Textbook: This lesson is the beginning of learning multiplication in Beijing Normal University. Teaching material design has rich operational activities. By counting candy, lollipops, pandas, disks, squares and apples, students can realize that there are many problems of adding up the same numbers in their lives. There is no need for most children to understand that this simple expression of addition is to learn multiplication, so that students have the need to learn. The previous textbooks only taught students knowledge and didn't tell them why they should learn. Counting from different angles paves the way for students to understand that two factors can be interchanged and the product will not change.
Second, say students: I designed three pre-test questions before the teaching design:
1, observe the square diagram, and ask the students to talk about a * * *, how many figures are there, how do you arrange them, and why? I'll show you six in each row, four columns in all. There are three ways to investigate children's arrangements:
(1) 6+6+6 = 4+4+4 = (I see six in the horizontal row and four in the vertical row).
(2) Only 6+6+6+6= is listed (I look at a line horizontally, it is 6).
(3)6+ 12+6= (6 in the first row, 6 in the second and third rows 12 and 6 in the third row)
2. Do you know multiplication? You can speak in your own language. I have heard of multiplication, but I can't explain it clearly. )
Through the pre-test, I found that when students count objects, they don't necessarily count them in an orderly way. At the same time, the counting activities in the textbook fully consider the students' original life experience, and take the students' counting experience and skills as the basis of multiplication learning, which conforms to the age characteristics and psychological laws of students' mathematics learning. The students in our class are active in thinking, and there are often bright sparks of thinking in class.
Third, the method of speaking and learning: according to the interpretation of the textbook and the analysis of students, I have established the teaching objectives of this class:
1, combined with the specific situation of numbers, experience the abstract process of the addition formula with addend, feel the connection between this operation and daily life, and further understand the necessity of learning multiplication.
2. Two different methods (line by line or column by column) will be used to calculate the number of objects arranged in the square matrix, and two different addition formulas will be listed accordingly.
3. In the specific situation, I realized that there are a lot of problems of adding the same addend in life, which laid the foundation for learning multiplication.
Teaching emphasis: two methods are used to count the number of objects arranged in a square, and two different addition formulas are listed. Feel the connection between addition and daily life, and realize the necessity of learning multiplication.
Teaching difficulties: communicate counting activities with the meaning of multiplication and realize the necessity of learning multiplication.
Teaching process: My teaching method is to create a positive thinking space for students, so that students can actively acquire knowledge! It is embodied in the teaching process.
1, create situations and introduce new knowledge.
Firstly, the irregular and regular items are counted and listed, and the similarities and differences are simply compared. This link was created after I fully studied the students and textbooks. The purpose is to let children express their feelings through observation, and let students initially perceive the counting difference between regular objects and irregular objects.
2. Fully experience and explore new knowledge.
Really let each child go through the process of different methods, guide students to observe carefully, and realize that the same addend can list different addition formulas from different angles.
Panda counting activities show students different counting methods, so that students can realize through their own practice that when counting objects in an orderly way, the number of rows or columns is easy to count accurately, and can be counted from different angles, and different addition formulas can be listed.
When counting discs, the courseware only shows six discs in the first row, and the discs in the second, third and fourth rows are covered with words. The number of the second, third and fourth rows is the same as that of the first row. A * * *, how many small animals are there? Come and count. Counting again, the purpose of not showing all the pictures directly is that when students can't count in rows and columns as before, they will inevitably produce new problem-solving strategies, and then this idea of solving problems directly with "several 4s" will pop up. This can better link counting with multiplication.
The activity of computing grid is not only an increase in quantity, but has been abstracted from physical objects to graphics. With the experience of previous counting activities, students are provided with the opportunity to solve problems independently.
3. Contact and expand to learn new knowledge.
In the activity of "Counting Apples", students are encouraged to use different methods to calculate the number of apples in 10, 15 and 100, which reflects the diversity of methods. I use braces to mark the number of the same addend, so as to better communicate addition and multiplication, and also make students feel that some formulas have too many identical addends. Write these. Through the words of the wise old man in the book, arouse students' desire to learn multiplication, feel the necessity of learning multiplication, and have a strong desire to explore new knowledge in the next class. Highlight the teaching difficulties of this class.