Model essay on detailed math teaching plan for the second grade of primary school (1) Teaching objectives:
1, through examples in life, let students perceive the common phenomena in life.
2. Cultivate students' practical ability through their rotation experience.
3. Cultivate students' awareness of applied mathematics.
Teaching emphases and difficulties:
Perceptual rotation.
Teaching process:
First, experience feelings.
1. Observe rotating objects, such as electric fans and windmills.
Please show how they move with your hands.
3. Are there any sports like this in your life? Please give an example.
What do we call a phenomenon like this?
Judge: which objects belong to rotation.
Second, feel the direction of rotation.
1. Show two objects rotating in different directions for students to classify.
2. Why do you want to divide it like this?
3. Show the clock face and let the students observe how the second hand turns.
4. Give the rotation a name according to different rotation directions.
Summary: This rotation from left to right like a second hand is called clockwise rotation, and the opposite rotation is called counterclockwise rotation.
Third, do it.
1, complete the third question on page xx.
2. Make a rotation by yourself. Let what you have spin.
3. Turn in different directions as instructed.
4. Complete page xx of the textbook and do it.
Fourth, show the beauty of rotation and create the beauty of rotation
1. Show the picture of Bauhinia, and let the students think about how it was created.
2. Use rotation to create beautiful patterns.
Teaching reflection:
Also pay attention to oral expression, some students say that the electric fan is rotating, and some students say that the faucet is rotating, which must be corrected: the rotation of the fan blade is translational, and the faucet is turned on or off.
Model essay on detailed teaching plan of mathematics in the second grade of primary school (2) teaching objectives;
1, so that students can understand the structural characteristics of the application problems of multiplication and division, and understand and master the problem-solving ideas.
2. Cultivate students' ability to analyze and solve practical problems and improve their thinking ability.
3. Make students experience the close connection between mathematics and daily life in the process of solving practical problems, initially feel the application value of mathematics, and enhance the consciousness of applying mathematics.
4. Stimulate students' interest in learning by encouraging emotional evaluation.
Teaching focus:
Guide students to learn to analyze the quantitative relationship with life experience and form the basic idea of solving problems.
Teaching difficulties:
Understand that to solve the final problem, we must first find out the hidden intermediate conditions.
Teaching preparation:
Multimedia courseware.
Teaching process:
First, review the introduction.
Today, the teacher takes everyone to visit Taoyuan. Do you want to go? (Courseware demonstration)
Peach harvest this year! Here are 4 baskets of peaches, 6 in each basket. How many peaches are there in a basket?
Who will do the arithmetic? (The student answers, what do you think? )
If there are 80 peaches on the first tree and 60 peaches on the second tree, how many peaches are there on these two trees?
Who can solve this problem in tabular form? What do the students think?
Second, explore new knowledge.
(1) You are amazing. You have solved both these problems. Let's go and see what problems mother monkey and baby monkey have in Taoyuan, and we want to ask you for help.
Examples of media demonstrations.
(2) What information do you learn from the pictures?
The students answered, and the teacher wrote on the blackboard: Big Monkey: 3 baskets, each basket 12.
Little monkey: 6.
Can you ask questions according to the situation of two monkeys picking peaches?
Write the questions put forward by the students on the blackboard, and then guide the students to solve the problems first. How many monkeys did you choose?
(3) How to find out how many monkeys have been collected?
Can you solve the problem in the column?
Students think independently and list the formulas.
According to the students' report on the blackboard: 123=36 (pieces)
36+6 = 42 (piece)
What did you calculate first? How did you come up with the idea of counting a few big monkeys first?
The teacher concluded: Some students think like this: How many monkeys do you need to pick? We need to combine the number of big monkeys with the number of small monkeys, but the title doesn't directly tell us how many big monkeys we picked, so we must first figure out how many big monkeys we picked, and then add the number of big monkeys to the number of small monkeys. This is from the title. Some students think of it from the conditions. According to three big monkeys in each basket 12, we can first calculate how many big monkeys have been picked, and then combine the number of big monkeys with the number of small monkeys, which is the number of two monkeys. Both ideas are good.
Write a complete answer after solving the problem. The teacher answers the questions on the blackboard.
Review: How many steps have we taken to solve this problem just now? Blackboard writing: solving practical problems with two-step calculation method. Why does this question take two steps?
(4) Try teaching.
A classmate asked a question just now. Can you answer that?
What is the first thing to answer independently in the notebook and then talk to each other at the same table?
Mark the report on the blackboard and write the formula. Question: How many more big monkeys are required to choose than small monkeys? What should I count first?
Contrast: What are the similarities and differences between solving examples and trying these two problems?
Students discuss the teacher's induction: the same is that the two questions are calculated in two steps. The first step is to calculate how many big monkeys are selected. This step is all multiplication calculation. The difference is that how many monkeys did 1 choose? So the second step is addition calculation. The second question is how much more does the big monkey choose than the little monkey? So the second step is subtraction calculation.
Third, expand the practice.
(1) After visiting Taoyuan, go to the Forest Park to buy tickets first. Let's calculate how much a * * * is worth. (Conditions and questions raised by the media)
Who can say what conditions this question tells us? What questions are needed?
Want a * * *, how much is it?
Students answer in columns. Report by name and tell me what 152 means. Don't forget to write an answer after reminding.
Let's go to the park. There are two children watering the trees here! What problems need to be solved here? Can you do it? Do it in your own notebook.
After the students answer independently, say what counts first and then what counts.
Let's continue to visit the forest park. Look, what is in front of us? What questions will you ask according to these conditions?
Show the questions according to the students' answers, and then ask the students to answer them separately.
How do you think to solve these two problems? What's the first thing?
Fourth, the class summary
During the visit, the students solved many problems, which was really amazing! What did you learn from this course? What is the key to solving practical problems by two-step calculation method?