A draft of a math lecture for the second grade of primary school
I. Contents:
Nine-grade compulsory education People's Education Edition Primary School Mathematics Grade Two Volume I Unit 8 "Wide Angle of Mathematics-Collocation (1)" The first lesson is simply arranged.
Second, talk about teaching materials.
This course is a newly added unit in the second grade of compulsory education curriculum standard experimental textbook, which is mainly to let students perceive the important mathematical ideas and methods of arrangement. The thinking method of sorting is widely used, which also lays the foundation for future study. The standard points out that students can think simply and methodically in the process of solving problems. In the new lesson, students are arranged to use three digital cards to put two digits. The main purpose is to let students start with the simplest arrangement and lay the foundation for later study.
According to the relevant knowledge of teaching materials and the accumulated knowledge of students, abstract thinking is weak and understanding ability is limited, and there are often omissions and repetitions in the arrangement of many things. Therefore, the teaching focus of this course is to infiltrate mathematical thinking methods into students and initially cultivate students' awareness of thinking in an orderly and comprehensive way.
Third, talk about teaching objectives.
According to the requirements of curriculum standards for the unity of knowledge, ability and ideological education, as well as my analysis and understanding of teaching materials and my understanding of students' actual situation, I have established the three-dimensional objectives of this course as follows:
Knowledge and skills
Ask the students to find out the arrangement number of the simplest things through observation, guess and experiment.
(2) Process and method
Through students' observation, comparison, independent cooperation and exploration, students' thinking consciousness is cultivated in an orderly and all-round way.
Emotional attitudes and values
Let students feel the close connection between mathematics and life, and cultivate students' interest in learning mathematics and their consciousness of solving problems with mathematics.
Fourth, the teaching method of speaking.
"Mathematics Curriculum Standard" clearly points out: "Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students." According to the characteristics and laws of students' cognition, the analysis of their learning situation, the requirements of Curriculum Standards and the reality of junior students' learning mathematics, in the design of this lesson, students like to crack simple passwords to introduce new lessons. I have prepared a learning tool for digital cards, so that students can highlight the key points of this lesson in operation and present the key contents on the blackboard. The whole class pays attention to the role of multimedia teaching, and organizes teaching through courseware demonstration, hands-on operation, cooperative learning and game activities to stimulate students' desire for knowledge, thus improving classroom efficiency. Turn static knowledge into dynamic knowledge and abstract mathematical knowledge into concrete and operable regular knowledge.
Five, said the learning method:
Grade two students have limited knowledge and understanding, and lack spatial imagination. Psychologically, students find it difficult to learn mathematics, especially the wide-angle content of mathematics in the first year has never been touched and they don't know what to learn. Moreover, students are easy to confuse permutation and combination. In this lesson, we won't explain the definition, but let the students have a preliminary perception. Therefore, it is difficult for students to study directly, and it is impossible to get good grades, but students have a certain knowledge base, but they have not been systematically refined. Therefore, in the process of mathematics learning, we should pay attention to learning with lively and interesting activities, so that students can explore new knowledge and discover laws in activities. Students are the masters of learning. Pay attention to students' psychological laws when learning mathematics. We should start from the students' existing life experience and combine the students' actual situation to run through the whole classroom in the form of group cooperation. We should make full use of the learning mode of group cooperation, joint exploration and independent thinking, so that students can experience the fun of learning and have more active thinking while learning knowledge.
VI. Representation Structure:
(1) Create scenarios and introduce topics. (3 minutes)
Create a method to unlock the teaching of digital arrangement by using 1, 2 numbers. Let students think independently first, and then take out cards to operate, which can arouse students' enthusiasm for independent learning. Thereby leading to the topic.
(2) Cooperative inquiry and learning new knowledge. (15 minutes)
This class belongs to math activity class. Since it is an activity class, it is necessary to fully mobilize students' enthusiasm, find problems through "posing" and communicate through "speaking" to solve problems.
(3) adjourn. (2 minutes)
(4) Consolidate exercises. (18 minutes)
1, variant exercise: change the number 1 to 0, and how many different two digits can be put out with the two numbers 1, 0,3?
