Teaching objectives:
1. Through specific situations, I realized that there was mathematics everywhere in my life, thus stimulating my interest in learning mathematics.
2. By observing the situation map, get a preliminary understanding of the numbers within 10, and get to know the students' counting.
3. Experience the method of orderly counting in counting activities.
Teaching focus:
Instruct students to count with the same hand and mouth and count skillfully.
Teaching difficulties:
Stimulate students' interest in learning mathematics.
Teaching AIDS:
Courseware (showing situational pictures of teaching materials), pictures (elephants, rabbits, mushrooms, squirrels, white clouds, bears, flowers, green trees, birds, butterflies, etc. ).
Teaching process:
First, situational introduction
Children, from today on, everyone is a first-grade pupil. Congratulations, teacher! Welcome everyone, how happy it is for so many friends to learn new knowledge together! In the future, we should learn from each other and help each other, and compare who does the best.
Students, there are many lovely animal friends who started school with you today! Let's go to the animal school and see their "lovely campus" now! (blackboard writing topic)
Design intention: First of all, tell students to welcome them, narrow the distance between teachers and students, and introduce students into the classroom. This lesson is the first lesson for students to learn mathematics. According to the characteristics of the first-grade students in primary school, the subjects are introduced with animals that students like, so that students can learn mathematics with a happy mood and stimulate their interest in learning. Tell students to learn from each other, help each other and compare who does better in the future, so as to attract students' attention and stimulate their curiosity.
Second, independent inquiry.
1. Create a situation.
Many small animals, like children, have reached the age of primary school, and they are also happily carrying schoolbags to the "animal school" run by the elephant teacher. Look, the little squirrel jumps and shouts "School begins!" " "
2. Look at the picture and count.
Show the courseware (scene pictures on 2~3 pages of the textbook), have a look, count and say.
(1) Teacher: This is an "animal school" built in a big forest. Who's in the picture? What are they doing? Tell your deskmate what you see.
The deskmates told each other about their findings.
Students may say, organize communication.
In this picture, there are two rabbits carrying schoolbags to school. There are two little bears playing with the ball.
There are 9 birds flying in the air in the picture; Five white clouds are floating in the sky.
There is an elephant teacher, three beautiful mushroom houses and a group of butterflies flying in the picture.
There are two children in the picture who are thinking seriously. ……
Summary: We see the sun, white clouds, birds, green trees, elephants, mushrooms, butterflies, bears, rabbits, squirrels and blooming flowers.
Design intention: the content presented is a picture of the beginning of a new semester, which is consistent with students' experience, so as to attract students' attention to the situation in the picture with vivid cartoon images and let them enter the learning state imperceptibly; By organizing students to communicate, we can understand the information observed by students, exercise students' language expression ability and prepare for abstract counting. Therefore, students should be given enough time to report their findings. In the process of students' communication, pay attention to remind students not to repeat other people's answers as much as possible, and at the same time say the sentences completely.
(2) Teacher: The students watched carefully. Can you count the elephants in the picture?
According to the students' answers, write "1" on the blackboard and paste the picture of 1 elephant next to it.
Teacher: Who can count the rabbits in the picture?
Write "2" on the blackboard according to the students' answers, and paste pictures of two rabbits next to it.
Teacher: Can you count the mushroom houses in the picture? Tell me how you worked it out.
Students may answer that there are three mushroom houses in the picture, one by one. Students should be praised and encouraged.
If the students can't tell their own counting methods, the teacher should demonstrate it again, point to the mushroom room and lead the students to count one by one, telling them that we can count the objects one by one in the future. (Write "3" on the blackboard with pictures of three mushroom houses next to it)
Teacher: Who can quickly count the number of things in the picture in this way? Would you please come to the front, point to the picture and lead everyone to count? See who is the bravest.
Say the names of the students, point to the pictures and lead everyone to count one thing at a time. The teacher posted the corresponding pictures and wrote the numbers on the blackboard according to the answers.
