Teaching plans can be used before teachers carry out teaching activities. With the help of teaching plans, the teaching quality can be improved and the expected teaching effect can be achieved. So, have you studied lesson plans? The following is how to write the math teaching plan for the first grade of primary school that I compiled for you. Welcome to reading.

How to write a 1 teaching content in the math teaching plan for the first grade of primary school;

The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition

Teaching objectives:

1, let students combine their existing life experience to determine the position relationship of objects.

2. Use the mathematical knowledge of "front, back, left, right and up" to cultivate students' ability to solve practical problems.

3. Further cultivate students' spatial concept of "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

How to write a good math teaching plan for the first grade of primary school II. Review the introduction.

We know centimeters and meters. How long is 1 cm? Please compare it by hand.

How long is 1 meter? Please stretch your arms and compare them.

(The students stood up and gestured, and the teacher took the meter ruler to patrol among the students and found that there was a big error to be corrected. )

Second, the actual measurement of classroom items.

1. Do you want to know how high the desks we use every day are?

Please estimate the approximate length of your desk. Tell your deskmate the result of the estimation, and then you two can test it together to see who can estimate accurately. (Student activities)

2. After the activity, please report the results of estimation and measurement.

3. Ask the students with accurate estimation to introduce the estimation method to the students.

(Instruct students to evaluate other students' estimation methods during the reporting process)

What is the height of the table you measured?

Tell me how you measured it.

5. After the activity, report collectively.

Compare groups measuring the same object length to check whether the measurement is accurate. )

Third, find and use your own measuring tools.

Students, in fact, we also have many rulers on us. Let's find our own ruler, shall we?

Please measure your height.

(1) What does height mean? (Height from sole of foot to top of head)

(2) estimate first, then calculate. You can measure by yourself or cooperate at the same table.

(3) Talk about measurement methods.

2. Measure your own steps.

What does (1) step mean? Toe to toe or heel to heel distance. )

Emphasis: Step size is the length of one step at ordinary times. Don't deliberately take big steps.

(2) Estimate the length of one step before measurement. You can work in groups.

(3) Who is the most accurate? Please introduce this method to students.

(4) How did you measure it?

3. Measure the distance between your fingertips when your hands are stretched horizontally.

4. Use the ruler on your body for evaluation activities.

Just now, the students measured their height, stride and the distance between their fingertips when their hands were stretched horizontally. In fact, these are all good rulers. Next, the teacher will check whether your ruler tube is easy to use.

(1) Ask two students to come to the front and ask them to estimate his height and tell us how to estimate it.

(2) Estimate the waist circumference and head circumference of these two students.

Do you know what waist circumference and head circumference are?

Please estimate the waist circumference and head circumference of two students. How do you estimate it?

Now I want to know the exact length of waist circumference and head circumference of these two students. How to measure them? Who has a better way?

(3) Use step size to carry out estimation activities.

You know your own step, please take this line as the starting point, estimate where 10 meter will go, and make a mark yourself.

② Take another walk and see how many steps it takes for this 10 meter? Looking at such a long distance, please estimate how many students need to hold hands to reach 10 meter. Who wants to have a try?

What do you think of through these activities? Can you estimate the length of the object correctly?

5. Introduce the common sense of the length relationship between different parts of the human body.

Fourth, practice.

1, P 18 question 2.

(1) Look at the picture. Do you think it's weird?

(2) Ask the students to estimate the heights of Xiaoming and Smart Dog respectively, and talk about how you estimate them.

(3) Guide students to pay attention to the method of recording.

2. Question 3 of P19.

(1) Look at the picture to understand the meaning.

(2) Students communicate independently.

Verb (abbreviation of verb) summary.

What did you learn from this course?

How to write a good math teaching plan for the first grade of primary school 3. First, pay attention to the content close to children's lives.

Education should return to life and attach importance to the educational value of life, especially the ongoing life of children. This is a basic idea pursued by curriculum standards. The choice of teaching content should be life-oriented, that is, taking students as the center and based on their life foundation, showing students real social life scenes and pictures, and providing them with objective and vivid sources of moral cultivation and value pursuit. We teachers should try our best to make the course relevant to students' life, close the distance with students, and build a bridge between knowledge and practice for students so that they can communicate. Teachers should flexibly handle, delete, integrate or change teaching materials.

