Second, the teaching strategy:
New teaching strategies: (1) Creating situations and generating problems; (2) Explore communication and solve problems; (3) Consolidate application and improve internalization; (4) Review and improve.
Teaching strategy of practical course: (1) Introducing questions, reviewing and reappearing; (2) Practice in layers to strengthen and improve; (3) Independent testing, evaluation and improvement; (4) Summary and extension after class.
Teaching strategies of review class: (1) Create situations and introduce review; (2) reviewing and sorting out; (3) Pay attention to review and strengthen improvement; (4) Express opinions independently and make continuous improvement.
The requirements of curriculum standards for this subject;
Third, the overall goal of teaching:
1, know the counting units of "one" and "ten", have a preliminary understanding of the meaning of units and numbers in ten, be proficient in numbers within 100, and be able to read and write numbers within 100. Master the composition, sequence and size of numbers within 100, and use numbers within 100 to represent things in daily life, and make simple estimation and communication.
2. Subtract abdication within 20. Can calculate the addition and subtraction of two digits within 100 and integer ten digits, and can solve some simple practical problems with the knowledge of addition and subtraction.
3. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.
4. Know the unit of RMB: yuan, jiao and fen. Know 1 yuan = 10, 1 = 10, and cherish RMB.
5, can read and write for a few minutes, know that 1 is 60 minutes, and know how to cherish time.
6, can use up, down, front, back, left and right to describe the relative position of the object; Can describe the characteristics of the edges of rectangles and squares in their own language, and initially perceive the relationship between the learned graphics.
7. I will explore the simple laws in the arrangement of given figures or numbers, and initially form the consciousness of discovering and appreciating the beauty of mathematics.
Emphasis and difficulty in teaching:
1, understand the calculation of numbers and addition and subtraction within 100, cultivate students' sense of numbers, and realize that there is mathematics everywhere in life.
2. Make students experience and appreciate the learning process, develop students' spatial concepts and statistical awareness, and learn to express their thoughts in an orderly manner.
3. Develop good study habits such as observation, writing, thinking, listening and asking questions.
Four. Relevant measures taken:
1, combined with the specific situation, using sticks, pictures and other teaching (learning) tools for intuitive teaching.
2, take the initiative to talk with each student, understand each student's situation. In teaching, we should pay attention to the enthusiasm of students to participate in learning activities, encourage their good behavior and cultivate their enthusiasm for learning mathematics.
3. Cultivate students' good study habits, and gradually guide students to learn to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their ideas.
4. Create activity situations by learning favorite games, fairy tales, stories, cartoons and other forms according to the actual life and children's physiological and psychological characteristics.
5. Encourage and respect students to think independently and guide students to discuss and communicate.
6. Leave enough time and space for students in practical activities to learn mathematics knowledge in activities.
7, according to the characteristics of students in this class and the actual situation, creative use of teaching materials, design the teaching process.
Five, improve the teaching ideas:
1. Based on the age characteristics of students, gamification teaching is adopted to guide students to participate in mathematics learning activities.
2. In classroom teaching, pay more attention to the problems that are beneficial to children's understanding, rather than blindly difficult and extensive. We should consider students' actual thinking level, and pay more attention to middle school students and students with slow thinking.
3, arrange some interesting homework, such as hands-on homework, less rigid practice.
4. Strengthen the connection between family education and school education, and properly teach parents some correct methods to guide their children's learning.
Sixth, the teaching schedule:
I. Location 4 class hours
Second, abdicate within 20 hours, minus 13 class hours.
Three, graphics combined with 2 class hours
Four. Understand in class 100 10.
Verb (abbreviation for verb) Learn about RMB for 5 class hours.
Intransitive verb 100- 16 addition and subtraction in class hours.
Seven, know time 4 class hours
Eight, find the regular table 4 class hours.
Nine, statistics 5 class hours
Ten, the total review 5 hours.
extreme
I. Situation Analysis There are 32 students in my class. There are 24 boys and 8 girls. Children who have just entered school are lively and naive. Most students have active thinking, strong interest in learning mathematics, and good family education and hobbies. They all passed the entrance examination and met the entrance requirements.
Although they have strong curiosity and thirst for knowledge. However, they don't know how to learn and won't learn; Some students have poor learning ability and are easily distracted. Therefore, teachers should guide students in different levels and patiently, teach them learning methods, and cultivate their habit of loving learning, so that every student can successfully complete the learning tasks of this semester.
Second, the purpose requirements
1, knowledge and skills:
Experience the process of abstracting numbers from actual situations, know numbers within 20, and learn to read and write; Understand the composition of numbers within 20, understand the meaning of symbols, and describe the estimation of addition and subtraction within 20 with symbols or language. Understand the meaning of addition and subtraction according to the specific situation; By exploring the oral calculation method of one-digit addition and corresponding subtraction, I can skillfully calculate one-digit addition and one-digit subtraction; Learn the estimation of addition and subtraction within 20 years. Know the clock face and the hour and approximate time on the clock face. Understand up, down, front, back, left and right according to the specific situation, and initially have the concept of orientation. We can recognize cuboids, cubes, cylinders and spheres through concrete objects, understand their corresponding figures, and understand some characteristics through practical activities, so that we can correctly identify these objects. Feel and compare the length, size and weight of some objects. Understand pictographic statistical charts and simple statistical tables, learn simple classification through practice, experience and understand the process of data collection and statistics, and complete the corresponding charts. Answer simple questions according to statistical data and exchange views with peers.