And so on, complete the teaching of counting: 1 elephant, 2 rabbits, 3 mushroom houses, 4 squirrels, 5 white clouds, 6 bears, 7 flowers, 8 green trees, 9 birds, 10 butterflies.
Write the numbers on the blackboard according to the students' answers and paste the corresponding pictures. )
If a classmate says 1 sun, two children, five wooden stakes and five big characters at the campus gate, they should all be affirmed and praised.
Teacher: Through the observation and counting just now, which student has his own tips? How to count quickly and correctly? Share it with you.
Students communicate with each other: one place number, two places number and five places number are all counting methods.
Design intention: Let students discover the mathematical information contained in the situation diagram by themselves, and know the numbers within 10 by observing and counting, which not only understands the students' cognitive level, but also makes students feel that mathematics is around us, and also makes students realize that numbers are abstract from reality, thus generating positive mathematical emotions. Let students describe their own skills, in fact, it is to guide students to sum up, refine regular things, and cultivate students' awareness of being good at summing up.
3. Guidance of observation methods.
Teacher: Students, although you have learned a lot of mathematical information from the situation diagram just now, there are still some omissions. Do you know why? This is mainly because people do not pay attention to the order of observation when observing. We can look from top to bottom or from bottom to top, or from left to right or from right to left. In short, we must observe in a certain order and think hard to gain something.
Show courseware (ball, stake): You see, the children in the picture have discovered the shape characteristics of these two objects after careful observation and serious thinking. Do you know what they are?
Ball: round.
Wooden stake (cuboid): long and square.
Did you find anything similar in the picture? The sun is round, and the sign at the door of the classroom and the book in Bear's hand are long and square. )
Design intention: in this teaching process, guide students to master observation methods and cultivate students' observation ability, so as to achieve the hidden goal of this class. Guide students to observe geometry and lay a good foundation for learning "understanding graphics" in the future.
4. Look for physical numbers.
Teacher: The number 1~ 10 is often used in daily life, and there are many in our bodies. Now let's find and talk about them together.
(1) Watch and communicate with each other at the same table.
(2) Collective feedback communication.
Students may say: 1 head, 2 ears, 10 fingers ... as long as it is right, we must affirm it and pay attention to guiding students to complete the words. )
Design intention: Learning mathematics in connection with real life is the basic requirement of curriculum standards. Organize students to look for "physical numbers", make students realize that mathematics is around us, have a sense of intimacy with mathematics, and cultivate students' awareness of independent exploration and collective communication.
Third, summarize and improve.
What have you gained after learning this lesson? Tell everyone about it!
After the students spoke, the teacher concluded: Students, you have learned so well that you can count numbers within 10; Know the counting method, which can be one number, two numbers, five numbers; After learning this lesson, everyone likes mathematics more ... There is mathematics everywhere in our life, so we should observe it carefully in the future, and I believe you will be better!
Design intention: Guiding students to review the gains of this lesson can not only help students to deepen their impression of knowledge points, but also help students to summarize their learning achievements and cultivate their comprehensive mathematical literacy to some extent.
Blackboard design:
Lovely campus (counting)
Teaching reflection:
1. This course is the beginning for students to learn mathematics. According to the actual situation of students, we create story situations to attract students' attention, stimulate their curiosity and thirst for knowledge, make students realize that mathematics is around us, feel that mathematics is not boring, but interesting, and then stimulate their interest in learning, have a cordial feeling about mathematics, and lay the foundation for future study.
2. When observing the situation map, guide students to count activities in a certain order. The explicit teaching goal of this class is counting, and the implicit teaching goal is to master the observation method in the process of counting. The information in the situation diagram is rich, so students need to observe it in a certain order when counting.
3. At the end of the inquiry activity, it is an effective measure to guide students to sum up their own observations and counts, and to cultivate students' awareness of reflection and summary, so as to continuously improve students' mathematics literacy in the future.