The social phenomenon in today's world is ever-changing, and students live in a society full of all kinds of information. Appropriate introduction of some social hot issues will stimulate students' interest in learning and help them achieve their goals effectively. For example, the lesson "Let the world be full of love" can make use of materials such as the International Red Cross's assistance to the catastrophic floods in China, or NATO's bombing of Yugoslavia, which caused public outrage all over the world. This is closer to the students than the story of Luo Shengjiao in the Korean battlefield and Bethune in War of Resistance against Japanese Aggression. Choosing examples that students can hear and touch will help students not feel unreal and improve the "authenticity" of classroom teaching.

Because the examples in the textbooks of ideological and moral courses are all "common sense" examples, which are not conducive to students' enthusiasm for learning, so we might as well give some examples around us. For example, "Great Changes in China" can make students take a walk, have a look, calculate and truly experience the great changes in China with the improvement of rural life in their hometown, the rapid development of township enterprises and the change of school appearance, which is undoubtedly more convincing than the data in the article.

Students in the information age are well-informed and active in thinking. All kinds of social phenomena in an open society, such as corruption, money worship and unfair distribution, can be seen at a glance. Students want the teacher to give an answer, but they don't want the teacher to talk big, empty talk or cliche. For example, in the teaching of "being an honest man", students already have the idea that "an honest man suffers" and "lying takes advantage". I will discuss the incident of students cheating in exams, expose their true thoughts and improve their moral understanding in rebuttal analysis.

Second, create a positive classroom atmosphere

Teaching is a bilateral activity in which teachers and students participate in teaching and learning together, and it is a special communicative activity between teachers and students. There is not only the exchange of knowledge and skills in the classroom, but also the exchange of emotional information all the time. The soil for the growth of primary school students' innovative spirit is the classroom teaching environment based on the democratic and equal relationship between teachers and students. Only when students regard you as a friend will they dare to speak out and express their views and feelings without reservation.

First of all, teachers should be open-minded, put themselves on an equal footing with students, fully trust students, and establish an equal, democratic and open teacher-student relationship with their hearts. In the classroom, we should stand on the students' point of view, try our best to close the "psychological distance" between teachers and students, and communicate sincerely with students like friends. In the usual conversation, I often encourage students to dare to express their opinions, dare to ask questions, dare to argue, and discuss and solve problems with teachers and students. In such a democratic and harmonious atmosphere, we can be confused and happy with the students, so that the students have no sense of oppression, so as to fully express their original ideas without any worries and let their thinking generate sparks of innovation.

Secondly, use your brains to "liberate" students and arrange desks in a "U" shape for performance and practice; Or arrange in a "T" shape for positive and negative debate; It can also be arranged in groups to facilitate group discussion and communication.

In addition to allowing students to speak without raising their hands, they can stand or sit while speaking. They are also allowed to form study groups independently, encouraging students to "exchange roles" with teachers, and cultivating students' study habits of daring to argue with classmates and even teachers. We advocate "children speak freely" and "children have no forbidden area to think", which makes them in a free and relaxed state mentally, makes our classroom full of laughter and controversy, and students are willing to participate, which has achieved good teaching results.

Third, advocate the learning style of independent inquiry.

Inquiry learning is one of the most important learning methods in the future society, the most effective carrier for implementing quality education, and the most essential embodiment of people-oriented education. The change of learning style is an important task of Siping classroom teaching reform. Teachers should change the original passive learning methods, establish and form diversified learning methods that can fully mobilize and give play to students' subjectivity, and promote students to learn actively and individually under the guidance of teachers.

1, focusing on cooperative learning

Cooperative learning is an important feature of modern education, a democratic and wise choice for students, and an important form to improve the efficiency of subjective learning, enhance learning density, broaden the channels of emotional communication for students and activate their innovative thinking. The main body of ideological education cooperation activities should be the communication between students, not the communication between teachers and students. Therefore, in teaching, I encourage students to participate in group cooperative learning. The interaction between students in group cooperative learning makes students change from simple bystanders in traditional classroom teaching to active participants in teaching activities. In group cooperative learning, every student has equal opportunities to perform, discuss and practice in their respective groups.