2. How many ways are there for three students to sit in a row and take a group photo?
3. Every three people, two people shake hands 1 time, and how many times does a * * * shake hands?
4. Go to the clothing store. Here are two clothes and two trousers. How do children want to buy a suit?
5. Children's literature, 100,000 whys and the mysteries of nature should be given to Xiao Hong. Which two books may be given?
(5) Summary (2 minutes)
Ask the students to say what you have learned from this lesson.
Draft of the second grade mathematics lecture in the second primary school
First of all, talk about textbooks.
Grams and kilograms are the second volume of the second grade of primary school mathematics. Let students know the two commonly used quality units, gram and kilogram, which is the students' initial attempt to quality units, and also lays the foundation for the later "ton" teaching. Starting from the students' perception law and life experience, we should deal with the teaching materials flexibly, and know grams first, then kilograms, then the relationship between grams and kilograms and the application of knowledge.
Around the content of this lesson, guided by the new teaching concept and combined with the experimental direction of this subject, the following teaching objectives are established:
1, students know grams and kilograms, have a certain perception of 1 kilograms, 1 grams, understand the relationship between grams and kilograms, and can perform simple mass calculation.
2, continue to cultivate independent inquiry, cooperative communication learning methods, encourage personalized learning consciousness.
3. Make students fully realize that there is mathematics everywhere in life, and cultivate students' problem awareness and problem-solving ability.
This lesson focuses on the understanding of kilograms and grams and the understanding of their relationship. The difficulty is the understanding of dick.
Second, teaching methods and learning methods.
Teaching method: The teaching object of this class is Grade Two students. Although they have developed certain study habits, they are still very active, fun and curious because of their young age. According to this feature, in order to grasp students' interest and stimulate their curiosity, teachers mainly use situational teaching method to create game situations and activity situations that students like and are familiar with, so that students can fully feel, discover and acquire new knowledge, and at the same time, they also use heuristic teaching and intuition. Learning style has created a good foundation.
Learning method: In order to better highlight students' dominant position, embody and optimize diversified learning methods, various activities such as weighing, talking, evaluating and weighing are adopted in learning method, so that students can take the initiative to start work, move their mouths, move their ears and use their brains, and acquire new knowledge in the process of active participation, independent inquiry and cooperative communication.
Third, the teaching process
(A) situational import
1, Teacher: A few days ago, students and parents went to the supermarket to buy some items, and also collected the quality of some commonly used items. Shall we talk together?
Answer: Mom bought 30 grams of toothpaste and 45 grams of sausage. My weight is 3 1 kg, and a bag of rice is 25 kg. ...
Teacher: The students have said so much. Did you find anything?
Health: Some have "grams" on the back, and some have "kilograms" on the back.
Students may answer: the lighter is in grams, and the heavier is in kilograms.
2. Point out the topic.
Teacher: How can we know the weight of the goods we buy?
Answer: weigh it with a scale.
3. Courseware shows several scales that are common in life.
The teacher mainly introduces the composition and usage of the balance to the students.
design concept
Textbooks present us with a kind of static knowledge, and the situation it creates is far from the reality of local students' lives. In this class, I first let the students exchange some findings in their usual shopping. The students learned to know the quality labeling of goods, making them feel that the knowledge of grams and kilograms is true and cordial, which has built up enough confidence for the students to learn mathematics in our lives.
(2) Life experience.
Understanding of 1 and gram
This part of the content is mainly carried out from the following six links:
(1) Check by hand: How much does a 2 cent coin weigh?
(2) Weigh it with a balance: A binary coin weighs about one gram.
(3) Look again with your hands: How much does one gram weigh? Talk about your feelings.
(4) Give some examples of things that weigh about one gram in life.
(5) Weigh the school supplies on the table and weigh them with scales.
(6) Weigh the school supplies by hand and talk about your feelings.
2. Understanding of kilograms
The understanding of kilograms is mainly carried out from the following eight links:
(1) Hand weighing: Estimate the approximate weight of a bag of salt.
(2) Look at the label: a bag of salt weighs 500 grams.
(3) The teacher asked: What about the two bags of salt?
Answer: 1000g
(4) Weigh two bags of salt by hand.
(5) The teacher asked: Is it appropriate to weigh two bags of salt with a balance?
Student A: Not appropriate.
Teacher: What kind of scale should I use to weigh it?
Health: Spring scale.
Health: platform scale.
