Model essay on mathematics lecture notes for the second grade of primary school
First of all, the textbook: 1, a brief analysis of the textbook: "Southeast and Northwest" is the starting lesson in Unit 5 "Direction and Position" in the first volume of the second grade of primary school mathematics published by Beijing Normal University. This lesson helps students to establish a preliminary concept of space through a simple understanding of the four directions of southeast, northwest and northwest, and lays the foundation for further study of road maps. The new curriculum standard clearly points out that "happiness is the basic element of innovative spirit." Without the concept of happiness, there is hardly any invention. " Therefore, it is very necessary for human development to learn the correct direction and establish a preliminary concept of space from an early age. The significance of learning this lesson well is self-evident.
2. Teaching objectives:
(1) Based on students' existing life experience, students can identify the other three directions according to the given direction, and can use these words to describe the position of objects and know the direction on the map.
(2) Cultivate students' awareness of distinguishing directions and develop students' concept of space with the help of realistic mathematical activities.
(3) Be able to actively participate in mathematics learning activities, experience the close connection between mathematics and real life, and get a good emotional experience in activities and exchanges.
3. Emphasis and difficulty in teaching
4. Teaching emphasis: Given a plan of the southeast and northwest directions, we can accurately identify the other three directions and describe the position of objects in the southeast and northwest directions.
5. Teaching difficulties: find the right direction in real life.
Second, talk about the old teaching method.
This teaching activity presents the teaching content in the form of games. In teaching, we should build new knowledge by creating situations, communicating and interacting, playing games and other practical and interesting ways. Integrate learning methods such as observation, practice, communication and cooperation, and pay attention to learning methods and sounding.
Third, theoretical study.
Mathematics curriculum standard clearly points out that mathematics teaching should strengthen the connection with life, so we emphasize that students should learn mathematics in life. Therefore, in this class, I guide students to adopt the learning method of observation-discovery-practice-transfer, which not only cultivates students' hands-on and discovery ability, but also makes them fully feel the fun of learning mathematics and fully participate in the learning process.
Fourth, talk about the teaching process
Mathematics learning is not a simple and passive acceptance process, but a process of students' experience, exploration and practical activities. Based on this concept, I designed the following teaching links:
(A) game activities, the introduction of new courses as the saying goes: interest is the teacher, the beginning of the people's democracy class, I will seize the game to live the psychology of students like games, so that students can easily and happily complete the review of "up, down, left and right" in the game. It not only stimulates students' learning behavior, but also prepares for the follow-up study.
(2) the actual observation and feeling position
In this session, I mainly start with "Do you know which Fang Xiangsheng the sun rises from?" Who said how did you find Dong? Can you find the other three directions? "As an introduction, so as to guide students to observe, identify the four directions of the school, and find them with their companions and talk about what they have in these four directions. Finally, let the students turn around at will and point to speak in all directions. For example, "I face east, behind me is west, on the left is south, on the right is north, and so on." "In this link, give students time and space to fully think and explore, give full play to their collective wisdom, reflect their cooperation and mutual assistance, and cultivate the spirit of independent exploration.
(3) indoor identification, apply what you have learned.
Based on the characteristics of students' love of playing, sports and games, I returned to life in this link, and strengthened the game of "I say you can do it" in the process of playing, for example, let students face (), followed by (), with () on the left and () on the right. This is to prepare for learning the direction of the map later.
Secondly, I let the students play the game of "Super Imitation Show", such as: jumping two steps south like a frog; Take a few steps towards the cock in the west; Extraordinary, pretending to be the Monkey King; Nod to the north, etc. Let every student be active and debate the direction emotionally in an exciting and pleasant atmosphere.
(4) Organize records and realize migration.
This link is mainly to let students draw their own school maps without the guidance of teachers. Because the directions of the maps drawn are inconsistent, it is difficult for people to find the places they want to go according to the maps, which leads students to conclude that there must be a unified direction to make people understand the maps without confusion. On the basis of this contradiction, let the students observe and discuss, and finally come to the conclusion that the direction on the map is up north, down south, left west, right east. Understand the rules on the map, and then let students modify their own maps according to this rule, realize the migration from the actual direction to the map direction, and pay attention to the exploration of learning process and learning methods.
(5) Practice in play and expand application.
Direction knowledge comes from life and is applied to life. Learning in class is not enough, and it needs to be observed and applied in life in order to really master it. Therefore, in the fifth link of experiencing harvest and expansion, I designed the situational exercise of forest house. First, ask the students a question: Can you find the home of a small animal from the picture? How did you find it? Secondly, let the students say: which small animal do you want to go to? How to get there? This consolidates students' understanding of the directions on the map. At the end of the class, let the students talk about what they have learned. What are the benefits? And encourage students to collect ways to find the right direction, stimulate students' desire to explore, and let students walk out of the classroom with problems. As the saying goes, "Although I am tired of class, I have nothing to think about."
