between physical mathematics and real life.

Teaching emphasis: master the oral multiplication of one digit multiplied by two digits.

Teaching difficulties: one-digit multiplication by two-digit (carry) oral calculation

Teaching aid preparation: teaching wall chart

Teaching process:

Teachers' Teaching Design Students' Reflection on Activity Teaching

First, review.

The teacher showed the multiplication oral arithmetic exercise he learned last class.

Second, new funding.

1. Show the wall chart and guide the students to observe.

2. The teacher asked: How much does it cost to sell three swimming rings?

3. The teacher wrote the students' methods on the blackboard and asked: How to calculate 12×3?

Students write their answers in books.

Show me the second question: How much does it cost to buy three balls?

6. Teachers organize students to discuss:

How to calculate: 15×3

What's the difference between 12×3?

7. Students write their answers in books.

Third, practice.

Complete P3 question 1~4.

Questions 1 and 2 can be completed independently.

The second and fourth questions are more difficult for some students, so you can give appropriate guidance.

Four. assess

What do you think of this course? What needs to be improved?

Students listen and calculate, and then correct collectively.

Look at the picture carefully and talk about the mathematical information in the picture.

Students think independently and list the formulas: 1,12+12+12 = 361,12×3.

After students think independently, call the roll to answer the calculation method. Teacher's blackboard: 10×3=30 2×3=6, so 12×3=36.

Students think independently, list formulas and try to solve them.

This is the difficulty of this lesson. Students can use written calculation order or other methods. They must firmly grasp and repeat.

Communicate in groups after completion.

Students' self-evaluation and mutual evaluation.

Blackboard design:

How much does it cost to buy three swimming rings? How much does it cost to buy three balls?

12×3=36 15×3=45

10×3=30 2×3=6 10×3=30 5×3= 15

30+6=36 30+ 15=45

Lesson 3: Practice 1

Teaching content: exercise 1, question 1~6.

Teaching objectives:

1, through contact, consolidate the previous oral multiplication, so that students can calculate skillfully.

2. Be able to use what you have learned to solve simple practical problems and understand the meaning of multiplication.

Teaching emphasis: One factor is the oral multiplication of one digit.

Teaching difficulties: You can apply what you have learned and solve practical problems while calculating correctly and quickly.

Teaching method: practical method

Teaching process:

Teachers' Teaching Design Students' Reflection on Activity Teaching

First, review.

1, a number multiplied by an integer of 100.

2. One digit times two digits (no carry)

3. One digit times two digits (carry)

Second, practice.

Complete 1 ~ 6 in exercise1.

1, the teacher organized the students to finish it within the specified time.

2. Organize students to look at pictures, think, form, calculate and write answers.

Question 2: Some students ask and answer questions by themselves, and group communication can be organized in class.

3. Ask the questions first, ask the students what to do first, and then compare them. Are there any other ways to ask questions?

There is a lot of digital information in this question, which ranges from simple to complex, so students can be given enough time to think and then give individual counseling.

5. Let the students talk about the operation order of each question first, and then answer.

6. There is no problem in calculating the father's age, and the mother's age can give some hints.

Third, classroom evaluation.

How to treat the mastery of oral multiplication? Can you solve those practical problems?

Students calculate while listening, revise collectively and exchange calculation methods with their peers.

Students finish independently and revise collectively. Talk about what should be paid attention to in calculation.

First, look at the pictures to get mathematical information, then think about the problems, list the formulas, and finally answer them.

Ask and answer questions and communicate in groups.

There is no way to compare the sizes. You can calculate the results first, or you can observe the changes of factors.

Students first observe the pictures to get information, and then choose useful information to answer according to the questions. You can ask the teacher for help.

Students make clear the operation order first, then answer, and finally correct.

Think independently first, and then finish the problem.

Students can talk to each other in groups, share their shortcomings with others and help each other.

The teaching objectives of Grade Three Mathematics Teaching Plan 5 of Beijing Normal University Edition;

1, knowledge goal: go through the process of exploring a simple multiplication algorithm with the multiplier ending at 0, understand and master the calculation method, and calculate correctly.

2. Ability goal: Use oral calculation, written calculation and estimation reasonably in specific situations to realize the diversity of problem-solving strategies.

