Location and sequence teaching plan 1 teaching content:
The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition —— Up and Down
Teaching objectives:
1. Understand the position and order of up and down in specific situations, and further cultivate the spatial relationship;
2. Solve the relativity of the upper and lower positions;
3. Be able to express the up-and-down positional relationship of objects in actual situations in words.
Key points and difficulties:
Be able to determine the up-and-down positional relationship of objects and learn to express them in your own language;
Cultivation of spatial concept, listening and communication skills.
Teaching process:
First, create scenarios and introduce new knowledge.
1, teaching the relative position of two objects.
Teacher: (showing a picture of a big tree) Today is Grandpa Tree's birthday. All the small animals in the forest come to celebrate Grandpa Tree's birthday. Birds and rabbits come first. (Show the bird sticking to the treetop and the rabbit sticking to the tree. )
Teacher: Can you describe the position relationship between the bird and the rabbit?
Students may only say that birds are above and rabbits are below.
The teacher guides the students to say who is above who and who is below who.
According to the blackboard topic said by the students: all the students read it together. Then ask the students to fully describe the up-and-down relationship between birds and rabbits in complete language.
2. Teach the relationship between the up and down positions of three objects.
Teacher: The little squirrel has arrived, too. Now can you describe the relationship between these three small animals in complete language?
Students should choose a small animal at will and guide them to have a complete and standardized language. )
3. Teaching the relativity of object position
Teacher: Can you tell me the location of the little pine tree in complete language?
Teacher: Otherwise, what do you say about the location of the little pine tree?
Second, practice and consolidate new knowledge.
1, put a pendulum and say: put a math book on the pencil box and talk about the relationship between the pencil box and the math book; Put an eraser on the math book and talk about the relationship between the math book and the eraser.
2. Look at the picture and say it.
The teacher shows three objects and asks the students to talk about the relative position between them.
Third, consolidate the practice.
Guide students to practice 1-2.
Fourth, practice and deepen new knowledge.
1. Guide students to read. A new building has been built in the zoo. What floor do you think these animals should live on? Please give them a house.
(Students begin to paste animal heads)
Tell me about their up and down positions and order.
Step 2 look for treasure
Guide students to think rationally. According to the first sentence, infer which box the treasure may be in.
According to the second sentence, make sure the treasure is in the box 1.
3. The teacher made children's heads into small cards for students to operate, posted their positions in the building, and then talked about their relationship.
Verb (abbreviation for verb) sums up the harvest
Content analysis of position and order teaching plan II;
The first lesson of position and order belongs to the field of space and graphics. Learning this part well is of great significance for cultivating students' spatial concept. In order to let students intuitively understand the relative position relationship between objects, the textbook helps students learn to describe the relative position and order of objects with the help of interesting situations of forest games, and initially cultivates students' spatial concepts.
Teaching objectives:
Knowledge goal: let students experience the position and order before and after in concrete life practice and games. Can accurately judge the position and order of objects before and after, and can express it in his own language. Ability goal: to cultivate students' concept of space before and after. Emotional goal: make students experience that learning mathematics is interesting in activities and get a good emotional experience.
Analysis of learner characteristics:
The first-grade students in primary school have got a preliminary understanding of the positional relationship before going to school and gained some practical experience. Especially in life, in specific activities, these positions and sequences can be basically determined. Students are young and have short attention span. In teaching, we should arrange a series of activities that students are interested in, so that students can further perceive the front, back, left, right, up and down, and so on. Students' oral expression ability is not very strong. When describing the position of an object, sometimes they can't say all the words or omit the key words indicating the position. Especially the relativity of left and right is still blank in students' thinking.
Selection and design of teaching strategies;
The teaching goal of this lesson is to let students accurately tell the relationship between the front, back, left and right. Therefore, in this class, I actively create situational inspiration and guidance, so that students can explore, think, discuss and exchange their learning results independently. Give full play to students' main role. This course will give full play to students' subjective initiative in teaching design and combine it with practice. Through their own exploration and the guidance of teachers, students' exploration will be deepened step by step, from which they will experience the fun of mathematics and exercise their thinking.
