What is the function of explanation? Highlights? Do you mean to link the knowledge of all disciplines? Write one article in each subject, and this is the collection.
Two. Are there any math courses suitable for grade two?
There are many courses for learning and thinking, some of which are suitable for senior two, and some are specially designed for senior two.
Third, how to improve the interest in the second grade math class in primary school
I'm in a math class in Grade Two. During class, I found that children are active in class, easily distracted, lack of self-control, and have a strong curiosity about new things. In my opinion, in order to keep students interested in learning mathematics, teaching can't be carried out in a single form, otherwise the spark of interest that students have just ignited will go out. It is an important measure to guide students to change their learning forms and constantly satisfy their curiosity. 1. Using media mathematics comes from and serves life. Due to the limitation of time and space, many life situations are difficult to reproduce in class. Appropriate use of media to communicate the connection between mathematics knowledge and real life can not only improve students' ability to solve practical problems, but also improve their enthusiasm and creativity in learning mathematics. 2. Designing questioning class is an effective way to open students' thinking, stimulate their learning motivation and push them to the other side of knowledge. Careful design, careful design, careful design, careful design and careful design can stimulate students' interest in learning and activate their thinking. Some students who are usually inarticulate are not unable to speak, but the teacher failed to touch their heartstrings. As long as the doubts are set to students' emotional points and excitement points, they will not make them, but make them quickly. In this process of thinking, the spark of seeking difference and innovation will follow. Suspense arouses students' psychological suspense and urges students to concentrate their attention, memory and thinking ability in one place, thus achieving the best state of intellectual activities. 3. Organizing competitions refers to competitions conducted by means of competitions, including intelligence, physical strength and skills. Appropriate competitions can effectively stimulate students' enthusiasm for learning. In teaching, various competitions can be organized. For example, in daily oral arithmetic, there can be a contest in which the first place is spoken, and students who have done serious questions can be praised with great fanfare and given a small certificate. There are various forms of competition, which can be played by the whole class; Can be divided into male and female competitions; You can compete in groups; Students can also be grouped according to their abilities, so that each student's chances of winning at all levels will increase, the role of motivation will be greater, and the enthusiasm for participation will be higher. Listening to stories with stories is one of the characteristics of primary schools. The story is vivid and emotional. Integrating mathematics knowledge into stories can not only attract students into the teaching environment, but also promote students' active learning. "Mathematics Curriculum Standards" points out that the majority of mathematics educators and teachers should adjust measures to local conditions, consciously and purposefully develop and utilize various mathematics courses and teaching resources. In the process of mathematics teaching, we can develop and use the background stories of mathematics teaching. By telling stories, we can stimulate students' interest in learning mathematics, let them know about mathematics, guide their interest in mathematics, and cultivate their spirit and emotion. Only interesting math classes are dynamic classes, and students can be fascinated by such classes, which is the highest realm pursued by our math teachers.
Ⅳ What special courses can be offered in primary schools?
The key is parents and teachers: whether the traditional characteristic courses are used or not. The key is the educational concept and practical ability of parents and teachers. As long as parents and teachers can stimulate children's autonomy, enthusiasm and creativity in a relatively free environment, kindergartens can offer a variety of colorful courses. If children are not free and independent, they have to imitate or obey their parents and teachers more, pay attention to short-term effects, but can't stimulate their enthusiasm. In this case, children can't take characteristic courses, otherwise they will eventually lose their inspiration, creativity or interest, and more seriously, they will lose their confidence and vitality in growth or lose their correct aesthetics, so we will harm their children. In fact, this kind of harm to our children has been happening all the time, and no one can change this situation, because ... anyway, China society is not a society that tells the truth, as everyone knows. I said so much at the risk of being criticized, just hoping to remind parents who don't understand the status quo to prevent their children from being hurt. It doesn't mean that specialized courses are necessarily bad.
Ⅳ Seek the main mathematics course for freshmen and sophomores.
That depends on what major you study copying! Every major in mathematics is different!
Engineering mathematics is the theorem of function limit and continuous derivative and differential terminal value indefinite integral definite integral derivative and definite integral differential equation multivariate function differential multivariate function integral quadratic curve integral and quadratic surface integral vector field infinite series complex variable function preliminary differential geometry application and linear algebra N-order determinant matrix geometric vector N-dimensional vector linear equations eigenvalue eigenvector similar matrix linear space and linear transformation Quadratic and quadratic surface and probability and mathematical statistics.