Model essay on the second grade mathematics lecture notes of the second primary school
Understanding of the times: the first is the content:
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:
Model essay on the second grade mathematics lecture notes in the third primary school
First, talk about 1 teaching materials, as well as the status and role of teaching materials
On the basis of students' understanding of plane figures such as rectangles and squares, Knowing Drawings takes these knowledge as the support point and names the learned rectangles and squares as quadrilaterals according to the number of sides. Through the transmission of this knowledge point, students can understand pentagons and hexagons, prepare for further study of polygons in the future, and lay a solid foundation for cultivating students' spatial thinking.
2. Teaching objectives
(1) Through observation, comparison and other methods, we have a preliminary understanding of quadrilateral, pentagon, hexagon and other plane graphics.
(2) Participate in practical activities such as touching, building, counting, folding and cutting graphics, experience the transformation of graphics and develop the concept of space.
(3) Accumulate interest in mathematics in learning activities and cultivate students' awareness of cooperation and communication.
3. Teaching emphases and difficulties
Key points: Understand quadrangles, pentagons and hexagons.
Difficulties: Understand the connection and transformation between figures and develop the concept of space.
4. Preparation of teaching AIDS
The thinking of the lower grade students in primary school is mainly concrete thinking, and gradually transits to abstract logical thinking. In order to enrich students' perception, I used the following teaching AIDS to assist teaching in this class:
(1) rectangular and square paper; Envelope with quadrangle, pentagon and hexagon; Small sticks, etc
(2) Multimedia courseware
Second, talk about teaching methods and learning methods.
Teaching methods: In teaching, I use situational teaching, intuitive teaching, activity teaching, cooperative discussion and other methods to guide students to understand quadrangles, and then on this basis, through independent learning and cooperative inquiry, I can understand pentagons and hexagons, thus forming the understanding that a figure has as many sides as it has, which gives full play to students' initiative and enthusiasm in learning.
Learning methods: In this class, with the help of multimedia, students are guided to adopt the learning methods of self-inquiry, group cooperation and practical operation, and the multi-sensory participation of students is mobilized through activities such as watching, touching, counting, folding and cutting, so as to fully perceive the characteristics of quadrangles, pentagons and hexagons, and let students fully feel the relationship between graphics in full interest. Contact and transform, develop the concept of space.
Third, talk about the teaching process
The teaching activities of this class are mainly carried out from the following four links:
(1) Create a situation to introduce a new lesson (2-3 minutes)
At the beginning of the new class, create a scene according to the age characteristics of the lower grade students and reproduce the old knowledge: children! Today, the teacher leads everyone to play in an interesting graphic kingdom. Students can say what they know about rectangles, squares and circles through observation. This introduction enables students to consolidate old knowledge in vivid and interesting situations.
(B) business observation, exploring new knowledge
1, known quadrilateral (10 min)
Show floor tiles, from the body to the surface. What is their surface? Then observe the rectangle and square, draw the edges, and then touch. How do you feel? How many are there on the side? I personally experienced the process of finding the edge, enjoyed the joy of success, and realized that the learning of mathematics knowledge lies in constant self-exploration. Finally, it is concluded that quadrilateral has four sides. In order to help students consolidate new knowledge in time, let them finish thinking and do the first question well, after making a judgment, ask students to tell why some are quadrangles and some are not quadrangles. Further deepen the understanding of quadrilateral.
2. Teach yourself pentagons and hexagons (10 minutes)
After students know quadrangles, I boldly let students learn pentagons and hexagons independently through cooperation, communication and sharing. By building pentagons and hexagons with wooden sticks, the characteristics of pentagons and hexagons are further consolidated and polygons are migrated. We know quadrangles, pentagons and hexagons today, or we will encounter more figures surrounded by edges in the future. They have a bigger name, and we collectively call them polygons.
Then let the students think: How can we know how many polygons there are in a graph?
Through classroom communication, guide students to know: to know how many sides a figure has, you can count how many sides it has.
(3) Hands-on operation and consolidation of new knowledge (15min)
The New Curriculum Standard points out that the mathematics curriculum should be basic, universal and developmental. In order to realize that everyone learns valuable mathematics; Different people get different development ideas in mathematics. I have designed three exercises at different levels, from shallow to deep, step by step, so that students can count, fold and cut with their brains, consolidate new knowledge and deepen their thinking.
(4) Deepen, expand and extend communication (2 minutes)
Mathematics comes from life and is higher than life. Mathematics learning can't be confined to the classroom. We should move from in-class to out-of-class and from books to life. I asked: What did you gain from this class today? Teachers and students work together to sort out the learning content of this lesson and form a knowledge network.
The teaching activities of this course are based on students' cognitive development level and existing knowledge and experience. By creating scenes, competitions and hands-on operations, students' enthusiasm for learning is stimulated, which provides them with opportunities for independent exploration and cooperation. Students have experienced the process of re-creation of knowledge, known quadrangles, pentagons and hexagons, experienced the connection and transformation of graphics, and developed the concept of space. It has realized the idea that students are the masters of mathematics learning and teachers are the organizers, guides and collaborators of mathematics learning.