Teaching focus:
Guide students to describe the front and back positions of objects in specific situations.
Teaching difficulties:
Let students experience the relativity before and after.
Teaching process:
I. Teachers' activities
Students, today, the teacher brought you two new friends. They are beaming and grey wolf. They are going to give us a performance. Then, the teacher demonstrated exultation and Big Big Wolf performing magic tricks with courseware, and the word evolved before and after.
Position and sequence teaching plan 3 teaching content:
The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition-Classroom
Teaching objectives:
1, let students combine their existing life experience to determine the position relationship of objects.
2. Cultivate students' ability to solve practical problems by using mathematical knowledge.
3. Further cultivate students' spatial concepts about front and back, up and down, left and right.
Teaching focus:
The position and order of front, back, left, right, up and down.
Teaching process:
First, introduce a conversation
In the previous few classes, we studied the whole story. Today, we continue to learn this knowledge. Let the students say who are the classmates around you.
Take a look and talk about your classroom.
1. Look at the things in our own classroom, up and down. Let me talk about myself first.
2. Talk at the same table.
3. Communicate with the whole class.
Third, think about it and tell me how the things in your small room are arranged.
1, think about it, how do you put things in your small room?
2. Talk at the same table.
3. Communicate with the whole class.
Fourth, introduce your pencil case.
Point out and say the six sides of your pencil case.
5. Introduce the railway station route.
1. Show the wall chart of the railway station.
2. Students draw the route out of the railway station with arrows.
3. Students talk about the route of the railway station in their own language, before and after use, left and right, up and down.
Sixth, consolidate practice.
1, question 3 on page 63, look at the picture and answer the question.
2. Complete the classroom exercises. The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition
Teaching design of position and sequence teaching plan 4;
This lesson is mainly to let students experience the position and order of the front, back, left and right in the actual situation, so it is necessary to create a problem-solving situation, so that students can come back to life and learn math problems in life. First, create a situation for students to introduce their classmates. Through the introduction of different directions, it is obvious that the determination of the front and back is related to the direction they face. In order to distinguish between right and left difficulties, introduce classmates and play games to solve life problems, which is closely related to students' lives, so that students can learn mathematics while feeling life.
Teaching objectives:
1, so that students can experience the position and order of the front, back, left and right in concrete life practice and games. Can accurately judge the position and order of objects, and can express in his own language.
2. Initially cultivate students' habit of establishing reference objects first and then observing them in a certain order.
3. Cultivate students' spatial concept, reaction ability and reverse thinking ability, experience the relativity before and after, and improve their application consciousness.
Teaching emphasis: can accurately judge the position and order of objects, and can express them in their own language.
Teaching difficulty: accurately distinguish between left and right.
Teaching process:
First, import:
The teacher wants to play a game with everyone and guess the position of the students.
The teacher said the location, the students did it and looked for it.
Second, the new grant:
(1) Study it.
1, can you introduce your classmates without turning your head?
(1) There are two situations:
Tell me about it. He introduced his classmates like this. Can you still introduce him? )
I can't say anything about it. He introduced his classmates like this. How else can you introduce him? )
(2) Comparison, which of the two statements is better?
(3) It turns out that we can introduce students on the left and right, which makes it clear. Can you introduce the students on both sides like this?
(4) What two words did we just use to introduce the students on both sides? We made two new friends. Blackboard: Left and right.
Which side of you is the left? What about the right?
Who is on your left? What about the right?
2. play games.
Listen to the teacher's instructions.
Raise your left hand, point to your right eye, touch your right ear with your left hand, touch your left leg with your left hand, stretch your right leg, and step forward with your left foot. ...
Step 3 practice
Ask a question: why do you all go to the left?
Organize students to discuss and get the same result: different faces, different left and right sides.
(2), before and after learning
Who were you before and after I introduced you to my friends?
(3) Observe the courseware, please introduce what you see to everyone.
The students all know.
Third, consolidate the practice.
Try page 46.
1, see the reference. 2. Name the corresponding car.
Exercise on page 47
1, practice around. 2. Walk relatively to the right (public morality)
3. Thinking problem: comprehensive exercises on the relative positions of up, down, left and right.
Fourth, the class summary:
Tell me what you have learned.