For example, in the teaching of "frugality and glory", students communicate with each other. Before class, they investigate the main consumption at home for a month, discuss the rationality of various consumption with their parents, and then investigate the use of classmates' pocket money in groups. Finally, it is concluded that the consumption necessary to meet daily life and work and study is reasonable consumption. This not only stimulates students' learning initiative, but also deepens students' moral understanding in cooperative inquiry.

When teaching eleven volumes of "Be a Little Inventors", I actively guide students to discuss the inconvenience in life, from individuals to groups, freely combining (several people) and then returning to groups, and discussing various methods such as life, study, transportation and communication. Students' thinking is unprecedentedly active, and their desire for learning is particularly high, so they deeply understand the connotation of "loving science". The students actively participated and showed a high degree of enthusiasm. Some of them proposed the establishment of "Little Inventors" Association, while others demanded that "we should have a" new discovery "every day" ... Although these ideas are very immature, it is the children's "whimsy" that makes the whole classroom a place for students to communicate and collide, and the classroom a place for information exchange. This kind of independent study and group cooperation give full play to students' enthusiasm and inspiration, and generate is creative.

The form of group cooperation gives full play to the main role of students, and students get "whole-hearted" input, which is conducive to cultivating their interest and attention. Especially in the process of solving problems, students have a more real emotional experience, which is conducive to internalizing moral understanding into students' conscious behavior, and at the same time, it also cultivates the sense of cooperation and enhances the ability of sustainable development.

2. Encourage questions and difficult questions.

Thinking originates from doubt, only when there is doubt can there be thinking, and only when there is thinking can there be creation. Teachers should face the whole society, attach importance to the development of each student's moral quality, give students room for personality development and freedom of thinking, and encourage students to consciously and actively find problems, think boldly and put forward different opinions.

For example, after teaching the eighth volume "Respect for National Customs and Habits", I asked students to question and ask questions about this class. A classmate asked, "We don't know the customs of that nation. What should we do? " A stone stirred up a thousand waves, and other students made suggestions for him: "You can check the information first to understand the customs and habits of that nation"; "You can find a tour guide to tell you"; "I don't know, not surprising!" ..... Students express their opinions and talk endlessly, which not only deepens the understanding of this class, but also opens their own creative thinking. Being good at finding and asking questions is the foundation of all creative activities, which fully embodies the autonomy of students.

In the process of learning, teachers should provide students with time and space for independent exploration as much as possible, so that students have more opportunities to explore independently and acquire knowledge. Students can solve their own problems through their own thinking and exploration, and teachers will never replace them. At the same time, as the guide, organizer and promoter of students' learning, teachers should not only create problem situations for students, but also provide necessary guidance and appropriate instructions for students' inquiry activities in the teaching process.

Fourth, pay attention to encouraging developmental evaluation.

The fundamental purpose of evaluation is to get feedback information and promote children's development. "Therefore, we should start from the original foundation of each student, respect the individual characteristics of students, and emphasize the developmental evaluation based on encouragement." (Curriculum Standard) In teaching, we teachers should pour our love into every student, not only accommodating students' right, but also accommodating students' mistakes, so as to arouse students' enthusiasm. According to the learning evaluation of the thinking class, that is, "comprehensively evaluate the performance of students in all aspects of the learning process, including learning attitude, learning ability and methods, and learning results." In the assessment, it is necessary to combine the assessment of the "Daily Code of Conduct for Primary School Students" with the assessment of ideological and moral learning. Combine the evaluation of students' cognitive ability with the evaluation of their behavioral ability; Paying attention to peacetime assessment can be combined with teachers' evaluation, self-evaluation, group mutual evaluation and parents' and society's participation evaluation to promote students' all-round development and improve their comprehensive quality.

How to write a good math teaching plan for the first grade of primary school 4. Teaching content analysis

The conversion of yuan-jiao-fen is about the unit of RMB, the speed of progress between fen and jiao, and between jiao and yuan, which is the second lesson of the unit "Understanding RMB" in the second volume of the experimental textbook for the first year of compulsory education in Beijing. Buying goods with RMB is a common thing in people's daily life. Students often encounter some practical problems, such as buying tickets, food, toys, school equipment and paying fees. Grasping the forward speed between yuan, jiao and fen can let students know clearly how much money they should get back. Therefore, learning this part has important practical significance.