What special courses can be offered in ⅵ primary schools?
Traditional culture learning courses, tea classes, minority language classes, martial arts classes, football classes, tennis classes, etc.
ⅶ What are the interesting classroom games for the second grade mathematics in primary school?
Mathematics classroom games
1, forest game
In the "forest game" class, I designed a riddle guessing session, which made the children particularly interested. The specific game process is as follows: Before class, I posted some small animals that children like on the blackboard. These animals are cut out with colored paper of different colors, and each animal writes a digital riddle. In class, I first asked, "Do you like riddles, children?" The children happily replied that they liked it, so I asked them to look at the small animals on the blackboard together and said, "Each of these small animals will give you a riddle. Guess who gave it to him. " Hearing this, the children were so happy that they raised their hands to guess. I asked the children to guess in groups, and each group guessed a riddle. As a result, almost all the children guessed the number represented by the riddle, so I awarded them the small animal award. I am really happy to see them showing off with beautiful animals happily.
2. Combination of numbers within10
When teaching the composition of numbers within 10, I designed a game of "touching the ball" to consolidate the composition of numbers within 10. If I show the number 8 first, I say to the students, "Hey, hey, how many balls have my three balls touched?" Students can say, "Hey, hey, your three balls touched five balls", and the number said by the students must add up to eight with the number said by the teacher. In such a pleasant atmosphere, almost all students can say the touched numbers quickly, so the composition of numbers within 10 is quickly remembered by children. 10 2 Division and Multiplication of Numbers
When teaching "division and combination of numbers within 10", I designed a ball throwing game to let students discuss different methods of division and combination of numbers. Divide the students into groups, call the students to take the ball of 10, let the one who reports how many balls he has thrown throw first, and let him tell us his thoughts. If a student throws it, there are three balls outside the basket. Some people said that I wanted to combine 3 and 7 10, so I threw 7 balls; Some said that the previous classmate threw four balls into six outside the basket, and now there are three outside the basket. I'm sure he threw seven, because there was one less outside and one more student who came up with the correct answer from different angles, which reflected the individualization and diversification of thinking and, more importantly, cultivated students' innovative thinking.
3. Addition and subtraction within10
When teaching addition and subtraction within 10, students like to participate in "riding games" with me. Before the race, the teacher needs to prepare some drivers' headdresses and calculation cards and send them to each student. At the beginning of the game, the classmate who gets the driver's headdress will become a car driver and stand proudly in the designated place. I usually wear a headdress as a "little driver", and each headdress is written with a 65430. Students who get the formula card will take different "cars" according to the number of points on the card. After all get on the bus, the driver will check the tickets, and those who take the wrong bus will be fined. After the ticket inspection, the driver will lead the passengers to "get on the bus" with the music. The children are particularly excited because of my participation. They all want to get in my car and are proud to play games with their teachers.
Step 4 classify
At the beginning of teaching classification, I asked the students: Shall we play a game today? The students said yes with one voice, all eyes were fixed on me, and their thoughts were highly concentrated. At this time, I said softly and slowly, "Please listen carefully and do as the teacher asks. Attention, children, please do as I ask: boys please stand up and girls please stand up; The tall boy sat down, and so did the short boy. Long-haired girls sit down, short-haired girls sit down; Clap your hands for children with big eyes and clap your hands for children with small eyes; Children wearing leather shoes please stamp their feet, children wearing sneakers please stamp their feet; The whole class stamped their feet together! " In such an interesting game situation, it can stimulate students' interest in learning, make them have the spiritual strength to pursue and master knowledge, and lay a good foundation for learning classification.
5. Division with remainder
For example, in teaching division with remainder, I designed a fruit sharing game: Children's Day is coming, and our class is going to have a get-together. The teacher prepared some fruits for each group of students, and asked the group leader to open the fruit box and divide each group of fruits into five parts. After the students divided it, they found that: 15 apples, each of which was divided into 5 apples, can be distributed to 3 people; 16 pears, each person is divided into 5, and can be divided into 3 people, which is more than1; 18 banana, five for each person, which can be divided into three people. Why are there three more bananas, sometimes 1 and sometimes three more bananas? The students are talking noisily. In this way, students have never noticed intentional attention, and from intentional attention to finding problems, there is a trace of "remainder" in their minds. Let students understand in operation, understand in discussion and form a cognitive structure in attempt.