Blackboard writing:
moneychanger
About; In all parts of; about
Xia Hou
Teaching reflection: students can quickly master the front and back in the plane, but can slowly master the left and right. When introducing your classmates, let them find their right hand first (the hand that writes is always raised), and students can quickly tell the right from the left. Up and down are three-dimensional, which can be distinguished by upstairs and downstairs. Let the students learn to look at the pictures and understand the requirements of the topic in the exercise, and the students will know.
Position and sequence teaching plan 5 unit 5 position and sequence
first kind
Teaching content: before and after
Teaching objectives:
1. Help the interesting situation of "forest game", let the students describe the relative position and order of the objects before and after, and initially cultivate the students' spatial concept.
2. Get emotional experience in the learning situation.
Emphasis and difficulty in teaching: I will describe the relative position and order of objects with front and back.
Teaching preparation: wall chart, small blackboard.
Teaching methods: creating situations and teaching happily.
First, import
The Forest Kingdom held the Forest Games, and many athletes signed up for it. Let's have a look. Show me the wall chart.
Second, the teaching of forest games
1. Please look at the picture carefully.
2. Tell me what you see and want to know.
Please ask questions.
3. Say:
The deer is in front, who is behind? Where did the squirrel go? Where does the white rabbit run?
4. What else do you want to know?
In the running race, the animal race started. See how their game is going.
6. Show: (small blackboard)
In the picture, 1 is the name, and the No.5 car is behind and in front of car _.
Automatic independent completion, registration report.
7. What other questions can you ask?
Third, consolidate practice and practice.
1. Who is in front of your seat? Who's in the back?
Let the students observe for themselves and then tell everyone. Switch places and observe the changes before and after.
2. Look at the picture and explain the meaning of the question.
Complete and evaluate independently.
3. Observe the picture.
Tell yourself: the next stop is _ _. I went to the zoo, where there was a stop.
Fourth, the story of mathematics.
1. Look at two pictures and make up a story with the front and back.
2. Name the students and say.
5. Homework: Exercise 4.
Second lesson
Teaching content: up and down
Teaching objectives:
1. In specific activities, let students experience the positional relationship between up and down, and initially develop the concept of space.
2. Cultivate students' simple spatial reasoning ability.
Emphasis and difficulty in teaching: understanding the positional relationship between the upper and lower.
Teaching preparation: theme map, related school tools, scissors.
Teaching method: participatory learning
Teaching process:
First, import
We learned about the orientation order before and after. The teacher wants to test the children's study. What is in front of the classroom? What's behind?
Second, the new teaching: show the theme map.
1. Look at this picture carefully and tell me what's on it.
2. Test you:
The bird is on the rabbit's face and the rabbit is on the bird's face.
The squirrel is on the rabbit's face, and the squirrel is on the bird's face.
3. Name and comments.
Third, consolidate practice and practice.
1, fill it in.
(1) Observe the chart carefully. (2) registration.
Write 6 on the previous line and 9 on the next line.
Ask the students to say which number is above and which number is below.
3. Tell me about it.
Look at the pictures carefully, discuss at the same table and sign up for the report.
Please divide the house.
(1) Cut and paste animals by yourself.
(2) Tell me about their positional relationship.
5. Complete the reasoning independently. Comment and proofread.
Fourth, summary.
What did you learn in this class?
5. Homework: Exercise 5 questions.
The third category
Teaching content: left and right
Teaching objectives:
1. Stimulate students' interest in learning through interesting specific activities, and let students understand the meaning of left and right in the activities.
2. Enable students to establish a preliminary spatial concept of up and down, front and back, left and right.
Teaching emphasis and difficulty: be able to determine the position and order of objects up, down, left and right, and express them in your own language.
Teaching preparation: pencil, eraser, ruler, pencil case, pencil sharpener.
Teaching methods: Participate in situational activities.
Teaching process:
Experience yourself first.
1, tell us, what do we often do with our right hand?
2. What do we often do with our left hand?
The left hand and the right hand are good friends, and the power of cooperation can be great. Do you have such a pair of good friends around you? Ask to touch and say.