The 56-page example in the textbook focuses on the rate of progress between yuan, jiao and fen. By comparing with the physical map of RMB, guide the students to count one by one. Combined with their life experience, it can be understood as "1 angle = 10 angle" and "1 yuan = 10 angle". Therefore, the focus of teaching is to understand the decimal relationship between RMB units, and understand that this decimal relationship is the same as the decimal relationship between counting units. The difficulty in teaching is to tell the idea that a few yuan is divided into several angles (how many points are divided into several points) or how many angles are gathered into several yuan (how many points are gathered into several angles).

Second, the analysis of students' situation

At the beginning of teaching, I felt that children are only children now, so there should be few opportunities to use RMB for shopping independently at ordinary times, and I should not be familiar with the face value of RMB and the income rate between RMB units, so I made a pre-test and only made three small questions.

(1) Pre-test questions:

1, put ">"

1 yuan 1 angle 1 angle 1 min 1 yuan 1 min.

The teacher should change 1 cent into pennies.

You should give me () points, as much as my money.

3. 1 The new vocabulary is 50 cents, and you have 1 yuan, and the sales volume is 50 cents.

How much should Aunt Yuan give you?

(2) Test results:

The correct rate of the third question is 100%, and everyone knows to get back fifty cents. The correct rate of the second question is 43.75% (

Test 32 people, 14 is correct), students with errors 18 give me points. The first problem is that 65.63% (

Test 32 people, correct 2 1), wrong 1 1 students all fill in "=".

(3) Analysis of test results:

Through the test, I know that students are very clear about 1 yuan = 10, which proves that there is this shopping accumulation at ordinary times. Some children don't know 1 angle = 10. I think it's because "points" are used less and less in real life, and students lack shopping experience in this area. There are two reasons why students don't know that 1 yuan is greater than 1 and 1 is greater than 1. One is that they don't know the size of three units of RMB, and the other is that they are disturbed by the number 1 and don't consider the size of the following units.

Third, the determination of teaching objectives

(a), knowledge and skills:

1. Know the unit of RMB is Yuan, Jiao and Min, and know the size of the unit.

2. Grasp the forward speed between yuan, angle and minute: 1 yuan = 10 angle 1 angle = 10 minute.

3. Simple conversion is possible.

(2) Process and method: With the help of objects, guide students to know the forward speed of yuan, jiao and fen in the money exchange game. In the process of solving practical problems, guide students to think flexibly and solve problems from multiple angles and methods.

(3) Emotional attitude and values: guide students to use what they have learned to solve practical problems in life, and let students feel the close connection between mathematics and life.

Fourth, the design of teaching activities

(1) Experience the ratio of yuan, jiao and fen in the money exchange game.

(1) Know 1 Angle = 10 points.

Teacher: (Holding up the 1 cent bill) This is ... I want to change it into company change. Can you change it for me?

(2) Students want to exchange money, and the teacher collects several typical examples and asks the students why they give so much to the teacher.

(3) When children already know the angle of 1 = 10, they will also tell the changes without feedback one by one to consolidate the progress between the angle and the point.

2 know 1 yuan = 10 angle.

Because the middle school students in the pre-test are very clear about the angle of 1 yuan = 10, I directly calculated the angle of 10 with the help of courseware, and then created a scene where students bought a bottle of yogurt with 1 yuan and asked how much they wanted back. This leads to the game of changing money, asking students how many ways to change 1 yuan into coins.

(3) 1 yuan = 100 point

The purpose of exploring the score 1 yuan = 100 is to guide students to understand that the decimal relationship between RMB units is the same as that between counting units. Because it is too troublesome to change 1 yuan into 100 points, I use courseware to help students understand the relationship between yuan and points.

2, simple conversion.

The first-level exercises I set are relatively simple, only the conversion between singular numbers (for example, 7 degrees = () grading). I pay attention to guiding students to say, "What do you think?" This is also the teaching difficulty of this course. In order to break through this difficulty, I designed a "think like this" fill-in-the-blank question (think like this:1angle = () 7 is ()10 is ()). At the beginning, I helped students understand and gradually transitioned to independent thinking.

