1. Mathematics teaching design for the first grade of primary school
Teaching goal: 1, knowledge and skills: can further understand squares, rectangles, triangles and circles;
2. Process and method: Through practical operation, cultivate students' imagination and creativity, and improve students' discrimination ability and interest in learning.
3. Emotion, attitude and values: In the process of understanding the four kinds of graphics, you can preliminarily summarize the essential characteristics of various graphics in your own words;
Teaching focus:
1, you can summarize the essential characteristics of each graph in your own words;
2. Be able to use what you have learned to combine patterns.
Learning aid preparation:
1, one set of building blocks for each group;
2. A square and rectangular piece of paper is used for folding;
3. A piece of colored cardboard and various graphics for students to puzzle.
Teaching process:
First, create situations and introduce new lessons.
1, riddle guessing (before class): Let the children guess the riddle they brought to everyone, and then the teacher said, "I also brought you a riddle today. Let's guess: little guy, wooden head, he is good at building houses and bridges, and the children like him. " (Building blocks)
2. Introduction: Do you like playing with building blocks? Raise your hand if you like children? But today we are not here to play with building blocks, but to see building blocks; Now, please ask each child to choose your favorite building block. Please raise your hand if you choose the right one?
(Design intention: By introducing the building blocks that students like, it is easy to arouse students' interest and let children enter the learning state quickly. )
Second, to stimulate interest in practical activities
1, initial perception (touch, trace)
(1) Activity: Please touch the front of the building block with your hands. Can you draw the face you touched on this white paper with a watercolor pen? Let's listen to music, compare and see which child draws fast and well!
(2) Presentation: Can you show us your drawings? Draw the students' works and paste them on the blackboard. Then ask, "Are these figures different?" Post different shapes
(3) Understanding the topic: Please see that these figures were all drawn by our children. Did you see it clearly? In order to make everyone see them more clearly, the teacher enlarged them on the screen. Do you know him? Show while knowing: square, rectangle, triangle, circle. Today, in this class, we will learn about these figures. Display theme: Understanding graphics
(4) Connecting with reality: Ask children to think about what objects in our lives have these shapes. Students speak freely.
2. Know the characteristics
(1) Observation and communication: Just now, the children gave many examples in life. Now, please observe these numbers on the screen carefully. Think about it, what are their characteristics? Let each child choose your favorite figure, find out its characteristics and tell everyone in the group first. The teacher will patrol to find out the situation.
(2) Report:
A: Which child can bravely stand up and tell us about the characteristics of the graphics you chose?
B: Which child chose a different graphic? Speak freely and praise appropriately. A square is a square, a rectangle is flat, a triangle is pointed, and it is round. )
(3) comparison.
Which of these figures do you think look similar? (Rectangular and Square)
What are the similarities between them? What's the difference (4 sides and 4 corners)? (Four sides are equal or unequal)
(4) origami verification
A: It's clever of you to find that the four sides of a square are equal, the top and bottom of a rectangle are equal, and the left and right sides are equal. So which child has a good way to test xxx's idea? (origami)
B: Then let's use this kid's method to fold this square piece of paper again with the teacher. (Fold in half) What do you find when you fold it like this? (turns into a rectangle) What else did you find? (The two sides are stacked together and evenly matched. What did you find when you folded it like this? Turn into a triangle with equal sides. )
Summary: So the four sides of a square are equal.
D: Can you use this rectangular paper to verify that the upper and lower sides of the rectangle are equal, and the left and right sides are equal? Please give me a discount.
E: Take the students to the stage to give a speech and praise them collectively.
(5) swing.
A: Can you swing it with a toothpick according to the characteristics of squares and rectangles? Students' activities and teachers' appropriate guidance.
The physical projection is correct. Do people with different postures raise their hands?
(Design intention: Through students' hands-on operation, students can experience the formation process of knowledge, which is beneficial to students' cognition; On the basis of students' perception, further let students imagine the shapes of these figures, which is conducive to the development of students' spatial concept. )
Three. Summarize and review
It's amazing that children can talk, find and release! Now, please recall, how many kinds of graphics did you know in class today? What kind are they?