6. Order and size of numbers in10
In the order and size of teaching numbers within 10, you can design a game of "finding your brother". The student took the digital card "6" and said, "I am 6 years old, and my brother is two years younger than me. Where is my brother? " The students came up with the answer, held up the digital card "4" and said, "I am 4 years old, and my brother is here, two years younger than you." The student continued to ask, "What about my older brother 1 year?" The student held up the card "7" and said, "I am 7 years old, and my older brother 1 year old is here." In this game, students can get the results according to the sequence knowledge, and master the knowledge easily, which also paves the way for studying related application problems in the future.
7. Mathematics Paradise
In the teaching practice of Mathematics Paradise, I designed a shuttlecock kicking game, which divided the students into Apple Team, Watermelon Team and Banana Team according to their seats. Each team chooses an athlete and a statistician to count the number of shuttlecock kicks within 30 seconds. Teachers post statistical tables, statisticians do statistics with red, green and yellow markers, and other students do statistics. According to the statistical results, students will know: (1) How many did you kick? (2) Who is more and who is less? (3) Who plays as much as who? In this way, through the continuous application of mathematical knowledge, students can solve practical problems in activities, consciously help students sum up strategies and methods to solve problems, promote each student to master effective problem analysis strategies, develop students' strategic knowledge and improve students' ability to solve problems.
Addition within 8.30
For example, after learning the addition within 30, I designed a game of playing cards to make up 2 1, which includes all carry (no carry) additions within 30. As long as students are familiar with the rules of the game, their learning effect is amazing. In a group of four people, everyone devoted themselves to the game. Some put their heads together to see the number of cards, some sat down to take notes, some cocked their heads on the table to play cards, and some went out of their seats to ask the teacher for advice. Because there are physical points on the card, students who are not skilled in temporary calculation can also calculate by points; For most students, as long as the two cards of the group leader have just been sold, "how much?" His voice did not fall, and the other players quickly answered the number. I feel very happy when I see that every student enjoys learning in such active activities, as if I were back to their childhood at that age. Game teaching depends not on the excellent teaching of teachers, but on the independent learning of students. Teachers are the organizers and guides of the whole teaching process, giving students a lot of time for game activities and children.
Unconsciously proficient in the calculation method, the teacher's work efficiency is higher. With such a free math class, no wonder they like it so much.
9. Add and subtract mixed calculation
For example, when learning addition and subtraction, at the beginning of class, I asked the students, "Have you ever taken a bus, little friend?" The students replied in unison, "Yes." "Well, just do it? By car? Games. " The recorder plays the music of the car horn. Six students got on the bus, three got off at the station and two got on the bus. Through what they see, students can immediately use the two-step calculation method to work out mathematical problems in life, not to mention calculation. In this way, the introduction of new courses is naturally appropriate and interesting, which firmly attracts students' attention, integrates students' thinking activities with teachers' lectures, and grasps knowledge easily, happily and effectively in game activities.
10, average score
At the beginning of the teaching of Average Score, I asked the students, "Children, do you know what little monkeys like best?" The student replied, "Peaches." "yes. Look, Monkey went up the mountain to pick peaches today. Look, how many peaches did they pick? " Ask students A and B to play the monkey brothers and go in with a basket of peaches. The students observed: "One * * picked eight peaches." Q: "What do you think is the fairest score?" Let the students discuss in groups, then let their cousins share one point, and then guide the students to say, "Give eight peaches to two little monkeys equally." Ask further questions: "What questions do you want to ask?" Guide the students to say, "How many peaches does each monkey get?" A good question is more valuable than a good answer. I contact with students' real life, and consciously create problem situations for students through games, so that students can discover and raise valuable math problems independently, which makes them have a strong thirst for knowledge and enhance their awareness of problems. "The Game of Monkeys Divide Peaches" contributed a lot.
ⅷ What are the contents of the second grade mathematics in primary school?
People's Education Press, Grade Two Mathematics in Primary School
The first volume catalogue
1. unit of length
Unified length unit
Cognitive centimeter
In centimeters.
Understand rice
Rice consumption
Cognitive line segment
Draw a line segment
Reasonable selection of length units
2. Addition and subtraction within100 (2)
(1) addition
Add numbers within 100 (no carry)
Two digits plus two digits (carry plus)
Two digits plus two digits (practice class)
(2) subtraction
Two digits minus two digits (no abdication minus)
Two digits minus two digits (abdication minus)
Two digits MINUS two digits (practice class)
Use mathematics-find a number greater than the number.