(6) Weigh two bags of salt with a spring scale, and get: 1 kg.
Launch: 1kg = 1000g blackboard: 1kg = 1000g.
(7) Find out what weighs 1kg and talk about your feelings.
(8) Weigh the school supplies on the desk and talk about your feelings.
design concept
In traditional teaching, the process of knowledge formation is taught by teachers. Teachers' teaching replaces students' operation and thinking, and students can't experience the formation process of knowledge.
In this class, I fully provided students with the opportunity to "do mathematics" and let them actively construct knowledge. Students form the representation of grams and kilograms through the activities of weighing, guessing and weighing, and then fully weigh, feel and list many items weighing about 1 gram in life. Through a lot of calculations, such as weighing 2 cents, math books, 1 kg salt, schoolbags, etc. Students are becoming more and more clear and profound about the quality concept of grams and kilograms. Students gradually developed from "gram is light" and "1kg is a little heavy" to weighing, estimating and knowing the mass of objects with springs. Mathematics in these lives is not taught by teachers, but experienced by children themselves, forming certain skills and gaining positive emotional experience.
(3) Consolidate new knowledge
Courseware display:
1, write the weight.
2. Fill in the appropriate units in the brackets.
3. repeatedly.
4. Wrong number.
design concept
In this lesson, students' understanding of grams and kilograms is far from enough if they only stay on the understanding of "a two-cent coin weighs 1 gram" and "two bags of salt weighs 1 kg". In teaching, I fully let students weigh with their hands, evaluate with their brains, talk about feelings, experience the actual weight of 1 g and 1 kg in a pleasant learning atmosphere, understand the relationship between grams and kilograms, conform to the curiosity of primary school students, enhance their interest in learning, and let students fully enjoy the happiness of learning, communicating and experiencing success.
Draft of the second grade mathematics lecture in the third primary school
Understanding of the times:
I. Contents:
This lesson is the first volume P82, case 1, case 2 and related exercises of the second grade of primary school mathematics published by Xi Shi Normal University.
Second, state the goal:
1. Understand the meaning of "times" through operation;
2. The multiple relationship between two numbers can be described by the meaning of "multiple";
3. Cultivate students' practical ability and oral expression ability as well as the habit of thinking seriously, and stimulate students' thirst for knowledge.
Third, the pressure and difficulty:
Understand the significance of the times; Describe the multiple relationship between two numbers.
Fourth, the preparation of teaching tools:
Magnet, stick, blackboard, etc.
Five, the teaching process theory:
(a) bedding exercise:
1, 8 pieces, one for every 2 pieces; Say that there is () 2 in 8;
2. Count 9, one for every 3; Suppose there are () 3s in 9. How to calculate?
(Let students master two points skillfully)
(2) Explore new knowledge:
1, arrange the sticks in two rows, 3 sticks and 6 sticks. What's the relationship between 3 and 6? The teacher summarized and introduced the new lesson. Starting from one number, there are several other numbers, and it is preliminarily known that one number is several times that of another. The relationship between 3 and 6 mentioned by the students just now is all the knowledge we have learned before. In fact, there are other relationships between 3 and 6. Today, the teacher will take the students to explore a new quantitative relationship between 3 and 6: multiple relationship. (blackboard writing: double understanding))
2. Be able to draw, circle and fill in, and further understand that one number is several times that of another.
3. Guide reading and complete Example 2 to cultivate students' learning methods.
4, through discussion (how many times is 8 4? How many times is 8 2? ) activities, so that students can further understand the significance of the times.
5. Summary: Do you know how many times one number is another? Imagine: there are (several) other numbers in this number, so this number is (several) times that of another number.
(3) Classroom activities
Guide reading and tell the multiple relationship of 8, 6 and 48.
(4) class summary.
What did we explore today? Can you give an example of how many times one number is another?
(5) homework
Six, teaching gains and losses:
Through a series of operation activities, students initially understand the meaning of multiple, and realize that one number is several times that of another number by how many numbers there are in one number. In teaching, it takes a lot of time to prepare the review exercises, which leads to the unfinished homework exercises; Second, there are two problems in classroom activities. Students' understanding of "8 times 6 is 48" and "48 is 8 times 6" is easily confused. This is because I didn't study enough textbooks and students before.
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