4, let's play a game, listen to the password to do the action.
Requirements: touch the left ear with your left hand and the right ear with your right hand; Touch your right ear with your left hand and your left ear with your right hand.
Students do it and teachers evaluate it.
Second, understand the left and right.
Show me a pendulum teaching diagram.
1, please put it on.
2. What's on the far left?
3. What's on the far right?
4. What's on the left side of the ruler? What about the right?
5. Do you have a different opinion?
Demonstration exercise:
6. Please mess up the learning tools and put them on the table.
Third, experience "relativity" and deepen understanding
1, I have a question for you. I stood face to face with you (raised my right hand) and asked: Did the teacher raise his right hand?
Please raise your right hand and decide whether the teacher raised it or not.
3, with the students in the same direction, confirm the conclusion:
We stand face to face, because the opposite direction, the right hand will be just the opposite.
4. Play a game: Let's raise our left hand together and see who can raise it quickly and accurately.
Fourth, homework: exercises.
the fourth lesson
Teaching content: classroom
Teaching objectives:
1, let students combine their existing life experience to determine the position relationship of objects.
2. Guide students to observe carefully and express in an orderly way.
3. Further cultivate students' consciousness of applying mathematics.
Emphasis and difficulty in teaching: it can determine the position relationship of objects before and after, left and right, up and down.
Teaching preparation: Observe our classroom carefully.
Teaching methods: learning through activities.
Teaching process:
First, the introduction of new courses.
Before class, we carefully observed our classroom, talked about what was in the classroom, and used the words before and after, left and right, up and down. Describe in an orderly way.
The groups report to each other.
Say its name.
Look at the children reading books. What kind of classroom are they sitting in?
Look at the picture and say it.
Second, applied teaching.
Everyone has his own home. Tell me what's in your living room.
Guide to speak in sequence.
Tell me what's in your little room. What's in the kitchen?
Third, consolidate the practice.
1, let the students observe, touch and talk about the pencil box.
Report and communicate.
Talk about the route of the railway station in your own language. Point and say.
Student exchange.
3. Game activities.
(1) Go to the amusement park, please tell me what you have.
(2) Students play hide-and-seek games in the classroom.
Tell the location and find it yourself.
Fourth, summary.
What skills have you learned through this lesson?
5. Homework: Practice two questions.
Position and sequence teaching plan 6 teaching content
Pages 58 and 59 of the textbook.
Teaching objectives
1. In specific activities, let students experience the position and order of up and down, and initially cultivate students' spatial concept.
2, can determine the position and order of the object up and down, will use down to describe the relative position of the object.
3. Cultivate students' habit of observing in a certain order.
4. Make students get positive emotional experience in learning activities.
Teaching focus
Can determine the position and order of objects up and down, and can describe the relative position of objects up and down.
Teaching difficulties
Initially cultivate students' spatial concept and the habit of observing in a certain order.
Teaching process:
First, create a situation to stimulate interest.
1. Today is Grandpa Songlin's birthday. Rabbit and bird come early in the morning to celebrate Grandpa Pine's birthday. Look, students, where are they? What are you doing? Can you stick the birds and rabbits on the blackboard according to the position in the picture? (Original board: pictures of white rabbits and birds)
The bird and the rabbit are in the tree, and the other one is under the tree. They stand in different positions. In this lesson, teachers and children will know the "up and down" in position and order. Board: Up and down.
Second, master new knowledge and cooperate to explore.
1, guide students to observe the theme map of the text.
(1) Children carefully observe the position of birds and rabbits. Tell me where the bird is. Where is the rabbit?
(2) Introduction of squirrels:
Squirrel is also a good friend of Grandpa Pine. He also came to celebrate Grandpa Squirrel's birthday. Look, where are the squirrels?
② Can you paste the squirrel on the blackboard according to its position in the picture? (Original board: squirrel picture)
③ Group cooperation and communication.
④ Who can use "up" and "down" to talk about the position of squirrels?
(3) Summary: If the squirrel is compared to a bird, he is under the bird; If it's a rabbit compared with a rabbit. Therefore, when the three animals are compared, the child will express himself completely.