Fourth, deepen practice.
1, courseware demonstration
Ask questions:
What is the (1) graph?
(2) What kinds of graphics are there? Please count how many squares are there? What are the three? Can you show it to everyone? The courseware flashes. What about the rectangle? How many triangles are there? Count together. What about the circle?
Step 2: Difficult problems
(1) Display model: Look, what image is this? Find out what figures are in this picture. Can you spell out a beautiful picture with these numbers in the envelope? Listen to the music and compare which group of pictures is the most beautiful.
(2) Group cooperation activities.
2. The design of mathematics teaching in the first grade of primary school
Teaching content: (1) Numbers and Algebra
1, Underwater World-Count
2. Happy Campus —— Understanding of Numbers within 10
Understanding of the number (1) 1- 10
(2) Understanding of 0
3. Entering Huaguoshan-Add and subtract numbers within10
(1) 10.
(2) Subtraction of Numbers within10
(3) Addition and subtraction and addition and subtraction.
(4) Explore the law
4. The seagull is back —— Understanding of the numbers 1 1-20.
Understanding of (1) 1 1-20 Numbers
(2) No carry addition and no abdication subtraction within 20.
5. Small game-carry addition and abdication subtraction of numbers within 20.
Add numbers within (1)20.
(2) Subtraction of abdication within 20.
(b) space and graphics
1, whose hand is more skillful —— Understanding of graphic cuboid, cube, cylinder and ball
2. Interesting games-graphics and location
(1) understanding of left and right, front and back, up and down directions
(2) Observe the shape of an object from different directions.
(3) Statistics and probability
1, mom's little helper-classification and comparison
(1) Classified by specified standards and optional standards.
(2) Compare quantity, size, weight, height, length, width, thickness and thickness.
2. I changed my teeth again-statistics
(1) Simple data collation
(2) A preliminary understanding of pictograms and simple statistical tables.
Practice and comprehensive application
1, practice activities to find the number around.
2, the teaching square to find the law
3. Simple combination of mathematical squares.
4. How many cloves of garlic are there?
5. Snow Mountain Paradise-General Comment
Second, the teaching objectives:
1, Numbers and Algebra
(1) can skillfully read, write and calculate within 20 minutes in specific situations, and can use numbers to represent the number of objects or the position and order of things; Understand the meaning of "",and use symbols and words to describe the size of numbers within 20; Be able to know the unit and the ten digits, and know the meaning of the ten digits and the digits in the unit;
(2) Experience the significance of addition and subtraction in combination with specific conditions; Proficient in addition and subtraction of numbers within 20; Make a preliminary estimate based on real materials.
2. Space and graphics
(1) Identify solid figures such as cuboids, cubes, cylinders and spheres through objects and models.
(2) Identify the shapes of simple objects observed from the front, side and above.
(3) Up and down, left and right, front and back are used to describe the relative position of objects.
3. Statistics and probability
(1) You can compare and classify objects according to a given standard or select a standard;
(2) Through simple statistical activities, get a preliminary understanding of pictographic statistical charts and simple statistical tables, and get to know the results of simple statistics from them, and get to know some simple data processing methods.
4. Practice and comprehensive application
(1) Deepen the understanding of the knowledge about numbers within 20 years.
(2) Deepen the understanding of classification, comparison and statistics.
Third, the teaching emphasis and difficulty:
Emphasis: addition and subtraction of numbers within 10, and difficulty in understanding numbers within1-20: statistics.
Fourth, specific teaching measures:
1. In teaching, pay attention to the selection of vivid and interesting materials closely related to students' lives, form a "situation string", put forward a series of questions, and form a "problem string", so that students can experience the process of "doing mathematics".
2. Pay attention to cultivating students' awareness of finding problems, their initial awareness of application and their ability to solve problems.
3. Advocate diversified learning methods and attach importance to the development of students' personality.
3. Mathematics teaching design for the first grade of primary school
Instructional design: This course 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 return to life and learn the mathematical 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 focus:
Can accurately judge the position and order of objects, and can express in his own language.
Teaching difficulties:
Distinguish between right and left accurately.
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.