The multiplication formula of five refers to the teaching goal of the lesson draft 1.
Mathematics teaching focuses on education first, and then on teaching. We should make full use of the carrier of mathematical knowledge, so that students can cultivate and develop their emotions, attitudes, values and learning ability through active participation and active exploration in the process of acquiring knowledge. Therefore, according to the requirements of the new curriculum, combined with the characteristics of teaching materials and students' cognitive laws, I have designed the following learning objectives:
(1) Understand the multiplication formula of memory 5, and use the formula to calculate the multiplication in the table.
(2) Experience the process of inducing the multiplication formula of 5 and understand the origin of the multiplication formula of 5.
(3) Cultivate students' ability to explore new knowledge, express language and cooperate and communicate by discovering laws and summarizing formulas.
1, teaching emphasis and difficulty
Intra-table multiplication is the beginning for students to learn multiplication, and it is the basis for them to learn intra-table division and multi-digit multiplication and division in the future. Let students understand the meaning of multiplication, remember the multiplication formula of 5 on the basis of understanding, and use the formula to calculate the multiplication in the table, which is the focus of this lesson. Among them, it is difficult to experience and understand the formation process, significance and function of the formula.
Teaching assumption
The new curriculum advocates that students are the main body of learning and development. Teaching should pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, and fully stimulate their initiative and enterprising spirit. Therefore, teaching methods are defined as situational method and inquiry learning to promote students' autonomy and cooperation.
1. Close contact with life and create problem situations.
Mathematics teaching needs to pay attention to the connection between knowledge and reality. Only by creating a kind, natural and close-to-life problem situation can we stimulate students' desire to solve problems and let them participate in learning happily. This lesson starts with students' favorite riddles, taking hands as samples, and leads to the multiplication formula of 5, just like connecting the multiplication formula of 5 with common clocks and watches in life in practice, which makes students feel more intimate and easier to remember.
2. Pay attention to students' original cognitive level.
An important idea of the new curriculum is that classroom learning should be linked with students' original experience, starting from their existing cognitive structure and life experience. In this lesson, according to the students' existing experience, let the students look at the pictures and say 1 5, and the formula is 1×5 or 5× 1. I make up my own formula and get five from one to five, and finish the formula in my hands-on operation.
3, in the process of learning knowledge, pay attention to the cultivation of non-intellectual factors.
Although a person's learning effect is inseparable from his intellectual factors, non-intellectual factors can make all his psychological activities in a positive state and dynamic. Therefore, in learning, we must attach importance to the cultivation of non-intellectual factors such as emotion, attitude and ability. In the teaching process, I try my best to let students speak and do, so that students can develop their ability of induction and arrangement and language expression to varying degrees while learning knowledge.
teaching process
In order to better achieve the teaching objectives, under the guidance of constructivism theory, I divide the teaching process of this lesson into four parts:
● Create situations and activate the original experiential cognitive structure;
● Cooperative inquiry to guide active cognitive structure;
● Consolidate the application and strengthen the formed cognitive structure;
● Expand and apply new knowledge structure to solve problems.
This arrangement refers to the classroom teaching mode of primary school mathematics cognitive construction. The purpose is to make every student learn mathematics with his own inner experience and active participation, and actively participate in the whole learning process. On the basis of existing cognition, students have the motivation to learn and the desire to solve problems, so as to acquire new knowledge and build a new cognitive structure.
1, riddle introduction creates situation
"Ten good brothers, divided into two classes, closely United, avalanche into the sea"-this riddle about hands brings students into a relaxed and happy atmosphere, quickly enters the best learning state, and stimulates students' enthusiasm for actively participating in the classroom.
Then let the students explore new knowledge, say a few 5s and write the corresponding multiplication formula. By calculating 1 5 to 5, students will find it too troublesome to write the multiplication formula as an addition formula and use addition to help calculate the answer. At this time, a new and better method is needed, which is to use multiplication formula to help calculation. In this way, even if students realize the necessity of using multiplication formula, they also stimulate their learning motivation, and naturally have today's learning content.
2. Cooperation and exploration to break through difficulties.
According to the students' starting point, many students have a certain understanding of multiplication formulas before teaching, so teachers must guide students to understand the source and significance of each formula. I asked my deskmate to cooperate and exchange the complete formula of 5 in order to create a space for students to participate in mathematics activities, so that students can fully explore, develop and discuss, and their abilities can be developed in the process of mutual inspiration.
