Teaching plan 1 teaching content: textbook page 65438 +03 Example 4, Doing, Exercise 3 1 2, Title.
Teaching material analysis:
The understanding of division is based on average score. Therefore, the preliminary understanding of division is designed behind the average score of textbooks. The textbook in this section is mainly to make students clear the meaning of average score in hands-on operation, and the division I mentioned in class is the sublimation on this basis. Let students know the significance of division operation in specific situations, let students know the number of divisions, and understand the writing and reading of division formulas. Teaching materials pay special attention to students' learning in situations, and creating vivid situations is conducive to students' entering the classroom quickly. Textbooks can be compiled according to children's cognitive rules. First, we should understand the meaning of division abstractly, and then write division symbols, division formulas and division formulas in detail.
Analysis of learning situation:
The understanding of division is based on students' preliminary understanding of the meaning of multiplication and learning to use multiplication formula to calculate multiplication in the table. The meaning of division is based on "average score". In life, primary school students have experience in dividing things, but they lack practical experience in dividing things equally. Therefore, we should provide students with sufficient opportunities for practical activities with the help of textbook design and students' real life. Let students know "average score" in specific situations and understand the life examples of "every copy is the same". Through intuitive operation, this paper shows two practical methods of division in application, so that students can understand the meaning of division, closely connect with students' life experience, create problem-solving situations for students, let students know that knowledge comes from life, eliminate the strangeness caused by students' first contact with division, and let students learn actively.
Teaching objectives:
Knowledge and ability: on the basis of understanding the meaning of "average score", let students know the writing and reading of division, division number and division formula.
Process and method: cooperative inquiry, so that students can participate in the learning process with their brains, hands and mouths.
Emotional attitude and values: let students master knowledge in happy activities and promote the development of students' ability.
Teaching emphasis: understanding division and divisor, and how to write and read the division formula.
Understand the meaning of division formula.
Preparation of teaching AIDS: courseware and sticks.
Teaching methods:
Game participation method, hands-on operation method and practice method.
Teaching process:
First, create a scene.
1。 Show 12 4 sets of bamboo shoots.
Show me the title again: put 12 bamboo shoots on four plates evenly. How much can you put on each plate?
Question: What does it mean to put it on four plates on average? (Emphasize that you should put the same amount in each plate)
Students divide the bamboo shoots independently and then report the results.
Summary: Put 12 bamboo shoots on four plates, that is, divide 12 bamboo shoots into four parts, with three for each part.
Teacher: Putting 12 bamboo shoots on four plates on average, or dividing 15 oranges into five parts on average, all belong to the problem of dividing a thing into several parts on average, and how many is one part, which is an average score. In mathematics, we use a new method-division to express it. (Title on the blackboard: Division)
Second, explore new knowledge.
1. We learned the symbols of addition, subtraction, multiplication and division before, but today we learned division, and the symbol of division is÷÷.
Instruct writing: when writing division numbers, draw a short horizontal line, one point above and one point below, the horizontal line should be straight, and the upper and lower points should be aligned.
2. Example 4 showing the textbook 18 page.
Teacher: "Put 12 bamboo shoots on four plates on average. How many are there on each plate?" How should this question be formulated?
How many bamboo shoots do you want to divide? (12) Write 12 before the division symbol.
② How many parts are 12 divided into? (4 copies) Write 4 after the division symbol.
How much is each? (Yes, 3) Write 3 after the equal sign.
The teacher said and wrote on the blackboard: 12÷4=3.
(4) The teacher asked the students to recall how the division formula was listed just now. Let the classmates at the same table communicate with each other.
⑤ Teacher: 12÷4=3 This division formula "is to divide 12 into four parts, each of which is 3." The formula is: 12 divided by 4 equals 3.
Let the students tell themselves what this division formula means. And read out the formula. Then tell each other.
3. Presentation: 15÷3=5
Teacher: Please ask a classmate to read this division formula. (15 divided by 3 equals 5)
Ask a classmate to explain what this division formula means. (It means that 15 is divided into three parts on average, with 5 parts each)
What did you learn in this class?
Third, consolidate practice.
1, complete page 13 of the textbook.
Let the students average the scores, write the formula, and then realize the meaning of division again, so as to consolidate the writing and reading of the division formula.
You can complete the following two small problems in the same way.
