Model essay on primary school mathematics lecture notes

Excellent lecture notes on primary school mathematics

First, the design concept

The content of students' learning should have a process of "experiencing, experiencing, exploring, guessing and proving"

Knowledge and skill goal understanding

(Cognition) Understanding or explaining the relevant features (or meanings) of the object from specific examples; According to the characteristics of the object, the object can be identified from the specific situation.

Understanding can describe the characteristics and origin of objects; Can clearly explain the difference and connection between this object and related objects.

Mastery can apply objects to new situations on the basis of understanding.

Flexible application can comprehensively use knowledge and flexibly and reasonably select application-related methods to complete specific mathematical tasks.

Process goal experience

Get some preliminary experience in concrete mathematical activities.

experience

(Experience) Participate in specific mathematical activities, get a preliminary understanding of the characteristics of objects in specific situations, and gain some experience.

Explore and actively participate in specific mathematical activities, and discover some characteristics of objects or differences and connections with other objects through observation, experiment, reasoning and other activities.

"Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teaching should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning and the organizers, guides and collaborators of teachers' mathematics learning. "This is one of the basic ideas put forward by the Mathematics Curriculum Standard for Full-time Compulsory Education for mathematics teaching activities.

Based on the above ideas, we must reform the situation that teachers always "talk" and students passively "listen" in classroom teaching. We should trust students' ability, give them the initiative to learn, and fully mobilize their enthusiasm for learning. Therefore, I designed the vertical structure of inquiry teaching in the teaching of this course, that is, the basic teaching mode of "setting doubts and passion-guiding inquiry-improving application-exchange evaluation"

Second, the design ideas

1, about textbooks

The teaching content of this lesson is Unit () of Book () of Nine-year Compulsory Education Six-year People's Education Edition. During this period, students will learn some basics () and further study () ... The new curriculum standard points out that students should pay attention to () during this period. It should be noted that () ...

2. About teaching objectives

According to the design concept and teaching content of this course, combined with the actual situation of students, I have formulated the following teaching objectives:

( 1)………………

(2)………………

(3)…………….

(4)…………………

The focus of this lesson is:

The teaching difficulties are:

3. About the teaching process

In order to embody the teaching concept of this course, I independently constructed the basic model of inquiry learning classroom teaching, that is, "questioning passion-guiding inquiry-application improvement-exchange evaluation"

(1) Passion for asking questions: Living and active problem situations can easily arouse students' interest and problem awareness, and make students have a positive attitude of exploring and solving problems independently. The life of the students born in the tutorial leads to the topic of ""

(2) Guiding inquiry: When students have the desire and interest to explore, teachers should consider how to provide appropriate conditions to guide students to explore knowledge through observation, operation, thinking and communication, to experience mathematics ideas and methods and to emphasize students' ability. Teachers only guide and participate in learning, leaving students with vivid scenes to learn mathematics. In the new curriculum teaching, I organize students to understand the characteristics of () and () through observation, thinking and communication, and master () through independent operation and communication.

(3) Application promotion: Learning mathematics knowledge is not the ultimate goal. It is important to use this knowledge to solve practical problems in life, realize the value of mathematics in life, experience the fun of learning mathematics, gain interest and confidence in learning mathematics, know how to use the learned mathematical knowledge to solve these problems in life, and gradually cultivate the ability of independent exploration and independent thinking.

In this class, I ask students to look for …

(4) Communication evaluation: Students gain new knowledge and experience through independent inquiry learning, and their cognition and emotion are all-round developed. Then through exchange evaluation, guide students to feel the charm of mathematics again in pleasant communication and exchange views and opinions. On the one hand, every successful experience can be transformed into wealth shared by the whole people; On the other hand, in the evaluation process, students should form self-feedback from time to time according to the target requirements; Know yourself in group communication and learn to evaluate others' learning.

Third, the teaching process

(A), doubt passion (using life situation, leads to math problems)

1, multimedia presentation ...

2. Guide students to appreciate the pictures.

3. Guide students to find ........................................................................................................................................................................

4. Report: .....

5, lead to "topic"

(2) Guiding exploration

1, you know ...

( 1)、……… ..

(2)、…………

(3)、………….

(4)、…………… ..

(5)、…………… ..

2、

3、

4、