3. Feedback exercises to deepen understanding.
Memorizing the multiplication formula of 5 is one of the key points in this lesson, and practice is the basic way for students to memorize multiplication formula. Only by choosing vivid, interesting and effective practice forms can teachers stimulate students' interest and achieve the expected goals.
4. Expand and apply new knowledge structure to solve problems.
Create a cognitive dial and quickly say that 1 minute is a five, two, three, five and five fives ... train students to reflect quickly, consolidate and improve their knowledge.
Teaching expectation
In this class, students use various methods and multimedia courseware to get the multiplication formula of 5, and use the formula to solve practical problems, so that students of different degrees can express their opinions and give affirmation as long as they are correct, so that every student can participate in the activities and experience the joy of success.
Draft handout of five multiplication formula 21. teaching material analysis:
1, teaching content:
The content of this lesson is the content of page 5 1 of the first volume of the standard experimental textbook "Mathematics for the Second Grade of Primary School" published by People's Education Press.
2, the status and role of teaching materials:
The content of "multiplication formula of 5" is taught on the basis that students have mastered the meaning of multiplication, and it is the beginning of learning to write formulas, and its position is particularly important; Because students have the foundation and experience of five numbers, it is easy to get the sum of two fives, three fives, four fives and five fives. Then contact the meaning of multiplication, from addition formula to multiplication formula, and finally write the multiplication formula; Make students master the multiplication formula of 5 on the basis of understanding.
Therefore, the teaching objectives of this lesson are as follows:
Second, the determination of teaching objectives:
Knowledge goal:
1, know the source of the multiplication formula of 5, and understand the meaning of each formula.
2, memorize the multiplication formula of 5, will use the multiplication formula of 5 to calculate.
Ability goal:
1, by sorting. Operation. Thinking. Discussion and other activities initially cultivate students' awareness of exploration and cooperation.
Emotional goals:
In learning activities, we should constantly cultivate students' autonomous learning ability, cooperate and communicate with classmates, and gain successful experience.
Third, the determination of key points and difficulties in teaching:
Key point: recite the multiplication formula of 5, and there will be 5 listening multiplication formulas for calculation.
Difficulty: You can use the multiplication formula of 5 to solve simple practical problems.
Fourth, teaching methods. The choice of learning methods.
Through the above teaching material analysis and the determination of teaching objectives. My teaching design strives to embody the following points:
1, according to the psychological characteristics of junior students, the game. Stories run through every teaching and attract students' attention. Stimulate students' interest in learning. Improve the enthusiasm of students to participate. .
2. Create a life-oriented situation, ask questions in connection with real life, let students learn mathematics knowledge in vivid and concrete situations, and use this mathematical way to reflect the idea that there is mathematics everywhere in life.
3. In class, I take exploration and cooperation as the main learning methods, so that students can discover and create in a relaxed learning environment.
4. Effective through teachers. Timely evaluation can cultivate students' self-confidence in learning mathematics and stimulate their interest.
Fifth, talk about the teaching process.
The specific teaching process is as follows:
(A) create a situation to stimulate interest.
A wonderful class can not only focus students' attention quickly, but also stimulate their interest in learning. According to the psychological characteristics and age characteristics of junior students, I created a situation in which Little Bear invited guests from the very beginning, combined with the dynamic demonstration of courseware and beautiful music, and brought the students into the review preparation session: Little Bear came to a small bridge, but there was only one number 5 on the bridge. How could he cross it? When a bird flew in, the bear was wondering. It tells the bear to add 5 to the number on the bridge every time, and then he can build the bridge. Ask the students to say the numbers, and then fill in the table to calculate. Filling in the table has two functions: one is to diversify the problem-solving strategies, the other is to familiarize students with the addition of 5 and lay the foundation for learning the multiplication formula of 5.
(2) Establish a model and independently write the multiplication formula of 5.
Mr. Ye Shengtao once said: "Being a teacher is like helping children walk. Give him a hand, be ready to let go at any time, and let go if you can let go. " In this link, I am divided into four levels:
The first level is to write the multiplication formula of 5× 1 and 1×5, and the teacher will show it to the students.
The second level is to write 5×2 and 2×5, using the teacher-student formula.
The third level is to write 5×3 and 3×5, 5×4 and 4×5, 5×5, which are written by students in the form of group cooperation.
The fourth level is to let students observe the formula and find the law of multiplication formula.