2. Complete questions 1 and 2 of Exercise 3 on page 15 of the textbook.
When practicing, you can add some teacher cards to increase the opportunities for students to practice. At the same time, pay attention to organizing different forms of exercises such as "opening a train", "relay race" and "drawing cards" so that students can master knowledge in pleasant practical activities.
Fourth, the class summary
Verb (short for verb) Task:
Question 3 on page 15 of the textbook, put it first.
Blackboard design:
division
12÷4=3
↓
Signs of division
Reading: 12 divided by 4 equals 3.
The second teaching plan of "Preliminary understanding of division" in the second volume of second grade mathematics
First, the teaching objectives
1, knowledge target
(1), let students know the meaning of "average score" and understand the meaning of division clearly and intuitively from the process of average score;
② Make students know division, read and write division formulas, and know the meaning of division formulas;
2. Ability objectives
① Cultivate students' practical ability and language expression ability through practical operation;
② Cultivate students' ability of exploring knowledge and autonomous learning;
3. The goal of moral education
Educate students to be polite.
Second, the importance and difficulty of teaching
Teaching emphasis: understanding the meaning of division;
Teaching difficulty: understanding the meaning of "average score"
Third, teaching AIDS and learning tools.
Teaching AIDS: courseware, paper strips, magnets.
Learning tools: digital cards, memory sticks
Fourth, the teaching process
1, wonderful introduction
(1), exciting
Students, have you shared anything? In this class today, let's divide things together and learn new skills by dividing things, shall we?
Hands-on exercise 1:
⑴ The teacher asked: Please divide eight digital cards into two randomly, that is, two piles;
(2) Students operate and teachers observe and guide;
(3) Student report
Question: Who wants to talk about how he divided it? Students say that teachers should write on the blackboard, and students should pay attention to encouraging innovation when speaking. )
8 8 8 8
1 7 2 6 3 5 4 4
(4) The teacher pointed to the above four methods and asked: One of these four methods is quite special. Did you find it?
5] Let the students talk and tell me why it's different.
[6] The teacher concluded that in the last method, the number of digital cards in each copy is the same, four. (The teacher writes on the blackboard: as much)
Step 2 introduce
Hands-on exercise 2:
1. The teacher clearly requires: Please divide the eight digital cards into four piles, each pile has the same amount;
(2) Students begin to operate and teachers check and guide;
(3) Ask a student to go to the blackboard and divide the eight magnets into four parts, each with the same number;
(4) After the students finished dividing, the teacher asked: Do you get the same amount for each part? How many/much? The teacher pointed to the magnets distributed by the students and said, like this, each share gets the same amount. This method is called average score. The teacher put a note under the magnet and the students read it. )
2. Explore new knowledge
1, learning example 2
(1), create a situation
The teacher created the situation by telling stories: one day, three small animals, the elephant, the white rabbit and the bee, came to the old horse's house as guests (the courseware showed them three small animals), and the old horse treated them warmly and took out six big and red peaches (the courseware showed them six peaches). Elephants, white rabbits and bees are all drooling, and the old horse knows very well that if it is unfair to divide them, it is unfair. So, Ma Lao wants to ask the children in Class 206 to help us divide the peaches, but there are two questions to test before we start work: ①. Do you want us to divide these six peaches into several parts? Students say three copies, and the teacher shows three plates. How to divide it?
(2), hands-on practice three:
Teacher: Let the students use digital cards instead of peaches.
(3) Watch the animation to demonstrate the process of dividing peaches.
Teacher: When the students divide, the old horse is also dividing. Let's see how the old horses are divided. Question: How many do you put on each plate? Have you finished dividing it? Keep dividing. (Courseware demonstrates the process of dichotomy) Question: How many times did the old horse divide it before it was finished? How much did you put in each plate for the first time? How much is left? How much was put in each plate the second time?
(4), hands-on exercise 4:
Now, would you please learn from the old horse once?
(5), students on stage to demonstrate the process of points.
Teacher: Who wants to perform on stage? (Demonstrating with a magnet)
(6) Teacher's summary: Put six peaches on three plates, and put the same amount on each plate, that is, divide the six peaches into three parts, two for each, which can be done by division.
2. Learn how to read and write division formulas.
1. Separate
The operation symbol of division is called division symbol (blackboard writing:). Write horizontally first, horizontally, then up and down a little, and align the two points.
(2) Read and write the division formula.