2, mathematical thought:
Initially learn how to observe things from the perspective of mathematical thinking, such as counting the number of objects, comparing the number of things, simple length, size, weight and so on. Develop thinking ability in the process of forming the concept of numbers, such as finding the relationship between these numbers through comparison and arrangement in 20 years, developing students' orderly thinking, analysis and reasoning ability when learning "division and combination", and comparing, synthesizing and judging when "recognizing the clock". Can use the ideas of "division" and "combination" for preliminary mathematical thinking, can explore the addition and subtraction of one digit in combination with specific situations, and go through the process of communicating their respective algorithms with their peers, and explain their own algorithms correctly and orderly; Can explain the process of estimation. In the process of exploring the shape, size and position relationship between simple objects and graphics, the concept of space is developed. Feel the simple process of collecting and sorting out data, have the consciousness of comparing and classifying simple things and simple information, and have simple statistical thoughts.
3. Solve the problem:
Under the guidance of teachers, find and put forward simple mathematical problems from daily life and realistic situations, and can apply existing knowledge, experience and methods to solve problems; Can classify simple geometric figures and describe the relative positions of some objects in combination with situations; Can collect and sort out effective information under the organization of teachers, and express the results of solving problems with simple statistical methods. Experience the process of solving problems with your deskmate and exchange ideas with your peers.
4. Emotions and attitudes:
In the process of learning mathematics, I feel the close connection between mathematics and daily life, have curiosity about some things related to mathematics around me, have enthusiasm for learning mathematics, and take the initiative to participate in mathematics activities. With the encouragement and help of teachers and classmates, we can overcome some difficulties encountered in mathematics activities, gain a sense of success, and gradually establish self-confidence in learning mathematics well.
Third, teaching measures
1, cultivate students' interest in learning mathematics and good habits.
Interest in mathematics learning is very important for mathematics learning. Therefore, we should pay attention to stimulate students' interest in learning and organize students to carry out various learning activities by using the materials provided by textbooks. In teaching, we should first pay attention to the enthusiasm of students to participate in learning activities, whether the students' answers are correct or wrong, whether the language is complete, and the teacher should postpone the evaluation and encourage students to actively participate. Pay attention to students' speeches, and pay special attention not to train students in a unified and stylized language, and allow students to express their thoughts in their own language. Let every student like class first, like teachers, and then like math.
The cultivation of students' good study habits cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, we should gradually guide students to learn to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their own ideas.
2. Let students learn mathematics in vivid and concrete situations.
In teaching, make full use of students' life experience and design vivid, interesting and intuitive mathematical activities, such as telling stories, playing games, intuitive demonstrations and simulated performances. Stimulate students' interest in learning, let students understand and know mathematics knowledge in vivid and concrete situations, and encourage every student to participate in the learning process of mathematics with their hands, mouths and brains. For example, in the teaching of the practical activity "Small Games", teachers can design the contents of the teaching materials into fairy tales, and naturally introduce questions that need to be discussed in the process of telling stories; Students can also be guided to play different roles and perform simulated performances; It can also be combined with the school sports meeting to encourage students to find math problems and try to solve them.
3. Guide students to think independently and cooperate with their peers.
Independent thinking and cooperative communication are important ways for students to learn mathematics. In teaching, teachers should encourage students to think in specific activities, encourage students to express their opinions and communicate with their peers. In the process of thinking and communication, teachers should provide appropriate help and guidance, be good at choosing valuable questions or opinions among students, and guide students to discuss in order to find answers to questions. Teachers can consciously cultivate students' desire and habit of communicating with others, so that students can gradually learn to describe their ideas in an appropriate way and learn to listen to others' opinions.
Fourth, cultivate students' ability to ask and solve problems initially.
The textbook pays special attention to cultivating students' awareness and ability to ask questions, and has set up columns such as "question bank" to encourage students to ask questions. Even if some problems cannot be solved for a while, they can be solved after the "problem bank". In teaching, teachers should make full use of students' existing knowledge and experience, guide students to apply what they have learned to life at any time, solve mathematics problems around them, try to find mathematics problems from daily life, understand the role of mathematics in real life and realize the importance of learning mathematics.
Five, creative use of teaching materials
Textbooks only provide basic clues to students' mathematical activities. In teaching, teachers should creatively use teaching materials and design the teaching process according to the characteristics and actual situation of their classmates. Teachers should also record their teaching design and teaching reflection in time, and constantly improve their teaching ideas and teaching methods.