In this way, from "helping" to "releasing", students are gradually allowed to explore new knowledge. Teachers are always in an objective position, pushing students to a dominant position. Teachers only guide and inspire students at key points, leaving enough time and space for students to actively participate in the whole process of knowledge and understand the true meaning of knowledge.
(3) In the design of exercises, I take into account the characteristics of young and active second-year students, and pay attention to the diversity of exercises and the interesting content. I designed the following three levels of exercises:
1, basic exercise
(1) "Little White Rabbit Pulling Radish" game. (Complete the formula).
(2) Find a game of small animals. Connect the multiplication formula with the multiplication formula.
2. Solve practical problems in life.
Ask students to ask questions and solve multiplication problems related to 5 in life.
3. Expand practice.
Have 2 Chinese classes every day, and how many Chinese classes in 3 days? How many Chinese classes do you have a week? (The answer is not unique)
The design of the whole exercise follows the principle of "diversity and flexibility". Open "principle. And use games to attract students' enthusiasm for learning, so that students can remember the formula in practical use. Let students feel that mathematics is around us when solving practical problems, and there is mathematics everywhere in life. In the outward bound training, not only the students' application skills are cultivated, but also the space for their thinking expansion is given.
Five, say blackboard writing design
Write it on the blackboard at a glance and highlight the key points. This lesson mainly reflects the process of students getting the multiplication formula of 5. Therefore, I will design the blackboard in this lesson as follows:
Multiplication formula of 5
1 5 5× 1 five out of five 1×5
Two 55× 225 12× 5
Three 55× 335 15 3×5
4 5 5×4 4520 4×5
Five 55×5525
In short, the design of this course strives to follow the principle of "teacher-oriented and student-oriented". The principle of "training as the main line and thinking as the core" allows students to study easily and happily when playing middle school, and the students' main role is fully demonstrated and they really become the masters of learning.
The multiplication formula of five says the draft text 3. First of all, teaching materials
The multiplication formula of five I taught today belongs to Unit 4, Book 3 of Elementary Mathematics of Nine-year Compulsory Education People's Education Press. This part of the content is learned on the basis of students' preliminary understanding of multiplication, and it is the beginning for students to write multiplication formulas, and its position is particularly important. This part combines multiplication formula and its meaning, which is helpful for students to understand the structure of formula. The textbook allows students to participate in the activities of writing formulas, experience the methods of writing formulas, gradually learn to write multiplication formulas, know some methods of exploring knowledge in the process of writing formulas, and improve students' ability and enthusiasm in learning mathematics. Multiplication formula is an important basic knowledge in primary schools, one of the basic skills that students must practice well, and also the necessary knowledge for learning multi-digit multiplication and division in the future.
Therefore, I set the teaching goal of this class as:
1, knowledge and skills target:
(1) Know the source of the multiplication formula of 5 and understand the meaning of each formula.
(2) Memorize the multiplication formula of 5 for calculation.
2, process and method objectives:
(1) went through the process of writing the multiplication formula of 5.
(2) Guide students to find formula rules and the best memory methods.
3. Emotions, attitudes and values:
Experience the connection between mathematics and life, stimulate students' enthusiasm for mathematics, and form a preliminary sense of application.
4, teaching focus:
Use the multiplication formula to compile the corresponding multiplication formula and memorize the multiplication formula of 5.
5, teaching difficulties:
Can use the multiplication formula of 5 to solve simple practical problems.
Second, talk about teaching ideas and teaching methods
Mathematics curriculum standard emphasizes: "Mathematics learning activities must be based on students' cognitive development level and existing experience. "Because students have accumulated some life experiences in their daily lives, these experiences are often closely related to our mathematics knowledge. Therefore, according to the characteristics of students' physical and mental development and learning rules, teachers should develop and use students' existing knowledge and experience as well as their familiar environment and life examples to design and organize teaching, and introduce them into the classroom in time, so that students can learn mathematics in perceptual experience and realize the mathematicization of life experience.
In the teaching of multiplication formula of 5, I let students enjoy pictures, look for mathematical information and ask mathematical questions while feeling life. Write the accumulated numbers into multiplication formulas, so that students can easily complete the process of formula compilation and realize the integration between disciplines.
1, the formula is based on solving problems and understanding the meaning of multiplication.
The formulation of formulas should be closely combined with the meaning of multiplication, and the formulation of multiplication formulas should not be divorced from the meaning of multiplication, but should be organically combined with solving problems and compiling multiplication formulas.