3. Learn and use mathematics

In the second level exercise, I asked students to buy school tools with 1 yuan in combination with their real life. How are you going to spend this 1 yuan? In this activity, the ratio of 1 yuan = 10 was consolidated, and the children realized the close relationship between mathematics and life. I also properly educated students not to spend money indiscriminately.

Personally, I think the design of this course is student-centered, guiding students to experience the interrelation between knowledge in activities such as observation and operation, preventing students from memorizing, and making the classroom atmosphere relaxed and harmonious.

How to write a lesson in the math teaching plan for the first grade of primary school;

[Knowledge objective]:

1, initially know the meaning of "as much", "more" and "less", and compare the number of objects in pairs (one-to-one correspondence).

2. The result of "comparison" can be reasonable, that is, more, less, as much, more and less.

[Ability objective]:

1. Compare the number of objects in different ways.

2, according to the actual situation, flexible use of "one-to-one correspondence" method for comparison.

3. Cultivate students' observation ability and language expression ability.

[Emotional goal]: Stimulate the interest in learning mathematics, and feel that the corresponding comparison method is around, and there is mathematics everywhere in life.

Teaching focus:

Compare the number of objects in pairs.

Teaching difficulties:

According to the actual situation in life, use the corresponding methods flexibly.

Teaching process:

First, make up stories, ask questions and solve problems.

1, Xiyangyang and his friends came to study with us today. Are you happy? The lambs got a message that the children had gone to the playground, and we also went to see what they were playing.

(Showing the theme: Playing bumper cars)

2. Can you look at the picture and say something? (See photo caption)

3. Look carefully, is the car enough? how do you know

(One car with one person, one child misses the train)

(Teacher posts bumper cars and children, one for each person) (corresponding connection)

Now please compare the car with people (show the topic "Comparison"), and then tell me what is the result of your comparison?

(1) Language training according to grades: () Less than (), less than (vehicle).

(The teacher will post and paste the corresponding pictures according to the students' answers.)

(2) We can say the result of comparison. What else can we say?

There are more people in () than in (). (Teacher's board, paste pictures)

5. compare a child's method with a car, and also dictate the results of the comparison. However, a child is not happy. Why? (No bus ride)

then what He wants to play with everyone. Can you help him think of a solution? (one more car) (teacher post)

Now let the children compare the car with people again. What was the result?

There are as many cars as people. (as much)

6. We will compare them one by one and say three sentences according to the comparison results (students review orally).

Second, finger practice

The lamb told us that Xiao Pang's birthday was coming, so we quickly moved our fingers to help. (Music, students do finger exercises)

Third, consolidate actions and deepen understanding.

1, cupcake

Who is competing with whom?

Students and teachers work together (describe the methods of comparison and tell the results of comparison)

2. Xiao Dingding divided the straw

Students say who is better than who, thinking about the results in their minds and talking about the results with their deskmates.

3. Do it independently (pants and clothes, children and balls)

Contact yourself, talk about the results of the comparison, and finally the teacher and the child give feedback together.

Fourth, class summary.

What did we learn today? What did you get?

How to write six teaching objectives in the math teaching plan for the first grade of primary school

1. Make students know cuboids and cubes intuitively, master their characteristics preliminarily, and know these two kinds of figures.

2. Initially cultivate students' hands-on operation ability, observation and comparison ability and preliminary generalization ability.

3. Stimulate students' interest in learning, cultivate students' concept of space, and experience the connection between mathematics and life.

Teaching focus

Grasping the characteristics of cuboids and cubes, you will recognize these two kinds of figures.

Teaching difficulties

Correctly identify special cuboids.

teaching process

First, introduce new lessons.

Show the picture "building block diagram". Let's see what shapes these objects are made of.

Today, we will know some of them.

Second, explore new knowledge.

1, know the cuboid.

(1) intuitive perception.

Shown separately: ink cartridge and dictionary. Students say their shapes. (Drawing and blackboard writing: cuboid)

Ask the students to find a cuboid from their school tools and show it to the students next to them.

(2) Establish representation.

Students observe the cuboid in their hands and count how many faces there are. Compare and see what are the characteristics of the size and shape of each surface?