3. Emotional goal: in the discussion and communication with others, cultivate good habits of active exploration and cooperation and establish learning confidence.

Teaching emphasis: explore the simple calculation method of multiplication with 0 at the end of multiplier and calculate it correctly in writing.

Teaching process:

First, dialogue import:

1, in this multiplication unit, we have already learned.

(1) oral calculation. What kind of topic is delicious? (Two digits multiplied by integer ten)

(2) written calculation. What kind of question should I write (two digits multiplied by two digits)? The two digits here refer to the general situation, excluding the integer ten digits.

(3) estimation. When estimating, we usually regard a two-digit number as a very close integer. There is a certain error in the estimation.

Does anyone know what we are going to learn about multiplication in this class?

Blackboard writing: multiplication with 0 at the end

Second, study and explore:

1, in fact, the multiplication with 0 at the end is the kind of problem that we have had before. The difference is that in the past, it was verbal calculation, but today it is written calculation.

(1), talk about: Today, let's visit the dairy farm to see how much milk the dairy farm can produce in a day. (Show the theme map)

(2) Q: What can you know from the picture? What questions can I ask? How to form?

(3) Ask a question in communication: "How many catties of milk were milked today?"

Ask the students to say the formula on the blackboard: 25×30=

2. Students use their existing written calculation knowledge to list vertical calculations.

Communication: blackboard writing: 30 or 25

×25×30

15000

6075

750750

Observe two vertical positions and tell me what you think.

3. Pay attention to the difference between the teacher's vertical posture and that just now. Write on the blackboard:

25

×30

750

Q: What is the difference between this vertical position and the previous vertical position? (0 is not aligned with any number)

Guess: Why do you write like this? Don't think about it when you calculate it.

How many times does the current vertical form become when "0" is shielded? (25 times 3)

Let's calculate together: 75.

Are you ready? (No, add 0, the number is 750)

Comparing this vertical row with the last vertical row, which vertical row do you prefer? Why?

What should I pay attention to when writing this simple vertical style?

Point out: In fact, it is similar to verbal calculation, first don't look at 0, and finally add 0.

4. Instant training.

Think about doing 1.

Independent calculation, naming board performance, students should pay attention to remind students to deal with the last 0 of the product.

Tell me how easy it is to multiply such a two-digit number by an integer ten.

What's the use of learning such simple words?

Let's look at this problem: 380×4500.

This is three digits multiplied by four digits. Can you calculate it in a new way?

Write on the blackboard according to the students' answers. Combined with the blackboard, it is pointed out: don't look at 0 yet, we can regard it as

It's a two-digit number multiplied by two digits, and that's fine, but at the end, three zeros will be added.

It seems that some difficult calculations can be solved by a simple algorithm with 0 at the end of the multiplier.

Third, consolidate the exercises:

1, think about doing 3

Q: What's the topic? How to compare the two questions in the first group? What can you think of?

Talk about how the two questions in the second group and the third group are compared in the group.

Step 2 consider doing 4

Look at the picture and say what it means, then calculate it, and say how to arrange it and how to estimate it. carry

Wake up the students and connect the estimated results with an equal sign.

3. Think about doing 5

Show the scene map and ask the students to talk about what information they have collected. After independent calculation, they will name and calculate.

Type, if students have difficulty in independent calculation, the teacher focuses on asking: "20 people just rent 4 boats" can be pushed.

Come up with what?

Step 4 consider doing 6

After reading the topic independently, students should first observe the plan, find the direction sign in the plan and determine the direction, and then

Clarify the problems that the topic requires to be solved.

Let the students finish independently and revise collectively.

Fourth, the whole class summarizes.

What did you learn from this class today?

5. Homework: Consider doing 2

Teaching material analysis:

This part of the textbook teaches a simple way to write multiplication with zero at the end of the multiplier, which is based on students' mastery of the written calculation and estimation of two-digit multiplication and the oral calculation of two-digit multiplication by integer ten.

For example, let students calculate the results according to the vertical general algorithm and oral calculation method, and then introduce the simple written calculation method. This arrangement can reduce the calculation error and make students need to learn simple written calculation methods.