(4) If the small butterfly also falls on this pine tree, how can we describe the position of these small animals? Let's work in groups and discuss together.
(5) Guide reading and writing. Fill in the blanks in the book theme map according to the relative position of animals judged by children:
① Students finish independently.
② Collective feedback.
2, personally experience the place of contact.
(1) Children, have you ever observed your deskmate? Can you find the position connection of all parts of his body? ,
(2) communication at the same table.
(3) tell the position of each part of the body.
3. Feel the relativity of up and down.
(1) Place school supplies according to the requirements of the group leader.
(2) Group activities.
Third, apply new knowledge to solve problems.
1, tell me the location of the items on the bookshelf.
(1) Courseware shows bookshelves and articles. Please use "up" and "down" to tell each other where you are.
(2) Students practice independently.
(3) Collective feedback.
(4) Who speaks well and why?
The teacher wants to test everyone. Please look at the picture (page 59 says three questions).
What do you see? Can you talk about the location of their contact?
3. Divide the house.
(1) The zoo has built a new house, which will be distributed to puppies, rabbits, kittens and elephants. Please give them a point and tell their positional relationship with "up" and "down".
(2) communicate with each other at the same table.
(3) Collective feedback.
4. Question 5 on page 59: Xiaohong lives in Xiaoying's building, Xiaoying lives in Xiaolan's building, who is on the bottom floor? Who's at the bottom?
(1) Discuss and communicate in groups.
(2) Collective feedback.
(3) Name the blackboard diagram.
Fourth, the story.
(1) Watch the animation of fox and crow.
(2) Make up a story with the upper and lower parts.
Verb (abbreviation of verb) course summary:
Through activities such as "observing", "talking" and "thinking", students can tell the up-and-down position relationship between small animals and objects in their own language, and also experience that the up-and-down position of an object is not absolute, but relative and can be changed. In our life, there are many examples of this connection. Mathematics is all around us. Let's use our own eyes to discover the mathematics around us!
Position and sequence teaching plan 7 teaching content:
The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition —— Before and after
Teaching objectives:
1. Let students experience the position and order before and after in concrete life practice and games. Can accurately judge the position and order of objects before and after, and can express it in his own language.
2. Cultivate students' concept of front and back space.
3. Make students experience that learning mathematics is interesting in activities and get a good emotional experience.
Key points and difficulties:
Clearly understand the front and back of the position.
Teaching process:
I. Before and after the first experience
Teacher: It's sunny today. A fierce and interesting sports meeting is being held in the forest. Do you want to see it?
Second, the Forest Games
Activity 1: 100 meter race
Get to know athletes
Teacher: The tense 100-meter race is about to begin. Let's see which athletes take part in the competition. (courseware display diagram 1)
Teacher: Let's guess first. Who will win the championship? Tell me the reason for your guess.
1. Tell me the ins and outs of every two small animals.
Teacher: The fierce running race continues. (Show Figure 2) Tell me where the small animals are now.
According to the students' description, the teacher puts the animal cards on the track on the blackboard.
2. Tell me the ins and outs of several small animals.
Teacher: Choose your favorite animal and tell me what animals are there before and after. .
Let the students speak freely. Say a small animal according to your own preferences.
3. Discuss the position correlation before and after. Compared with the squirrel, the white rabbit () is in front of () and () is behind ().
Activity 2: Go-kart race
1. Teacher: After watching the tense 100 meter race, let's take a look at the more exciting go-kart race.
Ask the students to observe the pictures carefully and help the animals solve the problems.
Car number 1 ranked first ()
Car 4 is behind car () and in front of car ().
2. Teacher: Can you help the contestants solve a math problem?
Ask the students to choose their favorite animals and help them ask a question about the past and the future. For example, I am the number three owner. Who is in front of me?
(Design Intention: In order to make full use of students' existing experience, a forest sports meeting was designed here, which was full of childlike interest. Small animals and fairy tales are the most familiar and interesting things for children aged 6 or 7. Let students independently carry out inquiry activities with interested companies. By helping small animals to ask mathematical questions, students' problem consciousness can be cultivated and they can learn to think from the perspective of mathematics. )