Use mathematics-find a number that is a few times smaller than a number.
(3) Addition and subtraction and addition and subtraction.
Continuous increase or decrease
Addition-subtraction mixing
Comprehensive exercise
Simple application of two-step addition and subtraction
Organization and review
3. A preliminary understanding of the angle
A preliminary understanding of angle
A preliminary understanding of right angle
Acute and obtuse angles
Activity class-spelling corners with a triangular ruler
4. Table multiplication (1)
A preliminary understanding of (1) multiplication
A preliminary understanding of multiplication (1)
A Preliminary Understanding of Multiplication (2)
(2) Multiplication formula of 2 ~ 6
Multiplication formula of 5
Multiplication formula of 5 (practice class)
Multiplication formula of two, three and four
Multiplication, addition and subtraction
Multiplication formula of 6
Multiplication formula of 6 (practice class)
Problem solving-the difference between punishment and wig application
Organization and review
5. Observe objects (1)
Observe an object
Observe three-dimensional graphics
Observing objects (practice class)
6. Table Multiplication (2)
Multiplication formula of 7
Multiplication formula of 7 (practice class)
Comprehensive exercise (using the multiplication formula of 2~7)
Multiplication formula of 8
8 multiplication formula (practice class) (1)
8 multiplication formula (practice class) (2)
Solve problems by multiplication
Multiplication formula of 9
9 multiplication formula (practice class) (1)
9 multiplication formula (practice class) (2)
Multiplicative vertical type
Apply mathematics (solving practical problems with formulas)
multiplication table
Organization and review
Quantity and quantity comparison.
7. Know the time
Understanding time (1)
Knowing Time (2)-Using Mathematics
Understanding time (practice class)
8. Mathematical Wide Angle-Configuration (1)
grade
combine
9. General comments
100 writing addition and subtraction review.
Review of table multiplication
Review of meter angle, centimeter angle and right angle
Summary of observation objects
A Review of Cognitive Perspective
ⅸ What are the learning contents of the second grade mathematics?
From before class, during class, homework, reading and so on. This paper puts forward the contents of learning habits that second-year students should focus on.
1, before class:
Students must prepare math textbooks, classroom workbooks, performing herbs, learning tools, etc. And put them on the desk; Under the guidance of the teacher, set up a study group reasonably to review the old knowledge related to this lesson.
2. Category:
Learn to listen to others' speeches, think while listening, and distinguish between key points and non-key points; Read silently at a certain speed and think while reading; Actively answer the teacher's questions, answer the questions completely, and learn to solve the problems completely orally; Able to think independently, clear-cut, well-founded, dare to question and ask difficult questions; Can answer questions in more accurate mathematical language. Learn to give full play to the collective wisdom in the group, straighten out the process of summing up and exploring, make suggestions to each other in the group, and learn from each other in communication.
3. Homework:
Review before homework, see the requirements of the topic clearly and understand the meaning of the topic; The operation is neat, and the handwriting is neat, standardized and beautiful; Finish homework independently on time, without plagiarism; Concentrate on doing homework and play while doing it; Can test as required, master the general method of checking calculation, check consciously in middle and senior grades, and check flexibly and reasonably according to the actual situation.
Step 4 read:
Read in detail, with emphasis and no emphasis; Read your favorite math extracurricular books selectively according to your own interests. Develop the habit of consciously reading textbooks and extracurricular reading materials; Students can communicate with each other after reading, have their own unique opinions and like to delve into mathematical problems.
In practice, every math teacher divides students into three categories according to the actual situation of the class, and puts forward different requirements for them according to the three levels, so that each student's math learning habits can be improved to varying degrees. Especially for underachievers, teachers should do patient and meticulous work against their bad habits, such as not calculating carefully, not looking at the questions carefully, not attending classes and so on. And contact, coach and encourage them more, starting with changing bad habits and taking developing good habits as a breakthrough to promote the change of their learning style and the improvement of their academic performance.
Specific requirements are put forward for second-year students' mathematics reading from the following aspects:
Second grade:
① Understand the notes, rules and conclusions in this paper, and correctly express the calculation method and problem-solving ideas with accurate mathematical terms.
② Experience the process of asking questions, analyzing problems and solving problems.
③ Develop the habit of trying to do after-school exercises after reading textbooks.
Learn to read the text with questions in class and discuss examples according to the self-study syllabus.
⑤ Learn to read the text silently.
⑥ Initially cultivate the will to overcome learning difficulties.