? May is the season of flowers, gratitude and labor. In this month when the early summer is coming to an end, our Shunqing New Technology Teaching Application Learning Group, led by Director Zhang of Education Bureau and stationmaster Liu of Teaching Instrument Station, and a group of 24 people set off for Nanchang with strong interest in new knowledge. I participated in the innovative classroom teaching practice observation activities of Zhanqian Road School in Nanchang, Jiangxi, and learned a lot of new things. Now, I would like to share with you my observation and experience of the fifth grade math class "Broken Line Statistical Chart" taught by teacher Le Shu.

Subject: Mathematics Subject: Broken Line Statistical Chart

Grade: Grade five? Version:? New education edition? Instructor: Shu Le

Teaching objectives:

⑴ Knowledge goal: to further understand the meaning of line chart and feel the transformation process between numbers and graphics.

⑵ Skill goal: master the conversion skills between number and shape.

⑶ Emotional goal: to experience the close relationship between mathematics and life.

Teaching emphases and difficulties:

Key point: understand the transformation relationship between abstraction and concreteness.

Difficulties: design statistical tables and convert them into statistical charts.

Display of key links in teaching;

The introduction of the topic is easy to understand and close to life.

Step by step, first converted into a highly intuitive columnar statistical chart.

Then the column chart is converted into a line chart, and the differences and connections between them are pointed out.

Assign tasks to students and set certain learning goals.

After summing up, connect the knowledge learned in this lesson with the examples in life, deepen the impression and achieve the effect of applying what you have learned.

Knowledge gained through study

1. Teacher Shule is simple and grounded in the introduction of the class. Simple and easy-to-understand tables first make students understand the concept of statistics, and then transform them into intuitive columnar statistical charts, which are easy for students to accept. Finally, the histogram is transformed into a broken line statistical chart, so that students can understand the differences and connections between the two, step by step, and pay attention to the connection and migration of old and new knowledge.

2. Choose meaningful and interesting materials to teach broken-line statistical charts. For primary school students, meaningful statistical materials should be relatively familiar or interesting phenomena and facts in life. Because the materials of interest should be familiar phenomena and favorite facts, it will help to stimulate the enthusiasm of participating in statistical activities.

3. At the end of the class, the teacher linked the knowledge learned in this class with real-life examples, and paid attention to the connection between mathematics and real life, so that moral education infiltrated imperceptibly. This is because statistics is closely related to our daily life and work, which enables students to learn valuable mathematical knowledge and know the broken-line statistical chart in daily life situations, and has achieved good educational results.