2. Use intuitive teaching.
With the help of visual means such as scene diagram, the meaning of multiplication and abstract multiplication formula are used to guide students to enumerate multiplication formulas.
3. Guide students to learn multiplication formula through inquiry.
Creating situations allows students to go through the process of "asking questions-compiling formulas-finding rules and memorizing formulas-solving problems with formulas".
Third, theoretical study.
Teaching activity is an activity that teaching and learning promote each other. In teaching activities, students are always the main body of learning. In order to stimulate students' interest in learning and truly make classroom teaching for all students, according to the new curriculum standards, this lesson tries to embody the following points in students' learning methods:
1. Experience the process of finding, asking and initially solving problems in specific situations, and experience the happiness of success.
2. On the basis of independent thinking and personalized learning, carry out deskmate cooperation and group cooperation and exchange activities, and construct learning methods by perfecting their own ideas.
3. Consolidate calculation methods and improve calculation skills through flexible and diverse exercises.
4. Contact life practice to solve problems around you, experience the application of mathematics, and promote the development of students.
Fourth, talk about teaching procedures.
Sophomore students are more likely to accept vivid and intuitive language and images because of their age and their own cognitive characteristics, and like vivid and interesting visual pictures. At the same time, I have a certain awareness of observation, comparison and synthesis. In the state of strong interest, students have strong self-confidence and strong desire for expression. According to this feature, I designed the following links to complete the teaching task.
1, create situations, list multiplication formulas, and ask questions.
A good beginning is half the battle. At the beginning of a class, the state of students sets the tone for this class. Senior two students love to play, so I designed a magic scene to let students ask mathematical questions in this relaxed and happy specific situation, list the corresponding multiplication formula, and at the same time lead to the content to be learned in this lesson: the multiplication formula of 5. The purpose of this design introduction is to enable students to organically combine old and new knowledge, so that the compilation of multiplication formula can not be separated from the simple compilation of multiplication.
2. Guide students to independently compile formulas, find rules and memorize formulas.
Mr. Ye Shengtao once said: "Being a teacher is like helping children walk. Give him a hand, be ready to let go at any time, and let go if you can let go. " In this link, I am divided into six levels: the first level is to write the multiplication formulas of 5× 1 and 1×5, and under the guidance of the teacher, two people at the same table compile the formulas together. The second level is to write 5×2 and 2×5, and boldly try to let students make up their own formulas. The third level is to write the formulas of 5×3 and 3×5, 5×4 and 4×5, 5×5, which are written by the students themselves in the form of deskmate cooperation. The fourth level allows students to observe the multiplication formula of 5, discover the law of multiplication formula, let students experience and master the multiplication formula of 5 from different angles, and achieve memory on the basis of understanding. The fifth level uses different strategies to make students memorize formulas. In this way, from "helping" to "releasing", students are gradually allowed to explore new knowledge. Teachers are always in an objective position, pushing students to a dominant position. Teachers only guide and inspire students at key points, leaving enough time and space for students to actively participate in the whole process of knowledge and understand the true meaning of knowledge.
3. Practice in layers and learn by doing.
The strengthening of new learning achievements is mainly achieved through practice, but practice does not mean some repeated reflection mechanically. Practice should be meaningful, effective and interesting for students. In the design of exercises, I take into account the active and cognitive characteristics of sophomore students, and pay attention to the diversity of forms and the interest of content. It is divided into three levels: (1) targeted exercises. (2) Basic exercises. (3) Expanding exercises.
Let the students memorize the formula in practical use. Let students master the key points by themselves, which can not only strengthen the knowledge they have learned, but also cultivate students' application skills and expand their thinking space.
Five, say blackboard writing design
Write it on the blackboard at a glance and highlight the key points. This lesson mainly reflects the process of students getting the multiplication formula of 5. Therefore, I will design the blackboard in this lesson as follows:
1 5 1×5=5. Five out of five. 5× 1=5.
Two 55+5 =102× 5 =102515× 2 =10.
3 55+5+5 =153× 5 =1535155× 3 =15.
Four 5 5+5+5+5=20 4×5=20 4 50 5×4=20.
Five 5+5+5+5+5+5 = 25 5 × 5 = 25 5525.
In short, I try to use a variety of teaching strategies in the design of this class, trying to create a relaxed and happy learning environment for students, so that students' emotions and cognition, feelings and understanding can be organically combined through students' subjectivity and teachers' dominance, so that students' mathematical intelligence can develop harmoniously.