On the basis of students' self-study, communicate in groups and finally report to the whole class. A cuboid has six faces, each of which is a rectangle or two of which are cubes, and the two opposite faces have the same shape. )

(3) form a concept.

The students talk to each other about the characteristics of cuboids.

2. Know the cube.

(1) intuitive perception.

Display: Rubik's cube, medicine box, etc. Students say its shape. (Maps and blackboard writing: cubes)

Ask the students to find a cube from the learning tool and show it to the students next to them.

(2) Establish representation.

Students observe the cube in their hands to see what characteristics it has. After the group exchanges, report to the class (the cube has 6 faces, and all 6 faces are the same).

(3) form a concept.

The students talk to each other about the characteristics of cubes.

3. Distinguish between cuboids and cubes.

Ask the students to find out the cuboid and cube in the learning tool respectively, and organize the students to discuss in groups: how to distinguish cuboid and cube?

Third, consolidate and expand.

1. Complete the picture "Do it once" in the book 1.

2. Looking for cuboids and cubes in life. Show the picture "Graphics in Life"

Teacher: Can you find the figure we studied today in this painting?

Encourage students to name other objects in life, such as cuboids or cubes.

3, put the graphics.

(1) Make a cuboid from eight identical cubes.

(2) Make a big cube with eight identical cubes.

4. Knead a cuboid or cube with plasticine, and then show it to the whole class for details.

Fourth, class summary.

What figures do we know today? Both cuboids and cubes are three-dimensional figures. What are their characteristics? (Tell the students)

How to write a good math teaching plan 7 "Understanding Graphics (2)" in the first grade of primary school has three class hours. The first class is mainly to let students know four kinds of plane graphics: rectangle, square, circle, triangle and parallel. The second class is to assemble graphics and the third class is to assemble puzzles.

Reflecting on the teaching implementation of this course has basically achieved the teaching objectives. I think there are two aspects that are more successful:

First, create problem situations to stimulate interest in learning

As the saying goes, "A good beginning is half the battle." The successful introduction of the new curriculum can effectively open the floodgates of students' thinking, thus stimulating students' interest in learning and their exploration.

For example, in the tutorial, I introduced it like this: Last class, students learned four kinds of graphics in the course of knowing objects, and they all lived in the kingdom of graphics (courseware demonstration: a magnificent graphic palace, all kinds of graphics flying all over the sky). Now please recognize and talk about it. After the students answered, the teacher further guided: cuboids, cubes, cylinders and spheres are all three-dimensional figures. In the graphics kingdom, there are not only three-dimensional graphics families, but also planar graphics families. (Courseware demonstration-showing graphics) Who knows them? Please introduce it. Students are full of interest and actively participate.

Second, guide operational exploration and cultivate innovative ability.

Educator Tao Xingzhi once said: "There are two treasures in life, the hand and the brain." The cultivation of creative ability is inseparable from the combination of brain and hands-on. The hand is the teacher of the brain, and wisdom is at the fingertips. Therefore, in classroom teaching, I always try my best to provide students with opportunities for operational exploration and cultivate their innovative ability. For example, in the part of teaching new courses, I changed the traditional teaching method of "teachers demonstrate, students act as spectators, teachers speak and students listen", and boldly let students operate, try, think and imagine by themselves. ...

The teacher asked: "students, we already know that all the graphics we want to know today live in three-dimensional graphics." Can you find a way to get their home out of three-dimensional graphics and live alone on paper? "

After thinking and discussion, the children came up with various ways: some children said, "You can put these boxes on paper and draw a circle around them with a pencil." Some children said, "You can touch some inkpad and then buckle it on the paper." Some children said, "You can wrap the box with paper and fold it hard with your hands, and there will be graphic traces." Other children said, "You can also put the box under the paper and draw it with a pencil ..."

The teacher further guided the students: "Do you want to print or draw? The children were very interested and answered "yes" in succession. So the teacher offered to draw a picture by herself. By doing this, students can easily understand the characteristics of squares, rectangles, circles, triangles and parallelograms.

What needs to be improved in the future is: when students are free to draw pictures, they can't play them back freely. When they are learning to assemble pictures, they spell them themselves. Paper is everywhere and puzzles are everywhere. The classroom should be improved in the future, and they should not be allowed to "put" too much.