Write the total number of things to be divided into 6 parts before division, and write the average of 3 parts after division. Division indicates the average score, and each part gets 2, and then write 2 after the equal sign. (The teacher writes on the blackboard while explaining)
The whole formula is read as "6 divided by 3 equals 2" (blackboard writing, read by the whole class), and students read "8÷4=2" to consolidate.
It means that six is divided into three parts, each part is 2, (write on the blackboard, students read together), and students say "8÷4=2".
3. Form exercises
(1), do the first item of the first question of "doing"
(1), read the question and understand the meaning of the question.
Ask a student to tell us what the topic asks us to do.
(2), hands-on exercise five:
Students operate according to the meaning of the question and fill in the formula.
③ Watch animation.
Students watch the animation demonstration of the process of dividing bars. Question: What's the total score? How many pieces did you fold for the first time?
④ Guiding formula
How many sticks should 12 be divided by to divide the stick into three parts? Equal to what?
Why divide by 3?
What is the meaning of 12 in the formula? What does the division symbol mean? What does 3 mean? What does 4 mean?
(2) Do the first question of the second question.
(1), students do it independently
②. Collective correction
Divide 12 sticks into 4 parts, and find out how many sticks there are in each part. What does 12 mean? What does 4 mean? What does 3 mean?
③ Compare the first and second questions.
Why is the first question divided by 3 and the second by 4?
(3) Do supplementary exercises
The teacher distributed 10 exercise books to two students on average. How many copies did each student get?
The courseware shows the topic, and the students talk about how to formulate and calculate the meaning of each number.
4. Summary
What new knowledge have we learned today? I know how to divide a thing into several parts and find out how much each part is by division.
5. Classroom assignments
Do the first question of exercise 12.
6. Blackboard design (omitted)
Verb (abbreviation of verb) instruction design description
1, teaching material analysis.
Calculation teaching is the focus of primary school mathematics teaching, division is an important part of calculation, division in table is the basis of learning division, and "preliminary understanding of division" is the beginning of students' learning division and the first lesson of learning division concept. Students do not have this knowledge in the original knowledge structure. Students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.
Textbooks are introduced from dividing things, and students can understand the practical significance of dividing things. Example 1 clarify the meaning of "average score" by asking students to divide some objects manually and use the same amount. Example 2 enables students to clearly see the process of average score and intuitively understand the meaning of "average score". Then it leads to the reading, writing and meaning of the division formula. In order to make students understand the "average score" better, some practical problems are arranged in "Do one thing, do one thing" and exercise 12, so that students can set a pendulum and divide it one by one, then write the division formula, and then talk about the significance of the division formula.
2. Teaching objectives, key points and difficulties
Teaching objectives:
(1), let the students make clear the meaning of "average score" through physical work, and get the "average score" from the process.
Understand the meaning of division intuitively;
(2) Students know divisor, can read and write divisor formula, and know the meaning of divisor formula;
(3) international management to cultivate students' practical ability and preliminary language expression ability;
④ Cultivate students' ability to explore knowledge and strong interest in division;
⑤ Educate students to treat others warmly.
Key points: Let students know the meaning of division through actual division.
Difficulty: Understand the meaning of average score.
3. Instructional design
(1), the guiding ideology of instructional design
(1), starting from the reality of life, reflecting the formation process of knowledge, in line with students' great cognitive law;
(2) Pay attention to all aspects of students' development in class and achieve three goals;
(3) Based on cultivating students' innovative consciousness and autonomous learning ability;
(4) In the teaching process, pay attention to creating situations and atmosphere.
② Several levels of instructional design.
(1), the average score is obtained from the same amount.
Here are two practical operations. One is to randomly divide eight digital cards into two; The second is to divide eight digital cards into two parts, and each part has the same number. Through the first hands-on operation, students' reports lead to "as much", and through the second hands-on operation and teachers' questions, they lead to "average scores".
2. Use "average" to guide the operation.
After the teacher tells the story, ask the students to divide the six peaches into three parts on average and find out how many there are in each part. Then use the "average score" just learned to guide students to operate.
(3) How to solve the "average score"
In the last exercise, the students were only asked to try to get an average score, but they were not told how to get an average score. After the students operate, watch the scoring process of the old horse, imitate the scoring method of the old horse, and finally invite a student to give a demonstration on stage to help students solve the average score.