Division is the key content of this book, and its meaning is based on "average score", so the knowledge of average score fully illustrates its foundation and importance. The textbook is arranged for two teaching hours, mainly to let students understand the meaning of average score through practical operation in specific situations. Includes the following layers:
(1) Example 1 Create a situation through the theme map. The meaning of average score comes from "the same amount per share".
(2) Through examples 2 and 3, let students experience the process of average score and further establish the concept of average score. Example 2 is the equal division of the known total number and the number of shares, and example 3 is the inclusive division of the known total number and the number of shares. The teaching content of this lesson is example 1 and example 2. Through the study of average score, students can accumulate rich perceptual knowledge for learning division, so as to understand the meaning of division smoothly.
Characteristics and methods of average score
1, using theme-based teaching, relying on concrete and vivid life situations to stimulate students' interest in learning and take the initiative to explore;
2. Through many hands-on operations, guide students to participate in a variety of senses and experience the process of mathematical modeling.
3. Group cooperation is the main form of learning, and every activity is open to everyone. At the same time, the design of open exercises pays attention to the publicity of personality.
At the same time, a learning method adapted to this teaching method is designed, namely:
1, so that students can always experience the process of "asking questions, understanding problems and solving problems" in specific situations.
2. Through group cooperation, create enough practical opportunities for each student to experience in various forms and contents of sub-activities.
3. The design of exercises pays attention to the cultivation of students' problem-solving ability, and the basic problem-solving is completed synchronously after the new teaching; Comprehensive practical application is put at the end of class and presented in an open and vivid form.
In view of the assumptions of the above teaching methods, I handled the teaching materials properly when preparing lessons, and tried to show my teaching with the following teaching process: